May 27, 2024  
2016-2017 Graduate Catalog 
    
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2016-2017 Graduate Catalog [ARCHIVED CATALOG]

Courses

Consult the Archway to see what courses are offered in a particular semester.
 
  

  • AHY 500 - Italian Renaissance Art

    Credits: 3.0
    This course will survey Italian Renaissance art from the fourteenth through the sixteenth centuries in Florence, Rome, and Venice.  A revival of interest in the study of Classical antiquity and in the study of the natural world during this period inspired artists to work in an increasingly naturalistic manner.  This trend culminated in the sixteenth century with a period known as the High Renaissance, which produced works of unrivaled grace, harmony, and technical mastery.  Artists studied will include Giotto, Masaccio, Donatello, Botticelli, Leonardo da Vinci, Michelangelo, Raphael, and Titan.
  

  • AHY 504 - Women in the Arts

    Credits: 3
    This course will explore the extraordinary contributions made by women artists throughout the history of western art, and the challenges they have overcome in order to succeed in their profession.  Students will explore the dual role of women as producers of imagery and objects or representation, and will discuss issues that arise when artists are categorized by gender.  Artists studied will include: Sofonisba Anguissola, Artemisia Gentileschi, Judith Leyster, Mary Cassatt, Georgia O’Keeffe, Frida Kahlo, and Judy Chicago.
    General Education Distribution Requirements Cultural Heritage
  

  • ART 508 - Studio Art

    Credits: 3
    Note MLA: Creative Process / Fine Arts
    The Art Department will offer a variety of studio courses which may be taken as electives in either the M.S. or M.L.A programs; in addition, these courses will also meet the M.L.A “creative process” requirement.
  

  • ART 509 - Drawing II

    Credits: 3.0
    This course has been designed to develop and practice fundamental skills in Drawing - a basis for all art forms.  Drawing series of assignments of increasing difficulty from observation will teach a student to see and perceive things as they are, not as they think they are.  The principles of perceptual drawing: composition, spacing, measurement, perspective, linear and areal, tonal values and form principle, introduction to human form, will be explained and demonstrated in major dry media.  Color, as a powerful element of artistic expression will be emphasized in mastering colored pencils, Conte Crayons and pastel techniques.

    Drawing II students will work on the large scale assignments, increasing their proficiency in the techniques and artistic expression.

  

  • ART 512 - Printmaking

    Credits: 3.0
    A study of the principles of printmaking, with emphasis on wood and linoleum printing, seriography, intaglio and monotype.
  

  • ART 514 - Metalsmithing/Jewelry I

    Credits: 3.0
    An intensive study of problem solving in body adornment through historic and multicultural perspectives.  Processes employed include piercing, forging, beading, fabrication and repoussé.  There is an extra fee for materials.  Priority is given to Art Majors.
  

  • ART 517 - Metalsmithing/Jewelry II

    Credits: 3.0
    Practicing  skills and concepts learned in Metalsmithing/Jewelry I, students will explore surface texture and patination, fold forming and 3D containers, hot and cold connections.  Conceptual issues such as matching pairs, works in a series, and emerging personal style are explored in depth.  There is an extra fee for materials.  Priority is given to Art Majors.
  

  • ART 520 - Watercolor

    Credits: 3
    Note MLA: Creative Process / Fine Arts
    In this course, students will learn basic watercolor techniques through several studies from observation, each first demonstrated by the instructor: quick studies, still life, portrait, and landscape. Watercolor is considered a suitable medium for beginning painters, and yet it is also one of the most versatile media, and can be used for creating very advanced artwork. Because drawing is an integral part of watercolor, this course will also help students develop drawing skills. Home assignments and a free composition will encourage students’ individuality and creativity. In-class discussions and critique sessions will help students develop the ability to judge artwork objectively.
  

  • ART 528 - Metalsmithing/Jewelry III

    Credits: 3.0
    Mastering skills begun in Metalsmithing/Jewelry I & II, students will investigate chain making, faceted and multiple stone setting, intricate combintations of techniques.  Professional issues are addressed: representing work on line and in web site, creating a display suitable for doing jewelrey shows and/or gaining admission to fine arts & craft shows.  There is an extra fee for materials.  Priority is given to Art Majors.
  

  • ART 531 - Sculpture

    Credits: 3
    Note MLA: Creative Process / Fine Arts
    This course will introduce students to ancient techniques for creating three-dimensional works of art. Sculptors throughout the ages have been modeling images from clay, and subsequently, transforming them into more permanent materials. In this class students will do the same, learning how to hollow out the sculpture piece of any shape for firing in the kilns in the studio. Students will also learn how to apply “patina,” a finishing coat of paints, metal powders, and wax to make the fired clay sculpture look like bronze, stone, marble, or a painted surface. Students will complete several assignments of increasing difficulty: small-form work from observation, portrait, figure, and free composition. In the last assignment, students may elect to use materials other than clay.
  

  • ART 566 - Special Topics in Art

    Credits: 3
    Note MLA: Creative Process / Fine Arts
    This course will focus on various topics in art. A different topic is chosen for any given semester and will be fully described in additional information on the section listing in Archway.
  

