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Counseling, School, and Educational Psychology

CEP 207A - Basic Statistics and Computing

This 4-credit course is offered each semester by the Department of Counseling and Educational Psychology. CEP 207 is an introductory course for which there is no formal prerequisite, but knowledge of high school algebra is assumed. The statistical concepts and computer skills taught in this course are valuable in a variety of life and work applications, as well as in more advanced course work. This course introduces the theoretical bases of descriptive and inferential statistics. Examples are drawn from a wide range of disciplines to accommodate students' interests and intended majors. Students apply the statistical techniques to data by running a series of exercises on the computer using the SPSS statistical software package. The lab is a required component of the course.

CEP 404/504 - Introduction to the Rehabilitation Counseling of Substance Abuse and Addiction

Introduction to the field of rehabilitation counseling and its application to substance abuse and addiction. Examination of the social, psychological, and biological bases of addiction; exploration of assessment, diagnosis and treatment issues; understanding of the functional limitations substance addiction especially as they relate to work and independent living. All students complete quizzes, midterm and final examinations. Undergraduates (CEP 404) must read and critique two journal articles relevant to the course content. Graduate students (CEP 504) must write a paper on disability and substance abuse and lead selected group discussions.

CEP 453 - Introduction to Rehabilitation

Introduces students to the field of rehabilitation, exploring the public, private non-profit, and private for-profit sectors. Disability-related issues are presented, including: evaluation, psychosocial aspects, and employment.

CEP 500 - Fundamentals of Educational Research

Knowledge and appreciation of scientific inquiry in education; illustration of various strategies through study of research reports; technical aspects of the research process, including choice of research strategies, conceptual and operational definitions of variables, data analysis, and interpretation of results.

CEP 501 - Psychology of Learning and Instruction

This course typically deals with teaching and learning, including such topics as emotions, behavior, social processes, motivation, discipline, and classroom management; cognitive and intellectual processes and their implications for curriculum; and objectives, methods of teaching, expanding the repertoire of instructional strategies, and issues of grading. With some variation due to instructor and text, there is little emphasis on diagnosing disabilities and remediation, though general principles of normal and at-risk processes are covered.

CEP 502 - Use and Interpretation of Educational Measurements

Basic concepts in measurement are explored and applied in a variety of testing applications. Test construction, evaluations, and use in the classroom setting constitute the backbone of this course. Emphasis is placed on the appropriate use of assessment and procedures in school programs. Note: Students should not receive credit for both 502 and 561.

CEP 503 - Tests and Measurements

The course focuses on the basic assessment principles, client assessment in the rehabilitation and counseling process, and the nature of tests used in the field. The first half of the course focuses on: history of measurement, basic concepts, important social and ethical issues in testing, and technical/statistical concepts in measurement. The second half of the course deals with the content, administration, scoring and interpretation of tests frequently used in the field. Upon completing the course, students will be better able to identify and gather essential client information, interpret test information, and use test results to assist in planning. The specific course objectives are to promote:

1. An understanding of the foundations of assessment and the role of tests and measurements in the counseling and rehabilitation processes.
2. Knowledge of basic psychometric properties (e.g. reliability and validity) which are important to the selection of assessment devices and the interpretation of scores or other performance measures.
3. The ability to read and understand test manuals and determine the types of uses for which a particular test is most appropriate.
4. Knowledge of a variety of assessment devices commonly used in the field.
5. Skill in determining the implications of (weighting) client assessment information for clients.
6. Integration of medical aspects and foundational limitations of disability in developing evaluation plans that are appropriate for answering common referral questions. Relatedly, students should gain competence in selecting, administering, scoring, and interpreting tests in the light of client disability.
7. Ability to develop and conduct vocational evaluations

CEP 504/404 - Introduction to the Rehabilitation of Substance Abuse and Addiction

Introduction to the field of rehabilitation counseling and its application to substance abuse and addiction. Examination of the social, psychological, and biological bases of addiction; exploration of assessment, diagnosis and treatment issues; understanding of the functional limitations substance addiction especially as they relate to work and independent living. All students complete quizzes, midterm and final examinations; undergraduates (CEP 404) must read and critique two journal articles relevant to the course content, graduate students (CEP 504) must write a paper on disability and substance abuse and lead selected group discussions.

CEP 506 - Introduction to Educational Technology

This course is designed to provide students with an introduction to the theoretical bases and practical applications of technology, particularly as used in classrooms. There are several objectives: (1) Assure some basic familiarity with computing technology and its common uses in the classroom; and (2) encourage a perspective toward viewing classroom technologies contextually.

CEP 507 - Topical Seminar in Psychological Measurement

Special topics in psychometric theories and assessment procedures. May require research participation or production.

Prerequisite(s): CEP 509, permission of instructor.

CEP 508 - Educational Uses of the Internet

This class is an exploration of ways the Internet can be utilized in instructional settings. Beyond acquiring hands-on experience with Web searching, using certain Web-based tools, and developing Web-based modules, we will investigate related technical, pedagogical, cultural, and social issues, to clarify what the Internet means in the context of educational experiences: How might teaching and learning practices change with Internet use? What is needed for successful experiences using the Internet in education? What new concerns does the Internet bring? How does the Internet relate to the cultural context of the classroom and the cultural background of teacher and learner?

CEP 509 - Educational and Psychological Measurement

Basic measurement principles of reliability, validity, scales and norms, test construction strategies, and item analysis techniques. Students become familiar with major standardized tests, develop a test or scale, perform item analysis.

CEP 511 - Doctoral Seminar in Assessment (4 credits)

Theory, techniques, and practice in the administration and interpretation of clinical tools of assessment in intellectual functioning, cognitive development, neuropsychological dysfunction, and personality development. Note: Test use fee

Prerequisite(s): doctoral status in counseling psychology; permission of instructor

Credits: 4

CEP 512 - Topical Seminar in Research Methods

Topics in research design, data collection, and data analytic procedures. May require research participation or production. May be repeated for credit.

Prerequisite(s): permission of instructor

CEP 522 - Statistical Methods: Inference I (4 credits)

Basic concepts of descriptive and inferential statistics. Logic of empirical research, measures of central tendency, dispersion, and association; the central limit theorem and sampling distributions; tests of significance and estimates of means, proportions, and correlations; contingency table analysis; simple regression analysis and one-way analysis- of-variance. Examples and assignments from studies in education and the social sciences. A one-hour-per-week computer laboratory introduces students to statistical computing.

CEP 523 - Statistical Methods: Inference II

This course focuses on the applications of linear statistical models. Specifically, estimation and significance tests for a variety of linear models will be covered, including analysis of variance, multiple regression, and analysis of covariance. Students learn how to choose appropriate statistical models for a variety of research designs and how to implement the analyses using a computer package. Analysis and interpretation of simulated and actual data sets occurs both in lecture and in the one-hour-per-week computer laboratory.

CEP 525 - Multivariate Statistical Techniques (4 credits)

Problems involving multiple dependent variables: multivariate generalization of correlation, student's t-test, multiple regression analysis, and analysis of variance. Analysis of repeated-measures data. Uniquely multivariate methods, such as stepdown, canonical, and discriminant analyses. Students apply the methods to several data sets using standard statistical computer packages.

CEP 526 - Linear Structural Models with Latent Variables

Models that concurrently estimate the structural model on latent variables and the measurement model relating latent to observed variables. Least squares, maximum likelihood, and other methods of estimating covariance and mean difference structures on latent variables; computer procedures.

CEP 528 - Program Evaluation: Theory and Practice

Evaluation methods used in support of policy decisions; framing objectives; evaluations, design, data collections, analyses, and report writing.

Prerequisite(s): Permission of instructor.

CEP 529 - Survey of Advanced Data-Analytic Techniques

Use and interpretation of several widely used analysis procedures; assignments require computing and written interpretation of analysis of real data; techniques covered include multiple regression, path analysis, factor analysis, discriminant analysis, and canonical correlation.

Prerequisite(s): CEP 523 or equivalent.

CEP 530 - Topical Seminar in Statistical Analysis

Special topics in statistical analysis and experimental design. Topics vary from semester to semester. Usually requires research participation or production. May be repeated for credit.

Prerequisite(s): Permission of instructor.

CEP 532 - Introduction to Statistical Research

For many students, statistics is their least favorite course and they only take it because they have to. It frightens people. This course will not frighten you. People are only afraid of the unknown. Knowledge reduces fear. In this course you will learn statistics slowly, carefully, and one step at a time. You'll come to see that, taken methodically, statistics is easy. You'll come, if not to love statistics, at least to view them as your friend. Or, if not friend, acquaintance. At least not your enemy! The purpose of the course is to learn how to conduct a research study involving empirical data and, especially, to learn a number of basic statistical techniques for analyzing such data. You will learn by doing and in the process reduce whatever apprehension you may have about statistics (especially chi-square - everybody comes to love chi-square) and will be able to speak research jargon well enough to impress even your skeptical qualitative analysis friends.

Topics to be focused upon include:

• Types of variables
• Types of studies
• Sample and population
• Summation notation
• Writing a journal article
• How to choose a statistic
• Reliability
• Types of analysis
• Standard deviation and variance
• Prediction equations
• Post hoc tests
• Regression analyses
• Standard scores
• Correlation coefficients
• Hypothesis testing
• Chi-square
• Validity
• Analysis of variance
• t-tests
• 2-factor ANOVA.

CEP 533 - Topical Seminar in Educational Psychology

Special topics in educational psychology; theories and applications. May be repeated for credit

Prerequisite(s): permission of instructor.

CEP 538 - Computer-Based Psychological Assessment

Theory, research, practice, and ethics of employing computer based instruments for the administration and interpretation of psychological assessment devices.

Prerequisite(s): basic assessment course(s); permission of instructor.

CEP 541 - Human Growth & Development

This course is designed to engage students in a meaningful exploration of human development from prenatal experience through adolescence. The central questions of developmental psychology concerning the nature and sources of development, as well as the importance of the cultural contexts in which development occurs, will be considered throughout. Special attention will also be given to contemporary themes, such as the meaning of childhood, cognitive development and schooling, identity formation, and cultural influences on development. This course is especially useful for professionals who work with children in a variety of settings, such as schools, daycare centers, or child service agencies.

CEP 543 - Social Psychology of Education

The influence of social behaviors, relationships, and situations examined for their effects in the classroom. Motivation, development, and measurement of attitudes; social perception; personality and social behavior; group behaviors; and the school environment.

CEP 545 - Seminar in Adolescence: Developmental Psychology

The concept of adolescence: physical, social, and psychological dimensions. Major theories developed to conceptualize the world of the adolescent. Outcomes of psychosexual and psychosocial growth patterns, moral development, family and friendship patterns, the concept of identity, and cognitive development.

Prerequisite(s): permission of instructor.

CEP 546 - Topical Seminar in Human Development

Topics in the cognitive, emotional, social, and/or physical aspects of human development. Topics vary from semester to semester. Research participation required. May be repeated for credit.

Prerequisite(s): permission of instructor.

CEP 547 - Social Psychology of Disability and Difference

The psychological impact of and social responses to various physical, cognitive and emotional disabilities, and issues related to diversity, are explored. Specifically, historical definitions and concepts, current issues, grief and adjustment, the nature of help, and future considerations are addressed in terms of the psychosocial aspects of disability. Crucial components of this course include a study of the construct of "normality," a review of contextual variables, and critical self-analysis of attitudes towards disability. This is a required course for rehabilitation master's students, and is open to graduate students in related fields.

Prerequisite(s): permission of instructor

CEP 549 - Psychology of Women

Psychology of Women is the study of women's experiences and behavior. This field is unique in psychology because it integrates many sub-disciplines: personality, developmental, social, abnormal, applied, and physiological psychology. The research generated by scholars of the psychology of women has called for reanalysis and reinterpretation of numerous concepts in psychology.Goals of this course include:

• To become knowledgeable about current psychological research, theories, and controversies on women and gender.
• To become aware of feminist approaches and critiques in psychology.
• For women- to understand yourself and other women better; for men- to understand yourself and women better.
• To critically examine and be able to speak out loud in class about controversial topics while showing respect for scholars and students who may have different points of view.
• To help you learn about resources and provide you with the opportunity to learn new skills that you can use in dealing with classroom emotions which both accelerate and interfere with the learning process.

This is a graduate level course, although some advanced undergraduate students may have adequate background and proficiency to enable them to participate. There will be a variety of class activities and assignments. Readings will include both textbook material and primary sources.

CEP 550 - The Adolescent through Literature

The physical, psychological, and social world of the adolescent as perceived by novelists (e.g., Cather, Calisher, Moravia). Adolescent experiences recounted by these writers are examined in terms of major theories of psychology.

CEP 551 - Social Class, Stratification, and Behavior

Development, measurement, and the effects of social class membership on behavior. Stratification, cultural components, and the major concerns of the school are examined as they relate to social class structures.

CEP 553 - Psychology of the Adult Life Span and Aging

The subculture of aging, the aging process, and the social trends affecting the adult in American society are examined in terms of social integration, engagement-disengagement, and group consciousness. Research will be reviewed in the context of relevant developmental theories. Primary sources concerning principles of behavior and applied problems of the passages in adulthood through middle age will be assessed.

Prerequisite(s): six hours of undergraduate or graduate work in psychology; permission of instructor.

CEP 560 - The Psychology of Learning and Instruction

Can all students learn to a high level? Do fast learners remember more or less from their lessons than slow learners? If schools are set up to resemble prisons and teachers assume the role of guards, what role will students play? Under what conditions does punishment act to reinforce the behavior the punishment was intended to eliminate? These are some of the issues studied in this course. First, behavior, emotion and social processes are studied in relation to classroom management and discipline. Then such cognitive processes as knowledge, memory, and transfer of learning are studied, along with suggestions for curriculum development. Finally, instructional processes based on the above are considered, along with techniques to expand the teacher's repertoire, including mastery learning, cooperative groups, grading and creativity.

Prerequisite(s): Attendance to first class required; open to non-matriculated students contingent on space available. TEI students should enroll in CEP 501.

CEP 561 - The Psychology of Instruction and Assessment

How can a testing program complement and facilitate instruction? What makes a good test and how can I write one? What about portfolios and alternative assessments? Is intelligence inherited, and what does it mean to make such an argument? These are some of the central concerns of this course. Designed as a sequel to CEP 560 (which serves as a prerequisite), this course first reviews concepts of learning and development, which are essential and foundational for assessing classroom achievement. Next, students practice creating tests - objective and subjective measures, as well as alternative assessments - and learn the principles of good test construction. Finally, we study the statistical and logical principles underlying norm- and criterion-referenced assessment, including measures of IQ.

CEP 562 - Adult Learning

Principles of human learning; unique characteristics of adult learners; similarities and differences in learning at various age levels; application to various types of adult education, including undergraduate education.

CEP 563 - Learning Theory and Research

Past and current theories of learning, with emphasis on behavioral psychology; empirical research required.

Prerequisite(s): CEP 560; Doctoral status (all departments) or permission of instructor.

CEP 564 - Cognitive Psychology

Basic theoretical and empirical issues in cognitive psychology; emphasis on its application to education and counseling settings.

Prerequisite(s): CEP 560; Doctoral status (all departments) or permission of instructor.

CEP 566 - Topical Seminar in Human Learning

Topics in cognitive, developmental, emotional and/or social aspects of human learning. May be repeated for credit.

Prerequisite(s): permission of instructor.

CEP 570 - Motivation: Theory and Application

Prominent theories of motivation; recent advances, current research, and problems in assessment; expectancy value, goal setting, role motivation, intentional behavior, need hierarchy, and achievement motivation.

Prerequisite(s): CEP 560; permission of instructor.

CEP 572 - Research on Teaching

Current research and theory relating to the psychology of teaching; various paradigms and theoretical approaches used in the study of teaching.

Prerequisite(s): CEP 560, doctoral status (all departments) or permission of instructor.

CEP 580 - Proseminar in Educational Psychology

An overview of theoretical and professional issues and the type of work in which educational psychologists engage; current research and theoretical issues that define the field; the relationship between theory/research and practice/application; historical development; issues associated with publishing and teaching.

Prerequisite(s): doctoral status in educational psychology or permission of instructor.

CEP 581 - Proseminar in Counseling Psychology I

The nature, function, and status of counseling psychology and the role or research process in counseling psychology; the choice, conceptualization, and justification of a research problem; the design execution, and evaluation of counseling psychology research.

Prerequisite(s): doctoral status in counseling psychology.

CEP 582 - Proseminar in Counseling Psychology II

Further examination of the nature, function, and status of counseling psychology and the role of the research process in counseling psychology.

Prerequisite(s): doctoral status in counseling psychology.

CEP 590 - Individual Intelligence Testing

Administration, scoring, and interpretation of the K-ABC, the Stanford-Binet (4th ed.), the WAIS-III, the WISC-III and Woodcock-Johnson Tests of Cognitive Abilities: 3rd ed. Report writing emphasized. Note: Test use fee.

Prerequisite(s): matriculation in school psychology.

CEP 591 - Psychological Assessment of Infants and Preschoolers

The focus of this course is on developmental issues for children from birth to five years of age. Students will become proficient in the administration, scoring, and interpretation of specific assessment tools including the Bayley Scales of Infant Development-Second Edition, the Vineland Adaptive Behavior Scales, the Wechsler Preschool and Primary Scales of Intelligence-Revised, and the Differential Ability Scales. Children in this age group often visit the class with their parents, offering the students direct, one-to-one contact. Developmental anomalies are also discussed and students are provided information about the manifestation of these anomalies, long-term and short term ramifications, and effective interventions. Education laws and services available to this population are reviewed. Note: Test use fee.

Prerequisite(s): matriculation in school psychology.

CEP 592 - Psychological Assessment of Children and Adolescents

Administration, scoring, and interpretation of assessment batteries assisting in the diagnosis of emotional disturbance, learning disabilities, and mental handicaps. Includes the Bender-Gestalt, Child Behavior Checklist, House-Tree-Person, Teacher Report Form, Vineland Adaptive Behavior Scale, and Woodcock-Johnson Psycho-Educational Battery Revised, Report writing emphasized. Note: Test use fee.

Prerequisite(s): matriculation in school psychology.

CEP 593 - Practicum in School Psychology (4 - 8 credits)

Supervised practice of assessment, consultation, and therapeutic intervention in the school setting. Minimum of 400 clock hours with placement in two sites. Supervised by university faculty and on-site school psychologist.

Prerequisite(s): matriculation in school psychology; permission of instructor.

Credits: 4-8

CEP 594 - Practicum in Teaching (1 - 6 credits)

Supervised college-level teaching experience in counseling and educational psychology under the guidance of a faculty member.

Prerequisite(s): completion of the course (or its equivalent) in which students will be assisting; permission of the instructor

Credits: 1-6

CEP 596 - Field Work (3 - 6 credits)

This course is essentially a counseling skills course and restricted to program majors only. Sections are available in counselor education (CE), counseling psychology (CP), rehabilitation counseling (RC), school counseling (SC), and school psychology (SP).

Credits: 3-6

CEP 597 - Counseling Practicum (3 - 6 credits)

Completion of required hours (programs vary) in an assigned agency, and achievement of performance/experience standards. Small case or work load to allow interviewing, testing, and educational, personal, or vocational services. Supervision by university faculty and agency personnel. On-campus meetings for discussion of clinical issues and skill development. Register for sections according to program (see CEP 596).

Prerequisite(s): CEP 596; permission of program.

CEP 600 - Internship (1 - 9 credits)

Locations, case load, and work assignments based on student's program and specialization. Requires completion of work hours (programs vary) and achievement of performance/experience standards. Supervision by university faculty and agency personnel. On campus meetings for discussion of clinical issues and skill development. Register for sections according to program (see CEP 596).

Prerequisite(s): CEP 597; permission of program.

Credits: 1-9

CEP 601 - Advance Practicum (1 - 10 credits)

Professional work at site obtained by student and clinical coordinator and approved by advisor. Includes weekly seminar on advanced clinical issues consistent with the role and function of a professional counselor.

Prerequisite(s): doctoral status; permission of program.

Credits: 1-10

CEP 602 - Internship in Counseling Psychology (1 - 12 credits)

Supervision and staffing usually provided at the internship site by the agency staff; departmental faculty involved as an additional resource as needed by the student. Two semesters required (9 hours per semester).

Prerequisite(s): doctoral status in counseling psychology; permission of program.

Credits: 1-12

CEP 603 - Practicum in Family Counseling (1 - 6 credits)

Application of concepts learned in the family counseling course; students conduct family counseling with individual and group supervision.

Prerequisite(s): concurrent with CEP 629; permission of instructor.

Credits: 1-6

CEP 608 - Courseware Development Practicum

Development of instructional courseware; guided work on individual projects.

Prerequisite(s): CEP 560; permission of instructor.

CEP 613 - Ethical Problems in Counseling

Moral and ethical aspects of counseling practice and the counseling relationship.

Prerequisite(s): permission of instructor.

CEP 614 - Workshop in Family Therapy

Semester: SUMMERS ONLY

Adequate and dysfunctional family; several prominent approaches to family counseling diagnosis; stages in the process and techniques. Considerable attention given to skill development.

CEP 615 - Legal and Ethical Issues in Counseling

This course will present a contemporary frame of reference for the relevance of ethics and law to the practice of counseling. We will explore the various legal and ethical frameworks supporting the work of the counselor. Through a learning group approach we will combine the theoretical and the practical to develop the knowledge, skills and attitudes relative to these frameworks that are necessary for effective counseling professionals.

