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Accounting |
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ACC 545 - Financial Accounting and Analysis
This course provides the student with a study of how executives and line managers use financial information. An examination of financial statements and financial and managerial accounting concepts are undertaken to help students increase their understanding of how financial information can be used to make better business decisions. Students will learn how accounting information can be used to facilitate the management of the human resources, operations and marketing functions. Note: Online EMBA students must take the final exam on campus.
Prerequisite: ACC 200 or ACC 211
3 credits
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ACC 555 - Advanced Federal Income Taxation
Students will study and learn how to apply tax statutes to varying fact patterns with the goal of obtaining the most favorable outcome for the taxpayer. Tax research, communication of research results and professional responsibilities of tax practitioners will be integrated throughout the course. Topics include property transactions, corporate organization, capital structure and distributions, partnerships, S corporations, exempt entities, trusts and estates. A case study approach and electronic applications to research, tax planning and compliance will provide the framework for learning.
Prerequisite: ACC 215
3 credits
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ACC 665 - Financial Accounting Theory and Research
This course provides students with an opportunity to research, analyze and discuss advanced financial reporting and disclosure issues. Engagement performance and ethical considerations at both the firm and individual levels will be addressed. Select specialized industry accounting practices and regulatory issues will also be examined.
Prerequisites: ACC 342 and ACC 545
3 credits
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ACC 675 - Advanced Auditing
This course provides the student with an opportunity to examine auditing standards and their relationship to recent developments in auditing practice. Financial frauds, their impact on financial reporting and the auditors’ response will be evaluated. Internal and operational auditing, external and compliance auditing and professional ethics will be emphasized. Audit research case studies will provide the framework for learning.
Prerequisites: ACC 342, ACC 417, ACC 320 and ACC 545
3 credits
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Child Study |
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CS 505 - Team Building and Collaborative Decision Making: Parents and Professionals
The purpose of this course is to provide the communication skills required for those engaged in reciprocal relationships with families. Family centered practices, the provision of resources and supports to parents and families, and the inclusion of jointly developed family identified outcomes will be addressed in ways that are responsive to cultural, linguistic and other family characteristics. The components of team building will be practiced in classroom simulations. Students will explore their own strengths and challenges by engaging in self-assessment procedures, reflection and critiques. All of the knowledge base will be addressed in the context of legislation related to providing Infant/Toddler Early Childhood Educational Services.
There are two and one half lecture hours a week during one semester 3 credits the course is offered in the fall.
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CS 510 - Language Development: Diversity and Disorders
A study of theories of language development and an examination of the effects of language disorders as they relate to mild, moderate and severe disabilities. Discussions and lectures will focus on appropriate on-going assessment procedures as they relate to theories of cognition, perception, information processing and memory. Consideration of cultures and language development and the introduction of a second language will be addressed. Field experiences will relate to language development, assessment, and procedures for reporting data.
There are two and one half lecture hours a week during one semester 3 credits the course is offered in the fall.
This course requires six hours of fieldwork.
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CS 525 - Health and Medical Problems: Young Children with Mild, Moderate and Severe Disabilities
This course will focus on the recommended practices for the delivery of service by early intervention and early childhood special educators. It provides an overview of child development principles with the consideration of factors that influence learning, behavior and independence. Attention will be given to rights to privacy, confidentiality and respect for differences in physical, health and behavioral challenges which include the range of moderate to severe with multiple disabilities. Students will access, read and engage in discussion, field experiences and research related to health and medical issues that require Special Education. Experiences are designed to teach students to be reflective and respectful of cultures and learn how culture, language and socioeconomic status influence early childhood development and practices.
There are two and one half lecture hours a week during one semester 3 credits the course is offered in the spring.
This course requires six hours of fieldwork.
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CS 540 - Advanced Research Methods
This course has two basic goals: to expose students to the principles of basic educational research methodology and to have students plan and design a research proposal. Emphasis is placed on the role of research for the work of the early interventionist and the early childhood special education teacher. It is expected that students striving to be professional in the field of early childhood will acquire the knowledge and skills necessary to distinguish between legitimate claims and conclusions of research findings and ill-founded ones.
There are two and one half lecture hours a week during one semester 4 credits the course is offered in the fall.
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CS 550 - Supervised Practicum and Seminar
The seminar and practicum placement provides an opportunity for the student to apply theories of child development, both typical and atypical, apply current research with emphasis on cognitive, motor, social-emotional, communication, adaptive, and aesthetic development in learning situations, family and communal contexts. Students will plan and implement developmentally and individually appropriate curricula and instructional practices based on knowledge of individual children, the family and curricula goals and content. They will make specific adaptations for children who have learning/developmental needs or disabilities. Students will demonstrate appropriate uses of technology including adaptive and assistive technology as well as the selection of appropriate materials and equipment. During the seminar, students will reflect and engage in discussion on professional practices, analyze and evaluate field experiences, as they work with families and other professionals.
There are two and one half lecture hours a week during one semester 4 credits the course is offered in the spring and summer.
This course requires a full semester practicum experience.
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CS 560 - Advanced Service Seminar
This course is provided for students who have three or more years of teaching experience in the areas of infant/toddler early childhood special education. During the semester experience, students will explore in depth current theoretical and methodological issues and problems: social, political and cultural, as they relate to families and children receiving services in Infant/Toddler Early Childhood programs. As a way of contributing new information and expertise to the program where they are currently employed, students will conduct a needs assessment and design a staff development program for any level of staff or parents. The curricula for this staff development program would be developed from recently acquired knowledge gained in the graduate program. Skills would include: designing and conducting the needs assessment, implementing the principles of teaching and learning, the selection of appropriate instructional materials, utilization of effective communication skills and the principles of protocol and ethics. The instructional event would be designed for adult learners.
There are two and one half lecture hours a week during one semester 4 credits the course is offered in the spring.
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CS 570 - Social Studies Early Childhood: Methods and Materials 0-Grade 2
This multi-focused course will emphasize the knowledge base of what young children should learn in the area of Social Studies. Current theories of social studies content that emphasize self-esteem, emotional intelligence, problem solving, and inquiry as they relate to the New York Standards are incorporated. Students will become familiar with relevant content areas such as curriculum integration, and children as researchers. Emphasis will also be on the role of differing culture, nurturing practices, communication style, attitudes of cultures toward disabilities, and how these factors affect the role of the early interventionist. Special Education Law as it pertains to the dominant role of parents, CPSE meetings and transitions, and the role of the interventionist and teacher will be explored.
