Course Listings - SUNY Oneonta (2024)

Graduate-level courses are designated by 5000-6999. For most courses, Graduate Status (GrS) is required as a prerequisite.

Biology

• BIOL 5000 - Experimental Design 3 s.h.

  Aimed at second semester graduate students, this course will familiarize students with the processes of experimental design and project management. Students will learn how to develop questions into research projects and to more efficiently plan and execute their projects. As part of the course, students will create a formal Project Proposal for their thesis. A-E Only. Offered spring semester.
  Prerequisite(s): GrS.
  

• BIOL 5002 - Advanced Biological Literacy 3 s.h.

  An intensive Scientific Literacy course designed to better prepare graduate students for comprehending, critically analyzing and writing papers for the Biological Sciences. Students will be required to read papers from a variety of subfields within biology, learn about the common elements and pitfalls. Students will also practice crafting journal-style papers to better familiarize themselves with the format. A-E Only. Offered spring semester.
  Prerequisite(s): GrS.
  

• BIOL 5004 - Advanced Quantitative Biology 4 s.h.

  This course is designed to provide a foundation in biostatistics to students in the Master of Science in Biology and Master of Science in Lake Management programs. Using biological sources of data and case studies in ecology, conservation, health sciences, lake management and monitoring, this course will cover the following topics: probability, distributions, estimation, hypothesis testing, analysis of variance, simple and multiple regression, basic multivariate techniques, and vital statistics. The course will appeal particularly to students who are trained to work as biologists who want experience in applying research methods in basic biological sciences and applied ecology. It will help biology graduate students in experimental design and data analysis for their own research projects. A-E Only. Offered fall semester.
  Prerequisite(s): GrS.
  

• BIOL 5098 - Graduate Seminar 1 s.h. - 2 s.h.

  Discussion and investigation of major events, discoveries, problems, and current topics through the media of group conferences library research, and presentation of project reports by staff, graduate students, and visiting scholars. Normally taken more than one term up to maximum of 2 s.h. of credit. Pass/Fail Only.
  Prerequisite(s): GrS and permission of department.
  

• BIOL 5100 - Management of Aquatic Biota 4 s.h.

  Covers 1) foundational skills in characterization and management of aquatic biota based on scientific evidence and 2) early career development as an aquatic natural resource manager. Students evaluate scientific basis, efficacy, and applicability and feasibility of common management methods in different systems and scenarios. Includes introduction to basic taxonomic identification skills with a focus on invasive and nuisance species in NYS. Scientific writing with peer review and multiple revisions and production of educational material for the public are required.Learning environment: regular and guest lecture, laboratory, and field. Classes may meet outside regular class times due to guest lecturer and facility/equipment availability and weather conditions. A-E Only. Offered every Fall.Sustainability-focused course.
  Prerequisite(s): BIOL 5106orBIOL 6702, may be taken concurrently.
  Course fee: $44.00.

• BIOL 5102 - Lake Management 4 s.h.

  An introduction to the science of lake management and the economic and the social/regulatory framework within which the professional practice takes place. Science: Topics include limnology, diagnosis of problems, management objectives, management techniques, plan organization and development, implementation and evaluation. Social/regulatory framework: Public education, perception, regulatory management techniques. Field and laboratory experiences, term paper required. A-E Only.
  Prerequisite(s): GrS and permission of instructor.
  

• BIOL 5104 - Lake Monitoring 3 s.h.

  Discusses the problems and solutions for monitoring inland freshwater lakes. Issues pertaining to collecting, managing and analyzing physical, chemical, and biological data will be covered. A project dealing with a lake data set will be assigned. A thorough understanding of statistical analysis and limnological concepts is assumed. A-E Only.
  Prerequisite(s): GrS.
  

• BIOL 5106 - Applied Limnology 4 s.h.

  Covers basic biogeochemical and physical processes in inland waters with review of fundamental concepts in biology, chemistry, earth sciences, physics, calculus, and statistics. Designed for students training to become lake management professionals. Laboratory and field experience in limnological methods. A-E Only. Offered every fall semester.Sustainability-focused course.
  Prerequisite(s): GrS.
  

• BIOL 5108 - Co-op Experiences in Lake Management 1 s.h. - 12 s.h.

  Professional experiences related to lake management. Students work directly for a co-op employer and are held to the same professional standards as other employees. The student, co-op employer, and faculty supervisoragree on co-op learning outcomes and evaluation metric. Logistic and financial arrangements of the co-op are made directly between the student and the co-op employer. Evaluation of the overall co-op experience is based on feedback from the employer and a capstone paper with a reflection component. Pass/Fail Only. Offered every semester, summer and winter intersession.
  Prerequisite(s): GrS.
  

• BIOL 6094 - Special Topics in Biology 1 s.h. - 4 s.h.

  Three to ten day experiences in regional biology to be offered off campus or at the Biological Field Station, Cooperstown. Course content will vary with instructors and the topics studied. Students may enroll in different “topics” under this course number but no more than 6 hours may be applied to the biology program requirements.
  Special Costs: Costs of transportation, room and board, when necessary, will be shared by students.
  Intended Clientele: Graduate students in the science disciplines or science education. A-E Only.
  Prerequisite(s): GrS; 3 s.h. of general ecology or permission of the instructor.
  

• BIOL 6096 - Directed Research 1 s.h. - 15 s.h.

  Directed research with supervision and training, to develop, carry out and report on a module of sponsored research as part of a team, often including faculty, and other students at various academic levels. Experiences include research and monitoring theory, interactions with others in field and laboratory environments, methods of access to work sites and logistics involved in scientific research, exposure to field equipment and laboratory instrumentation and the development of communication skills. Productivity, that is results relevant to sponsors and the community, is required and its generation is an important part of the experience. Registration is often competitive and requires faculty permission. Research is typically conducted for at least 10 weeks, 35 hours per week. Monetary awards are normally offered. Pass/Fail Only. Offered as needed.
  Prerequisite(s): GrS.
  

• BIOL 6098 - Thesis 1 s.h. - 12 s.h.

  Athesisin a degree candidate’s field of specialization is prepared under the supervision of their faculty advisor. Pass/Fail Only. Offered every semester.
  Prerequisite(s): GrS.
  

• BIOL 6099 - Independent Study: Biology 1 s.h. - 6 s.h.

  Individualized study at a graduate level in topics not covered in a regular course offering. Open to graduate students only. Enrollment by completion of “Application for Graduate Independent Study” and registration forms in the Registrar’s Office. Pass/Fail Option.
  Prerequisite(s): GrS.
  

• BIOL 6400 - Advanced Plant Taxonomy 4 s.h.

  This course is designed to give students a strong grounding in the dynamic field of Plant Taxonomy. Students will be expected to gain a working knowledge of the identification and classification of members of the Plant Kingdom, emphasizing phylum and family characteristics. Major Bryophyte, Pteridophyte, Gymnosperm, and Angiosperm families are studied in lecture and laboratory formats. Additionally the course will provide an understanding of principles and rules for proper botanical nomenclature. Preparation of collections; field and laboratory experiences; one weekend field trip required. Three hours of lecture and two hours lab per week. Lab format will include individual or small group research projects culminating in presentation of projects. A-E Only.
  Prerequisite(s): GrS and permission of instructor.
  

