Courses for Non-UB Students

↓  Counseling, School and Educational Psychology
↓  Educational Leadership and Policy
↓  Information Science
↓  Learning and Instruction

CEP 532 Understanding Stat Research
Registration# 24384
The purposes of this course are to understand the reasoning and methods upon which quantitative research is conducted and to interpret and critique research studies involving quantitative data. This course is designed for "consumers" of empirical research. Learning will take place through reading about statistics, critiquing journal articles, and participating in class activities and discussions. Although some statistical methods are discussed and practiced, this course would not be sufficient preparation for the completion of a master's thesis or doctoral dissertation.

CEP 541 Human Growth & Development
Registration # 21653
This course is designed to engage students in a meaningful exploration of human development from prenatal experience through adolescence. The central questions of developmental psychology concerning the nature and sources of development, as well as the importance of the cultural contexts in which development occurs, will be considered throughout. Special attention will also be given to contemporary themes, such as the meaning of childhood, cognitive development and schooling, identity formation, and cultural influences on development. This course is especially useful for professionals who work with children in a variety of settings, such as schools, daycare centers, or child service agencies.

CEP 548 Coaching for Wellness
Registration # 24401
Coaching for Wellness & Physiological Integration is an on-line interactive course for graduate students and beyond who seek to integrate a proven effective coaching model of personal change into their helping practice. The model has grown out of a grounded theoretical base and is based in both positive psychology and integrated Eastern practices. The coaching process encourages clients toward taking empowered action in the present moment, and does not focus on pathology, counseling, or the client's  distant past. This course is designed to help counselors, lawyers, doctors and others in the helping professions assimilate the best practices of coaching toward personal growth for their clients, patients, as well as into their own lives. Students will learn, practice and discuss the coaching process, develop an empirically based understanding of the effectiveness of these techniques, as well as learn to implement coaching for wellness and physiological integration. Students will learn to guide their patients and clients toward addressing feelings, thoughts, and beliefs so that they can take action. Coursework will be a combination of readings, discussions, research review, and partnered personal coaching toward wellness, and practices that result in physiological integration. Students will be expected to participate in discussions, successfully complete the structured unit assignments as well as to call in for a group and team coaching session once every other week.

CEP 549 Yoga for Health & Healing
Registration #20685
Yoga for Health and Healing is a graduate level course for those in the helping field who would like to learn more about the role of yoga in maintaining wellbeing and school engagement. The course will provide an overview of yoga theory and practices. The focus is on secular, practical, and empirically supported practices for education, mental health, and wellbeing. The specific mental and physical health benefits of yoga will be explored as well as the risks and contraindications. The course format will be a combination of lecture discussion, student presentations, and in-class practice of yoga. Students will be expected to maintain an active yoga practice throughout the semester.

CEP 560 Psychology of Learning and Instruction
Registration #20715
The study of educational psychology involves both theory and practice. Focusing upon applying the principles of psychology and research to the practice of teaching, the ultimate goal is the understanding and improvement of learning and instruction. This course will explore how students learn and how that learning varies as a function of the student's context, culture, and development. With a focus on the effective  pplication of psychological concepts and principles in the learning and instructional process, students will develop an understanding of the foundational and contemporary principles that define this field and explore the research in this area.

CEP 588 College Career Interventions & Choice
Registration #16496
This online course explores the college admissions process with emphasis on current issues confronting school counselors, application, and admissions criteria for various types of colleges, and college counseling for special student populations. Students gain an understanding in the college admissions process including printed material, software, web sites, and organizations.

CEP 615 Legal/Ethical Counseling
Registration #21659
This course will present a contemporary frame of reference for the relevance of ethics and law to the practice of counseling. We will explore the various legal and ethical frameworks supporting the work of the counselor. Through a learning group approach, we will combine the theoretical and the practical to develop the knowledge, skills and attitudes relative to these frameworks that are necessary for effective counseling professionals.

CEP 616 Grief Counseling and Issues in Grief and Loss
Registration #16105
Grief is the most common and painful experience known to men and women. It affects everyone and at times it affects everyone profoundly. We are born with innate ways of healing from the pain of loss, but our society extinguishes many of these coping mechanisms by adolescence. Unresolved grief is the major reason people seek counseling and a significant cause of health problems, yet it is often unrecognized as source of the problem. The purpose of this course is to discuss how you can respond in helpful and comforting ways to people who are grieving by understanding your own grief, the nature of grief and healing, and the things that seem to help people who are hurting. This course is more personal than academic, more practical than theoretical, yet focuses on the underlying scientific grieving principles to explain why some things help and other things don't. To help grieving people we need to learn a set of behaviors based on these principles. We also have to unlearn typical ways of responding to people who are hurting. The class is intended to be relatively informal, and our time will be spent talking about grief, listening to some tapes, in discussion with questions and answers, and in personal discussion of some of our own experiences. We will focus on counseling grieving people, the aftermath of murder and suicide, crisis interventions in schools, suicide prevention, and the spiritual aspects of death and loss.

CEP 661 Medical & Psychosocial Aspects of Disability
Registration #13599
This is an advanced required course for students pursuing graduate study in rehabilitation counseling. Students in related programs may enroll with prior permission from the instructor. The course is intended to provide students with a broad overview of human body systems, medical aspects of disability, and psychosocial context across lifespan. The content includes medical terminology as well as the symptoms, functional limitations, treatment strategies, and psychosocial/vocational implications of thecommon conditions which may cause chronic illness and disability. It also provides a broad overview of disability classification models, health care delivery systems, health related resources, and health promotion strategies. Instructors will facilitate discussions of current disability-related health, psychological, and social issues.

CEP 680 Career Development
Registration #17019
This course seeks to integrate theory, research, and practice on career development. First, we will review of the major approaches to understanding career behavior and development and the empirical support for theoretical approaches. Then, we will explore the career development of specific populations, including under-represented minorities and people with disabilities. Considerable attention will also be devoted to applying work-related issues in clinical practice.

CEP 689 GSE Doctoral Core: Case Management & Delivery of Rehabilitative Services
Registration #22011
A course for post-master's students in all GSE Departments in which students: (1) sample significant issues of educational theory, research, and/or practice; (2) expand their inquiry skills by exploring their own beliefs about the chosen issues, and how and why these beliefs are held; (3) address the nature of beliefs that underpin significant theories, practices, and movements in education; and (4) develop their cognitive, effective, and perceptual abilities by examining, analyzing, and evaluating their own beliefs in a cross-disciplinary and social context.