  • ASL 513 - ASL & Deaf Literature

    Credits: 3
    Prerequisites ASLPI ?2.5
    This course provides a cultural and literary analysis of ASL and Deaf-related literature in contemporary society.  Selection of major works in text, cinema, and video will be explored in relation to literary style and register, grammatical features, and linguistic expression in a cultural context.
  

  • ASL 533 - Methods of Teaching ASL (L2)

    Credits: 3
    Prerequisites prerequisites: ASLPI ?3.5, DED 518, DED 538, DED 541
    This course examines instructional strategies and evaluates materials and resources used with second language learners (L2) of American Sign Language (ASL) integrating American Council on the Teaching of Foreign Language (ACTFL) standards.  This course examines issues and methods related to teaching ASL in a K-12 setting as well as on a post-secondary level.  Candidates investigate and analyze current approaches to ASL curriculum, instruction, and materials through readings, observations, and applications.  Candidates will demonstrate their understanding of teaching theories and methods, curriculum design and pedagogical techniques.
  

  • ASL 535 - Methods of Teaching Deaf Culture

    Credits: 3
    Prerequisites prerequisites: ASLPI ?3.0, DED 569
    The course addresses student-centered pedagogy relevant to various facets of American Deaf culture and its implications for instruction.  Research indicates that when teachers integrate American Deaf culture into the course content, students become more actively engaged in learning.  While this course is broad in scope, the primary aim is to empower candidates to implement effective teaching strategies that reflect cultural diversity of their students and the community.
  

  • ASL 543 - Assessing ASL (L2) Learners

    Credits: 3
    Prerequisites prerequisites: ASLPI ?3.5, DED 518, DED 538, DED 541
    This course focuses on description and evaluation of American Sign Language (ASL) by assessing sign language skills of second language learners (L2).  Measurements using ASLPI, diagnostic evaluation, rubrics, and ASL checklists will be highlighted.  Extensive classroom exercises focus on the measurement and analysis of language samples by phonological, morphological, and syntactic criteria for L2 learners.
  

  • BIO 508 - Ethics of Health Care

    Credits: 3
    An examination of biomedical ethics and the issues faced in contemporary society. The course will include analysis of alternative ethical perspectives and their application to specific cases in research and clinical care. Background No previous scientific background is required.
  

  • BIO 566 - Special Topics in Biology

    Credits: 3
    This course will focus on various topics in biological sciences. A different topic is chosen for any given semester and will be fully described in additional information on the section listing in Archway. Background No previous scientific background is required.
  

  • CED 501 - Introduction to Counseling

    Credits: 3
    Note Counseling Students only
    An orientation to the role and function of the counselor.  The course will focus on the student’s understanding of the context in which counselors work, the skills they must acquire, and the need to be increasingly aware of their own competencies, responsibilities, and values. Emphasis will be placed on person-centered, behavioral, and reality counseling techniques, as well as upon the development and application of
    basic listening and attending skills.
  

  • CED 502 - Counseling Theories and Techniques

    Credits: 3
    Prerequisites CED-501
    A study of psychoanalytic, rational emotive therapy, gestalt, existential, and person-centered counseling theories and an introduction to techniques involved in applying these theories. Emphasis will be placed on the development of a personal theory of counseling.
  

  • CED 503 - Foundations of School Counseling and Curriculum Development

    Credits: 3
    This course addresses the principles school counseling curriculum, assessment and testing in the school-counseling context.   Additionally, students will examine the role of the school counselor related to school culture and climate, leadership and consultation.  The American School Counselor Association (ASCA) model will be evaluated as it relates to these principles and the professional development of future school
    counselors.
  

  • CED 504 - Lifestyle, Career Development and Decision Making

    Credits: 3
    A course to assist counselors and other professionals in becoming aware of their role in career development with individuals of all ages. The course emphasizes a survey of major development theories and program planning.  The development of counselor competencies in the areas of collecting, evaluating, classifying and using accurate informational materials related to occupational, education, and personal-social decision making and planning is included.
  

  • CED 505 - Diversity Sensitive Counseling

    Credits: 3
    Prerequisites CED-501
    Introduces and examines the origins and dimensions of human similarities and differences.  Explores social, political, personal, and behavioral influences upon culture and diversity, and examines issues such as racism, oppression, white identity development, gender, sexual orientation, age, ethnicity, disability, and their impact on self and ability to counsel effectively. Projects and assignments will focus on development or
    identification of the student’s values, cultural identity, attitudes, and biases.
  

  • CED 506 - Delivery of School Counseling Curriculum and Programming

    Credits: 3
    Prerequisites CED 501
    Prerequisites CED-501 and CED-503
    This course addresses the creation and delivery of school counseling curriculum and programming. Students will examine the organization and management of effective school counseling programs, classroom management techniques, and the implementation of behavioral learning plans. School counselor communication skills needed to facilitate mediation and conflict resolution within diverse school contexts will be reviewed. Additionally, professional approaches and methods needed to communicate effectively to students, parents/guardians, faculty, administrators and the greater community will be emphasized.
  

  • CED 507 - Counseling Children

    Credits: 3
    Prerequisites CED-502
    The study of theory, method, and evaluation techniques which are appropriate in working with children. The focus will be on individual and group counseling with children as well as play therapy.
  