There are three lecture hours a week during one semester 3 credits the course is offered in the summer.
This course requires five hours of fieldwork.
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CS 575 - English Language Arts: The Reading/Writing Connection for Early Childhood Students with Disabilities
This course will focus on the creation of developmentally appropriate activities that are theory based for Infants/Toddlers and early childhood children with diverse learning needs. The course connects with early childhood curriculum as well as the New York State Learning Standards. The course will offer fieldwork opportunities for students where they can implement meaningful hands-on experience and apply theory to practice. The course will include a survey of Literacy approaches used with students with special needs. A review of various levels of age appropriate storybooks and how to use these books with Infants/Toddlers will provide a framework for developmentally appropriate literacy practices.
There are three lecture hours a week during one semester 3 credits the course is offered in the fall.
This course requires five hours of fieldwork.
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CS 580 - Science, Mathematics and Technology: Curriculum, Methods and Materials for Early Childhood Students with Disabilities
This course is designed to give teachers a basis for presenting the early childhood sciences, mathematics, and technology concepts to young children with special learning needs and their parents. Concepts derived through activities involving water play, magnets, planting, cooking, food and nutrition will be included. Language-building activities and creative arts activities will be integrated as well. Bibliographies and web resources can be among the resources researched and shared by the students. Students will note the connection between the NYS Learning Standards and the curriculum as they plan and implement projects in the fieldwork environment. Concepts related to assistive technology and the adaptation of materials to meet special needs will be presented.
There are three lecture hours a week during one semester 3 credits the course is offered in the spring and summer.
This course requires five hours of fieldwork.
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CS 605 - Assessment Infant/Toddler Early Childhood: Children with Special Needs
In this course, students will learn to conceptualize assessment as a flexible, collaborative, decision-making, on-going process where parents and professionals are engaged to make and revise judgments and reach consensus about the medical, educational and mental health service needs of young children. Students will become familiar with various assessment instruments, test administration and the writing of clear reports. Students are encouraged to be mindful that when instruments and procedures accommodate a child’s sensory response, affective and cultural characteristics, they are equitable. Emphasis will focus on linking assessment to individual program planning, instruction, services and progress. In the fieldwork placement, students will learn to rely on authentic measures of problem solving that link directly to New York State Standards and program content goals in natural settings.
There are two and one half lecture hours a week during one semester 3 credits the course is offered in the spring.
This course requires eight hours of fieldwork.
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CS 625 - Neurological Development
The purpose of this course is to enhance the awareness of the student to sensory motor development and neuro-behavioral organization during infancy/toddler and early childhood. Implications for learning, memory, neurological disorders, assessment and program planning will be considered. Opportunities to practice competencies in field experiences would include: the concept of role release in the transdisciplinary model, modeling, demonstrations, coaching and feedback. The use of instructional technology and the provision of assistive technology as vehicles for more effectively serving children and families will be considered. Students will learn to consider chronological age appropriateness and developmentally appropriate practices for infant/toddlers and young children when selecting types of assistive technology in assessment and intervention.
There are two and one half lecture hours a week during one semester 3 credits the course is offered in the spring.
This course requires eight hours of fieldwork.
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CS 705 - Play and Learning in Early Childhood for Children with Special Needs
This course will introduce students to the ways in which young children develop meaning, by providing a bridge between child development and curriculum studies. Students will learn to build play into curriculum strands as a condition for learning; they will learn the significance of creating inclusive settings that enable all children to participate actively and as independently as possible. Instructional strategies that include large muscle play and opportunities to connect the integrated nature of the children’s development with learning will be modeled on site. Students will be given a strong knowledge base that includes a variety of instructional strategies that integrate with the child’s developmental needs. In the fieldwork experience, students will demonstrate the understanding of skills and a strong knowledge base appropriate to the age group 0-grade 2 in a natural environment. They will engage in, integrate coordinate activities, games and stories that balance cultural and linguistic patterns.
There are two and one half lecture hours a week during one semester 3 credits the course is offered in the fall.
This course requires seven hours of fieldwork.
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CS 730 - Independent Study
Independent Study with guidance from a faculty member includes the expectation that the student will design and present an instructional module in the form of a workshop. The audience may be parents of children at risk for developmental delay, faculty, and students, or the staff at the field placement or where one is employed. The student will be expected to select a topic that is related to the Infant/Toddler Early Childhood program; a relevant issue, method or procedure related to the development of instructional materials. A theoretical basis for the content, supportive research, and bibliography must be included. Arrangements should be made for taping the event.
3 credits Class offered when needed.
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Child Study Literacy and Cognition |
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CSL 500 - Curriculum: Paradigms And Issues
This course explores models of curriculum paradigms and related issues. The course will focus on analysis of conceptual framework principles and modes of inquiry as well as the investigation of past and present concerns related to teaching and learning. Issues such as assessment, core curriculum, grouping practices and conceptions of cognitive theory as it relates to curriculum will be discussed. The role of cultural and societal factors as they relate to the design and implementation of curricula will be demonstrated as students apply concepts of curriculum theory to analyze contemporary issues.
3 credits
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CSL 510 - Reflective Teaching and Learning
This course will focus on the dimensions of the reflective process, as it is integrated into the philosophy of educational leaders and into the practice of teaching. The history and descriptions of this process will be presented. The fundamental elements and tools of reflective process will be modeled and integrated. Students will be given opportunities to become reflective practitioners in their planning for classroom management, curriculum, teaching strategies, assessment, and professional collaboration.
3 credits
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CSL 520 - Leadership: Collaborative Leadership Processes and Staff Development
The purpose of this course is to provide the skills for teachers who will be engaged in learning about the dynamics, techniques and potential for professional collaboration and leadership. Key concepts such as team membership and composition, problem solving procedures, conflict management, and systems theory will be addressed. Students will review research that addresses the forms and basis for inter-professional relationships and collaboration. They will use assessment procedures as a way of understanding self and others as they engage in simulated collaborative situations.
3 credits
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CSL 530 - Research Methods
This course in educational research is designed for the prospective producer of research. Emphasis will be placed upon two basic goals: to expose students to the principles of basic educational research methodology and to have students plan and design a research project. The role of research will be explored with the birth to grade 6 literacy teachers in mind. It is expected that students striving to be professionals in the field of literacy will acquire the knowledge and skills necessary to distinguish between the legitimate claims and conclusions of research findings and ill-founded ones.
