Course Descriptions

Seminar on statutes, regulations and policies relating to a safe, nonviolent school climate; effective classroom management techniques and academic supports that promote a nonviolent school climate and enhance learning; social and problem-solving skill development for students within the regular school curriculum; warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; intervention techniques to address school violence situations, and how to participate in an effective school/community referral process for students exhibiting violent behavior. 

Four tuition-free workshops are offered to assist students in preparing for the NYS Education Department Liberal Arts and Sciences Test (ALST) Assessment of Teaching Skills – Written (ATS-W), Content Specialty Test (CST) – Multisubject, and CST – Students with Disabilities.

3-hour Autism Workshop (required for NYSED certification)

6-hour Bullying and Harassment Workshop (required for NYSED certification)

This 12-session course focuses on enhancing the writing and reading comprehension skills students need to successfully complete graduate-level coursework in degree-bearing programs in the Division of Graduate Studies. The philosophy of the course is that good writing requires good thinking; good writing requires good reading, and students will become better writers and readers through practice, practice, and more practice. With this in mind, an aim of the course is to help students refine their writing and reading at the graduate level through guided instruction, hands-on exercises, many chances to interact with course instructors and peers, and opportunities to practice a variety of approaches to writing and reading. Attention is also paid to the communication skills and strategies students can use when taking required New York State teacher certification and other professional certification tests. Course learning topics and practice exercises and assignments are sequential. The course also provides students with materials on how to research topics for coursework and how to correctly apply APA style to research papers and reflection papers. Attendance at all 12 sessions is mandatory.\nThis course is offered in a friendly and supportive atmosphere. Classes meet weekly for two-and-a-half hours. Course instructors provide expert writing and reading help and are experienced in helping students write and read with greater ability and confidence.\nStudents are required to maintain a portfolio of their writing and reading assignments and exercises. Portfolios are established authentic assessment tools used to measure students’ progress in writing skills development and critical reading and to indicate where extra help may be needed in these areas. Weekly written feedback from course instructors will be included in each student’s portfolio. Summary progress reports will be provided to the students at the midpoint and final session of the course.\nGraduate-level writing should be error free. With this in mind, students will be provided with materials on standard American English grammar, usage, capitalization, punctuation and spelling.\nThis course is graded on a Pass/Fail basis. Students must complete all writing and reading assignments and bring their portfolios to all sessions. All assignments must be completed on time. One late assignment is permitted as long as it is completed and submitted the next scheduled session. Students who fail to comply with these requirements will be dropped from the course.

Writing Workshop

This non-credit, non-graded seminar helps candidates to prepare for the Educating All Students exam. The exam content focuses on effectively teaching diverse student populations, English Language Learners, and students with disabilities as well as competencies related to the parent-school connection and the professional responsibilities of effective educators. This exam is required by the New York State Education Department (NYSED) for all candidates seeking New York State Initial Teacher Certification and School Leadership certification.

This test preparation course is a non-credit, non-graded course that focuses on mathematical content, skills and teaching strategies measured on the Content Specialty Test Multi-Subject (Birth-2) or (1-6). This exam is required by the New York State Education Department(NYSED) to meet initial teaching certification.

CST Students with Disabilities Workshop

This course focuses on the historical and philosophical underpinnings of modern educational theory and practice including the study of: ancient Greek literature; early Jewish, Christian, and Muslim writings; and philosophical developments in the Renaissance, Reformation, and revolution­ary periods. It also examines the social, cultural, and ideological forces that have shaped educational policies in the United States as well as the current national de­bates on ways to meet the wide range of educational and social-emotional needs of students from diverse communities. Fifteen hours of fieldwork are required.

This course prepares pre-service and in-service mathematics teachers to under­stand and respond to the needs of students with disabilities. The course considers the historical context for special education and the institutional approach to disabilities, and utilizes that context to critically exam­ine and discuss current educational prac­tices, laws, and regulations for students with diverse learning abilities. The inclu­sion/standards debate, as well as the diag­nosis, classification, and assessment of students are addressed. Instructional ap­proaches and strategies for teaching math­ematics to students with diverse learning abilities in the typical classroom are intro­duced. Fifteen hours of fieldwork are re­quired.

This course examines the nature of adoles­cent cognitive, emotional, social, and moral development with implications for classroom teaching. It also addresses inte­gration of theory and research findings from the fields of developmental and edu­cational psychology and explores multi­cultural contexts for growth, development, and learning. Fifteen hours of fieldwork are required.