CEP 616 - Grief Counseling

Grief is the most common and painful experience known to men and women. It affects everyone and at times it affects everyone profoundly. We are born with innate ways of healing from the pain of loss, but our society extinguishes many of these coping mechanisms by adolescence. Unresolved grief is the major reason people seek counseling and a significant cause of health problems, yet it is often unrecognized as source of the problem. The purpose of this course is to discuss how you can respond in helpful and comforting ways to people who are grieving by understanding your own grief, the nature of grief and healing, and the things that seem to help people who are hurting. This course is more personal than academic, more practical than theoretical, yet focuses on the underlying scientific grieving principles to explain why some things help and other things don't. To help grieving people we need to learn a set of behaviors based on these principles. We also have to unlearn typical ways of responding to people who are hurting. The class is intended to be relatively informal and our time will be spent talking about grief, listening to some tapes, in discussion with questions and answers, and in personal discussion of some of our own experiences. We will focus on counseling grieving people, the aftermath of murder and suicide, crisis interventions in schools, suicide prevention, and the spiritual aspects of death and loss.

CEP 617 - Group Counseling

The course will focus on the application of group dynamics and interventions to counseling groups. Theory and practice will be integrated with students leading a training group with supervision. Permission of the instructor is required.

Prerequisite(s): CEP 597 and 658

CEP 618 - Principles and Practice of Counseling

This is an introductory counseling course that examines basic counseling processes and practices. Topics include the helping model, listening and attending, therapeutic responses, working with resistant clients, readiness for change and motivational interviewing, assessment of needs, and strategies for implementation. The course will include theoretical, experiential, and personal/reflective components to help the student learn and ethically utilize counseling skills that are consistent with their personal views of the world. Requirements of the course include:

1. Regular attendance and active participation in discussion and weekly role-plays.
2. Completion of a weekly journal.
3. In-class presentation on a therapeutic issue.
4. Take-home quiz using emphatic responses
5. "Psychosocial History" of role-play partner
6. Final transcript/project of role-played counseling session

CEP 621 - Applied Counseling Problems: Substance Abuse (1 credit)

Social, health, educational, and legal implications of the increasing use of drugs and alcohol in modern society; counseling drug and alcohol abusers.

Prerequisite(s): permission of instructor.

Credits: 1

CEP 622 - Applied Counseling Problems: Legal Offenders (1 credit)

Rehabilitation and counseling needs of offenders (i.e., probationers, prisoners, parolees); settings in which their rehabilitation is intended to occur (e.g., jails, prisons, etc.); application of principles and practices of counseling and rehabilitation of these clients.

Prerequisite(s): permission of instructor.

Credits: 1

CEP 623 - Applied Counseling Problems: Mental Health (1 credit)

Theoretical and practical application of a variety of treatment approaches to mental health.

Prerequisite(s): permission of instructor.

Credits: 1

CEP 629 - Family Counseling

Exploration of adequate and dysfunctional families; several prominent approaches to family counseling; diagnosis, stages in the process, and techniques.

Prerequisite(s): concurrent with CEP 603; permission of instructor.

CEP 630 - Doctoral Seminar in Counseling Psychology

This course explores theoretical ideas of practical importance to psychotherapy and counseling through reading, dialogue, and writing. As such, it represents an opportunity for us to think carefully about theoretical issues that are of central importance to counseling psychology. Class discussion, assignments, and exams are designed to aid in that endeavor. The readings are chronologically arranged in order to highlight the historical context in which they developed and through which they evolved. Special attention is also placed on exploring the current trends in each area. We will read original sources in order to interpret the personal style, flavor, and meaning of each theorist on her or his own terms. The readings primarily focus on two theoretical traditions: interpersonal/dynamic psychotherapy and humanistic psychotherapy. Additional topics will be decided upon by class consensus. A couple of things that this course is not: First, this is not a counseling skill course per se, although the discussion of applied implications of the ideas for applied intervention is relevant. Second, this course is not designed as a counseling theory overview.

CEP 632 - Advanced Family Therapy

Based upon family theories studied in CEP 629, this course consists of both clinical application and a survey of advanced topics. Students will apply family therapy methods to a client (couple or family) with whom they are working. Assessment, case conceptualization, goal setting, implementation, and evaluation will be addressed in a supportive environment. Students will also research a family therapy topic of interest, e.g., particular client population, presenting issue, etc.

CEP 633 - Rehabilitation Counseling with Deaf and Hearing-Impaired Persons (1 credit)

Rehabilitation needs of individuals with hearing disorders, emphasizing vocational goals; stress on the role of the rehabilitation counselor and on community resource utilization.

Credits: 1

CEP 634 - Multicultural Counseling

The cultures, issues, and perspectives of "culturally different" groups have been ignored in traditional counseling and psychotherapy, both historically and, to an unfortunately great extent, still today. Perspectives and judgments of the dominant group have been imposed, which has done great harm to women and minorities. In response to these problems, two major approaches to multicultural counseling and psychotherapy have developed: (a) focused culture-specific approaches to particular groups, especially racial/ethnic groups targeted by racism in the U.S., and feminist therapy for women, and (b) transcultural, universal approaches, which define culture more broadly (to include gender, sexual/affectional orientation, socioeconomic status, age, disabilities, etc.) and assume that certain factors are important regardless of culture or group. The first approach emphasizes the importance of understanding the cultures and circumstances of particular groups, which the second approach emphasizes the importance of general information about acculturation, identity development, and oppression. This course rests on the assumption that both of these approaches are important; thus, the course will be presented from an integrated perspective. Students will be offered (a) an opportunity to explore and become aware of their own attitudes, beliefs, and biases about their own affiliative groups (e.g. culture, sex, sexual orientation) as well as other affiliative groups, and (b) an opportunity to acquire knowledge about the experiences and concerns of several particular groups, and ways counseling and psychology are struggling to incorporate such concerns into practice and research. Readings for the course will include both textbook material and primary sources. Issues of multicultural counseling and psychotherapy with adults will probably be the primary focus, although issues of work with children, assessment, and research may also be included, depending on class composition and students’ interests. Class activities will vary and may include discussion, experiential activities, guest presentations, and viewing of videos.

CEP 640 - Perspectives in School Psychology

Introduction to the field of school psychology. Covers historical foundations, current issues, and service delivery models. Cultural diversity, human exceptionalities, professional standards, and legal/ethical considerations are emphasized.

CEP 641 - College Student Development

Major theories of student development and the practical application of theory to program development; students confront issues of paramount importance to student affairs professionals and others interested in fostering a campus environment that maximizes the potential for student development.

CEP 642 - The American College Student

The history and development of student activism, activities, attitudes, responsibilities, recreational pursuits, personal development, and problems related to drugs and alcohol; difficulties encountered by special groups, including women and minorities; profile of college student fears, aspirations, and needs.

CEP 643 - Topics in Counseling Psychology

Various topics may be offered, usually requiring consent of instructor for enrollment. Examples of topics offered under the 643 number include: Applied Health Psychology, Cultural Psychology, College Counseling for High School Students, and Interpretive Frames in Qualitative Research.

CEP 644 - Counseling with Children and Adolescents

Designed for graduate students in school psychology, school counseling, and counseling psychology, this course examines various therapeutic approaches for the amelioration of such childhood and adolescent problems as conduct disorders, depression, physical abuse, sexual abuse, children of alcoholics, eating disorders, adolescent sexuality, and chemical abuse. Emphasis will be placed on prevention, early identification, and appropriate treatment strategies. Recommended interventions will reflect a "best practices" model (i.e., practices with sound empirical evidence attesting to their validity) that are practical and meaningful in applied settings.

CEP 645 - Introduction to School Counseling

This course is designed to give a general overview and description of developmental counseling in the school setting. Upon completion of the course, students will have knowledge of:

• The roles and functions of school counselors
• Interventions utilized by school counselors
• Comprehensive school programs
• Specific areas of concerns of students

Topics include: history of school counseling, roles of counselors in schools, training of school counselors, individual and group counseling in the schools, crisis intervention, creative arts with children, collaboration with other agencies, and professional and ethical issues.

CEP 646 - Introduction to College Student Personnel

Various programs and services offered to students in post-secondary settings; historical, educational, philosophical, and legal perspectives; critical issues confronting departments; guest speakers, institutional visitations, and attendance at selected events complement lectures and case studies.

CEP 647 - Organization and Administration of Student Personnel Services

Models for the delivery of student personnel services in higher education; strengths and weaknesses of alternative delivery systems.

Prerequisite(s): permission of instructor.

CEP 648 - Organization and Administration of School Guidance Services

Understanding the process of organizing and administering guidance and counseling services; examination of administrative and personnel roles.

Prerequisite(s): CEP 597 SC

CEP 649 - Rehabilitation Foundations

History, philosophy, legal basis, principles, and procedures of rehabilitation counseling; structure of the state-federal and private non-profit and for-profit rehabilitation sectors; role of function of rehabilitation team members. The class should be taken during the first semester of enrollment for rehabilitation counseling majors.

CEP 650 - Behavioral Therapy with Children and Adolescents

Behavioral therapeutic approaches in the treatment of ADHD, autism, anxiety disorders, disruptive behaviors in the classroom, elimination disorders, obsessive-compulsive disorders, and phobias. Include laboratory experience.

Prerequisite(s): CEP 653; permission of instructor.

CEP 652 - Psychology of Sexuality

Students develop an awareness of the ability to deal with sexual issues; gain an understanding of the process of counseling as it relates to sexual issues; examine their own knowledge, attitudes, and values as they relate to sexuality; and integrate new knowledge into a more complete understanding of counseling.

CEP 653 - Foundations of Counseling Theory

The main function of this course is to introduce the major theories of counseling and psychotherapy, their background or history, the theories of personality from which they are derived, and their applications to counseling practice. The course also includes consideration of professional and ethical issues in counseling. In addition to learning about established counseling theories, each student will have the opportunity to develop her/his own counseling theory. Class time will be divided among lecture presentations, viewing of videotapes of various counseling approaches, and small group discussions and activities. As a result of this course you will:

• Be exposed to a variety of ethical and professional issues in counseling and develop positions on some of these issues.
• Study the ACA and/or APA ethics code(s) and have your own copy of them for future reference.
• Gain basic understanding of the theory, practice, and application of varied approaches to counseling.
• Form your own personal theory of counseling.
• Develop skills in self-evaluation, writing and critical thinking.
• Notice your own qualities that support and hinder your attempts at being therapeutic for others.

CEP 658 - Introduction to Group Work

This course will introduce counseling students to group counseling theory and practice. Group topics covered will include the interpersonal theory of groups, development, dynamics, goals, membership, leadership, stages, cohesion, norms, communication, interpersonal feedback, conflict, difficult members, and power. Special issues, topics, types of groups, and client populations will be covered. Students will learn about these topics from assigned readings, in class lectures and discussion, classroom experiential exercises (e.g. role plays), peer presentations, group projects, and written assignments. Finally, all class members will participate in experiential training groups co-facilitated by advanced students in counseling psychology and counselor education.

CEP 661 - Medical Aspects of Disability

This is a required course in the Rehabilitation Counseling master's degree program. Students in related programs having interest in the course material may enroll with prior permission of the instructor. The goals of this course are:

1. Give students an introduction to the physical structure and functioning of the human body.
2. Provide students with a basic medical vocabulary and orientation to the medical treatment of disability.
3. Enhance student understanding of the impact of various disabilities in the body and functioning.
4. Examine the functional, psychosocial and vocational impact of various disabilities.
5. Increase student awareness of medically related resources in the community.
6. Address the role of the rehabilitation counselor as part of the rehabilitation team of medical/health providers.

CEP 663 - Elementary School Counseling and Guidance

Principles and practices of guidance and counseling at the elementary school level.

Prerequisite(s): CEP 596.

CEP 664 - Process of Consultation - Seminar

Consultation as an educational and psychological service delivery model offers professionals substantive advantages over traditional practice. Collaboration across disciplines can result in effective and resilient prevention and intervention programs that benefit students, clients, organizations, and communities. Psychologists and educators can consult on the design, implementation, and evaluation of programs at the individual, systemic, or ecological levels in contemporary settings such as schools, community, organizations, and hospitals. The potential for the preventive infusion of wellness, interpersonal problem solving skill, and effective educational practices through consultation is of particular interest. This course examines the theory and practice of psychological and educational consultation with individuals and organizations. Fundamental skills of consultation are reviewed and inter- and trans-disciplinary approaches and term-based practices are stressed to prepare professionals for consultation in emerging organizational paradigms. Simulations provide practice in applicable skills learned in this and other courses. Readings include an introductory book on the process of consultation and a broad selection of theoretical and empirical articles. The seminar format stresses active and prepared contributions from students’ collaborative assignments and exercises are integral to the course.

Prerequisite(s): permission of instructor.

CEP 665 - Doctoral Seminar in Supervision

This course provides advanced doctoral students in counseling psychology and counselor education with instruction and practice in the art and science of supervision. The course explores both theories and processes of supervision and the application of those theories and processes. Students are responsible for reading and discussing assigned articles and for presenting cases emanating from their supervision of master's-level students. Each member of the seminar is assigned to supervise three supervisees who are counseling in either schools or rehabilitation agencies. The practicum students audio-record their counseling sessions; you will tape your supervisory sessions with them. In addition, each of you will be assigned a faculty member who will provide you with additional supervision each week.

Prerequisite(s): No non-matriculated students. Must be an advanced doctoral student in counseling psychology or counselor education.

CEP 667 - Rehabilitation Engineering (1 credit)

Current theory and practice of rehabilitation engineering and its implications for the practice of rehabilitation counseling; rehabilitation engineering concepts and procedures relevant to vocational adjustment and independent living.

Prerequisite(s): permission of instructor.

Credits: 1

CEP 668 - Independent Living (1 credit)

History, philosophy, laws and regulations, and procedures relevant to the independent living of persons with disabilities; role of the rehabilitation counselor in the process.

Credits: 1

CEP 669 - Sexuality and Disability (1 credit)

Introduction to the impact of disability on sexuality; ways of maximizing sexual adjustment of persons with disabilities; the role of the rehabilitation counselor in providing and securing appropriate services.

Prerequisite(s): permission of instructor.

Credits: 1

CEP 672 - Doctoral Seminar Educational Technology

The purpose of the course is to provide a forum for doctoral students in different degree programs to discuss at an advanced level various issues and research related to educational technology. Opportunities will exist for students to pursue topics in which they are interested and/or develop a proposal for their dissertation research. General topics to be addressed in the course include:

• Theoretical and practical approaches to using computer-based technologies in educational settings.
• Disadvantages and limitations of educational technology.
• Methodological issues in conducting research in educational technology.
• Issues related to class members’ interests and research topics.

Prerequisite(s): Four courses related to educational technology. A course in either quantitative or qualitative methodology.

CEP 673 - Rehabilitation Counseling with Blind and Visually Impaired (1 credit)

Rehabilitation needs of individuals with visual impairments, emphasizing vocational rehabilitation and integration into the community; emphasis on the role of the rehabilitation counselor and on using community resources.

Credits: 1

CEP 680 - Career Development

Work in America and basic aspects of vocational psychology; theories of career development and choice; relationship between education or training and work; career counseling in various settings and with diverse populations; special problems (e.g., job satisfaction, displacement, dual-career families, indecision, and indecisiveness, etc.); assessment and information issues; impact and development of interests, abilities, and values.

CEP 683 - Vocational Placement Process

The course is designed to introduce students to the theoretical, research, and practical issues relating to the placement of individuals with disabilities into productive roles in society. The content of the course includes vocational theories, vocational and labor market assessment, transitioning from school to work, legal and ethical concerns with regard to relevant disability legislation including The Americans with Disabilities Act of 1990 and The Rehabilitation Act of 1973 - Sections 501, 502, 503, 504, federal and state resources, tax incentives and disincentives, job analysis and development, and practical approaches to job placement, including supported employment, mentoring, apprenticeships, and EAP's. The course is conducted as an interactive seminar. Given the levels of individual knowledge and experience typically brought to the class, students are encouraged to actively contribute through interactive group discussion and sharing of experiences. The course is required of all candidates rehabilitation counseling majors. It is also offered to other counseling students, and may be taken, with permission, by students outside of the department.

CEP 686 - Doctoral Seminar in Vocational Psychology

Career development and choice and career behaviors are among the most important of life's decisions. This course focuses on the theory and process of helping people make good career decisions – ranging from elementary schoolers to retirees. Research in vocational psychology is very broad (and occasionally deep). The seminar tries to make some sense of the research and apply it to various types of interventions to enhance the career development of children, adolescents, and adults. Doctoral status in counseling psychology, clinical psychology, management, or counselor education is required. Permission of instructor is required.

CEP 689 - GSE Doctoral Core

A course for post-master's students in all GSE Departments in which students: (1) sample significant issues of educational theory, research, and/or practice; (2) expand their inquiry skills by exploring their own beliefs about the chosen issues, and how and why these beliefs are held; (3) address the nature of beliefs that underpin significant theories, practices, and movements in education; and (4) develop their cognitive, effective, and perceptual abilities by examining, analyzing, and evaluating their own beliefs in a cross-disciplinary and social context.

CEP 690 - Advanced Topics in Personality Assessment

This course evaluates current behavioral status, psychological functioning, and the presence of pathology in children, adolescents, and adults. Assessment instruments presented include MMPI-2, MMPI-A, CPI, CBC, TRF, and YSR. Enrollment requires matriculated status in Counseling/School Psychology doctoral program.

CEP 692 - Professional Seminar in School Psychology

Investigation of current issues relevant to the practice of school psychology. Topics: history of school psychology; ethics; licensure. An integrated review paper resulting in a research proposal is required.

Prerequisite(s): advanced standing in school psychology.

CEP 693 - Advanced Practicum in School Psychology

Advanced practicum experience in the schools.

Prerequisite(s): completion of CEP 597; advanced standing in school psychology.

CEP 699 - Internship in School Psychology

The internship is completed on a full-time basis with placement approved by the school psychology program. Requires 1200 clock hours for MA and 2000 clock hours for PhD. Supervision provided by on-site school psychologist or licensed psychologist.

Prerequisite(s): Completion of all prior clinical courses; permission of program.

CEP 700 - Individual Guidance of the Project (1 – 12 credits)

Research project in major program; typically involves library research and review of the literature.

Prerequisite(s): permission of instructor.

Credits: 1-12

CEP 701 - Individual Guidance of the Thesis (1 - 6 credits)

Thesis project in major program; involves designing and conducting a data-based research project to be defended before a thesis committee chaired by the student's advisor.

Prerequisite(s): permission of instructor.

Credits: 1-6

CEP 702 - Individual Guidance of the Dissertation (1 - 10 credits)

Dissertation in major program; involves designing and conducting a data-based research project to be defended before a dissertation committee chaired by the student's advisor.

Prerequisite(s): permission of instructor.

Credits: 1-10

CEP 703 - Independent Study (1 - 10 credits)

Activities within the independent study are to be arranged individually by the student and supervising faculty.

Prerequisite(s): permission of instructor.

Credits: 1-10

Educational Leadership and Policyback to top

ELP 405 - Foundations of Education

Semester: Fall & Spring

The Philosophical Component: Students analyze and clarify the concepts and principles in terms of which educational issues can be explored and understood: e.g., intelligence and rationality, perception, authority, socialization. We also examine assumptions about knowledge, values, human nature, teaching, etc., that underlie educational theories and practices. The Psychological/Sociological Component: Students examine the influence of cultural perspectives, beliefs and values on several aspects of education: e.g., teaching methods, learning styles, manifest and hidden curricula, etc. The Literature Component: We use literature and films that treat education from many points of view and in a range of forms (novel, short story, memoir, autobiography, novelistic nonfiction, documentary and essay) to poignantly address some difficult moral conflicts experienced by teachers, students, parents, and others.

ELP 500 - Nature of Inquiry

This course provides a broad overview of the nature of inquiry in education, including the major concepts, assumptions, methods and theories used in various forms of educational research. By examining and critiquing examples of different kinds of inquiry, the class should prepare students for the more detailed methodology courses they will take later in their studies. It will also provide them with the basic skills to locate, read and give rudimentary evaluations of a range of research studies.

ELP 501 - Higher Education in the United States

Semester: Fall

Development of higher education in the U.S. and its historical antecedents; purposes, organization, administration, relations with society, curriculum, financing, and the major trends and issues.

ELP 502 - Historical Bases of Higher Education

Semester: Spring

Major historical developments and influences which have shaped the contemporary nature of American colleges and universities.

ELP 503 - Intercollegiate Athletics in HED

Semester: Fall

This elective course is an introduction to the role and importance of Intercollegiate Athletics in American Higher education. It attempts to provide an overview of the major issues involving college athletics at various levels and types of institutions. We will examine the nature and role of Intercollegiate Athletics, beginning with the earliest athletic event, moving forward to the present. Course materials are provided to stimulate class discussions and to facilitate an understanding of the complex nature of this enterprise, and its involvement with the larger academy.

ELP 505 - Organization and Governance in Higher Education

Semester: Fall

The processes and structures through which institutional decisions are made and influenced, with special attention to the roles of faculty, administrators, students, state coordinating and planning entities, multi-campus systems, state and federal legislative and executive bodies, and other sources of influence.

ELP 506 - Philosophy of Higher Education

Literature on the question: "What is an educated person?"; influential and provocative replies identified as models in terms of their core educational and philosophical ideas and examined critically through readings from classical, traditional, and contemporary writers of philosophy, literature, educational theory, biography, and history.

ELP 507 - Financing Higher Education

Semester: Fall

Application of basic economic concepts (e.g., marginal analysis production functions, welfare maximization, human capital) to the study of higher education; microeconomic perspectives and macroeconomic topics.

ELP 508 - Community College

Semester: Spring

This course is designed to provide an overview of the community college in the United States. It covers the historical development of the community college, looks at the various aspects of the community college today such as governance, funding, collective bargaining, students, student services, accreditation and other areas as determined by the interests of the students. The course also explores the community college within the context of higher education in the United States, as well as the variety of such colleges within and among the states.