3 credits
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CSL 540 - Language And Literacy Acquisition
This course provides an exploration of early language and literacy development, and implications for instruction for young children (ages 2-6). How children learn to read and write will be analyzed from child development and emergent literacy perspectives. Developmentally appropriate teaching practices and family literacy partnerships will be discussed as methods to support children’s learning experiences. An analysis of the cognitive factors including: attention, memory, associative learning, and self-regulation will be studied as they relate to language and reading acquisition. The role of cognitive development and social interaction will be explored as complementary processes that work together to promote the child’s intellectual growth through the application of constructivist approaches. The cognitive processing predictors that lead to language and reading disorders will be studied as a means to early intervention.
3 credits
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CSL 550 - Strategies, Instructional Materials, and Performance Evaluation in Literacy Development
This course encompasses a study and analysis of approaches and materials for literacy instruction focusing on word identification, vocabulary development, comprehension, writing instruction, motivational aspects of instruction, and creating effective and enriched teaching and learning environments for native English speakers and English language learners. Simultaneous and successive cognitive processing techniques will be analyzed and evaluated for their use with diverse learners. Schema theory will serve as the foundation for learning how to scaffold instruction to meet individual needs. Instruction will also be provided in the principles and practices of assessing student literacy performance, including, but not limited to the New York State Performance Evaluation and Standards.
3 credits
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CSL 560 - Diagnosis and Recommendations for Literacy Processes
This course provides an overview of formal and informal assessment tools and practices that measure literacy development of students. Participants will begin to work closely with individual students to assess literacy competencies to plan and implement instruction using ten practicum hours. They will also explore research and practice relating to differential literacy achievement as they begin to synthesize testing data to formulate diagnostic hypotheses for designing an instructional program for individual students based upon the cognitive-constructivist perspective. The role of cognitive modeling will be emphasized as teachers demonstrate how to reason to understand text. Ten practicum hours are required for working with a struggling reader in the primary grades.
3 credits
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CSL 570 - Teaching Literacy In The Content Areas
This course presents the integration of reading and writing processes with content knowledge as a basis for the best teaching strategies in the content area disciplines. The focus is on: (1) improving study skills, (2) levels of comprehension, (3) vocabulary improvement, (4) understanding text patterns and structures, (5) exploring writing as an across the curriculum tool of inquiry, and (6) integrating technology into content-area teaching. Course content will include implementation of classroom structures, multidisciplinary teaching and learning, and the development of research approaches and techniques to meet the needs of individual learners.
3 credits
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CSL 580 - Cultural Literacy
ol literacy, and the survey of critical issues in the literacy development of different communities with special attention to cultural linguistic diversity and the strengths of various cultures, will receive major emphasis. Connections to oral language, reading, writing, and children’s literature will be developed in a literacy framework that focuses on the learner’s cultural background and linguistic understanding. In addition, this course will explore the ways that classroom teachers, literacy specialists, administrators, parents, and teacher educators can provide efficient literacy instruction for students from diverse cultural linguistic backgrounds. Analysis of the pedagogical implications for literacy education in terms of study of the teacher’s role and the impact upon diverse student learning, as well as organizing and the teaching of literacy in the childhood education classroom will be addressed.
3 credits
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CSL 590 - Literacy and Assessment Strategies for Diverse Learners
This course focuses on study and analysis of literacy development, individual differences, and language difficulties experienced by the diverse learner. As a continuation of Diagnosis and Recommendations for Literary Processes, students will learn specialized assessments designed to identify difficulties in literacy performance. Instructional strategies will focus on providing literacy services to students in compensatory and/or special programs, specifically students with learning disabilities and English Language Learners. Students will be required to fulfill ten practicum hours working with a child for the duration of this course. A case study will be produced involving a sequence of cognitive processing for word identification, word analysis, fluency, vocabulary, sentence completion, literal comprehension, non-literal comprehension, and study procedures. Students will be required to fulfill ten practicum hours working with a struggling reader in the intermediate grades.
3 credits
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CSL 600 - Technological Literacy in the Classroom
This course explores the educational use of technology in literacy teaching and learning. Constructivist principles will be applied to discovery learning as a means to foster literacy, as well as a tool for research and presentation. Technological literacy with a focus on developing teaching strategies and learning experiences to facilitate literacy learning in a multimedia context across the curriculum is a goal of this course. Emphasis is on the use and development of computer programs to help students develop vocabulary, listening and speaking abilities, visual literacy, writing and reading skills. The application of word processing to help students improve their writing skills, and analysis and evaluation of selected software designed for teaching Language Arts will also be included. Connections to oral language, reading, writing, and children’s literature will be developed in a literacy framework that focuses on the use of technology for all students including at-risk learners, English language learners and students with special needs.
3 credits
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CSL 610 - Supervised Practicum/Seminar in Literacy and Cognition
This course provides an opportunity to apply knowledge of cognitive processing skills, diagnostic, and prescriptive techniques in classrooms and in individual settings. The seminar sessions will be a forum for students to demonstrate and critique their work and share their level of expertise, as they conference with parents and evaluate the appropriateness of their recommendations with the supervisor and the group. This course is the culmination of the Literacy and Cognition program. Students are required to work with a struggling reader for thirty practicum hours assessing, diagnosing, and planning instruction based upon the child’s needs.
3 credits
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CSL 620 - Assessing and Addressing the Literacy Needs of Readers and Writers in Middle School and High School
This course addresses the literacy needs of middle school and high school students who struggle with reading and writing. There is an emphasis on assessment and instructional practices that promote growth in literacy for a diverse group of students based upon observation, collaboration, and the interpretation of data. The course focuses on current theory of reading and writing processes, and the demands made upon readers and writers in different subject areas and contexts. Students are required to work for ten practicum hours with a struggling reader at the middle school or high school level for students seeking certification in Literacy from Grade 5 – Grade 12.
3 credits
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CSL 630 - Literature and Integrated Technology Resources for Middle School and High School
Literary theory and pedagogy is the foundation for the study of literature in this course. The course will explore ways to encourage critical reading, an appreciation of a variety of genres, the integration of literature in the content areas, and strategies for using writing as a means of literary response. Various forms of technology will be explored that encourage application and interest in literature.
