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Interdisciplinary Studies |
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@INTD 499 - Kilmer Undergraduate Research Apprentice
1-6 Credit(s)
The Kilmer Undergraduate Research Assistantship course is for students who are accepted into the Kilmer Undergraduate Research Assistantship program. Support and credit are awarded to an individual student and a faculty member who collaborate on a research project with the goal of presenting the completed research in an academic forum. Applications and additional information are available from the Center for Undergraduate Research. Restriction: Instructor Permission and acceptance into Kilmer Undergraduate Research Apprenticeship by Center for Undergraduate Research.
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INDS 195 - Special Topics
4 Credit(s)
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INDS 211 - Introduction to Disability Studies
3 Credit(s)
In this course, students will be introduced to a variety of discussions taking place in America focused on disabled populations. Students will work in and between a variety of traditional academic disciplines in order to explore various questions, including but not limited to: What does it mean to be disabled? What challenges and opportunities exist for disabled populations? How are disabled populations represented in the media? How are disabled populations represented in the law? How do disabled populations represent themselves? Grounded in the social model of disability, students will study this model (as well as explore the controversies associated with it) and explore the various means by which disabled populations are socially constructed, and what society can do to address this. Fall.
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INDS 250 - Creativity and Design Thinking
3 Credit(s)
Gen Ed: TF
In addition to exposing students generally to the creative problem-solving concept known as “design-thinking” (https://www.ideou.com/pages/design-thinking) and applying it in a range of academic contexts, this course culminates in a module during which each student proposes and develops an individualized undergraduate curriculum drawn from the existing course offerings across campus; this curriculum can serve as the foundation for an Interdisciplinary Studies major or simply allow each student to explore where and how topics about which they are curious are studied throughout the college.
Prerequisite(s): WAYS 101
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INDS 490 - Capstone Project Seminar
3 Credit(s)
This course is designed as the culminating experience for the Interdisciplinary Studies major (ISM). In consultation with the instructor, each student will develop and complete an interdisciplinary project proposal that engages with a topic/question that directly pertains to at least two of the disciplines represented within their ISM. Depending on each student’s interests and subjects, the project itself may be a conventional research paper, a multimedia presentation, a service-learning experience, an internship, or some other form of academic work that applies the various skills and knowledge that the student has attained during their ISM. Spring only.
Prerequisite(s): INDS 250 And INDS 300 or instructor permission.
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Italian |
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ITAL 101 - Contemporary Italian Language I
3 Credit(s)
This course emphasizes spoken Italian and will concentrate on acquisition of an authentic accent. Extensive listening comprehension drills are a regular feature of the class. Italian language video clips and comic strips will provide variety and will serve as meaningful complements to the basic text. As warranted.
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ITAL 102 - Contemporary Italian Language 2
3 Credit(s)
Sequel to ITAL 101 . This course emphasizes spoken Italian and will concentrate on acquisition of an authentic accent. Extensive listening comprehension drills are a regular feature of the class. Italian language video clips and comic strips will provide variety and will serve as meaningful complements to the basic text.
Prerequisite(s): ITAL 101 .
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ITAL 195 - Special Topics
1-12 Credit(s)
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ITAL 198 - Tutorial
1-3 Credit(s)
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ITAL 295 - Special Topics
1-12 Credit(s)
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ITAL 298 - Tutorial
1-3 Credit(s)
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ITAL 395 - Special Topics
1-12 Credit(s)
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ITAL 398 - Tutorial
1-3 Credit(s)
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ITAL 495 - Special Topics
1-12 Credit(s)
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ITAL 498 - Tutorial
1-3 Credit(s)
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Latin |
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LATN 101 - Elementary College Latin 1
3 Credit(s)
Gen Ed: CL
Introduction to Latin. Students will learn to read classical Latin passages, many of which will be from authentic Roman writers of the Golden Age of Latin literature. The selections will be a medium by which historical events and social aspects of the period can be examined. The course will introduce the basics of Latin grammar and its influence on the development of the Romance languages. Students will come to appreciate how Latin is alive and well in the extensive etymological roots of English vocabulary. Some time will be spent on deciphering ancient inscriptions as well as recognizing mottos and other uses of Latin in our society. Students will use Sharpley’s Beginner’s Latin text (from the Teach Yourself Language series} with audio cassettes and also Unit I of the Cambridge Latin Course. Every fourth semester.