  • CED 508 - Group Dynamics

    Credits: 3
    Prerequisites CED-502 and CED-505
    An overview of major group theories, knowledge of group process, and an understanding of the relationship between group goals and group process.  The course develops group participant, observer, and facilitator skills.  Group leadership, theoretical approaches to working with groups, and the application and integration of group dynamic concepts within various organizations are developed.  (Educational Administration candidates will address Educational Leadership Constituent Council (ELCC) Standards as assigned.)
  

  • CED 509 - Family Counseling

    Credits: 3
    Prerequisites CED-502
    A critical examination of the functions, dynamics, organization, and life cycle of family systems. The primary focus of the course will be to examine the assumptions of various schools of family therapy with an emphasis on strategic/structural family therapy.
  

  • CED 511 - School Counseling Practicum

    Credits: 4
    Prerequisites CED-505, CED-508 or CED-530 and a minimum of 27 credits
    Note Enrollment limited to eight students.
    A practicum experience emphasizing experiential learning and application of counseling theories and techniques and school program assessment and development. This course will include discussions and in depth review of major theories of counseling. Students will conduct supervised counseling exercises in which basic attending skills, rapport building, assessment, and theory integration will be evaluated. These exercises
    will be observed via audio, video and in school setting field experiences.

     

  

  • CED 512 - Crisis Intervention & Prevention

    Credits: 3
    Prerequisites CED-502
    A course designed to provide information and “hands on” training in school crisis preparedness and response so that candidates can assist in crisis prevention and intervention.  The course will cover a wide array of topics and situations including crisis development and intervention theory; aggression, violence, and the conflict cycle; postvention; suicide; death and loss; and family crisis.  This course is experiential and requires outside activities in crisis situations (consisting of approximately 20 hours of work outside class in crisis intervention) in lieu of traditional assessments.  Emphasis on community mental health versus school interventions depends on the composition of the class.
  

  • CED 513 - Delivery of Pupil Personnel Services

    Credits: 3
    This course focuses on the role of the pupil personnel worker in a changing society.  It is specifically oriented to teach information related to the delivery of services and the development and implementation of programs that are uniformly applicable to all school systems.  This course addresses the following:  legal issues, delivery of services, case management, crisis intervention, program development and evaluation, public relations and staff development.
  

  • CED 515 - Appraisal Procedures for Counseling

    Credits: 3
    Prerequisites RSM-550 or RSM-542
    This course addresses the principles of counseling and psychological assessment including concepts necessary for the selection, administration, scoring, and interpretation of individual and group tests.
  

  • CED 517 - Cognitive Behavior Therapy

    Credits: 3.0
    Prerequisites CED-502
    This course examines cognitive behavior approaches to counseling, with particular emphasis placed on the ideas developed by Ellis, Maultsby and Beck.  Students will be taught specific models (for example, Rational Emotive Therapy and Rational Behavior Therapy) and techniques, such as rational self-analysis and thought records that can be applies to a variety of client problems.
  

  • CED 518 - The Body in Therapy

    Credits: 3
    Prerequisites CED-502
    In this course, counselors learn to observe gesture, posture, and movement, and listen to their clients body as it reveals deeper levels of history, psychology, feeling, and belief. Non-touch, body-centered methods that assist clients in increased insight and self-awareness are also taught.  Highly experiential and self-exploratory.
  

  • CED 519 - Legal and Ethical Issues in School Counseling

    Credits: 3.0
    Participants explore an overview of ethical and legal issues related to the professional school counselor.  This course enables students to identify and explore current issues and trends in the field of school counseling.  Topics such as school violence, suicide, sexual harassment, record keeping, confidentiality, parental rights, substance abuse, legal trends, special education, court appearances, along with gay, lesbian, and transgender youth will be explored.
  

  • CED 520 - Legal and Ethical Issues in Counseling and Psychotherapy

    Credits: 3
    This course is designed to provide the counselor in training with a more thorough understanding of the major ethical and legal issues they may encounter in community and educational counseling settings today.  Issues that impact upon management of counseling and psychotherapy practices will be explored in depth for legal and ethical requirements that have implications for the counseling profession.  Learners will be
    exposed to such topics as ethical decision making, ethical standards of practice for the counselor, legal issues in school and community settings and ethical responses to unethical behavior.
     
  

  • CED 522 - Death Dying Bereavement

    Credits: 3
    Prerequisites CED-502
    This course examines death education and its relevance to everyday life.  We will look at a range of factors that can impact, impede, or facilitate the experience of individuals and families.  Emphasis is placed on developing awareness of personal beliefs and attitudes using group exercises and shared experiences.  Course not recommended for the recently bereaved.
  

  • CED 524 - Data Driven School Counseling

    Credits: 3
    This course enables students to effectively implement accountability strategies in school counseling programs.   The importance of monitoring student progress, evaluating programs, and using data to establish effectiveness of school counseling services will be addressed.
  

  • CED 525 - Existential Approaches

    Credits: 3
    Prerequisites CED-502
    This seminar focuses on Person Centered and Existential approaches and their application to the treatment of various disorders and client situations.  Related topics will be explored, including special considerations for couples and family counseling.  Candidates will develop conflict resolution skills and techniques and tools for working with challenging clients.
  

