FALL 2023 BULLETIN

Course Descriptions

The following courses are offered only by the School of Professional Development.  

Course designators by program:

• • • Coaching: Courses begin with CEP
    • Educational Leadership: Courses begin with EDL. Curriculum aligns with the Professional Standards for Educational Leaders (PSEL) as indicated in parentheses.
    • Higher Education Administration: Courses begin with HEA
    • Human Resource Management: Courses with begin with HRM
    • Liberal Studies: Courses can be found throughout the list below;  core courses begin with LSF. If you would like to take a graduate course offered by another department, visit the Graduate Bulletin for course descriptions.
    • Teacher Certification Programs: Courses can be found throughout the list below. Check the description to see if a course applies to your program. Master's students who need graduate content courses offered by another department should visit the Graduate Bulletin for course descriptions. Combined bachelor's and master's students can find undergraduate courses in the Undergraduate Bulletin.
    • Teaching and Learning With Technology: Courses begin with CEI,  CEN, and EDT.

 

CEA 510 Printmaking Workshop

300441 ∙ 3 credits

Graduate studio in the theory and practice of printmaking. An advanced course stressing individual development as an artist.    

Prerequisite: Permission of department, 631.632.7250

CEA 518 Metal Casting

300452 ∙ 3 credits

An advanced studio course covering the production of and finishing of sculpture in cast bronze or aluminum, emphasizing mold making and foundry work. Course work enables students to develop sculptural ideas from concept to fruition and have the finished work, or portions of it, cast in the permanent material of bronze and/or aluminum. Various techniques and materials applicable to the production of cast metal sculpture using the lost wax method of casting will be explored throughout the semester including piece molds, rubber molds, investment molds and ceramic shell molds. While a coop purchasing system will be available to minimize material costs, a student should expect to invest funds that supports class activity (approx.: $100).

CEA 529 Music and the Brain

102113 ∙ 3 credits

This course will examine various issues and perspectives as they relate to how the brain processes music, and a discussion of amusic conditions that may occur as a result of traumatic brain injury.  The latest research in brain/music will be discussed and analyzed. Part of our studies will include a look at the anatomical and physiological elements of music processes and the function of related areas of the brain. This course is appropriate for anyone who is involved in the fields of education, music, psychology, or medicine or anyone with interest in music.

CEA 533 Special Topics in Art Studio Theory and Practice

100322 ∙ 3 credits

Semester supplements to this Bulletin contain specific description when course is offered. May be repeated as the topic changes.

CEA 535 Shakespeare in Love

100323 ∙ 3 credits

The film Shakespeare in Love found tremendous critical and popular success with its interweaving of romance, legend, biography, history, and literature. In order to understand how this film was created out of these existing materials, we will explore the movie's literary and historical background, beginning with the Renaissance plays and playwrights who figure in the story. Then we will turn to biography and history, including both recent scholarship and sources from Shakespeare's own time. Finally, we will examine the film and the ways in which history has been adapted to the contemporary screen. Additionally, we will compare the results to other modern Shakespearean adaptations.

CEA 542 Stony Brook Wind Ensemble

100719 ∙ 1 credits

Study and performance of repertory from the Baroque to Contemporary periods, encompassing an international array of composers including original wind ensemble works and orchestral transcriptions. An intermediate performance level is required. The Wind Ensemble performs a public concert each semester on the main stage of the Staller Fine Arts Center.

CEA 567 History of Jazz

300465 ∙ 3 credits

An exploration of the history of jazz music, both as a musical art and as a cultural phenomenon. Beginning with its roots in 19th century African-American musical practice through its present prominence throughout the world, the course will expose students to the broader cultural forces that led to the development, growth, and expansion of this music.

CEB 505 History of the Long Island Environment

300481 ∙ 3 credits

This course will examine the role history has played in determining the present Long Island environment. It will include discussions of marine, fresh water, and land communities on Long Island. Special emphasis will be placed on recognizing signs of past modifications.

CEB 533 The Science and Economics of Wine

300501 ∙ 3 credits

This course will describe all aspects of the world's continuing interest with wine: its history, botany, and microbiology; the science of wine making;  physiology of the palate; geography of wine regions, including soil and climatic considerations; the economics of the wine industry; and finally an inquiry into the question of what makes one wine great and another mediocre. The wine producing regions of the world will be surveyed, and the factors affecting quality and wine classification will be discussed. (formerly: Science and Romance of Wine)

CEB 546 Topics in Biotechnology

300509 ∙ 3 credits

An introduction to the field of biotechnology.  The course will survey the history of the development of genetic engineering, methodologies used in biotechnology, applications of biotechnology in medicine, agriculture and manufacturing, and the implications of these technologies for society.  Intended for the students in the MAT Science and MALS programs.   This course has an associated fee. Please see www.stonybrook.edu/course fees for more information.  

Offered Spring, 3 Credits, ABCF Grading

CEB 547 Topics in Genetics

300510 ∙ 3 credits

A survey of genetics organized around a particular topic, including gene regulation, developmental genetics, cancer genetics, epigenetics with emphasis on areas with emerging new insight.  The methodology used to study these areas will also be explored.  Intended for students in the MAT Biology and PhD Science Education programs.

Offered Fall, 3 Credits, ABCF Grading

CEB 548 Current Topics in Microbiology

300511 ∙ 3 credits

A survey of microbiology with an emphasis on microbial ecology, the role of microbes in the biosphere and the methodology used to explore these areas.  The course is organized around two resources available online: Unseen Life on Earth: An Introduction to Microbiology, which was produced by The American Society for Microbiology (http://www.learner.org/resources/series121.html) and the New York State core curriculum for The Living Environment (http://www.p12.nysed.gov/ciai/mst/sci/ls.html) .  Intended for the students in the MAT Science and MALS programs.   This course has an associated fee. Please see www.stonybrook.edu/course fees for more information.

CEB 550 Independent Study in Biology

100325 ∙ 6 credits

A research project or body of readings will be selected with an instructor. It is expected that participants will gain current information in a topic of interest with applicability to middle school or high school curriculum.

Prerequisite: Permission of instructor

CEB 553 Biology and Human Social and Sexual Behavior

100720 ∙ 3 credits

A biological theory of human uniqueness is presented and explored through the examination of empirical evidence from a mulitidisciplinary prospective including insights from ethnology, human social and sexual behavior, evolutionary biology, history, economics, the humanities and political science.

CEB 554 Current Topics in Immunology

101409 ∙ 3 credits

This is a comprehensive course in Immunology designed to be taught to secondary school teachers and it will address the new living environment curriculum standards for Immunology.  The proposed course will combine lectures in Immunology with practical laboratory exercises. Laboratory activities will be provided that can be modified for secondary school education.  Emphasis will be made on recent developments in Immunology and the essential role of the immune system in protection from infections and cancer. Concepts to be covered include how the immune system distinquishes self from non-self, how it handles various pathogens and why it sometimes fails.

Prerequisite: Matriculation in either MAT biology (TBIMT) or MALS  graduate programs (SPDMA/ZM).

CEB 556 Ecology

101989 ∙ 3 credits

An examination of the interactions of living organisms with their physical and biological environments.  Special attention is given to population dynamics and the interactions among organisms that determine the structure, function, and evolutionary development of biological communities.  In addition, teacher candidates will conduct an independent project consisting of either a research paper or development of an ecology laboratory for a secondary school science class.

Prerequisite: Matriculation in MAT in Biology

CEB 557 Forensic Science

102027 ∙ 3 credits

Forensic science is focused upon the application of scientific methods and techniques to crime and law.  In this course, scientific methods specifically relevant to crime detection and analysis will be presented.  Emphasis is placed upon understanding the science behind the techniques used in evaluating physical evidence. Science MAT students or permission of the instructor.

Science MAT Students - TBIMT, TESMT, TPHMT, TCHMT

CEB 563 Darwin in the 21st Century

306173 ∙ 3 credits

This course is an introduction to historical and theoretical aspects of evolutionary biology. The implications of evolution for current social and public issues are also considered. It is intended to show how scientists practice science and to provide an understanding of evolutionary theory.  Discussion will center on the relationships between the historical development of the Theory of Natural Selection, and its relationship to Social Darwinism, Creationism, and Contemporary Evolutionary Theory

CEB 586 Differentiated Instruction in Science and Math

306400 ∙ 3 credits

This course introduces teachers to methods of teaching science and math that are inclusive of students with special needs at the middle and high school level. Included are the fundamental strategies of differentiated instruction and a basic understanding of specific disabilities with an emphasis on the co-teaching model.

CED 521 Foundations in Design Thinking

309575 ∙ 3 credits

Innovative thinking is a critical skill in today¿s constantly changing, complex, and demanding world. Design Thinking, an effective, experiential learning approach that sees a problem from the eyes of an end-user, employs a creative process to help find meaningful solutions. This course provides an in-depth understanding of the fundamentals of Design Thinking, including its roots in psychology, management, leadership, group dynamics, and more. Students will be introduced to the tools and practices of innovation, deep customer insight, and design thinking in real world applications. Students will learn the key tenets of Design Thinking through interactive classroom presentations and will work as part of a team through a design challenge using the five phases of Design Thinking ¿ Empathy, Definition, Ideation, Prototyping, Testing.

CED 595 Capstone Seminar

300583 ∙ 3 credits

The goal of the Capstone Seminar is to teach students to understand and conduct graduate level research. Research may be either original or applied. Prior approval of topic by faculty required; methodology and resources will be reviewed throughout writing process. Effective Fall 2014, this course will be GRADED (A, B, C, F). Effective Summer 2015, successful completion of the Capstone Seminar requires a grade of "B" or better; otherwise, the course must be repeated in order to graduate. No transfer credit or substitutions. May not be used to meet 12 credit content requirement for professional teaching license (MA in Liberal Studies).

Pre-Requisite: Matriculation in MALS program; prior completion of 24 graduate level credits towards the degree.

CED 598 MA in Liberal Studies Internship

300584 ∙ 6 credits

The MA in Liberal Studies Internship is a carefully monitored work or service experience in which a student has specific applied learning goals and actively reflects on their experience using an approved individual development plan. Students engaged in this 3-6 credit internship must have a faculty sponsor, prior approval of SPD, and must fulfill all requirements set forth in the SPD Internship Program. Refer to MA in Liberal Studies webpage for contact information. This course aligns with Stony Brook University's Applied Learning Initiative that focuses on an intentional effort to link SUNY's academic programs, where possible, to specific workforce needs. 

CED 599 Independent Study

300585 ∙ 6 credits

Students may pursue a specific area of academic investigation through independent study. To be considered for CED 599 Independent Study, students will need to have: 1) completed at least six credits of graduate coursework at Stony Brook; 2) maintained at least a B average in that graduate work; 3). prepared a proposal describing what they would like to do, after consulting with a Stony Brook faculty member who is willing to supervise their work and sponsor their independent study project; 4) completed and submitted an Application for Independent Study, which is available from the School of Professional Development Office. The completed application must be signed by the faculty sponsor and the appropriate department chairperson. It must also be submitted for review by the associate dean of the School of Professional Development four to six weeks in advance of a semester's final registration dates. A student will be eligible to register for CED 599 when his/her application is approved by the associate dean. An appropriate section number will be assigned at that time. The maximum number of credits of CED 599 Independent Study that may be applied toward an SPD degree (where appropriate) is six.

CEE 505 Education: Theory and Practice

300598 ∙ 3 credits

Schools are fundamental institutions in every society.  While they reflect the existing social order with all of its hierarchies and inequalities, they can also act as engines of social mobility, democratic opportunity, and social change.  The purpose of the class is to help prospective teachers acquire the conceptual tools needed to analyze these processes in a sustained, in-depth manner in order to make informed judgments about their future goals as teaching professionals.

Advisory Prerequisite: Open to prospective (pre-service) teachers, and current teachers.

CEE 509 Children's Literature

300602 ∙ 3 credits

Students will trace the historical and psychological development of the concept of childhood by studying the canonical literature for children that shaped cultural ideas of childhood. Students will read a wide representation of classic and contemporary ¿children¿s¿ literature including fairy tales, fantasy, poetry, adventure stories, historical fiction, and picture books. The class focuses on the literary analysis of different genres in children¿s literature.