• BIOL 6406 - Advanced Field Botany 3 s.h.

  This course is designed to further develop skills in botanical field techniques, and provide a more thorough understanding of the vegetation of North America, and the flora and vegetation of New York. Additionally the course will provide an understanding of principles and rules for proper botanical nomenclature. It combines information drawn from the disciplines of taxonomy, ecology, ethnobotany, physical geography, and wildlife ecology. Two weekend field trips required. Two hours of lecture and two hours lab per week. Lab format will include individual and small group projects, including a plant collection and research presentation. A-E Only.
  Prerequisite(s): GrS and permission of instructor.
  

• BIOL 6500 - Advanced Aquatic Entomology 4 s.h.

  This course will examine in detail the identification, life history, anatomy, functional morphology, and physiology of aquatic insects, with special emphasis placed on the unique adaptations to life in aquatic habitats. Students will be required to collect and property curate an aquatic insect collection, and to perform an independent field project to be presented as both a scientific paper and a scientific-meeting style talk. A-E Only.
  Prerequisite(s): GrS and permission of department.
  

• BIOL 6502 - Behavior of Animals 4 s.h.

  This course covers animal behavior, with an emphasis on its evolutionary origins and ecological consequences. The importance of understanding animal behavior when developing conservation plans is also discussed. Behavioral observation and experimental design are emphasized in the two-hour lab. A-E Only. Offered every Fall semester.
  Prerequisite(s): GrS.
  

• BIOL 6504 - Advanced Entomology 4 s.h.

  Topics in entomology, the study of insects, including their natural history, anatomy, and functional morphology. Classification and ecology of forms found locally. Preparation of collections, field and laboratory research, papers typically required. A-E Only.
  Prerequisite(s): GrS and permission of instructor.
  

• BIOL 6505 - Advanced Parasitology 4 s.h.

  This course is intended for graduate students who have not taken an undergraduate-level parasitology course. This course will focus on the biology, life cycles, and identification of protozoan and metazoan parasites of humans and other animals. Emphasis will be placed on groups of particular medical and/or economic importance, and on species parasitizing wildlife locally. Students will learn to identify locally collected parasites and gain an understanding of current research in the field. Field trip(s) included. A-E Only. Offered odd fall semesters.
  Prerequisite(s): GrS.
  

• BIOL 6508 - Advanced Ichthyology 4 s.h.

  This course examines the major fish taxa of the Northeast, with emphasis on life history, phylogeny, morphology and ecology. Field and laboratory instructional experiences, some on weekends, will provide hands-on experience collecting and observing common Northeastern fishes. Field costs are shared by the students. A-E Only. Offered even Fall semesters.
  Prerequisite(s): GrS or permission of the instructor.
  Course fee: $93.00.

• BIOL 6600 - Advanced Invertebrate Zoology 4 s.h.

  Students will prepare and present papers weekly on various topics in invertebrate zoology. Techniques of scientific writing will be considered equally as important as subject matter. All papers presented will be duplicated so that students will have a full set of notes including references to research works throughout the field. Costs of duplication shall be borne by students. A-E Only.
  Prerequisite(s): GrS and permission of instructor.
  Course fee: ​$93.00.

• BIOL 6700 - Experimental Stream Ecology 4 s.h.

  Experimental studies in stream ecology. Experiments cover concepts of the biological, physical, and chemical features of stream ecosystems. An independent research project is required. A-E Only.
  Prerequisite(s): GrS and permission of instructor.
  

• BIOL 6702 - Studies in Limnology 4 s.h.

  A standard graduate level limnology course covering biogeochemical and physical processes in inland waters. Designed for students with solid undergraduate preparation in basic biology, freshwater ecology or limnology, chemistry, earth sciences, and calculus-based physics. Involves substantial reading of classic and current limnological literature and scientific writing with revision cycles. Laboratory and field experience in limnological methods. A-E Only. Offered every Spring semester.Sustainability-focused course.
  Prerequisite(s): GrS and permission of instructor.
  Course fee: ​$99.00.

• BIOL 6704 - Biological Invasions 3 s.h.

  Many human activities such as agriculture, aquaculture, recreation and transportation, have promoted intentional and accidental spread of invasive species. Biological invasions threaten human health, ecosystem services and our economies. This class covers topics with regard to the human introduction, impacts, and prevention of invasive species to environmental and human health, such as invasion theory, predicting invaders, species distinction and evolution, ecosystem health, social and economic impacts, invasive species control and management. A-E Only. Offered Fall semester in odd years.
  Prerequisite(s): GrS.
  

• BIOL 6706 - Wetland Plant ID and Delineation 4 s.h.

  Survey of the major plant species of local freshwater wetlands, and methods for delineation under current State and Federal criteria. Extensive field trips include natural bogs, marshes, floodplains, as well as constructed or managed wetlands of the central NY region. Current papers from the literature of wetland management and ecology will be discussed in seminar format. Students must be able to hike through difficult terrain. A-E Only.
  Prerequisite(s): GrS and permission of instructor.
  

• BIOL 6804 - Advanced Methods in Population Genetics 4 s.h.

  Through lecture and laboratory sessions, students will cover advanced applications of fundamental population genetic tests and phylogeography, as well as experimental design. Students will be required to individually design and perform a project in population genetics, ideally forming a portion of their thesis. At the end of the semester, students will give a scientific-meeting style talk on their project. A-E Only.
  Prerequisite(s): GrS.
  Course fee: ​$93.00.

• BIOL 6808 - Pollution of the Aquatic Environments 3 s.h.

  This course covers topics in pollution of aquatic environments. A-E Only. Offered irregularly.
  Prerequisite(s): GrS.
  

• BIOL 6906 - Advanced Global Conservation Practicum 2 s.h.

  A 2.5-week long international immersion course on conservation and sustainability efforts outside the U.S. The course grade is based on an individual study plan, in-country quizzes, journal entries addressing the learning objectives in your study plan, and fulfilling leadership roles in the extended multicultural fieldwork environment. Involves international travel with multiple modes of transportation, intensive cultural immersion, physical activities outdoors in various weather and terrain, and dormitory-style group accommodation with limited amenities. Students must cover the program cost in addition to regular tuition. Offered in conjunction with an on-campus independent study during the preceding Fall semester. A-E Only. Offered every other Winter.Sustainability-focused course.
  Prerequisite(s): GrS.
  

Counselor Education

• CNED 5021 - Education Law Requirements 1 s.h.

  The course provides education majors with essential information in accordance with NYSED regulations related to identifying and reporting suspected child abuse; harassment, bullying and discrimination prevention and intervention, school violence prevention and intervention, identification and prevention of drug, alcohol and tobacco related problems of the school age population, fire and arson prevention, child abduction prevention, and general safety education. A-E Only. Offered Spring only.
  Prerequisite(s): GrS.
  

• CNED 5100 - Introduction to School Counseling 3 s.h.