This course focuses on current approaches to assessing and promoting reading com­prehension and critical reading and writing skills of middle and secondary school stu­dents. It also examines how to: enhance oral and written communication skills; tap into motivational factors in literacy devel­opment during the middle and high school years; and use specific approaches to work with English language learners, gifted stu­dents, and students with disabilities during adolescence. Fifteen hours of fieldwork are required for this course.

This course focuses on principles and prac­tices for teaching middle school mathe­matics, including the study of rational numbers, algebra, geometry, probability, and statistics. Students also examine curriculum development and instructional ap­proaches in developmental context, with attention to the needs of typical adolescent learners and identification and remediation of major obstacles to student learning in mathematics. The course reviews applica­tion of mathematical and scientific con­cepts and skills to real-life settings. Students have an option to design, develop, and hand in an online portfolio for this course. Fifteen hours of fieldwork are re­quired.

This course focuses on principles and prac­tices for teaching high school mathemat­ics, including the study of algebra, geometry, probability, trigonometry, and statistics; curriculum development and in­structional approaches in developmental context, with attention to needs of typical adolescent learners and identification and remediation of major obstacles to student learning in mathematics. Students examine application of mathematical and scientific concepts and skills to real-life settings. Fif­teen hours of fieldwork are required.

This course examines the most commonly used curriculum materials, including text­books and supportive video and technol­ogy materials, and also at the development of new curriculum materials for special student populations or the enhancement of already available materials for such popu­lations. The course also identifies the learning theories and instructional method­ologies embodied in each curriculum and compares those theories and methodolo­gies for their effectiveness with various student populations and student character­istics. Students examine means, methods, and materials for assessing student under­standing and performance as well as ways to use this information to inform and improve instruction as an ongoing practice in the classroom. Techniques investigated in­clude quizzes, writing assignments, tests, authentic and performance assessment and rubrics. Fifteen hours of fieldwork are re­quired.

This course explores the role of the ad­ministrator in developing leadership strate­gies that promote high quality teaching in mathematics grades K-12. The course ex­amines methods and materials as well the scope and sequence of mathematics across the grades. Students examine the most up to date methods of teaching mathematics as well as ways in which administrators can motivate and assist teachers in increasing student achievement while simultaneously assuring that the school meets state man­dates regarding adequate yearly progress.

This course introduces students to a selec­tion of current issues of concern and inter­est in adolescent mathematics education; provides a sampling of the research that has been conducted relating to these issues; and addresses ways in which the results of such research can be employed by class­room teachers to improve their classroom practice.

This course focuses on the major concepts and skills students should learn and be able to apply in the areas of algebra and trigonometry. The course identifies what students should have learned informally in grades 5 and 6 that can be used to transition to a more formal understanding of these topics. It also examines: the learning theories related to development of understanding from a concrete level using ma¬nipulative materials to model algebraic and trigonometric problems and methods; how to help students move step by step to a more conceptual understanding of the concepts and skills, including the use of symbolic representation and manipulation; and the use of various technologies to enhance understanding and application. As a part of the course, either individually or in small groups, students develop and present appropriate mini-lessons embodying the principles and methods of effective mathematics teaching.

This course focuses on the major concepts and skills students should learn and be able to apply in the areas of geometry, probability, and statistics. The course examines what students should have learned informally in grades 5 and 6 that can be used to transition to a more formal understanding of these topics. The course also examines how to use relevant learning theories to help students transition from a concrete level of understanding of these topics using physical manipulative materials to a conceptual level of understanding using symbolic representation and manipulation. The use of various technologies to enhance understanding is also employed. As a part of the course, either individually or in small groups, students develop and present appropriate mini-lessons embodying the principles and methods of effective mathematics teaching.

This course introduces students to the mathematical properties of the set of rational numbers as well as instructional approaches for teaching students to use and manipulate rational numbers. The course also provides instructional strategies for helping students make the transition from the use of rational numbers in middle school to the use of rational algebraic expressions in high school.

This course introduces students to the top­ics covered in the Advanced Placement Calculus and Statistics courses and pro­vides guidance on how to teach the ad­vanced courses effectively.

This course explores the role of the administrator in developing leadership strategies that promote high quality teaching in mathematics grades K-12.  The course examines methods and materials as well the scope and sequence of mathematics across the grades. Students examine the most up to date methods of teaching mathematics as well as ways in which administrators can motivate and assist teachers in increasing student achievement while simultaneously assuring that the school meets state mandates regarding adequate yearly progress.