ELP 509 - American College Student

Semester: Spring

Characteristics of various college and university student populations in the United States are explored as they are influenced by demographic and political changes, and sociocultural issues. Concurrently, the effects of varius college environments on student development and educational attainment are examined. Student development theories are explored along with their utility for improving services to students, program evaluation and shaping policy research.

ELP 511 - Comparative Higher Education

Semester: Spring

History, current patterns, and trends of higher education cross national perspective, with attention to the developed OECD nations; to Russia, China, and other nations in transition from centrally-planned to market-oriented economies; and to the developing world. Emphasis is placed on perspectives of participation and access, alternatives to the university model, and the forms of governmental participation in the higher educational enterprise.

ELP 512 - Readings in Higher Education

Semester: Fall

A readings seminar for advanced graduate students in higher education, or advanced graduate students in other fields who are interested in a career of college teaching. Seminar participants will read and prepare short papers on classic works and scholars in the field: e.g. Robert Hutchin’s Higher Learning in American, Clark Kerr’s Uses of the University, Allen Bloom’s Closing of the American Mind, Ernest Boyer’s Scholarship Reconsidered, Donald Kennedy’s Academic Duty, and William Bowen’s and Derek Bok’s The Shape of the River.

ELP 513 - Cultural Diversity in Higher Education

Semester: Fall

This cultural diversity series challenges students to understand themselves, other people, and instructional structures in increasing complex and dynamic ways. This first course, Cultural Diversity in Higher Education - ELP 513, is designed for all students regardless of prior course work or training on cultural diversity issues. ELP 513 will explore cultural diversity specifically in relation to gender, race, religion, and sexual orientation. Issues of physical/mental disability and social class will also be discussed. The course will use developmental and sociological concepts to analyze social identity formation, social group differences, intragroup differences, intergroup relations, and levels and type of oppression.

ELP 514 - Student Development

Semester: Spring

This course focuses on college student development theories and their application. Areas of focus include: 1) psychosocial, intellectual and ethical developmental theories, learning styles models, theories of cultural identity and college impact models; 2) using theory in practice, the application of assessment, goal setting, intervention strategies, environmental management, and evaluation in higher education settings. Issues such as changing sex roles, sexual identity, and needs of special student groups are also explored.

ELP 515 - New Futures for Higher Education

Semester: Spring

This course is the second in a series of two new courses designed to explore cultural diversity in educational settings. This cultural diversity series challenges students to understand themselves, other people, and institutional structures in increasing complex and dynamic ways. This second course, New Futures for Higher Education: Transformative Literature – ELP515, is appropriate for all students regardless of prior course work or training on cultural diversity; however, students are encouraged to take ELP 513 – Cultural Diversity in Higher Education – prior to enrolling ELP 515.

ELP 516 - Student Affairs Administration

Semester: Fall

The course will focus on administrative environments in student affairs, organizational and management skills, and effective leadership traits and techniques. Current and future challenges in the field will also be explored.

ELP 518 - Post-Secondary Curriculum

Semester: Fall

This course is oriented primarily to the undergraduate baccalaureate curriculum, but attention will be paid as well to the articulation between baccalaureate and secondary and associate-level curricula, and also to non-collegiate curricula, including post-secondary education in proprietary, vocational, corporate and other settings.

ELP 522 - Practicum in Student Services/Development

Semester: Spring

Problems and issues of higher education for advanced majors in the department; students from other departments may apply to the instructor for permission to enroll.

ELP 523 - Student Affairs Internship

Semester: Spring

Required for those in the internship program; analysis, models for evaluation of the internship experience, and the sharing of common problems; must be taken in two consecutive semesters to coincide with the internship.

ELP 524 - Supervised Professional Experience (2-6 credits)

Semester: Fall & Spring

Faculty supervision in projects related to research or scholarship, administrative service, or other activities; combines formal study with professional experience; formal evidence of achievement in the form of a report or other descriptive statement is required. Students must make individual arrangements with faculty members prior to registration.

Prerequisite(s): advanced standing in the department.

Credits: 2-6

ELP 525 - International Comparative Education Finance

Semester: Spring

This course will look at the international comparative financing of higher education. We will concentrate on the phenomenon of cost-sharing, or the sharing and the shifting of the higher educational cost burden among governments (or taxpayers), parents and families, and students, as well as the financial assistance policies and programs (e.g., grants, loans, graduate taxes) that attempt to preserve accessibility in the face of what seems to be a worldwide shift of cost burden from governments and taxpayers to students and parents. Participants should be familiar with the website of the International Comparative Higher Education Finance and Accessibility Project (link below)

Link

http://www.gse.buffalo.edu/org/IntHigherEdFinance

ELP 528 - Law and Higher Education

This course is intended to develop an understanding of legal principles and issues that impact higher education. It is conducted in a seminar format and focuses on case law, legislation, and administrative regulations, and their campus implications for students, faculty, staff and the greater community.

ELP 529 - Practicum in HED Research

Semester: Fall & Spring

Permission of instructor required. This is an advanced research seminar in which students participate in on-going research under the direction of a faculty member. Participation includes formation of hypothesis, identification of appropriate variables and measures, data collection and analysis, and preparation of research reports. Students must register for two consecutive terms.

ELP 530 - Structure and Reform of Education

The course will focus on six influential national systems of education: that of the United Kingdom, Germany, France, the United States, Japan and Russia (including the former U.S.S.R.) Similarities and differences in the structural characteristics of education in these societies and their sub-regions will be reviewed. Particular attention will be paid to the ideal (theoretical) structures, and the gap between theory and practice. Indicators will be proposed for the estimation of this gap at the national and the local levels. Contemporary movements to reform these systems will also be surveyed.

ELP 532 - Collective Bargaining in Higher Education

This higher education seminar will examine the development and expansion of academic unions on campus. Academic unions presently represent more than 234,500 profesors with more than 489 bargaining units throughout the nation. Public sector institutions dominate this trend with approximately 225,000 faculty members on 971 campuses. In short, academic unions are a big shareholder of academic and economic power on many university campuses. This seminar will assist in developing each student's understanding of the historical, legal and practical implications of collective bargaining and labor unions in America, with particular attention to professional employees in higher education.We will also carefully examine the pertinent NLRB and state labor board cases regarding the composition of the faculty and professional staff bargaining units. In short, he who is a member of the union makes an important difference in determining the key issues for negotiations. We will review several cases which deal with contract negotiations and implementations and instances of unfair labor practices. Lastly the class will study the advent and recent expansion of graduate student employee unions throughout the US. There will be one exam and a paper involved in some area of collective bargaining on campus. The paper findings will be presented in class.

ELP 533 - College Impact on Students

Semester: Fall

The purpose of this course is to explore the impact that college has on students, both during college and in their lives afterward. We will examine various factors that influence college impact, including student characteristics, college experiences and institutional types. We will also look at questions surrounding college impact: what are the desired consequences of college; who cares about it and why? How do we think about it; and how do we measure it? The primary goal of the course is for students to understand the concepts, research, challenges and debates concerning college impact.

ELP 534 - Critical Issues in Higher Education

Semester: Spring

This new seminar will examine several contemporary issues/problems and opportunities facing American higher education. Besides discussing the current scene in terms of financial scarcity, demographics, and external issues affecting college and university culture, we will examine some topics in some depth: (1) Faculty work and how it is viewed; (2) a contemporary look at the Presidency and Trusteeship; (3) Academic Freedom and Tenure; (4) Ethical issues in development and fundraising; (5) Demographic issues--who attends and who will attend college--is higher education for everyone?; (6) Remedial education at the college level; (7) TQM will it work in higher education; (8) Changing public opinion of American higher education; and (9) Learning productivity--is it the answer? Each student will be expected to work within a group to present an analysis of a case dealing with a contemporary issue or problem (class presentation only, no paper), submit a research paper, and complete an exam. It is anticipated that each student will participate in the class discussions each week.

ELP 535 - Institutional Advancement

This course will explore the principles of university advancement (PR) and development (fund-raising). Topics to be covered under Institutional Advancement include marketing, public relations, publications, and alumni relations. Under the topic of Development, the topics will include, annual appeal, planned giving, corporate and foundation relations, major gifts, and capital campaigns. We will also take a look at ethical issues involved in all aspects of institutional advancement. This is a survey course designed to make the student aware of the many aspects of institutional advancement in the modern university. It will provide the student with a foundation to take further courses in the institutional advancement field, as well as to make the student aware of employment opportunities in the career of institutional advancement.

ELP 536 - Educational Technology, Policy and Planning

Institutions of Higher Education are some of the oldest in western society, with organizational structures and traditions dating back almost 1,000 years. As with any old, large complex institution change is often difficult and sometimes even shunned. Yet within the span of a single generation, ours, technologies have been introduced and incorporated into these institutions to the point where their very mission is coming into question. This course will investigate the various educational technologies currently in use, the policies that define their abuse, guide their use and finally the strategic planning methodologies used to incorporate future change.

Prerequisite(s): None

ELP 540 - Culture and Schools

Semester: Spring

This seminar is designed to assist educators to better understand how the culture of a society influences school culture and its particular practices. The comparative approach will allow us to look closely at how educational institutions are operating, instructors teaching, and students learning, depending on explicit and implicit sets of general cultural assumptions, rules, norms and values. We will be working hard to understand cultural differences in students’ and parents’ attitudes towards education, teachers-students interactions, and the relationship between individuals, communities, and organizations, in general.

This seminar is grounded in an interdisciplinary hybrid of Cross Cultural Psychology, Sociology of Organizations, and Comparative Education. Integration of theory and research from these disciplines provides helpful guidelines necessary to understand one’s own culture, the cultures of other, and how culture influences cognitive development, human behavior, social interactions, teaching/learning processes, and the functioning of educational institutions.

This is an experiential, discussion-based, workshop-oriented course appropriate for all GSE master's and doctoral students interested in comparative, global, multicultural, and cross-cultural education, allowing a maximum of active participation with an emphasis on creative thinking and sharing personal experiences. The final projects are open to student interests and offer opportunities for exploring the implications of this work for teaching, learning, counseling, and researching at any level of schooling or in other contexts.

ELP 543 - Economics of Education

Semester: Spring

Increasingly, economic analyses are being used to make decisions about educational policies and choices. Yet, there is an emerging split in the ways that education is viewed as contributing to an economy. The split represents two different ways of viewing education within a society:

1. Economic justifications for education have traditionally been made using the theory of welfare economics. That is, education is seen as a social investment that pays off in increased living standards for the society. The society ought to, then, collectively invest in the education of its citizens.
2. An emerging view of education within an economy is to see education as part of a larger productive market. In this view, education is seen as one part of a larger (national or global) economy. The society ought to, then, unfetter constraints on education by providing choices in access, ranges of quality and type, and by reducing (especially central) government control over the content and educational process.

This course explores these two views of education and economics. The purpose is to give students a clear understanding of these two views and the economic theories which underlie them. The course requires no previous knowledge of economics nor does it involve any calculations. There are three main sections to the course: (1) Welfare theories of education, (2) Market theories of education, and (3) Conflicts and agreements.

ELP 544 - Sociology of School Knowledge

As a range of contemporary theorists and philosophers have made exceedingly clear, there is no such thing as “disinterested knowledge”—all knowledge, to echo Michel Foucault, is power-laden. This realization has been particularly important for educators engaged in processes of curriculum construction. Curricular, as many now argue, are politically interested sets of texts which can reproduce oppressive ideas about race, gender, class, and sexuality across generations. In turn, comm. Curricula and standardized tests are now seen as crucial means by which the nation-state builds and legitimates itself in often very unfair ways. Course will trace the evolution of these ideas in education—the “sociology of school knowledge”—from early class-based structural approaches to more contemporary post-structural approaches. We will look at different histories and traditions here. In addition, we will look at how this very fundamental interrogation of the curriculum has opened up new questions about the role of the media and popular cultural texts in the lives of young people around the globe.

ELP 545 - Education in a Global Economy

As the global economy begins to dominate national economies, nations find themselves in a crisis of both identity and direction. Former strategies for economic growth are increasingly ineffective in a global world. In the emerging logic of global comparative and competitive advantage, education is viewed as the lynch-pin for economic growth. Education will be called upon to respond to the following objectives:

• Improving quality of life through education in a wide range of economic conditions.
• Meeting the challenges of new knowledge-based power and micro "knowledge societies."
• Restructuring schools to serve both local needs given the imperative of a global system of production
• Retraining educational professionals to plan and teach for a generation whose welfare will be based increasingly on a globally defined educational and employment opportunities.

This course is designed to provide students with the concepts which underlie this new logic. The course begins by introducing students to the principles of global production and competition. The course then looks at the various roles education will be asked to play: welfare, civic and production. Finally, emerging educational strategies are examined for their potential in addressing these challenges. No previous background in economics is required; the course is theory based, not mathematic based.

ELP 548 - Foundations of Education

An educational course designed to look at the relationships of school to society; contemporary social problems affecting education, social groups and institutions; school and community relations; national, state, and community organizations affecting education programs and the development of social understandings in pupils.

ELP 566 - Comparative and Global Studies in Education

Semester: Fall

The field of Comparative Education derives from the concept of the modern society and the notion that education contributes to such modernization. It has emerged from Western epistemology as modernizing developmentalism. As a field of study it focuses primarily on the school systems and structures as agents of modernization. As an agent of "modernization," it adheres to a positivist approach--tending to displace more grassroot approaches. Much of this conceptual framework mirrors the demand for productivity and efficiency required by industrial economies. More recently, emphases on decentralization and globalization have mirrored the needs of a world economy. Whether view from the perspective of an emerging knowledge-based economy or from a postmodern perspective, the role of education in the process of "modernization" requires critical reflection and appraisal. Several questions are germane: Should education promote modernization? To what extent should it be devoted to supporting the expansion of worldwide production and labor? What non-Western conceptualizations of education have we neglected? Does education teach human values? Should it? What role should Comparative Education play? The purpose of this course is to give students an introductory knowledge of the language and traditions of the field of Comparative Education and to introduce them to the emerging concepts surrounding globalization and education. The course exposes students to a range of ideological, methodological and cultural perspectives in the application of education worldwide. As such, it is hoped that students will learn to think deeply about the roles education currently plays and could potentially play in a rapidly globalizing world.

ELP 571 - Women in Educational Comparative Perspective

Women play a specific role within the field of economic and social development. Their education is a point of both contention and contribution. This course focuses on the specific role of women and how that role is enhanced, changed or degraded by the educational experience. Conceived within an activist perspective, the course is designed to examine specific educational policies that affect women's education. As such, the course is organized around three major themes: Challenges, Opportunities, and Possibilities. The three topics represent a particular assumption about women's education. That is, that, while women face identifiable constraints to access and quality of education, their education also represents a particular set of possibilities to the society. Thus, the potential of women's education ought to be both critically examined and celebrated. The ability of class members to analyze educational policy is considered critical to the course. As such, each class member will focus on one country or one region within Africa. Using collective knowledge and teamwork, each member will pick a particular constraint, possibility or opportunity within the chosen region or country and examine educational policy options. The course will make use of experts in the fields of Women in Development and African Education to investigate and frame the issues. Each class member will organize an interview session in conjunction with his/her group. A final paper should analyze the challenges, possibility or opportunity within the context of the region under study.

ELP 574 - Education in Asia

Semester: Fall

This course will provide an overview of Asian education and human resource development with a primary focus on the following:

• What/where is "Asia"?
• What are the historical and cultural origins?
• How has education in Asia expanded, changed?
• What are the special characteristics of the more successful systems in Asia?
• How do these systems relate to the local, national and international setting?
• What might we learn from Asian examples?

ELP 575 - Education & Globalization

Semester: Fall

Globalization implies an increasing internationalization, or transnationalization, of the world we live in, including information and knowledge. To some observers, it is represented by an ascendancy of markets and market capitalism and an increasing reliance on private (or non-state) producers; an increasing concentration of power in transnational corporations and advanced industrialized countries; and a weakening of indigenous languages and their literatures resulting from the advancing hegemony of English. However, analyses of this complex, multidimensional phenomenon reveal numerous tensions generated by opposing perceptions and interests. These tensions include the convergence and divergence of economic, cultural and technological policies and practices; the concentration and dispersal of power; and the relative strengths of actions and policies at the global and the local levels. The central question that will frame this course is: What do these tensions mean for education and schooling?

In this doctoral-level seminar course we will examine first, conceptions of globalization; the actors and decisions that are shaping current forms of globalization; different perspectives on the positive and negative economic, cultural and political consequences of these current manifestations of globalization; and the role played by communication and information technologies. In the second part of the course we will turn our attention to the ways in which globalization is shaping and being shaped by education, including the goals, the policies, the curriculum, the financing and the accessibility of K-12 and higher education systems; and the role of education as both a promoter of globalization, and as a possible antidote to its more deleterious effects.

ELP 577 - History of Education in the U.S.

This course surveys the history of American education from the Colonial Period to the present emphasizing social and intellectual forces that have helped shape contemporary theory and practice. While focusing on formal education (schools), the course also includes material on informal, or out-of-school, education. Issues of equity, including the impact of social class, gender, race, and ethnicity are explored in historical context. Students are introduced to a broad spectrum of historical writing and to major controversies in historical interpretation.

ELP 579 - Education and American Social History

This course explores the historical literature and the historiographical controversies on selected topics in the history of American education. A research paper using primary source material is a major component of the course. Currently, the course provides an in-depth examination of American education during what many historians call "The Progressive Era," 1890-1925. The course focuses on the relationship between social, political, and cultural change and changes in education. Among the topics covered are the impact of the second industrial revolution, urbanization, immigration from Europe, Asia, and the Caribbean, the northward migration of African Americans, feminism and other reform movements, and the rise of the mass media (radio, movies, magazines, the "yellow" press). Open to students who have taken ELP 577, ELP 600 or at least one graduate level course in the History Department. Other students admitted with permission of instructor.

ELP 580 - Contemporary Social Theory & Education

Semester: Fall (even years)

The motivation for developing this course was the observation that students in our Sociology of Education Ph.D. program do not get to see very much literature that is specifically theoretical in its orientation. Moreover, a number of particular innovations in thought that have been jolting established practice across a whole range of academic disciplines had been entirely absent in our curriculum. A small program like ours is obviously limited in the variety of topics it can cover. My intent in offering this class has been to branch out a bit, and make available to our students some intellectual tools they might not otherwise encounter.

More specifically, we will be surveying influential ideas from postmodernism, post-structuralism, feminist theory, racial identity, and postcolonialism, with a focus on their varied answers to such questions as “what is power, and how does it operate?”; what counts as knowledge, who gets to decide, on what basis and with what consequences?”; and “what is identity (both personal and collective), where does it come from, and how is it related to political consciousness?”. The readings have been selected on the basis of what they offer thinkers who want to understand and help bring about social change, and our aim will be to explore how existing crucial educational theory might be improved upon through adapting some of these tools.

The class participants typically include students from programs other than Sociology of Education. The ideas discussed have influenced academic fields throughout the humanities and social sciences. They neither originated in, nor are they limited to, either sociology or educational studies.

ELP 581 - Ethnicity and Education in the United States

This course surveys the history of the education of racial and ethnic communities in the United States. It examines past and present interactions between "mainstream" American public schools and "minority" communities, including African Americans, native Americans, Mexican Americans, and immigrants from Europe, Asia, and Latin America. The course also examines the active role these communities have played in educating themselves outside of the public school system. Students will explore the past and present educational activities of families, ethnic schools, and other ethnic institutions such as newspapers, theaters, churches, and community centers and will visit several of these institutions in western New York. Issues of assimilation, cultural pluralism, and social conflict will be analyzed in historical context and in relation to current policy controversies.

ELP 582 - Multicultural Education: Theory and Practice

This course traces the history and examines the current status of women’s studies, ethnic studies, gay and lesbian studies, and studies about disability in the schools and in higher education with emphasis on political background and policy implications. Current controversies about whose knowledge should be taught and about the legitimacy of the traditional "cannon" will be explored, as will recent literature on the complexity and fluidity of ethnic and other forms of identity. Students will also be introduced to recent thinking on definitions of multicultural education and on methods of implementing it in the schools in higher education, and in adult education. Among the topics covered are organization of "inclusive" curricula, finding multicultural materials (and how to tell good materials from bad) and teaching multiculturally across the curriculum.

ELP 583 - Gender & Education

Semester: Spring

This class provides an overview of gender issues related to education: how do existing gender relations shape life in schools, and how does schooling, in turn, contribute to either perpetuating or transforming existing gender relations? We will consider a variety of competing approaches to these questions, drawing on different theoretical and methodological traditions. While gender will be the primary emphasis, it will be addressed mindfully that it must be understood in light of differences of culture, race, class, sexual orientation, etc.

ELP 584 - Methods of Historical Research on American Education

This course is intended to prepare advanced graduate students for writing dissertations that are partly or completely historical in content. The course will examine how historians have worked in the past and how they work today, with emphasis on American historiography since the 1950s. Students will develop historical questions, find and interpret different kinds of historical sources, and write and revise a historical research paper or a dissertation proposal. They will also be encouraged to develop a clear, interesting writing style appropriate for communicating historical information and analysis.