3 credits
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CSL 640 - Supervised Practicum in Literacy and Cogniton—Grade 5–Grade 12
This practicum is designed for those participants who want certification in literacy from Grades 5–12. The graduate student will work with a struggling reader at either the middle school or high school levels. Participants will develop a literacy assessment based upon formal and informal instruments. An intervention model will be developed to meet the needs of the students to further his/her growth in literacy. Students seeking Literacy from Grade 5 through Grade 12 are required to work for thirty hours with a struggling reader at the middle school or high school levels assessing, diagnosing, and planning literacy instruction.
3 credits
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Child Study Special Education |
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CSS 500 - Curriculum Paradigms and Issues
This course explores different curriculum paradigms and frameworks, and the particular issues related to those paradigms. Throughout the course, particular attention will be focused on two areas. The first relates to an analysis of the conceptual frameworks, principles, and modes of inquiry of different disciplines. The second, concerns an investigation of past and present issues of teaching and learning, such as assessment, core curriculum, grouping practices, and conceptions of cognition for the purpose of examining their relationship to curriculum frameworks.
3 credits
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CSS 510 - Reflective Teaching and Learning
This course will focus on the dimensions of the reflective process as it is integrated into the philosophy of educational leaders as a worthwhile professional attribute and pivotal in the teaching process. Descriptions of this process as well as guiding principles of the Masters, will be presented. The fundamental elements and tools of reflective process will be modeled and integrated. This course is related to the Research Methods Course where students will probe situations related to teaching, curriculum, behavior and learning to discover realistic problems for examination and investigation, as a result of learning precisely designed models of reflective processes. Students will learn, through reflection, how problems are formed as well as designing appropriate solutions. They will also learn how to reflect on their own behavior while reviewing the underlying dynamics of situations, problems, and issues.
3 credits
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CSS 520 - Leadership: Collaborative Process and Staff Development
This course focuses on the development of collaborative leadership skills. Students will learn how to become effective liaisons with the local and greater school community serving as resource persons between parents, staff, and community. Students will study and develop a variety of collaborative models to be used in designing and implementing staff development, parent involvement, and community integration.
3 credits
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CSS 530 - Research Methods
This course in educational research is designed for the prospective producer of research. Emphasis will be placed upon two basic goals: to expose students to the principles of basic educational research methodology and to have students plan and design a research project. The role of research will be explored with the birth to grade 12 literacy teachers or birth to grade 12 special education teachers in mind. It is expected that students striving to be professionals in the field of literacy or special education will acquire the knowledge and skills necessary to distinguish between the legitimate claims and conclusions of research findings and ill-founded ones.
3 credits
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CSS 540 - Issues in Severe Disabilities
This foundational course provides students with an understanding of individuals who have been diagnosed with severe or multiple disabilities. This course will take a life-span perspective by focusing on childhood, adolescents, and adults, and will include discussions of individuals who have multiple/severe disabilities including those who demonstrate significant behavior challenges and/or autism as well as those who have health care issues. Students will study the psychological, social, and physical characteristics of individuals with severe disabilities. The need for collaboration between teachers, service providers, and families will be emphasized. Theoretical and philosophical foundations underlying current practice will be explored. Students will observe and implement research-based strategies for students with severe disabilities in inclusive schools and community settings. Students will learn to conduct ecological assessments of students.
3 credits
This course requires 10 hours of practica.
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CSS 550 - Assessment: A Practical Approach
This course will cover comprehensive assessment, including formal, informal, and alternative methods that will be used to develop and plan educational programs for students with mild, moderate, and severe disabilities. Students will use psychometrics and descriptive statistics to evaluate and select tests to be used for the measurement of intelligence, personality, achievement, individual interests, and special aptitudes. Students will also develop and use alternative methods of evaluation for students with severe disabilities. Student will use assessment results to plan and design instruction. Students will complete a comprehensive evaluation of a child and write a formal evaluation report that will include interpretation and recommendations in accordance with a standards-based classroom.
3 credits
This course requires 5 hours of practica in childhood or adolescent special education and 5 hours with students who have severe disabilities.
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CSS 560 - Adaptive, Alternative, and Technological Methods for the Instruction of Students with Health and/or Physical Impairments
This course addresses the needs of students with physical and/or health impairments to promote optimal participation and learning in the educational settings. The students will explore a variety of adaptive teaching methodologies and accommodations including modification and adaptation of curriculum and instructional materials. An examination of assistive technological devices and alternatives will be addressed through sign, touch cues, tangible communication systems, graphic communication systems, electronic boards and augmentative communication devices as well as the technology to support these systems. Skills in positioning, handling techniques, motor skills, developing daily living skills, and community skills will be addressed. Opportunities will be provided for practicing the collaborative model while implementing appropriate communication skills. Students will be required to work with an individual or group of students throughout this course.
3 credits
This course requires 10 hours of practica.
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CSS 570 - Techniques and Strategies of Applied Behavior Analysis (Aba) and Behavior Management for Diverse Learners
This course will provide students with a comprehensive review of effective strategies of behavior and classroom management. Emphasis will be placed on behavior techniques for both individual and groups. Students will learn to conduct a functional analysis of behavior and to develop an effective behavioral plan. Behavior modification, maintenance of positive behavior, and transference of new behavior to other environments will be explored in a variety of settings. Applied Behavior Analysis will be studied and then applied and practiced in educational environment, including students with autism. Students will have the opportunity to implement collaborative behavioral methods through class activities and outside assignments.
3 credits
This course requires 5 hours of practica in childhood or adolescent special education and 5 hours with students with severe disabilities.
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CSS 580 - Legal Implications of Special Education and the Application to Families and Schools
The special education process, transition, Section 504, ADA, the law, including legislative enactments and key court decisions related to special education will be studied. The understanding and meaning of decisions and the implementation and implications of related legislation will be explored. Students will analyze the legal and ethical implications of current trends in recent special education revisions of Federal laws. The ability to interpret and explain the relevant laws to educational personnel, parents, and the community will be a focus in this course through the development of an outreach project.
3 credits
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CSS 590 - Advanced Study of Pedagogy Based on Differentiated Instruction for Students with Diverse Needs in Childhood Education
In this foundational course the development, application, and implementation of differentiated curriculum based on research findings will be utilized. Students will focus on advanced techniques of pedagogical practice, learning styles, multiple intelligences, and the selection and creation of instructional materials to implement an interdisciplinary curriculum and enhance the learning for students in grades 1-6 with diverse needs in an inclusive setting. Students will be required to work with an individual or group of children throughout the course to develop differentiated instruction based on the standards of the curriculum.