ELP 640 Teacher Leadership for School Improvement
Registration #22347
This course is intended to explore the history and definition of teacher leadership; the types of leadership roles teachers take on in their schools; the types of leadership needed to develop, support and sustain teacher leadership; and the ways in which teacher leadership fosters school improvement. We will explore the historical and changed roles of teachers and leaders, the literature and evidence supporting teacher leadership and its relationship to school improvement, the skills needed for teachers to develop into leaders, the ways in which school administrators can foster and support teacher leaders, and the development of professional learning communities in schools

LIS 503LEC Information Architecture
Registration #17773
Students will learn how to configure systems that help ensure that any task uses all applicable information. The course will review user requirements analysis and then discuss the components needed to meet the requirements and how these components work together: sources for many types of information, principles of organizing information in the sources and for the user, including metadata schemes and taxonomies, methods for retrieval and determining relevance, and support for a positive user experience in interacting with information through search, navigation, and understanding. Students will collaborate on applying these principles in a concrete example and developing a prototype of a website.

LIS 503LEC Equity, Diversity, Justice, and Inclusion in LIS
Registration #21692
This course focuses on issues of diversity, equity, and inclusion in librarianship and information science. Through discussion, research, and self-reflection, students will develop their cultural competence; critically examine information work through discussion of race and power and social justice; and explore the role of information professionals as allies, advocates, and co-conspirators. 

LIS 503LEC Preservation in Archives and Special Collections
Registration #21166
This course is an introduction to the guiding principles, policies and tools of preservation through the lens of Archives and Special Collections. We will learn to identify print and non-print materials and issues commonly found in Archives and Special Collections and cover policies and practices that ensure maximum usable life. Students will get hands-on experience with a range of preservation techniques and learn when and how to use them. In addition, we will cover preservation as a management function including advocacy, prevention, environment, stacks maintenance and disaster planning.

LIS 503LEC Ontologies, Linked Data and Sem
Registration #23468
This course introduces ontologies and entity-relationship modeling as the conceptual basis for the Resource Description Framework (RDF) and linked data. It introduces Knowledge Organization Systems (KOS) including ontologies, especially vocabularies for relationships and entities that are widely used on the Web and gives an overview of the vast array of linked data sets and how to find relevant datasets. Students will learn how to query multiple linked data sets to answer reference questions using SPARQL (SPARQL Protocol and RDF Query Language).

LIS 503LEC Intro to Data Science for LIS
Registration #24386
Data science is a fast-growing field. In this course, students will learn basic concepts, techniques and tools of data science that are more and more important for all information-centric fields.  The course will introduce data collection and integration, exploratory data analysis, predictive modeling, descriptive modeling, model interpretation and evaluation. Behaviors, organizations, policies, and society issues around data will also be discussed. The emphasis will be placed on integration and synthesis of concepts and their application to solving problems.

LIS 503LEC Information Retrieval
Registration #23756
This course provides an introduction to information retrieval. Students will learn about theories and techniques for automatically processing, storing, and retrieving documents. Topics include indexing data structures and algorithms, retrieval models (geometric, logic-based, and probabilistic), query languages, search user interfaces, methods of system evaluation, and ethical issues, such as bias, censorship, and privacy. Students will apply their knowledge to a number of domains, for example: conversational search, digital libraries, multimedia search, recommender systems, and search engines.

LIS 507LEC Information Life Cycle
Registration #18971, #19512, #23345
Introduces students to the nature of information and ways in which its structure and representation affect information retrieval. The course lays the theoretical foundation for understanding and applying a range of concepts and techniques for both creating and using traditional, modern, and future information systems. Major knowledge organization, metadata, and retrieval systems are introduced and students are guided in their practical application. The course emphasizes the importance of the user in system design. Students are introduced to the roles of information preservation, information security, and digital curation. Barriers to equity of access and retrieval resulting from cultural, linguistic, and gender biases are also be examined [sic].

LIS 508LEC Information Users and Uses
Registration #18972, #21684
Information services and systems must be designed on the basis of information behavior, i.e., what is known about how people think about, access, evaluate, and use information. This course introduces students to that knowledge base, to prepare them to design and deliver systems and services that match the needs of diverse information users.

LIS 523LEC Information Literacy Instruction
Registration #21686
LIS 523 introduces principles, theories, and practical applications of user education, including design, delivery, and assessment of information literacy methodologies and resources. Emphasis is given to current and effective teaching practices in a variety of library and information center environments.

Information literacy instruction (ILI) is a core public and educational service of libraries, and is an increasingly critical one. It is a vibrant subfield of librarianship, filled with energetic librarians who are passionate about teaching and learning. A great deal of the abundant literature addresses ILI in academic libraries, but those interested in school or public libraries will have the opportunity to tailor their learning in this course for those settings. While this course will be challenging, my hope is that this immersion into ILI will excite and engage you, and show you the possibilities of this aspect of librarianship.

LIS 532LEC Curriculum Role of the Media Specialist
Registration #13677
This course examines the curricular role of the school's library media program. By means of clinical experiences, students learn from practitioners in a school library in their geographical area. A student-centered approach is used to design information literacy lesson plans and assess student learning outcomes based upon the Common Core Learning Standards (CCLS) and AASL's Standards for the 21st Century Learner as well as other research-based inquiry models. Students engage in an interactive professional community and receive feedback from practitioners and peers. Discussions focus on problem solving, collection development, curriculum design, CCLS, AAPR, and instructional methods.

LIS 535LEC Resources and Services for Young Adults
Registration #13712

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

LIS 560LEC Emerging Technology in Library Studies
Registration #24265
Library and information professionals are often required to learn and determine how emerging technologies can best be used to meet client needs. This class will guide students in examining technology trends of the 21st century such as mobility, openness, and literacy. Students will examine how emerging technologies promote new ways of thinking about information and productivity. Students will be expected to be familiar with IT and online instruction.

LIS 563LEC Digital Libraries
Registration #23472
The course examines both theoretical concepts and practical techniques of digital libraries. Topics covered include digitalization, organization, access management, evaluation and preservation in digital libraries, as well as social, economic and legal environments of digital library. Trends into the future of digital libraries will be discussed.

LIS 568LEC Computer Applications in the School Library Media Center
Registration #20602
This course focuses on state-of-the-art technologies used to enhance productivity, efficiency, and collaboration in teaching information literacy and managing a school library. A student-centered approach is used to employ effective strategies and techniques in the field. An interactive Center professional community is employed as candidates collect feedback from K-12 students and practitioners. Discussions focus on the role of technology, computer applications, and emergent technologies in the context of school libraries.