  • CED 526 - Positive Psychology in Counseling

    Credits: 3.00
    Prerequisites CED-502
    This course challenges the traditional psychopathology model of counseling through study of strengths-based, whole person, and solutions perspectives.  Topics include mindsets, positive emotions, character strengths and virtues, optimal functioning and flow, learned optimism, attachment in relationships, mindfulness, and spirituality. Candidates will critically analyze research and demonstrate an evidenced-based
    repertoire of potential pathways to well-being through class activities/discussion, reflective writing assignments, and hypothetical treatment plans.
  

  • CED 527 - Solution-Focused Theory in School

    Credits: 3
    Prerequisites CED-502
    This class will explore the theory of solution-focused counseling and how it can be applied to the school setting.  Topics include the advantages of using the theory with students and professionals in the school-building, learning the specific theoretical techniques, and how the counselor can use this technique in any situation.  Using the theory, candidates complete case studies, student interviews, a leadership paper, and a school-based project.
  

  • CED 528 - The Art of Counseling

    Credits: 3
    Prerequisites CED-502
    Note Counseling Students only.
    Recent research on various topics in counseling (family counseling, diversity training, empathy) supports the notion that tapping into the creative arts and media can be a useful technique in providing experiences and information about counseling skills and personal development.  This course will study and interpret various art forms in order to examine their impact on becoming a more effective helper.  Students can expect to
    critique or create fiction, poetry, music, contemporary movies, and sculpture to access their aesthetic and creative counseling abilities.
  

  • CED 529 - Women and Gender Psychology

    Credits: 3
    Prerequisites CED-502
    This course will examine the sociocultural and biological influences on the psychological development and functioning of women and men. Topics include feminist theory, gender role socialization, sexuality, treatment approaches for victimization, and conditions that appear more frequently in women than men.  Candidates will apply peer-reviewed research to treatment for a selected problem or population and will prepare a visual presentation designed to educate parents or educators on gendering.
  

  • CED 530 - Group Counseling in Schools

    Credits: 3.00
    Prerequisites CED-502 and CED-505
    This course introduces students to the theories and techniques of group counseling in schools. Topics include group leadership skills, facilitative factors, group stages, appropriate selection criteria, and methods of evaluating counseling effectiveness.  After reviewing the research literature, candidates create a six-session group plan; participate in a 10-hour in-class, direct-group experience; observe an ongoing community-based counseling group; and compare two different theoretical approaches to group counseling.
  

  • CED 533 - Counseling and Psychopharmacology

    Credits: 3
    Prerequisites CED-502 and PSY-511
    This course will cover all major groups of psychotropic medications and their use in treating mental and behavioral disorders.  The medications used to treat the full spectrum of emotional concerns from anxiety to schizophrenia and mood disorders will be investigated.  In addition, drugs used for substance abuse and childhood disorders of conduct will be examined.  Questions of ethics and safety, especially as related to the
    use of medications for children, the elderly, and other at-risk populations will be discussed. Other issues important to drug use will also be covered as well as new medications and research.
  

  • CED 535 - Mind Body Therapies

    Credits: 3
    Prerequisites CED-502
    This course exposes counselors to the growing number of mind/body therapies available today. Highly experiential and hands-on, it explores the dynamic relationship between the mind and the body and how mind/body modalities can enhance the counseling process.  The Chinese 5-Element Acupuncture model and the Ayurvedic Chakra system are introduced.  Students learn several non-touch, body-centered techniques to use with clients and gain insights into mind/body modalities for both personal and professional growth.
  

  • CED 537 - Family Systems

    Credits: 3
    Prerequisites CED-502
    Note Course is limited to ten participants.
    A primarily experientially based course to further development of a depth of knowledge and conversance with family therapy and the systems approach to working with individuals, couples and families.  Each student will be expected to use their own family of origin as well as the families from the texts and the films.  Course is limited to ten participants.
  

  • CED 538 - Treating Stress and Anxiety

    Credits: 3
    Prerequisites CED-502
    This course focuses on specific counseling techniques that can be utilized to help clients suffering from stress and anxiety disorders. After an overview of stress/anxiety problems, treatment methods will be considered.  Students will have the opportunity to use and experience treatment techniques.  Lifestyle modification and alternative treatments will also be considered.
  

  • CED 539 - Nonverbal Communication

    Credits: 3
    Prerequisites CED-502
    In this course candidates learn to read attitudes and emotions through behavior in order to enrich their understanding of and communication with others. This in-depth study of the basic components of body language and nonverbal communication includes the study of gestures, handshakes, facial and micro expressions, personal space, evaluation and deception signals, courtship behaviors, cultural differences, and
    the dynamics of seating arrangements and furniture placement.  Candidates complete an observation journal, research selected subtopics, and practice the use of effective nonverbal communication in various roles and settings common within the counseling profession.
  

  • CED 543 - Person Centered Counseling

    Credits: 3
    Prerequisites CED-502
    This seminar focuses on the Humanistic approach of Person Centered theory and Carl Rogers’ contributions to the theory. This theory will be compared to other Humanistic approaches and applied to the treatment of various disorders and client situations. It will also be examined within both multicultural and group counseling contexts.
  