This course addresses a selection of topic areas usually taught at the secondary level – including but not limited to algebra, geometry, and probability and statistics – and looks at them from an advanced perspective illuminating their uses, interconnections and the mathematical theory or theories underlying them. This is a capstone content mathematics course helping to unify and enhance the prior college level mathematics courses the students in the program will already have taken as a prerequisite for entrance into the program. 

A continuation of MTHN 654.

This course introduces students to several important topics in the history of mathe­matics, such as: how mathematical discov­eries and developments that occur hundreds or even thousands of years apart can be connected in important ways; and how teachers of mathematics can use inci­dents and stories from the history of math­ematics to make their teaching more interesting and effective.

Students complete a minimum of 20 days, or 100 hours, teaching students in a mid­dle school (grades 7 through 9) mathemat­ics classroom under the daily supervision and mentorship of an experienced and cer­tified cooperating mathematics teacher. During this practicum experience the stu­dent teacher progresses from watching and helping the regular classroom teacher to taking on full responsibility for the class him- or herself. The practicum, under the supervision and guidance of the cooperat­ing teacher, includes experience in: de­signing, developing and implementing daily lesson plans; creating quizzes and exams; designing and grading homework assignments; implementing classroom dis­cipline; continuously evaluating student understanding and using daily evaluations to modify future teaching practices; em­ploying effective ways to carry out routine administrative practices including the tak­ing of attendance and assigning student grades.\nThe cooperating teacher meets with the student teacher on a regular basis to help the student teacher develop his/her skills and practices; helps answer or find answers to questions the student teacher might have; and remains in the classroom to monitor all activities and to provide super­vision whenever the student teacher takes over the class. A full time faculty supervi­sor from Touro’s Graduate School of Edu­cation meets with both the student teacher and the cooperating teacher on a regular basis, observes the student teacher’s per­formance in the classroom, and discusses the student teacher’s development with both the student teacher and cooperating teacher.\nAt the end of the semester the cooper­ating teacher submits to the Touro College faculty supervisor an evaluation form for the student teacher indicating areas of strength and weakness and where the stu­dent teacher should concentrate on im­proving his or her teaching skills. Using this evaluation and the Touro College fac­ulty supervisor’s own observations, the fac­ulty supervisor then submits a grade for the student teacher’s performance in this course. Prerequisite: MTHE 601. (Pleasenote: This course must be taken during thefinal two semesters of the program.)

Students complete a minimum of 20 days, or 100 hours, teaching students in a high school (grades 10 through 12) mathematics classroom under the daily supervision and mentorship of an experienced and certified cooperating mathematics teacher. During this practicum experience the student teacher progresses from watching and helping the regular classroom teacher to taking on full responsibility for the class him- or herself. The practicum, under the supervision and guidance of the cooperat­ing teacher, includes experience in: de­signing, developing and implementing daily lesson plans; creating quizzes and exams; designing and grading homework assignments; implementing classroom dis­cipline; continuously evaluating student understanding and using daily evaluations to modify future teaching practices; em­ploying effective ways to carry out routine administrative practices including the tak­ing of attendance and assigning student grades.\nThe cooperating teacher meets with the student teacher on a regular basis to help the student teacher develop his or her skills and practices; helps answer or find answers to questions the student teacher might have; and remains in the classroom to monitor all activities and to provide super­vision whenever the student teacher takes over the class. A full time faculty supervi­sor from Touro’s Graduate School of Edu­cation School meets with both the student teacher and the cooperating teacher on a\nregular basis, observes the student teacher’s performance in the classroom, and discusses the student teacher’s devel­opment with both the student teacher and cooperating teacher.\nAt the end of the semester the cooper­ating teacher submits to the Touro College faculty supervisor an evaluation form for the student teacher indicating areas of strength and weakness and where the stu­dent teacher should concentrate on im­proving his or her teaching skills. Using this evaluation and the Touro College fac­ulty supervisor’s own observations, the fac­ulty supervisor then submits a grade for the student teacher’s performance in this course. Prerequisite: MTHE 605. (PleaseNote: This course must be taken during the  final two semesters of the program.)