CEE 513 Teaching the At Risk Student

300609 ∙ 3 credits

This course will explore the reasons why at-risk students are not reaching their potential and specific evidenced-based strategies to promote the skills and competencies needed for student success not only on state assessments but also in high school and in life.  Due to the diversity of the at-risk population, including students who are culturally, ethnically, and linguistically diverse, a variety of evidence-based pedagogical approaches will be explored that have proven effective with these students. Opportunities will also  be provided for class participants to apply these strategies in their classrooms and content specialties on both the elementary and secondary school levels. Specific local and national programs that have proven successful in working with at-risk students and lowering drop out rates will also be researched and compared.

CEE 522 Writing, Literature and Critical Thinking: Curriculum Development in All Subject Areas

300625 ∙ 3 credits

What to think about a writing or literature assignment, what to say about it to a class of students, and perhaps more interestingly, what assignments can be given based on their inherent critical problems are the concerns of this course. Students will be involved in learning specific strategies to improve writing in all subject areas. Critical thinking skills will improve when assignments are designed to encourage meaningful writing and creativity. Attention will be given to NYS assessments and Common Core learning standards. (formerly-Writing and Literature: Strategies for the Language Arts Curriculum).

CEE 527 Peer Leadership in Teaching

300635 ∙ 3 credits

An analysis of teacher leadership roles and programs designed to promote effective instruction in new teachers and professional growth for experienced teachers. Topics will include: mentoring, peer coaching, curriculum specialist, action researcher, data coordinator, cooperating teacher, and national teacher certification (NBPTS). Effectiveness of these programs and their impact on student success will be stressed. Former course title: Mentoring and Induction into Education.

CEE 540 Substance Abuse in Schools and the Community

300657 ∙ 3 credits

Examines model curricula, classroom strategies, staff/parent education programs, student projects, community resources, research, and program development will include a look at: policy/procedures, legal issues, intervention, prevention, treatment models, substance abusing families, staff training, parent involvement, and community/school partnerships. (Formerly School-Based Substance Abuse Prevention)

CEE 547 Public Education-Current Concerns: Roles and Responsibilities of Players

300669 ∙ 3 credits

This course deals with current concerns and developments in public education. Issues include: education funding, curriculum, political realities, and alternative programs. In addition, the roles and responsibilities of the participants in the school community will be assessed for their impact on the educational setting.

CEE 565 Human Development

300694 ∙ 3 credits

An examination of the biological and psychological development of children and adolescents and its relationship to teaching and curriculum development for diverse learners.  The course will focus on special education programs, childhood and adolescent psychiatric disorders, and societal issues.

Note: Preservice course for those not yet initially certified. Offered: Fall, Spring. 3 credits. Letter graded. Previously listed as PSY 595.

CEE 571 Character Education:Integrating Ethics and Values

305782 ∙ 3 credits

Employing the goals of intellectual and moral development, character education is an integral part of the school curriculum. We will examine the academic relevance of the universal pillars of character: respect, responsibility, trustworthiness, fairness, caring and citizenship and will focus on cultivating ethics and character in the school setting. Plagiarism and other moral dilemmas seen in  education will be explored within the context of building ethical learning communities. Analysis of successful character education programs will provide ideas for classroom implementation and promoting core ethical values.

CEE 577 Teaching Social Studies

303393 ∙ 3 credits

This up-to-date examination of social studies as a subject taught in the secondary schools will look at the nature of social studies, curricula models, scope and sequence of topics, new methods of instruction, and more.

Prerequisite: Matriculation in Master of Arts in Teaching Social Studies; Students must register for the same sections of CEE 577 and CEF 548 (Corequisites).

CEE 578 Teaching Social Studies Strategies

300698 ∙ 3 credits

An examination of various models of teaching and their application to the teaching of secondary social studies.

Prerequisite: Admittance to Master of Arts in Teaching- Social Studies; minimum GPA of 3.00; B or higher in CEE 577

Corequisite: CEF 549

CEE 580 Student Teaching Seminar: Social Studies

303396 ∙ 3 credits

This seminar will focus on the problems and issues involved in teaching social studies at the secondary school level. Focus will be on analyzing real-life situations encountered by the student in his/her student teaching experience.

Corequisites: CEQ 581 and CEQ 582; permission of department

CEE 581 Diverse Classrooms:The Changing Culture of America's Schools

306553 ∙ 3 credits

The diverse classroom presents both challenges and opportunities; educators must face dealing with language diversity and the impact of the immigrant population on our schools and classrooms. Current educational law mandates equal outcomes for all students as well as a culturally responsive curriculum. Concepts of diversity can go beyond ethnic and religious differences to include physical and intellectual limitations or issues related to socioeconomic status, gender and education level. Through research, readings and discussion, students will examine how America's classrooms are changing to accommodate diversity. Lesson planning and curriculum development strategies will be presented. Teachers must be prepared to meet the needs of diverse learners and understand the impact student diversity has on classroom and pedagogical techniques (formerly Diverse Classrooms: 21st Century).

CEE 584 Preventing Bullying and Bias

306643 ∙ 3 credits

Exploration of the overt and subtle messages of bias in various settings (educational/workplace/community) that result in lower academic performance and poorer grades, serious emotional problems, unsafe environment, legal challenges, absenteeism, and inhibit positive performance at all levels. Analysis of recent incidents of bullying, bias and harassment and understanding of the Dignity for All Students Act will be addressed. Specific strategies will be offered to promote and implement a safe, accepting environment that integrates equality, fairness, justice and respect. This will result in improved socialization and emotional well- being throughout the educational, workplace or community setting.

CEE 588 Methods of Instruction in Literature and Composition in Secondary Schools

300700 ∙ 3 credits

Students will take an active part in this class, which will focus on the effective teaching of English. Each student will share his/her own writing, observe secondary school English classes, participate in peer group editing sessions, and teach a lesson. The final project, a portfolio, will be a reflection of the student's growth and understanding of what teaching English is all about.

Prerequisite: Matriculation in MAT in English. Restricted to those not yet certified to teach. Students must register for the same sections of CEE 588 and CEF 551 (Corequisites).

CEE 590 Student Teaching Seminar: English

300703 ∙ 3 credits

This seminar will focus on issues, policies, programs, and problems in teaching English, grades 7-12. Real-life problems encountered by the student in his/her student teaching experience will be discussed. Guidance will be provided in preparing a teaching module designed for the student teaching experience, which will also serve to satisfy the MAT in English project requirement

Corequisites CEQ 591 and CEQ 592; one session is devoted to the State Education Department's requirement for Child Abuse Education; a $20 processing fee will be assessed for issuance of an official statement which verifies satisfactory completion of this requirement.

Prerequisites: Permission of department, matriculation in MAT in English, completion 15 credits graduate English course work, CEE 588, CEF 551, CEF 552, CEE 505, CEE 565, LIN 544; restricted to those not yet certified to teach

Co-requisites: CEQ 591/2

CEE 593 Performance and Technology in Teaching Literature and Composition

100255 ∙ 3 credits

This course will explore the teaching of literature and composition through the use of performance and technology. The use of performance has proven to be an effective classroom tool for several reasons. We will initially focus much on the performance component on the teaching of Shakespeare, looking particularly at the standard plays taught in high school. Then, we will apply performance techniques to other plays, poetry, short stories, novels, and several non-fiction pieces. The course will also explore effective use of film, video, and other media as well as computers and the Internet. In addition, throughout the course, we will integrate the four NYS Regents tasks with the literature we are studying and compose original assignments for each task.

Prerequisites: Matriculation in MAT in English, CEE 588, CEF 551; restricted to those not yet certified to teach

Co-requisite: CEF 552

CEE 594 Language Acquisition and Literacy Development

309743 ∙ 3 credits

In-depth exploration of the theories of literacy and language development of native English speakers and students who are English language learners pre-school through grade 12. The development and assessment of literacy skills among children at various stages of learning development and across disciplines will be examined. Attention will also be given to children with special needs and the integration of technology in the development of literacy skills. 3 credits, Letter graded (A, A-, B+, etc.)

CEE 598 Topics in Education

300704 ∙ 3 credits

This course will explore issues in selected broad areas of importance to educators from various perspectives.  Besides offering historical background and discussion of present issues, students will address the larger question of what is the appropriate role of the teacher or school community in the context of the topic.

CEE 601 Early Adolescent Development: Social, Emotional, Physical, and Intellectual Challenges

306368 ∙ 3 credits

This course will address the unique social, emotional, physical and intellectual challenges faced by 10-14 year old children, known as the period of early adolescence. Critical understanding of these characteristics and transformations will be an essential part of the course, along with a review of the important work of Piaget, Erickson and others who have made significant contributions toward our understanding and ability to effectively teach this age group. The vital elements of parental involvement and responsiveness to diversity will also be emphasized.  Teachers will be prepared to transition to the middle school classroom through deep appreciation for and understanding of the children they will teach in grades 5-8.

CEE 602 Middle Child Education: Curriculum, Instruction and Assessment

306369 ∙ 3 credits

Based on a four corner framework for quality teaching, this course examines how to set the climate, teach the content, facilitate the interactions and foster reflection in the middle school classroom. The course focuses on using brain based instruction as the basis for learning and processes for making data-driven instructional decisions and for designing curriculum to address the standards. In addition, emphasis is given to three critical instructional strategies: cooperative group instruction, a multiple intelligences approach and a higher order thinking skills. Woven throughout the course content is the concept of differentiating instruction and assessment of individual learners.

CEF 501 Instruction of Foreign Language at Elementary Level

309297 ∙ 3 credits

The focus of the course is applying theories of second language learning to instruction at the elementary school level, understanding of developmental issues for teaching young children, designing effective curriculum, and engaging in effective instructional practice and assessment appropriate for world languages at the elementary school level. This course enables certified secondary teachers of foreign languages, 7-12, to extend their certification to include the instruction of foreign languages at grades 1-6. It is open only to certified Foreign Language teachers and those currently matriculated in a Foreign Language teacher certification program.

CEF 513 Applied Behavior Analysis& Behavioral Interventions

309881 ∙ 3 credits

This course explores planning and managing a safe and productive learning environment where all students/individuals including those with disabilities can learn. Students will learn to examine environmental influences on student/individual behavior, assess behavior problems, and utilize various positive behavioral strategies. Students will learn the principles of applied behavior analysis and be able to discuss research-based interventions.

CEF 515 Media and the Family: The Impact on Children

300712 ∙ 3 credits

This course  will examine the cognitive, affective and behavioral effects of television on family life. Specifically, this course will provide a survey and analysis of family issues which have been shaped by today's media environment for children, including televised violence, how children use television, impacts on cognitive development and the very current issue of the TV industry's obligation to serve child audiences.

CEF 526 Foundations of Teaching English Language Arts to Bilingual Language Learners

309925 ∙ 3 credits

This course provides students with an understanding of methods of teaching English language arts to bilingual English language learners, including literacy for meeting the State learning standards for students. This is a required course for students who wish to obtain a Bilingual extension in any registered and approved Base Certification Program. There is a requirement of 25 hours of field experience dedicated to observations and paraprofessional authentic activities.

CEF 528 Multimedia Classroom

300716 ∙ 3 credits

This course will explore the issues of using multimedia in the classroom. Issues to be discussed, but not necessarily limited to, will include: how multimedia may be used for the integration of subject areas; the effect of multimedia on learning modalities; the role of teacher vs. multimedia; the affordability of multimedia when resources are scarce; multimedia as a basis for collaborative learning and fostering student-peer networking beyond the classroom; and the concept of multimedia as just another educational fad.

CEF 536 Methods: Teach 2nd Language & Content to Bilingual Students

309898 ∙ 3 credits

Explores methods, materials and assessment criteria for teaching native language and content areas to diverse K-12 students, including those with disabilities, in a bilingual context.  It is designed as a course to help teachers explore in a very hands-on, practical and applied manner all of the technologies used by teachers of languages in the core subject areas Home Language Arts (HLA)/English Language Arts (ELA), Mathematics, Science and Social Studies.  Emphasis is on curricular and lesson development to meet State and National learning and literacy standards.  The class will also discuss how these methodologies relate to current language pedagodgies, both for individualized and classroom learning, using Next Gen P-12 Learning Standards.

CEF 538 Classroom Management for New Teachers

300723 ∙ 3 credits

This course is designed to get neophyte teachers off to a good start in their new careers. Topics will include effective lesson planning, effective classroom management techniques, characteristics of good teachers, effective schools research, current assessment practices, and implementation of New York State standards.