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LATN 102 - Elementary College Latin 2
3 Credit(s)
Gen Ed: CL
Latin 102 introduces syntactical and grammatical construction for developing a reading knowledge of Latin. The text presents the introductory level of l.atin in a first century B.C. cultural and historical setting. Fall and Spring
Prerequisite(s): LATN 101 .
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LATN 103 - Elementary College Latin 3
3 Credit(s)
ith further work from Wheelock’s Latin Grammar online. The focus will be on developing strategies for handling a variety of sight passages for comprehension and translation that might be used to demonstrate a “reading knowledge of Latin” as part of a graduate program in classical archaeology, anthropology or art. Background information on Roman culture and civilization will continue to be incorporated to enhance understanding of the literature being examined. Every fourth semester.
Prerequisite(s): LATN 102 .
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LATN 195 - Special Topics
1-12 Credit(s)
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LATN 198 - Tutorial
1-3 Credit(s)
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LATN 295 - Special Topics
1-12 Credit(s)
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LATN 298 - Tutorial
1-3 Credit(s)
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LATN 395 - Special Topics
1-12 Credit(s)
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LATN 398 - Tutorial
1-3 Credit(s)
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LATN 495 - Special Topics
1-12 Credit(s)
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LATN 498 - Tutorial
1-3 Credit(s)
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Liberal Arts Education |
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EDLS 195 - Special Topics
3 Credit(s)
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EDLS 198 - Tutorial
1-3 Credit(s)
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EDLS 201 - Principles of Education
0-3 Credit(s)
Gen Ed: TF
The course is an introductory course for Elementary education programs that provide an in-depth examination of the history, philosophy and the role of education in today’s society. Additionally, the following are examined: 1) characteristics and needs of children; 2) goals and objectives of elementary education; 3) nature of knowledge; 4) teaching-learning theories and strategies based upon such theories; 5) educational roles of teachers; 6) attitudes and values to be nurtured and developed; 7) nature of evaluation; 8) nature of curriculum; 9) policies & practices related to school governance & finance; 10) A limited service-learning experience which consists of a minimum of 10 hours mentoring K-12 students in the after-school programs of the Sheard Literacy Center.
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EDLS 207 - Early Childhood Literacy
4 Credit(s)
Designed for the Early Childhood/Childhood pre-service teacher, this course prepares future teachers to support language and literacy for children from birth to eight years of age in preschool through second grade school classrooms. To support language and literacy development of culturally and linguistically diverse children, the course emphasizes (1) the use of formative and summative assessment to inform instruction that is linked to New York State English Language Arts Common Core Standards, (2) the implementation of a comprehensive phonics program in classrooms, and the (3) the use of diverse literature in classrooms to engage all children to become lifelong readers and writers. Students in this course are required to enroll in a 1-credit lab to prepare for service as language and literacy mentors for children in the Sheard Literacy Center. Lab Required. Fall and Spring.
Prerequisite(s): EDLS 201 .
Corequisite(s): EDLS 207 lab.
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EDLS 295 - Special Topics
1-12 Credit(s)
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EDLS 298 - Tutorial
1-3 Credit(s)
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EDLS 306 - Literacy Foundations
3 Credit(s)
This course is designed for pre-service teachers responsible for teaching literacy skills and abilities to children in grades PK-6. As a literacy methods course, it teaches the whys and hows of developmental literacy based on its historical, cultural, political, and social foundations. Students critically examine traditional and contemporary literature as historically and culturally situated texts reaching all children including English Language Learners. Additionally, students plan and teach an interdisciplinary early literacy project linked to the NYS ELA Common Core Standards using formal and informal literacy assessment tools. This course is part of the Childhood/Early Childhood Education Program’s Block I Field Experience in which students will complete 30+ hours of classroom field experience. It is taught in conjunction with the methods courses Math Methods (EDUC 310 ), Social Studies Methods (EDUC 312 ) and Teaching Special Needs (EDUC 314). Fall and Spring.