  This course provides an introduction to the school counseling field for Division of Education Students, with an emphasis on counselor characteristics, the counselor’s role in K-12 settings, the history of school guidance, and the relationships among counselors and other school personnel. Guest speakers who work in school settings provide a hands-on and regional perspective of the profession. Videos, professional journals, and newsletters are used to keep students abreast of the many issues and challenges facing school counselors. Students will be expected to begin a counseling portfolio in this course. This portfolio will be monitored throughout their graduate program by their advisor. Students will be expected to complete a minimum of 25 hours in the field with a practicing school counselor. A minimum grade of “B” in this course is required prior to placement in Practicum (CNED 5235). A-E Only.
  Prerequisite(s): SCNS Degree student status.
  

• CNED 5105 - Counseling Theories 3 s.h.

  Major approaches to counseling and psychotherapy are surveyed. Each approach is examined according to its conceptualization of human nature and personality development, the theory of symptomatic behavior, and the process and techniques of counseling. A comparative framework will be emphasized to help students evaluate the strengths and limitations of each model of counseling. Students will be expected to develop their emerging professional orientation and to describe their own attitudes and beliefs about counseling theory and practice. A-E Only.
  Prerequisite(s): SCNS Degree student status or permission of department chair.
  

• CNED 5110 - Statistics and Research Methods for Counselors 3 s.h.

  A survey of research, statistics, and program evaluation for the Counselor. Students will be able to create and/or use basic descriptive and inferential statistics, identify basic types of research, and be able to critically review and evaluate research and design an evaluation in the field of counseling. A-E Only.
  Prerequisite(s): SCNS Degree student status or permission of department chair.
  

• CNED 5115 - Counseling Techniques 3 s.h.

  This course is designed to integrate the theoretical and practical dimensions of counseling. The major objective is to provide the counselor trainee a pre-practicum experience in which various counseling techniques can be applied in a laboratory setting via learning devices such as role-playing, modeling, and analyzing taped interviews. Basic attending skills and more advanced counseling skills of confrontation, focusing, influencing, and reflecting with meaning will be explored. Students will be required to self-critique their work, to provide in-class feedback to peers, and to present some of their role-play work to the class. The goal is for students to be able to identify their profile of strengths and areas of improvement. A minimum grade of “B” in this course is required prior to placement in Practicum (CNED 5235). A-E Only.
  Prerequisite(s): SCNS Degree student status, completion of, or concurrent enrollment in, CNED 5105.
  

• CNED 5220 - Career Development 3 s.h.

  A study of the major theories and models of career development and choice, with an emphasis on a developmental approach to career guidance and counseling in educational settings. The nature and value of work, occupational requirements and labor trends, assessment and career counseling activities and techniques are examined. The course also reviews the career development needs and characteristics of special populations of clients. Students will be required to develop the professional background section of their portfolio in this class. A-E Only.
  Prerequisite(s): SCNS Degree student status or permission of department chair.
  

• CNED 5230 - Group Counseling 3 s.h.

  The course focuses on theories, techniques, strategies, procedures, processes, problems and principles of group work in the counseling field. The course incorporates didactic and experiential components aimed at the facilitation of an understanding of group dynamics and self-awareness/personal growth through group interaction. Students will be required to design a proposal for a group experience which would be appropriate for the school setting. A minimum grade of “B” in this course is required prior to placement in Practicum (CNED 5235). A-E Only.
  Prerequisite(s): SCNS Degree student status, CNED 5105and CNED 5115.
  

• CNED 5235 - Counseling Practicum (School Counseling) 3 s.h.

  This course incorporates group and peer supervision opportunities and supervised experience in public school sites. As an essential element of the course, students are required to audio record counseling activities for review by the practicum instructor and classmates. The course emphasizes the development of skills and competencies expected of a beginning counselors. Performance of counseling skills; relationship skills; intervention techniques; documentation skills; and professional, ethical, and legal conduct is expected.Students will spend a minimum of 100 hours/semester in an approved site participating in experiences that will help them gain the skills essential for their profession. A-E Only. Offered annually.
  Prerequisite(s): SCNS Degree student status, permission of instructor, CNED 5100(with a minimum grade of “B”) andCNED 5115(with a minimum grade of “B”).Students who are on Academic Probation will not be permitted to take Practicum.
  

• CNED 6340 - Counseling Services for Children and Adolescents 3 s.h.

  This course is concerned with developing a working knowledge of various counseling approaches for children and adolescents. Students will learn about various counseling and therapeutic interventions applicable to K-12 students. The course also addresses how knowledge of the current research can be applied and encourages the development of interventions and advocate plans. Students will be required to develop a short-term and long-term advocacy plan in this class. A-E Only. Offered once a year.
  Prerequisite(s): SCNS or SCHC Degree student status,CNED 5105,CNED 5115, successfully passed Comprehensive Exam,or permission of department chair.
  

• CNED 6345 - Self, Culture and Society in Counseling 3 s.h.

  This course is designed to help future school and community counselors prepare for meeting the needs of individuals from various diverse populations. Issues related to race, religion, ethnicity, sexual orientation, socioeconomic status, and abilities will be examined. Special emphasis will be placed on the influence of these issues on the school environment. A-E Only. Offered once a year.
  Prerequisite(s): SCNS or SCHC Degree student status,CNED 5105, successfully passed Comprehensive Exam, or permission of department chair.
  

• CNED 6350 - Consultation in Educational Settings 3 s.h.

  This course is designed for graduate students preparing for careers as school counselors, educators, and school administrators. Using a systems approach, its context transcends the conventional boundaries of the school, as we know it. The course is viewed as one in which equilibrium between the various players is essential for optimum “health.” Learning effective consultation skills vis-à-vis understanding each other’s roles is a broad-based strategy necessary for achieving/maintaining that balance. Students will learn about different models of consultation, internal and external consultation, collaborative work, empowerment, and successful intervention techniques. A-E Only. Offered annually.
  Prerequisite(s): Literacy (L512 or LB6),SCNS, or SCHC Graduate Degree student status,CNED 5100,CNED 5105, successfully passed Comprehensive Exam,or permission of department chair.
  

• CNED 6455 - Developmental Counseling 3 s.h.

  A survey of the school counseling services and their implementation in the school setting. Emphasis is placed on preparing candidates to design, assess, implement, and evaluate a comprehensive school counseling core curriculum that is data-driven, developmentally appropriate and sensitive to diverse needs of students.Candidates will develop a prevention curriculum to promote equity in student access and achievement. Social justice and advocacy are also explored through identifying services that are needed for underserved populations and/or at risk students. A-E Only. Offered annually.
  Prerequisite(s): SCNS or SCHC Graduate Degree student status,CNED 5100, EPSY 5030, CNED 5105, CNED 5115, successfully passed Comprehensive Exam, or permission of department chair.
  

• CNED 6460 - Measurement and Appraisal for Counselors 3 s.h.

  Basic principles of test construction and use are illustrated principally by reference to standardized tests. Such major fields of measurement as achievement, intelligence, personality, interest, and aptitude are considered. Test results are summarized and interpreted in terms of pupil guidance. The use of standardized tests in school settings is examined. A-E Only. Offered annually.
  Prerequisite(s): SCNS Degree student status, department chair approval, and CNED 5110or EDUC 5006.
  

• CNED 6500 - Counseling Services for Students with Special Needs: The CSE Process and Exceptional Children 3 s.h.

