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Creative Arts Therapy |
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CAT 613 - Intercultural Issues in Creative Arts Therapy
This intensive course emphasizes the expansion of creative arts therapy techniques and processes, as well as cultural competency, in a variety of country offerings. Participants will demonstrate knowledge of the country’s history, cultural arts, and application of the creative arts through lecture, tours, experiential workshops and service. Immersion in the visiting country’s way of life enriches human development. Practical experience will facilitate therapeutic communication in shared expressive art activities. The students will develop an understanding of Multicultural competence related to working with diverse communities, understanding privilege and oppression and reflective thinking in regards to their own attitudes, values and beliefs. Open to students in Creative Arts Therapy programs. Open to students in other graduate programs with permission of instructor.
Prerequisites & Notes
Open to students in Creative Arts Therapy programs. Open to students in other graduate programs with permission of instructor. Term offering cycle: Summer. Yearly cycle: variable offering.
Credits: 3
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CAT 620 - Creativity, Symbolism, and Metaphor
This course is designed to provide an opportunity to learn the historical and developmental approach to the importance of creative activity throughout the life-span. Theories and modesl of creativity, smybolism, and metaphor are explored. The student will apply the theories using artistic language, symbolism, and various media. Open to students in Creative Arts Therapy programs. Open to students in other graduate programs with permission of instructor.
Prerequisites & Notes
Open to students in Creative Arts Therapy programs. Open to students in other graduate programs with permission of the instructor. Term offering cycle: Spring and Summer. Yearly cycle: variable offering.
Credits: 3
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CAT 660 - Legal, Ethical, and Professional Issues in Creative Arts Therapy
This course is designed to provide an overview of creative art therapy, both music and art, relative to codes of ethics, legal considerations, standards of preparations, certifications and licensing, role identity of counselors, and goals and objectives of professional organizations. The process of ethical decision-making is emphasized. The role of creative arts therapists in promoting the welfare of all clients, by emphasizing the inherent dignity, worth, and equality of all persons will be emphasized. The primary focus of the course will be on the legal, ethical, and professional identity development for creative arts therapists as well as the important function of advocating for clients, the public, and the profession.
Prerequisites & Notes
Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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CAT 677 - Methods and Research
A study of the various types of research designs, hypothesis formation, data collection, treatment and analysis of data. Students examine the role of computer information systems, conduct computer searches, and design a research project. Prerequisite: For the Art Therapy program,
students must achieve a grade of B or better to continue with CAT 530. If a grade is below a B,
the student must retake the course.
Prerequisites & Notes
Prerequisite: For the Art Therapy program, students must achieve a grade of B or better to
continue with CAT 530. If a grade is below a B, the student must retake the course. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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CAT 681 - Current Topics in Creative Arts Therapy
These elective courses will survey a variety of current methodologies and specializations within the creative arts therapies. Topics such as trauma informed art therapy, neuroscience, substance and alcohol related topics, new methods in art therapy and music therapy are among some of the related theoretical and didactic methods that will be offered. Open to students in Creative Arts Therapy programs. Open to students in other graduate programs with permission of instructor.
Prerequisites & Notes
Open to students in Creative Arts Therapy programs. Open to students in other graduate programs with permission of instructor. Term offering cycle: Summer. Yearly cycle: variable offering.
Credits: 3
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CAT 684 - Foundations of Play Therapy
Course designed to introduce students to the major theoretical approaches to play therapy practice. In addition, students will learn to set up a playroom, how to choose toys for therapy, and how to explain this type of therapy to other professionals. Will learn basic play therapy and relationship building techniques in an experiential classroom setting. Open to students in Creative Arts Therapy programs. Open to students in other graduate programs with permission of instructor.
Prerequisites & Notes
Open to students in Creative Arts Therapy programs. Open to students in other graduate programs with permission of instructor. Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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CAT 685 - Contemporary Issues in Play Therapy
This advanced class will expose students to current trends in and practical applications to play therapy. Topics can range from sand tray therapy to current play therapy research but will be focused on the latest issues that arise in the field. Open to students in Creative Arts Therapy programs. Open to students in other graduate programs with permission of instructor.
Prerequisites & Notes
Open to students in Creative Arts Therapy programs. Open to students in other graduate programs with permission of instructor. Term offering cycle: Summer. Yearly cycle: variable offering.
Credits: 3
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CAT 686 - Legal and Ethical Issues in Play Therapy
This course will provide students with an overview of the legal and ethical issues that arise during the play therapy experience. Students will be exposed to ethical standards developed by several professional organizations and have an opportunity to learn and discuss the legal and ethical obligations of the play therapist. Open to students in Creative Arts Therapy programs. Open to students in other graduate programs with permission of instructor.
Prerequisites & Notes
Open to students in Creative Arts Therapy programs. Open to students in other graduate programs with permission of instructor. Term offering cycle: Summer. Yearly cycle: variable offering.
Credits: 3
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CAT 687 - Play and Creative Arts Therapy
This course will provide students with an introduction to Creative Arts Therapy and reconcile those concepts with the major theoretical approaches to play therapy. In addition, students will explore human development as it relates to play and creativity in order to bridge the gap between theory and practice in a creative play environment. Open to students in Creative Arts Therapy programs. Open to students in other graduate programs with permission of instructor.
Prerequisites & Notes
Open to students in Creative Arts Therapy programs. Open to students in other graduate programs with permission of instructor. Term offering cycle: Summer. Yearly cycle: variable offering.