ELP 585 - Sociological Bases of Education

Semester: Fall

This course will provide an introduction to the sociology of education. Specific topics will include: conflict over the purposes of education; how those purposes are--or are not--translated into actual classroom life; how race, class and gender relations affect students' experiences; and contemporary reform movements. While exploring the relationship between schools and the wider society, we will also survey the various theoretical and methodological approaches used by sociologists of education. What scholars see happening in schools depends partly on their own beliefs and assumptions, and the field of educational research is characterized by competing perspectives. An important aim of the course is to clarify what those perspectives are and how they influence perceptions of schools. Accordingly, in our discussions we'll emphasize approaches that ask what lies behind a given written statement, what is not stated explicitly: what are the assumptions this author is implicitly making? what would the consequences be of adopting their proposals? who would benefit? who wouldn't? My expectation is that in pursuing such questions it will become apparent that schools are a site where deep social divisions of many kinds are played out, despite commonly heard rhetoric of shared American values.

ELP 587 - Critical Assessment of Contemporary Issues in Education

Close reading of the discourse surrounding a set of controversial issues in contemporary educational practice. For each topic, the course examines a sampling of relevant texts, both academic and popular, analyzing the texts for (a) their unstated assumptions, (b) their strategies for persuading readers, and (c) the implications of accepting their conclusions. Beyond developing deeper understanding of the particular set of issues addressed, the broader goal is to cultivate critical analysis techniques, reading not only to comprehend what the author is trying to convey, but also to recognize what the author doesn’t say yet necessarily comes along as part of the package: the perspective a given text emerges from, whose interests it reflects, who would benefit from the wider adoption of that perspective, etc.

ELP 589 - Education and Socialization

Semester: Spring

Socialization in educational research; functions of curriculum (formal and "hidden") and organizational structure; roles of teachers and peer groups in socialization; influence of socio-economic status, gender, politico-economic arrangements, etc.

ELP 590 - Education and Social Stratification

Stratification in educational research; views of education and social stratification; assessing the independent effects of schooling upon academic performance, academic attainment, and income; effects of "in school" variables.

ELP 591 - Academic Writing

Semester: Spring

This workshop is about building a better, more comfortable relationship to the process of writing, something of value to all writers, regardless of their current skill level. It is designed especially for those who find writing for professional audiences an awkward and alienating experience. Through demystifying the qualities of effective writing, and the process of creating it, the workshop helps students bring their own voice into their writing, so they may more readily express their thoughts with grace, clarity, and precision. Specific topics range from the details of grammar and word usage, through assembling well-knit text, to organizing an entire paper into a coherent, well-focused argument, but the emphasis throughout is on rendering the process accessible and unmysterious.

ELP 592 - American Education for International Students

Semester: Fall

This course is intended to help international students develop a better understanding of America’s education system through readings, group discussions and visits to area schools. In this course, students will examine American education from its philosophical underpinnings to its policy-making and governance structures, and finally to how school professionals are prepared. Students will compare these policies and practices with those in their home countries.

ELP 593 - Qualitative Research Methods in Education

Semester: Fall

Introduction to qualitative research methods in education; students engage in original research studies; "hands on" experience.

ELP 594 - Technology as a Social Practice

This course aims to clarify the roots of, and identify what is at stake in, contemporary conflicts over the development and use of technology. The first half addresses the problem of conceptualizing technology so as best to elucidate its social nature and its involvement in political and cultural processes; the second half applies this conceptual work by analyzing the way technologies and social structures mutually shape one another in a variety of specific institutional settings.

ELP 595 - Conflict Resolution and the Internet

This is the local version of a class being offered simultaneously at multiple universities worldwide, with online discussions among the students on the various campuses. It is an opportunity to study substantive questions about racial and ethnic conflict while simultaneously exploring what the Internet actually does and doesn’t offer as a medium for education. Its goals include better understanding of how perceived realities can promote intergroup misunderstandings and hostilities, and a wider frame of reference on race relations and conflict resolution through interacting with students in other institutions, both in the United States and abroad.

ELP 598 - Basic Statistical Methods

Semester: Pending/Fall 2006

ELP 599 - Writing Dissertation Proposals

Semester: Spring

As generations of theorists (from Durkheim to Bowles and Gintis) have made exceedingly clear, schools can be a central site for the reproduction of dominant social, cultural, and material imperatives. However, contemporary critics, thinkers, and teachers have increasingly come to stress how schools and educators can resist these demands, how educational practice can work in the service of social justice. Over the course of this semester, we will look at key writings from some of these critical theorists of education, including Michael Apple, Henry Giroux, Elizabeth Ellsworth and Peter McLaren. We will also look closely at the roots of this work (e.g., in the activism and scholarship of Paulo Freire) as well as how it is articulating with concerns in other areas, including in cultural studies and postcolonial studies. Finally, we will look to other kinds of perhaps unexplored influences (e.g., Toni Morrison, James Baldwin, C.L.R. James) to see what they can offer us in this project.

ELP 600 - History of Women’s Education in the US

The course surveys the history of women’s education in the United States from the Colonial Period to the present. Emphasis will be placed on the interaction between women’s education and their changing political, economic and social roles. The course will cover formal education, including higher and professional education and informal education, including women’s political, social, and religious organizations, and literature written for and by women. The perspective of the course is multicultural, and women will be studied as educators as well as students.

ELP 601 - History of Educational Policy in the US

This course is organized as a series of case studies of policy controversies chosen for their historical importance and their relevance to current policy debates. Each case study will be explored through the following questions: Why did this issue become an issue when it did? Who were the interested parties, and why were they interested? At what level or levels (local, state, national) was this issue debated and resolved? Why was this policy question settled as it was, and what options were rejected and why? What were the intended and unintended results? Can this historical case study provide insights that will be helpful in analysis of current policy issues?

ELP 604 - Law and Public Education

Semester: Spring

This course will study the legal structure of the American school system and the role and constraints created by the process of judicial review. Students will learn how to apply statutes and regulations as required by law, and to implement school policies in accordance with law.

ELP 605 - Collective Bargaining

Semester: Spring (every other year)

Examination of policies and procedures that guide collective bargaining and contract administration among employees in educational institution. Simulated collective bargaining and role playing are course requirements.

Prerequisite(s): ELP 629 or permission of instructor

ELP 606 - Changing Social Contexts for Educational Leaders

Semester: Spring / Summer

This is an initial experience for all students enrolled in the SEA or M.Ed. programs in educational administration and optional for others. It is our belief that persons serving in leadership roles in education need to understand the social and organizational contexts in which they work. This course develops four frames for understanding such organizations as schools, colleges, universities, and other human service organizations. The four frames incorporate theory from organizational structure, human side of organizations, the political aspects of organizations and finally organizations as cultures.

ELP 607 - School and District Capacity Building

Semester: Spring / Summer

This course will facilitate a critical examination of the theory and practice of building personal, interpersonal and organizational capacity to improve both the effectiveness of individual educators and schools as learning organizations and professional learning communities. Theory, case studies and practical work will be used to help aspiring school and district leaders develop a vision of meaningful and effective teacher and organizational learning and a knowledge of strategies and conditions for creating, supporting, nurturing and sustaining the individual and collaborative work of the school and district staff. This vision will be grounded in a conception of how teachers learn, and how schools and districts as organizations affect, and are affected by, student achievement.

Prerequisite(s): ELP 606

ELP 620 - Staff Development

Theoretical perspectives and current issues concerning the professional development of teachers and administrators; analysis of different conceptions, functions, and models of staff development in the classroom and institutional context of teaching.

ELP 621 - Action Research

Semester: Fall

Action research is a systematic form of self-reflective inquiry by practitioners into their own educational practices and situations. Its purposes have been described as the three-fold improvement of: one's practices, one's understanding of those practices, and the situations in which those practices are carried out (Kemmis & McTaggart, 1988). Participants in this course will study various meanings and interpretations of action research as well as engage in its practice. The latter may involve the study one's own educational work or collaboration with a practitioner. Therefore, both practitioner-students and full-time students should be able to participate in the practice of action research as part of the course. In addition, the class will function as a collaborative group for sharing and critiquing our action research experiences. The course will include the development of skills and dispositions for carrying out action research. Knowledge of particular research techniques is not a prerequisite. Participants will have the opportunity to develop research skills for gathering and analyzing data specifically related to the issues or practice chosen to examine or change. In general data to be collected is likely to be qualitative. Students and the instructor are expected to work throughout the semester to honestly and openly seek ways to make abstract concept and principles reflexive with the conditions of classroom work. This will require careful reading of course materials, open and nuturing discussions, and serious consideration of assignments--just the kind of atmosphere you may want for your own classroom.

ELP 622 - Theory and Practice of Inquiry

Semester: (pending 2006)

ELP 624 - Paradigms and Problems in Educational Research

The course is intended for students in the beginning process of formulating their doctoral research. Alternative paradigms to guide the structuring of inquiry into education issues and problems will be considered. Students are expected to develop a paper that:

• identifies a specific problem (or issue) worthy of further investigation;
• describes the significance of the problem within historical and contemporary contexts;
• reports what is known and what remains unknown about the problem and related issues through a formal review of the literature;
• Develops a formal conceptual framework of the problem based on the review of the literature; and
• specifies research questions and/or hypotheses to be investigated to add to our understanding of the problem.

Concern with research design and methods is only incidental to the primary focus of problem conceptualization. Permission of the student?s advisor is required to participate in the course; and, students should consult with their advisors at key developmental points and keep their advisors informed of progress being made.

ELP 625 - Studies in Educational Leadership

Semester: Summer

This course examines the role of leadership in understanding and improving educational practice. Students will become critical readers of research and become familiar with different conceptions of school leadership at both the building and district levels. Students will also begin to articulate their own values and beliefs about school leadership and develop a personal vision of educational change, school improvement and educational success.

ELP 626 - Policy Formulation and Analysis in Educational Administration

Factual and normative bases for development of policy alternatives in educational administration; criteria for decisions as they apply to such issues; use of studies of policy decision; application of methods of formulation and analysis to educational policy issues particularly as they relate to planned study in the concentration.

ELP 627 - Issues and Perspectives in Policies for Educational Administration

Contemporary issues in theory and research for policy-making in educational administration.

ELP 629 - Personnel Administration: Employee Relations in Education

Semester: Fall

Issues and problems in personnel administration in education; implications for public policy and impact upon educational institutions and various categories of school personnel.

ELP 630 - Leading & Managing People

Semester: Fall

This course will explore past and present theories of educational leadership and management, and pay particular attention to understanding instructional, transactional, transformational and invitational leadership styles. We will examine leadership and management processes relating in relation to changing social contexts and societal expectations, and study what leadership and management could look like in school structured to model organizations more appropriate for the 21st Century.

ELP 631 - State and Local Policymaking

School district as a policy system; role of the school administrator in it; relationships of districts to state policy processes; constraints imposed by federal law and court decisions; implications of the state/local system for local control, program coordination, and resource allocation; effects of community expectations and participation on policy-making in districts.

ELP 632 - Issues in Urban School Leadership

The impact of style of leadership, relations with the central office, stress and school climate on the leadership capacity of urban school principals; consideration of the limited number of women and minorities in the principalship as well as the needs of an increasingly multi-ethnic student population.

ELP 633 - Issues in Urban School District Leadership

The role of the superintendent in urban school districts: women superintendents, relations with principals, relations with school boards; analysis of case studies and diverse leadership styles.

ELP 634 - Leading Change in Schools and School Districts – LIFTS Only

Semester: Summer

The course examines the role of district and school site leadership in implementing successful change to improve student achievement. Students will learn how to develop and implement a collaborative vision by identifying shared goals and objectives, seeking and valuing diverse perspectives and alternative points of view, building shared understanding through teamwork and capacity building, and effecting any needed educational change through ethical and data-based decision-making.

ELP 635 - Leading an Effective School District

Semester: Spring

Students will become familiar with the knowledge and skills necessary to perform the responsibilities of the chief and other executive officers and instructional leaders of a school district, including but not limited to:

1. Design and execute district-wide systems to promote higher levels of student achievement;
2. Develop and implement an educational vision, or build and sustain an existing one, to assist all district students, pre-kindergarten through high school, in meeting state learning standards;
3. Interact and communicate effectively with school board and other community members of diverse backgrounds in developing and implementing district policies, managing change, and managing district affairs, and providing clear, accurate written and spoken information that publicizes the district's goals, expectation, and performance results, and builds support for improving student achievement.

ELP 637 - Strategies for Changing Educational Organizations

Despite continuous external efforts to make curricular, instructional and organizational changes, elementary and secondary school structures and practices have remained remarkably stable over the decades. These external pressures and the resiliency of schools reflect the constant tension between demands for change and demands for constancy. Historically, attempts to reform schools generally have paid little attention to the social and political forces in the larger society that influence schooling, or to the organizational culture and structure within schools and the teaching profession. Recent literature and reform efforts, however, have begun to address some of these influences. This seminar is intended to help participants understand the complex range of issues involved in the process of school change and to improve their ability to act as change agents or to undertake research on the change process. Through a seminar format we will focus on critically examining:

1. the social, political, and organizational factors influencing school reform efforts;
2. the historical responses of schools to planned change efforts;
3. the goals and assumptions of current school reform policies;
4. the processes and strategies of changes being enacted in schools; and
5. the processes and strategies of promoting school improvement that are suggested by

ELP 640 - Charter Schools

Semester: (pending 2006)

ELP 643 - Reforming Teacher Compensation

Semester: Spring (every other year)

Issues and problems in teacher compensation. Teacher recruitment, retention, and motivation are examined in light of proposed compensation reforms such as merit pay, differentiated staffing, teacher career ladders, and alterations in the single salary schedule.

Prerequisite(s): ELP 629 or permission of instructor

ELP 645 - Multi and Cultural Diversity

Semester: (pending 2006)

ELP 646 - School Business Administration

Semester: Spring

Issues and problems in school business administration; including accounting, budgeting, purchasing, facilities management, food services, transportation, and data processing.

Prerequisite(s): ELP 647 or 649 or permission of instructor.

ELP 647 - Educational Planning, Budgeting and Data Analysis – LIFTS only

Semester: Spring

This course examines the roles of planning, budgeting and data analysis in understanding and improving educational efficiency and effectiveness at both the building and district levels. Students will become familiar with different planning and budgeting models and alternative theories of change, and will become competent at analyzing data to improve decision making and organizational performance that supports the achievement of educational goals and objectives.

ELP 649 - School Finance

Semester: Fall

Course objectives are to help participants develop understandings of:

• social, political, and economic values as they relate to school finance issues;
• political processes as they affect the enactment and implementation of school finance legislation;
• the economic system as it affects the outcomes of school finance policy;
• relationships between financial inputs, schooling provisions, and pupil achievement;
• the characteristics of revenue sources for public support of education, especially the property tax and state and federal aid;
• proposals for reform of school finance policy, school governance, and resource allocation patterns, and their potential effect on various objectives of public policy.

The course provides participants with experience in doing an analysis of the fiscal policy of a school district or other educational institution.

ELP 652 - Leadership and Policy for Inclusion

Semester: Spring / Summer

This course provides a critical examination of current instructional strategies and programs for struggling learners and students with special needs. Students will learn about the scope of special education services at the school site and district level, including issues of definition and placement. Leadership practices and state and national policies that foster inclusion will be emphasized. Current readings, visiting speakers, films, and case study activities will be used to help educational leaders improve learning for all students, particularly students at different developmental levels and with a variety of characteristics and socioeconomic backgrounds.

Prerequisite(s): ELP 606 or permission of instructor.

ELP 653 - Clinical Seminar: Associates, Field Applications

Opportunities for observation, analysis, and participation in administrative activities leading to greater depth of insight in both practice and scholarship; associated with the student’s participation in a part-time administrative experience; planned in conjunction with the area of concentration.

Prerequisite(s): permission of advisor.

ELP 658 - Clinical Seminar: Internship - LIFTS only

This course is designed, in conjunction with the student's culminating clinical internship of at least 600 hours, to provide an opportunity to apply the principles of effective school and district leadership, and to provide sufficient breadth of experience so that students may better focus their career plans. Through an examination of effective leadership characteristics, case studies of ethical leadership and decision making, and discussion of challenges of leaders in today's schools, students will have the opportunity to share and reflect upon their clinical experiences, and demonstrate their ability to apply theoretical learning to improving professional practice.

Prerequisite(s): Permission of the Clinical Advisory Committee.

ELP 659 - Clinical Seminar: Internship - LIFTS only

This course is designed, in conjunction with the student's culminating clinical internship of at least 600 hours, to provide an opportunity to apply the principles of effective school and district leadership, and to provide sufficient breadth of experience so that students may better focus their career plans. Through an examination of effective leadership characteristics, case studies of ethical leadership and decision making, and discussion of challenges of leaders in today's schools, students will have the opportunity to share and reflect upon their clinical experiences, and demonstrate their ability to apply theoretical learning to improving professional practice. In addition, students will also begin preparation for the program's culminating assignments, including the development of a professional portfolio and oral examination.

ELP 660 - Individual Clinical Instruction (1-4 credits)

Semester: As needed

Instruction and supervision, normally by the student’s advisor, while undertaking a clinical experience.

Credits: 1-4

ELP 661 - Practicing Administrators Professional Development

Formulation and analysis of contemporary issues confronting aspiring and practicing school administrators.

Prerequisite(s): permission of instructor.

ELP 664 - Teacher Evaluation and Supervision

This course is designed to examine the many facets of supervision and evaluation and to understand how these components lead to a strong summative evaluation of staff members. Additionally we explore how leaders can promote growth in teachers and improve student achievement through formative supervision and evaluation. Theory, case studies and speakers are used to provide a continuum of understanding regarding new teacher growth and expectations, the observation, pre and post observation conferences, mentors, professional growth plans and improving the performance of marginal teachers.

ELP 665 - Roles & Responsibilities of School Superintendents

Semester: Summer

This course focuses on key roles and responsibilities of the school superintendent in leading a successful public school district. The overarching theme of the course is developing positive, cooperative relationships with the Board of Education, parents, various community and business groups, teachers, school staff, students and other constituencies, particularly during times of educational change. Specific roles and responsibilities to be examined include curriculum development; instructional leadership; staff development; planning; communication; managing and leading personnel; collective bargaining, contract administration and conflict resolution; serving special need populations; school budget development, public approval and administration, legal responsibilities; utilizing community resources; and working with the media.

ELP 677 - Administrative Personnel in Curriculum and Instruction - LIFTS only

Semester: Fall

Administration and management of the curriculum for schools, colleges, and business: management, quality control, design and delivery problems, validation, alignment, mapping, balance, auditing, evaluation, and functional curriculum guides.

ELP 678 - Teaching and Leading Diversity

This course will provide an introduction to the theory and practice of multicultural education in the United States. Major issues, concepts, and controversies in the field will be examined. Adopting an inclusive approach to multicultural education, the course will include readings and class discussion on the topics of race, ethnicity, culture, gender, social class, religion, sexual orientation, and disability. Students will learn methods to evaluate multicultural curriculum materials, develop culturally responsive pedagogy and leadership styles, and create parent-community-school relationships that aim to transform schooling and promote educational equality for students from diverse groups.

ELP 681 - Curriculum and Instructional Leadership

Semester: Fall

This course provides a critical overview of current curriculum issues and prepares participants to assume an instructional leadership role in this area. Readings, simulations, case studies, critical reflection activities, and visiting speakers are used to develop understandings of current learning theory, curriculum development, instructional strategies, and assessments. In this way students will have opportunities to practice curriculum standards alignment, student achievement data analysis, and the integration of technology.

ELP 682 - Organizational Learning and Restructuring

Semester: Spring / Fall

This course consists of a theoretical and practical study of the concept of organizational learning as a positive variable in an administrative context. Organizational learning is an emerging theoretical and practical construct and has done much to shape the thinking of key researchers in our field since and mid 1980's. The course will begin by briefly examining the context of schools and schooling from the perspective of different theories of organization and administration - in particular the use of metaphor in understanding how we see our world generally as educators. Particular attention will be given to the potential for recent developments in organizational theory to provide a basis to critique the traditional rituals and normative nature of administrative practice in schools and school districts. The concept of organizational learning will be fully explored, along with the practical difficulties of introducing and leading organizational learning in schools and school districts. Given that the basis of organizational learning is restructuring, a research based case-study approach will be used to illustrate what a learning organization looks like both in the USA, Canada and the United Kingdom.

ELP 682/696 - Special Topics (1-4 credits)

Topic courses in the areas of educational administration, higher education and social foundations of interest to a professor and to advanced doctoral students.

Credits: 1-4

ELP 683 - Race, Ethnicity and Multicultural Education

In this course students will analyze policies and policy making in selected school district, state, national, and international contexts through case students of race-based policies designed to increase access to educational institutions (e.g. affirmative action and school desegregation) and policies designed to incorporate cultural and linguistic pluralism into the school curriculum (e.g. bilingual education). Readings, journal entries, films, and class discussions will examine not only the process and products of policymaking, but also the underlying assumptions about race, ethnicity, and multiculturalism that inform current diversity policies. As a final project, students will develop a case study that examines a particular diversity policy and offers suggestions for policy revision to improve implementation.

ELP 685 - Applied Social Research

Semester: Spring

This course takes the student through the principal stages of a quantitative social research project. It reviews all phases of the research project from inception to the presentation of the final report, with primary emphasis on the research proposal.

The course focus encompasses those skills necessary for social research in general and survey research in particular. These include conceptual Design and Selection of a Research Project, Developing Hypotheses and Research Questions, Identifying Variables and Constructing Operational Definitions, Sampling Logic and Sample Selection, Instrument Design and Development, Collection and Coding of Data, Computer Aided Analysis of the Data, Writing the Research Report, and the Literature Search (i.e. use of the Electronic Databases and refining the Bibliography for the Literature Review).

ELP 691 - Advanced Issues in School Business Administration

This advanced course in school business administration is offered in conjunction with the New York State Association of School Business Official’s (NYSASBO) annual Summer Business Management Workshop (SBMW) in Albany, NY. In addition to 6 class meetings at the University at Buffalo (UB), attendance is also required at the fiscal track sessions of the SBMW, which is co-sponsored by the New York State Education Department.