  This course explores the basic forms of exceptionality including students who are gifted and at risk and prepares the counselor for the major counseling and educational interventions needed by these students. Also, the CSE process and IDEA guidelines will be explored. A-E Only. Offered every other year.
  Prerequisite(s): SCNS or SCHC Degree student status or permission of department chair, CNED 5100and CNED 5105.
  

• CNED 6505 - Teaching ProSocial Skills to Youth 3 s.h.

  This course is intended to be an advanced group counseling course. It provides students with the expertise needed to develop curriculum for pro-social skill development, a greater understanding of group work from an educational support model. Most youth with social problems referred to the school counselor would benefit from having a social milieu in which to address areas of deficit and to practice new skills. Research has shown that for students to transfer learning from the therapeutic environment of a group or counseling experience into the broader educational world, more attention needs to be given to models which specifically address transfer of training and recruitment of supportive models. A-E Only. Offered every other year.
  Prerequisite(s): SCHCstudent status and completion of CNED 5115and CNED 5230, or permission of department chair.
  

• CNED 6511 - Mindfulness Approach in Counseling 3 s.h.

  Many counseling theories use the holistic approach in their application of unique therapeutic interventions, which mainly focus on thinking, feelings, and/or behaviors. However, in recent years, the terminology “holistic approach” has been examined in a new light. The new Holistic approach to counseling is built upon the belief that our mind, body, and spirit all interact to create our vitality, health, and purpose. In order to heal one part, we must acknowledge all three. Contrary to the common practice of counseling intervention focusing more on the client’s difficulties and challenges, the focus of holistic counseling is to guide individuals to a lifestyle of optimal health and well-being in which body, mind, and spirit are integrated for a balanced and fulfilling life. Mindfulness technique is among one of the most researched approaches in the field of holistic intervention. It is essential for school counselors to be knowledgeable and stay current with the new approach to counseling and therapeutic intervention. This course is designed to help students explore various mindfulness techniques for not only preventive and therapeutic approach in schools but also as self-care. A-E Only. Offered every other year.
  Prerequisite(s): SCNS or SCHC Degree student status.
  

• CNED 6515 - Death, Dying, Bereavement and Crisis Management 3 s.h.

  School counselors are asked to provide and manage crisis responses to both personal and community situations involving death, dying and bereavement on a regular basis. They also provide both individual, small group, and large group guidance counseling and presentations related to these issues. This seminar provides them with the opportunity to proactively learn about and plan for such eventualities. As such, it is a valuable course for both Master’s and CAS level students. The Psychological Impact of Crisis on the School Community: Students will be able to 1) implement a crisis response team plan in their school, 2) understand, have empathy for, and be helpful in educating/counseling children and/or adolescents in grief responses, and 3) be able to facilitate meaningful support groups for children/adolescents who have experienced loss through death or a traumatic experience. A-E Only.
  Prerequisite(s): SCNS or SCHC Degree student status.
  

• CNED 6525 - Brief Approaches to Counseling 3 s.h.

  This course is designed to provide students with the knowledge and understanding of a variety of short-term, strategic approaches to change. Students will become familiar with a variety of authors/therapists who specialize in brief approaches to counseling. These approaches provide a necessary foundation for working with individual and family problems as they are presented to counselors in a variety of school and clinical settings. A-E Only. Offered annually.
  Prerequisite(s): SCHCstudent status or permission of department chair;CNED 5105and CNED 5115.
  

• CNED 6530 - Theories of Family Therapy 3 s.h.

  This course is designed to provide, for graduate students and professionals in the mental health and human service fields, a comprehensive theoretical overview of the field of family therapy. Included is an examination of the nature of families and their development, the nature of family dysfunction or symptom development in family members, and the nature of the treatment process inclusive of goals, objectives, techniques, and outcomes. Issues pertaining to gender differences and ethnic or cultural variation in the assessment and treatment of family functioning will also be explored. A-E Only.
  Prerequisite(s): SCNS or SCHC Degree student status or permission of department chair, and CNED 5105.
  

• CNED 6535 - Alcohol and Substance Abuse Counseling and Prevention 3 s.h.

  This course is designed to provide students with: (a) an understanding of a developmental approach to recovery; (b) an overview of the different treatment approaches to alcoholism and substance abuse counseling such as self-help groups (AA), residential treatment programs, therapeutic communities, individual, group, and family therapy;and(c) an exploration of various approaches to alcohol and drug abuse awareness and prevention in the schools and community. A-E Only.
  Prerequisite(s): SCNS or SCHC Degree student status or permission of department chair.
  

• CNED 6540 - Abuse/Neglect Prevention Curricula 3 s.h.

  This course will be geared toward school counselors interested in implementing a comprehensive abuse prevention program. Students will become aware of signs of early abuse and will be exposed to a wide variety of tools, programs, and kits used in the school setting on the topics of abuse and neglect. A-E Only. Elective offered each year or every other year.
  Prerequisite(s): SCNS or SCHC Degree student status.
  

• CNED 6545 - Current Problems and Issues in Counseling 3 s.h.

  A consideration of current problems and issues on both national and state levels as well as to consider methods of handling practical problems faced by counselors and interns in the field. A-E Only.
  Prerequisite(s): Matriculated SCHC Degree student status or permission of department chair.
  

• CNED 6550 - Seminar in Counselor Education 1 s.h. - 3 s.h.

  The seminar provides an opportunity for continued study, research and discussion which is directly related to professional growth in the areas of school counseling, marriage, and family therapy, and community health counseling. Seminar topics will be identified by an appropriate subtitle, i.e., Topics in Multicultural Counseling. Scheduling of seminars will depend on availability of faculty and evidence of need. A-E Only.
  Prerequisite(s): SCNS or SCHC Degree student status or permission of department chair. Additional prerequisites vary depending on the particular seminar topic. (Note: A maximum of 9 s.h. in Seminars may be credited toward the Certificate of Advanced Study.)
  

• CNED 6560 - Schoolwide Approaches to SEL 3 s.h.

  Social-emotional learning (SEL) is the process of developing the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success. School counselors play a critical role in advocating and supporting students’ social/emotional development. Topics covered in this class include research-based SEL practices, evidence-based curriculum, systemic SEL program design, and schoolwide implementation and evaluation. A-E Only. Offered every two years.
  Prerequisite(s): SCNS or SCHC Degree student status.
  

• CNED 6599 - Independent Graduate Study 1 s.h. - 3 s.h.

  Individualized study at a graduate level in topics not covered in a regular course offering. Open to graduate students only. Enrollment by completion of “Application for Graduate Independent Study” and registration forms in the Registrar’s Office. A-E Only.
  Prerequisite(s): SCNS or SCHC Degree student status. Must have successfully completed at least 6 s.h. of courseworktoward their graduate degree in School Counselor with a GPA of at least 3.0 before taking this course, and comply with all other requirements as printed on the Graduate Independent Study form.
  

• CNED 6897 - Internship in School Counseling I 3 s.h.