Prerequisite(s): EDLS 207 .
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EDLS 307 - Literacy Education in the Arts Disciplines
3 Credit(s)
Designed for pre-service teachers of the music, theater, and fine arts in grades PK-12, this course examines the historical, cultural, political and social foundations of literacy and their implications for teaching and acquiring literacy in U.S. schools. In addition, students are prepared to apply techniques of literacy instruction to support the learning of arts content by students from diverse linguistic and cultural backgrounds. Finally, students explore how diverse forms of text (print, electronic, digital) produce a range of reading, writing, and interpretive demands, challenging traditional definitions of literacy, notions of literacy skill, and students’ literate identities. Fall and Spring.
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EDLS 314 - Teaching Students With Special Needs Grades Birth-6
3 Credit(s)
Provides an overview of the educational, psychological and social needs of learners with disabilities including students with autistism, discusses the impact of special education law on the public school program, and provides background for designing appropriate interventions for students with diverse learning needs. Includes 15 hours of field-based experience. Fall and Spring.
Prerequisite(s): EDLS 201 & EDLS 207 .
Corequisite(s): EDLS 306 and @EDUC 308 and @EDUC 310 and @EDUC 312 .
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EDLS 315 - Teaching Students With Special Needs: Grades 5-12
3 Credit(s)
Provides an overview of the educational, psychological and social needs of learners with disabilities including students with autism in the middle and secondary school; discusses the impact of special education law on the public school program; provides background for designing appropriate interventions for students with diverse learning needs. Includes 15 hours of field-based experiences. Fall and Spring.
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EDLS 316 - Navajo Cultural Exchange Program
3 Credit(s)
The Navajo Cultural Exchange Program is designed as a three-week seminar-workshop introducing participants to Native American Cultures of the Desert Southwest. The program will consist of three, 3-hour classroom workshops at SUNY Potsdam prior to leaving for Arizona. This part of the program will offer to SUNY Potsdam pre-service teachers a workshop specifically designed to introduce them to the complexities of teaching culturally diverse students in a public school environment. In addition, a visit to the Navajo, Havasupai, and Hopi reservation lands in Arizona will offer the participating students, regardless of their major, the opportunity to interact with, tutor, learn from and assist Navajo educators, students and families. This will occur on reservation lands in northeastern Arizona, in both elementary and secondary public schools as well as on private lands of Navajo families on the reservation. Instructor permission required. Summer.
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EDLS 320 - Education, Research, Assessment & Evaluation
3 Credit(s)
This course is designed to increase educators’ awareness and practice with educational research and the major methods of techniques of assessment used to measure and improve early childhood, elementary, middle and secondary student achievement of learning outcomes. Focus areas will include historical, cultural, analytical, evaluative, theoretical and conceptual treatment of educational assessment. Applications will include: research to inform instruction; assessing and tracking growth and reporting academic achievement for all types of learners; use of technology; and the interpretation of standardized test information. Fall and Spring.
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EDLS 333 - Education, Language, and Culture
3 Credit(s)
This course examines various constructs of the notions of “language” and “culture” in the educational context, the relationship between them, their effect on identity, values, and beliefs as well as their interplay in schools, communities, and society, both in the US and the world. It emphasizes language and culture as a means for knowledge building and explores how social categories relevant to education are linguistically, culturally, and institutionally constructed. The issues are addressed through an interdisciplinary framework, using insights from a variety of fields, including education, behavioral and social sciences, and the arts.