LIS 569LEC Database Systems
Registration #21165
Study of microcomputer-based data management techniques and systems, including evaluation of software packages, for the organization, manipulation, and retrieval of information.  Examination of relational database techniques such as sorting, searching, indexing, report generation, and data transfer using DBMS command language.  Projects include development of a working system.

LIS 571LEC Information Organization
Registration #17527
Introduces students to the nature and structure of information. It lays the theoretical foundation for understanding and applying a range of concepts and techniques for creating and using traditional, modern, and future information systems, from paper libraries to linked data. It covers the conceptual structures in the organization of data, information, knowledge, language, and text. It introduces major knowledge organization systems and metadata systems and guides students in their practical application in cataloging library and other materials, both paper and digital, and in searching many different information sources. The course emphasizes the importance of user requirements in designing information systems. It has students analyze cultural, linguistic, and gender biases that hinder equity of access.

LIS 575LEC Introduction to Research Methods
Registration #18973, #21379
Study of research, problem-solving, and evaluation of services in library, media and information environments.  Students will learn to identify and define problems requiring systematic analysis and to review, evaluate, synthesize, appreciate, and use existing reports of research.  Study includes librarianship and the philosophy of science, theory and hypothesis testing.  Problems include evaluation of circulation, effectiveness, collections and overlap, online services, budgeting allocation, status of librarians, salaries, citation analysis, bibliometrics.  Not a statistics course; background in mathematics and statistics is not required.

LIS 581LEC Management of Libraries and Information Agencies
Registration #16911
Explores management theory and practice applicable to varied information agencies at the supervisory, middle, and top management level through lecture, case studies, problem analysis, role playing, and course assignments. Connection to and sustainability within communities through evidence-based decision-making, planning and advocacy is emphasized. Equal opportunity employment guidelines and diversity in employment and in the people served are discussed.

LIS 585LEC Management of School Library Media Centers
Registration #13534
This course focuses on the leadership and management of school libraries. Through clinically-based experiences in a school library in their area, students are exposed to a variety of methods used to evaluate the effectiveness of a school library's programs, services, budget, policies and procedures. Students study leadership in the context of advocating for the school library program at the local, state, and national levels. National and state school library standards are used as a framework for understanding the components of an effective, quality school media program.

LIS 587LEC Collection Management
Registration #18974
Investigates current and traditional approaches to collection development in libraries of all kinds.  Topics considered include:  philosophic and ethical foundations; strategies for defining community needs and collection goals; formulation of collection development policies; approaches to materials selection and acquisition; collection evaluation; problem materials and censorship; interlibrary cooperation, resource sharing, and document delivery systems; collection maintenance, preservation, and management; and impact of new technologies. 

LAI 514 Adolescent Writing Across the Curriculum
Registration #13651
This course begins with an overview of theory and research in cognitive strategies and sociocognitive views of reading, writing, speaking and listening processes. It then describes an approach to the teaching of reading and writing called strategic literacy instruction. The focus throughout is on discovering ways to help struggling readers and writers: students usually referred to as low performing, general, or developmental; students perceived as learning-disabled, resistant, at-risk or lower-track; students in special education classes or in classes where special students are mainstreamed; or kids who are just plain unmotivated. Evaluation includes a midterm report and a final project concerned with designing strategy-based literacy instruction.

LAI 537 Language Diversity and Literacy
Registration #22228
Most educators agree that basic grammar and usage should be taught in some shape or form, what specifically do students need to know? Why and for what purposes? How does the notion of linguistic correctness fit into the intelligent teaching of reading and writing? How does grammar teaching fit into standards and standards-based assessment, and how does it mesh with issues in multicultural education and urban schooling? Finally, what, realistically, can we expect to gain from the time we spend teaching language and usage? To answer these questions, this course offers a view of language diversity and literacy based in sociocultural and sociolinguistic theories of literacy learning. The course pays special attention to what sociocultural approaches tell us about the ongoing debate over the teaching of grammar and usage. It discusses the language and literacy-learning strategies students bring from home and how these strategies can be used for facilitating the learning of academic writing, grammar, and usage. The practical side of the discussions and readings focuses on two separate issues: what teachers should know about grammar, usage, style, and mechanics; and what, how, and why teachers should teach grammar, usage, style and mechanics.

LAI 538 Music Education Practices
Registration #13775
The application of theories presented in preliminary graduate courses in music education. Practices in actual teaching experiences are examined in pre-K through 12th grade settings, usually in a workshop/practicum setting.

LAI 550 Literacy Acquisition & Instruction, PreK-2nd Grade
Registration #14766
This course reviews typical developmental progressions in the acquisition of oral language and print literacy in early childhood (birth to grade 2), including the sociocultural, cognitive, and motivational influences on literacy acquisition. Additionally, this course focuses on developmentally appropriate instruction and assessment techniques, with an emphasis on observation of children engaged in authentic literacy activities.

LAI 551 Childhood Literacy Methods
Registration #14805, #20468
Instructional theory and practice focusing on teaching, reading and writing in Grades 1-6 emphasizing: teaching literacy with literature; teaching literacy from reader response, critical, and interactive perspectives; and integrating instruction across content areas. Topics dealing with techniques for improving comprehension and word identification, creating a literate environment, creating interest and motivation, and creating authentic forms of assessment and evaluation as part of ongoing instruction are explored.

LAI 552 Mid Child/ Adolescent Literacy Methods
Registration #13529, #20469
Instructional theory and practice focusing on literacy in Grades 5-12 emphasizing building literacy in the content areas. Topics dealing with techniques for creating interest and motivation for literacy, study strategies, strategies for building comprehension, constructing meaning, and assessing students' literacy performance are explored.

LAI 560 Language Arts Methods
Registration #21129
Curriculum, methods, programs and materials for listening, speaking, reading, and writing.

LAI 574 Teaching the Exceptional Learner
Registration #13668, #15311
The purpose of this course is to aid in understanding diversity by preparing teachers to offer direct and indirect services to students within the full range of disabilities and special health-care needs in inclusive environments. Students will be provided with techniques designed to enhance academic performance, classroom behavior, and social acceptance for students with disabilities and special needs. Students will learn skills enabling them to (1) differentiate and individualize instruction for students with disabilities and special needs, (2) become familiar with instructional and assistive technologies, (3) implement multiple research-validated instructional strategies, (4) formally and informally assess learning of diverse students, (5) manage classroom behavior of students with disabilities and special needs, and (6) collaborate with others and resolve conflicts to educate students with disabilities and special needs.