Credits: 3
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CAT 688 - Contemporary Issues in Art Therapy
This course covers various contemporary issues related to art therapy. Content differs in each offering, but may include advanced painting, creating artist books, and other selected studio and therapeutic topics. Open to students in Creative Arts Therapy programs. Open to students in other graduate programs with permission of instructor.
Prerequisites & Notes
Open to students in Creative Arts Therapy programs. Open to students in other graduate programs with permission of instructor. Term offering cycle: Summer. Yearly cycle: variable offering.
Credits: 3
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CAT 689 - Life Style and Career Development
This course provides theory, research, and opportunities for application appropriate for counselors working with individuals responding to life transitions. Included are theory and research related to career and life development, improvement and transition. Open to students in Creative Arts Therapy programs. Open to students in other graduate programs with permission of instructor.
Prerequisites & Notes
Open to students in Creative Arts Therapy programs. Open to students in other graduate programs with permission of instructor. Term offering cycle: Spring and Summer. Yearly cycle: all years.
Credits: 3
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PSY 534 - Psychopathology of Childhood, Adolescence and Adulthood
This course covers the DSM-5 classifications of psychopathology, how to decipher differential diagnosis in people with these disorders, and application of this information in direct, clinical work with clients.
Prerequisites & Notes
Term offering cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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PSY 535 - Principles and Techniques of Counseling and Psychotherapy
This course surveys extant systems of counseling, intervention, and their application to diverse populations of clients. Students also learn interview techniques of clinical and developmental psychologists.
Prerequisites & Notes
Term offering cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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Education (General) |
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EDTS 523 - Introduction to Educational Technology
This is a course intended for all students regardless of their digital learning skills and
background. The focus of this course is on the importance of the intentional integration of technology
into today’s classroom. Students will be introduced to a variety of educational technologies, technology
evaluation tools, and frameworks. Hardware and software topics will include: interactive presentation
hardware and the corresponding software application and presentation tools; learning management
systems; online collaboration tools; web publishing; educational technology applications, and student
response systems. All of these topics will address the ways in which technology can enhance the
listening, writing, reading, and speaking skills of students.
Prerequisites & Notes
Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 3
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EDTS 660 - Assistive Technology
This course will present an introduction to the range and scope of assistive technology within the school environment. Using a cross-disability perspective, students learn about high, low, and no tech devices as solutions for access and functional challenges within educational arenas. The course emphasizes the role of the consumer and the teacher/trainer in all aspects of the process of obtaining assistive technology, and the importance of multidisciplinary teams in terms of implementation. Funding for AT devices and services is also addressed. Prerequisite: EDTS*523 or permission of instructor.
Prerequisites & Notes
Prerequisite: EDTS*523 or permission of instructor. Term offering cycle: Spring or Summer. Typical yearly cycle: Alternating.
Credits: 3
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EDU 583 - Health Education/Child Abuse/Violence Prevention and Intervention Workshop
The New York State Education Law requires that all candidates applying for first-time initial teacher certification satisfy the health education and the prevention of violence requirements. Some of the topics addressed in this workshop are substance abuse, issues of sex education and fire safety. Also, as is required, this workshop includes information regarding the physical and behavioral indicators of child abuse and maltreatment and the statutory requirements set out in the New York State Social Services Law. A criterion for successful completion of this workshop is attendance at all sessions and completion of written course assignments. The workshop is offered each semester and is to be completed before the professional semester begins. Additional course fee required. Strict attendance policy.
Prerequisites & Notes
Additional course fee required. Strict attendance policy. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 0
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EDU 593 - Harassment, Bullying, Cyberbullying, and Discrimination in Schools: Prevention and Intervention (DASA Training)
As required under the NYS Dignity for All Students Act, all applicants for school certification are required to complete six clock hours of coursework or training in Harassment, Bullying, Cyberbullying, and Discrimination in Schools: Prevention and Intervention (DASA Training). Applicants who complete a registered program at Nazareth College will be provided the required training as part of their teacher education program. To successfully complete the course, the student must attend the face-to-face workshop for three clock hours and then complete the three hour online component of the course.
Prerequisites & Notes
Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 0
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Global Business |
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GBL 501 - The Global Business Environment
The principal objective of this course is to prepare students to better understand the external global business environment in order to recognize the opportunities and threats facing firms competing in the global economy. The course will examine contemporary business issues underlying the global economy. It will further examine the growth and economic development of emerging economies.
Prerequisites & Notes
Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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GBL 507 - Global Marketing and Buyer Behavior
The course is designed to provide you with a basic understanding of the principles of business-to-business and business-to-consumer buying behavior on a global perspective and how to apply it to the practice of marketing. Global Buyer Behavior borrows heavily from the study of psychology, sociology, anthropology, and economics. Changes in buyer decisions across multiple cultures are explored.
Prerequisites & Notes
Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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GBL 509 - Managing Finance in a Global Environment
This course covers the major topics in corporate finance in a global environment. The emphasis is on applied decision making relevant to the financial manager: capital budgeting, financing decision, project/asset valuation and using financial accounting principles that provide the foundation for the measurement and communication of financial data.
Prerequisites & Notes
Term offering cycle: Fall and Summer. Yearly cycle: all years.