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EDLS 349 - Introduction to Middle and Secondary School Education
3 Credit(s)
This course is designed to introduce prospective teachers to middle and secondary schools. Students will learn about the history of middle and secondary education in the United States. They will be introduced on an interdisciplinary basis to philosophies of education, the roles of schools in society including science, technology, society and health and drug education, the organization of schools, curriculum development and assessment. Students will begin to develop their own philosophies of education.
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EDLS 395 - Special Topics
1-12 Credit(s)
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EDLS 398 - Tutorial
1-3 Credit(s)
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EDLS 414 - Student Teaching Seminar
2 Credit(s)
Discussion of contemporary educational and professional issues. Accompanies student teaching semester. Attendance and interview attire at professional development workshops is mandatory.
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EDLS 415 - Seminar: Issues in Theatre Education
2 Credit(s)
Discussion of contemporary educational and professional issues. Accompanies student teaching semester. Attendance and interview attire at Professional Development Workshop is mandatory. Theatre Education majors only.
Prerequisite(s): DRAM 361 & DRAM 362 .
Corequisite(s): @EDUC 419 and @SECD 457 .
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EDLS 421 - Seminar in Middle/Junior and Secondary School Education
2 Credit(s)
Discussion of contemporary educational and professional issues. Accompanies student teaching semester. Attendance and interview attire at professional development workshops is mandatory.
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EDLS 495 - Special Topics
1-12 Credit(s)
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EDLS 498 - Tutorial
1-3 Credit(s)
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Linguistics |
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LNGS 110 - Exploring Language
4 Credit(s)
We are, in undeniable ways, what we speak! Language lies at the heart of who we are and what we might be and informs our conceptions of reality. In this course we begin to explore not only how human beings manipulate language, but also how they are manipulated by it. Throughout the semester we will employ not only serious reading on scholarly questions, but also fiction, poetry, and film to define language, explore language as a human attribute, and investigate the role of language in defining us as social beings. Cross-listed as ANTH 160 . Yearly.
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LNGS 111 - Origins of Language
4 Credit(s)
Perhaps no aspect of our behavior appears so uniquely human as language. But when did language appear? How is human language different from the communication of other creatures? How is the appearance of language related to tool use, evolving social structure, abstract thought, and self-awareness? Is there evolutionary continuity between animal and human minds? Recognizing that it is unlikely that a single factor is, in itself, responsible for the evolution of language, this course draws on research from such diverse areas as linguistics, biological anthropology, archaeology, cultural anthropology, psychology and neurology to explore ways of answering these questions. Cross-listed as ANTH 161 . Yearly.
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LNGS 195 - Special Topics
1-12 Credit(s)
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LNGS 198 - Tutorial
1-3 Credit(s)
Independent study in speech communication, composition, literature or linguistics with faculty supervision. Plans for specific program must be approved by department chair and Dean of Arts and Sciences.
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LNGS 203 - Language and Culture
3 Credit(s)
An introduction to language as a tool in the analysis and description of human populations and their behavior, and a study of the ways in which languages, cultures, and people relate to one another. As warranted.
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LNGS 295 - Special Topics
1-12 Credit(s)
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LNGS 298 - Tutorial
1-3 Credit(s)
Independent study in speech communication, composition, literature or linguistics with faculty supervision. Plans for specific program must be approved by department chair and Dean of Arts and Sciences.
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LNGS 301 - Language and Structure
3 Credit(s)
Explores the structures of sounds, words and phrases. Analyzes the evolution of structural differences among Old, Middle, and Modern Englishes. Examines behaviorism and universal grammar and their implications for the acquisition of language. Yearly.
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LNGS 302 - Language and Meaning
3 Credit(s)
Explores the meaning of words, sentences, symbolic systems, and how people use language. Includes discussions about linguistics reference (literal meaning, metaphor, implication), speech acts and conversation analysis, and semiotics. As warranted.