LAI 599 Technology & Curriculum Integration
Registration #18014
This class is designed to answer the following questions: How can technology be used in the classroom environment? How does the incorporation of technology impact classroom management practices, instructional strategies, student motivation, and assessment strategies? Will using technology enable students/teachers to do something that they could not do before? Will the use of technology enable student/teachers to do something that they could do before but can do better (differently) now? How do we answer educators' concerns about its use? When is the use of technology an appropriate and effective use of tools?

LAI 603 Developing Curricula Emerging Adolescents 1
Registration #18015
Focuses on 3 areas: (1) differences of young adolescents as learners from children and older adolescents; (2) the physical, social, emotional, and intellectual characteristics of young adolescents as learners; and, (3) implications of those characteristics for developing effective middle-level school curricula and school practice

LAI 606 Curricular and Instructional Foundations of Music Education
Registration #17943
A study of the current role and practice of music education considered in historical, philosophical, psychological, and sociological perspective. Students will develop professional rationales for universal music education practices that involve information derived from the relevant perspective research to analyze and critique programs, practices, curriculums and standard policies for music education. Students will write an extended paper that reviews and critiques the practices in music education and recommend policy alternatives.

LAI 648 Research Ethics
Registration #17944
This course is a comprehensive introduction to the ethics of scientific research and broader moral responsibilities of science to the public. The requirements for the course include the satisfactory completion of online tutorials in human subjects research and the responsible conduct of research. This course will satisfy all Federal requirements for education and exposure of graduate and post-doctoral students. A number of case studies across a range of practical ethical issues will be analyzed and evaluated. Our aims will be to form reasoned responses along established guidelines to the ethical dilemmas typically met during scientific research. Topics to be covered include: theories of ethics, ethical conduct, research involving human subjects, research involving animals, scientific integrity, collaboration and trust, preventing fraud and plagiarism, professional standards for scientific publication, intellectual property, and competing interests. Human subject research is a central topic.

↓  Counseling, School and Educational Psychology
↓  Educational Leadership and Policy
↓  Information Science
↓  Learning and Instruction

CEP 501 Psychological Foundations of Education
This course is designed to engage students in the field of Educational Psychology and its contributions to classroom teaching and learning. We will explore thinking, learning, relationships, culture, background and experiences and how these relate to teaching and learning. Through lectures, discussions, and interactive exercises, we will explore the dynamic relationship between students, the teacher, and the learning environment. Discussion will focus on both theoretical models and real world applications, with emphasis on contemporary approaches to stimulating active and reflective learning and the improvement of the quality of education we provide to students.

CEP 504 Introduction to Addiction and Substance Abuse
Introduction to the field of rehabilitation counseling and its application to substance abuse and addiction. Examination of the social, psychological, and biological bases of addiction; exploration of assessment, diagnosis and treatment issues; understanding of the functional limitations substance addiction especially as they relate to work and independent living. All students complete quizzes, midterm and final examinations. Students must write a paper on disability and substance abuse and lead selected group discussions.

CEP 532 Understanding Statistical Research
The purposes of this course are to understand the reasoning and methods upon which quantitative research is conducted and to interpret and critique research studies involving quantitative data. This course is designed for "consumers" of empirical research. Learning will take place through reading about statistics, critiquing journal articles, and participating in class activities and discussions. Although some statistical methods are discussed and practiced, this course would not be sufficient preparation for the completion of a master's thesis or doctoral dissertation.

CEP 541 Human Growth & Development
This course is designed to engage students in a meaningful exploration of human development from prenatal experience through adolescence. The central questions of developmental psychology concerning the nature and sources of development, as well as the importance of the cultural contexts in which development occurs, will be considered throughout. Special attention will also be given to contemporary themes, such as the meaning of childhood, cognitive development and schooling, identity formation, and cultural influences on development. This course is especially useful for professionals who work with children in a variety of settings, such as schools, daycare centers, or child service agencies.

CEP 548 Coaching for Wellness
Coaching for Wellness & Physiological Integration is an online interactive course for graduate students and beyond who seek to integrate a proven effective coaching model of personal change into their helping practice. The model has grown out of a grounded theoretical base and is based in both positive psychology and integrated Eastern practices. The coaching process encourages clients toward taking empowered action in the present moment, and does not focus on pathology, counseling, or the client's distant past. This course is designed to help counselors, lawyers, doctors and others in the helping professions assimilate the best practices of coaching toward personal growth for their clients, patients, as well as into their own lives. Students will learn, practice and discuss the coaching process, develop an empirically based understanding of the effectiveness of these techniques, as well as learn to implement coaching for wellness and physiological integration. Students will learn to guide their patients and clients toward addressing feelings, thoughts, and beliefs so that they can take action. Coursework will be a combination of readings, discussions, research review, and partnered personal coaching toward wellness, and practices that result in physiological integration. Students will be expected to participate in discussions, successfully complete the structured unit assignments as well as to call in for a group and team coaching session once every other week.

CEP 553 Self Care in Service
This course will review the practice of self-care within the context of a service oriented vocational life. It is appropriate for anyone studying or practicing in the helping professions (e.g., therapists, counselors, psychologists, occupational therapists, social workers, coaches, teachers, and those in the medical field). Responding to the increasing rates of burn-out, substance abuse, and exposure-based, secondary trauma in the helping professions, this course is designed to assist the helping professional develop an active practice of self-care. The emphasis will be on the evidence-base, key mechanism of change, and specific activities that therapists and other helping professionals can use, in practice, in order to cultivate a healthy self-care routine. Empirical evidence including strengths and weakness within the evidence-base will be explored giving context to the practice. Coursework will include a combination of readings (e.g., Parker j. Palmers’ Let Your Life Speak: Listening for the Voice of Vocation; John C. Norcross and James D. Guy’s Leaving it at the Office: A Guide to Psychotherapists Self-Care), discussion, and research review. The Mindful Self-Care Scale will be used throughout the course as an assessment tool for students as they work to understand and cultivate their own self-care. This course will integrate applied lectures, discussions, student presentations, and active practice with journaling. Students are expected to actively practice skills, participate in class discussions and complete all assignments.