Communications

LAST

ATS-W

CST

Accent Reduction

Students are provided an introduction to principles, concepts, and operations neces­sary to analyze the multiple quantitative and qualitative data sources available re­garding student and school performance. Students explore ways to effectively use data to conduct long-range planning and to undertake ongoing assessment of school/district performance for achieving State learning standards. Emphasis is given to the use of data to establish accountabil­ity systems for meeting educational goals and objectives.

This course examines current research on leadership and provides an opportunity to explore leadership in practice. The course also focuses on development and imple­mentation of an educational vision through the creation of collaborative relationships with internal and external elements of the school community and the importance of establishing an ethical standard of leader­ship.

This course acquaints students with the need to provide leadership in comprehen­sive long-range planning with respect to curriculum development, instructional strategies and technology, classroom or­ganization and practices, and assessment. Current curricula are discussed including methods of changing, updating, and evalu­ating their effectiveness.

Contemporary models for effective per­sonnel administration are presented and discussed. The course also examines crite­ria for establishing accountability stan­dards for staff evaluation and staff supervision as well as the importance of succession planning.

This course focuses on the objectives, functions, procedures, and evaluation of teaching from a supervisory perspective. Students examine ways to use data from the evaluation and supervision of staff to inform long-range comprehensive plan­ning in professional development and to support staff’s efforts to effectively address student learning needs.

This course acquaints students with the benefits of leading comprehensive long-range planning in facilities development in order to support instruction and to create a safe, healthy, and supportive environment. The course also examines current manage­rial and financial practices in schools – in­cluding with respect to district budget development and facilities that effectively support achievement of educational goals and objectives.

This course focuses on the application of statutes and regulations as required by law. Students discuss legal principles based on constitutional principles, legislation, and case law that enable, restrict, or challenge the functioning of school districts and schools building leaders. The need for school and district leaders to establish an ethical standard of behavior and to affect change through ethical decision-making is emphasized.

This course discusses the value of under­taking comprehensive long-range planning in the area of support services for students with disabilities, English Language Learn­ers, and other students in need of academic intervention services. Emphasis is placed on the development of pre-referral inter­ventions to address student needs in the general education setting. The course also looks at the laws and regulations govern­ing special education, services to English Language Learners, and reimbursable pro­grams.

Potential and practicing school administra­tors are provided with the theoretical and practical framework necessary for plan­ning and implementing technology in schools, both as a tool for instruction and for administration. Emphasis is placed on the latest Technology Standards for School Administrators (TSSA). Hands-on experi­ences and projects based on technology are included as students develop their famil­iarity with essential technology applications. Prerequisite: familiarity with basic word processing and use of the Internet.

Students are provided with verbal and writ­ten communication models for developing the skills necessary to effectively interact with school board members, district/school staff, and the community at large. The course also explores effective strategies for communicating, to those individuals, an educational vision leading to the achieve­ment of State learning standards. Required for candidates seeking certifica­tion as school district leaders.

Students are provided with a closely su­pervised experience in applying the prin­ciples and concepts acquired through previous course work. The internship takes place in an educational organization under the supervision of a practicing school/dis­trict administrator and a Touro faculty member. Theories and concepts are applied to practical situations that are presented to the administrative and supervisory practi­tioners.\nPrerequisite: students must have 18 credits of coursework in the program.\n(Please note: Students may not register for EDDN 697 and EDDN 698 in the same semester.)

Students are provided with a closely supervised experience in applying the principles and concepts acquired through previous course work. The internship takes place in an educational organization under the supervision of a practicing school/dis­trict administrator and a Touro faculty member. Theories and concepts are applied to practical situations that are presented to the administrative and supervisory practi­tioners. Candidates seeking certification as school district leaders will be required to address district issues in a district office while taking EDDN 698.\n(Please note: Students may not register for EDDN 697 and EDDN 698 in the same semester.)

This course focuses on the use of comput­ers and other technological devices and software that facilitate communication and learning in both general and special edu­cation contexts. Students examine ways to use technology for fostering literacy, re-mediating reading, and promoting access to curriculum for all students. The course also addresses special applications with computers in the classroom; information literacy; and recent developments in the field of assistive technology for students with disabilities.

This course examines language acquisi­tion, the structure of language, the theoret­ical approaches to language, and language variations as applied to teaching literacy with respect to reading principles, meth­ods, and materials. An in-depth analysis of the stages of first and second language ac­quisition and the interdependence between literacy background and language acquisi­tion is offered. Research which focuses on the relationship between language and reading is also examined.