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LNGS 309 - History of the English Language
3 Credit(s)
Presents the historical development of English in such a way as to emphasize the interaction between the internal history of the language (phonological and grammatical evolution) and the external history (ambient social and intellectual factors). As warranted.
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LNGS 310 - American English Grammar
3 Credit(s)
Examines the grammatical structure of American English, distinguishing between the constitutive rules of grammar and the prescriptive rules of usage. As warranted.
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LNGS 320 - Theories of Language
3 Credit(s)
Surveys major issues in Western approaches to language as they are developed in the work of Plato, Aristotle, Locke, Saussure, Skinner, Sapir, Austin, Chomsky, and others with particular attention to how these theories contribute to contemporary discussions about language and its relation to symbolic systems, linguistic structures and change, the mind/brain problem, human behavior and interaction, rhetoric, first and second language acquisition, and aesthetics. As warranted.
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LNGS 342 - Language and Gender
3 Credit(s)
This course examines critically the interaction between language and gender. Beginning with an investigation of beliefs about language and about gender and this interaction between the two, the course proceeds to explore the research of male and female speech, seeking to understand the social, psychological, and linguistic processes that underlie sex differences in language use. Finally, in studying the role played by language, speech and communication in defining notions of “male and “female,” the goal will be to understand better the way in which language reflects and reinforces social and cultural patterns of behavior and identity. Cross-listed with ANTH 342 . Fall.
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LNGS 390 - Honors Linguistic Seminar
1-12 Credit(s)
This seminar is an introductory course in the description and analysis of language. We will be looking at language from four perspectives: structure, meaning, acquisition, and historical variation. In the Honors section, we will explore a variety of approaches to language and linguistics, including those of Saussure, Sapir, Boas, Jakobson, Labov, Chomsky, and Cameron, to consider how different theoretical frameworks shape the way in which language is studied and our understanding of how language works. As warranted.
Corequisite(s): LNGS 301 , LNGS 302 , LNGS 310 , or LNGS 320 .
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LNGS 395 - Special Topics
1-12 Credit(s)
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LNGS 398 - Tutorial
1-3 Credit(s)
Independent study in speech communication, composition, literature or linguistics with faculty supervision. Plans for specific program must be approved by department chair and Dean of Arts and Sciences.
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LNGS 408 - Language as Formal System
3 Credit(s)
Examination of the formal principles of language with emphasis in one or more of the following areas: phonology, morphology, syntax, semantics, pragmatics, stylistics, or semiotics. 300-level LNGS course or approved equivalent required. As warranted.
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LNGS 409 - Topics in Applied Linguistics
3 Credit(s)
Application of linguistics to language teaching and language learning. Topics may include second language acquisition, second and foreign language teaching, study and treatment of language loss and speech disorders, and the teaching and learning of reading and writing. 300-level LNGS course or approved equivalent required. As warranted.
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LNGS 411 - Topics in Language and Cognition
3 Credit(s)
Examination of language as a cognitive process. Topics may include: language and mind, language and brain, psycholinguistics, language acquisition. 300-level LNGS course or approved equivalent required. As warranted.
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LNGS 412 - Topics in Language and Social Interaction
3 Credit(s)
Examination of language as a social phenomenon. Topics may include: conversation and discourse analysis, sociolinguistics, bilingualism and multilingualism, pidgins and creoles, dialects, registers, and language variation and change. A minimum of Junior standing required. Cross-listed with COMM 460 . As warranted.
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LNGS 422 - Linguistic Diversity
3 Credit(s)
Gen Ed: SA
This course is an exploration of the diversity of languages and different varieties of English spoken in the U.S. and the interactions between English and other languages in the global arena. We will approach the US as a multilingual nation, and we will examine the interactions between Standard American English and other multiple languages used in the US, for example Native American languages, Spanish and other Heritage Languages, or Pidgins and Creoles. We will also learn about regional and social variation in American English. The course examines historical and socio-political contexts that have triggered the current distribution of English around the world, and the impact that such distribution has on local languages and cultures.