CEF 547 Principles and Practices of Special Education

101087 ∙ 3 credits

An overview of special education principles and practices that will include an understanding of the categories of disabilities; identification and remediation of disabilities; the special education process and state and federal special education laws and regulations; effective practices for planning and designing co-teaching and collaboration with peers; individualizing instruction; and applying positive behavioral supports and interventions to address student and classroom management needs. As of Fall 2011, this course meets the NYS special education requirement for all pre-service candidates for teacher certification.

CEF 548 Field Experience I - Social Studies 7-12

101381 ∙ 1 credits

Observation, inquiry, and practice in Social Studies Education at the secondary level in grades 7 - 12. Field experience will include 50 hours of documented visitation and observation at appropriate sites. Field observation logs will be the basis for group discussions. S/U Graded.

Prerequisite: Admittance to Master of Arts in Teaching- Social Studies; 

Corequisite: CEE 577 Note: you must register for the same sections of CEE 577 and CEF 548

CEF 549 Field Experience II - SS 10-12

101382 ∙ 1 credits

Observation, inquiry, and practice in social studies education at the secondary level in grades 10 -12.  Field experience will include 50 hours of documented visitation and observation at appropriate sites. Field observation logs will be the basis for group discussions. S/U Graded.

Prerequisite: Admittance to Master of Arts in Teaching- Social Studies; minimum GPA of 3.00; B or higher in CEE 577

Corequisite: CEE 578

CEF 550 Special Education: Developing & Implementing the Individual Education Plan (IEP)

101385 ∙ 3 credits

An overview of Individual Education Plan (IEP) and the pathways for developing appropriate goals and expected outcomes for students with disabilities. Developing and implementing the IEP, collaborating with Committee on Special Education, integrating the NY State Standards and Performance Indicators in a differential classroom will be covered in this course. Students will learn about providing an integrated service delivery model for assessments, and incorporating behavior management techniques and will investigate new methods for handling classroom/family situations using special education case studies.

CEF 551 Field Experience I English Grades 7-9

101390 ∙ 1 credits

Observation, inquiry, and practice in english education at the secondary level in grades 7-9.  Field experience will include 50 hours of documented visitations and observation  at appropriate sites.  Field observation written logs will be the basis for group discussions. S/U Graded.

Prerequisite: Matriculation in MAT in English. Restricted to those not yet certified to teach. Students must register for the same sections of CEE 588 and CEF 551 (Corequisites).

CEF 552 Field Experience II English Grades 10-12

101391 ∙ 1 credits

Observation, inquiry, and practice in English education at the secondary level in grades 10-12.  Field experience will include 50 hours of documented visitations and observation at appropriate sites.  Field observation logs will be the basis for group discussions. S/U Graded.

Prerequisite: MAT in English, grade of  "S" in CEF 551

CEF 554 Teachers as Change Agents

101517 ∙ 3 credits

This course is designed for educators who wish to learn about the change process, characteristics of leadership, the relationship between change and leadership, and ways teachers can employ the change process and leadership principles to positively impact classroom instruction and overall performance in school settings.

CEF 562 Transition Planning for People w/ Developmental Disability

309794 ∙ 3 credits

An examination of concepts of human development and developmental variations as a foundation for understanding human growth, development and challenges as applied to the field of human services. By examining the life span, students will explore the various stages of human development to developmental challenges experienced by persons with disabilities and their families at different stages of life and the planning that is needed at every stage. Through guided field experiences, students will observe and reflect on the development of personal identity, cultural and developmental variations, as well as cognitive, social and vocational implications for persons with disabilities living in 21st century communities. Students will also consider ways in which interpersonal relationships, roles and relationships in home and community living settings, can be designed to support the developmental process throughout the lifespan.

CEF 574 Foundations of Bilingual Education

309679 ∙ 4 credits

CEF 574 is a combined Seminar/Field Experience course focusing on the practices of Bilingual Education in the schools. Participants are required to complete 50 clock hours of field experience in bilingual settings. The seminar will discuss models of bilingual education and assessment, multicultural diversity and perspectives in education, differentiated instruction, advocacy and outreach, classroom management, NYS and National Standards, educating family, collaboration with professionals, and reflections on clinical experiences.

CEG 511 Communication for Social Equity

300731 ∙ 3 credits

Explores issues that arise when individuals from different cultures, backgrounds, and ways of life communicate in an attempt to create shared meaning. Students will apply knowledge and skills learned through readings and activities to assess communication barriers related to language use, nonverbal communication and identity, in order to articulate best practices regarding equity and ethics in the workplace and on a national stage. (Formerly Titled: Inter-Cultural Communications)

CEG 516 Early Modern Europe: 1450-1700

100863 ∙ 3 credits

With a focus on the debates over historical interpretation, this course will take a look at some of the important themes in Europe 1450-1700. Topics include: the expansion of Europe and the beginnings of colonialism/imperialism, the Reformation and the question of cultural and religious diversity, and the growing power of the nation state.Offered as both CEG 516 and HIS 501.

Prerequisite: matriculation in graduate History program or MAT Social Studies

CEG 517 Modern Latin American History Seminar

303381 ∙ 3 credits

Field seminar in modern Latin American history. Surveys major historical problems and debates from the post-independence period to the present. This course is offered as both CEG 517 and HIS 542.

Note: Basic background in Latin American history and culture recommended.

Prerequisite: matriculation in graduate History program or MAT Social Studies

CEG 520 American Literature and the Environment

300738 ∙ 3 credits

A review of literature that focuses on the natural environment with themes that include discussion of geology, wilderness preservation, and social responsibility to the environment.  Literary styles such as non-fiction, fiction, and poetry will be read and discussed, to demonstrate the development of these themes. Students will explore how some authors achieve self-awareness through observations of nature and will gain an increased appreciation for the literature of nature and of nature itself.

CEG 522 Introduction to United States History Since the Civil War

303357 ∙ 3 credits

Field seminar in U.S. history from the Civil War to the Cold War. Surveys the major interpretations.

Prerequisite: matriculation in graduate History program or MAT Social Studies

CEG 523 Historiography

303322 ∙ 3 credits

Introduction to historiography through reading and writing about interpretations of history, historical methods, and major historians. Term paper on historian of choice.

Prerequisite: matriculation in graduate History program or MAT Social Studies

CEG 524 Late Modern Europe Seminar

100880 ∙ 3 credits

Field seminar in late modern European history, 1789-1945. Surveys the major historical problems and interpretations from the French Revolution through the Second World War. This is offered as both CEG 524 and HIS 502.

Prerequisite: matriculation in graduate History program or MAT Social Studies

CEG 525 Gothic Literature

102226 ∙ 3 credits

Students will read and discuss works of Gothic Literature from Horace Walpole's Castle of Otranto (1764) to Anne Rice's Vampire Lestat (1985). Topics of discussion will include the genre's literary origins, stylistic elements and sociological aspects along with author background and sources for each assigned reading. Modern critical appraisals and modern applications of the genre including popular fiction and film will also be considered.

CEG 526 Literature and Society

101185 ∙ 3 credits

Students will examine the ideal of self-realization in the modern novel in order to develop an appreciation of the choices of an individual in the context of historical or political change. Students will read a series of modern novels and companion readings in psychology, history, criticism, and philosophy. Students will also be expected to research and interpret the career and work of a modern literary figure of their choice.

CEG 532 United States History to the Civil War Seminar

100865 ∙ 3 credits

This field seminar in United States history will survey the major topics and interpretations, beginning with the founding of the British colonies to the start of the Civil War.

Prerequisite: matriculation in graduate History program or MAT Social Studies

CEG 534 Modern African History and/or Asian History Seminar

303392 ∙ 3 credits

Field seminar in modern African history. Surveys major topics such as nationalism, anticolonial movements, and modernization. 

Note: MAT and MA/LS students must register under CEG 534; crosslisted with HIS 562

Prerequisite: matriculation in graduate History program or MAT Social Studies

CEG 535 Introduction to Colonial Latin American History

303378 ∙ 3 credits

Field seminar in colonial Latin American history. Surveys major historical problems and debates from the colonial period through the wars for independence. Required for M.A. in Latin American history.

Prerequisite: matriculation in graduate History program or MAT Social Studies

CEG 536 Field Seminar on South Asia

101177 ∙ 3 credits

This course surveys major topics such as nationalism, anticolonial movements, legacies of British imperialism, and modernization. Offered as both HIS 563 and CEG 536

Prerequisite: matriculation in graduate History program or MAT Social Studies

CEG 538 United States History since 1945

306355 ∙ 3 credits

This course surveys United States history since 1945 (World War II).  Topics of study will include: the postwar economic boom, the rise of a consumer economy, the Cold War, civil and equal rights movements, the decline of industry, the rise of Reagan and conservatism, globalization, the ¿War on Terror¿, and shifting ideas about identity and citizenship in postindustrial America.

CEG 539 The Constitution in US History

308876 ∙ 3 credits

Through the rigorous study of primary sources and current historiography, we will explore the central and often contentious roles played by the Constitution, legal, and judicial systems in the historical evolution of the American nation.It is important to note that this course in US Constitutional HIstory focuses on the curriculum for secondary school educators.

CEG 560 News Literacy for Secondary School Curriculum

306555 ∙ 3 credits

An introduction to the principles of News Literacy for secondary school curriculum, including critical thinking and increased civic engagement.  This course will develop critical thinking skills designed to educate news consumers on how to determine the credibility of information in the Internet Age. Topics range from the power of Information (or why do so many people want to kill journalists), how news differs from other types of information, the distinction between news and opinion, the nature of journalistic truth, how to identify bias in news reports and how to deconstruct news stories ¿ print, broadcast or on the Internet - in order to make reliable judgments or take responsible actions.

CEG 561 The Role of Human Geography in History

310626 ∙ 3 credits

How has human geography impacted the events of history? In this course, we will examine the interrelationships between people, places and environment and their role in history, using events from global history to inform our analysis. This examination will involve two interrelated goals. The first, a more conventional approach to geography, will center on how geography has influenced human history as well as how humans have impacted the Earth¿s ecosystems, especially since industrialization. This study will enhance our knowledge of the current physical and political configuration of the earth. Our second goal will be to consider new approaches to conceiving space and depicting the Earth¿s surface and populations. As part of this more conceptual project, we will study the history of mapping and examine new modes of representing the Earth based on twenty-first century global needs.

CEG 565 Japanese History

306568 ∙ 3 credits

Field Seminar in Modern Japanese History surveys major historical topics from reform and modernization to imperialism and postwar reconstruction.  For MA, MAT, PhD students.

Prerequisite: matriculation in graduate History program or MAT Social Studies

CEG 566 Comparative Cultures of Slavery in the Atlantic

306438 ∙ 3 credits

In this course, we will study the history and culture of slavery from a comparative perspective. Delving into the vast historiography on this subject (including both classic texts and new works), we will consider how scholars have investigated and interpreted the role of slavery in different regions and cultural contexts in North America and the greater Caribbean from the colonial era to the early 19th century. Cross-listed as a History graduate course and a CEG course.

Prerequisite: matriculation in graduate History program or MAT Social Studies

CEG 567 Native American History

306629 ∙ 3 credits

An examination of the social, environmental, political, and cultural histories of indigenous peoples in North America from the pre-contact period to the late twentieth century.  We will review current research and scholarship on Native American history, as well as primary documents from each era.  Throughout the course, we will pay close attention to the complex sets of exchange and sometimes-violent periods of conflict (both among Native groups and between Indians and Euro-American settlers) that have shaped and reshaped life on this continent.

CEH 522 Literature of Travel

300779 ∙ 3 credits

Remote lands, exotic peoples, dangerous adventures, and personal discoveries are the topics of the literature we read in this course. Authors to be read include: the ancient-world traveler, Herodotus; the Spanish conquistador, Cabeza de Vaca; the American humorist, Mark Twain; the spiritual explorer, Peter Matthiessen; the daring Englishwoman, Freya Stark; and other exciting authors. Students will be transported throughout the world and back in time to examine the themes, purposes, and conventions of this popular genre. For more information, visit http://ms.cc.sunysb.edu/~shbrown/

CEH 531 Literature of the American Family

300791 ∙ 3 credits

This course explores literary works (poetry, fiction and drama) from the late-nineteenth century to the present which offer portraits of traditional and nontraditional families.  Our discussions and a final essay will examine the literature's purposes, rhetorical features, levels of meaning, structure, language conventionality and clarity, and the theme of the individual within the family. (formerly The American Family: A Literary Approach)

CEH 569 Stony Brook Chorale

300837 ∙ 1 credits

Students will study and perform a repertory from the Middle Ages to the present.