This course focuses on a thorough study of the principles, practices, methodologies and assessment tools utilized in the teach­ing of early literacy skills and strategies. Differentiating instruction for the at-risk student and English Language Learner will be explored. The creation of a balanced lit­eracy program for grades 1-6 will be ex­plored in-depth. Children’s literature is examined within the context of literacy in­struction at the level of Birth- Grade 6

This course focuses on the reading and lit­eracy skills identified by the International Reading Association and the New York State English Language Standards for mid­dle and secondary students. The importance of both content and process are emphasized and strategies are practiced for enhancing student comprehension before, during, and after reading. Effective ways of using dif­ferentiated instruction are also discussed. Providing for individual differences in mid­dle and senior high schools is considered.

This course reviews the skills and knowl­edge required to support the developmen­tal reading and literacy skills of middle and secondary students. Participants examine methods of teaching reading across the curriculum, including teaching reading of literature in individual, group, and whole-class settings in junior and senior high schools. Effective instructional practices for teaching reading skills to learn new in­formation and to write reports, strategies for teaching writing skills to foster literary understanding, and differences in literacy instruction for junior and senior high school levels are also examined.

Current scientific research related to ef­fective literacy instruction and research findings about curriculum development are reviewed in depth. Students also learn to analyze curricula to determine appro­priateness with respect to specific school populations, intended learning outcomes, and congruence with the International Reading Association Standards as well as the New York State Standards

This course focuses on current approaches to teaching reading in a developmental con­text, creation of language rich environment, the nature of oral and written communica­tion, assessment of language and reading skills, factors influencing literacy development, approaches to organizing a functional literacy program in the classroom, approaches to working with general education student including English Language Learn­ers and approaches to using technology to teach literacy skills in the classroom. The first half of the course will be devoted to in­struction from Birth-Grade 6 and the sec­ond half to instruction in Grades 5-12.

This course focuses on developmental and cultural contexts for understanding symp­toms and causes of reading disabilities; and diagnostic instruments and approaches to assessment of reading disabilities. Partici­pants also examine programs, materials, and methods for nurturing literacy and for pro­viding instruction to students with reading disabilities. The course includes one-on-one work with a child with reading disabilities and completion of a comprehensive case study. Prerequisite: EDSN 665

Students examine research and theories of first and second language acquisition as re­lated to methods of teaching, listening, speaking, reading, and writing in bilin­gual/multicultural classrooms. The course also includes examination of current peda­gogical methodologies, assessment proce­dures, and literature related to the specialized needs of the bilingual student and the multi­cultural classroom. [The first half of the course focuses on Birth - Grade 6 and the second half focuses on Grades 5-12.]

Students perform 90 clock hours of a col­lege-supervised Practicum in PreK-6th grade. Students acquire proficiency in the use of various test materials in the diag­nosis of reading and writing difficulties under the guidance and supervision of ap­propriately certified cooperating teachers who evaluate students’ progress. Cooper­ating teachers also observe and evaluate students in their professional settings. In addition, scheduled group meetings are held for all students participating in the Practicum. A case study is required and students are required to keep a log and prepare lesson plans. Prerequisite: at least 15 credits in literacy, excluding EDPS 620 and EDSE 650 and including EDSE 665 and SPED 667.\n(Please note: Students may not registerfor EDSE 692 and EDSE 693 in the samesemester.)

Students perform 90 clock hours of a col­lege-supervised Practicum in Grades 7-12. Students acquire proficiency in the use of various test materials in the diagnosis of reading and writing difficulties under the supervision of appropriately certified coop­erating teachers who evaluate students’ progress. Cooperating teachers also evalu­ate students in their professional settings. In addition, scheduled group meetings are held for all students participating in the Practicum. A case study that integrates rel­evant research is required. Students are also required to keep a log, prepare lesson plans, and submit a culminating project that ana­lyzes and discusses the way in which various aspects of the course work and the two Practica (EDSE 692 and EDSE 693) have furthered their understanding and ability to diagnose and treat reading difficulties. Pre­requisite EDSE 692.\n(Please note: Students may not register for the two Practica, EDSE 692 and EDSE 693, in the same semester.)

This course focuses on the nature of physi­cal, cognitive, emotional, social, and moral development from birth through adoles­cence with implications for learning and teaching; major orientations in the study of child development, including Vygotsky and the neo-Vygotskian theories of child devel­opment and learning; periods of child de­velopment from birth through adolescence seen in a socio-cultural context, with impli­cations for learning and teaching; integra­tion of theory and research findings from the fields of developmental and educational psychology; and exploration of multicul­tural contexts for growth, development, and learning with diverse student populations. Students are also exposed to evidence-based methods of instruction and critically exam­ine the idea that instruction should be evi­dence-based.