ELP 700 - Individual Guidance of the Project (1-12 credits)

Prerequisite(s): permission of instructor

Credits: 1-12

ELP 701 - Individual Guidance of the Thesis (1-6 credits)

Prerequisite(s): permission of instructor

Credits: 1-6

ELP 702 - Individual Guidance of the Dissertation (1-12 credits)

Prerequisite(s): permission of instructor

Credits: 1-12

ELP 703 - Independent Study (1-12 credits)

Prerequisite(s): permission of instructor

Credits: 1-12

Learning and Instructionback to top

LAI 205 - Introduction to Child Development

This course is designed for students who are interested in exploring the dynamic stages and issues of child development. There will be opportunities to acquire skills in observing and recording children’s behavioral characteristics using standard methodologies and authentic portfolio documentation. From information drawn from observation, ideas gained from class, alternative perspectives derived from reading and comparative concepts acquired from discussion, participants will broaden their understanding and think analytically about the behavior of children. A variety of perspectives of childhood will be examined; the course is shaped to enable students to contribute their experiences as well as elaborate on the way they understand and explain behavior and life experience. Students are expected to contribute to class discussion, be active participants in small group work and be receptive to a range of opinions and beliefs about children’s development and learning.

LAI 350/415 - Introduction to Education

This course is intended for students contemplating a career in education. It is designed to provide information and a forum for discussion of American education. Among the topics covered are a brief history of American education, the learning environment, teachers, diverse learners (ethnically, economically, and different abilities), classroom management, and issues facing all schools. In addition, students will become generally familiar with the New York State Learning Standards. A group school visit is also a component of the course as are 20 supervised classroom contact hours.

LAI 401/667 - Field Experience

The contribution of the field experience class to the teacher education program is an important one. Through readings and on- and off-campus observation, participation, and reflection, students begin to understand schools and the roles of the teacher and learners. The class is divided into three segments: professional participation, observations and discussions, and a reflective inquiry. Most of the activities will take place in the context of school visits and observations. Students also participate in a "Community Walkabout" to better familiarize themselves with the City of Buffalo and the conception of schools held by community members. For 8 weeks, students spend 3 hours a week in their future student teaching site working with students in the school, mostly in tutoring and academic intervention. During the last two weeks of the semester, students spend a minimum of 15 hours observing and participating in their first student teaching placement. By the end of the course, students begin to understand school cultures and communities and gain a greater awareness of the choices and decisions they will make as teachers. Prerequisite: Admission to the Teacher Education Institute and Permission of Instructor.

LAI 402/668 - Supervised Teaching I

This course provides supervised, full-time practice in applying the skills and knowledge learned earlier in the program. Students spend nine weeks in their first student teaching placement. Following the school calendar and this structured (3-phase) practicum student teachers gradually assume the responsibilities of a teacher. Students are placed either in an urban or suburban/rural school in a situation consistent with the level(s) and subject field(s) of their certificates. They work with New York certified teachers in the schools assigned and are mentored by a student teaching supervisor from the university. In the co-requisite course (LAI 595) students are placed in a complementary urban or suburban/rural school, the choice dependent upon the school setting of this course. In a further co-requisite course (LAI 674) the students meet weekly to discuss their experiences and to learn additional content related to professional teaching. Prerequisite: Admission to the Teacher Education Institute and Permission of Instructor.

Prerequisite(s): Co- requisites: LAI 595 and LAI 674.

LAI 416 - Early Childhood Theory and Practice

Undergraduate students explore their role as a reflective teacher. Curriculum based on early childhood theories is explored. Methods of designing appropriate EC environments are taught. The teacher’s role in documenting children’s learning is examined. Students are guided toward active membership and involvement in professional organizations.

LAI 419/674 - Seminar in Teaching

This course has a triple purpose: (1) to provide a mentored opportunity for student teachers to reflect weekly on the student teaching process; (2) to support them as they explore their roles and professional identities as novice teachers; and (3) to assist in the certification process and prepare them for the job search. The first and second purposes are facilitated through small group sessions (one instructor to nine student teachers), meeting the needs of the students in that group, while the third is through presentations by individuals and panels of speakers aimed at further professional development of all students. Topics include emerging ideas in meeting the needs of diverse learners, infusing the NYS Learning Standards into lesson plans, and classroom management. Other topics are sexual harassment, resumes and job interviews, violence prevention and the S.A.V.E. workshop, and the two hour course for mandated reporters of child abuse and neglect. Prerequisite: Admission to the Teacher Education Institute and Permission of Instructor.

Prerequisite(s): Co-requisites: LAI 595 and LAI 668.

LAI 431/616 (Title effective Fall, 2002) - Teaching Foreign Language Grades 7-12

Focuses on methods and teaching techniques that effectively prepare adolescents to meet the New York State Standards in languages other than English (LOTE). Topics include but are not limited to understanding second language acquisition, unit and lesson planning, use of technology, assessment, materials development, teaching culture, classroom management and creating differentiated instruction for a diverse student population, including those with special needs. Students are introduced to state and national professional organizations for LOTE as resources for updating professional knowledge and skills.

LAI 432/LAI 617 (Title effective Fall 2002) - Teaching English Grades 5- 10

Approaches and teaching techniques that effectively prepare students in Grades 5 to 12 to meet New York State Standards in English Language Arts. Topics include but are not limited to understanding students' learning of English (reading, writing, speaking, listening, and literature), planning of lessons and units, uses of technology, methods of student assessment, development of teaching materials and activities, classroom management, and provision of differentiated instruction for a diverse student population, including those with special needs, and microteaching. Introduction to state and national professional organizations as resources for continuing professional development in English education.

LAI 433/LAI 618 (Title effective Fall 2002) - Teaching Mathematics in Grades 5- 12

Approaches and teaching techniques that effectively prepare students in Grades 5 to 12 to meet New York State Standards in mathematics. Topics include but are not limited to understanding students' learning of mathematics, planning of lessons and units, uses of technology, methods of student assessment, development of teaching materials and activities, classroom management, and provision of differentiated instruction for a diverse student population, including those with special needs. Introduction to state and national professional organizations as resources for continuing professional development in mathematics education.

LAI 434/LAI 619 (Title effective Fall 2002) - Teaching Science in Grades 7- 12

Instructional approaches and teaching techniques that effectively prepare students in Grades 5 to 12 to meet New York State Standards in science. Topics include but are not limited to facilitating students' learning of science, planning of lessons and units (especially those emphasizing inquiry and conceptual change), uses of instructional technology, methods of student assessment (cognitive, affective, and laboratory), development of teaching materials and activities, classroom management and laboratory safety, and provision of differentiated instruction for a diverse student population, including those with special needs. Introduction to state and national professional organizations as resources for continuing professional development in science education.

LAI 435/620 (Title effective Fall 2002) - Teaching Social Studies in Grades 5- 12

Approaches and teaching strategies that effectively prepare students in Grades 5 to 12 to meet New York State Standards in social studies. Topics include but are not limited to understanding how students learn social studies, daily and unit planning, uses of technology, means of student assessment, creating and evaluating teaching materials and learning activities, and provision of appropriate instruction for a diverse student population, including those with special needs. Particular emphasis is placed on teaching for meaningful learning and critical thinking that incorporates diverse students and perspectives. State and national professional organizations as resources for continuing professional development in social studies education are introduced as are other major resources in social studies education.

LAI 490 - Seminar and Practicum in Early Childhood Programs

This course actively involves graduate students, one morning or afternoon per week, in a preschool classroom experience at the Early Childhood Research Center. It offers teachers guided learning experience in a NAEYC accredited preschool multicultural setting. The weekly one hour seminar provides the support needed by teachers in understanding and applying a constructive, play curriculum which fosters children’s social, emotional, physical and cognitive development. Child observation and naturalistic assessment are major course components.

LAI 501 - Instructional Practice in the Elementary School

This course is designed for pre-service teachers in early childhood and childhood certificate programs. The course emphasizes contemporary practice and basic instructional strategies. Students’ reports and term papers are expected to emphasize research as well as theoretical grounding for instructional practices. Special modules in English language learners, cultural diversity, and inclusion will be part of the course. Admission to the Teacher Education Institute program and an appropriate UB graduate degree program are required. This course introduces students to current, general professional instructional practices including the following, and assists students to interpret them within the various levels of early childhood and childhood education:

• Classroom management, organization, safety
• Diversity as a teaching resource
• Inclusion of students with special needs
• Instruction and assessment variations for English language learners
• Lesson planning and preparation, alignment with NYS standards
• Classroom procedures related to assessment
• Well-known, practice-and research-based teaching systems
• Self-and peer evaluation of teaching
• Successful interaction with parents
• Roles of and interaction with various members of the school-based professional staff
• And skilled, balanced integration of digital technology with other instructional resources

Several research-validated instructional strategies are reinforced, including those that support constructivist approaches to classroom organization and student learning, and instructional applications of diversity in American classrooms.

LAI 502 - Infant and Toddler Education Programs

This course actively involves graduate students, two days per week during the second summer session. Current infant and toddler educational and scientific research is presented as well as the importance of developmentally, culturally relevant practices. The development of an infant and toddler curriculum is taught. Community infant and toddler preschools are visited.

LAI 504A - Early Childhood Program Planning and Leadership

Each day over 13 million children spend time in early childhood programs. This should be encouraging since we know from research that every dollar spent on quality programs at this age saves 7 in later years. The problem, however, is that few adults have any idea of how to identify or support "quality" in these programs. This course, an introductory graduate level course, explores these important issues. So, if you have a child who is/will be in school or if you are a teacher or administrator concerned with supporting theory/research-based programs, this course is for you.

LAI 504B - Early Childhood Program Planning and Leadership

This course is available to ONLY Graduate Assistants of the Early Childhood Research Center (ECRC).This seminar meets one time weekly as a forum for planning and evaluating the curriculum of the Early Childhood Research Center. The ECRC teaching staff cooperatively plan with the associate director of the Center in offering Early Childhood Education following the highest standards of the profession , NAEYC Accreditation Standards.

LAI 505 - Scientific Writing

The course will emphasize both case studies and original writing. For case studies selected science stories will be examined to see how they were written and how the original scientific material on which the story was based was translated into the published form. A written critique of each case study will be required. For the original writing portion selected scientific publications will be supplied from which a science story will be written in a form suitable for publication in the national media. The course will thus require an analysis in both directions of how a science story is created – from story back to the original science and from the original science to the story.

LAI 506 - Historical Foundations, Early Childhood Education

Students will (a) survey and compare general theories of human communication processes other than language and mathematics; (b) analyze and critique general education processes as well as educational programs in dance, music, theatre and visual arts using criteria derived from these general theories; and (c) envision specific actions and design curriculum components through which aesthetic literacy can contribute with language and mathematics to an educational program that will better prepare graduates to meet the communication challenges of the information age.

LAI 507A - Supervised Teaching Pre-K

This course actively involves graduate students, one morning or afternoon per week, in a preschool classroom experience at the Early Childhood Research Center. It offers teachers guided learning experience in a NAEYC accredited multicultural preschool setting. The weekly one hour seminar provides the support needed by teachers in understanding and applying a constructive, play curriculum which fosters children's social, emotional, physical and cognitive development. Child observation and naturalistic assessment are major course components.

LAI 507B - Supervised Teaching Pre-K

Supervised teaching of preschool children with special attention to children with limited or no English proficiency. In addition to clock hours of direct teaching, this course includes a weekly seminar. Prerequisite-admission to Bilingual Program.

LAI 508 - Parent Education in Early Childhood

Explores approaches to improved education and greater involvement of parents/caregivers in the education of children birth-Grade 2. Includes: family relationships and child rearing styles; systems for teaching parenting skills; family roles in children's care and education; developing effective parent-professional relationships; working with culturally/linguistically diverse parents; working with parents with special needs children.

LAI 509 - Arts in Early Childhood Education

A research based theoretical framework of teaching the arts in an early childhood setting in order to develop an understanding of how children sequentially learn in the arts in accordance with their individual arts intelligence. The nature of appropriate instructional programs in the arts for early childhood will be explored; numerous examples of practical applications will be presented so that teachers may assist students in achieving the objectives outlined in the New York State Learning Standards for the Arts.

LAI 511 - Diversity in Early Childhood/Childhood Education

In Buffalo alone, over 70 different languages are spoken in homes. This course explores implications of linguistic, cultural and other forms of diversity for those concerned with the education and development of children from birth-age 8. Related problems/issues will be dealt with in such a way that those taking this class will be able to better support in children: (1) a knowledgeable, confident self-identity (2) a comfortable, empathetic interaction with diverse people (3) a critical attitude toward bias and (4) a propensity to stand up for her/himself and for others in the face of bias. It will also assist participants I developing better coalitions with families of diverse students. The syllabus for this can be found by accessing www.acsu.buffalo.edu/~hoot/. You do not need permission from the instructor to enter this course.

LAI 512 - Readings in Multicultural Literature

This is a literature reading course focusing on diverse voices often excluded in the literature curriculum in U.S. schools. The class will function as a reading group discussing short texts, some of which have become multicultural classics, including literature written by African American, Asian Americans, Latino/a, Native Americans (e.g., by Cisneros, Kinkaid, Walker, Wilson, Momaday, Tan, Petry, Alexie, and others). As we respond aesthetically to literary works and share those responses in writing and discussion, we will also examine the ways that individuals and groups make sense of these texts. The course is grounded in cultural, constructivist approaches to literature and will focus, too, on how authors construct texts out of their own sets of experiences in cultural contexts. Students will have some choice in selection of texts which suit their interests and needs.

LAI 513 - Teaching of Literature

In this course we will examine how current theories of literary reading grounded in reader response can be used to build reflective and critical theories of teaching of literature. This is a rethinking of how and why we teach literature primarily in the secondary school, but also in upper elementary school and colleges. The course is experiential and grounded in cultural, constructivist theories of response to literature. We will read and discuss literature and pedagogical articles about the teaching of literature, observe literature teachers, present literature lessons, critique literature textbooks, engage in book groups, and examine our own and others' responses to literature. Our ongoing focus through these activities will be on why and how to teach engaged and reflective reading with attention to diversifying the curriculum. This is a discussion-based course appropriate for all master's students with an interest in the teaching of literature, construed broadly to include film and other media, with the opportunity to pursue a final project, based on a topic or question of personal/professional interest.

LAI 514 - Language, Cognition and Writing

This course begins with an overview of theory and research in cognitive strategies and sociocognitive views of reading, writing, speaking and listening processes. It then describes an approach to the teaching of reading and writing called strategic literacy instruction. The focus throughout is on discovering ways to help struggling readers and writers: students usually referred to as "low performing," "general," or "developmental;" students perceived as learning-disabled, resistant, at-risk or lower-track; students in special education classes or in classes where special students are mainstreamed; or kids who are just plain unmotivated. Evaluation includes a midterm report and a final project concerned with designing strategy-based literacy instruction.

LAI 515 - Research on Literature

The purpose of this course in research on literature and narrative is threefold: (1) to become competent, critical readers of interpretive research on the teaching and learning of literature and literacy, (2) to synthesize what we know from interpretive research in answer to selected questions about reading, teaching and learning literature, and (3) to engage in a small-scale classroom study to explore interpretive, particularly narrative, inquiry as a means of pursuing questions of teaching and learning. Emphasis throughout will also be on understanding the assumptions and theories underlying research on literature and narrative and drawing implications for teaching and learning in diverse classroom contexts. This class is appropriate for language and literacy master's and doctoral students interested in literature and narrative as important aspects of literacy learning.

LAI 516 - Digital Video as a Literacy Learning Tool

This hands-on course will explore the use of digital video as a supertool for learning and instruction in the literacy classroom, Grades 5-12. Our major focus will be an inquiry into technologies which widen the scope of literacy to multiple forms of “new literacies” for negotiating meaning within and against the backdrop of a digital world (Alvermann, 2002). We will address the question of how we can infuse DV into curriculum and instruction so that our students can draw on multiple, engaging modes of learning. With its many opportunities for symbolic expression, digital video (DV) technology is in theory a tangible and potent mediator for constructing learning. Creating images to carry meanings and distill experience into visual concepts is central to what Eisner calls “visual learning”—a vital means of making sense of the world (1998, p. 71). Visualizing is a fundamental resource for understanding, with images often preceding language as a means of coming to understand. Combining the powerful tool of visualization with oral narration and music, digital video production can provide a three-in-one mediational tool for learners. Learning to analyze and produce such powerful tools is essential to critical media literacy.

Specifically, through the mediation of iMovie production we will expand the notion of literacy by reading about and engaging in movie-making activities which approach digital video as a technological art form that includes textual readings, creative writing, visual arts, performing arts and music. Reflecting on the role and the impact of those activities in creating meaning will be a key component of assessing the potential of innovative digital video arts and technologies in the curriculum to provide students with new tools to meet learning standards. To these ends, participants will work individually and collaboratively on digital video projects, focusing on video production. Students will read relevant theory and practical application literature on new media integration and critical media literacy to explore their influence on literacy learning and achievement.

This is an experiential, discussion and activity based course appropriate for literacy Master’s students (and other students with permission of instructors). The final project is open to student interests and offers opportunities for exploring the implications of new media for teaching and research in middle and high schools or in other contexts.

LAI 517 - Advanced Methods of Teaching English

In this course we will focus on current reform efforts in the teaching of English and how teachers respond to those reforms. Often teachers' understanding of their work, how they conceive of their actions, beliefs and practices have been left out of the writing about school reform. During this semester we will examine media, cultural, and professional representations of English teachers and how they have influenced our own and others' constructions of English teaching. Looking at the sources of our ideas about knowledge, teaching and teachers' work will provide the basis for understanding the complexity of teaching reflectively. Our inquiry into how the history of school reform has influenced our own and others' reflective teaching will be grounded in a social constructivist view of learning, which also grounds the New York State English Language Arts (ELA) standards. A component of our class project will be examining the impact of New York's reform movement, especially the relationship between the ELA standards and the high-stakes tests aimed at assessing them. The debates over what should constitute curriculum, testing, and effective English teaching will be examined with an eye to how we can compose a teaching life as connected professionals and find the courage to teach mindfully in what has often become the panic of high-stakes testing.

LAI 518 - English Ed: Advanced Composition

This is a writing course for teachers and prospective teachers who want to extend their own writing experiences with the social support of others in a writing workshop format. Our major focus will be a cultural inquiry into our own lives through memoir writing, which could include family history, childhood stories, becoming and growing-up-as-a-teacher stories, coming-to-consciousness stories, situating-self-in-history stories, etc. We will draft more pieces than we revise and become aware of how significant and everyday experiences and people shape our sense of self, both personally and professionally. Looking across our stories, we will reflect on issues of growth and change, and on how experiences shape cultural perspectives. We will publish a class booklet and look for opportunities to submit these pieces for broader publication. There will be opportunities for other kinds of writing, as well, depending on student interests. A new option in the course will be composing digital video stories--visual texts created in response to sequenced assignments, for the same purposes as the written texts.Although the teaching of writing is not the main focus of the course, we will be generating ideas, drafting, revising and editing our own writing/visual compositions using strategies and processes which are very helpful for K-12 students, too. We will share writing ideas and problems in presentations and in conversations, collaborating to form working/writing groups. As we write, we will read published memoirs, titles to be selected by students, but the major text for the class will be the drafts and revisions produced by class members.

LAI 519 - Research in Writing

This course explores research in writing and the teaching of writing. The course examines research methods and findings from selected studies. Our objectives are to build an understanding of scholarly inquiry in written composition, especially in the area of cognition and writing, to develop an understanding of some of the theoretical foundations scholars bring to writing research, and to explore how pedagogical knowledge may be generated from such scholarship.

LAI 520 - Introduction to Social Studies Education

This is the first course in our social studies Ed.M. program. Its major purpose is to open doors to the field, to uncover it. We will be examining trends, changes, and persisting issues in both content and pedagogy. In so doing, we will be raising questions, considering options and probing their underlying assumptions as well as likely implications. This overview of the field is organized in three parts: (1) recent and current status of social studies education; (2) controls: curriculum knowledge, teachers and teaching; and (3) persistent issues and future prospects.

LAI 521 - Improving Social Studies Instruction in Elementary

The focus of LAI 521 is teaching and learning social studies in the elementary school. We explore a variety of topics and issues related to social studies content, instruction, and assessment. Much of our conversation and work highlights questions relevant to the social studies field at large--e.g., what is/are the goal(s) of social studies? what is a viable relationship between teaching, learning, and assessment? how do we construct classrooms that reflect democratic ideals? These questions are important and play a role in every teacher's practice. But given the nature of LAI 521, our focus always returns to the classroom and to the practical issues of teaching and learning social studies.

LAI 522 - Teaching Social Studies

While understanding history and social science disciplines, and how they are constructed, is important for social studies teachers, they are not sufficient. In LAI 522, we spend considerable time reading, thinking, and talking about the subject of history and other social sciences. But we also push ourselves to consider pedagogical implications. The pedagogical component of each unit, then, features one of the commonplaces of education--subject matter/curriculum, learners/learning, teachers/teaching, and milieu/classroom environment. In each instance, we look at current research on teaching social studies and case studies of wise practice. Our focus is on big questions of teaching and learning: What ideas shall we teach, from whose perspective(s), and why? What about social events do we want learners to read, think about, experience, and know? How shall we represent social studies concepts and events and what instructional approaches shall we use? What can we do to create a vigorous learning environment where analysis, conjecture, debate, and playfulness can occur?