CEP 616 Grief Counseling and Issues in Grief and Loss
Grief is the most common and painful experience known to men and women. It affects everyone and at times it affects everyone profoundly. We are born with innate ways of healing from the pain of loss, but our society extinguishes many of these coping mechanisms by adolescence. Unresolved grief is the major reason people seek counseling and a significant cause of health problems, yet it is often unrecognized as source of the problem. The purpose of this course is to discuss how you can respond in helpful and comforting ways to people who are grieving by understanding your own grief, the nature of grief and healing, and the things that seem to help people who are hurting. This course is more personal than academic, more practical than theoretical, yet focuses on the underlying scientific grieving principles to explain why some things help and other things don't. To help grieving people we need to learn a set of behaviors based on these principles. We also have to unlearn typical ways of responding to people who are hurting. The class is intended to be relatively informal, and our time will be spent talking about grief, listening to some tapes, in discussion with questions and answers, and in personal discussion of some of our own experiences. We will focus on counseling grieving people, the aftermath of murder and suicide, crisis interventions in schools, suicide prevention, and the spiritual aspects of death and loss.

CEP 653 Medical & Psychosocial Aspects of Disability
The main function of this course is to introduce the major theories of counseling and psychotherapy, their background or history, the theories of personality from which they are derived, and their applications to counseling practice. The course also includes consideration of professional and ethical issues in counseling. In addition to learning about established counseling theories, each student will have the opportunity to develop her/his own counseling theory. Class time will be divided among lecture presentations, viewing of videotapes of various counseling approaches, and small group discussions and activities.

As a result of this course you will:

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

CEP 680 Career Development
This course seeks to integrate theory, research, and practice on career development. First, we will review of the major approaches to understanding career behavior and development and the empirical support for theoretical approaches. Then, we will explore the career development of specific populations, including under-represented minorities and people with disabilities. Considerable attention will also be devoted to applying work-related issues in clinical practice.

CEP 683 Vocational Placement Process
The course is designed to introduce students to the theoretical, research, and practical issues relating to the placement of individuals with disabilities into productive roles in society. The content of the course includes vocational theories, vocational and labor market assessment, transitioning from school to work, legal and ethical concerns with regard to relevant disability legislation including The Americans with Disabilities Act of 1990 and The Rehabilitation Act of 1973 - Sections 501, 502, 503, 504, federal and state resources, tax incentives and disincentives, job analysis and development, and practical approaches to job placement, including supported employment, mentoring, apprenticeships, and EAP's. The course is conducted as an interactive seminar. Given the levels of individual knowledge and experience typically brought to the class, students are encouraged to actively contribute through interactive group discussion and sharing of experiences. The course is required of all rehabilitation counseling majors. It is also offered to other counseling students, and may be taken, with permission, by students outside of the department.

CEP 695 Psychopathology Interventions
The course will focus on the fundamentals of psychopathology, diagnosis, and the integration of evidence-based biopsychosocial interventions in professional practice. Students will review the current edition of the Diagnostic and Statistical Manual for Mental Disorders (DSM-5) and consider the benefits and limits of the DSM. An additional emphasis of the class is the application of evidence-based therapeutic interventions.

ELP 630 Leading and Managing People
This foundational course in educational administration examines past and present theories and research about educational leadership, organization, and policy. We will be paying particular attention to schools as social systems; their structure, culture, climate, and how power, politics, and communication interplay within a school’s and/or school district’s internal and external environments to impact student learning. We will examine in detail leadership, decision-making, teacher empowerment, employee motivation, and school effectiveness in relation to student performance, changing societal contexts, and expectations. This course is intended primarily for doctoral students in educational administration, but other students may enroll with the instructor’s permission.

This class is also an introduction into doctoral studies. As such, this course is designed to lay the foundation for your future as a doctoral student. Individually and in small and large groups we will explore questions about school leadership, immerse ourselves in the literature, and begin the process of developing the scholarly reading and writing skills on which you will draw for the next three years.

LIS 503 Special Collections Theory and Practice
This course serves as a complement to the archives and records management course, providing a survey of principles and practices for people working with, curating, and managing rare books and special collections materials in libraries. The course will focus on aspects of this work, with special attention towards connecting materials with the public through exhibition, social media, digital collections, public programming, donor relations, advocacy, and other public services, and how these components of special collections librarianship fit into the world of archival work as well as the larger cultural heritage? world. The course will also address some of the newer challenges we face with emerging and shifting technologies and changing perceptions about the purpose and value of collections, including ethical issues, legal issues, and representation of cultures and experiences in archival repositories. The course is a combination of discussion, lecture, writing, and project work. Readings will complement the projects and writings, and participation is key to the success of each course participant

LIS 518 Reference Sources and Services
This course introduces the knowledge and skills necessary to provide professional information services to diverse users in a broad range of contemporary information environments. The course is designed for students with varying levels of skills and experience for a wide range of information professional career paths. The course covers interaction with users, development of search strategies, and analysis and use of general and specialized reference tools.

LIS 532 Curriculum Role of the Media Specialist
This course examines the curricular role of the school's library media program. By means of clinical experiences, students learn from practitioners in a school library in their geographical area. A student-centered approach is used to design information literacy lesson plans and assess student learning outcomes based upon the Common Core Learning Standards (CCLS) and AASL's Standards for the 21st Century Learner as well as other research-based inquiry models. Students engage in an interactive professional community and receive feedback from practitioners and peers. Discussions focus on problem solving, collection development, curriculum design, CCLS, AAPR, and instructional methods.

LIS 534 Resources and Services for Child
A study of children’s literature and other related media applicable to children. Includes an overview of the history of children’s literature, child development, and other factors that affect the selection and evaluation of children’s materials in public and school libraries. Students will learn to evaluate and promote materials according to their various uses, both personal and curricular, and according to the needs of the individual child. Course content is delivered through lectures, readings, class exercises, and authentic learning experiences.

LIS 568 Computer Applications in the School Library Media Center
This course focuses on state-of-the-art technologies used to enhance productivity, efficiency, and collaboration in teaching information literacy and managing a school library. A student-centered approach is used to employ effective strategies and techniques in the field. An interactive Center professional community is employed as candidates collect feedback from K-12 students and practitioners. Discussions focus on the role of technology, computer applications, and emergent technologies in the context of school libraries.

LIS 570 Archival Arrangement and Processing
This course is designed to provide students with theory of arrangement and descriptive practice for archival materials through foundational readings, discussion, and hands-on practice. Each class will address the subjective decisions an archivist makes on a daily basis while adhering to professional values and ethics in areas such as accessioning, creating donor agreements, and providing access to collections. In particular, the course will examine the creation of finding aids, the mode for delivering archival description to patrons. Each class will focus on different aspects of the finding aid as well as methods for creating an encoded finings aid. The class will also include a service learning project; each student will encode a legacy fining aid using Archives Space.