This course provides an understanding of literacy issues specific to English language learners, as well as strategies and tech­niques for teaching reading and writing to these students. Key concepts include: the relationship between first language liter­acy and L2 literacy development; stan­dards-based reading and writing instruction; principles of phonics, struc­tural analysis and sight words; process writing; and the incorporation of technol­ogy. Includes 5 hours of field work.

This comprehensive course builds upon the foundation of curriculum development and classroom management in the context of teaching English language learners. Expanding its horizons to embrace the digital age, the course adeptly weaves innovative technology integration into the domain of Teaching English to Speakers of Other Languages (TESOL). Crafted to empower prospective TESOL/BLE educators, the course hones in on fostering competence in designing, implementing, assessing, and reflecting within diverse language learning environments, all while capitalizing on the potentials of cutting-edge technology. With a strong focus on practical application and discerning appraisal of technological tools, this course primes upcoming educators to excel amidst the ever-evolving educational landscape.\nIncludes 10 hours of field work.

This course identifies and analyzes current trends and issues in second language ac­quisition and their impact on English lan­guage learners. A central focus will be research on specific topics in second lan­guage acquisition and bilingualism (e.g., brain research, error correction, role of L1, etc.). Students will become familiar with current instructional strategies as well as methods for professional staff and com­munity resource collaboration in building second language acquisition and respect for cultural diversity in today’s society. Stu­dents will engage in a case study research project in a particular area of interest. In­cludes 5 hours of field work.

This course requires a minimum of 20 days or 100 hours of student teaching in both el­ementary and secondary ESL classrooms, under the supervision of the cooperating teacher and a Touro professor. This experi­ence will allow student teachers to apply their knowledge in actual classroom set­ting, as well as gain experience with a va­riety of developmental levels. Student teachers will attend seminars throughout the semester, maintain a weekly reflective journal, and submit accumulative portfolio documenting professional growth. Prereq­uisites: EDDN 636, EDDN 637, EDPN 671, and EDPN 673, and permission of the Chair. (Please note: This course must be taken during the final semester of the pro­gram, and concurrently with no more than one content course.)\nStudents who have taken either EDDN 678 or EDDN 679 must complete that two-semester sequence, and are exempt from EDDN 680.\n*Effective July 1, 2012, EDDN 680 replaces both EDDN 678 and EDDN 679 for students who have not completed either of those two courses prior to the Fall 2012 semester.\n*Already certified teachers participating in the practicum may be excused from the requirement of completing 50 student teaching hours, allowing them to concentrate on engaging in reflective seminars, developing their ePortfolios, and completing their capstone projects.

This course is designed to give the counselor a working familiarity with, and understanding of, the various aspects and components of the assessment process, as well as familiarity with various types of assessment tools and their uses. Regardless of the setting in which the Mental Health Counselor practices he or she will frequently be asked to perform an assessment of a potential client. Assessment is the fundamental step in ascertaining what, if any, intervention on the part of the counselor will be warranted. Furthermore, it will shape the nature of that intervention should it be decided that service is necessary.

The course focuses on cases of adolescent morbidity and mortality that can be attributed to preventable risky behaviors. Students will learn how drugs, alcohol, tobacco and sexual behavior dominate health-compromising behaviors, and how risky behaviors are on-set by a myriad of factors: family, community, peers, ethnicity, personality, stressors, and emotional/behavioral problems. The course aims to teach students how to identify those students who are at risk, and exploring the interventions strategies that can reduce that risk and, more important, ways to prevent violence and risky behavior.

This course is a continuation of PSY 636 and examines additional disorders and their assessments.  The course focuses on utilizing rating scales and more quantifiable methodology to assess social-emotional status, and contrasts clinical and non-clinical populations. Work, school and home intervention techniques are emphasized and include topics such as functional behavioral assessment, and behavior management applications.

This course focuses on the nature of physical, cognitive, emotional, social, and moral development from birth through adolescence, with implications for learning and teaching; major perspectives on the study of child development, including Vygotsky’s socio-cultural theory of child development and learning; periods of child development from birth through adolescence, seen in cultural context, with implications for learning and teaching; integration of theory and research findings from the fields of developmental and educational psychology; and multicultural contexts for growth, development, and learning with diverse student populations.