  Supervised experience in an applied professional setting under the supervision of afaculty member and a qualified site supervisor. The course emphasizes the development of skills and competencies expected of school counselors. The intern is expected to become involved in all aspects of the site’s functions. Students also attend a small group seminar that focuses on effective school counselor interventions, relevant readings, and professional development. Students must enroll for three (3) credit hours each in two consecutive semesters of field placement, for a total of (6) credit hours. A 600 clock hours internship has to be in approved settings. One semester (a minimum of 300 clock hours) of the internship must be in the elementary and middle school grades and the consecutive second semester (a minimum of 300 clock hours) of the internship must be in the secondary grades or vice versa. A-E Only. Offered annually.
  Prerequisite(s): SCNS or SCHCDegree student status,CNED 5100(with a minimum grade of “B”),CNED 5110,CNED 5220,CNED 5105,CNED 5115(with a minimum grade of “B”),CNED 5230(with a minimum grade of “B”), andCNED 5235(with a minimum grade of “B”), and successfully passed Comprehensive Exam. Students who are on Academic Probation will not be permitted to take the Internship.
  

• CNED 6997 - Internship in School Counseling II 3 s.h.

  Supervised experience in an applied professional setting under the supervision of a faculty member and a qualified site supervisor. The course emphasizes the development of skills and competencies expected of school counselors. The intern is expected to become involved in all aspects of the site’s functions. Students also attend a small group seminar that focuses on effective school counselor interventions, relevant readings, and professional development. Students must enroll for three (3) credit hours each in two consecutive semesters of field placement, for a total of (6) credit hours. A 600 clock hours internship has to be in approved settings. One semester (a minimum of 300 clock hours) of the internship must be in the elementary and middle school grades and the consecutive second semester (a minimum of 300 clock hours) of the internship must be in the secondary gradesor vice versa. This course is the second of the supervised school counselor internship and is a continuation of CNED 6897. A-E Only. Offered annually.
  Prerequisite(s): SCNS or SCHCDegree student status, CNED 5100(with a minimum grade of “B”), CNED 5110, CNED 5220, CNED 5105, CNED 5115(with a minimum grade of “B”), CNED 5230(with a minimum grade of “B”), and CNED 5235(with a minimum grade of “B”), and successfully passed Comprehensive Exam. Students who are on Academic Probation will not be permitted to take the Internship.
  

Education

• EDUC 5006 - Introduction to Educational Research 3 s.h.

  This course is designed to provide foundation skills and understandings about educational research methodologies. The graduate student will locate and critically review primary sources of information and complete a review of literature on a topic related to education social policy. The course serves as an introductory course for majors in childhood education and adolescence education master’s degree programs. A-E Only.
  Prerequisite(s): Degree graduate student status.
  

• EDUC 5046 - Reading and Writing to Learn in the Content Areas 3 s.h.

  This course extends candidates’ understandings and applications of the foundational knowledge, instructional strategies, and curriculum materials effective in teaching literacy skills across the content areas in middle- and high-school settings. Attention is given to seminal and historic studies in literacy and the content areas; the use of a wide range of curriculum materials, technology, and assessment tools to evaluate and meet the needs of all students. This course encourages candidates to develop as reflective educators and focuses on professionally developing the candidate as a reading specialist who leads and assists colleagues to expand their uses of knowledge-based practices when teaching across the content areas. A-E Only. Offered Summer only.
  Prerequisite(s): L512 or ETEC degree graduate student status.
  

• EDUC 5077 - Issues in Diversity, Multicultural Education and Bilingualism 3 s.h.

  This course prepares teachers to be global citizens of the 21st century who are aware of diversity issues that touch the individual learners as well as educational institutions, and to use that understanding to improve teaching and learning. Issues to be discussed include ethnicities, races, languages, socioeconomic status, regional/geographic backgrounds, and exceptionalities (physical, mental, emotional), and teaching for social justice, with a special focus on emergent bilingual learners. A-E Only.
  Prerequisite(s): Degree graduate student status.
  

• EDUC 5080 - Integrating Technology in Education 3 s.h.

  This course examinesthe potential of computer technology and a multimedia approach to facilitate curriculum integration, problem-solving, and the teaching and learning ofcontent area knowledge. The focus is on software exploration and facilitation, an overview of software and tools for diverse learners including assistive technology, the development of technology integration plans, and a review of current research pertaining to technology in education. A-E Only. Offered every semester.
  Prerequisite(s): Degree graduate student status.
  

• EDUC 5081 - Instructional Technology Design Principles 3 s.h.

  This course focuses on the varied relationships between learning theory and human-computer interaction. Students investigate interactions of learning theories, human-computer instructional design, and evaluating various methods of student achievement when computer-based technologies are utilized. Students will examine the value of computing technology as instructional methods for modeling learning theories. There will be an emphasis on current trends and issues within the exponential growth of technology. This course includes a supervised field experience with accomplished technology facilitators and/or directors. A-E Only.
  Prerequisite(s): EDUC 5006and EDUC 5080.
  

• EDUC 5083 - Online Teaching, LMS Design, and Digital Communications 3 s.h.

  This course explores a variety of communications systems and their impact on online learning design. Students will explore the theory and practice of networking and data communications in an educational environment. Topics include: network design and protocols, hardware, software, Learning Management Systems (LMSs), trends in online learning research, successful online learning characteristics, the teaching and learning process in an online learning environment, and transitioning to online teaching. A-E Only. Offered twice per year.
  Prerequisite(s): Graduate status and EDUC 5080 (can be taken concurrently).
  

• EDUC 5086 - Multimedia and Instructional Design 3 s.h.

  This course explores the use of multimedia platforms utilized in support of learning. Students will be introduce to theory, ethics, and trends in the design and use of multimedia educational computing. Students will investigate techniques of courseware applications throughtout grade levels and content, planning, designing, and creating a content-rich, progressive, interactive instructional product. Evaluation of the product will include: adaptation to learners and learning environments, curricular relevance, integration applicability, and usability. A-E Only.
  Prerequisite(s): Graduate status and EDUC 5080.
  

• EDUC 5087 - Integrated Technology Applications and Issues 3 s.h.

  This course focuses on advanced strategies for technological integration into the classroom curriculum within elementary/ adolescent environments. Hands-on experiences allow students to apply teaching practices, curricular standards, and research to specific learning needs of all learners. Topics include an in-depth study of education technologies with emphasis on the selection of appropriate education technologies, various uses of infusing software applications into the classroom, and the impact of technologies to develop and deliver instruction. A-E Only.
  Prerequisite(s): Graduate status and EDUC 5080.
  

• EDUC 5088 - Instructional Technology – Management and Evaluation 3 s.h.

  This course explores methods and options for evaluating the technological needs of schools, how school administrators, teachers, and students can best utilize available technologies to meet the multiple needs of staff and students. Hands-on experiences allow students to apply teaching practices, curricular standards, and research to specific learning needs of all learners. Topics include an in-depth study if education technologies with emphasis on various uses of software applications for administrative and classroom assessment, selection of appropriate education and assessment technologies, and the impact of technologies to develop and deliver instruction as well as for professional development. A-E Only.
  Prerequisite(s): Graduate status and EDUC 5080.
  

• EDUC 5095 - Methods of Teaching and Assessing Core Subject Areas in the Native Language and English 3 s.h.