  • CED 544 - Mental Health Counseling Practicum

    Credits: 4
    Prerequisites CED-505, CED-508 and a minimum of 27 credits
    A practicum experience emphasizing experiential learning and application of counseling theories and techniques as well as intake interviews, mental status evaluations, biopsychosocial  and mental health history. This course will include discussions and in depth review of psychological assessments and treatment plans. Students will conduct supervised counseling exercises in which basic attending skills, rapport building,
    assessment, and theory integration will be evaluated. These exercises will be observed via audio, video and in mental health field experiences.
  

  • CED 551 - Special Studies in Counseling

    Credits: 3
    An individually designed course under the guidance of a faculty member in an appropriate program of study. This requires the approval of the academic advisor or program coordinator and the Dean of Graduate and Professional Studies.
  

  • CED 552 - Internship I

    Credits: 4
    Prerequisites CED-544
    Note Instructor’s consent required.
    A semester of field experience in a school under the supervision of a counseling faculty member.
  

  • CED 553 - Internship II

    Credits: 4
    Prerequisites CED-552
    Note Instructor’s consent required.
    A second semester of field experience in a school, under the supervision of a counseling faculty member.
  

  • CED 554 - Mental Health Counseling Internship I (300 hours)

    Credits: 4
    Prerequisites CED-544
    Note Instructor’s consent required.
    A semester of field experience in a community mental health facility, under the supervision of a counseling faculty member.
  

  • CED 556 - Mental Health Counseling Internship II (300 hours)

    Credits: 4
    Prerequisites CED-554
    Note Instructor’s consent required
    A second semester of field experience in a community mental health facility, under the supervision of a counseling faculty member.
  

  • CED 558 - MD Internship in School Counseling

    Credits: 4
    Note Instructor consent required.
    A field experience in a school under the supervision of a counseling faculty member for a candidate who is not currently a certified teacher.
  

  • CED 566 - Special Topics in Counseling

    Credits: 3
    This course will focus on various topics in counseling. A different topic is chosen for any given semester and will be fully described in additional information on the section listing in Archway.
  

  • CED 577 - Applied Counseling Problems: Alcohol and Drug Abuse

    Credits: 3
    Prerequisites CED-502
    A critical examination of the pharmacological, psychological, and social aspects of substance abuse. Major emphasis is placed upon understanding the actions and effects of various psychotropic drugs. Emphasis is on methods of assessment, motivating substance abusers to seek treatment, counseling individuals and families, and the use of self-help groups.
  

  • CED 590 - Thesis in Counselor Education

    Credits: 3
    Note Instructor permission required
    The presentation of a research proposal and subsequent thesis acceptable to a committee of graduate faculty selected by the graduate program coordinator, faculty sponsor and student.
  

  • CUR 501 - Curriculum Trends and Issues

    Credits: 3
    Students analyze significant issues impacting curricular decisions, trace their historical development, and predict likely futures. Issues include conflict within and between learning theory, educational philosophies, and the content disciplines and the issues surrounding societal expectations and educational policy formation.
  

  • CUR 503 - Learning and Instruction

    Credits: 3
    This course examines current theories about psychological influences on student learning. Participants examine personal teaching and learning experiences to strengthen the development of their personal foundations for designing and implementing instruction. A case study is used for the analysis of the nature of the interactions of their learners and the educational context.
  

  • CUR 505 - Differentiation and Technology

    Credits: 3
    This course explores differences in learners, methods to adapt instruction to special needs, and ways technology can be used in the adaptations. Participants in the course will modify and implement instructional plans to meet diverse needs incorporating technology available to them.
  

  • CUR 509 - Monitoring and Aligning Curriculum, Instruction and Assessment

    Credits: 3
    This course engages learners in evaluating and developing a comprehensive, valid and reliable assessment system to monitor student progress towards long term curricular outcomes and standards. Participants use selected response, essay/brief constructed response, performance and personal communications methods to design strategies that facilitate and assess student learning. Emphasis is placed on needs assessment including analysis of available data, collection and integration of formative and summative data and engagement of stakeholders, including students, in planning and decision making.
  

  • CUR 512 - Curriculum Analysis and Planning

    Credits: 3
    This course explores processes for monitoring and evaluating the effectiveness of a given curriculum to meet national, state, and local content standards.  Candidates will reflect upon the curriculum they are assigned to teach and the effectiveness of their implementation of that curriculum.  Consideration will also be given to the resources of the local educational community dedicated to support curriculum.  At the completion of the course, candidates should be confident of their own ability to analyze the approved curriculum provided to them, adapt the curriculum for the student population they are assigned to teach, and determine the effectiveness of these adaptations. 
  

  • CUR 515 - Seminar in Curriculum and Instruction

    Credits: 3
    Prerequisites CUR 501, 503, 505, 509, 512, and EDU 550
    This final course in the Curriculum and Instruction Program is a seminar in which advanced master’s degree candidates develop curriculum and investigate relevant educational issues. This course provides a forum to discuss the relationship between curriculum theory, education policy and research, and teaching practice as a means to support candidates in the challenges they face as educators of diverse populations in a high-stakes accountability climate.
  