The focus of this course is to develop an understanding of the role and dynamics of a family in the management of exceptional children. The course introduces Family Systems theory and also explores the family as a mediator of the culture and as a context within which the child develops. The course addresses the interactions of families with children with handicapping conditions such as medical conditions and learning problems. A focus is on the impact of the child with special needs on parents and siblings. Students develop skills in assessing the family’s interactions with the referred child, and evaluation of the family’s needs. They become familiar with the impact and relevance of the socio/economic and cultural context for families with special needs children.

This course is designed to provide an overview of different perspectives on multiculturalism in North American society, including theories and models of identity development as they pertain to ecological and societal forces influencing the provision of counseling services to culturally diverse clients in educational and community settings. The aim of this course is to provide students with skills to increase their effectiveness in serving underrepresented and minority populations.

This course will focus on psychodynamic techniques which remain widely used in private and institutional practice, especially in outpatient settings. A thorough understanding of these techniques and the underlying theories is an essential component of graduate training. At a minimum, the course would cover Psychoanalytic, Psychodynamic, Existential, Gestalt, and short-term psychodynamic approaches Lectures will stress theory and case conceptualization. Exercises will address both theory and application. Students will participate in class exercises that will include operationalizing the problem, case conceptualization, treatment planning, practicing specific techniques (in the roles of therapist and client), and considering special issues for certain populations.

This course covers the theoretical foundations and current research on the impact of trauma and disasters on children, adolescents and adults. It focuses on best practices for short-term and crisis intervention to support a return to normalcy and resilience in youth. A major focus is on identification, intervention, and treatment of children who exhibit signs of distress or who are at-risk for future mental health problems. Group work is explored as a means to therapeutically intervene with youngsters who exhibit signs of traumatic stress.

This course is designed to provide a comprehensive overview of theoretical and practice aspects of career development across the life-span. In this context, the major career development theories will be presented as well as the treatment implications for counseling and psycho-educational interventions.

The course builds on theories introduced in the prerequisite course, Use of Self (PSGN 682), and applies these theories to diagnosing key challenges in organizations.  Students learn to use a consultative approach to affect change.  Discussion, role-play, field practice and reflection will be the primary tools for learning. Students must be prepared to find a “client” with which to conduct fieldwork.

This course is designed to offer a balance between theory and practice. In addition to mastering the material presented through the readings, lectures and discussions, students will be actively engaged in the learning process through simulated clinical experiences. Students will be introduced to a variety of techniques through the observation and critique of videotapes of master clinicians, in-class role plays, taping and transcription of interviews, and in-class demonstrations. The student’s own personal growth, self-insight, and self-awareness will be an integral component to this course.

For School Counselors, understanding teaching and learning is critical. Besides testing and counseling, School Counselors are expected to serve on pre-referral intervention teams and to consult with over-worked teachers on a variety of issues. This course provides students with tools to perform those functions. Students attain a basic understanding of how people learn, as well as the most popular theories about learning as a social and cognitive process. Focus is on recognizing where and how learning problems typically arise, tools and strategies to prevent and/or remediate such problems. While there is an assessment component, this is not a testing course. The assessment in this course is dynamic in nature and used directly in intervention planning.  Consultation issues are briefly covered.

This course examines the role of the school counselor in serving children and adolescents who present behavior problems in the school and/or community. The course introduces basic behavior management techniques. The course further focuses on teaching social skills (primarily through cognitive or cognitive behavioral interventions) with an emphasis on teaching students self-regulations and strategies aimed at changing their own behavior.

This course provides a solid understanding of the process of improving high schools so that more students are able to excel in freshman-level college courses or entry-level jobs, laying a solid foundation for lifelong growth and success. The course also provides guidelines for high school faculty to adapt their programs of instruction in the direction of enhanced college/career readiness. Further explored are practical strategies for improving students\' content knowledge and academic behaviors through best practices and research-based recommendations for change.

The course provides a detailed analysis of modern learning theories and practices as they relate to the k-12 environment. The course investigates the major research in educational psychology focusing on cognition and further explores emotional and behavioral perspectives.

This course covers a range of issues involved in managing a school counseling program, from writing student assessments and dealing with school crises to setting budgets and running effective meetings. The course addresses the transformed role of school counselor as it pertains to the American School Counselor Association\'s National Model for Counseling Programs. The course further provides the necessary knowledge for developing a comprehensive school counseling program by working through the planning, designing, implementing and evaluating stages.