  Curriculum, assessment and methods of teaching used to teach core subject areas (mathematics, science, and social studies) to students who are English Language Learners, including those with disabilities, at both the elementary and secondary levels. This course content includes adapting methodologies to meet the language arts modalities (listening, speaking, reading, and wiring) for Native Language (NL) and English as a Second Language (ESL) instruction. A-E Only.
  

• EDUC 5230 - Foundations of Literacy Development 3 s.h.

  This course in literacy development will provide the philosophical, psychological, social, and cognitive foundations for the study of the many facets of literacy. Students will gain an understanding of the relationship between students’ learning and the many factors in language development, literacy acquisition, and technology. A-E Only. Offered Fall, Spring, and Summer.
  Prerequisite(s): LB6, L512, or ETEC degree graduate student status.
  

• EDUC 5350 - Children and Young Adult Literature 3 s.h.

  This course delves into the intricate world of children’s and young adult literature and its use in the classroom curriculum. Candidates will explore a wide variety of genres (such as but not limited to novel, drama, nonfiction, short story, poetry, non-text media) and cultures, with an emphasis on the selection and critical examination of literature around diverse issues for children and youth. Candidates will connect current research, theory, and best practice in actual classroom settings through contextualized inquiry projects such as planning a classroom or community library that stimulates interest, motivation, and the ability to read for a wide variety of purposes.No required field component. A-E Only. Offered Summer, Fall, and Spring.
  Prerequisite(s): Degree graduate student status.
  

• EDUC 5450 - Content Literacy in the Classroom 3 s.h.

  This course extends candidates’ understandings and applications of the foundational knowledge, instructional strategies, and curriculum materials effective in integrating literacy into the content areas. Attention will be given to the wide range of curriculum materials, technology, and assessment tools to evaluate and meet the needs of all students across grades and skill levels, with close consideration of cultural and linguistic backgrounds. The courses will focus on integrating literacy strategies into math, science, and social studies. This course encourages candidates to develop as reflective educators and focuses on professionally developing the candidate as a reading specialist who leads and assists colleagues to expand their uses of knowledge-based literacy practices when teaching across the content areas. No required field component. A-E Only. Offered Summer, Fall, and Spring.
  Prerequisite(s): Degree graduate student status.
  

• EDUC 5520 - Elementary Social Studies Curriculum and Assessment 3 s.h.

  The student will develop an understanding of the contents of the social studies, integrating the most current methods of teaching social studies in the elementary school. Students will model strategies and techniques, develop materials and activities for use and explore technology related to current practices. A-E Only. Offered summer only.
  Prerequisite(s): Degree graduate student status.
  

• EDUC 5600 - Elementary Science Curriculum and Assessment 3 s.h.

  Designed for elementary school teachers and others interested in the development of learning centers, science corners and appropriate materials for the informal classroom situation. Emphasis will be given to the development of laboratory situations which promote inquiry and discovery, with some attention to new programs. A-E Only. Offered Spring only.
  Prerequisite(s): LB6 or L512 degree graduate student status.
  

• EDUC 5840 - Literacy Development 3 s.h.

  This course focuses on the relationship of language, cognition, and culture. Language acquisition theories, linguistic and ethnic diversity, the effects of home environment on language acquisition, and the stages of oral and written language development will be addressed. The course content includes a bit about the history of language, uses of language for a variety of purposes, grammar, dialect, and language usage within American society, but the central focus will be on critical analysis of current research literature on language acquisition and emergent literacy and its implications for best teaching practices, including an understanding of difficulties that may be confronted in acquiring the literacy skills of listening, speaking, and reading. Practicum field component required. A-E Only. Offered Summer, Fall, and Spring.
  Prerequisite(s): Degree graduate student status.
  

• EDUC 6026 - Participatory Social Media and Digital Literacies in theClassroom 3 s.h.

  This course will examine the professional issues related to literacy, technology, and instruction. The impact of new literacies, media, and other technologies on school and literacy is a focus. Emphasis is also placed on developing understandings of what it means to be literate in a multimedia culture and integration of technology to enhance literacy skills. A-E Only. Offered once a year.
  Prerequisite(s): ETEC Degree graduate student status.
  

• EDUC 6055 - Seminar in Graduate Study: Project Proposal 3 s.h.

  This course is designed to develop students’ skills and understandings in education research developed in EDUC 5006 - Introduction to Educational Research 3 s.h.. Students will have an opportunity to explore research interests, become actively involved in the research process, and examine their roles as effective teachers, researchers, and evaluators. Each student will select a topic, choose a research methodology, and prepare a research proposal to be implemented in EDUC 6950 - Seminar in Graduate Study: Master’s Capstone and Practicum 3 s.h.. In addition, each student will collaborate with peers in the process of analyzing and reflecting upon teaching practice. Pass/Fail Only. Offered Fall and Spring.
  Prerequisite(s): Degree graduate studentstatus, and completion of 12 s.h. in a graduate program.
  

• EDUC 6099 - Independent Study: Education 1 s.h. - 6 s.h.

  Individualized study at a graduate level in topics not covered in a regular course offering. Open to graduate students only. Enrollment by completion of “Application for Graduate Independent Study” and registration forms in the Registrar’s Office. Pass/Fail Option.
  Prerequisite(s): Degree graduate student and compliance with all other requirements as printed on the Graduate Independent Study form.
  

• EDUC 6220 - Literacy Leadership for Social Justice 3 s.h.

  Because classrooms are becoming increasingly diverse in gender, race, identity, class, and ability, this course uses a social justice lens to teach students to be leaders in the areas of equity, advocacy, and access for all students.As literacy leaders, our students will explore how to increase equity in literature and literacy instruction across diverse classrooms. Students will explore societal oppressions and inclusive culturally responsive pedagogies. This course will include weekly readings and reflective writing as well as a final written project in which students will apply what they have learned over the course of the semester. No required field component. Pass/Fail Only. Offered Summer, Fall, and Spring.
  Prerequisite(s): Degree graduate student status.
  

• EDUC 6221 - Emerging Literacies in a Digital Age 3 s.h.

  This course is designed for students seeking to deepen their understanding of literacy in the context of rapidly evolving digital landscapes. In an era where information is disseminated through diverse modes, this course explores the concept of new literacies that extend beyond traditional print-based skills. Hence, readings will be drawn from both traditional and non-traditional sources including mobile and web-based platforms. Students will engage in critical discussions, hands-on exploratory activities, and reflective exercises to develop the knowledge and skills necessary for navigating, understanding, and teaching in a digital and interconnected world.No required field component. A-E Only. Offered Summer, Fall, and Spring.
  Prerequisite(s): Degree graduate student status.
  

• EDUC 6296 - Literacy Instruction and Assessment Practicum 3 s.h.

  This course is designed to provide students with teaching all aspects of literacy acquisition, such as the Science of Reading (e.g., code-based skills and meaning-based skills), Social and Emotional Learning (e. g., self-efficacy, growth mindset, agency, self-esteem, pro social behavior, and social problem solving), and assessing students’ literacy performance. Candidates will work in supervised instructional settings to assess and implement appropriate instruction with students. Course content includes theoretical, conceptual, historical, and evidence-based foundations of literacy and language. Practicum field component required. A-E Only. Offered Fall and Spring.
  Prerequisite(s): Degree graduate student status.
  