Credits: 3
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GBL 515 - Global Supply Chain Management
The course explores the main issues in international logistics and supply chain management to underline their strategic importance to firms. It highlights the roles of inventory management, international transportation, international payment, and information systems. It focuses on the design of a global supply chain to enhance success and promote sustainability.
Prerequisites & Notes
Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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GBL 520 - Global Leadership Assessment and Development
Course assesses leadership competencies and creates a plan to develop leadership skills in a global environment.
Prerequisites & Notes
Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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GBL 527 - Ethics and the Practice of Global Leadership
Students will explore the complex role of ethical considerations in management decision-making. Students will read relevant philosophical texts and will complete case studies to consider related ethical problems in business.
Prerequisites & Notes
Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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GBL 535 - Leading Organizational Change in a Global Environment
This course examines organizational theory, organizational change, and organizational development in a global and cross-cultural environment. Students will develop competencies for leading change and apply them to real-world challenges. This will be accomplished through reading, facilitated discussions, written case studies, class activities and a final project/paper.
Prerequisites & Notes
Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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GBL 583 - Global Business Internship
This unique internship requires the student to work 15 hours per week for a minimum of 90 hours over a six-week period. Each internship will focus on at least one aspect of doing business in a global environment. Each internship will include academic assignments that emphasize career reflection, performance feedback and completion of an applied learning project or case analysis.
Prerequisites & Notes
Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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GBL 596 - Strategic Leadership for a Global Environment
This course is the capstone course in the MS-GBL program. It is designed to provide students with a working understanding of the complexities and challenges faced by firms doing business globally. There is an emphasis on using case analysis and action learning as a way of developing students’ conceptual, analytical, decision-making, and evaluative skills.
Prerequisites & Notes
Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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GBL 604 - Project Management
This course is designed to provide students with an understanding of project management theory and a working knowledge of the tools used for project planning, scheduling, and control.
Prerequisites & Notes
Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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Health and Human Services |
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HHS 533 - Research Methods in Health and Human Services
This interprofessional course is designed to introduce the graduate student to research methodologies, epistemological and ontological perspectives, and the importance of theory. Students will be introduced to research designs, methodologies, evidence-based practice, levels of evidence, collaborative research, developing a research questions, technology information systems, and the HSRC process.
Prerequisites & Notes
Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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Higher Education Student Affairs Administration |
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HESAA 501 - Introduction to Methods in Student Affairs
Students are introduced to the basics of research design, statistics, and program assessment specific to higher education. Students will learn how to measure behavioral and programmatic variables as well as how to conduct and report on basic assessment and benchmarking.
Prerequisites & Notes
Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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HESAA 503 - Student Development in Socio-Cultural Context
The purpose of this course is to examine the major developmental changes and challenges that occur during adolescence and early adulthood. In this course, students will explore significant issues in the lives of high school and early college students. In other words, this course considers the students who come to college. Theories of adolescence and emerging adulthood will be considered. Psychosocial development (including identity, families, friends, etc.) will be a main focus of the course. Developmental contexts such as media, technology, culture and school will be addressed.
Prerequisites & Notes
Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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HESAA 504 - Student Development in College
The purpose of this course is to explore some of the many ways in which the experience of attending college impacts students. Social identity development, including race, ethnicity, sexuality, class, etc. will be explored. Major cognitive developmental changes, career goals, mentorship and other topics also will be discussed. All topics will be addressed from a theoretical perspective.
Prerequisites & Notes
Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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HESAA 505 - Student Affairs Organization
This seminar is designed to introduce students to the range of career opportunities as well as the principles and practices of implementing effective organizational structures of student affairs programs and services in colleges and universities. There will be a focus on issues, trends, and challenges in the contemporary higher education environment.
Prerequisites & Notes
Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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HESAA 515 - Mind in Context
The traditional view of ability as an internal stable property of the individual often fails to predict everyday behvior and performance. But why? What are the external factors that affect us? In this course we examine some of the ways that context can influence how we think and perform. Our focus will be on learning and performance in both academic contexts as well as everyday tasks as we explore research about the often surprising ways in which our minds work. Cross listed with PSY*315.
Prerequisites & Notes
Cross listed with PSY*315. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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HESAA 530 - Elective Internship III
This course is a supervised elective field experience that includes 150-200 hours of fieldwork. Students will develop their own specific set of learning outcomes and be evaluated on their progress at the conclusion of the internship. This course includes 150-200 hours of fieldwork. Program Director approval required.
Prerequisites & Notes
This course includes 150-200 hours of fieldwork. Program Director approval required. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 3
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HESAA 550 - Higher Education Administration Special Topics
Opportunities to explore specific areas of student affairs divisions and areas of expertise, including but not limited to enrollment management, career development, residential life, and programming development.
Prerequisites & Notes
Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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HESAA 590 - Integrative Capstone
These seminars provide a context for reflection and integration of the classroom and practical experiences. The experience is meant to be integrative of the overall HESAA experience. Must be taken in final semester.
Prerequisites & Notes
Must be taken in final semester. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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HESAA 595 - Internship/Practicum I
One of two required field experiences in which students attain, reflect on, and incorporate on-site work experience in higher education student affairs settings. Interns are supervised and assessed collaboratively by on-site professionals and academic program faculty. Individual learning outcomes will inform and shape students’ capstone projects. (May be completed in the summer). Includes reflective practicum seminar to provide professional context for fieldwork experience. Seminars include preparation for student affairs job search.