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LNGS 495 - Special Topics
1-12 Credit(s)
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LNGS 498 - Tutorial
1-3 Credit(s)
Independent study in speech communication, composition, literature or linguistics with faculty supervision. Plans for specific program must be approved by department chair and Dean of Arts and Sciences.
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LNGS 595 - Special Topics
1-12 Credit(s)
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LNGS 598 - Tutorial
1-3 Credit(s)
Independent study in speech communication, composition, literature, or linguistics with faculty supervision. Plans for specific program must be approved by department chair and Dean of Arts and Sciences.
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LNGS 610 - Studies in English Linguistics: Seminar
3 Credit(s)
Problems and topics in the study of English linguistics. As warranted.
Prerequisite(s): course study in linguistics or history of the English language; proficiency in phonemic transcription may be required, and Graduate standing.
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LNGS 695 - Special Topics
1-12 Credit(s)
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Literacy Where possible, the academic term the course is generally taught has been provided. For courses where no specific term of teaching is provided, students should contact the chair of the department, the Center for Graduate Studies or their adviser for guidance.
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GRDG 595L - Special Topics
1-6 Credit(s)
Workshops, seminars and/or institutes designed to meet special needs of teachers, or others interested in initial graduate-level study in the field. Offerings available upon announcement by the School of Education and Professional Studies. Credit earned may be applied, under advisement, as electives in Master of Science in Education/ Master of Science for Teachers degree programs.
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GRDG 600 - Foundations of Literacy
3 Credit(s)
This course surveys the history of literacy and theoretical foundations of literacy education. Students will examine the ideological underpinnings of varied approaches to teaching literacy including the teaching of reading, language arts, writing and media. Landmark research of literacy education will be studied in historical contexts and in conjunction with major theories of language development, cognition, and literacy acquisition.
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GRDG 605 - Literacy Assessment and Evaluation
3 Credit(s)
This course includes in-depth study of individual and group techniques for literacy assessment and evaluation of children (B-12). Theoretical understanding and assessment of the literacy process will be developed through readings, class discussions, demonstrations and case studies. Students will gain experience in the administration and interpretation of a variety of formal and informal assessment tools, culminating in written literacy assessment reports.
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GRDG 610 - Seminar: Literacy Research
3 Credit(s)
The purpose of this seminar is to acquaint students with research methods and current topics, studies and writings in the area of literacy. The objectives of this course include preparing students to be consumers of literacy research and enhance their ability to find information, studies, and data in a variety of research journals and texts both online and in hardcopy. Students will explore a wide range of current literacy topics and make reports, presentations and demonstrations throughout the course.
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GRDG 615 - Literacy: Family/School/Community Collaboration
3 Credit(s)
In this course students examine the role that community and family literacy programs, and parent-school partnerships have played in the literacy development and education of children. Students will evaluate practices of these social institutions and their effectiveness in light of current research concerning literacy education and diverse families and communities. Students will discuss current practices and future trends of collaboration between diverse literacy models of development of schools, families, and communities to support children’s literacy development.
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GRDG 620 - Literacy and Linguistically Diverse Learners
3 Credit(s)
This course explores the many challenges to literacy achievement that confront linguistically diverse learners (speakers of non-standard English varieties and English speakers of other languages). From a contemporary perspective, the course examines the characteristics of linguistically diverse learners in B-12 classrooms and focuses on instructional responses that foster literacy competencies and achievement in school.
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GRDG 625 - Using Technology to Teach Literacy
3 Credit(s)
This course involves a case-based approach to teaching literacy and the use of technology in literacy education. Authentic literacy situations are presented to the students for observation and analysis. Samples of classroom work and a variety of assessment records form an important part of this course in order to present a comprehensive picture of literacy development and needs among children with a range of abilities. Based on cumulative records, current assessment, classroom work and multi-media cases, students will gain insight into instructional decision-making with technology for the purpose of enhancing literacy abilities among children.