Prerequisite: Audition call 631.632.7330; some previous choral experience preferred; must be able to read music although expert sight-singing is not a prerequisite

Note: Credits are repeatable up to a maximum of six credits; the Chorale performs once each year with the graduate Stony Brook orchestra at the Staller Fine Arts Center and performs in public concert each semester; coscheduled with MUS 261

Prerequisite: Audition required

CEI 506 Global Perspectives: Examining Cultural Diversity

300891 ∙ 3 credits

The cultural diversity of our world is amazing! This course will introduce concepts and approaches from the field of Cultural Anthropology, which will offer a perspective to understanding the variations of human social patterns. Students will draw relevant comparisons between their own culture and others. 

(Formerly titled: Cultural Anthropology)

CEI 511 Communication Technology: Impact on Education, Business and Society

300896 ∙ 3 credits

The expansion of technology within the communications field in the past decade has substantially influenced how society interacts. Students will explore how modern communications devices and web-based communications tools impact education, business and personal life while building knowledge to harness the power of these tools for personal and professional growth. Topics include the ethics surrounding the use of modern communications. The class will examine ways that communication technologies can increase opportunities for people to network in multiple settings, have greater access to others and to certain needed resources and supports where applicable. Advancements in technology, especially in communication systems, has been especially life-saving/enhancing for people with disabilities.

CEI 518 Literature of American Slavery

300903 ∙ 3 credits

Students will read and analyze a wide range of literature: novels, slavery narratives, spirituals, poetry, abolitionist essays, and oral histories. The literature will come from the 18th, 19th, and 20th centuries including works such as Douglass's Narrative of his Life, Jacob's Incidents in the Life of a Slave Girl, Melville's Benito Cereno, Stowe's Uncle Tom's Cabin, Twain's Huckleberry Finn, Hurmence's Before Freedom, and Morrison's Beloved. These and additional works will invite discussion of social, moral, economic, and political issues related to slavery. For more information, visit http://ms.cc.sunysb.edu/~shbrown/

CEI 531 Cultural Diversity in American Musicals

300921 ∙ 3 credits

Using classic American musicals, students will explore differences in ethnicity, gender and economic class.  Musicals to be discussed will include Show Boat, West Side Story, Fiddler on the Roof, My Fair Lady, South Pacific, King and I, Carousel and other musical examples. Students will be asked to explore and report on contemporary examples of musicals and popular music videos to expand the resources available in our online classroom.  These resources, in addition to assigned readings from Lois Stalvey¿s Education of a WASP and Claude Steele¿s Whistling Vivaldi will form a context for exploring concepts in cultural diversity (specifically stereotyping, ethnicity, racism, sexism, and economical stratification) and how these concepts affect us in our work environments and everyday lives.

CEI 536 Shakespeare

100828 ∙ 3 credits

This course is an introduction to Shakespeare's development of genre: Early, Middle and Late. We will explore Shakespeare's works as both reflections of and reactions against Elizabethan manners and mores. At the same time, students will chart the evolution of those stances with the political and historical evolution of the era.

CEI 544 Mystery of Matter

300937 ∙ 3 credits

Exploration of our understanding of the basic constituents of matter, and of how that understanding and the tools developed to study them affect aspects of contemporary society. Historical discoveries and their place in social and political institutions of the time are considered, along with issues of government funding and the cost to society. Includes a discussion of developments at Brookhaven National Lab and their scientific and social impact.  Note: Suitable for students without science background; some chemistry and physics background helpful but not required; coscheduled with PHY 313. Formerly: From Quarks to Cosmos

CEI 550 Human Ecology

300946 ∙ 3 credits

This opportunity to explore and analyze the diversity of ecological literature will look at the discipline both as a science of ecology and as a science that applies to the human condition.

CEI 558 Youth and Gang Violence in Contemporary American Cities:  Causes, Societal Impact, and Social Policy

101969 ∙ 3 credits

Designed for educators, social workers, youth workers, administrators, and others who work with youth, this course will examine youth and gang violence in contemporary America from a public health model.  The public health model is a multidisciplinary approach to problem solving that emphasizes involvement in a variety of perspectives including sociological, economic, psychological, and cultural competence.  Through discussions, readings, and research, students will learn the factors that contribute to youth violence and develop the strategies and skills for effective prevention and intervention.

CEI 565 Music in Society

300961 ∙ 3 credits

Topics in the study of music in relation to its cultural context.  This interdisciplinary course studies music as a manifestation of a particular geographical region (e.g., Music in Turn-of-the Century Vienna), of a particular historical era (e.g., Music of the 1960s), and of a particular genre in relation to society. This course may only be repeat twice for a total of 6 credits towards the MA/LS degree.

CEJ 502 East Asian History Seminar

300984 ∙ 3 credits

This course will introduce students to modern Chinese culture and society. The approach will be interdisciplinary and focus on themes that dominate the development of modern China. Topics to be included are: history and geography,  ideology and organization, the individual and the state, the family and society, conflict in society, the economy, literature and the arts, science and technology, and future prospects. This is offered as both CEJ 502 and HIS 564.

CEL 536 Legislation and Advocacy

309503 ∙ 3 credits

This course provides an introduction to the important legislative processes in federal, state and local American governmental systems. Students will build knowledge, develop and create effective and meaningful ways to participate and advocate as an individual or member of an organization. Skills utilized in advocacy and change such as debate, negotiation and persuasion, statistical analysis and research will be explored and practiced. Students will consider issues in legislation and advocacy from multiple perspectives while formulating convincing arguments for change.

CEL 537 Foundations of Not-for-Profit Organizations

309747 ∙ 3 credits

This course will provide an overview of the principles and practices of nonprofit organizations, through both philosophical perspectives as well as managerial procedures. Students will study the role of these entities in the larger business environment, and investigate what successful ventures have in common. Missions, leadership, Ethics, Financial, Governing, and other related challenges will be explored. Measurements of effectiveness will be surveyed for ongoing productivity on all levels; with an eye on sustainability of well-run companies and other outfits.

CEL 538 Financial Accounting Operations for Non-Profit Organizations

310513 ∙ 3 credits

The objective of this course is to introduce and explore basic financial accounting terminology, principles and concepts and their relevant business applications to a nonprofit organization.  Students will review and interpret nonprofit financial statements such as the Statement of Financial Position (Balance Sheet) and Statement of Financial Activities (Income Statement).  The focus will also be on how nonprofit revenue producing transactions such as: contributions, gift & pledge transactions, contracts & grants and fundraising affect the financial performance of a nonprofit entity.  Emphasis will be on identifying key accounting concepts such as revenue recognition principle and accrual accounting.  Other topics include strategic planning and budgeting, financial reporting and analysis needed to make informed nonprofit business decisions.  Through a combination of discussion, lecture, review of nonprofit financial data and illustrative exercises, students will gain basic financial skills needed to be effective in their respective non-financial roles within the nonprofit world. No prerequisites.

CEL 586 Leadership Practicum

309897 ∙ 3 credits

This course is intended to provide students with an opportunity to integrate theory and practice and become familiar with the role of professionals in leadership positions. Students enrolled in the course will also be participating in a 150 hour internship in an approved leadership capacity in an organization that will support and develop leadership skills equivalent to a mid-level or higher management position. The focus of the course will be to reflect and discuss the practicum experience.

PQ for CEL 586

CEL 596 Leadership Theories and Practice

300981 ∙ 3 credits

This seminar presents an overview of the research literature on leadership as a background for analyzing and assessing leadership behavior in a number of settings including business, educational, community and volunteer organizations. Students will be responsible for extensive readings on organizational and leadership theory and will also conduct and report on their own independent research projects. Note: Some course work in sociology, psychology, or administration is recommended.

CEL 597 Leading High Performing Teams

309759 ∙ 3 credits

Exceptional leaders assemble and direct a team that maintains a high level of effective performance. This course examines how leaders leverage the dynamics of their teams to achieve their goals. Topics, such as team diversity of thought, creating a collaborative environment, establishing a shared vision, and facilitating effective self-motivation will be examined in depth.

This course will be part of the Leadership badge in the MA in Liberal Studies program.

CEL 598 Futures-Based Change Leadership

309901 ∙ 3 credits

Futures-Based Change Leadership is a course that seeks to empower leaders to use effective combinations of futuring / planning decision theory, design thinking theory, collaborative leadership theory, systems¿ disciplines practices, and dispositions. Through simulation, panel discussion, Socratic Seminar, debate, case study, wiki construction, and research projects, participants will enable their organizations to effectively anticipate their emerging futures and make strategic decisions and take purpose based actions that will align with their preferable futures.

CEM 573 Long Island's Ocean Beaches

101750 ∙ 3 credits

This course is a practical guide to beaches and coastal processes on Long Island's ocean shoreline. Topics include beach features, waves and storms, erosion and erosion control.  Recipes for describing and forecasting beach conditions.  Suitable for coastal residents, community planners, real estate agents, environmental lawyers, teachers, etc.

CEM 580 Life Stages of Adolescence

101171 ∙ 3 credits

A bio-psycho-social perspective on the life-stages of adolescence.  Selected theorists/theories will be explored to provide a knowledge base in the areas of physical, emotional, intellectual and social development. Special attention will be given to identification and exploration of the specific developmental tasks of adolescence.  Contemporary issues facing adolescents will be discussed such as multimedia influences, peer influences and brain development.  (formerly Adolescent Life Stages: Normal to Abnormal)

CEN 508 Demonstrations in Chemistry

301094 ∙ 3 credits

The design and implementation of demonstrations to illustrate modern concepts of chemistry. This course provides high school chemistry teachers with detailed instructions and backgrround information regarding the use of chemical demonstrations in the classroom. Teachers will practice demonstrations that deal with all of the major topics in the chemistry curriculum, as well as some demonstrations that go beyond the standard curriculum. Safety aspects and disposal procedures will be discussed.

CEN 580 Assessment of Socio-Technological Problems and Issues

301175 ∙ 3 credits

The systematic study of a series of studies that relate to current socio-technological problems and issues is the content of this course. Problem areas include transportation, water and energy resources, access for the disabled, artificial hearts, and electronic funds transfer. Emphasis will be placed on the assessment of emerging technological systems and the science and mathematics that underlie these systems.

CEP 502 Principles of Coaching

301203 ∙ 3 credits

This course will review selected principles of coaching and incorporate an appreciation of this knowledge into a framework of competitive athletics. Attention will be given to the potential of the coach to significantly influence the attitudes, behavior, and physical well-being of players toward their own self-development.

CEP 507 Philosophy, Principles and Organization of Athletics in Education

301210 ∙ 3 credits

This overview takes a look at the administrative responsibilities in education, with particular reference to the role of the administrator in athletics. Topics include: personnel responsibilities, governance, finance, supervision, evaluation, and scheduling. Former course title: Administrative Responsibilities in Athletics - may not be repeated for credit. Note: This course is one of three approved courses to meet the NYS Coaching Certification requirement.

CEP 508 The Concepts of Leisure, Play, and Recreation in America

301211 ∙ 3 credits

This course examines some of the most important ways in which Americans have spent their leisure time over the past 100 years. Leisure and recreation are considered within the context of the changing American workplace, but most attention is given to leisure forms themselves. Among the topics covered are the saloon, city parks, the rise of sports, amusement parks, the movies, television, and the different leisure activities of men and women. The course deals with the more local and community-based leisure forms of the late 19th century, while the 20th-century section is mostly concerned with the rise of mass recreation. Throughout, the course will be attentive to the changing relationship between spheres of work and leisure, as well as to the different, and at times conflicting, approaches to leisure and recreation among classes, races, and ethnic groups.

CEP 513 Health Sciences Applied to Coaching: Care and Prevention of Athletic Injuries

301215 ∙ 3 credits

This course is an in-depth analysis of the care and prevention of athletic injuries. As a result of the increasing awareness of the specialized nature of athletic injuries, considerable emphasis is now being placed on the importance of this developing area of sports medicine. May not be repeated for credit.

Note: This course is one of three approved courses to meet the NYS Coaching Certification requirement.

CEP 514 The Study of Human Movement for Coaches

301216 ∙ 3 credits

Applied anatomy and kinesiology will be discussed in reference to three major topics: anatomic and physiologic fundamentals of human motion, fundamentals of biomechanics, and principles and applications of motor skills. The major topics to be covered in reference to exercise physiology are the following: physiology of energy sources, neuro-muscular concepts, cardiorespiratory considerations, physical training applications, environmental aspects, and nutrition and body composition. May not be repeated for credit.