Prerequisites & Notes
Cannot be taken concurrently with HESAA 596. Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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HESAA 596 - Internship/Practicum II
One of two required field experiences in which students attain, reflect on, and incorporate on-site work experience in higher education student affairs settings. Interns are supervised and assessed collaboratively by on-site professionals and academic program faculty. Individual learning outcomes will inform and shape students’ capstone projects. Includes reflective practicum seminar to provide professional context for fieldwork experience. Seminars include preparation for student affairs job search. Cannot be taken concurrently with HESAA 595.
Prerequisites & Notes
Cannot be taken concurrently with HESAA 595. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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HESAA 610 - Independent Research
Opportunity to pursue a researchable question in depth. Students must be in second year of program to be eligible for this research course. Instructor approval required.
Prerequisites & Notes
Students must be in second year of program to be eligible for this research course. Instructor approval required. Term offering cycle: Variable. Yearly cycle: all years.
Credits: 1 to 3
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Human Resource Development |
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HRD 502 - Career Planning and Development
This course will provide students with the tools for analyzing and evaluating career development plans or programs as a sub-system of performance management in organizations. It will provide students with the opportunity for individual career exploration and introduce key organizational career management processes that might be developed to increase job satisfaction and organizational commitment levels within the employee population of a firm.
Prerequisites & Notes
Term offering cycle: Fall and Summer. Yearly cycle: all years.
Credits: 3
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HRD 560 - Training and Development
Students will examine the role of training and development in achieving organizational objectives. Needs assessment, design, methods, techniques, and evaluation are some of the issues to be explored through the course. Adult learning and organizational development models will be incorporated as a means of improving employee performance.
Prerequisites & Notes
Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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HRD 583 - Human Resource Development Internship
A graduate level internship is a work experience of a minimum of 180 hours completed in a semester and offered only to matriculated students. Students must have approval of their academic advisor in order to apply for an internship and register for this course. Each internship will include applying research theory and HRD concepts to what is being done in the ‘real world’ within a project area (or case study of the organization). Chair Approval Required. Students must have the approval of their academic advisor in order to apply for an internship and register for this course.
Prerequisites & Notes
Chair Approval Required. Students must have the approval of their academic advisor in order to apply for an internship and register for this course. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 3
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HRD 596 - Advanced Seminar in Human Resource Development
The Advanced Seminar in HRD presents the opportunity for students to demonstrate an integrated understanding of sound business principles, ethical standards, and best practices in human resource development. Students will complete an instructor-approved project that addresses a key performance area within their existing workplace or another organization as the focus for development of an idea or resolution of a business problem. Working in close consultation with the course instructor and project sponsor from the partnering organization, students will formulate and defend a plan of action for the identified opportunity or problem and prepare a formal presentation of the completed project. Prerequisite: Completion of 27 graduate credits.
Prerequisites & Notes
Prerequisite: Completion of 27 graduate credits Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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Human Resource Management |
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HRM 520 - Introduction to HR
This course provides an overview of the HR functions in modern organizations, special emphasis is given to improving productivity, quality of work life and engagement of employees given trends in diversity, technology, globalization, and other current HR issues.
Prerequisites & Notes
Term offering cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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HRM 523 - HR Professional Certification Program Preparation
The primary emphasis of this course is to assist HR professionals in preparation for the SHRM-CP Certification examination sponsored by the Society for Human Resource Management. The secondary purpose is for the professional development of individuals interested in expanding their HR management knowledge. This course will cover the topics in the HR body of knowledge as defined by HRCI.
Prerequisites & Notes
Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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HRM 530 - Legal Environment of Human Resources
This course is an introduction to the study of law with special emphasis on employment law. Areas of study will include an overview of the legal environment, common law, statutory law, regulatory law, legal research, employment at will, employment contracts, equal employment opportunities laws, compensation, benefits, and labor law. Students will explore this complex and changing regulatory context from the perspective of the HR manager.
Prerequisites & Notes
Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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HRM 535 - Organizational Development and Change
The study of change theory and the practice of organization development provides grounding to this course in order to support the skill development,ethical advocacy, and application of change strategies for the workplace and in the community. Students will be able to identify and explain the important concepts of change theory and apply them to relevant challenges in their current and future professional roles.
Prerequisites & Notes
Term offering cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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HRM 540 - Talent Acquisition & Retention
Students will learn about the challenges of designing and managing a successful staffing process. The course operates from the perspective that effective planning, sourcing, and selection of human resources is a key driver of an organization’s ability to achieve its strategic objectives.
Prerequisites & Notes
Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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HRM 550 - Compensation and Benefits
The general structure of an organization and the rewards employees seek in exchange for the contribution they provide will be examined. Topics include: people and work; rewards and a motivating work environment; government and market influences; job content analysis; development pay structures; measure performance and pay for performance; employee benefits and administration of the compensation plan.
Prerequisites & Notes
Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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HRM 570 - HR Metrics and Analytics
This course provides the opportunity to develop individual and managerial skills in varied workforce metrics utilized in the HR profession. Students will assess their skills and compare and contrast measurement systems (scorecards, analytics, dashboards and more) in a range of HR functional areas. Implications for organizational and individual performance will be evaluated.
Prerequisites & Notes
Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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HRM 583 - HRM Internship
A graduate level internship is a work experience that is completed during one semester. It requires the student to work 12-20 hours per week for a minimum of 180 hours. Successful completion of the internship earns the student three hours of academic graduate credit. Each internship will include applying research theory and HRM concepts to what is being done in the ‘real world’ within a project area (or case study of the organization). Chair Approval Required. Students must have the approval of their academic advisor in order to apply for an internship and register for this course.