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GRDG 638 - Teaching Reading for Students with Special Needs
3 Credit(s)
The purpose of this course is to prepare preservice and inservice special education teachers with theoretical frameworks and practical applications of assessment and intervention strategies in literacy (P- 12). The course includes frameworks and philosophies of assessment and intervention strategies in early childhood through adolescent literacy. Students will explore assessment and intervention methods and activities that can be used to assist and enhance literacy abilities of students with varying abilities.
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GRDG 640 - Literature-Based Literacy Instruction
3 Credit(s)
Selected examples of children’s and young adult literature are utilized in demonstrating methods of developing literacy using a literature based approach. Special emphasis is placed on the use of such materials for enriching classroom literacy programs, individualizing student literacy development, and designing literacy intervention programs. This course involves extensive reading of literature, developing of strategies for teaching reading, writing, speaking, and listening through the use of literature, and focusing curricula development to represent the multiple levels, broad interests, cultural and linguistic backgrounds of all learners B-12. MSEd Literacy students only.
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@GRDG 655 - Literacy Intervention Strategies Birth-6
3 Credit(s)
The purpose of this course is to prepare preservice and inservice teachers with theoretical frameworks and practical applications of appropriate intervention strategies in literacy (B-6). The course includes frameworks and philosophies of intervention strategies in early childhood and childhood literacy. A repertoire of methods and activities will be used to assist and enhance literacy abilities among children and will culminate in student-created programs of age- and grade-appropriate literacy intervention strategies. A central theme of this course will be to match appropriate instruction with assessed literacy difficulties.
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GRDG 656 - Literacy Intervention Strategies 5-12
3 Credit(s)
The purpose of this course is to prepare preservice and inservice teachers with theoretical frameworks and practical applications of appropriate intervention strategies in literacy (5-12). The course includes frameworks and philosophies of intervention strategies in middle childhood and adolescence literacy. A repertoire of methods and activities will be used to assist and enhance literacy abilities among children and will culminate in student-created programs of age- and grade-appropriate literacy intervention strategies. A central theme of this course will be to match appropriate instruction with assessed literacy difficulties.
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GRDG 660 - Teaching Writing Birth-6
3 Credit(s)
This course integrates theory and practice for teaching writing in elementary school. The reciprocal relationship between writing and reading is emphasized. Topics include writing development, responding to and evaluating student writing, and strategies for teaching the writing processes in elementary classrooms.
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GRDG 661 - Teaching Writing Grades 5-12
3 Credit(s)
In this course students learn and apply the process approach to writing. They will learn how to teach students drafting, revising, proof reading and editing their writing; they will learn how to teach strategies for writing across the content areas; they will reinforce the skills needed for the conventions of standard written English. Writing portfolios, peer review, and publishing also will be addressed.
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GRDG 665 - Emergent Literacy
3 Credit(s)
This course examines the relationship of language and cognition, the effects of home and community environments on language acquisition, and the stages of oral and written language development in young children. Instructional practices for emergent literacy of this course include guided reading, shared reading/writing, reading aloud, the language experience approach, and explicit phonics instruction.
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GRDG 670 - Teaching Reading and Study Skills in the Content Area
3 Credit(s)
Material and methods for teaching vocabulary, comprehension and study skills, with heavy emphasis on practical approaches to reading problems encountered in the content fields. Extensive practice is afforded in formal and informal testing, pupil interests and recreational reading.
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GRDG 681 - Literacy Educator Portfolio
3 Credit(s)
This culminating activity is an intentional grouping of samples of work completed throughout the concentration. The portfolio provides evidence of achievement and documents students’ reflection on their learning experiences and professional growth as literacy educators as a result of those experiences. The portfolio also is a process designed for instructors to reflect on the program’s ability to achieve its learning outcomes. Students receive general instructions on compiling evidence and assembling the portfolio initially in GRDG 600 , Foundations of Literacy, and are provided with additional instruction in each of the courses in the MSEd Literacy program. MSEd Literacy Educator students only. Permission of department chairperson.