LAI 514 Adolescent Writing Across the Curriculum
This course begins with an overview of theory and research in cognitive strategies and sociocognitive views of reading, writing, speaking and listening processes. It then describes an approach to the teaching of reading and writing called strategic literacy instruction. The focus throughout is on discovering ways to help struggling readers and writers: students usually referred to as "low performing," "general," or "developmental;" students perceived as learning-disabled, resistant, at-risk or lower-track; students in special education classes or in classes where special students are mainstreamed; or kids who are just plain unmotivated. Evaluation includes a midterm report and a final project concerned with designing strategy-based literacy instruction.

LAI 529 Comp Early Primary Education
Information and communication technologies (ICTs) are inundating the daily lives of young children. In this course, we will explore various issues related to ICT and young children’s learning and development, and help you develop knowledge and competencies in teaching with ITC in PreKindergarten through Grade 3. Specifically, this course is designed for participants to achieve these four objectives: 1) understand the debate about appropriateness of ICT for young children, and related policy, gender, and equity issues; 2) gain understanding of how young children experience ICT in different contexts; 3) explore how young children’s ICT experiences affect their physical, social, and cognitive development; 4) practice technology integration into classroom teaching and familiarize with local and online resources related to teaching and learning with ICT, as well as develop basic skills of selecting and evaluating technology and software programs. The content of this course is organized around these four broad themes and corresponding readings are drawn from research journals, practitioner magazines, web publications, and books. To achieve the four objectives, the participants will engage in a wide range of experiences, from hand-on work with computer program, to readings and discussions, to actual teaching experiences using computers. Course work will include collecting local and online resources related teaching with ICT, investigating young children’s ICT experiences, evaluating technology or software for young children, and a teaching experiment with ICT.

LAI 552 Mid Child/ Adolescent Literact Methods
Instructional theory and practice focusing on literacy in Grades 5-12 emphasizing building literacy in the content areas. Topics dealing with techniques for creating interest and motivation for literacy, study strategies, strategies for building comprehension, constructing meaning, and assessing students' literacy performance are explored.

LAI 560 Language Arts Methods
Curriculum, methods, programs and materials for listening, speaking, reading, and writing.

LAI 574 Teaching the Exceptional Learner
The purpose of this course is to aid in understanding diversity by preparing teachers to offer direct and indirect services to students within the full range of disabilities and special health-care needs in inclusive environments. Students will be provided with techniques designed to enhance academic performance, classroom behavior, and social acceptance for students with disabilities and special needs. Students will learn skills enabling them to (1) differentiate and individualize instruction for students with disabilities and special needs, (2) become familiar with instructional and assistive technologies, (3) implement multiple research-validated instructional strategies, (4) formally and informally assess learning of diverse students, (5) manage classroom behavior of students with disabilities and special needs, and (6) collaborate with others and resolve conflicts to educate students with disabilities and special needs.

LAI 576 Literacy and Technology
Examines the connection between technology and the teaching of literacy; integration of technology into literacy curriculum.

LAI 580 Literature for Young Adults
The purpose of Literature for Young Adults is to read, study and respond to a variety of literature for young adults in a variety of ways. Genres studied include historical fiction, contemporary realistic fiction, autobiography/memoir, short stories, science fiction, and fantasy. Multicultural literature is also studied to examine critical literacy, as well as sociocultural/sociohistorical, stereotypes, and gender. Censorship concerns, issues, and queries, and the influence challenged, banned, or censored books have on pedagogy and learning is examined.

LAI 593 Teaching Foreign Language
This course is meant to prepare teachers for language instruction in early grade levels in alignment with research and theory in the field as well as NYS and national standards for language teaching. Upon completion of the course teachers will be able to: (1) articulate various rationales for early world languages study; (2) describe current program models and processes for organizing and implementing early programs; (3) discuss current research findings regarding early language learning; (4) identify the developmental stages of pre-school and elementary age children and create developmentally-appropriate objectives and activities for specific age groups; (5) discuss current trends in world languages methodology and apply these to planning in the early grades classroom; and (6) demonstrate advocacy skills through a simulated new program proposal.

LAI 597 Sel Topics – Teaching Mathematics to ELLs
This course is designed for pre-service /in-service teachers and others who will work or work with K-12 students who have linguistically and culturally diverse backgrounds, especially students of other languages (English language learners). The focus of this course is helping teachers understand the needs of various English language learners (ELLs), learn to use ELLs language and culture as a resource in mathematics classrooms, and implement research-based instructional strategies that are effective to teach mathematics for ELLs.

↓  Counseling, School and Educational Psychology
↓  Educational Leadership and Policy
↓  Information Science
↓  Learning and Instruction

CEP 500 Fundamentals of Educational Research
Introduction to scientific inquiry in education with focus on quantitative research methods; Development of core competencies for various research strategies, including choice of research designs (e.g., experimental, correlational, causal-comparative, survey, and meta-analysis), measurement, data analysis, and interpretation of results. Note. This course is foundation for statistics courses and a requirement for the Advanced Certificate of Applied Statistical Analysis.

CEP 501 Psychological Foundations of Education
This course is designed to engage students in the field of Educational Psychology and its contributions to classroom teaching and learning. We will explore thinking, learning, relationships, culture, background and experiences and how these relate to teaching and learning. Through lectures, discussions, and interactive exercises, we will explore the dynamic relationship between students, the teacher, and the learning environment. Discussion will focus on both theoretical models and real world applications, with emphasis on contemporary approaches to stimulating active and reflective learning and the improvement of the quality of education we provide to students.

CEP 503 Tests and Measurements
This course focuses on basic measurement principles, client assessment in the counseling process, and the nature of tests used in rehabilitation and school counseling. First, the course focuses on the history and foundations of tests and measurement, basic testing and assessment concepts, important social and ethical issues in testing, and statistical and psychometric concepts in measurement necessary to interpret and use testing information. Next the course deals with the identification, administration, scoring, interpretation, and usage of tests frequently used in the field. Finally, the course introduces students to program evaluation methodology. Upon completing the course, students will be better able to identify and gather essential client information, interpret test results, understand the limitations of test information, and use test results to assist in planning, monitor the progress of their clients, and evaluate the effectiveness of treatments/service plans.