3 credits
This course requires 10 hours of fieldwork.
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CSS 595 - Advanced Study of Pedagogy Based on Differentiated Instruction for Adolescent Students with Diverse Needs
In this foundational course the development, application and implementation of differentiated curriculum based on research findings will be utilized. Students will focus on advanced techniques of pedagogical practice, learning styles, multiple intelligences, and the selection and creation of instructional materials for adolescent students with diverse needs in an inclusive setting. Students will be required to work with an individual or group of adolescents throughout the course to develop differentiated instruction based on the standards of the curricula of ELA, Math, Science and Social Studies.
3 credits
This course requires 10 hours of fieldwork distributed in ELA, Math, Science and Social Studies.
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CSS 600 - Special Issues in Teaching Diverse Students: Family, School and Community
This technology course will help students develop the insights and skills needed to work with families of diverse learners. The culture of the school and its impact on families will be explored. Students will learn to work and collaborate with multicultural communities and differing family structures. Emphasis will be placed on using technology to enhance collaborative approaches, improving communication in culturally and linguistically diverse contexts, skills for conferencing with parents of children with diverse needs, and an understanding of concerns of the parents. Community involvement and resources will also be explored. Student will develop an outreach project to parents and/or the community.
3 credits
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CSS 615 - Advanced Fieldwork In Severe Disabilities
For students with certification in Special Education. This field placement provides an opportunity for students who already possess a New York State initial certification in Childhood Special Education to apply current theories and research findings of effective instruction for students with severe and multiple disabilities in learning situations. Students will be involved in every aspect of the class for a week; a minimum of 20 hours. The students will reflect and analyze practices in the classroom. They will interview teachers, paraprofessionals, administrators, family members, and other specialists to further their own understanding of the needs of students with severe disabilities and the teachers working with the students. They will conduct a needs assessment for the class, school or parents and develop a workshop based on an issue important to the group; the workshop will be presented in the school. This course requires a practicum of 20 hours with students who have severe disabilities.
3 credits
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CSS 620 - Supervised Practicum
For students without special education certification The seminar and field placement provides an opportunity for the student to apply current theories and research findings in learning situations, as well as, parental, school and community settings. Students will plan and implement appropriate standard-based curriculum and instructional practices for students with diverse needs. During the seminar, students will reflect and engage in discussion of professional practices, analyze, and evaluate practicum experiences. Candidates for the SWD 7-12 Certificate will have practica in all areas of the pedagogical core; ELA, math, science, and social studies. This course requires a 20 day practicum plus 20 hours in Severe and Multiple Disabilities.
3 credits
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Creative Writing |
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MFA 500 - The Master Literature Lectures
Every semester six distinguished authors visit the program to deliver master lectures on a notable work of writing from the classical or contemporary canon. Each visiting lecturer is asked to speak, one-writer-to-another, on literary concerns of the featured book, and also to answer questions that their presentations raise.
6 evening sessions 2 credits
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MFA 510 - Inventive Writing Practicum
The pedagogical core of the St. Joseph’s Writer’s Foundry education, this course studies and practices the forms and modes of rhetoric upon which all literature depends. Writers work with their instructor to publically apply the five essential skills that every writer can practice: writing prolifically–at will and on command; identifying, selecting and writing from whole structures; making observations based on close reading of text and separating them from inferences and opinion; writing both abstractly and concretely, rewriting not as correction but as discovery.
There are two parts to this approach to writing, the prolific and the structured, and the class will demonstrate through practice how both emerge through each other. In addition, each week the class introduces and reviews specific craft topics including: rhythm, tenses, person, tone, meter and other prosodic devices, rhetorical forms, symbol, metaphor, physical description, dramatic dialogue, narrative, humor, motive, aim, province, & archetype, and how to engage them all in rewriting & revision.
Readings and discussions are focused to provide companionable reference to other parts of the program.
15 evening sessions 3 credits
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MFA 520 - Writing Workshop
In this class writers bring new and ongoing literary projects, long and short, for presentation to their peers, each to be closely examined in the form of written comments from fellow students and discussion guided by a core faculty member. The texts for this course are based primarily upon the writing that the class itself generates, but can be frequently supplemented by additional readings and lessons via handout.
15 evening sessions 3 credits
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MFA 530 - Symposium Electives
Each semester there are numerous readings, as well as single and double session mini-classes focused on specific genres or recently published works. The program displays its commitment to broadening perspectives with topics that include: Poetry for Prose Writers, Editing from Literary Magazines, Critical Writing and Book Reviews, Scholarly Writing and Research, Texts that break form, Graphic Novels, Literary Agents, & Visiting Writers reading from newly published work.
Students are required to sign up and attend a minimum of 4 sessions 1 credit
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MFA 540 - Creative Thesis
Following the successful completion of three semesters of coursework with a total of 27 credits earned, students advance to the fourth and final semester and will have selected one of the faculty to work closely, through regular conference and reading designed and tailored to advise the thesis project of each student, which consists of a 70 (minimum) page creative thesis, and a 20 (minimum) page critical thesis. Each project upon reaching fruition is assigned a final grade by the advisor and is then submitted to the department for final approval.
4 credits
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MFA 550 - Critical Thesis
Ideally, the critical paper focuses on authors or aspects of literature that connect to the thesis writer’s creative work. The critical paper might be academic in tone, but it might also take the form of a series of interviews, or profiles, or book reviews, or a literary essay, all suitable for publication. An emphasis should be placed on research, not just secondary sources, but also primary and original explorations, and on sifting evidence to find original points of view. The critical paper should be viewed as additional testament to a student’s range, flair and mastery of writing.
3 credits
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Education |
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EDU 515 - Educational Assessment
This course provides an overview of strategies for assessing student performance including the use of selected-response items and various performance-based techniques. Students will learn and incorporate strategies used to assess literacy in the content area in a secondary school classroom. The impact of multiple intelligences, differentiated instruction, and learning styles on assessment processes will be investigated. Topics such as standardized testing, New York State assessments, portfolios and electronic portfolios will be discussed.
3 credits
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EDU 525 - Perspectives in Teaching Students with Exceptionalities
This course will provide a comprehensive and profound understanding of the teaching of adolescents who use special education services. The responsibilities of the teacher, student, parents/guardians and obligations of the school district will be examined. The course will consist of classroom instruction, group activities and observations.