CEP 517 Psychology of Sport and Performance

301218 ∙ 3 credits

Athletes, coaches and performing artists all understand the importance of psychological factors in consistently performing at their best.  By integrating lecture, readings, group exercises, and applied projects this course presents students with both an opportunity to gain an in-depth understanding of the field and the ability to apply the most advanced techniques in building Mental Toughness and creating a Zone of Performance Excellence.  Topics include Goal Setting, Pre-Competitive Anxiety Management, Creating the Ideal Performance Zone, Experiencing Flow, Imagery Training, Mental Rehearsal, Hypnosis, Focus Planning, Attention Control, Mental Training for Individuals and Teams, Building Team Cohesion, Psychological Aspects of Injury, and Career Termination Issues.

CEP 518 Exercise and Nutrition

301219 ∙ 3 credits

This course integrates the concepts of nutrition, bioenergetics, and energy expenditure into a wellness paradigm for optimal health. Emphasis will be placed on the topics of macro and micro nutrients and their effects during exercise and training; nutrient bioenergetics; thermoregulation; ergogenic aids; body composition; energy balance and weight control; and optimal nutrition for exercise, training and health. Recommended: A course in anatomy and physiology or CEP 513.

CEP 520 Theory and Techniques of Coaching-Sport Specific Practicum

301220 ∙ 3 credits

This practicum is designed for those students who would like to coach a particular sport at the high school level, but who have had limited coaching experience. This course requires 72 hours of practical experience in the coaching field to be completed concurrently with the seminar. All students are required to make arrangements for his/her own coaching practicum with approval of instructor. Students will be evaluated in the administration and presentation of a specific coaching program. May not be repeated for credit. Note: This course is one of three courses approved to meet NYS Coaching Certification requirements, with specific sport(s) designation. Prerequisite: CEP 507 and matriculation in the AGC in Coaching.

Prerequisites: CEP 507. Must be matriculated in the AGC in Coaching.

CEQ 581 Supervised Student Teaching High School Grades 10-12: Social Studies

301242 ∙ 3 credits

Prospective secondary school social studies teachers will participate in a supervised student teaching experience in selected Long Island schools, grades 10-12. The student teacher reports to the school to which he/she is assigned each full school day. Frequent consultation with the supervising teacher helps the student interpret and evaluate the teaching experience. Applications must be filed in the semester preceding student teaching.

Note: Cannot apply toward MA/LS; S/U Graded.

Prerequisites: Department permission, matriculation in MAT Social Studies, 15 credits grad History, CEE 505/565/577/8, CEF 548/9, LIN 544; restricted to those not yet certified to teach; overall  GPA B average

Corequisites: CEE 580 and CEQ 582

CEQ 582 Supervised Student Teaching Middle School Grades 7-9: Social Studies

301243 ∙ 3 credits

Prospective secondary school social studies teachers will participate in a supervised student teaching experience in selected Long Island schools, grades 7-9. The student teacher reports to the school to which he/she is assigned each full school day. Frequent consultation with the supervising teacher helps the student interpret and evaluate the teaching experience. Applications must be filed in the semester preceding student teaching.

Note: Cannot apply toward MA/LS; S/U Graded.

Prerequisites: Department permission, matriculation MAT Social Studies, 15 credits grad History, CEE 505/565/577/8, LIN 544; restricted to those not yet certified to teach; overall GPA B average

Corequisites: CEE 580 and CEQ 581

CEQ 591 Supervised Student Teaching High School Grades 10-12: English

301244 ∙ 3 credits

Prospective secondary school English teachers will participate in a supervised student teaching experience in selected Long Island schools, grades 10-12. The student teacher reports to the school to which he/she is assigned each full school day. Frequent consultation with the supervising teacher helps the student interpret and evaluate the teaching experience. Applications must be filed in the semester preceding student teaching. See English Department's student teaching supervisor for further details.

Note: Cannot apply toward MA/LS; S/U grading

Prerequisites: Permisson of department, matriculation MAT in English, completion 15 credits grad English course work, CEE 588/593, CEF 551/2, CEE 505/565, LIN 544; restricted to those not yet certified to teach

Co-requisites: CEE 590 and CEQ 592

CEQ 592 Supervised Student Teaching Middle School Grades 7-9: English

301245 ∙ 3 credits

Prospective secondary school English teachers will participate in a supervised student teaching experience in selected Long Island schools, grades 7-9. The student teacher reports to the school to which he/she is assigned each full school day. Frequent consultation with the supervising teacher helps the student interpret and evaluate the teaching experience. Applications must be filed in the semester preceding student teaching. See English Department's student teaching supervisor for further details.

Note: Cannot apply toward MA/LS; S/U grading

Prerequisites: Permisson of department, matriculation MAT in English, completion 15 credits grad English course work, CEE 588/593, CEF 551/2, CEE 505/565, LIN 544; restricted to those not yet certified to teach

Co-requisites: CEE 590 and CEQ 591

CER 503 Purchasing and Sourcing Management

309300 ∙ 3 credits

Business today requires creative and comprehensive approaches to sourcing of raw materials, finished products and components. Successful sourcing impacts competitive leverage and amplifies profit margin opportunity. This class focuses on foundational issues of procurement and sourcing management, both domestically and internationally and develops the skill sets necessary to understand and execute sourcing responsibilities. As sourcing is a supply chain function, the interface with suppliers, vendors, logistics, legal, customer service, sales, finance, and other verticals will be explored.

CER 504 Foundations of personal financial literacy

309542 ∙ 3 credits

The need for a financial education has never been greater, as financial traps within a complex and ever changing world are becoming harder to avoid. Consumers are inundated with credit opportunities and the way we shop and pay for items have changed. Many companies have shifted their retirement plans from traditional pensions to those requiring employees to make their own investment selections. Therefore, it is of immediate and grave importance for Americans of all ages to become more financially literate. Financial literacy can positively impact behavior and help foster a winning environment.

CES 597 Advocacy and Marketing for Social Entrepreneurs

309231 ∙ 3 credits

One of three courses for the University Badge in Social Entrepreneurship, this course teaches skills and knowledge for effectiveness in supporting causes, ideas and policies through a variety of analyses of examples from profit and not-for-profit entities. Special attention is paid to analyses of the individual and group causes in which students in the class are interested.  Custom consulting techniques are applied.  Competencies include organizational goal setting with specific emphasis on the tenets of marketing particular organized causes; continuous evaluation and analysis of strategic direction; resilience to change; win-win-win decision making; communicating benefits for a wide variety of target segments (including multicultural); subtle but assertive selling;  and behavioral recruiting and training.  3 credits, Letter graded

CEV 528 The Literature and Culture of Terrorism

306554 ∙ 3 credits

"Terrorism" is among the most hotly debated terms of the day, and one which has helped shape how we think about world politics. In short stories and novels this course will survey definitions of the term and themes conventionally associated with terrorism, using primary and secondary source research, textual analysis, and creative role-playing to better understand the cultural, political and historical dimensions of the text.

CEV 546 Disney Magic and the American Dream:Contemporary American Culture through Disney Animated Film

306405 ∙ 3 credits

An analysis of the role that Disney animated films have played throughout 20th Century America, and how they have addressed the issues of race, class, and gender. This course allows students to gain a better understanding of the impact that American culture and politics has had on Disney's works, as well as attain a clear grasp of the significance of technology, globalization, and international relations to Walt Disney, the company, and the continually transforming American people.  By examining animated films, and incorporating readings that both criticize and defend Walt Disney and the Disney organization, students will draw their own conclusions about Disney's status as an icon of American popular culture, as well as evaluate the "Disney phenomenon" and its place in American History.

CEY 507 Long Island's Groundwater

301480 ∙ 3 credits

This course will cover basic groundwater concepts in unconsolidated sediments, and examine contamination issues in light of Long Island's particular hydrogeology, land use, and waste management history.  Mathematical principles will be discussed but not stressed; scientific and technical papers discussing particular concepts or problems, including important local examples, will be closely read.  Crosslisted with MAR 521.

CEZ 545 Autism Spectrum Disorders Today

305881 ∙ 3 credits

This course provides an overview of Autism Spectrum Disorders (ASD) aimed towards an understanding of current issues regarding possible causes, prevalence, diagnosis and classification, early identification, educational interventions, medical and behavioral treatment options, individual differences and co-morbidities.  Students will explore these areas through lecture, video presentations and class discussion for the purpose of achieving an acceptable level of competency in recognizing autism in its various forms, understanding the cognitive, social and behavioral deficits associated with each subtype, and preparing for more in-depth instruction on the education and treatment practices currently in place for children and adults with this disorder.

EDL 501 Educational Leadership Theory I

301226 ∙ 3 credits

This is the first introductory course for the Educational Leadership Program. This course encompasses a study of some of the theories, methods, and applications dealing with educational leadership.  Working individually and collaboratively, you will expand your knowledge of the principles of effective schools and effective school leadership in order to act with cultural competence and responsiveness.  This will require that you caneffectively develop and demonstrate the skills needed to work in collaboration with members of the school and the community and using relevant data, develop and promote a vision for the school on the successful learning and development of each child and on instructional and organizational practices that promote such success.   Experiences will be drawn largely from the behavioral and applied sciences, and applied to the practice of educational administration at all levels and in all settings in order to effectively institute, manage, and monitor operations and administrative systems that promote the mission and vision of the school, taking into account school culture as well as leadership theory and practice. This course will also help you develop the dispositions to be effectivelyapproachable, accessible, and welcoming to families and members of the community (PSEL Standards 1b, 3b, 3g, 9a, and 8a). 

Prerequisite: Matriculation in one of the Educational Leadership Post Master's Certificate programs.

EDL 502 Educational Leadership Theory II

301227 ∙ 3 credits

The focus of this course will be on instructional leadership, communication, decision-making, conflict, and change.  Working individually and collaboratively, you will learn how to foster continuous improvement of individual and collective instructional capacity to achieve culturally responsive outcomes envisioned for each student. This will include being able to effectively use assessment data appropriately and within technical limitations to monitor student progress and improve instruction. To augment these topics you will learn how to effectivelydevelop and maintain data and communication systems to deliver actionable information for classroom and school improvement. Adopting a systems perspective will help you effectively manage uncertainty, risk, competing initiatives, and politics of change with courage and perseverance, providing support and encouragement, and openly communicating the need for, process for, and outcomes of improvement efforts (PSEL Standards 3a, 4a, 4g, 6d, 9g, 10h, and 10i).

Prerequisite: EDL 501.

EDL 503 Educational Leadership Practice

301228 ∙ 3 credits

This course helps to articulate the interrelationship between theory and practice and promotes the philosophy that future school leaders should be life-long learners and pro-active about using data for innovation and change. This course effectively ensures instructional practice is intellectually challenging, culturally responsive, authentic to student experiences, recognizes student strengths, and is differentiated and personalized. This will occur when you can effectivelyassess and develop the capacity of staff to assess the value and applicability of emerging educational trends and the findings of research for the school and its improvement.  Fundamentally, this course will teach you how to effectivelyempower and entrust teachers and staff with collective responsibility for meeting the academic, social, emotional, and physical needs of each student, pursuant to the mission, vision, and core values of the school. This course also deals with administrative decision-making in the context of the school, district, and community. Participants will be confronted with problems in instructional leadership using data driven decision-making to create a climate for change by effectively reviewing the school’s mission and vision and adjusting them to changing expectations and opportunities for the school and changing needs and situations of students (PSEL Standards 1e, 3f, 3h, 4d, 7b, and 10f).  

Prerequisites: EDL 501 and EDL 502

EDL 515 School District Leadership

301230 ∙ 3 credits

This course is an examination of theories and practices related to school district administration, supervision and evaluation. The course will teach you how to effectively align and focus systems of curriculum, instruction, and assessment within and across grade levels to promote student academic success, love of learning, the identities and habits of learners, and healthy sense of self.  This will be accomplished by learning how to effectivelypromote adult-student, student-peer, and school-community relationships that value and support academic learning and positive social and emotional development. This will be followed by learning how to effectively foster continuous improvement of individual and collective instructional capacity to achieve outcomes envisioned for each student. This will be supported by learning how toengage in regular and open two-way communication with families and the community about the school, students, needs, problems, and accomplishments.  Finally the course will explore how to effectively engage others in an ongoing process of evidence-based inquiry, learning, strategic goal setting, planning, implementation, and evaluation for continuous school and classroom improvement, while acting with cultural competence and responsiveness in their interactions, decision making, and practice (PSEL Standards 3g, 4b, 5d, 6d, 8c, and 10d).