• EDUC 6310 - Writing Process in Literacy Programs 3 s.h.

  This course will focus on 1) developing candidates’ confidence and skills in writing, 2) expanding candidates’ understanding and knowledge of the writing process, 3) the relationship between writing and reading, and 4) current instructional approaches, including the Science of Reading, to teaching writing at all grade levels, with understanding of difficulties that may be confronted in acquiring the literacy skills of writing. Candidates will engage in the writing process throughout the course and examine current theory and research related to instruction and assessment. Practicum field component required. A-E Only. Offered Summer, Fall, and Spring.
  Prerequisite(s): Degree graduate student status.
  

• EDUC 6340 - Trends, Issues, and Advocacy in Literacy 3 s.h.

  This course explores historical and current trends and issues in literacy education, with a focus on how to advocate for diverse learners within the growing cultural diversity of a global society. The course will also focus on the impact that dominant power structures have upon literacy instruction and learning in today’s schools. An opportunity to adapt a literacy curriculum to meet the needs of diverse learners within classrooms will be provided. Field component required. A-E Only. Offered Fall semester.
  Prerequisite(s): Degree graduate student status.
  

• EDUC 6360 - Literacy Coaching and Assessment Practicum Capstone I 3 s.h.

  Emphasis will be on acquiring knowledge about literacy assessment and instruction from research in multiple fields, such as education, linguistics, neuroscience, and other fields, to inform responsive literacy instruction and curriculum development in both code-based skills and meaning-based skills, including phonemic awareness, phonics skills, word identification, vocabulary skills, study strategies and strategies for building comprehension, and constructing meaning, and to implement it in supervised instructional settings. Candidates will learn how to analyze assessment data in order to form individualized instructional goals, including identifying dyslexia, providing appropriate instruction for students experiencing difficulty in acquiring literacy skills, and providing literacy services to students in compensatory or special education programs, and how to coach classroom teachers in the administering, interpreting of these assessments and instruction. Included will be guidance in writing appropriate reports for various audiences. Practicum field component required. A-E Only. Offered Fall and Spring.
  Prerequisite(s): Degree graduate student status.
  

• EDUC 6410 - Literacy Coaching and Assessment Practicum Capstone II 3 s.h.

  This practicum course is designed to provide students with first-hand experience in utilizing knowledge, skills, and dispositions obtained in EDUC 6360and applying them in dynamic, creative, and collaborative problem solving in a variety of content areas. Candidates will work in supervised instructional settings with the goal of coaching classroom teachers, tutoring students, and curriculum development. Coaching will focus on using literacy strategies and routines to facilitate and assess inquiry learning, including vocabulary skills, study strategies, and strategies for building comprehension, constructing meaning, and building literacy in the content areas. Included will be guidance in communicating with a variety of audiences, such as administration and families. Experiences will involve the completion of a case study. Practicum field component required. A-E Only. Offered Fall and Spring.
  Prerequisite(s): Degree graduate student status.
  

• EDUC 6450 - Literacy Coaching and Assessment Practicum (Grades 5 – 12) 3 s.h.

  This practicum course is designed to provide students with first-hand experience in utilizing knowledge, skills, and dispositions obtained in EDUC 6360. Candidates will work in supervised instructional settings at the middle school and high school level with the goal of coaching classroom teachers. Coaching will focus on using assessments to evaluate and revise effective instruction and to facilitate classroom teachers’ administration and interpretation of assessment. Included will be guidance in communicating with a variety of audiences, such as administration and families. Experiences will involve the completion of a case study. A-E Only. Offered Spring only.
  Prerequisite(s): Literacy Education (5-12) degree graduate student status, andEDUC 6360.
  

• EDUC 6950 - Seminar in Graduate Study: Master’s Capstone and Practicum 3 s.h.

  This course consists of two integrated components: a capstone project or thesis and professional development. Each student will design and carry out a self-study/professional development-based project or a research thesis based on current practices in the field. Students will also engage in an on-going practice of reflection and self-evaluation to document professional growth. Students will engage in a selection of activities to support their professional growth. This course assists students in connecting theory and practice to enable them to perform the dual roles of researcher and/or reflective practitioner. Pass/Fail Only. Offered Fall and Spring.
  Prerequisite(s): EDUC 6055.
  

Educational Psychology

• EPSY 5030 - Human Development Across the Life Span 3 s.h.

  This course introduces students to the theories, models, and perspectives associated with life span human development. Emphasis is placed on cognitive, social, emotional and physical changes throughout the life span, their causes and their influence on subsequent development. Special attention is given to applied aspects of developmental psychology, especially as they pertain to children and families. A-E Only. Offered once a year.
  Prerequisite(s): SCNS, Special Education MST, or Literacy Degree student status, or departmental approval.
  

• EPSY 5031 - Advanced Educational Psychology 3 s.h.

  A course concerned with developmental aspects of behavior, principles, and problems of learning, the nature and control of learning, and assessment of pupil progress. Selected research in educational psychology is examined in terms of its application to teaching. A-E Only.
  Prerequisite(s): GrS.
  

• EPSY 5032 - Cognition and Motivation in Instruction 3 s.h.

  Review of recent advances in cognitive and motivational psychology as applied to instruction. Emphasis is placed on two topics: 1) how to adapt these advances to design effective instruction, and 2) how to help students become autonomous learners. A-E Only. Offered once a year.
  Prerequisite(s): Degree graduate student status.
  

English Education

• ENED 5360 - Literature for the Secondary Student 3 s.h.

  Students will explore 1) the rich body of literature particularly appropriate for and intended for the secondary school-aged student, and 2) theoretical and research implications of studying that literature in secondary classrooms. Expectations will include developing an extensive repertoire of young adult literature in a variety of genres (novel, drama, nonfiction, short story, poetry, non-text media) and cultures; considering current best practice in literature study as represented through theory and research; and connecting research, theory and practice in actual classroom settings through contextualized inquiry projects. A-E Only. Offered Summer only.
  Prerequisite(s): Literacy Education (5-12) degree graduate student status.
  

Foods

• FOOD 5800 - Applied Foodservice Systems Management 3 s.h.

  Application and evaluation of the foodservice systems approach to operation and management of a foodservice operation. Areas of focus include: recipe/menu development and modification; supply and procurement; food production and service systems; sanitation and safety; quality management; management tools, functions, skills; resource management; information management and reporting; and training and education. Registration restrictions include: Required SUNY Affiliation Agreement signed by appropriate representatives of SUNY Oneonta and the cooperating facillity/community agencies. A-E Only. Offered annually.Sustainability-focused course.
  Prerequisite(s): M.S. in Nutrition and Dietetics degree graduate student or permission of the instructor.
  

Foreign Language Education

• FLED 5012 - Second Language Acquisition and Literacy 3 s.h.

  This course consists of a general introduction to the study of second language acquisition and literacy development in light of linguistic theory and research. Topics will include a review of linguistic theories related to first and second language acquisition, as well as bilingual upbringing, and bi-culturalism. It includes understanding terminology and modes of research; L1 interference in L2 learning, inter-language and code-switching; processes of language transfer and literacy skills between L1 and L2; emotional and psychological factors in L2 learning; fossilization and error analysis; cognitive effects of different types of bilingualism; cognitive processes involved in synthesizing and internalizing language rules for second language acquisition. A-E Only.
  Prerequisite(s): GrS and permission of instructor.
  