Prerequisites & Notes
Chair Approval Required. Students must have the approval of their academic advisor in order to apply for an internship and register for this course. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 3
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HRM 596 - Advanced Seminar in Human Resources Management
The Advanced Seminar in HRM presents the opportunity for students to demonstrate an integrated understanding of sound business principles, ethical standards, and best practices in human resources management. Students will complete an instructor-approved project that addresses a key performance area within their existing workplace or another organization as the focus for development of an idea or resolution of a business problem. Working in close consultation with the course instructor and project sponsor from the partnering organization, students will formulate and defend a plan of action for the identified opportunity or problem and prepare a formal presentation of the completed project. Prerequisite: Completion of 27 graduate credits.
Prerequisites & Notes
Prerequisite: Completion of 27 graduate credits Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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Inclusive Ed, Adolescence |
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INAD 501 - Diverse Adolescent Learners and Learning
This course is designed to explore the historical, legal, social, and ethical foundations of special education. Students will expand their understanding of the characteristics and experiences of students with disabilities and the educational implications of inclusive education. Topics addressed will include typical adolescent development and variations, ethical and professional responsibilities of special educators, and strategies for collaborating with families. Students will begin to establish their Inclusive Education Electronic Portfolio. 30 hours fieldwork required. Course offered in the Fall semester only.
Prerequisites & Notes
30 hours fieldwork required. Course offered in the Fall semester only. Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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INAD 502 - Planning, Teaching, and Assessment for Diverse Adolescence-Level Classrooms
This course builds basic skills in designing, implementing, and evaluating research-based approaches to curriculum and instruction that enhance the learning of all adolescence-level students, including children with disabilities and culturally and/or linguistically diverse students. 35 hours of fieldwork required. Prerequisite or corequisite: INAD 501.
Prerequisites & Notes
35 hours of fieldwork required. Prerequisite or corequisite: INAD 501 Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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INAD 503 - Individualized Education Programs (IEPs): Development and Implementation
This course is designed to focus on the development of useful, practical and teacher/family-friendly Individualized Education Programs (IEPs) to address the requirements of State and Federal regulations and the specific needs of students. It will also explore in depth, the required components of current thought regarding best practices around and required skills needed for the IEP process. It will include the following: Strength-based perspectives, pre-referral interventions, eligibility procedures and requirements, identifying standards and curriculum-based present levels of performance, envisioning long-term adult outcomes, writing meaningful annual goals, parent participation, conducting functional behavior assessments and designing services to support the involvement and progress of students with disabilities in inclusive classrooms. It will explore a variety of standardized diagnostic assessments and how to interpret test results in terms of instructional implications.
Prerequisites & Notes
Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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INAD 504 - Differentiated Planning, Teaching, and Assessment for Students With Disabilities in Grades 7-12 Content Areas
This course expands skills in design and implementation of differentiated instructional strategies for planning, teaching, and assessment that enhance the learning of adolescences with disabilities across secondary academic content areas. This course will link the study of differentiated pedagogical strategies with the content and organization of grades 7-12 curriculum in the areas of English Language Arts, Social Studies, Science, and Mathematics. Students will expand their repertoire of effective co-teaching by co-planning and teaching lessons across content areas.
Prerequisites & Notes
Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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INAD 509 - Physics Curriculum and Methodology for Inclusive Adolescence
The course is designed to help preservice high school and middle school science teachers to become a successful, effective, and professional physics/physical science teacher. The course includes elements of both theory and practice and it serves as a foundation for additional professional development. Field experiences, in which students observe others teaching and implement their own teaching strategies, are an important component of the course. Students are expected to assume an active role in the transition from student to teacher. Students will practice peer teaching of lessons and must complete 30 hours of field observation in a physics/physical science classroom that includes presenting one lesson. Additional assignments are included in the syllabus and are designed to culminate in the development of one full physics unit plan. Students are required to join the National Science Teachers Association or the American Association of Physics Teachers. Prereq or Coreq: INAD 502. 35 hours fieldwork required.
Prerequisites & Notes
Prereq or Coreq: INAD 502. 35 hours fieldwork required. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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INAD 510 - Biology Curriculum and Methodology for Inclusive Adolescence
This course combines a study of the function and organization of the adolescence-level biology curriculum with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in science. Students will study the development of science concepts, skills, and theory through an activity oriented approach, with an emphasis on inquiry methods. Will apply the principles, practices, and strategies of differentiated instruction to support the achievement of all students. Students will design and implement learning units that address the commencement-level New York State Learning Standards in biology. Integrates the use of instructional and assistive technology. Prereq or Coreq: INAD 502. 35 hours fieldwork required. Offered in spring semester only.
Prerequisites & Notes
Prereq or Coreq: INAD 502. 35 hours fieldwork required. Offered in spring semester only. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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INAD 511 - Mathematics Curriculum and Methodology for Inclusive Adolescence
This course combines a study of the function and organization of the adolescence-level mathematics curriculum with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in mathematics. Students will study the development of mathematical skills and concepts through the use of manipulative and abstract materials, with emphasis on application problem-solving and real-world problems and settings. Will apply the principles, practices, and strategies of differentiated instruction to support the achievement of all students. Students will design and implement learning units that address the commencement-level New York State Learning Standards in mathematics. Integrates the use of instructional and assistive technology. Prereq or Coreq: INAD 502. 35 hours fieldwork required.