Prerequisite: Matriculation in one of the Educational Leadership Post Master's Certificate programs.

EDL 528 School Law

301231 ∙ 3 credits

This course is a study of the legal framework within which public education operates, beginning with an analysis of how to safeguard and promote the values of democracy, individual freedom and responsibility, equity, cultural responsiveness, social justice, community, and diversity. This analysis will then explain how toconfront and alter institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status.  Besides addressing specific topics, such as, church-state relations, state agencies, local school boards, financing education, tort liability, teacher-personnel administration, the Taylor Law, tenure, desegregation, and the constitutional rights and freedoms of students, you will learn how to effectivelyknow, comply with, and help the school community understand local, state, and federal laws, rights, policies, and regulations so as to promote student success.  Finally, the course will show how you can effectivelymanage governance processes and internal and external politics toward achieving the school’s mission and vision (PSEL Standards 2d, 3e, 3h, 9h, and 9l).

Prerequisite: Matriculation in one of the Educational Leadership Post Master's Certificate programs.

EDL 541 School Building Leadership

301233 ∙ 3 credits

The design of this course will be focused around the concept of Leadership for Change. Providing leadership, through what can be a massive potential for school restructuring, will be the challenge of tomorrow's school principals. You will be shown how to implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision, and core values of the school, embody high expectations for student learning, align with academic standards, and are culturally responsive. Followed by providing coherent systems of academic and social supports, services, extracurricular activities, and accommodations to meet the range of learning needs of each student, ensuring that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success. The course will focus attention on the needs of the school community by demonstrating the importance to empower and motivate teachers and staff to the highest levels of professional practice and to continuous learning and improvement, which will lead to the collective responsibility for meeting the academic, social, emotional, and physical needs of each student, pursuant to the mission, vision, and core values of the school. This will culminate with showing you how to create the means for the school community to partner with families to support student learning in and out of school, all the while using methods of continuous improvement to achieve the vision, fulfill the mission, and promote the core values of the school (PSEL Standards 3c, 3g, 4a, 5c, 6f, 7b, 8e, and 10b).

Prerequisite: Matriculation in one of the Educational Leadership Post Master's Certificate programs.

EDL 555 Supervision of Instruction

301236 ∙ 3 credits

This course covers the basic aspects of the supervisory process including an overview of supervision, theory and research, organization and function, roles of various personnel in the supervisory process, factors influencing change, improving instruction through individuals and groups, curriculum development, effective use of learning resources, and evaluating supervisory programs to address matters of equity and cultural responsiveness. At the core of this course is Standard #6: Professional Capacity of School Personnel, which begins with developing teachers’ and staff members’ professional knowledge, skills, and practice through differentiated opportunities for learning and growth, guided by understanding of professional and adult learning and development, moving to fostering continuous improvement of individual and collective instructional capacity, being able to deliver actionable feedback about instruction and other professional practice through valid, research-anchored systems of supervision and evaluation, which ultimately will empower and motivate teachers and staff, with the goal of developing the capacity, opportunities, and support for teacher leadership. This course will also examine the issues of change within the school classroom that face supervisors today, enabling them to effectivelymanage uncertainty, risk, competing initiatives, and politics of change with courage and perseverance, providing support and encouragement, and openly communicating the need for, process for, and outcomes of improvement efforts, in order to promote the preparation of students to live productively in and contribute to the diverse cultural contexts of a global society (PSEL Standards 3f, 3h, 6c, 6d, 6e, 6f, 6g, and 10i).   

EDL 571 School Business Administration

301239 ∙ 3 credits

This course presents an examination of the duties and responsibilities of the school business administrator including an understanding of the role in relation to other members of the administrative team. Also examined during the course are other aspects of the business administrator's work such as office management, budget procedures, financial management, accounting and auditing, purchasing and supply management, insurance programs, capital outlay and debt service, school plant operation and maintenance, food service, and transportation. At the core of this administrative role is that you can effectively act ethically and professionally in personal conduct, relationships with others, decision- making, stewardship of the school’s resources, and all aspects of school leadership, while being able to effectivelyestablish and sustain a professional culture of engagement and commitment to shared vision, goals, and objectives pertaining to the education of the whole child; high expectations for professional work; ethical and equitable practice; trust and open communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement; while confronting institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status. The major goal of this role is for you to be an effective,responsible, ethical, and accountable steward of the school’s monetary and non- monetary resources, engaging in effective budgeting and accounting practices (PSEL Standards 2a, 3e, 3g, 7c, and 9d). 

Prerequisite: Matriculation in one of the Educational Leadership Post Master's Certificate programs.

EDL 572 School Personnel Management

301240 ∙ 3 credits

This course examines the nature, scope, and organization of the personnel function and will look at the planning process, collective bargaining (negotiations and contract administration), personnel recruitment (selection, induction, and development), and effective work performance (appraisal, compensation, and job security, issues).  An examination of the federal and state laws and regulations that govern district personnel operations will be included. To accomplish these tasks it will require that you can effectively ensure that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success, while establishing and sustaining a professional culture of engagement and commitment to shared vision, goals, and objectives pertaining to the education of the whole child; high expectations for professional work; ethical and equitable practice; trust and open communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement. At the heart of this position is for you to effectively recruit, hire, support, develop, and retain effective and caring teachers and other professional staff and form them into an educationally effective faculty, that will act with cultural competence and responsiveness in their interactions, decision making, and practice (PSEL Standards 3c, 3g, 6a, and 7c).

Prerequisite: Matriculation in one of the Educational Leadership Post Master's Certificate programs.

EDL 585 Internship in School District/School Building Leadership

305890 ∙ 3 credits

EDL 585 is the field experience component of the corresponding and co-requisite EDL 586.

Prerequisites: Co-requisite EDL 586.

EDL 586 Seminar in School District/School Building Leadership

305889 ∙ 3 credits

The Educational Leadership Internship is defined as the process and product that result from the application in a workplace environment of the strategic, instructional, organizational and contextual leadership program standards. It is strategically designed to immerse candidates in educational experiences that support and rely upon the information and skills attained from courses taken in the program. The internship includes a variety of substantial concurrent or capstone experiences in diverse settings planned and guided cooperatively by university and school district personnel and conducted in schools and school districts over an extended period of time. The experiences need to provide interns with substantial responsibilities, which involve direct interaction and involvement with students, staff, parents, community leaders, and social service organizations involved with inter-agency activities affecting schools.  Through guided and specific tasks, projects and responsibilities you work be expected to work in all ten (10) PSEL standards and will be required to evaluate your growth in each standard at the end of the internship. As highlighted in the Internship Informational Booklet, you will also be required to become proficient in 16 specific PSEL Sub Standards, and demonstrate that you can address matters of equity and cultural responsiveness in all aspects of leadership (PSEL Standard 3h).

Prerequisites: Co-requisite EDL 585.

EDL 595 Educational Leadership Research Project Seminar

101264 ∙ 3 credits

Project Seminar is an advanced graduate course designed to teach students to understand and conduct graduate level research for the purpose of effectivelyassessing and developing the capacity of staff to assess the value and applicability of emerging educational trends and the findings of research for the school and its improvement, which will help in developing an educational mission for the school to promote the academic success and well-being of each student. This course presents a study of the concepts, theories, methods, and findings dealing with how to acquire the extensive knowledge of learning, creative thinking, teaching, assessment, and the principles of effective schools. Supporting this acquisition is for you to effectively act with cultural competence and responsiveness in interactions, decision making, and practice (PSEL Standard 1a, 3g, and 10f).

Prerequisite: Matriculation in one of the Educational Leadership Post Master's Certificate programs. Completion of 24 EDL program credits.

Note: This course will be GRADED (A, B, C, F).Successful completion requires a grade of "B" or better; otherwise, the course must be repeated in order to graduate. No transfer credit or substitutions permitted.

 

EDT 531 STEAM Education: Foundations

309744 ∙ 3 credits

In this course participants will learn about STEAM principles, concepts and skills for Science, Technology, Engineering, Art and Math education. Participants will begin to explore the use of STEAM tools within the curriculum and examine the research behind STEAM pedagogy. Participants will look at different fields and areas of business and industry to see how STEAM skills are being applied to real world situations, careers and fields. The culminating activity for this course is to analyze a field which relies heavily on STEAM skills and adapt an activity for the classroom that prepares students for these challenges.

EDT 532 STEAM Education: Educational Best Practices

309745 ∙ 3 credits

In this course participants will begin to utilize STEAM tools and apply them within their own educational environment. They will adapt existing lessons and activities to reflect STEAM tools, principles and ideologies, developing a strong understanding of STEAM pedagogy within instructional practice. Participants will explore web based STEAM tools for education and understand how to apply those tools to their classroom.

Prerequisite: EDT 531

EDT 533 STEAM Education: Curriculum Integration

309746 ∙ 3 credits

In this course participants will learn how to fully integrate STEAM tools and leverage best practices into their curriculum. Participants will develop an extensive integration plan for a specific learning environment and associated curriculum. Participants will align STEAM best practices, pedagogy, 21-century skills and their own research to develop an integration plan that outlines a cohesive STEAM learning experience. The culmination of this course and program will be the delivery of part of this integration plan in their educational environment and presentation of the overall integration plan to peers.

Prerequisite: EDT 531 and EDT 532

EDT 541 Digital Wellness and Education

310345 ∙ 3 credits

In this course, students will take a step back and look at how Technology affects our overall wellness and state of mind. Technology drives our every move in this fast paced society. Everywhere you look, our youth is connected to a device and has access to unlimited information. This course explores the use of technology among the younger generation and examines the impact emotionally and physically. Students will research policy and practices to help create a life, technology balance and show educators how to develop techniques to help students become more mindful and well rounded in this technology saturated living environment. By the end of this course, students will have developed multiple techniques and strategies essential for balancing wellness, mindfulness, and technology into K-12 classroom curriculum.

EDT 544 Empowering All Learners Through Educational Technology

310346 ∙ 3 credits

In this course participants will learn to integrate educational technology tools and applications, explore best practices, strategies and methods to help support needs of all student populations. Participants will plan, design and deliver a teacher centered educational technology workshop focused on leveraging technology to enhance curriculum and engage all student groups including special needs, ELLs ( English Language Learners), at-risk students and gifted and talented students. By the end of the course, participants will be able to fully understand how to harness the power of technology and engage all learner, so they reach their highest potential.

HEA 501 Foundations of Higher Education Administration

306305 ∙ 3 credits

This course will introduce students to the primary areas of responsibility for higher education administration.  Topics will include college and university organizational structures, human resource issues, finance and budgeting, legal issues, parental involvement, mission, access and retention. APA style writing will be emphasized. Formerly CEK 501. Advisory pre/co-req for all HEA courses.

Prerequisite: matriculation in Higher Education Administration programs

HEA 502 Survey of College Student Development Theory

306304 ∙ 3 credits

This course examines the major theoretical constructs that inform practitioners who work with college students.  Topics will include moral and ethical development, emotional maturation and identity formation, as well as the link between student persistence and involvement.  Students will gain an understanding of psychosocial/affective, cognitive, typological and person/ environment interaction theories. Formerly CEK 502.

Prerequisite: matriculation in Higher Education Administration programs

HEA 503 Leadership in Higher Education

306741 ∙ 3 credits

Colleges and universities are unique institutions. Although they seem to increasingly resemble the complex organizations typically found in business and public administration, their special missions of teaching, research and service put them in a singular category where ¿collegiality¿ and university traditions of academic freedom introduce powerful cross-currents of equality. This course explores collegiate leadership, from the lofty heights of the presidency to the more mundane challenges faced by managers at all levels, be they in academic or administrative units. Students will become familiar with the myths and realities of leadership, as presented in the literature, and conduct their own leadership studies. Formerly CEK 503.

Prerequisite: matriculation in Higher Education Administration programs

HEA 504 Research & Assessment in Higher Education

306735 ∙ 3 credits

This course introduces assessment and program evaluation in colleges and universities.  With increasingly difficult, diverse, and complex decision-making circumstances, it is essential that professionals examine assessment techniques and how these strategies may be best employed to benefit organizations and ultimately their stakeholders.  Higher education (like other organizations) must use evidence for planning and linking programs, evaluating and assessing program results, and improving programs based on evaluation data.  Assignments will emphasize how to perform effective, high quality assessment and program evaluations. Formerly CEK 504.