• FLED 5930 - Advanced Research, Theories & Best Practices - Teaching English as a Second Language 3 s.h.

  Methods, materials and assessment criteria used to teach English as a Second Language (ESL) to students with limited English proficiency. This course will prepare candidates to teach their students at the elementary and secondary levels to meet the English as a Second Language Learning Standards (listening, speaking, reading and writing) and assessment requirements in the state of New York. Along with an exploration of the research and theories of first and second language acquisition, candidates will be involved in numerous hands-on activities and practice in teaching methods, planning, peer teaching, student evaluation and test preparation management, materials design and preparation with a view toward meeting the needs of a diverse population of learners, parent and community relations. Candidates will leave the course with a file of authentic materials, unit and lesson plans, assessments and activities they have assembled for classroom use as well as a collection of professional readings and materials related to the teaching of ESL. A-E Only. Offered Fall only.
  

Museum Studies

• MUSE 5000 - Introduction to Museums: The Purpose, Function and History of Museums 3 s.h.

  Introduction to Museums will provide students with an overview of the purpose, function, and history of museums and their role in society. Students will be introduced to all of the disciplines within the museum and will discuss recent issues in the field. The course also includes an introduction to the assessment tools used by the profession for self-evaluation. A group project, a research project, two class presentations and field trips are required in this course. Students are expected to complete weekly readings and to participate in class discussions. A-E Only. Fall, required first semester.
  Prerequisite(s): Open only to full-time CGP students.
  

• MUSE 5010 - Professional Seminar 1 s.h.

  Each semester CGP brings in a group of colleagues to lecture and teach on a variety of subjects of interest to museum professionals. These scholars have distinguished themselves through years of experience, professional service and/or advanced study in a particular subject. The seminars are scheduled according to the availability of guest faculty, generally on Fridays. The Professional Seminar may also include special conferences, events, activities, seminars, or workshops that are of significant or timely interest to the CGP community. A-E Only. Fall and Spring, required each semester.
  Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
  

• MUSE 5020 - Museums, Cinema, and American Culture 1 s.h.

  American cinema occupies a central place in American visual culture. Like painting and photography, film tells stories about who we are and to what we aspire. Unlike painting and photography film resides less in a formal museum setting but clearly in a virtual one. But, museums often use film as a method to interpret art, history, and science. Our access to the history of American cinema is as broadly democratic as our culture allows. And, like the visual arts some works of cinema may be regarded as masterpieces, the product of artistic creativity. This course will carefully view, read and then contextually interpret six classic American films made between 1940 and 1970 that altered forever the nature of that medium. We will draw from among the works of directors like Alfred Hitchco*ck, Orson Welles, Martin Scorsese, and John Ford in our class discussions and analysis. A-E Only. Offered annually.
  Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
  

• MUSE 5030 - Identity and Activism 3 s.h.

  In this course, students analyze documents, historical and cultural works, images, objects, and museum exhibitions that illuminate the experiences and perspectives of a wide range of individuals and groups in American history. Focusing on narratives of identity and activism, students probe intersections of class, race, ethnicity, gender, sexuality, and ability. In addition, they interrogate the construction of multiple identities and the roots of social, political, and cultural activism. Class assignments and exercises encourage students to develop cultural competency and hone inclusive strategies for museums to work effectively with the diverse populations they serve. A-E Only. Spring elective.
  Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
  

• MUSE 5035 - Survey of American Art 3 s.h.

  This course will explore American art history across media including the fine arts and architecture from the 17^th century to the present. The class will provide the vocabulary, context, and methodology to communicate effectively about art. Emphasis will be placed on the connections between art and culture among diverse communities, including indigenous groups. Classes include lectures, object examination, and field trips. The course will make use of the collections at regional museums and other local resources. A-E Only. Fall elective, alternate years.
  Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
  

• MUSE 5040 - Major Historical Issues for Museums 3 s.h.

  This course explores key historical topics, themes, and issues that American museums routinely address. Students analyze primary documents and historical works with the goal of building critical skills and knowledge needed for the conceptualization of exhibitions and programs on historical topics from the era of contact to the present. Major topics include changing interpretations of Native American histories and cultures, the political uses of the American Revolution, confronting slavery and race in museums and historic sites, the contested histories of the Civil War and Reconstruction, shifting debates over immigration, the legacies of the Civil Rights Movement, the role of environmental history in the environmental movement, and the challenges of narrating the history of terrorism. A-E Only. Fall elective.
  Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
  

• MUSE 5050 - Introduction to Museum Marketing 3 s.h.

  Museums compete with everything from big box stores to the internet for the public’s time, attention, and dollars. This course will examine why it’s both true and dangerous to believe that a museum’s best prospects are the ones that most resemble its current patrons and supporters. Students will learn how to stretch the marketing envelope while comparing why marketing methods that work for one institution might fail for another. In addition to building a plan for expanding membership, patronage, and support, each student will study how to weigh the value of marketing tools such as conventional advertising, snail mail, electronic magazines, e-mails, and internet sites such as YouTube, MySpace, and others. A-E Only.
  Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
  

• MUSE 5060 - The Visitor Experience 1 s.h.

  If we are to expect the public to visit, learn from and support our museum, historic house, or educational institution, we must work to understand who “they” are, and how we can best serve their interests while supporting our mission. Thanks to the flourishing use of technology by museum marketing, admissions, and membership professionals, we have the ability to learn more than ever about those who patronize our institutions…and those who don’t. By examining a variety of audience assessment tools ranging from surveys and interviews, to the use of geographic information system (GIS) technology, this course will engage students in the art and science of visitor studies and the visitor experience with the intent that they come away with the appreciation of how important it is to identify, serve, and expand our customer base. A-E Only.
  Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
  

• MUSE 5080 - American Music 3 s.h.

  This course examines selected topics in American music history from the colonial period to the present. Students will connect developments in music to broader currents in social and cultural history. They will also conceptualize innovative ways for museums to incorporate music and soundscapes into exhibitions, programs, and digital initiatives. A-E Only. Offered every other year.
  Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
  

• MUSE 5097 - Internship I 1 s.h.

  All students are required to complete an internship of between eight and twelve weeks in a museum or related organization during the summer between their first and second years in residence. Interns undertake and complete a special project approved by the host museum and the Program, and make periodic reports on their experience. Students are responsible for finding their own internships, although the Program assists by informing them about opportunities and recommending alumni contacts. The Program reserves the right to reject any student-arranged internship. The overall internship program is coordinated by the Program, but individual interns are supervised by museum professionals at the host institution. Internships are generally funded 100% by the host institution, which should pay the student $12.00 - $15.00 per hour depending on the economy and cost of living in a given area. If a student elects an unpaid internship in an urban area, which has a significant public component, some funding may be available through CGP’s Rural/Urban Partnership. Students pay tuition for the internship at the rate of one (1) semester hour. A-E Only. Summer, required.
  Prerequisite(s): Open only to full-time CGP students.