CEP 506 Introduction to Educational Technology
This course is designed to provide students with an introduction to the theoretical bases and practical applications of technology, particularly as used in classrooms. There are several objectives: (1) Assure some basic familiarity with computing technology and its common uses in the classroom; and (2) encourage a perspective toward viewing classroom technologies contextually.

CEP 521 Mental Health Counseling
This introductory course provides an overview of mental health counseling as a profession. The texts and assignments are designed to introduce students to the field. Core topics include: history and current trends of counseling, mental health counselor's activities and work settings, role of diagnosis and counseling theories, community interventions and outreach, professionals issues, and ethics. The eight core areas of the Standards of Practice for CACREP (Council for the Accreditation of Counseling and Related Educational Programs) also will be briefly examined: human growth and development, social and cultural foundations, helping relationships, career development, group work, appraisal, research and program evaluation, and professional ethics. Emphasis on multicultural competence and social justice advocacy as well as awareness of personal characteristics and strengths needed to be an effective counselor are also explored in this class.

CEP 532 Understanding Statistical Research
The purposes of this course are to understand the reasoning and methods upon which quantitative research is conducted and to interpret and critique research studies involving quantitative data. This course is designed for "consumers" of empirical research. Learning will take place through reading about statistics, critiquing journal articles, and participating in class activities and discussions. Although some statistical methods are discussed and practiced, this course would not be sufficient preparation for the completion of a master's thesis or doctoral dissertation.

CEP 695 Psychopathology Interventions
The course will focus on the fundamentals of psychopathology, diagnosis, and the integration of evidence-based biopsychosocial interventions in professional practice. Students will review the current edition of the Diagnostic and Statistical Manual for Mental Disorders (DSM-5) and consider the benefits and limits of the DSM. An additional emphasis of the class is the application of evidence-based therapeutic interventions.

ELP 500 Nature of Inquiry
This course provides a broad overview of the nature of inquiry in education, including the major concepts, assumptions, theories, and methods used in various empirical studies. Assumptions about truth and knowledge, as well as researcher values, beliefs, and identity will be explored. Conducting literature reviews and aspects of ethical research processes also will be discussed. By examining and critiquing different theoretical approaches and kinds of inquiry, the class should prepare students for the more detailed methodology courses they will take later in their studies. It will also provide them with skills needed to locate, read, and give rudimentary evaluations of a range of research studies.  Though online, course activities and assignments are designed to provide students with opportunities to individually and collectively develop critical, meaningful, and relevant sensemaking about sound educational research practice. Course readings will draw primarily from the field of education, but also will direct students to relevant interdisciplinary resources from the social sciences.

ELP 626 Policy Formulation and Analysis
This course focuses on identifying, examining, and critiquing issues of educational policy and respective processes. Drawing from a range of disciplines (e.g. economics, gender studies, law, public health, sociology), it will benefit students who want to understand the current K-12 policy context, especially in terms of policies that may promote and/or sustain educational inequities and critical methods for assessing educational policy. To this end, the course begins by discussing foundational aspects of educational politics and policy making, including economic foundations, policy arenas and players, and the policymaking cycle (i.e. issue definition; agenda setting; policy formation; adoption; implementation; policy research; and evaluation). It then examines critical frames of educational policy analysis. Rooted in critical legal theory, critical policy analysis (CPA), and its derivatives, assume that the trajectory between policy formation and implementation cannot be understood without considering historically and normatively shaped contexts.  Furthermore, CPA focuses on how policy development within a neoliberal economy results in gaps in policy rhetoric and practice, maintains power differentials (and policy winners and losers),and ultimately reproduces inequality that necessitates continued resistance by nondominant groups (Lemke, forthcoming).The course concludes by highlighting issues affecting the cycle/respective outcomes including racial, gender, and economic stratification dynamics, politics, and respective educational policies.

LIS 503 Archives & Records
This course is a survey of the principles and practices of archives and records management. It will address the decisions archivists and records managers make while adhering to professional standards, values and ethics. We will discuss how the fields of archives and records management complement each other, how they differ, and how they function within the larger field of information science and with allied professions. We will also address how archival practice informs and is informed by society, emphasizing the history and development of records and recordkeeping systems and the institutions and communities responsible for them. Through lectures, foundational readings, discussion, independent research, and hands-on practice, students will learn how archivists and records managers apply complex theoretical concepts in their work to preserve and provide access to materials.

LIS 503 History and Role of Libraries as Social Actors
This course covers the development of libraries and the roles these institutions play within their service communities. Increasingly, libraries of all kinds have come to play a social role as social actors, change agents, and as "places", both physical and virtual, that enable to development of social capital. This course examines the development of libraries, information & communication technologies (ICTs), and the role of information access in the many societal "revolutions" of human history, with emphasis on the societal impact of library growth in the United States. Current trends and problems are also examined from a societal and historical perspective.

LIS 503 Information Visualization
This course provides an introduction to the art and science of information visualization. You will gain familiarity with a range of visualization techniques for communicating relational, spatial, temporal, and other data. Through hands-on practice, you will learn to apply principles from visual arts, psychology, and statistics to the design and evaluation of information visualizations.

LIS 503 Systems Administration in a Networked Environment
This course covers the development of libraries and the roles these institutions play within their service communities. Increasingly, libraries of all kinds have come to play a social role as social actors, change agents, and as "places", both physical and virtual, that enable to development of social capital. This course examines the development of libraries, information & communication technologies (ICTs), and the role of information access in the many societal "revolutions" of human history, with emphasis on the societal impact of library growth in the United States. Current trends and problems are also examined from a societal and historical perspective.

LIS 507 Information Life Cycle
Introduces students to the nature of information and ways in which its structure and representation affect information retrieval. The course lays the theoretical foundation for understanding and applying a range of concepts and techniques for both creating and using traditional, modern, and future information systems. Major knowledge organization, metadata, and retrieval systems are introduced and students are guided in their practical application. The course emphasizes the importance of the user in system design. Students are introduced to the roles of information preservation, information security, and digital curation. Barriers to equity of access and retrieval resulting from cultural, linguistic, and gender biases are also be examined [sic].

LIS 508 Information Users and Uses
Information services and systems must be designed on the basis of information behavior, i.e., what is known about how people think about, access, evaluate, and use information. This course introduces students to that knowledge base, to prepare them to design and deliver systems and services that match the needs of diverse information users.