Prerequisite: matriculation in Higher Education Administration programs

HEA 510 Fundamentals of Technology in Higher Education

308488 ∙ 3 credits

An exploration of new and innovative technologies in higher education, and their impact on student learning, engagement, and motivation.  Higher education is impacted by technology on an ever changing scale.  Students will learn about best practices in higher education, including several web based productivity and course management tools, cyber-ethics and digital footprint, organization of the digital world, collaborating with technology, social media, virtual worlds as well as presentation strategies and tools. The culminating project is the research, assessment, analysis, and presentation of a college student technology profile.

HEA 520 Survey of Advising & Counseling in Higher Education

306308 ∙ 3 credits

This course is an introduction to advising and counseling in higher education.  Course topics include advising and student development theory; advising structures for effective learning, teaching, and mentoring; legal issues in advising; advising methods and best practices; key stakeholders in advising; and articulating a personal advising philosophy. Formerly CEK 520

Prerequisite: matriculation in Higher Education Administration programs

HEA 521 Diversity and Higher Education

306303 ∙ 3 credits

This course examines diversity in institutions of higher education from both a theoretical and historical framework.  It will provide a foundation for examining policy and practice by the study of key concepts in human diversity, legislation and case studies.  Best practice assessment methods are explored within the context of multicultural pedagogy. Formerly CEK 521.

Prerequisite: matriculation in Higher Education Administration programs

HEA 522 Crisis Management and Prevention in Higher Education

306397 ∙ 3 credits

This course will explore the critical role that student safety and effective institutional management of student crises play in the academic and social success of students. Risk factors such as mental health issues, alcohol and other drug use, and violence will be examined, as well as protective factors such as sense of belonging/community, health and wellness, and self-efficacy. Course participants will become familiar with latest best practices in institutional strategies to creating a safe environment for learning. (Formerly CEK 522.)

Prerequisite: matriculation in Higher Education Administration programs

HEA 523 Student Affairs Administration in Colleges and Universities

306398 ∙ 3 credits

An overview of the history of the Student Affairs field, as well as a more in-depth examination of the changing context in which student affairs professionals practice. This will include the philosophies, ethics, and theories that guide the practice of student affairs work. Review  of the development of the field, legal and ethical foundations of practice, learning, retention and development theories, changing campus environment (including diversity, economic considerations and access issues), organizational structure, strategic planning and finance, information technology, learning outcomes and assessment and human resources as they relate to student affairs.  Consideration of the practical application of such topics in specific student affairs units i.e., housing/residence life, student activities, career services, counseling, Student health centers and judicial affairs. Formerly CEK 523.

Prerequisite: matriculation in Higher Education Administration programs

HEA 524 Enrollment Management

306359 ∙ 3 credits

This course covers marketing the university, programs to attract applicants, the application process, generating and applying models for predicting enrollment, and assessing outcomes, including ratios such as applicant-to-accept, accept-to-enrollment, and enrollment-to-retention, and graduation rates. Issues of selectivity, financial aid leveraging (merit and need-based scholarships and aid programs), and linkages between academic and student affairs are covered. The prime focus is undergraduate enrollment, but the course also examines graduate and professional school enrollment. Learn roles of admissions officers and counselors, information technology and data processing professionals, and institutional research analysts. Ways to attract and retain students, increase selectivity and enrollment, and improve students' academic and social integration and success are highlighted. Formerly CEK 524.

Prerequisite: matriculation in Higher Education Administration programs

HEA 525 The Contemporary Undergraduate

307268 ∙ 3 credits

An in-depth examination of lifestyle, attitudes, characteristics and demographics of the contemporary undergraduate college student in the United States. This course offers an overview of the theoretical and research literature on college students in the U.S. from a variety of perspectives, and considers the educational, social, and environmental needs of different student subgroups. Students will explore traditional and non-traditional college populations at two-and four-year institutions. Formerly CEK 525.

Prerequisite: matriculation in Higher Education Administration programs

HEA 526 Career Counseling and the Psychology of Work

307539 ∙ 3 credits

A comprehensive overview of the theoretical and practical aspects of career development, career counseling, and the psychology of working. Fundamental career development theories will be presented with emphasis on application within the college student population.  Readings and discussions will cover the psychological aspects of career indecision, as well as family, social and cultural factors which influence career identity formation of a college student.  Students will explore the complex ways in which economics and politics define the contemporary world of work and shape a student¿s career choices and decisions. A practice of integrative career counseling approaches via case study analysis will be emphasized. Pre/Co-requisite: CEK 502. Formerly CEK 526.

Pre/co-requisite: HEA 502 and matriculation in the Higher Education Administration Master's degree program or advanced graduate certificate.

HEA 527 Community College Administration

309180 ∙ 3 credits

A study of the history, philosophy, nature, and administrative functions of the community college in the United States. This course introduces concepts related to the knowledge and skills that will enable a reflective community college administrator to effectively and efficiently navigate the issues associated with administering a community college in the 21st century.

Prerequisite: matriculation in Higher Education Administration programs

HEA 528 External Relations in Higher Education

309459 ∙ 3 credits

This course will explore historical and contemporary influences that external entities have on institutional policy and practice. Various and complex stakeholder interests (e.g. corporations, government entities, grant-making agencies, alumni, etc.) will be examined from multiple lenses. Students will explore and discuss these issues and using a systems-approach to group projects, emulate the cross-functional committee work common in higher education.

Prerequisite: matriculation in Higher Education Administration program & prior completion of HEA 501

HEA 530 Legal Issues in Higher Education

306307 ∙ 3 credits

This course, designed for college and university administrators, presents an overview of key issues and problem areas in the fast developing law of higher education. Topics include student and faculty rights and responsibilities, academic freedom, governance, affirmative action, campus security, collective bargaining and labor relations, to name just a few. Students will review important court cases that establish a framework for decision-making and will also participate in problem-solving exercises. Former title: Higher Education Law Formerly CEK 530.

Prerequisite: matriculation in Higher Education Administration programs

HEA 531 Finance Issues in Higher Education

306306 ∙ 3 credits

This course is devoted to the examination of critical concepts in higher education finance by analyzing key theories, structures and challenges of college and university financing.  Funding sources, the role of federal and state governments, allocation of resources, balancing budgets and contingency plans will be discussed along with ethical considerations of major public policy issues in financing higher education such as affordability, access/choice, equity, productivity and accountability and the public private benefits of higher education. Formerly CEK 531.

HEA 532 Survey of Higher Education Facilities Management

306399 ∙ 3 credits

Today's higher education administrator is faced with a cross-section of job responsibilities and functions which may include the management and maintenance of academic facilities.  This course will focus on the organizational structure of college and university facilities and the responsibilities of managers within the facilities unit.  We will examine the multi-disciplinary activities within the built environment and the impact they have on students, faculty, staff and the surrounding campus community. Formerly CEK 532.

Prerequisite: matriculation in Higher Education Administration programs

HEA 533 Intercollegiate Athletics in Higher Education Administration

307542 ∙ 3 credits

Through an in depth examination of the historical path (past, present and future) and significance of intercollegiate athletics within the context of colleges and universities, professionals will be prepared for active engagement with athletics administrators, coaches and student-athletes in varying capacities. This course is designed for college administrators from all disciplines to enhance their understanding of intercollegiate athletics and the role of sport in higher education. Formerly CEK 533.

HEA 534 Philanthropy in American Higher Education

307782 ∙ 3 credits

An exploration of the evolution of philanthropic support in American higher education and an introduction to theoretical foundations and current best practices in educational philanthropy. Students will consider the current state of philanthropy, trends and forecasting challenges, mission-centered institutional advancement, key philanthropic stakeholders and influencers, donor motivation and behavior, and ethical issues in philanthropy. Formerly CEK 534.

Prerequisite: matriculation in Higher Education Administration programs

HEA 535 International Higher Education

307882 ∙ 3 credits

This course examines international higher education and the historical, political, cultural and socio-economic evolution differentiating national tertiary systems, regional frameworks, and international cooperation among industrialized, developing, and transitioning countries. Comparative higher education theory, empirical examples, and international organization and government reports are investigated to benchmark system performance, international and global models, and assess quality, standards, accreditation, accountability, and governance shaping sector policy, planning, and reform. Contemporary public-private higher education dichotomy, administration, funding mechanisms, curriculum and organization of degrees, academic profession, and the social stratification impacting higher education access and student mobility in the knowledge economy is explored. (Advisory pre-requisite for Study Abroad HEA programs). Formerly CEK 535.

Prerequisite: matriculation in Higher Education Administration programs

HEA 540 Seminar on Critical Issues in Higher Education Administration

307370 ∙ 3 credits

In this advanced seminar students address critical questions pertaining to US higher education. The topics selected represent themes that continue to elude resolution, but nonetheless generate thoughtful and often heated discussion, argument and debate.  A list of subjects to be covered includes, but is not limited to: Affirmative Action, the Rising Cost of College Tuition, Collective Bargaining & Tenure, Distance Education, MOOC's, Collegiate Sports, Non-Traditional Students, and Campus Safety. This is a special topics course. Students may repeat the course 2 times for a maximum of 6 credits. Formerly CEK 540.

Prerequisite: matriculation in Higher Education Administration programs

HEA 560 Comparative University Systems

307406 ∙ 3 credits

An examination of higher education institutions, referencing leading universities in major cities of a particular geographical region (e.g., Asia, Europe, South America), and comparing them with those in the US.  By combining university information sessions and lectures on the region's history and educational philosophy, students will acquire knowledge and an appreciation for the historical and traditional significance of higher education in a given region while enriching their knowledge of that area's contemporary student. This course may include a study tour or online component for greater understanding of higher education administration in practice outside of the US. Formerly CEK 560.

Prerequisite: matriculation in Higher Education Administration programs

HEA 586 Higher Education Administration Practicum

307274 ∙ 3 credits

This course will provide students with an opportunity to integrate theory and practice and become familiar with the role of professionals within the higher education field.  Students enrolled in the course will participate in a 150 hour internship in an approved higher education or student affairs department.  The focus of the course will be to reflect and discuss the field experience. Formerly CEK 586. (Pre-req HEA 501; Advisory pre/co-req HEA 502).

Prerequisite: matriculation in Higher Education Administration programs

HEA 587 Advanced Practicum in Higher Education Administratiion

307525 ∙ 3 credits

This advanced practicum course will provide students with additional opportunities to integrate theory and practice within the higher education field.  Students enrolled in the course will participate in a 150 hour internship in an approved higher education or student affairs department.  The focus of the course will be to reflect and discuss the field experience. Prerequisite: HEA 586. Formerly CEK 587.

Prerequisite: matriculation in Higher Education Administration programs

HEA 595 Higher Education Administration Project Seminar

307106 ∙ 3 credits

The goal of the Project Seminar is to teach students to understand and conduct graduate level research. Research may be either original or applied. Prior approval of topic by faculty required; methodology and resources will be reviewed throughout writing process. Effective Fall 2014, this course will be GRADED (A, B, C, F). Effective Summer 2015, successful completion of the Project Seminar requires a grade of "B" or better; otherwise, the course must be repeated in order to graduate. No transfer credit or substitutions. Formerly CEK 595.

Prerequisite: Matriculation in MA Higher Education Administration degree program; completion of 24 graduate level credits in the degree program; pre/co-req HEA 504

HEA 599 MA in Higher Education Administration Independent Study

307611 ∙ 3 credits

Independent Study in Higher Education Administration.  Provides the opportunity for an HEA student to undertake a special independent project entailing advanced readings, or research on a topic of their own choosing in consultation with an HEA faculty member.  Prerequisites:  At least 12 credits completed in the HEA program, sponsorship of a faculty member, permission of HEA faculty director, 1-3 credits. Formerly CEK 599.

Prerequisite: Matriculation in MA Higher Education Administration degree program; completion of 24 graduate level credits in the degree program; pre/co-req HEA 504

HRM 532 Foundations of Human Resources

304598 ∙ 3 credits

This required course explores the basic elements of personnel administration that includes an overview of human resource functions; recruitment, selection, staffing, and placement; job classification and wage and benefit systems; employee supervision, performance management, workplace health, safety and security, counseling, discipline, and grievance. The legal framework of human resource administration, workplace diversity, and approaches specific to union and nonunion environments is also covered. This course should be taken in your first semester (formerly CES 515).