The course explores the legal and ethical issues involved in School Counseling and the research relevant to ethical behavior of counselors in mental health, career, and school settings. The course further explores the study of important legal developments related to confidentiality, testing, and supervision.

This course provides an examination of the role and importance of the community in the school system. It also provides an important look at the significance of community relations within the school system and its impact on the students, teachers and administration. This course is meant as an introduction to the principles of the community collaboration in school-student-parent relations.

This course offers a review of the historical, philosophical, legal, and ethical underpinnings of the school counseling profession. The course explores the current and emerging role of the school counselor, from writing student assessments and dealing with school crises to setting budgets and running effective meetings. The course also addresses the transformed role of school counselor as it pertains to the American School Counselor Association\'s National Model for Counseling Programs.

Through the latest evidence-based research and as a continuation to SC 682, this course furthers students’ understanding of the process of counseling in K-12 environment through experiential exposure.

The purpose of this practicum experience is to provide opportunities for students to work with diverse clients and client situations, affording students a structured and supportive environment in which to apply counseling theories, techniques and skills learned in previous course work. Focusing on the school environment (K-12), students also develop skills in observations, feedback, case preparation, interview analysis and reporting as well as become aware of a variety of professional resources and community referral agencies.

This course is designed to provide theoretical and experiential knowledge regarding basic principles of educational assessment and intervention for all learners. Teacher candidates will become data and assessment literate, focusing on examining the use of assessment practices and strategies to improve student success. This course places a strong emphasis on the planning of formative and summative assessments, the analysis of the use of data-driven instruction, and the application of grading practices. Teacher candidates will become familiar with measures to assess learners with special needs and learners from linguistically and culturally diverse backgrounds. Teacher candidates will develop data literacy to utilize assessment data to analyze and adjust curriculum and assessments to enhance their instructional practices and to implement evidence-based, data-driven instructional interventions.

This practicum experience provides 100 hours of supervised practice in a counseling setting similar to the setting in which the student may be placed in internships. The practicum includes class meetings for group supervision and discussions and is designed to provide opportunities for students to work with diverse clients and client situations, affording students a structured and supportive environment in which to apply counseling theories, techniques and skills learned in previous course work. Focusing on the school environment (K-12), students also develop skills in observations, feedback, case preparation, interview analysis and reporting as well as become aware of a variety of professional resources and community referral agencies.

This course examines the dynamics and approaches of major theories in the field of counseling, as well as explores the historical perspectives and philosophies upon which they are based. Theories to be addressed include Person-Centered Therapy, Cognitive Therapy, Gestalt Therapy and Solution-Focused Therapy. The course will also focus on various experiential techniques.

As a continuation of SC 701, the purpose of this internship 300 hour experience is to provide opportunities for students to work with diverse clients and client situations, affording students a structured and supportive environment in which to apply counseling theories, techniques and skills learned in previous course work. The internship includes class meetings for group supervision and discussions, focusing on the school environment (K-12). Students will develop skills in observations, feedback, case preparation, interview analysis and reporting as well as become aware of a variety of professional resources and community referral agencies.

This course examines disorders and their assessments.  The course focuses on utilizing rating scales and more quantifiable methodology to assess social-emotional status, and contrasts clinical and non-clinical populations. Work, school and home intervention techniques are emphasized and include topics such as functional behavioral assessment, and behavior management applications.

The purpose of this practicum experience is to provide opportunities for students to work with diverse clients and client situations, affording students a structured and supportive environment in which to apply counseling theories, techniques and skills learned in previous course work. Focusing on the school environment (K-12), students also develop skills in observations, feedback, case preparation, interview analysis and reporting as well as become aware of a variety of professional resources and community referral agencies.

This course offers a review of the historical, philosophical, legal, and ethical underpinnings of the school counseling profession. The course explores the current and emerging role of the school counselor, from writing student assessments and dealing with school crises to setting budgets and running effective meetings. The course also addresses the transformed role of school counselor as it pertains to the American School Counselor Association\'s National Model for Counseling Programs.

This course examines the dynamics and approaches of major theories in the field of counseling, as well as explores the historical perspectives and philosophies upon which they are based. Theories to be addressed include Person-Centered Therapy, Cognitive Therapy, Gestalt Therapy and Solution-Focused Therapy. The course will also focus on various experiential techniques.