LAI 523 - Social Studies Curriculum

In this seminar, intended for practicing teachers and others interested in curriculum questions, students examine various, persisting curriculum issues and their current incarnations in social studies education, K-12. A major part of the course will be a Curriculum Clinic in which pairs of students, or groups of three or four, work together to (1) design a "braided" curriculum segment, (2) try out their curriculum segment in at least one elementary, middle, or secondary school class, (3) monitor and analyze what happens, and (4) suggest data-based modifications for the future. So, we will not merely read and talk about curriculum; we'll be doing curriculum and studying our own curriculum practice. Students can expect to gain a richer understanding of curriculum research, theory, design, practice, and improvement as well as practical knowledge and skill in doing curriculum.

LAI 525 - Science, Technology, and Human Values

The 21st century will pose a number of extremely serious challenges and policy decisions to be made including those around energy availability, climate change, gene-based technologies (foods, stem cells, cloning, diagnostics, enhancement, etc), surveillance & privacy, intellectual property & knowledge privatization, and economic & cultural globalization. Decisions in these areas will require a substantial public dialog. This course will explore the relationship between science and its applications to a set of contemporary problems and will examine how science policy is made and translated. It will review what science is and how scientists arrive at conclusions, the distinctions between science and non-science, the principal science-public policy issues of the 21st century, and conditions that are necessary for an effective science-public-political interface.

LAI 526 - Agencies and Services for Children

In addition to teaching, today's educators are bombarded by a host of issues that affect the growth and development of children. In our professional preparation we are generally taught to teach, make lesson plans and manage children. Yet, those who have worked with children even after a few years quickly realize that quality teaching is of little value if/when a child is in a crises such as divorce, homelessness or abused. Further, few teachers are aware of the wealth of available support systems (agencies and services) in communities. This class, then, recognizes the importance of the "whole" child in our society and the teacher's role in both teaching and making appropriate referrals. This course will be especially available to teachers, social workers, psychologists, lawyers, and others who specialize the optimum development of children from birth-age 8.

LAI 527 - Teaching Mathematics: Early Childhood

The focus of this course is developing knowledge of the theories, materials, and methods being used to teach mathematics in the preschool to second grade classroom and develop abilities in their use. A unique emphasis is children's mathematical development from birth to 6 years of age.

LAI 529 - Computers in Early and Primary Education

This course is designed to develop knowledge and competencies in teaching with computers in prekindergarten through grade 3. We will engage in a wide variety of experiences, from hands-on work with computer programs for young children, to readings and discussions, to actual teaching experiences using computers. Topics include perspectives and philosophies on using computers with young children, computer-assisted instruction, computer-managed instruction, computer literacy, Logo, computer environments and "tool sets," evaluation of hardware and software, problem solving, the language arts, mathematics, science and social studies, arts and music, special education, and views of the future. Students will have laboratory experiences with developmentally appropriate software. This is a graduate class, going beyond what a "workshop" might typically cover. Additional computer work is required outside of class. Several excellent computer laboratories are available for such work at UB. This course should be of interest not only to current and prospective teachers of young children, but also to educational administrators and to people who work with young children in a variety of out-of-school settings, including parents.

LAI 530 - Improving Elementary Science Instruction

As the course title suggests, the ultimate purpose of LAI530 is to help preservice and inservice elementary school teachers (B - 8) increase are expected to use technology appropriately and effectively. Assignments are designed to prove their knowledge of science education in the cognitive, psychomotor, and affective domains, in addition to providing a safe, constructive environment in which all students can become successful learners. While special emphasis will be placed on incorporating the New York State Education Department's Mathematics, Science, & Technology Learning Standard, students will also be exposed to the other six standards in order that they may provide for integrated instruction to occur.This course will provided science content material, e.g. SI/metric measure, realistic teaching strategies, e.g. cooperative learning, various assessment techniques, e.g. performance assessment, rubric development, use of safe 'hands-on, minds-on' activities, an awareness of the evolving nature of science curricula/assessment/instruction, and science process skills. It is intended that the course will improve the professional performance of the elementary classroom teacher in his/her particular educational situation.All LAI530 students ide the widest variety of opportunities over the semester to provide the educators with practical/useful classroom materials for their students as well as enabling the educators to improve their professional growth and development.

LAI 531 - Science Curricula: Current Approaches

By using national (Science for All Americans, Benchmarks for Science Literacy, National Science Education Standards, etc.) and state (Learning Standards for Mathematics, Science, & Technology, etc.) documents, articles published in the educational literature concerning research about science curricula, electronic media, the Internet, and classroom presentations, students will actively develop and incorporate science curricula for use at the local level. Aspects of teaching, learning, and assessing will be presented within the course work. One focus will be methods and suggestions for organizing science curricula and integrating school and public science education programs. A major objective of LAI 531 is to enable science educators to be prepared to play a vital role in improving science curriculum innovation, implementation, and evolution in their own particular situation. Technology will be utilized in appropriate manners, and electronic curricular resources will be evaluated regarding reliability and validity.

LAI 532 - Technology and Science Teaching

This course provides a hands-on approach to using technology in teaching school science. An emphasis is placed on labs, demonstrations, field trips, and simulations. Technology includes computer programs and simulations, the Internet, probes, and calculators, etc.

LAI 533 - Science Instruction Topic

In this course, students examine learning theories (e.g. constructivism, developmentalism, behaviorism, Hebb's cell assembly model) and relate them to instructional strategies for the science classroom and laboratory. The development of a repertory of effective strategies to be applied to lesson and program design in support of varied learning modalities is an intended outcome of this experience. Problem-solving, writing to learn, inquiry labs, directed questioning, concept maps, cooperative techniques, and internet investigations are among the elements to be explored. Assignments include classroom and laboratory lesson designs, short papers, a concept map, and a written examination.

LAI 534 - Measurement and Evaluation of Science Instruction

This course is designed to improve science teachers' skill in assessing students on outcomes from the cognitive, affective and psychomotor (laboratory skill) domains. Teachers learn how to examine existing assessments from various sources, such as New York State tests, national and international assessments (NAEP, TIMSS), as well as funded projects and research journals. Participants use a test grid (blueprint or table of specifications) for this analysis as well as an aid in designing their own tests. A major focus is on the assessment of cognitive levels above the knowledge (Bloom taxonomy) level. Students conduct an item and test analysis (with computer-generated data) on a test that they construct and administer to a sample of students. Many methods of assessment as well as student grading practices are examined.Technologies for assessing affective outcomes will include Likert Scales, Semantic Differentials as well as other rating and ranking procedures. Developing performance assessments to assess students' skill in scientific inquiry (MST Standard I) will be emphasized. These techniques are "Part D" as part of new design for statewide tests.

LAI 535 - Environmental Education

This course provides content, methods, and resources to be used in developing and implementing an instructional program of environmental education. It reviews the major concepts that underlie our understanding of the environment and environmental problems including: ecosystems and the relations among their components, biodiversity, exponential growth, carrying capacity and limiting factors, watersheds, and principles and mechanisms of natural selection. It also examines the process of science and the historical and philosophical perspectives that contribute to current attitudes toward the environment and leads to an integration of concepts from the NYSED Living Environment, Physical Setting and STS standards. A survey of educational resources, curricula, and teaching and assessment strategies is included. Course requirements include readings and discussion, lesson planning and presentation, and when practicable, participation in a field-related environmental education workshop.

LAI 536 - Digital Video/Literacy Learning

This is a course on workshop methods for teaching reading and writing for elementary, middle, and high school teachers. The course takes place in the Macintosh lab, 214 Baldy. Part of the course is conducted as a reading and writing workshop, and considerable emphasis is on uses of technology in the workshop classroom. Learning experiences in the course include participating in the reading/writing workshop, using microcomputers for purposes of literacy instruction, presenting small-group projects, writing and sharing writing, and exploring multimedia projects to support literacy learning and teaching. Course requirements include group projects and portfolios reflecting participation in the work of the course.

LAI 537 - Language Diversity and Literacy

Most educators agree that basic grammar and usage should be taught in some shape or form, what specifically do students need to know? Why and for what purposes? How does the notion of linguistic correctness fit into the intelligent teaching of reading and writing? How does grammar teaching fit into standards and standards-based assessment, and how does it mesh with issues in multicultural education and urban schooling? Finally, what, realistically, can we expect to gain from the time we spend teaching language and usage? To answer these questions, this course offers a view of language diversity and literacy based in sociocultural and sociolinguistic theories of literacy learning. The course pays special attention to what sociocultural approaches tell us about the ongoing debate over the teaching of grammar and usage. It discusses the language and literacy-learning strategies students bring from home and how these strategies can be used for facilitating the learning of academic writing, grammar, and usage. The practical side of the discussions and readings focuses on two separate issues: what teachers should know about grammar, usage, style, and mechanics; and what, how, and why teachers should teach grammar, usage, style, and mechanics.

LAI 538 - Music Education Practices

The application of theories presented in preliminary graduate courses in music education. Practices in actual teaching experiences are examined in pre-K through 12th grade settings, usually in a workshop/practicum setting.

LAI 539 - Teaching Strategic Processes in Reading

Advanced theories and methodologies of teaching reading strategies to struggling readers emphasizing relevant research and practice pertaining to metacognition, motivation, print processing strategies, comprehension strategies; hands-on case study experience in ongoing assessment, planning instruction, and delivering instruction to struggling readers; critical examination of assessment and instructional techniques.

LAI 540 - Improving Elementary Mathematics Instruction

Teaching problems, instructional materials, learning difficulties, and new programs in mathematics for the elementary school.

LAI 541 - Mathematics Instruction Seminar

Practical and philosophical problems related to different styles of teaching and learning; interrelationships between such styles and general problems in curriculum; recent history of mathematics education including the national and state movements.

LAI 542 - Enrichment Topics in Elementary and Middle School Mathematics

Topics of mathematics of value to elementary and middle grades teachers to enrich their programs of mathematics instruction and motivational value for their students; emerging topics in the fields of K-8 mathematics.

LAI 543 - Implications of the History of Mathematics for Teaching

Developing knowledge about some important facts, dates, and persons in the history of mathematics, and familiarity with available resources for extending this knowledge. Appreciation of the nature of mathematics as socially-constructed and culture-bound, as "the queen and the handmaiden of the sciences," and as an evolving body of knowledge based on proof. Relations between students' experiences learning mathematics and the historical development of mathematics.

LAI 544 - Critical Thinking

This course presents a graduate-level survey of the critical thinking skills necessary for developing reasoned arguments and discerning whether arguments of others are worthwhile. Students will learn the methods of deductive, inductive, and experimental reasoning, and evaluate the sorts of arguments that appear in scientific literature and writing about science.

LAI 545 - Problem Solving and Posing in Mathematics

Difference between problems and exercises; generation of new problems from old; identification and creation of age-appropriate problems; role of problem solving and posing in K-12 mathematics; logical relationships between problem solving and posing; abortive and fruitful strategies for solving and posing problems in mathematics.

LAI 546 - Teaching and Learning of Algebra

Algebra in mathematics curricula in the state of New York, other states, and other countries. Development of algebraic thinking in elementary and middle schools, and formal algebra in high school. Representations of algebraic ideas in textbooks and classroom discourse. Appropriate uses of technology in teaching and learning algebra. Assessment of students' algebraic skills, understanding, and problem solving. Difficulties students typically encounter in learning algebra. Steps teachers can take to help students develop understanding and avoid misconceptions. Classroom implications of research on students' understanding of algebra.

LAI 547 - Assessment of Mathematics Performance and Understanding

Defining mathematical understanding, performance, and assessment. Understanding New York state's education assessment policies and other reform initiatives. Improving current assessment practices. Investigating the how-to of innovative alternative means of assessment. Investigating critical issues in mathematics classroom assessment.

LAI 549 - Childhood Development and Learning

This course explores the role of individual, cultural, contextual, and social diversity in relation to a young child's (birth-grade 2) social/emotional, physical, communicative, and cognitive development. Specifically, students will be able to develop and evaluate early childhood education programs using knowledge of child development from an ecological perspective. Class discussions will revolve around contemporary issues in early childhood education and how research, personal beliefs, and professional organizations have influenced our conception of appropriate curricula and pedagogy.

LAI 550 - Literacy Acquisition and Instruction, Pre-K to Primary

Reviews typical developmental progressions in the acquisition of oral language and print literacy in early childhood, including the sociocultural, cognitive, and motivational influences on literacy acquisition. Also includes a focus on developmentally appropriate instruction and assessment techniques, with an emphasis on observation of children engaged in authentic literacy activities.

LAI 551 - Childhood Literacy Methods

Instructional theory and practice focusing on teaching, reading and writing in Grades 1-6 emphasizing: teaching literacy with literature; teaching literacy from reader response, critical, and interactive perspectives; and integrating instruction across content areas. Topics dealing with techniques for improving comprehension and word identification, creating a literate environment, creating interest and motivation, and creating authentic forms of assessment and evaluation as part of ongoing instruction are explored.

LAI 552 - Middle Childhood/Adolescent Literacy Methods

Instructional theory and practice focusing on literacy in Grades 5-12 emphasizing building literacy in the content areas. Topics dealing with techniques for creating interest and motivation for literacy, study strategies, strategies for building comprehension, constructing meaning, and assessing students' literacy performance are explored.

LAI 554 - Measurement and Evaluation in Music

Study of mental measurement concepts as they apply to teacher-made tests in music and standardized music aptitude and music achievement test batteries. Test manuals are examined in detail, in conjunction with the audition of specific batteries, to provide for the proper utilization of the materials. Implications for assessment of National Voluntary Music Standards and the New York State Learning Standards will be reviewed; a professional plan for assessing music learning for the programs they lead will be developed and will include performance observation, and portfolio assessment; materials useful for in-service workshops on aspects of music assessment within participant's specialties will be created and pilot-tested.

LAI 555 - Classroom Management and School Discipline

This master's level course will focus on literature and research related to classroom management, school violence, truancy, suspension, and corporal punishment and discipline philosophies for children with and without disabilities. Practical application of various techniques will be provided.

LAI 556 - Classroom-Based Literacy Assessment

Examines the nature of the reading process and reading problems, formal and informal assessment and identification of students with reading/writing problems, instructional strategies to improve literacy abilities.

LAI 557 - Clinical Literacy Assessment

Identification and treatment of severe reading-learning problems; laboratory practice in assessing severe reading problems; case study of severe reading problems.

LAI 558 - Clinical Practicum Teaching Literacy

Supervised clinical experience in the assessment and teaching of students with reading/writing problems; assessment, planning, and implementing an instructional program for two students with reading/writing problems; clinic lectures, staff meetings, and related responsibilities as a student member of the Center for Reading and Literacy Instruction.

LAI 559 - Classroom Practicum in Teaching Literacy

Supervised classroom-based experience in assessing and teaching students with reading/writing problems; assessment, planning, and implementing instruction for individuals and small groups of struggling readers/writers; collaborative assessment, planning, and teaching; clinical seminars; communication of results of assessment and teaching through case study reports.

LAI 560 - Language Arts Methods

Curriculum, methods, programs and materials for listening, speaking, reading, and writing.

LAI 561 - Technology and Music Education

Introduces the use of computers in music education: practical application of the computer to the analysis of music education research data, individualized music instruction, and administration of music classrooms. Topics include: rudimentary language of music technology including MIDI; hardware (music keyboards; selection, use); types of music software; how to use specific software titles; overview of other software titles; strategies for integrating technology with curriculum; issues of instructional value, classroom management, room layout, assessment, resources. Representative software titles of the following types will be presented: sequencer, notation, accompaniment, and computer assisted instruction (CAI).

LAI 562 - Theory and Research Elementary School Language Arts

Research in elementary school language arts curricula and teaching; research design and reporting related to students' research interests; may be repeated for credit.

LAI 563A - Language, Literacy and Culture

The role of society and culture in language and literacy learning; the impact of society and culture in the literacy classroom; the impact of society and culture on curriculum, methods, and definitions of achievement.

LAI 563B - Language, Society, and the Language Arts

Language, Society, and the Language Arts is a master's course with three objectives: (1) to examine the social and cultural dimensions of literacy in a multi-ethnic society; (2) to read and discuss ethnic autobiography and fiction as a source of insight into both the authors' and readers' diverse experiences of literacy; and (3) to learn about and practice peer dialogue, in particular Book Club, in support of oral and written response to literature. Students will read and discuss ethnic autobiography or fiction; review selected academic research and theory on topics including culture, personal narratives, and literacy development; and engage in inquiry and writing about language, culture, social identity and the process of schooling. The course will foreground theoretical and conceptual ideas pertaining to culture, language, and literacy.

LAI 564 - Studies in Music Education

Considers various practical and philosophical topics related to vocal/general, choral and instrumental music education. Course content will vary. One of the following, for example, may be the topic for a given semester: Materials for Contemporary Music Education, Music in Special Education, Music among the Arts and Humanities, Instrument repair, Contest and Festival Preparation. Consult LAI for the topic in the next semester offered.

LAI 565 - Literature for Children and Young People

The study of children's literature has grown increasingly important in the past decade due in part to an explosion in this area of publication, as well as to the emphasis in many schools on literature-based instruction. Furthermore, beyond the pedagogical value of learning to read, children's literature is a significant cultural artifact, one that has "power to celebrate, perpetuate, interrogate, subvert, expose, and even openly defy cherished myths and deeply entrenched ideological assumptions" (Butler, Dillard, & Keyser, 1996). In this course we examine historical and contemporary literature for children in order to identify not only the traditional elements of literature and illustrations, but to identify as well the myths and ideological assumptions of authors and illustrators. Topics include: the definition and depiction of families, multicultural selections, gender roles, expository text, and visual literacy.

LAI 566 - Design and Evaluation of Music Curriculum

A consideration of the selection and sequencing of PreK-12 content derived from traditional and contemporary music and aligned with the NYS Learning Standards for the Arts. Emphasis is placed on the coordination of purposes, objectives, learning principles, teaching procedures, assessment, and achievement reporting as they relate to instruction in general music, choral music, and instrumental music in the elementary and secondary schools. In addition, relevant materials are critically examined. Topics to include curriculum validation and implementation.

LAI 567 - Intercultural Interactions/Multicultural Classroom

This course is designed to help teachers better understand the impact of culture on education. We will explore cultural variations in communication processes, social interaction and interpersonal relationships with a special emphasis on language usage, empathy and managing conflicts. We will concentrate our efforts on how to work successfully with culturally diverse students, how to raise cultural awareness, increase intercultural sensitivity and develop competence in intercultural communication on the day-to-day basis. We will carefully examine how to build an intercultural community of learners in our classrooms, how to make our classrooms culturally inclusive; how to develop culturally compatible pedagogical strategies, and how to use cultural diversity as a powerful resource for the benefit of all students.

This is an experiential, discussion-based, and workshop-oriented course appropriate for all GSE master's and doctoral students, allowing everyone a maximum of active participation with an emphasis on creative thinking and sharing personal experiences. The final projects are open to student interests and offer opportunities for exploring the implications of this work for teaching, leading, counseling, and researching.

LAI 568 - Learning Theories Music Ed

A theoretical presentation of how current learning theories specifically apply to music. The interaction of particular types of musical understandings and aspects of the nature of individual differences with learning theories is stressed.

LAI 569 - Introduction to Research in Music Education

Participants will develop beginning level abilities to design a research project; search for, summarize and critique research reports; and apply research-based techniques to teaching problems. In preparation for writing their final project, they will develop a proposal by surveying literature and research in music education; compiling a preliminary bibliography, and conducting intensive and extensive library study of one area in music education in order to define the specific problem of their final project. Emphasis will be on building individual capacity for updating professional research knowledge and using research-based techniques in teaching.

LAI 571 - Issues of Early Childhood Special Ed

This course examines the role of history, federal and state laws, assessment and evaluation issues, the role of the family, and curriculum and environmental factors that affect the development of the young children (birth-grade 2) with special needs. In addition to exploring the role of including young children with special needs in ECE programs, this course will discuss the individualized family service plan, the individualized education program, empirically validated instructional strategies, and appropriate curriculum modifications.

LAI 572 - Introduction to the Exceptional Learner

The purpose of this course is to aid in understanding diversity by providing a broad overview of special education, including its historical roots, general characteristics and needs of children with disabilities, and effective teaching practices. Students will learn skills enabling them to (1) identify characteristics and strengths of students with disabilities and special needs, (2) identify appropriate instructional modifications for students with disabilities and those at risk for failure, (3) identify or develop appropriate assessment techniques for students with diverse learning needs, (4) identify appropriate classroom management techniques for students with disabilities and special needs, and (5) collaborate with others to educate students with disabilities and special needs.

LAI 573 - Identification and Treatment of Learning Disabilities

This master's level course focuses on dominant practices and procedures in the identification of learning disabilities. It will prepare teachers to offer direct and indirect services to students with learning disabilities. Participants will be provided with techniques designed to enhance academic performance, classroom behavior, and social acceptance of students with learning disabilities. Topics will include identification, individualized planning (including writing and implementing IEPs), instruction, assessment, behavior management, and professional collaboration.

LAI 574 - Teaching the Exceptional Learner in the Regular Education Classroom

The purpose of this course is to aid in understanding diversity by preparing teachers to offer direct and indirect services to students within the full range of disabilities and special health-care needs in inclusive environments. Students will be provided with techniques designed to enhance academic performance, classroom behavior, and social acceptance for students with disabilities and special needs. Students will learn skills enabling them to (1) differentiate and individualize instruction for students with disabilities and special needs, (2) become familiar with instructional and assistive technologies, (3) implement multiple research-validated instructional strategies, (4) formally and informally assess learning of diverse students, (5) manage classroom behavior of students with disabilities and special needs, and (6) collaborate with others and resolve conflicts to educate students with disabilities and special needs.