Prerequisites & Notes
Prereq or Coreq: INAD 502. 35 hours fieldwork required. Cross listed with MTH 457*30. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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INAD 512 - English Language Arts Curriculum and Methodology for Inclusive Adolescence
This course combines a study of the function and organization of the adolescence-level language arts curriculum with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in English language arts. Students will study the development of competencies in the skills of listening, oral communication, and written language. Will apply the principles, practices, and strategies of differentiated instruction to support the achievement of all students. Students will design and implement learning units that address the commencement-level New York State Learning in English language arts. Integrates the use of instructional and assistive technology. Prereq or Coreq: INAD 502. 35 hours fieldwork required. Offered in spring semester only.
Prerequisites & Notes
Prereq or Coreq: INAD 502. 35 hours fieldwork required. Offered in spring semester only. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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INAD 513 - Chemistry Curriculum and Methodology for Inclusive Adolescence
This course combines a study of the function and organization of the adolescence-level chemistry curriculum with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in science. Students will study the development of science concepts, skills, and theory through an activity oriented approach, with an emphasis on inquiry methods. Will apply the principles, practices, and strategies of differentiated instruction to support the achievement of all students. Students will design and implement learning units that address the commencement-level New York State Learning Standards in chemistry. Integrates the use of instructional and assistive technology. Prereq or Coreq: INAD 502. 35 hours fieldwork required.
Prerequisites & Notes
Prereq or Coreq: INAD 502. 35 hours fieldwork required. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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INAD 514 - Languages Other Than English Curriculum Methodology for Inclusive Adolescence
This course combines a study of language acquisition as a second language. Students will expand their knowledge of curriculum with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in the study of other languages. Students will study the development of language concepts, skills, and theory through an activity-oriented approach, with an emphasis on inquiry methods. Will apply the principles, practices, and strategies of differentiated instruction to support the achievement of all students. Students will design and implement learning units that address the commencement- level New York State Learning Standards in French, German, Italian, and/or Spanish. Integrates the use of instructional and assistive technology. Prereq or Coreq: INAD 502. 35 hours fieldwork required.
Prerequisites & Notes
Prereq or Coreq: INAD 502. 35 hours fieldwork required. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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INAD 515 - Social Studies Curriculum and Methodology for Inclusive Adolescence
This course combines a study of the function and organization of the adolescence-level social studies curriculum with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in social studies. Students will study the development of social studies skills and concepts through a learner-centered approach, with an emphasis on inquiry methods. Will apply the principles, practices, and strategies of differentiated instruction to support the achievement of all students. Students will design and implement learning units that address the commencement-level New York State Learning Standards in social studies. Integrates the use of instructional and assistive technology. Prereq or Coreq: INAD 502. 35 hours fieldwork required.
Prerequisites & Notes
Prereq or Coreq: INAD 502. 35 hours fieldwork required. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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INAD 516 - Strategic Approaches to Teaching English Language Arts to Students With Disabilities in Grades 7-12
This course expands pedagogical skills in using strategic instructional strategies to address the New York State Common Core ELA curriculum and assessments for students in Grades 7-12. Linking rigorous content and strategic instructional pedagogy will support the achievement of college and career readiness by students in grades 7-12 in the areas of literature, informational text, writing and speaking and listening skills. This course will build skills and understanding of instructional technology, assistive technology, and universal design for learning as tools to support ELA content learning. 30 hours of fieldwork required.
Prerequisites & Notes
30 hours of fieldwork required. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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INAD 520 - Assessment and Program Planning for Adolescent Learners
Balanced assessment is an essential component of the teaching and learning cycle for diverse adolescent learners. This course will focus on developing an understanding of the types and characteristics of both formative and summative assessments as well as method used within lteracy and content areas for each type of assessment. The use of formative assessments to guide instructional planning, the assessment development cycle for creating valid teacher made assessments, and sound grading practices will all be explored in depth.
Prerequisites & Notes
Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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INAD 521 - Creating and Managing Productive Learning Environments
Productive learning environments offer all students engaging experiences with relevant curriculum in positive and safe classroom communities. This course will prepare the inclusive educator to manage learning environments and student behaviors in the special education classroom as well as the inclusive classroom setting. Areas of study include a focus on the theoretical foundations of classroom management and providing a physical, emotional, and social environment that is safe, supportive, and conducive to learning. Candidates will explore theoretical models and practical examples to study classroom organization and climate, appropriate and student-centered curriculum and instruction, problem solving, conflict resolution techniques, roles of formal and informal diagnosis and correction of behavioral patterns, including Functional Behavioral Assessments (FBA) and positive support plans, and techniques for interrupting the conflict. Only students in initial certification programs are eligible to take this course; must be taken concurrently with student teaching. Corequisite: INAD 526.
Prerequisites & Notes
Only students in initial certification programs are eligible to take this course; must be taken concurrently with student teaching. Corequisite: INAD 526. Term offering cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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INAD 526 - Student Teaching/Seminar in Inclusive Education - Adolescence
These student teaching experiences provide direct supervised experience in classrooms at the adolescence level. Students will assume increasing responsibility for instructional planning, teaching and assessment in the classroom. Students will have two placements: 7-9 and 10-12. Included will be a placement that focuses on teaching students with disabilities. Through a structured seminar, students will have the opportunity to reflect on their teaching and learning experiences. Please note that an additional Application for Student Teaching (available from the Office of Field Placement Services or on the Nazareth website) is due 6-8 months prior to student teaching, as published on the School of Education website. Students must be simultaneously enrolled in INAD 521 and successfully complete INAD 521 course assignments and assessments in order to continue in student teaching placements. Prerequisite: Requires completion of all coursework except INAD 690 and INAD 699.