  • CUR 525 - Historical Foundations

    Credits: 3.0
    Note Full Title: Historical Foundations of Current Educational Practices: How Historical Trends Have Shaped Today’s Schools
    This course is intended to provide a forum for educators to explore the historical foundations of American education - how historical trends from the Colonial Experience to recent reform movements have molded what schools look like in America today.  The course will employ a historical perspective in order to examine topics such as the physical and temporal aspects of schools, the values and beliefs behind educational policies, the social contect of schooling, leadership practives, and issues in equity and equality in education.

    Students will complete an in-depth case study of a school or school system in which they trace a current educational practice or policy, or an aspect of schooling back to its historical roots.

  

  • CUR 526 - Environmental Education

    Credits: 3.0
    This course is designed to provide students with the basic knowledge and skills needed to integrate Environmental Education into their own teaching.  Participants of this course will examine the historical, philosophical, curricular and instructional issues surrounding EE, and they will be challenged to survey their current practice and consider less traditional methods supported by curricula such as Project Learning Tree, Project Wet or Project WILD.  The North American Association for Environmental Education (NAAEE) and the Maryland Association of Environmental and Outdoor Education (MAEOE) will provide the standards from which most discussions will take place.  Required field experiences at outdoor education centers such as Camp Hashawa in Carroll County and Northbay Environmental Education Camp in Cecil County will provide modeling and hands-on experience.  This course will be a hybrid course (online and face-to-face) and will require the two Saturday field trips.
  

  • CUR 527 - Language, Literacy, Culture

    Credits: 3.0
    Note Full Title: Examining Issues in Language, Literacy, and Culture: An Educational Perspective
    This course is intended to provide a forum for educators to explore issues related to how students’ individual cultures as well as school culture shapes and is shaped by pedagogical practices, with a focus on literacy and language learning.  Areas of concentration will be: oral language learning and use, literacy acquisition, secondary language learning, literacy and the community, and literacy and new technologies.  These topics will be examined through a socio-cultural theoretical lens, in that culture is central to the understanding of language and teaching, and explore ways educators can support the language and literacy growth of all learners in a diverse society.  Am emphasis will be placed on the transformative functions of language and literacy, the view that they can effect social change and create more inclusive, democratic societies.

     

    Students will complete an investigative project in which they research an educational problem related to language, literacy and culture, and create a proposal for improvement in the educational setting.

  

  • CUR 528 - Teacher Leaders: Basic Principles

    Credits: 3
    The knowledge, skills, and dispositions necessary to be a successful and effective teacher leader in an educational setting will be explored in this course.  The areas of attention include, but are not limited to: what it means to be a teacher leader, the obstacles and challenges to becoming a teacher leader, the development and nurturing of school-based learning communities, improving communication skills necessary for facilitation and collaboration among teacher colleagues, developing and enhancing community relationships and parental relationships, and the exploration of effective staff development practices.
  

  • CUR 529 - Teacher Leaders: Professional Learning Communities (PLC)

    Credits: 3
    This course will focus on research-based principles for developing and nurturing school-based professional learning communities to support teacher and student learning. This course will explore the concepts underlying Professional Learning Communities (PLC) – what they are, what their purpose is in a school setting, how they are best facilitated and managed, how their success is measured.  The importance of establishing a culture of change to support the mission of PLCs will also be discussed.
  

  • CUR 530 - Teacher Leaders: School Parent

    Credits: 3
    Educators need to understand the contexts in which students live, work, and play.  This course will prepare teachers and administrators to work positively and productively with one of the constants of life in school: their students’ families.  This course will explore the complexities of successfully addressing the diversity of school communities and developing successful inclusion of parents.  Educators will explore methods of effectively communicating with the parents and guardians who influence their schools, classrooms, and communities. Educators will enhance their understanding of the part they must play in developing and maintaining programs of partnership that inform and involve all families every year their children are in school.
  

  • CUR 531 - Teacher Leaders: Coaching

    Credits: 3
    This interactive course explores the expanding roles, responsibilities, skill needs, and rewards of the mentoring aspects of teacher leadership. Candidates will increase personal awareness of their leadership strengths and needs and build skills in coaching and mentoring to enhance professional performance in themselves and others.

    Emphasis is placed upon building relationship and facilitation skills to meet the challenges inherent in the everyday work of school improvement. Students are encouraged to apply a variety of professional tools and strategies that are designed to develop their problem-solving skills, expand their leadership experiences, and maximize their contributions to school improvement. Background formerly EDU 546: Coaching for Teacher Leaders
  

  • CUR 532 - Vocabulary: Gateway to Expression

    Credits: 3
    This course highlights the development of current trends in vocabulary development and focuses on the impact of vocabulary development on literacy and writing skills. Current research trends and findings in the vocabulary development field including tiered vocabulary instruction have resulted in the refinement of classroom instruction and intervention strategies for improved receptive and expressive language
    development. This course utilizes discussion, reflection, and the creation of a plan of action specific to grade level tiered vocabulary development in order to strengthen student content knowledge and the development of higher level thinking skills.
  