Prerequisite: matriculated in Human Resource Management Programs or Concentrations

HRM 538 Organizational Development and Change Management 

304621 ∙ 3 credits

This course will acquaint students with types of organizational change and the roles of human resources managers as change agents and internal consultants. Cases, group exercises, and class discussions are used to examine change methods, employees' reactions to change, facilitation techniques, and evaluation methods. Roles of leaders, managers, employees, and human resources professionals are considered. Targets of change include job designs, interpersonal relationships, downsizing/rightsizing and organizational structures. Quality improvement, employee involvement, and professional development are studied as examples of change strategies. Students learn how to help their co-workers cope, as well as how to become trusted business advisors within the organization. This course is offered as both HRM 538 and MBA 538 (formerly CEX 538).

Prerequisite: MBA 532/HRM 532.

HRM 533 Employee Relations and Labor Management

304599 ∙ 3 credits

The focal point of this foundation course is the historical development of labor unions in the United States, the evolution of the legal framework governing labor relations today, and the major elements of collective bargaining and dispute resolution techniques used in the private and public sectors.  A discussion of the future of organized labor concludes the course. This course is offered as both HRM 533 and MBA 533 (formerly CES 516).

Prerequisite: matriculated in Human Resource Management Programs or Concentrations

HRM 537 Employee Learning and Professional/Career Development

304620 ∙ 3 credits

This course provides an overview of employee learning methods, and includes training design, development, and evaluation procedures in organizations. Emphasis is placed on how to perform a needs analysis, how to select the latest training technologies, and how to apply methodologies to maximize adult learning as well as improve upon organizational development. In addition, employee development strategies are reviewed, i.e., training generalist managers and specialists, how to foster an atmosphere conducive to continuous learning, and how to reward supervisors for encouraging and supporting employee development (formerly Training and Development).

Prerequisite: matriculated in Human Resource Management Programs or Concentrations

HRM 541 Human Relations and Workforce Planning

304602 ∙ 3 credits

Organizations, both today and in the future, look for employees, managers, and leaders who possess a significant understanding of the principles and practices of human relations and organizational behavior in the workplace. Given the value of human capital in our ever-changing global economy, the strategic impact that human resource leaders have on their organizations has never been more important. This course explores the modalities of human relations in the workplace, explains and applies employment laws that govern human relations and workforce planning, and applies innovative workplace solutions and programs to aid leaders so they can retain and engage a productive and high functioning workforce.

(Formerly CES 511)

Prerequisite: matriculated in Human Resource Management Programs or Concentrations

HRM 545 Employment Law and Policy

304613 ∙ 3 credits

This course is designed to give business and HR professionals insight into and practical knowledge of the various legal issues that inform today's employer-employee relationships.  Topics will include workplace safety and health, ethics, managing diversity and hiring practices, formation of the employment contract, laws governing the work relationship, investigation protocols and risk-reduction techniques, viewed against a backdrop of emerging employment trends. (formerly CES 525).

Prerequisite: HRM 533; Matriculation MS or AGC in HRM or concentration

HRM 546 Job Evaluation, Compensation Systems and Benefits

304614 ∙ 3 credits

An advanced course providing students with both theory and specific knowledge of job evaluation and compensation systems. Topics  include comparable worth and legal requirements: preparation of job evaluation and job design, fringe benefits, pensions, social security, theory of compensation systems as they relate to job satisfaction and employee morale; development of wage and salary surveys, internal and external equity pay scales, performance-based pay systems, and salary administration procedures. An analysis of incentives-bonuses, stock options, salary deferrals and special benefits-will complete the course. Prerequisite: HRM 532 (formerly CES 526).

Prerequisite: HRM 532; Matriculation MS or AGC in HRM or concentration

HRM 547 Performance Management in Organizations

308446 ∙ 3 credits

This course provides insight to the importance of performance management and the behavior of individuals and teams in organizations. Emphasis will be placed on implications for effective human resource management, and the need to align organizational goals with performance management practices.  Approaches used to drive performance and analyze problems encountered in managing human resources will be discussed throughout the course. Additional topics include performance appraisal, individual and group decision-making skills, recruitment, selection, and employee orientation, employee ability, motivation and incentive systems, job satisfaction, retention, and employee engagement.

Prerequisite: matriculated in Human Resource Management Programs or Concentrations

HRM 548 Diversity and Global Issues in the Workplace

308445 ∙ 3 credits

This course examines contemporary practices and trends in the global marketplace. Topics include both the similarities and differences among people, organizations, and management across sectoral and national boundaries that must be a part of the knowledge base of tomorrow's human resource manager. Human resources from a global perspective, including issues for expatriates and repatriation, the European Union, health and safety, business ethics, employee benefits and unions will be covered.  Additional emphasis will be placed on understanding how differences among multinational corporations, governmental regulatory agencies, public authorities, strategic alliances, political and cultural environments impact the management of human resources.

Prerequisite: HRM 532 or HRM 541; Matriculation MS/AGC in HRM or concentration

HRM 551 HRM Business Acumen and Data Analytics for Effective HR Leadership

309888 ∙ 3 credits

For students working in human resources (HR) management or a related field, this course will provide an understanding of the importance of learning an organization's operations and functions as well as its competitive environment/landscape. The course will specifically review human resources data analytics, a key component to creating the case for human resources projects and other decisions they may have to make in the course of being a HR professional. Students will develop a comprehensive human resources business case.

Prerequisite: HRM 532 and HRM 533, and Matriculation in HRM program

HRM 552 The Strategic Organization: Communication and Employee Relationship Management

309889 ∙ 3 credits

This course provides insight into effective strategic approaches to communication and employee engagement. Students will learn the concepts of the strategic communication process and its role in business organizations. This course will examine the traits and skills needed for students to become a strategic communicator including understanding principles and concepts of effective communication, a high level of self-awareness, an ability to understand other people, a basic knowledge of the complexity of the communication process itself, and the ability to think critically¿to analyze and evaluate situations and use that information to formulate effective communication strategies. Moreover, this course will examine the Engagement Equation and will explain the driver of employee engagement, and how you can use improved engagement to execute strategy, reduce costs, and meet your organizational goals.

PQ: HRM 532, HRM 533, HRM 541, & Matriculation in HRM program

HRM 553 HR Leadership, Performance Management, and Organizational Effectiveness

309890 ∙ 3 credits

This course provides insight into effective leadership, performance management and organizational effectiveness in today's organizations. Students will learn how leaders motivate, influence, and navigate political environments. Leadership components that will be covered in the course will include the nature of leadership, contemporary situational theories of leadership and emerging leadership issues. In addition, students will learn what new emerging leaders need to know about the importance of performance management and aligning the organizational goals with performance management practices. This course will also set the stage for understanding the components of organizational effectiveness. Organizational effectiveness provides leaders with information for improving an organization¿s operations and effectiveness, organizational structure and design, the culture of organizations, and organizational change and change management.

PQ: HRM 532, HRM 547, + Matriculation in HRM program

HRM 554 HR Leader as Organizational Consultant

309891 ∙ 3 credits

This course is designed to equip business and HR professionals with the competencies to be an internal consultant within any organization. Students will learn to apply a structured approach to the consulting process and conduct appropriate interventions for designing, adapting, and improving business policies and practices. Focused on the major components of organization development and change management combined with consulting skills, the course addresses evaluating internal and external challenges to the organization; partnering effectively with leadership and business units; facilitating interpersonal processes; prioritizing multiple stakeholders; and being a value-added contributor in identifying appropriate business solutions which meet the needs of both internal and external customers. Students build their personal consulting skills toolkit, while learning how to add value and HR perspective to initiatives central to their organizations' success.

PQ: HRM 532, HRM 538, + Matriculation in HRM program

HRM 585 Human Resource Management Internship

307279 ∙ 1 credits

SPD's Master of Science in Human Resource Management graduate students may choose to gain field experience by completing a one-credit internship practicum over and above the requirements for the Master of Science degree. The internship course requires a minimum of 45 hours of work in a setting that is outside of the student's current area of employment. Students must obtain approval from the faculty director to enroll in this S/U graded course. At the conclusion of the term, an Internship Project Requirement (Work Report) must be submitted to and approved by the faculty advisor who is mentoring and supervising the student's experience.

Prerequisite: matriculated in Human Resource Management Programs or Concentrations

HRM 595 Strategic Human Resources Masters Project

308422 ∙ 3 credits

This is an advanced course, designed to examine and research new developments and professional concerns in human resource management. The course focuses on such topics as strategic human resource management, productivity in the American workplace; developing union/management cooperation for productivity; methods of employee learning in the workplace; metrics and measurement in human resources; and specialized needs of the new workforce in a high-tech and service economy.  Students will be guided through professionally oriented activities designed to provide them with culminating experiences that result in a research project and final paper. Topics will vary from semester to semester. Prerequisite: completion of 24 credits of HRM coursework.  Effective Summer 2015, successful completion of the Project Seminar requires a grade of "B" or better; otherwise, the course must be repeated in order to graduate.  No transfer credit or substitutions (replaces CED 595).

Prerequisite: Matriculation in the MS or AGC in HRM; prior completion of 24 graduate HRM credits.

LIN 502 Methods I - Foundations of TESOL Pedagogy

308486 ∙ 3 credits

Theory and practical methodology of language and literacy instruction and assessment to children and adolescents for whom English is not their first language, in alignment with current state, national, and professional standards. Inquiry into instructional approaches, standard-based and data-driven lesson planning, reflective practices, in the teaching and assessment of speaking, listening, reading, and writing. Review and evaluation of resources and technologies.

LIN 503 Methods II  TESOL Pedagogy through the Content Areas

308487 ∙ 3 credits

Content-based language and literacy instruction and assessment to children and adolescents for whom English is not their first language, in alignment with current state, national, and professional standards. Teacher candidates design standard-based and data-driven curricular modules for teaching language through mathematics, the sciences, English language arts and the social studies, engage in reflective and collaborative practices, and evaluate web-based technologies.

Prerequisite: B or better in LIN 502

LIN 504 Intro to Teaching Linguistic & Literacy Skills

308568 ∙ 3 credits

This course prepares teachers to teach literacy skills from the perspective of linguistics. Participants will master effective tools to promote English Language Learners (ELLs) receptive (listening and reading), in addition to productive (speak-ing and writing) language development. It will focus on teaching listening and reading comprehension, reading and writing instruction with a deep understanding of the linguistic demands of the different activities.

LIN 505 Structure of English Grammar for Teachers

309882 ∙ 3 credits

The course is designed for future teachers of English Language Learners (ELLs) to the principles of the grammar of English. A special focus will be on aspects of English grammar particularly difficult for ELLs. The practical application of this study of English grammar includes diagnosing and addressing student errors, teaching English structures in a new way and teaching ELLs the grammar knowledge they need to be successful at the academic language of school.  Materials and exercises for teaching various grammatical structures will be developed. We will consider actual errors made by learners of English and will develop practical techniques for remedying these errors. The class will feature the development of hands-on activities.

LSF 501 Effective Professional Communication

309329 ∙ 3 credits

Concepts and practice in different modes of professional communication: writing in a variety of genres; designing effective, accessible presentations; speaking, and effective group problem solving and writing/communicating strategies, as well as using selected technologies to support these skills.

LSF 502 Effective Professional Thinking

309331 ∙ 3 credits

Examines how to use, synthesize and analyze the vast amount of data professionals are exposed to daily. The course will be infused with how to utilize technologies in decision making processes. Competencies include using inductive versus deductive reasoning, learning how to effectively schedule, create and analyze spreadsheets and budgets, problem solving, thinking creatively, and using critical thinking skills.

LSF 503 Effective Professional Global and Cultural Awareness

309332 ∙ 3 credits

Explores issues surrounding diversity and inclusion, beginning with a broad consideration of geographical and cultural globalization topics.  Students will leverage the knowledge and skills garnered from readings on intercultural communication, diversities of ethnicity, religion, disability, gender and sexuality, in order to articulate best practices regarding justice and ethics in the workplace and on a national stage.

LSF 504 Effective Professional Action & Leadership

309333 ∙ 3 credits

Provides a professional roadmap for individuals who wish to navigate an enriched personal and professional path.  This course focuses on helping learners to understand themselves as professionals and to take action for further and future development.  Attention will be given to individual and group dynamics, leadership, self-monitoring, time management, and other important concepts for professional success.