3 credits
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Health Care Management |
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HCM 511 - Health Care Law and Medical Ethics
This course will focus on the principles and theories of law and medical ethics as they relate to health care management and administration. Students will learn to apply these learned principles to their actual management/administrative practice. The Health Care Law component will examine application of law, both generally and in relation to health care liability and risks facing health care managers and practitioners today. The Medical Ethics Component will focus on the many principles and theories of ethics as they relate to health care delivery, as well as health care administration.
Prerequisites: HA 481 and CHA 430
3 credits
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HCM 532 - Management Of Health Care Information Systems
This course builds the foundation for effectively managing health care information systems by studying two components: technology basics and health care applications. Basic technology areas of hardware, operating systems, software, database management, standards and privacy are covered. Students learn how clinical information is transformed into digital data through various coding systems (i.e., CPT). The course concludes with an extensive review of prominent health care programs such as electronic health records, computerized provided order entry, bar-coding, and e-health applications with emphasis on their role in delivering more efficient and higher quality care.
Prerequisites: HA 481 and CHA 430 and either HA 493, COM 140 or COM 141 and HCM 560
3 credits
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HCM 560 - Health Care Services and Systems
This course describes the changes in the components of the U.S. health care systems including historic and current factors influencing the delivery and provision of health care services and products. Particular attention is paid to political and social forces that are responsible for those changes.
Prerequisites: HA 481 and CHA 430 or NU 450
3 credits
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HCM 641 - Health Care Finance and Reimbursement
This course focuses on the financial drivers of the U.S. health care system. Particular emphasis will be given to how the unique features of the American health care system’s financial condition and reimbursement methodologies are shaped by public policy, market forces, medical innovation, and demographic factors. Understanding and transforming financial metrics into management reports will be fully explored.
Prerequisites: HA 481 and CHA 496 and CHA 430 or NU 450
3 credits
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HCM 651 - Project Management
This course presents project management in a holistic, balanced perspective. The importance of both the technical and behavioral aspects of project management is recognized. The major issues encountered domestically and abroad are addressed. The students are provided a road map for managing any type of project, including those relating to: information technology, healthcare, government and business. The course methodology focuses on the application of course concepts via exercises and case studies. Teamwork provides the framework for learning.
Prerequisite: HCM 532 (for MBA in HCM/HIS students only)
3 credits
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HCM 660 - Health Care Operations Management
This course focuses on managing organizations that deliver health services and products. Health service managers must be prepared to confront change—a constant in this environment. Emphasis is placed on both present and future trends, and a case study approach is utilized.
Prerequisite: HCM 560
3 credits
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HCM 680 - Health Care Strategic Planning
This course focuses on the rapid growth and the changing environment of health care organizations, both for-profits and not-for-profits, and strategic leadership, which is essential for success. Health care managers will be taught how to develop a strategic management plan, including the dynamics of the environment and the methods required to position their organizations for success.
Prerequisite: HCM 560
3 credits
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HCM 681 - Strategic Planning in Health Care Information Systems
This course empowers health care students with the skills and knowledge to create business value through information systems. The alignment of business and IT strategies as a source of competitive advantage and mission fulfillment is the focus of this course. Students learn how to develop a strategic IT plan that addresses the social, organizational, economic, cultural and political dimensions encountered in deployment of major systems. Case studies from other industries will be analyzed to better understand how the challenges and opportunities entailed in the strategic management of information systems can be successfully addressed in a health care environment.
Prerequisite: HCM 651
3 credits
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Human Resources Management |
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HRM 550 - Strategic Human Resources Management
This course is designed to explore human resources management in organizations. Students will investigate human resources issues, strategies and tactics currently being utilized in organizations as well as future trends where the human resources function is an integral part of the business strategy.
3 credits
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HRM 645 - Staffing and Employee Development
This course is designed to provide a detailed analysis of the utilization of employees within the organization by focusing on the selection and placement of employees and the development of those employees throughout their careers. Specific attention will be placed on the development of specific employment, staffing, retention, training and development programs and how these affect the individual as well as the achievement of the organization’s overall strategic objectives.
Prerequisite: HRM 550
3 credits
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HRM 665 - Employment Law
This course is designed to provide an overview of private sector fair employment practices laws and other employment laws that impact the workplace. Students will become acquainted with those various laws and understand how to apply the legal principles learned to the day-to-day activities in the human resources function of an organization.
Prerequisite: HRM 550
3 credits
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HRM 685 - Compensation and Benefits Management
This course is designed to acquaint the students with compensation and benefits programs as they relate to human resources programs within organizations. Students will investigate compensation and benefits issues as they are addressed by society as a whole and utilized within organizations.
Prerequisite: HRM 550
3 credits
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Human Services Leadership |
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HSL 501 - Leading in Mission Driven Environments
This course introduces students to the fundamentals of leading human services organizations at various levels of functional performance. It will provide an orienting framework for exploring the competencies to be mastered by Human Services professionals at all levels of leadership. In this course students will begin the process of developing those competencies through self-reflective activities. Students will explore the values of the human services professions, theories of management and leadership and the three domains of holistic leadership. Assessments, case studies, exercises and self reflective journals will be utilized to ground theory with practical application.
3 credits
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HSL 512 - Leadership Ethics and the Law in Human Services
This course will explore the many principles and theories of law and ethics that non-profit leaders need to know to be effective in their positions and competently execute their fiduciary responsibilities. The course is designed to provide students with a comprehensive understanding of critical legal and ethical issues confronting executives in human services organizations. Topics to be covered include Sarbanes-Oxley, the legal ramifications of board governance and corporate officer responsibilities. The course will also cover general legal principles related to managing organizations of varying sizes including employment law, anti-discrimination and whistleblower statutes.
3 credits
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HSL 521 - Theory and Design of Culturally Responsive Organizations
This course will provide an introduction to the theory and design of human services organizations with particular emphasis on the requisites for functioning successfully in a multicultural environment. This course will prepare graduate students to understand the relationship between theory and function in the design and management of human services organizations while being responsive to and reflective of the cultural diversity of their clients, employees and other service partners. The students will be provided with a foundation in the concepts to be explored throughout the MS in Human Services Leadership program including ethical leadership, multiculturalism, and policy implementation.