  • CUR 556 - Intro to Capstone Experience

    Credits: 0.5
    Prerequisites CUR 501
    Note It is recommended that candidates also complete RSM 550 before this class. CR/F Grading
    This course is the first in a series of three 0.5 credit courses intended to prepare Curriculum and Instruction candidates for the capstone experience, which is the final requirement for graduation.  Candidates will be introduced to the three capstone options: Portfolio Experience, Synthesis Experience, and Action Research Experience.  Candidates are recommended to take this course during the semester of their second or third course in the program.
  

  • CUR 557 - Capstone Experience Development

    Credits: 0.5
    Prerequisites CUR 556
    Note CR/F Grading
    This course is the second in a series of three 0.5 credit courses intended to prepare Curriculum and Instruction candidates for the capstone experience, which is the final requirement for graduation.
  

  • CUR 558 - Portfolio Experience

    Credits: 0.5
    Prerequisites CUR 556 and CUR 557 Completion of required courses and Curriculum and Instruction advisor approval.
    This course is the last in a series of three 0.5 credit courses for the completion of the capstone experience in Curriculum and Instruction.  This course is for candidates who selected the Electronic Portfolio rather than the Synthesis or Action Research Experiences.  Candidates will submit their portfolio for scoring by Curriculum and Instruction faculty.
  

  • CUR 559 - Synthesis Experience

    Credits: 0.5
    Prerequisites CUR 556, CUR 557 Completion of required courses and Curriculum and Instruction advisor approval.
    Note CR/F Grading
    This course is the last in a series of three 0.5 credit courses intended to prepare Curriculum and Instruction candidates for the capstone experience, which is the final requirement for graduation.  This course is intended for candidates who selected the Synthesis Experience rather than the Portfolio or Action Research Experiences.  Candidates will submit their Synthesis Paper, a written response to the prompt that was presented to them in the Capstone Experience Development course.
  

  • CUR 560 - Action Research Experience

    Credits: 0.5
    Prerequisites CUR 556 and CUR 557 Completion of required courses and Curriculum and Instruction advisor approval.
    This course is the last in a series of three 0.5 credit courses for the completion of the capstone experience in Curriculum and Instruction.  This course is for candidates who selected the Action Research Experience rather than the Portfolio of Synthesis Experiences.  Candidates will submit their Action Research Report for scoring by Curriculum and Instruction faculty upon the completion of their coursework.
  

  • CUR 566 - Special Topics in Curriculum & Instruction

    Credits: 3
    This course will focus on various topics in curriculum and instruction. A different topic is chosen for any given semester and will be fully described in additional information on the section listing in Archway.
  

  • DED 511 - Foundations of Deaf Education

    Credits: 3
    This course explores the relationship of the goals and processes of Deaf education to those of bilingual education in an historical context. Current demographic, legal, educational, political, medical, and social trends which affect deaf students’ instructional delivery and placement are reviewed. Federal, state and local legislation affecting Deaf and hard-of-hearing students will be analyzed and critiqued. Criteria for the establishment of quality educational services for Deaf students will be presented.
  

  • DED 512 - Teaching Strategies for Exceptional Deaf Students

    Credits: 3
    This course reviews the major characteristics of the most prominent multiple disabilities among Deaf students. Emphasis will be placed on multiple disabilities and the effects on learning, instructional approaches and accommodations, classroom management, assessment, environmental adaptations, and collaboration with parents and other professionals.
  

  • DED 515 - Literacy Connections through ASL Storytelling

    Credits: 3
    This course focuses on literacy connections through American Sign Language (ASL) storytelling. Topics, which are covered, are literature (oral and written), ASL literature, literacy, ASL literacy, storytelling, ASL storytelling, retelling, narrative stages, the ASL Storytelling Process, and the link between ASL storytelling and reading/writing. Candidates are given opportunities to view, analyze, and criticize stories as well as to create stories in ASL for all ages. In addition, they acquire familiarity with the ASL curriculum as well as the development and implementation of lesson plans based on ASL literature.
  

  • DED 517 - Reading for Deaf Students

    Credits: 3
    This course focuses on the process of learning to read, with emphasis as to how this process applies to Deaf students. Assessment techniques and the materials used in teaching reading are surveyed. Relevant research is stressed.
  

  • DED 518 - Assessment and Instruction of Deaf Students with Special Needs

    Credits: 3
    This course focuses on the study of formal and informal assessment techniques and strategies and their use in developing prescriptive education programs (including the development of behavioral objectives for IEP’s and lesson planning). These competencies are developed through practical application with Deaf students with varying abilities and disabilities including classroom management techniques and adaptations.
  

  • DED 520 - Counseling Parents of Deaf Children

    Credits: 3
    This course facilitates the development of communication and counseling skills of teachers of Deaf students and ASL Specialists. These skills will be applied to conferencing parents of Deaf children in family and in parent-group settings. Appropriate materials and activities for teaching ASL and Deaf Culture for parents and families are presented. Specific instruction to support parents’ role in the language development of their Deaf child is highlighted.
  