Prerequisites & Notes
Please note that an additional Application for Student Teaching (available from the Office of Field Placement Services or on the Nazareth website) is due 6-8 months prior to student teaching, as published on the School of Education website. Students must be simultaneously enrolled in INAD 521 and successfully complete INAD 521 course assignments and assessments in order to continue in student teaching placements. Prerequisite: Requires completion of all coursework except INAD 690 and INAD 699. Term offering cycle: Fall and Spring. Yearly cycle: all years.
Credits: 6
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INAD 614 - Literacy, Language Arts & Social Studies II: Curriculum and Methodology for Inclusive Secondary Edu, 7-12
This course develops in-depth understanding of current theory, research in, and teaching of English language arts, and social studies content and curriculum, with an emphasis on the linkage of disciplinary pedagogy and content in grades 7-12. Students will engage in advanced study on how reading, writing, listening, speaking and viewing skills develop as they are used in language, literature and composition at the adolescent level. Students will also engage in advanced study of the development of historical, economic, civic, and geographic understandings and link that to learners at the adolescent level. Critical issues in English language arts and social studies education, especially the needs of diverse learners at the adolescent level, will be explored. This course will have an emphasis on multiple literacies and the exploration of social studies through multiple perspectives. Required course project will require that students spend time in a Grades 7-12 classroom setting.
Prerequisites & Notes
Term offering cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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INAD 615 - Mathematics and Science Ii: Curriculum And Methodology for Inclusive Secondary Education, Grades 7-12
This course develops in-depth understanding of current theory, research in, and teaching of mathematics and technology content and curriculum with an emphasis on the linkage of disciplinary pedagogy and content in grades 7-12. Students will engage in advanced study of the development of scientific, mathematical and technological understandings and inquiry, and link that to learners and learning in grades 7-12. Critical issues in science, mathematics, and technology education, especially the needs of diverse learners at the adolescent level, will be explored. Prereq or Coreq: INAD 502. 35 hours fieldwork required. Course project will require that students spend time in a classroom setting outside of class.
Prerequisites & Notes
Prereq or Coreq: INAD 502 35 hours fieldwork required. Offered in spring semester only. Course project will require that students spend time in a classroom setting outside of class. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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INAD 625 - Strategies for Teaching Literacy in the Adolescent Content Areas
This course will prepare teachers of all secondary content areas to help their students be successful when encountering literacy based assignments and assessments. Teachers will develop competency to critically analyze text, match students to appropriate text, and teach students effective strategies to read to learn as well as expressing thought through writing. Offered SUMMER A only.
Prerequisites & Notes
Offered SUMMER A Only. Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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INAD 635 - Practicum and Seminar in Inclusive Education - Adolescence
This practicum requires structured, college-supervised teaching experience with a coordinated reflective seminar. The teaching experience will take place in an inclusive/special education classroom under the direct supervision of the certified teacher who has official responsibility for the students. The seminar will focus on current issues and practices in inclusive education. Please note that an additional Application for Practicum (available from the Office of Field Placement Services) is due 6-8 months prior to the practicum, as published on the School of Education website. Some students may be able to meet this requirement via a job-embedded practicum. Guidelines/proposal forms are available from the Office of Field Placement Services or on the website. Requires completion of or concurrent registration in all coursework except INAD 690 and INAD 699 or permission from Program Director.
Prerequisites & Notes
Please note that an additional Application for Practicum (available from the Office of Field Placement Services) is due 6-8 months prior to the practicum, as published on the School of Education website. Some students may be able to meet this requirement via a job-embedded practicum. Guidelines/proposal forms are available from the Office of Field Placement Services or on the website. Requires completion of or concurrent registration in all coursework except INAD 690 and INAD 699 or permission from Program Director. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 3
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INAD 640 - Transition Planning and Services for Adolescents with Disabilities
An overview of current and emerging models of transition planning and services for adolescents. Will focus on how to assist students, in collaboration with parents and professionals, in planning for transition from school to employment, post-secondary education, and community living with maximum opportunities for decision-making and full participation in the community. 20 hours fieldwork required. SUMMER B offering.
Prerequisites & Notes
20 hours fieldwork required. SUMMER B offering. Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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INAD 690 - Capstone Seminar
In this culminating experience, students will examine current issues and trends, and acquire an orientation to on-going professional development. This seminar is a collaborative forum for creating and refining the graduate portfolio. Must be taken during the last semester of coursework. Offered SUMMER B, as well as fall and spring terms. Co-requisite: INAD 699. Offered SUMMER B, as well as fall and spring terms.
Prerequisites & Notes
Co-requisite: INAD 699. Offered SUMMER B, as well as fall and spring terms. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 3
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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. Offered SUMMER B, as well as fall and spring terms. Co-requisite INAD 690. For students completing final semester of MS.Ed. in Inclusive Adolescence Education 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. Offered SUMMER B, as well as fall and spring terms.