LIS 534 Resources & Services for Child
A study of children’s literature and other related media applicable to children. Includes an overview of the history of children’s literature, child development, and other factors that affect the selection and evaluation of children’s materials in public and school libraries. Students will learn to evaluate and promote materials according to their various uses, both personal and curricular, and according to the needs of the individual child. Course content is delivered through lectures, readings, class exercises, and authentic learning experiences.

LIS 538 Pedagogy for SLMS
A study of pedagogical practices and concepts that underpin successful student learning. Course content and activities will address the domain areas of planning and preparation, the classroom environment, instruction, and professional responsibilities. Teaching strategies and learning theories in the context of the library media center in the school setting (LMC) are addressed.

LIS 560 Emerging Technologies for Library Studies
Library and information professionals are often required to learn and determine how emerging technologies can best be used to meet client needs. This class will guide students in examining technology trends of the 21st century such as mobility, openness, and literacy. Students will examine how emerging technologies promote new ways of thinking about information and productivity. Students will be expected to be familiar with IT and online instruction.

LIS 566 Information Search
Emphasis is twofold: the conceptual understanding of basic information retrieval system structures and the practical aspects associated with searching of a variety of digital information resources. Topics covered include IR system structure, user modeling, resource selection, search strategies and tactics, evaluation, ethics in searching, and the role of information professionals in the online world. Students also develop practical search skills through exercises using a variety of tools including commercial databases as well as the Web.

LIS 575 Introduction to Research Methods
Study of research, problem-solving, and evaluation of services in library, media and information environments.  Students will learn to identify and define problems requiring systematic analysis and to review, evaluate, synthesize, appreciate, and use existing reports of research.  Study includes librarianship and the philosophy of science, theory and hypothesis testing.  Problems include evaluation of circulation, effectiveness, collections and overlap, online services, budgeting allocation, status of librarians, salaries, citation analysis, bibliometrics.  Not a statistics course; background in mathematics and statistics is not required.

LIS 577 Scholarly Communication
This course explores the significant changes occurring in the digital research environment and the resulting evolution of how scholarly information is communicated. Particular emphasis is given to understanding how libraries and information organizations need to understand and manage these changes. The course examines contemporary issues like commercial publisher exploitation, the tenure system, the peer review system, copyright, open access, open educational resources, digital repositories, large data sets, bibliometrics, altmetrics, bibliographic management, and the burgeoning importance of scholarly communication professionals. Web-based scholarly collaboration and communication tools are explored, and the concept of scholarly communication as a genre is discussed.

LAI 508 Educational Uses of Internet
This class is an exploration of ways the Internet can be utilized in instructional settings. Beyond acquiring hands-on experience with Web searching, using Web-based tools, and developing Web-based modules, we will investigate related technical, pedagogical, cultural, and social issues, to clarify what the Internet means in the context of educational experiences: How might teaching and learning practices change with Internet uses? What is needed for successful experiences using the Internet in education? What new concerns does the Internet bring? How does the Internet relate to the cultural context of the classroom and the cultural background of teacher and learner?

LAI 514 Adolescent Writing Across Curriculum
This course begins with an overview of theory and research in cognitive strategies and sociocognitive views of reading, writing, speaking and listening processes. It then describes an approach to the teaching of reading and writing called strategic literacy instruction. The focus throughout is on discovering ways to help struggling readers and writers: students usually referred to as "low performing," "general," or "developmental;" students perceived as learning-disabled, resistant, at-risk or lower-track; students in special education classes or in classes where special students are mainstreamed; or kids who are just plain unmotivated. Evaluation includes a midterm report and a final project concerned with designing strategy-based literacy instruction.

LAI 519 Research in Writing
This course explores research in writing and the teaching of writing. The course examines research methods and findings from selected studies. Our objectives are to build an understanding of scholarly inquiry in written composition, especially in the area of cognition and writing, to develop an understanding of some of the theoretical foundations scholars bring to writing research, and to explore how pedagogical knowledge may be generated from such scholarship.

LAI 537 Language Diversity & Literacy
Most educators agree that basic grammar and usage should be taught in some shape or form, what specifically do students need to know? Why and for what purposes? How does the notion of linguistic correctness fit into the intelligent teaching of reading and writing? How does grammar teaching fit into standards and standards-based assessment, and how does it mesh with issues in multicultural education and urban schooling? Finally, what, realistically, can we expect to gain from the time we spend teaching language and usage? To answer these questions, this course offers a view of language diversity and literacy based in sociocultural and sociolinguistic theories of literacy learning. The course pays special attention to what sociocultural approaches tell us about the ongoing debate over the teaching of grammar and usage. It discusses the language and literacy-learning strategies students bring from home and how these strategies can be used for facilitating the learning of academic writing, grammar, and usage. The practical side of the discussions and readings focuses on two separate issues: what teachers should know about grammar, usage, style, and mechanics; and what, how, and why teachers should teach grammar, usage, style, and mechanics.

LAI 552 Middle Childhood/Adolescent Literacy Methods 
Instructional theory and practice focusing on literacy in Grades 5-12 emphasizing building literacy in the content areas. Topics dealing with techniques for creating interest and motivation for literacy, study strategies, strategies for building comprehension, constructing meaning, and assessing students' literacy performance are explored.

LAI 554 Measurement and Evaluation in Music
Study of mental measurement concepts as they apply to teacher-made tests in music and standardized music aptitude and music achievement test batteries. Test manuals are examined in detail, in conjunction with audition of specific batteries to provide for the proper utilization of the materials and specifically for teaching to individual student differences. Implications for assessment of National Coalition Core Arts Standards and State Learning Standards will be reviewed; a professional plan for assessing music learning for the programs they lead will be developed and will include performance observation, and portfolio assessment; materials useful for in-service workshops on aspects of music assessment within participant's specialties will be created and pilot-tested.

LAI 560 Language Arts Methods
Curriculum, methods, programs and materials for listening, speaking, reading, and writing.

LAI 574 Teaching the Exceptional Learner
The purpose of this course is to aid in understanding diversity by preparing teachers to offer direct and indirect services to students within the full range of disabilities and special health-care needs in inclusive environments. Students will be provided with techniques designed to enhance academic performance, classroom behavior, and social acceptance for students with disabilities and special needs. Students will learn skills enabling them to (1) differentiate and individualize instruction for students with disabilities and special needs, (2) become familiar with instructional and assistive technologies, (3) implement multiple research-validated instructional strategies, (4) formally and informally assess learning of diverse students, (5) manage classroom behavior of students with disabilities and special needs, and (6) collaborate with others and resolve conflicts to educate students with disabilities and special needs.