LAI 575 - Seminar in Informal Science Education

This course will review current research on informal science education. Learning theories and methods pertaining to informal science education settings, such as museums, nature preserves, zoos, TV, popular science magazine, etc. will be discussed. Assessment techniques applicable to learning in informal science education settings, as well as resources and exemplary informal science learning programs will be reviewed. The interaction between formal and informal science education will also be discussed.

LAI 576 - Literacy and Technology

Examines the connection between technology and the teaching of literacy; integration of technology into literacy curriculum.

LAI 579 - ESL Literacy/Focus Reading

Focus upon Theory, Research and Practice in the "Teaching of Reading" The focus of this course is theory, research and practice in the teaching of reading to adolescent and adult non-native speakers of English. Topics of the course are: 1) models of reading in first and second language; 2) theoretical issues in first and second language reading; 3) developing literacy by combining the teaching/learning of all four skills--listening, speaking, reading and writing; 4) methodologies of teaching reading in a Variety of ESL contexts; 5) embedding literature in reading classes; 6) critical literacy; 7) assessment of literacy including standards, and computers and reading.

LAI 580 - Literature for Young Adults

The purpose of Literature for Young Adults is to read, study, and respond to a variety of literature for young adults in a variety of ways. Genres studied include historical fiction, contemporary realistic fiction, autobiography/memoir, short stories, science fiction, and fantasy. Multicultural literature is also studied to examine critical literacy, as well as sociocultural/sociohistorical, stereotypes, and gender. Censorship concerns, issues, and queries, and the influence challenged, banned, or censored books have on pedagogy and learning is examined.

LAI 581 - Linguistics for L2 Education

What are the building blocks of language? What factors affect the learning of second languages: What are stress and intonation and how does their use affect communication in various languages? Is written language superior to spoken language? What exactly is a standard language? How does use of metaphor vary cross-linguistically? Why doesn't everyone successfully learn a second language? These and many other questions are the topic of discussion in this course. The purpose of this course is to provide pre-service second language teachers with a foundational understanding of the complex multifaceted system that we call language. Through lectures, discussions and problem solving, students will develop an understanding of the various components that constitute language:

• the sound system (phonetics and phonology)
• vocabulary and its component parts (morphology and the lexicon)
• the grammatical system and its organization (syntax)
• meaning (pragmatics and semantics)

In addition to studying the components of language, we will explore issues in first and second language learning and discuss some of the interesting ways in which languages, societies, and cultures interact. This course meets a requirement of all Ed.M. students in TESOL, foreign language education, and bilingual education. It is open to all other graduate students on a space available basis.

LAI 582 - Principles of Language Acquisition 1st and 2nd

This course will examine first and second language acquisition in order to understand the linguistic, psychological and social processes that underlie their learning and use. Goals include introducing major second language research techniques, comparing significant theories of language acquisition, understanding the development of and analyzing learner language, linking research to classroom practice, and reflecting on the effectiveness of classroom practice in the light of current research.

LAI 583 - Classroom Muscianship & Materials

Research-based theoretical framework for teaching classroom music PreK-12; techniques and experiences employed to implement the sequential development of musical concepts and skills based on NYS Learning Standards in the Arts; activities and teaching materials related to the musical development of the child; related observations in the schools.

LAI 584 - Instrumental Muscianship & Materials

The purpose of this course is to involve the student with the basic pedagogical, NY Standards-oriented curriculum construction, leadership, and program administration problems faced by entry-level school choral and instrumental music teachers, and to assist him/her in identifying, drafting and experimenting with professionally successful solutions to these problems.

LAI 585 - L2 Literacy/Focus Writing

The focus of this course is theory, research, and practice in teaching writing to adolescent and adult non-native speakers of English. Topics of the course include: (1) theoretical issues in first and second language writing; (2) developing literacy by combining learning/teaching of all four skills--listening, speaking, reading and writing; (3) methodologies of teaching writing; (4) writing strategies; (5) computers and writing; and (6) developing writing to meet the standards.

LAI 586 - Research and Evaluation in Bilingual and L2 Education

This course presents an introduction to research and evaluation in bilingual and second language education. It focuses on the analysis of selected research and evaluation topics within the context of bilingual education. The first part of the course includes topics to facilitate the understanding of the research process and its components. The research topics are analyzed within the overall context of a frame-work for a research-based journal article. The scientific method serves as a natural vehicle for organizing the research information. The second part of the course focuses on evaluation studies of bilingual education. The evaluation studies include the review and assessment of the methodology of data collection of two major studies to evaluate bilingual education programs such as: The National Longitudinal Study of the Evaluation of the Effectiveness of Services for Language-Minority Limited-English Proficient Students and The Longitudinal Study of Immersion Strategy, Early-exit and Late-exit Transitional Bilingual Education Programs for Language Minority Children.

LAI 587 - Methods in ESL Through Content Areas

This course focuses on the analysis of topics on teaching English as a second language through the content areas. Topics include theories and frameworks which explain the relationship between content teaching, cognition and language learning. Emphasis is given to instructional strategies used to teach ESL through mathematics, science and social studies to LEP students. Students complete a unit with lesson plans that include objectives and hands-on-activities designed to teach and assess English acquisition and content learning. A field-based project about teaching ESL integrated with a content area and based on both, a NYS content area curriculum and the Regents Learning Standards, is also required.

LAI 588 - Methods in Bilingual Education

This course focuses on theoretical frameworks and hands-on experiences for teaching subject areas to students in programs which use two languages for instruction. Conceptual frameworks, techniques and processes for teaching second language learners at the elementary school level are discussed. It examines the relationship between language acquisition and learning content areas. Students will complete a school based project to integrate teaching science or mathematics and language acquisition to bilingual and limited English proficient students. The central point of the course is the use of the native language for instructional purposes.

LAI 591 - Teaching English as a Second Language: Materials and Methods

This course is designed to introduce current principles of English language teaching practice and associated materials to pre-service teachers who want to teach English as a second or foreign language to young adults and adults. I believe that teachers learn best when they are able to experience and reflect upon the pedagogical approaches and underlying principles that they read about. In this course students are first asked to read books and articles which describe current theories and approaches to teaching ESL. The information gathered through readings is then reflectively examined through a variety of contexts, for example:

• focused classroom observations of adult level ESL classrooms,
• lesson planning,
• in class peer micro-teaching,
• materials evaluation,
• experiential workshops,
• class discussions, and
• guided self-observation of videotaped micro-teaching.

Many practical and reflective activities are used in this course with the aim of assisting pre-service teachers in the task of connecting pedagogical theory to actual practice.The following topics will be included in the course content: understanding learners needs, roles of the teacher, overview of past approaches and methods, classroom management and planning, teaching the four main language skills/processes (listening, speaking, reading, writing), integration of skills and content, and vocabulary learning and teaching. This is a required course for all non-certification track master's students in the TESOL program. It is open to students from other programs on a space available basis.

LAI 592 - Foundations of Bilingual Education: Theory, Policies, and Practices

This course covers key concepts that are the foundation and heart of bilingual education in the U.S.A. The first part of the course focuses on a review of historical, philosophical, and legal bases of education in general, and of the education of minority language, bilingual and limited-English proficient students in specific. The second part of the course reviews current research findings and theories that demonstrate the relationship between culture, cognition, and second language acquisition. The third part of the course emphasizes the importance of productive relationships among the school, home and community, and the understanding of the concept of diversity.

LAI 594 - Pedagogical Grammar of English

This course provides a knowledge of the history and grammar of the English language and explores a variety of approaches to teaching grammar to ESL/EFL students. The major propositional and discourse level structures of English will be reviewed to understand their function in creating coherence. Students will develop skill at analyzing both the form and function of structures in the English language and will practice contextualizing grammar within content based or communicative approaches.

LAI 595 - Supervised Teaching II

This course provides supervised, full-time practice in applying the skills and knowledge learned earlier in the program. Students spend six weeks in their second student teaching placement. Following the school calendar and this structured (3-phase) practicum student teachers gradually assume the responsibilities of a teacher. Students are placed either in an urban or suburban/rural school in a situation consistent with the level(s) and subject field(s) of their certificates and in a setting complementary with the setting of their first placements in the co-requisite course (LAI 668). They work with New York certified teachers in the schools assigned and are mentored by a student teaching supervisor from the university. In a further co-requisite course (LAI 674) the students meet weekly to discuss their experiences and to learn additional content related to professional teaching. Prerequisite: Admission to the Teacher Education Institute and Permission of Instructor.

Prerequisite(s): Co-requisites: LAI 674 and LAI 668.

LAI 596 - Advanced Methods for Teaching LOTE

Participants will examine their current practices, share those experiences with others, expand their repertoire of methods and techniques, and reflect on the effectiveness of the new approaches. Results of research from studies in second language acquisition will be referred to when applicable. Other topics will include but are not limited to: meeting State and National Standards for LOTE, administering NYS proficiency tests, the use of technology in language teaching, experiential learning, using stories and children's literature, games, content-based instruction, and multiple intelligences.

LAI 597 - Role of the Literacy Specialist

Examines the role of the literacy specialist in varied classroom and clinical settings; emphasis on organizing and developing literacy programs; communicating information about literacy assessment and instruction to parents, teachers, administrators, and students.

LAI 599 - Technology and Curriculum Integration

This class is designed to answer the following questions:

• How can technology be used in the classroom?
• Will using technology enable students/teachers to do something that they could not do before?
• Will the use of technology enable students/teachers to do something that they could do before but can do better (differently) now?
• How do we answer educators' concerns about its use?
• When is the use of technology an appropriate and effective use of tools?

LAI 600 - Elementary School Curriculum Integration and Assessment

An overview of the elementary school program: historical development, significant research, curriculum organization and current trends in elementary curriculum. This course will also cover formal and informal assessment including standardized assessments, state assessments, and classroom based alternative assessments.

LAI 603 - Developing Curricula for Emerging Adolescents

Focuses on 3 areas: (1) differences of young adolescents as learners from children and older adolescents; (2) the physical, social, emotional, and intellectual characteristics of young adolescents as learners; and, (3) implications of those characteristics for developing effective middle-level school curricula and school practice.

LAI 606 - Curricular and Instructional Foundations of Music Education

A study of the current role and practice of music education considered in historical, philosophical, psychological and sociological perspective. During the semester, students will develop professional rationales for broadly used music education practices that involve information derived from relevant historical, psychological, sociological and philosophical research; analyze and critique music education programs, practices, curriculums and policies such as National Voluntary Music Standards and the New York State Standards for Music Education. Students will write an extended paper that reviews and critiques a broad area of practice in music education and recommends policy alternatives.

LAI 608 - Supervision Improvement of Instruction

Focus is on 4 areas: (1) the changing conceptions of supervision and how they lead to its current perspective; (2) the issue of whether any significant differences do or should exist among supervisory roles focusing on early childhood, elementary, middle level, and high schools; (3) the variety of roles and personnel currently embodied by comprehensive perspectives of supervision; and (4) specific models for supervision of classroom practice, comprehensive school reform and improvement, and effective program implementation.

LAI 610 - Supervision Music Learning Programs

Nature and scope of music supervision; supervisory relationships, procedures, and techniques; guiding educational change in PreK-12 music; organization and administration of music programs; development of evaluative criteria for improving music, teaching and learning.

LAI 612 - School, Community and Society

This course focuses on the school lives of children within the nested contexts of families, schools, communities, and society. In that light, issues of communication, language and cultural diversity, and relationships among a wide range of stakeholders, including parents, are explored in a range of social contexts.

LAI 613 - Curriculum Research

Designed for those interested in studying curriculum processes and outcomes in order to improve curriculum policy and practice, this doctoral seminar involves students in both analyzing existing curriculum research and designing their own curriculum research project in an area of personal interest. Different perspectives on curriculum research, its use and usefulness are considered.

LAI 615 - Curriculum Theory

Traditionally, "curriculum theory" has meant examination of history of curriculum, differing conceptions of and approaches to curriculum and its making, and purposes curriculum could and should serve. For example, what is curriculum anyway? A policy statement or document? A state syllabus, subject area framework, or course guide? Unity and daily plans? The interaction of teacher, students, ideas, and materials in a particular setting? Something else altogether? What difference does it make? These are some of the issues we'll be considering in this doctoral seminar.

LAI 618 - Teaching of Mathematics in Grades 5–12

Transitioning from role of student to teacher drawing upon students' experiences and attitudes as learners to confront a wide range of problems related to mathematics instruction. Developing an understanding of national and state standards for mathematics education.

LAI 622 - Research in Social Studies Education

Aimed at advanced graduate students, LAI 622 explores a range of issues around and approaches to research in social studies education. The issues focus on questions of what constitutes "research," what research can (and can not) tell us about teaching and learning, and how theory, research, and classroom practice interact. In addition, we look at several approaches to research including experimental, survey, ethnographic, and action research. We explore these issues and approaches through a wide range of readings that cover both methods of doing research and published studies.

LAI 624 - Research Practicum in English Education

An advanced course in research methods in English education; participation in the research of program advisiors; students develop research proposals and conduct studies; at the dissertation stage, students may use the course for continuous feedback on research and reporting problems. May be repeated once for credit.

Prerequisite(s): LAI 623; permission of instructor.

LAI 625 - Discourse Analysis Research (Qualitative)

Almost everything that goes on in classrooms is prompted, shaped, and expressed by language, and the analysis of classroom discourse has become an important tool in educational research. This course examines discourse analysis as a research method and teaches techniques of discourse transcription and analysis for use in qualitative research. The course reviews theories of discourse and focuses on key concepts and methods for analyzing discourses. Assignments include responses to readings, transcriptions of audio taped or videotaped discourses and analyses of discourses such as small-group discussions, classroom scenes, in-depth interviews, and naturally occurring conversations.

LAI 626 - Advanced Qualitative Research Field Methods

This course is experiential, providing students the opportunity to conduct a qualitative study in education on a topic of their choice and to better understand the assumptions of theory, method, and analysis guiding their research choices. Students will propose and engage in one type of qualitative research, typically a microethnography, case study, grounded theory study, or phenomenological study. Because students will have taken at least one other course in qualitative research (course prerequisite), our purpose will be to use that knowledge in a practical, supported way and to locate one’s work within the research traditions and paradigms of the field. The class will function as a working research group which allows students to bring problematic issues from their own ongoing research projects to discussion. Our readings will focus on issues involved in the interconnected processes of framing a study, writing a proposal, considering ethical and political issues, collecting data, analyzing and interpreting data, and writing and presenting research for varied purposes.

LAI 630 - Doctoral Seminar in Appraisal

This course focuses on issues in special education appraisal practices from four perspectives: (1) policy considerations; (2) theoretical considerations; (3) practical considerations; and (4) non-traditional testing approaches. Participants will critically analyze current assessment practices for a theoretical basis and empirical support.

Prerequisite(s): Permission of instructor.

LAI 631 - Doctoral Seminar in Special Education: Curriculum and Instruction

This doctoral level course focuses on curriculum design, development and evaluation, including consideration of the standards for learning presented by the NY State Education Department, the National Science Foundation, and the National Council for Teachers of Mathematics. Participants will also have the opportunity to review popular instructional methods across a variety of academic domains and evaluate the database supporting their use for learners with special needs. Methods to be examined include Direct Instruction, constructivist based approaches, peer mediated instruction, whole language, and learning strategies.

Prerequisite(s): Permission of instructor

LAI 636 - Theories Learning and Behavior

This doctoral course will focus on the analysis of the theoretical and research bases of educational intervention programs designed to support the academic learning and social development of children with disabilities. Various theoretical approaches will be discussed including: psychoanalytic, psychoeducational, humanistic, ecological, and behavioral.

Prerequisite(s): Permission of instructor

LAI 637 - Research in Science Education

This course is designed to develop doctoral students' background for analyzing, planning and conducting research. Advanced master's degree students who have completed LAI 531, LAI 533, and LAI 534 (the master's degree "core"). The Research Seminar can be "repeated for credit". Four separate sections of 637 have been developed and offered:A. Research Literature in Science Education, B. A New Paradigm for Instruction: Constructivism, C. Performance Assessment in Science, D. Inquiry and Problem Solving in the Science Classroom. In each of these sections, students will produce a set of projects, to include: 1.) An annotated bibliography, 2.) A review of related research for researchers, 3.) A review of related research for teachers, and 4.) a mini-proposal for research in this field.

LAI 638 - Research on Mentoring (with Mentoring Institute embedded)

This course is an unusual opportunity for doctoral students and school district educators with mentoring responsibilities or an interest in becoming a mentor to become knowledgeable about what we know about the role of mentoring/induction of teachers as a promising means for authentic school reform. The course will be conducted in two parts. Part I focuses on the research base tracing the role of induction over the past 20 years with an emphasis on a critical understanding of the role induction plays in not only teacher retention, but also in school change.

Part II of the course entails participating in the Summer Teacher Mentoring Institute. The Mentoring Institute is designed as a practicum for new and continuing mentor teachers and teacher educators interested in issues related to ongoing professional development. The Institute focuses on identified components of successful national mentoring programs with a particular emphasis on helping new teachers engage in reflective practice and foster student learning in demanding situations. The Institute framework is grounded in a view of induction as part of the continuum of life-long professional development, for both mentors and early career teachers.

This course is the recommended entry experience for those who want to enroll in the Advanced Certificate in Mentoring, a New York State credential. The Certificate is a 16 credit-hour post-master’s experience that can stand alone or (with academic advisor permission) be embedded into a doctoral program.

For further information, please contact Dr. Suzanne Miller:
smiller@buffalo.edu
(716) 645-2455, ext. 1122
568 Baldy Hall

Link

http://www.gse.buffalo.edu/programs/advanced/mentoring

LAI 639 - History and Philosophy of Science Teachers

Students in this course will develop a sense of the history and nature of science by reading primary historical and philosophical sources (e.g. Aristotle, Darwin, Galileo, Newton; Kuhn, Popper) and writing descriptively and analytically about their work (in support of NYSED English/Language Arts Standards). Students will also seek information that will allow them to prepare timelines that show temporal relations among these human activities: use of materials (stone & bone, ceramics, metals, polymers, semiconductors), power sources (animal, fire, water, wind, fossil fuels, chemical, electrical and nuclear energy), development of scientific thinking (perception & order, logic, experimentation, mathematization, hypothesis testing), milestones in scientific understanding, and development of the instruments of science. The course will also explore ways to connect and integrate historical and philosophical issues with science instruction and to reflect the diverse backgrounds of contributors to science.

LAI 643 - School Mathematics from an Advanced Standpoint I (Number Theory and Algebra)

Developing a deeper knowledge and understanding of school mathematics related to number theory and algebra; focus on mathematical content including real numbers, divisibility, primes, algebraic structures, and functions.

LAI 644 - School Mathematics from an Advanced Standpoint II (Geometry)

Developing a deeper knowledge and understanding of school mathematics related to geometry and spatial visualization; focus on geometric content including congruence, measurement, constructions, similarity, and coordinate geometry.

LAI 649 - Foundations of Early Childhood Education: Cognitive Theory I

How do young children think? How do they learn? Even teachers who do not base their instruction on answers to these questions base what they do (and avoid doing) with young children on one or more theories. Sometimes, these theories can be confused or contradictory. Even those who know something about the theories-of Piaget, Vygotsky and other theorists and researchers from constructivism, social constructivism, cognitive science, and other perspectives-will enjoy reading and discussing the original authors and sources in this series of two doctoral seminars. In these courses, we seek to develop knowledge of those aspects of cognitive theories and research that underlie early childhood education. We include theories and research regarding the implementation of these theories in specific early childhood programs. The goal is for each of us to construct a personal "creative synthesis" integrating this broad base of knowledge.

LAI 650 - Foundations of Early Childhood Education: Cognitive Theory II

This course is a continuation of LAI 649.

Prerequisite(s): LAI 649 and permission of instructor.

LAI 653 - Special Problems in Literacy

Topics vary; examines theory, research, and practice in areas of special concern in literacy.

LAI 657/658 - Analysis if Research I; Analysis of Research II

A two-semester sequence for doctoral students in LAI or related areas; examination of eight research paradigms (experimental/quasi experimental, correlational description, evaluation and assessment, historical, research criticism, reviews of research and reading and reading theory) for purposes of (1) identifying and constructing significant research problems; and (2) comprehending, summarizing, evaluating, and synthesizing research published in reading, learning and instruction.

Prerequisite(s): LAI 657 for 658.

LAI 661 - Research Seminar in Early Childhood Education

This doctoral level class is designed to develop leaders in the field of Early Childhood Education and related fields such as Elementary Education and Bilingual Education. Leaders are known because of their content competence as well as their ability to conduct and share quality research in professional forums. This leadership class is, therefore, perceived as a forum for sharing professional issues/concerns relating to research in Early Childhood Education. Students will leave this course conversant in salient research in the field of early education as well as ideas for needed research. In addition, we will explore the nuts and bolts of publishing research. Each student will also leave this class with a publishable manuscript.

Prerequisite(s): Permission of Instructor Required

Link

http://www.acsu.buffalo.edu/~jhoot/

LAI 669 - Qualitative Tech for Education

Designed for doctoral and advanced master's students, this course offers an introduction to qualitative research methods in the field of education. The purposes of LAI 669 are three-fold. One purpose is to understand something of qualitative research. This means looking at the conceptual roots, assumptions, and methodologies of qualitative research both by itself and in relation to quantitative approaches. A second purpose is to locate our work in educational settings. We do this because, while qualitative research is not restricted to schools and classrooms, those sites are increasing viewed as ripe for qualitative analysis. The third purpose is to provide opportunities to "do" some qualitative work. In-class and out-of-class activities are designed to provide students with real occasions to apply their theoretical learning.