Prerequisites & Notes
Co-requisite INAD 690. For students completing final semester of MS.Ed. in Inclusive Adolescence Education 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. Offered SUMMER B, as well as fall and spring terms. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
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. Permission of instructor required.
Prerequisites & Notes
Permission of instructor required. Term offering cycle: Summer. Yearly cycle: variable offering.
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. Permission of instructor required.
Prerequisites & Notes
Permission of instructor required. Term offering cycle: Fall and Spring. Yearly cycle: variable offering.
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. Permission of instructor required.
Prerequisites & Notes
Permission of instructor required. Term offering cycle: Spring. Yearly cycle: variable offering.
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.
Prerequisites & Notes
Term offering cycle: Spring. Yearly cycle: all years.
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.
Prerequisites & Notes
Term offering cycle: Fall. Yearly cycle: variable offering.
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.
Prerequisites & Notes
Term offering cycle: Variable. Yearly cycle: variable offering.
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. 25 hours field work required. Course offered once per year, each spring semester.
Prerequisites & Notes
25 hours of fieldwork required. Course offered once per year, each spring semester. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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SMD 651 - Teaching Students With Moderate and Severe Disabilities and Challenging Behaviors
This course will focus on strategies for understanding and working with students with moderate or severe disabilities and challenging behaviors. The course will focus on instructional and behavioral strategies as opportunities to help students with challenging learning styles and behaviors. 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. 25 hours field work required. Course offered once per year during the Summer A semester.
Prerequisites & Notes
25 hours fieldwork required. Course offered once per year during the Summer A semester. Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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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”.
Prerequisites & Notes
Term offering cycle: Fall. Yearly cycle: all years.
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. Prerequisite: AUT 660 (preferred).
Prerequisites & Notes
Prerequisite: AUT 660 (preferred). Term offering cycle: Spring. Yearly cycle: all years.
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: AUT*660 and AUT/CSD*661.
Prerequisites & Notes
Prerequisites: AUT*660 and AUT/CSD*661. Term offering cycle: Summer. Yearly cycle: all years.
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. 25 hours of fieldwork required. Students must make their own arrangements for fieldwork with a local school district, and submit a verification report at the conclusion of the course.
Prerequisites & Notes
25 hours of fieldwork required. Students must make their own arrangements for fieldwork with a local school district, and submit a verification report at the conclusion of the course. Term offering cycle: Fall. Yearly cycle: all years.
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. 25 hours of fieldwork required. Students must make their own arrangements for fieldwork with a local school district, and submit a verification report at the conclusion of the course.
Prerequisites & Notes
25 hours fieldwork required. Students must make their own arrangements for fieldwork with a local school district, and submit a verification report at the conclusion of the course. Term offering cycle: Spring. Yearly cycle: all years.
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: GTE 550 and GTE 560.
Prerequisites & Notes
Prerequisites: GTE 550 and GTE 560. Term offering cycle: Summer. Yearly cycle: all years.
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. 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.
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. Term offering cycle: Fall and Spring. Yearly cycle: all years.
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. 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.
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. Term offering cycle: Fall and Summer. Yearly cycle: all years.
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 Learning Standards in mathematics. This course integrates the use of instructional and assistive technology. 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.
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. Term offering cycle: Spring and Summer. Yearly cycle: all years.
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 Learning Standards in English/Language Arts and Social Studies. This course integrates the use of instructional and assistive technology. 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.
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. Term offering cycle: Fall and Spring. Yearly cycle: all years.
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: INCL 501 and INCL 502.
Prerequisites & Notes
Prerequisites: INCL 501 and INCL 502. Term offering cycle: Spring and Summer. Yearly cycle: all years.
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 Learning Standards and assessments; will include recent advances in instructional and assistive technology for diverse learners in literacy environments. Open only to students in Inclusive 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.
Prerequisites & Notes
Open only to students in Inclusive 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. Term offering cycle: Fall and Spring. Yearly cycle: all years.
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. 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 Field Placement Services website. Requires completion of all coursework except INCH 513, INCH 690 and INCH 699.
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 Field Placement Services website. Requires completion of all coursework except INCH 513, INCH 690 and INCH 699. Term offering cycle: Fall and Spring. Yearly cycle: all years.
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. Course project will require that students spend time in a classroom setting outside of class. Pre-requisite: INCL 602.
Prerequisites & Notes
Course project will require that students spend time in a classroom setting outside of class. Pre-requisite: INCL 602. Term offering cycle: Fall. Yearly cycle: all years.
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. Course project will require that students spend time in a classroom setting outside of class. Pre-requisite: INCL 602.
Prerequisites & Notes
Course project will require that students spend time in a classroom setting outside of class. Pre-requisite: INCL 602. Term offering cycle: Spring. Yearly cycle: all years.
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 Learning Standards in mathematics and assessments provide the framework for course emphases. Focuses on early childhood/childhood level. Open only to students in Graduate Inclusive Childhood - Additional Certification Same Developmental Level and Professional Certification Programs. Prerequisites: INCL 601 and INCL 602.
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. Term offering cycle: Fall. Yearly cycle: all years.
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.
Prerequisites & Notes
Term offering cycle: Fall. Yearly cycle: all years.
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. 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 Field Placement Services website. Prerequisite: INCH 503, and requires completion of (or current enrollment in) all coursework except INCH 690 and INCH 699.
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 Field Placement Services website. Prerequisite: INCH 503, and requires completion of (or current enrollment in) all coursework except INCH 690 and INCH 699. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 3
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