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GRDG 690 - Literacy Practicum, Birth-Grade 2
3 Credit(s)
The purpose of this course is to apply theories, knowledge and activities from previous literacy courses in a school environment. Students will assess literacy needs of children, and design an appropriate intervention program based on this assessment. Students will write a journal and progress reports on the pupils they teach in birth-grade 2 levels. The practicum will include a minimum of 40 clock hours in a school-based setting.
Corequisite(s): GRDG 605 and GRDG 655
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GRDG 691 - Literacy Practicum, Grades 3-6
3 Credit(s)
The purpose of this course is to apply theories, knowledge and activities from previous literacy courses in a school environment. Students will assess literacy needs of children, and design an appropriate intervention program based on this assessment. Students will write a journal and progress reports on the pupils they teach in grades 3-6 levels. The practicum will include a minimum of 40 clock hours in a school-based setting.
Prerequisite(s): GRDG 655 and GRDG 605 and GRDG 690
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GRDG 695L - Special Topics
1-6 Credit(s)
Workshops, seminars and/or institutes designed to meet special needs of teachers, or others interested in initial graduate-level study in the field. Offerings available upon announcement by the School of Education and Professional Studies. Credit earned may be applied, under advisement, as electives in Master of Science in Education/ Master of Science for Teachers degree programs.
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GRDG 696 - Literacy Practicum, Grades 5-8
3 Credit(s)
The purpose of this course is to apply theories, knowledge and activities from previous literacy courses in a school environment. Students will assess literacy needs of children, and design an intervention program based on this assessment. Students will write a journal and progress reports on the pupils they teach in grade 5-8 levels. The practicum will include a minimum of 40 clock hours in a school-based setting. To be taken in the final semester of coursework.
Corequisite(s): GRDG 605 and GRDG 656
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GRDG 697 - Literacy Practicum, Grades 9-12
3 Credit(s)
The purpose of this course is to apply theories, knowledge and activities from previous literacy courses in a school environment. Students will assess literacy needs of children, and design an intervention program based on this assessment. Students will write a journal and progress reports on the pupils they teach in grade 9-12 levels. The practicum will include a minimum of 40 clock hours in a school-based setting. To be taken in the final semester of coursework.
Prerequisite(s): GRDG 605 and GRDG 656 and GRDG 696
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GRDG 699 - Literacy Internship
6 Credit(s)
MSEd Literacy Specialist candidates intern at a school for an entire school year under the supervision of a NYS certified reading/literacy specialist. The focus of their work is on early identification of struggling readers and implementing intervention-based programs. The internship will complete the requirement for the practicum. Students are required to complete assignments designed to demonstrate evidence of competence in developing assessment-driven interventions, communicating assessment results, continuing to pursue professional development, and orchestrating professional development programs. Permission of department chair.
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Literature |
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LITR 100 - Introduction to Literature
3 Credit(s)
Gen Ed: TA
Introduction to elements of literature through the study of its various forms: poetry, drama, and fiction. Practice in writing about literature and in techniques of close reading and critical thinking. This course cannot be taken if credit has been received for LITR 110 . Fall and Spring.
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LITR 110 - Writing About Literature
4 Credit(s)
Introduction to elements of literature through the study of its various forms. This course differs from LITR 100 in that there is extensive attention to writing, revising, and the use of information resources. This course cannot be taken if credit has been received for LITR 100 . As warranted.
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LITR 120 - Film Foundations
3 Credit(s)
An introductory course that looks at aspects of film history, criticism, and production. It provides an overview of the moving picture as both popular culture and serious art form, and looks at its various elements. Students will have a chance to view and critique films and to participate in a creative project related to filmmaking. Yearly.
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LITR 130 - Film and Fiction
4 Credit(s)
Interrelationships between film and literature, particularly novels, which have been adapted for use on the screen. As warranted.
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