LAI 681 - Understanding/Teaching Second Language Culture

This course prepares teachers to: 1) research and understand cultural differences in human behavior, 2) comprehend how members of different cultures might better understand one another, 3) better understand how individuals learn to communicate with people from other cultures and, 4) help students learn about their target language cultures. Topics include but are not limited to: definitions of and goals in learning about culture; developing intercultural sensitivity and skills in intercultural communication; the interplay between language and culture; nonverbal communication; and perspectives from selected target cultures. Students will examine multicultural perspectives and notions of shared values and traditions in conjunction with the Social Studies standards.

LAI 682 - Assessing Second Language Proficiency

Focuses on fundamental issues and current trends in language testing and assessment; and addresses the need to relate language teaching and language testing. Topics included are traditional and alternative methods of language assessment; development of classroom-based assessment tools, item writing, test administration and scoring; factors that affect performance on language tests; test score interpretation; and test evaluation.

LAI 690 - Teaching Reading and Spanish Language Arts

This course discusses key theoretical concepts in the fields of reading and language arts in Spanish. It presents practical applications of teaching reading and Spanish language arts to native Spanish speakers within the context of bilingual education in the United States.

LAI 694 - Instructional Strategies All-Grades Teachers

This course is designed for pre-service students in all-grades initial certification fields (English as a Second Language, Music, Library Media Specialist, etc). The course emphasizes contemporary practice and basic instructional strategies. Graduate students' reports and term papers are expected to emphasize research as well as theoretical grounding for instructional practices. Special modules in teaching English language learners, culturally diverse students, and special learners will be part of the course. Admission to the Teacher Education Institute and an appropriate UB graduate degree program are required. This course introduces students to current, general professional instructional practices including the following, and assists students to interpret them within the various levels of K-12 education:

• Classroom management, organization, safety
• Diversity as a teaching resource
• Inclusion of students with special needs
• Instruction and assessment variations for English language learners
• Lesson planning and preparation, alignment with NYS standards
• Classroom procedures related to assessment
• Well-known, practice-and research-based teaching systems
• Self-and peer evaluation of teaching
• Successful interaction with parents
• Roles of and interaction with various members of the school-based professional staff
• And skilled, balanced integration of digital technology with other instructional resources

Several research-validated instructional strategies are reinforced, including those that support constructivist approaches to classroom organization and student learning, and instructional applications of diversity in American classrooms.

LAI 698/418 - Instructional Strategies in Secondary Schools

This course is designed for pre-service teachers in adolescence certification fields. The course emphasizes contemporary practice and basic instructional strategies. Graduate students' reports and term papers are expected to emphasize research as well as theoretical grounding for instructional practices. Special modules in teaching English language learners, cultural diverse students, and special learners will be part of the course. Admission to the Teacher Education Institute program and an appropriate UB graduate degree program are required. This course introduces students to current, general professional instructional practices including the following, and assists students to interpret them within the various levels of adolescence education:

• Classroom management, organization, safety
• Diversity as a teaching resource
• Inclusion of students with special needs
• Instruction and assessment variations for English language learners
• Lesson planning and preparation, alignment with NYS standards
• Classroom procedures related to assessment
• Well-known, practice-and research-based teaching systems
• Self-and peer evaluation of teaching
• Successful interaction with parents
• Roles of and interaction with various members of the school-based professional staff
• And skilled, balanced integration of digital technology with other instructional resources

Several research-validated instructional strategies are reinforced, including those that support constructivist approaches to classroom organization and student learning, and instructional applications of diversity in American classrooms.

Library and Information Studiesback to top

LIS 501, 502, 503, and 504 Special Topics

Courses offered on a topic of current interest. Recent examples have included: System Administration: Unix, Linux, & Web Servers and Web Design and Information Management.

Credits: (1-3)

LIS 505 Introduction to Library and Information Studies

Semester: Summer, Fall, Spring

An introduction to the library and information science profession covering historical and philosophical foundations of library and information studies, an overview of the professional setting including types of libraries and information centers and professional organizations, and an introduction to library literature and research and current issues in library and information studies. The course will orient students to the LIS program so they will be able to develop their individual educational objectives.  Newly admitted MLS students must take this course in their first enrollment period.

Credits: (3)

LIS 506 Introduction to Information Technology

Semester: Summer, Fall, Spring

This course will introduce students to the foundational vocabulary, concepts, and practices for the use of information technology in libraries and information centers.  Topics will include information storage and retrieval, networking, systems analysis, computing standards, and emerging technologies.  LIS 506 should be taken as the second course in sequence in the MLS program.

Credits: (3)

LIS 509 Introduction to Archives Management

The course covers all aspects of managing an archives including the principles of arrangement, description, acquisition, and appraisal of archival records. Preservation and conservation of archival materials and establishment of research services for archival records will also be covered.

Credits: (3)

LIS 510 Law Library Administration

This course will examine the history of legal information and law libraries, the types of law libraries, the role of the law librarian in the larger organization, planning and budgeting processes, human resources, reporting and management structures, issues and trends in law library services, and the functions of professional associations. Regular, on-time attendance, active in-class participation and group participation, presentations, and course assignments will be used to determine the final grade. Assignments include both individual and group class presentations and either (1) a publishable-quality research paper on a current issue in law librarianship, or (2) a practical law library management project. Cooperative group work, role-playing, and simulations will form a substantial component of the course.

Credits: (3)

LIS 511 Materials of Legal Practice

A detailed walk-through of the litigation process from assessment of remedies to appeal; emphasis is on terminology, procedural stages, and fundamental values of the system. Upwards of 40 secondary legal sources are discussed in context and used for hands-on exercises. Readings consist of cases and journal articles. For those interested in law librarianship (especially reference work) and also for those who are interested in how the courts go about their business.

Credits: (3)

LIS 512 Legal Information Sources

Introduces students to basic legal research in primary federal and state law, with an overview of the American legal system. While New York is used for most of the state law examples, the skills acquired transfer to the primary law of other states.

Credits: (3)

LIS 513 Records Management

The course will deal with the management of records from the points of creation, active use, inactive use and destruction or preservation as archival records having research value. The course will also focus on various technologies to manage records and information such as micrographic and imaging systems, and use of Internet to increase access to government information.

Credits: (3)

LIS 514 Indexing and Surrogation

Covers principles and practical methods of document representation such as abstracting, indexing, and thesaurus construction. Topics include pre- and post- coordinate indexing, concept analysis, and vocabulary control. Student work focuses on construction and evaluation of indexes and thesauri. Examines the effects of indexing practices on information storage and retrieval and the impact and implications of advancing technologies.

Credits: (3)

LIS 515 Information Sources and Services in the Sciences

Examination and evaluation of resources in astronomy, biology, chemistry, engineering, geology, mathematics, physics, and other related areas. Includes an appraisal of the patterns of communication and research in the fields covered. Background in science is not required.

Prerequisite(s): LIS 518 or equivalent.

Credits: (3)

LIS 516 Information Sources and Services in the Social Sciences

Examination and evaluation of resources in anthropology, economics, education, geography, history, political science, psychology, sociology and related fields. Includes an appraisal of patterns of communication and research in the fields covered.

Prerequisite(s): LIS 518 or equivalent.

Credits: (3)

LIS 517 Information Sources and Services in the Humanities

Examination and evaluation of resources in art, drama, literature, music, philosophy, religion, and related areas. Includes an appraisal of the patterns of communication and research in the fields covered.

Prerequisite(s): LIS 518 or equivalent.

Credits: (3)

LIS 518 Reference Sources and Services

Semester: Summer, Fall, Spring

A study of the evaluation, selection, and use of general reference sources by type of material, including an analysis of search strategy.  Source types include dictionaries, almanacs, indexes, abstracts, directories, encyclopedias, government documents, and the Internet.  Also includes a survey of reference policies and services, including services and resources for people with special needs.  If possible, this should be taken as the third course in sequence in the MLS program.

Credits: (3)

LIS 519 Selection, Acquisition and Management of Non-Book Materials

An examination of the various aspects of selection, acquisition, management and preservation of non-book materials in libraries.  Includes:  archival and local history resources; audio recordings; film and video formats; maps; microforms; models, pictures, reproductions, and art originals; CD-Roms and multi-media computer software; formats which meet the needs of patrons, students, and staff with special needs; and relevant developments in communications technology.

Credits: (3)

LIS 520 Business Information Sources

A study of sources of business information in accounting, business law, consumer information, finance, industry, international business, job information, management, marketing, small business, taxation and related areas.  Also covers: forms of business organization, uses and users of business information and the role and function of a business library or information center.

Prerequisite(s): LIS 518 or equivalent

Credits: (3)

LIS 522 International Publishing and Bibliography

Provides an analysis of how publishing works in the United States and in a comparative and international framework.  The role of book and journal publishing in the knowledge distribution systems of the US and other countries is covered.  An analysis is given on how decisions are made in publishing, including the economics of publishing.  The relationship between publishing and libraries is also discussed with attention given to the new electronic environment.

Credits: (3)

LIS 523 User Education

Principles and theories of providing instruction in library use with emphasis on designing instructional sessions using technology, improving teaching skills and evaluating bibliographic instruction materials.  Includes teaching sessions and evaluation by students.  Emphasis is on instruction in academic libraries with attention also given to school media centers and public libraries.

Credits: (3)

LIS 524 School Media Center Field Experience

Semester: Fall, Spring and Summer

Students complete 50 hours of field experience in elementary and secondary school media centers, including those in high-need schools and those that serve students with special needs. Students are required to document their field experiences and make reflective written responses relating to their observations and participation activities. Attendance is required at two on-campus seminars. This course is to be taken by school library media students during their first 12 credit hours of enrollment.

Credits: (3)

LIS 525 School Media Center Practicum

Semester: Fall, Spring and Summer

With the approval of the instructor, students are placed in school media centers where the media specialist has been certified for at least three years. Two 20-day practicum experiences, one at the elementary level and one at the secondary, are supervised by a school media specialist and a member of the DLIS faculty. Attendance at two on-campus seminars and the completion of a professional portfolio are required. Students may take this course for 1, 2 or 3 credits per semester, but all three credits must be completed: LIS 525E (elementary practicum); LIS 525S (secondary practicum); and LIS 525P (portfolio).

Prerequisite(s): LIS 524, LIS 532, LIS 585 and the General Pedagogical Core Requirements. Permission of the instructor is required.

Credits: (3)

LIS 526 Practicum

Semester: Summer, Fall, and Spring

Supervised field experience in an area of library or information service selected on the basis of the student's interest. Provides an opportunity for the student to practice and observe in a real working situation under the supervision of a practicing information specialist and a faculty member of LIS. One credit hour is given for each 40 hours of field experience.

Prerequisite(s): Completion of at least 12 credit hours toward the MLS degree.

Credits: (1-3)

LIS 527 Special Projects

Semester: Summer, Fall, and Spring

Offers students the opportunity to work on special problems and ad hoc projects in area libraries and other information agencies.

Prerequisite(s): Completion of at least 12 credit hours toward the MLS degree.

Credits: (1-3)

LIS 531 Marketing of Information Services

Covers research, public relations and the design and use of services.  Theoretical, practical and research results from organization-centered and community-centered perspectives will be examined and applied.  Field observations, productions and analysis will be used extensively.

Credits: (3)

LIS 532 Curriculum Role of the Media Specialist

Examines the curriculum role of the school library media specialist and the media center program.  Focuses on the K-12 curriculum, New York State education standards, students with special needs, and educational trends. Includes techniques for collaboration, lesson planning, evaluation of curriculum materials, and classroom management.

Prerequisite(s): General Pedagogical Core Requirements

Credits: (3)

LIS 534 Resources and Services for Children

A study of children’s literature and other related media applicable to children. Includes an overview of the history of children’s literature, child development, and other factors that affect the selection and evaluation of children’s materials in public and school libraries.  Students will learn to evaluate and promote materials according to their various uses, both personal and curricular, and according to the needs of the individual child.

Credits: (3)

LIS 535 Resources and Services for Young Adults

A study of literature and other media produced for young adults. Includes an introduction to adolescent psychology, lifestyles, and interests and how these impact young adults and their reading/viewing habits.  Students will learn to evaluate and promote materials according to their various uses, both personal and curricular, and according to the needs of individual young adults.

Credits: (3)

LIS 536 Multicultural and Special Population Materials for Children and Young Adults

This course is designed to help students become aware of characteristics of various ethnic, religious, and special population groups; to evaluate multicultural and special population materials for children and young adults; and to learn how to effectively utilize the materials in library programming.

Credits: (3)

LIS 537 Storytelling

An exploration of storytelling with an emphasis on the place of storytelling in a library environment.  Students will learn how to select, learn, and tell stories.  The practical aspects will be contexualized by discussion and reading in theories of storytelling, the nature of story and its place in society.

Credits: (3)

LIS 542 Resources and Services for Adults

An introduction to the literature, history, principles, strategies and competencies of providing library service to adults as individuals and in groups; such as: readers of genre fiction; the independent learner; to populations of diverse cultural and ethnic backgrounds; older adults; educationally disadvantaged or less literate; occupational (business, labor, etc.); institutionalized, etc.  Examines the research based knowledge of adulthood and adult learning, the assessment of a community, elements of program planning, the diverse advisory roles of librarians—and their implications for the organization of informational, educational, and cultural programs and activities.

Credits: (3)

LI 559 Systems Administration– UNIX, Linux and Web Servers

This course is intended for those who wish to pursue careers as systems librarians or systems administrators, responsible for file servers and local networks, and for managing information for the Internet and the World Wide Web.  It promotes practical and conceptual understanding of client-server systems based on the UNIX family of operating systems, at both the end-user and systems administration levels.  Students will install and configure systems, manage user accounts, edit configuration tables and scripts, and install server software to provide library and archival information.

Credits: (3)

LIS 561 Information Systems Analysis and Design

Principles for analysis, development, evaluation, and selection of computer-based information systems in libraries and other information environments.  Includes seminar presentations based on individual research in information systems.

Prerequisite(s): LIS 506

Credits: (3)

LIS 562 Networking Technologies

This course covers the concepts of networking technologies with an emphasis on Local Area Networks (LANs), communication concepts, network architecture, wiring and connection methods, access and contention, data communication software and hardware, protocols, network management, client server and distributed information systems.  Included hands-on practice in setting up and managing a LAN.

Prerequisite(s): LIS 506

Credits: (3)

LIS 563 Digital Libraries

Digital libraries are defined as electronic libraries in which geographically scattered users access diverse repositories of electronic objects, including scientific, business, and government datasets, networked text, images, maps sounds, videos, merchandise catalogs, hypertext, hypermedia, and multimedia compositions. The course will cover professional issues related to digital libraries, technical aspects, tools for creation and use of digital products, and library and public policy.

Prerequisite(s): LIS 506

Credits: (3)

LIS 566 Digital Information Retrieval

Emphasis is twofold: the practical aspects of online bibliographic retrieval and its implications for the library and information profession.  Students develop skills in searching, with numerous laboratory assignments in bibliographic and full-text databases.  They also study issues of question negotiation, search strategy formulation and database evaluation.  Discussions, readings and some assignments require a consideration of the place of on-line retrieval in reference services and its impact on libraries and information centers, on the professionals who work in them, and on the people who use them, and on providing equal access to patrons with assistive technology needs.

Prerequisite(s): LIS 518

Credits: (3)

LIS 567 Government Information

This introduction to the Government Printing Office, Federal depository libraries, and government information production covers print and electronic sources, with practice in reference use and emphasis on U.S. Federal resources.

Credits: (3)

LIS 568 Computer Applications in the School Library Media Center

Covers the study of computer operations and uses in school library media centers, including the integration of computer applications in the instructional program and management of the school library media center. Students discuss the selection of computing hardware and software and the use of current and emerging technologies, including those for students with special needs. Technological issues, such as copyright and fair use, are emphasized.

Credits: (3)

LIS 569 Database Systems

Study of microcomputer-based data management techniques and systems, including evaluation of software packages, for the organization, manipulation, and retrieval of information.  Examination of relational database techniques such as sorting, searching, indexing, report generation, and data transfer using DBMS command language.  Projects include development of a working system.

Prerequisite(s): LIS 506

Credits: (3)

LIS 570 History of Libraries and Media

Development of libraries and information materials in their collections from earliest times to the present with emphasis on library growth in the United States during the last 100 years.  Current trends and problems are also examined from a historical perspective.

Credits: (3)

LIS 571 Organization and Control of Recorded Information I

Semester: Summer, Fall, Spring

Introduces students to cataloging and classification practices common in most American libraries and information centers.  Basic cataloging tools such as The Anglo-American Cataloging Rules, both the Library of Congress and the Dewey decimal classification schemes and the Sears and Library of Congress subject heading lists as well as the major automated source of catalog records, the OCLC system, are introduced.  Students will participate in practical exercises including OCLC searching and the preparation of catalog records including materials used by patrons with special needs.  They will also, however, consider more policy oriented and theoretical issues.  Emphasis will be on the adaptation of existing tools for the age of automated information retrieval.

Credits: (3)

LIS 574 Organization and Control of Recorded Information II

Provides in-depth study of the state-of-the-art bibliographic control methods.  The emphasis will be on the theoretical understanding and practical applications of the major codes for cataloging and classification, on history, and activities of bibliographic centers/utilities, and on networking and management of technical service operations.

Prerequisite(s): LIS 571

Credits: (3)

LIS 575 Introduction to Research Methods

Study of research, problem-solving, and evaluation of services in library, media and information environments.  Students will learn to identify and define problems requiring systematic analysis and to review, evaluate, synthesize, appreciate, and use existing reports of research.  Study includes librarianship and the philosophy of science, theory and hypothesis testing.  Problems include evaluation of circulation, effectiveness, collections and overlap, online services, budgeting allocation, status of librarians, salaries, citation analysis, bibliometrics.  Not a statistics course; background in mathematics and statistics is not required.

Credits: (3)

LIS 580 Intellectual Freedom

An examination of freedom as it relates to human thought and communication and the effect on library and information resources and services.  The effects of censorship, pressure tactics, cultural pluralism, personal bias and the effect on unrestricted access to materials.  Professional librarian and information specialist concerns are examined and practical applications of principle are discussed.

Credits: (3)

LIS 581 Management of Libraries and Information Agencies (3)

Semester: Summer, Fall, Spring

Management theory and practice applicable to varied information service agencies and to supervisory, middle, and top managers are explored through lecture, case studies, problem analysis, role playing, and course assignments. Includes an overview of equal employment guidelines and understanding diversity.   It is recommended that students defer LIS 581 until their final course work for better translation of management principles to work environments.

Prerequisite(s): LIS 505

Credits: (3)

LIS 583 Public Libraries

Surveys the growth of public libraries and examines their history, governance, organization, finance, services and role in contemporary society.  Special emphasis is placed on the development of public library systems and on the current problems and challenges facing public libraries.

Credits: (3)

LIS 584 Academic and Research Libraries

Covers academic libraries in all types of institutions:  community, 4-year, university, public, private, liberal arts, technical and research.  Includes topics in administration, budget, organization, personnel, planning, mission, objectives, networking, automation, collection development, standards, evaluation, and library buildings.

Credits: (3)

LIS 585 Management of School Library Media Centers

Examines the history of school libraries, roles of the school library media specialist, administrative support, national school library media standards, and school library systems. Focuses on the organization and management of school media centers, development of policies and procedures, services and programs for students and teachers, collection development, budgeting and grant writing, design of facilities, methods of evaluation, public relations, and professional development.

Prerequisite(s): LIS 524

Credits: (3)

LIS 586 Health Science Librarianship

Health science librarianship in hospital, university, and other medical environments.   Covers: resources and information services; selection and use of all types of materials; administration; cataloging; networks; and history of medicine collections.

Prerequisite(s): LIS 518

Credits: (3)

LIS 587 Collection Development

Investigates current and traditional approaches to collection development in libraries of all kinds.  Topics considered include:  philosophic and ethical foundations; strategies for defining community needs and collection goals; formulation of collection development policies; approaches to materials selection and acquisition; collection evaluation; problem materials and censorship; interlibrary cooperation, resource sharing, and document delivery systems; collection maintenance, preservation, and management; and impact of new technologies.

Credits: (3)

LIS 588 Music Librarianship I

Beginning with an overview of the history and literature of music librarianship and music libraries, the course addresses the materials of the music library: their selection, acquisition, and physical treatment.  Emphasis is placed on the cataloging, classification, and subject analysis of music, books about music, sound recordings, and related formats.  Emerging formats and bibliographic relationships also are explored.  An examination of public services in the music library addresses reference, bibliographic instruction, circulation policies, reserves, and outreach such as exhibits and concert series.  Music library equipment, renovation, and space planning are discussed the context of facilities.  Considerations of music library administration included the music library’s relationship to a larger institution, budgets and statistics, personnel, and development.  Careers in music librarianship and opportunities for professional development are also explored.

NOTE:  This course is intended for students in the Double Master's program in Music Librarianship.  This includes the MLS and Master's in Music History.  Write to LIS for special brochure describing the Double Master's program in Music Librarianship. 

Prerequisite(s): LIS 571, Music 618, permission of instructor

Credits: (3)

LIS 589 Music Librarianship II

This course consists of 120 hours of directed cataloging of music materials.

Prerequisite(s): LIS 571, Music 618, permission of instructor

Credits: (3)

LIS 598 Directed Study

Semester: Summer, Fall, and Spring

Offers an opportunity for a student to explore a topic of special interest under the supervision of a faculty member.

Prerequisite(s): Permission of Instructor

Credits: (1-6)

LIS 599 Master's Thesis

Semester: Summer, Fall, and Spring

Students may elect a thesis as part of their MLS requirement for 6 credit hours. Registration for six credit hours need not be made at one time. Ask in LIS office for further information.

Prerequisite(s): Permission of Instructor

Credits: (1-6)

Graduate School of Education

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