  • DED 524 - American Sign Language II

    Credits: 3
    Cross Listed at the undergraduate level with ASL 1102
    Note This course is taught in ASL only.
    This course is a continuation of American Sign Language I, with the expansion of conversational language skills as the medium of communication. The Signing Naturally I Units 7 through 12 including additional cultural information will be covered. The course includes a language laboratory that encourages development of sign skills and is an integral component of the course.
  

  • DED 525 - American Sign Language III

    Credits: 3
    Cross Listed at the undergraduate level with ASL 2211
    Note An assessment of signing skills (ASLPI) may be required. (This course is taught in ASL only.)
    This course is a continuation of ASL II, with strategies for conversation on topics, vocabulary, and grammar previously introduced. Portion of the Signing Naturally II series including in-depth cultural information and appropriate cultural behaviors will be covered. The course includes a language laboratory that encourages development of sign skills and is an integral component of the course.
  

  • DED 527 - ESL Instruction in Content Areas

    Credits: 3
    This course provides a theoretical overview and an instructional framework to support the content literacy development of deaf and hard-of-hearing students. Course content emphasizes strategies to reinforce content area reading and writing competence, with a focus on ESL (English as a Second Language) applications.
  

  • DED 528 - American Sign Language IV

    Credits: 3
    Cross Listed at the undergraduate level with ASL 2212
    Note An assessment of signing skills (ASLPI) may be required. (This course is taught in ASL only.)
    This course is an advanced American Sign Language study, focusing on proficiency in receptive and expressive skills. The Signing Naturally II and III series, including in depth cultural information and appropriate cultural behaviors will be used. The course includes a language laboratory that encourages development of sign skills and is an integral component of the course.
  

  • DED 529 - American Sign Language V

    Credits: 3
    Cross Listed at the undergraduate level with ASL 3301
    Note An assessment of signing skills (ASLPI) may be required. (This course is taught in ASL only.)
    This course provides opportunities for advanced skill development emphasizing differences across various linguistic registers. Discourse analysis will be introduced and linguistic structures of ASL and English will be compared. The Signing Naturally III series will be covered. The course includes a language laboratory that encourages development of sign skills and is an integral component of the course.
  

  • DED 533 - Methods of Teaching ASL: First and Second Language Instruction

    Credits: 3
    Note ASL Specialist only.
    This course examines instructional strategies and evaluates materials and resources used with first and second language learners of ASL. Linguistic research problems specific to ASL are highlighted.
  

  • DED 534 - Issues and Trends in Audiology and Spoken English Development

    Credits: 3
    This course provides an overview of the anatomical and physiological principles of audiology and speech development (i.e., spoken English) as the foundation for examining current trends and issues in the education of Deaf students. Emphasis is on establishing supportive collaboration between teachers and the professionals providing these related services as well as support for Deaf students and their parents.
  

  • DED 535 - Literacy Instruction for Deaf Students

    Credits: 3
    This course incorporates principles and methods of developing literacy in two languages, ASL and English. Program development is discussed, with an emphasis on instruction and materials.
  

  • DED 538 - Linguistics of American Sign Language

    Credits: 3
    Cross Listed at the undergraduate level with ASL 3338
    This course provides an analysis of the major structural features of American Sign Language: phonology, morphology, syntax, semantics, and discourse.
  

  • DED 540 - Advanced American Sign Language Linguistics

    Credits: 3
    This course provides a detailed and comprehensive examination of the major linguistic structures of ASL including its phonology, morphology, and syntax. Advanced discourse analysis will also be presented. Recent research on ASL will be featured, with consideration of factors affecting language use and change. Special topics within ASL Linguistics will be added on occasion.
  

  • DED 541 - First and Second Language Learning

    Credits: 3
    This course focuses on the theories of first and second language acquisition of both English and American Sign Language (ASL). The cognitive and language development of both hearing and Deaf students is discussed.
  

  • DED 543 - Assessing ASL Skills: First and Second Language Learners

    Credits: 3
    Note ASL Specialist only.
    This course focuses on description and evaluation of American Sign Language by assessing sign language skills of L1 and L2 learners. Measurements using ASLPI, diagnostic evaluation, and ASL checklists are taught. Extensive classroom exercises focus on the measurement and analysis of language samples by phonological, morphological, and syntactic criteria for L1 and L2 learners.
  

  • DED 550 - Student Teaching Internship

    Credits: 3.00
    Prerequisites ASLPI score of 3.00 or better and EPE score of 4.0 or better
    DED 552, 553, and 554
    This on-the-job internship meets state certification requirements for teachers of Deaf and hard-of-hearing students.
  

  • DED 552 - Internship in Deaf Education

    Credits: 3
    Note (Those candidates completing an on-the-job internship register for DED 550 as well for a total of 12 credits.)
    This internship meets state certification requirements for teachers of Deaf and hard-of-hearing students.
  

  • DED 553 - Internship in Deaf Education

    Credits: 3
    Note (Those candidates completing an on-the-job internship register for DED 550 as well for a total of 12 credits.)
    This internship meets state certification requirements for teachers of Deaf and hard-of hearing students.
  

  • DED 554 - Internship in Deaf Education

    Credits: 3
    Note (Those candidates completing an on-the-job internship register for DED 550 as well for a total of 12 credits.)
    This internship meets state certification requirements for teachers of Deaf and hard-of-hearing students.
 

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