3 credits
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HSL 531 - Strategic Leadership in an Information Age
This course will introduce students to theories of communication and the practical uses of information technology in the human services profession. Students will learn how various approaches to information management contribute to effective management and leadership innovation. Topics to be covered will include the development and implementation of information management strategies, the relationship of information management to change leadership, theories of communication and the relationship of information technology to organizational culture and decision-making.
3 credits
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HSL 549 - Leadership Dimensions of Human Behavior
This course will explore dimensions of human behavior as influenced by the different environments in which individuals find themselves. Students will learn about theories of human behavior from psychological, cultural, spiritual, and organizational perspectives. Human functioning will be evaluated individually and as it adapts to collective contexts. Topics to be covered will include psychological theories of human behavior, the formation and effect of mental models, systems theory and group dynamics. The course will also cover aspects of human functioning and motivation that impact the employer/employee relationship.
3 credits
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HSL 575 - Leading Policy Initiatives in a Political Environment
This course will introduce the student to the role of policy development and political action in the leadership and direction of human services organizations. Students will explore strategies of community organization and mobilization, define constituencies and stakeholders and explore the implications of cultural and gender diversity on policy development and community engagement. The objective of this course is for students to understand the relationship between policy development and political advocacy in furtherance of the mandate and mission of human services organizations.
3 credits
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HSL 643 - Financing the Mission of Human Services Work
This course provides the students with a study of how executives and line managers in human services organizations cultivate funding sources, set budgets and use financial information. Students will learn how capital is raised from private and public sources. The course will include a review of fund-raising techniques, bond issues and grant writing. Students will also become familiarized with financial statements, general financial and managerial accounting principles and budgeting concepts. The objective of the course is to help students increase their understanding of how the various facets of economics and finance can be used to make better business decisions in a mission driven environment.
3 credits
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HSL 681 - Leadership Implications of Outcomes Evaluation
This course will introduce the student to the theory and practical aspects of evaluating the efficiency and effectiveness of human services programs. This will include a review of statistical methods and reasoning as applied to the evaluative process. Concepts to be covered include: planning an evaluation, selecting criteria and setting standards, basic measurement principles and tools, ethical considerations in conducting a program evaluation, and the presentation of the results of an evaluation.
Prerequisite: MAT 151 or BUS 222
3 credits
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HSL 686 - Executive Leadership and Models Of Innovation
This course will explore programs and organizations from a cross-section of human services disciplines that exemplify innovative approaches to service delivery. In addition, students will explore the characteristics of visionary leadership that make management innovations possible. Students will engage in an in-depth analysis of the design, development, implementation and continuing progress of these model programs as well as the leadership profiles of their sponsoring executives. Each student will also integrate the knowledge they have gained throughout the program about their individual profile via participation in a 360 degree feedback assessment and external validation coaching session. The objective is for the student to acquire an understanding of how to develop and lead organizations capable of making a positive impact on society.
3 credits
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HSL 690 - Integrative Analyses in Human Services Leadership
This course provides comprehensive coverage of the research process in the human services field. It will enable students to understand the nature of the scientific method as applied to managerial concerns. Students will receive didactic instruction in research methods while concurrently creating and executing independent content-specific research projects.
Prerequisite: HSL 681
3 credits
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Mathematics |
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MAT 505 - Integrating Technology in Mathematics Education
This course focuses on various forms of technology that can be used to enhance the teaching and understanding of mathematics at the secondary level. Students will develop a knowledge of software applications and technology to explore mathematics and to improve student outcomes. Simulation software, Microsoft Office applications, Visual Basic, Java applets, graphing calculators, the Internet and other technologies will be explored.
3 credits
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MAT 520 - Current Issues in Mathematics Education
This course serves as an introduction to current trends in mathematical education research as well as an introduction to New York State and National Council of Teachers of Mathematics standards. Students will learn how to read and understand journal articles and how to give presentations.
3 credits
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MAT 546 - Probability and Statistical Inference
This course emphasizes the NCTM standards for probability and statistics as outlined in its Principles and Standards: to formulate questions that can be addressed with data, and to collect, organize, and display relevant data in order to answer these questions; to select and use appropriate statistical methods to analyze data; to develop and evaluate inferences and predictions based on that data; and to understand and apply the foundational concepts of probability and statistics. Topics include probability models, random variables, univariate and multivariate distributions, mathematical expectation, the moment-generating function, sampling distribution theory, estimation, statistical hypotheses, and the theory of statistical inference.
3 credits
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MAT 552 - Number Theory
This course covers topics such as prime and composite numbers, algorithms, number theoretic functions, Diophantine Equations, congruences: linear and higher degree. Euler-Fermat Theorem, quadratic residues, continued fractions, Gaussian integers, and algebraic number theory.
3 credits
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MAT 554 - Abstract Algebra
This course will cover topics in abstract algebra such as groups, rings, and fields from an advanced perspective, with attention to applications in the real world. Topics include isomorphisms, Lagrange’s Theory, cosets, normal subgroups, and homomorphisms. Applications such as public key cryptography will be discussed. A project will be completed on an appropriate topic of the student’s choice.
3 credits
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MAT 562 - Modern Geometry
This course provides students with an opportunity to examine and explore, at an advanced level, a variety of geometries, including Euclidean, non-Euclidean, transformation, fractal, and projective geometries through active participation in a laboratory environment. The impact of the Parallel Postulate on the historical development of Modern Geometry provides the starting point for studying various topics, including constructions, spatial relations, formal geometric proof, the Poincaré model of hyperbolic space, polygons in hyperbolic space, isometries, composition and analysis of transformations, fractal dimension, the Mandelbrot set, applications of the cross ratio, matrix methods for perspective transformations, and applications of geometry in the real world.
3 credits
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MAT 564 - Real Analysis
This course is a rigorous approach to fundamental concepts in Real Analysis. Emphasis is placed on careful reasoning and proofs. Topics include compactness and completeness, continuous mapping, uniform convergence, differentiability and the basics of Lebesgue Integration Theory.
3 credits
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MAT 566 - Special Topics in Mathematics
This course offers graduate level study of a topic. Topics may include Graph Theory, Regression, Combinatorics, or Linear Algebra.
3 credits Offered when there is sufficient demand.
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MAT 620 - Masters Project
Students will choose an area of interest in mathematics education and research current journal articles about this topic. Students will then work with an advisor to develop a thesis paper. From this paper, students will write a journal article. All of the students’ articles will be put together to form a class journal. Students will also present their research to the class.
3 credits
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Management |
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MGT 500 - Leadership And Managerial Development
This course will provide students with an opportunity to create a plan for developing the abilities associated with superior managerial performance. It will also provide an orientation to the self-directed, active learning methods of the entire program. This course explores contemporary ideas on effective leadership and management. Team exercises, case studies and assessment tools provide the framework for learning. This course must be taken in the student’s first semester.
3 credits
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MGT 510 - Legal Issues In Management
This course is designed to provide students with an introduction to critical legal issues that impact the manager’s role in the workplace. Issues addressed in this course include an overview of the legal environment in the United States, the court system and the growing trend in the use of alternative dispute resolution mechanisms, contracts, business torts and criminal laws, employment law issues affecting management decision-making, international and cyber law issues and ethical concerns in today’s business environment.
3 credits
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MGT 520 - Organizational Theory and Design
This course will study how organizations function, how they affect and are affected by the environment and the process by which managers select and manage aspects of structure and culture in order to achieve organizational goals. The roles of abilities associated with managerial effectiveness are explored. Team exercises and cases provide a framework for learning.
Prerequisites BUS 100 or BUS 130 or HA 481 or NU 430 (MBA in HCM students must complete HA 481 or NU 430)
3 credits
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MGT 525 - Marketing Concepts and Strategies
This course is designed to provide students with the opportunity to develop the core marketing competencies essential to the successful operation of any organization. The course focuses on the marketing concept and proceeds to the development of a marketing strategy within the framework of an organization’s strategic plan. Students will interact with each other in cases, which illustrate and apply marketing principles and will culminate in a project that applies those principles to a workplace or industry issue or project.
3 credits
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MGT 530 - Management Information Systems
This course provides students with a practical approach to the effective use of information technology in organizations. Students will learn how to manage and use information in making key project management decisions. Legal and ethical issues in information technology are discussed. Modern systems analysis and design techniques are explored. Examples and case studies are drawn from actual experiences to provide students with information technology solutions to business problems.
Prerequisite: COM 140 or COM 141
3 credits
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MGT 545 - Financial Accounting and Analysis
This course provides the student with a study of how executives and line managers use financial information. An examination of financial statements and financial and managerial accounting concepts are undertaken to help students increase their understanding of how financial information can be used to make better business decisions. Students will learn how accounting information can be used to facilitate the management of the human resources, operations and marketing functions. Note: Online EMBA students must take the final exam on campus.
Prerequisite: ACC 200 or ACC 211
3 credits
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MGT 550 - Strategic Human Resources Management
This course is designed to explore human resources management in organizations. Students will investigate human resources issues, strategies and tactics currently being utilized in organizations as well as future trends where the human resources function is an integral part of the business strategy.
3 credits
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MGT 610 - Statistical Applications in Research and Management
This course will introduce students to the use of statistical methods and reasoning to help managers make better decisions and improve performance. Specific topics include: probability, sampling techniques, multiple regression, time series analysis, statistical quality control methods, test of hypothesis and design of experiments. These statistical concepts will be applied in a term project to improve quality and productivity. Note: Online EMBA students must take final exam on campus.
Prerequisite: MAT 151 or BUS 222, and MGT 500 and four other 500 level courses.
3 credits
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MGT 630 - Managerial Economics
This course focuses on the study of resource allocation decisions that are made by all types of managers within organizations. The students are provided with the theory and tools essential to the analysis and solution of those problems that have economic consequences. It also explores the constraints imposed on the decision maker (manager) by the global environment.
Prerequisite: BUS 226
3 credits
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MGT 655 - Operations and Quality Management
This course focuses on contemporary practices, ones that have proven to be successful in the management of operations and quality. An interdisciplinary approach is employed so that students learn how operations relate throughout the whole business. Emphasis is on the service sector, with recognition of global competition. Analysis of case studies and teamwork provide the framework for learning.
Prerequisite: MGT 610
3 credits
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MGT 662 - Corporate Financial Management
This course provides an in-depth perspective on the principles of corporate finance. It focuses on capital budgeting and project management, portfolio theory and valuation, capital structure and dividend policy, working capital analysis and the link between risk and return. Note: Online EMBA students must take final exam on campus.
Prerequisites: BUS 120 or BUS 226 or CHA 496, and MGT 545
3 credits
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MGT 670 - Strategic Planning and Management
This course provides students with skills to create, implement and execute successful business strategies. It begins with the definition of the institution’s key objectives and mission statement. It discusses the effective use of information technology, globalization and legal, ethical and social responsibility issues. Students will develop or analyze a strategic plan for a new or existing organization or subunit.
Prerequisite: MGT 545
3 credits
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MGT 690 - Integrative Analysis in Management
This course provides comprehensive coverage of the research process in organizations. It enables students to understand the nature of the scientific method as applied to managerial concerns. Students receive didactic instruction in research methods and are given an opportunity to create and execute independent, work-related research projects or to prepare a publishable article. This course also provides students with an opportunity to review and evaluate the progress made in developing their managerial abilities over the course of the program. This evaluation serves as the basis for updating the students’ managerial abilities development plans created at the beginning of the program.
Prerequisite: MGT 610 and departmental approval. This course can only be taken as part of a student’s last six to nine credits.
3 credits
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Nursing |
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NU 500 - Theoretical Bases For Advanced Practice Nursing
The focus of this course is the study of a wide range of theories from nursing and related sciences that support and inform advanced practice nursing. Emphasis will be placed on evaluating and critiquing a variety of theories from nursing, as well as the natural, social, organizational and biological sciences. Students will be prepared to apply and utilize various theories in practice that support a holistic approach to patient care, a firm foundation for theory application in health care organizations, and an emphasis on population-based care. Specific emphasis will be placed on direct application and evaluation of the Roy Adaptation Model in advanced practice nursing.
Four hours a week one semester. 4 credits
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NU 510 - Transition to Advanced Practice Nursing
The student engages in the study of various components of the advanced practice role in nursing from an historical and contemporary perspective. Theoretical and scientific foundations that support the advanced practice role are explored. Specific role competencies integral to successful advanced practice nursing are critically examined. Ethical, legal, financial and regulatory issues are examined as they relate to proactive advanced practice in an interdisciplinary and evolving health care system.
Three hours a week one semester. 3 credits
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