Graduate Education (EDG)

EDG 500. Inquiry Into Foundations of Education. 3 Credit Hours.

This course is required of all students seeking New York State Teacher certification. This introductory course in American education includes the historical, philosophi cal, sociological, legal and political factors affecting education in a multicultural society. The course analyzes the contemporary problems and the changes currently taking place in elementary/ secondary schools. Course content includes the changes in philosophical thought influencing education, the importance of the school in national, state and local community life, and the issues which impact education practice and schooling, paying particular attention to the education of students with disabilities. Students will be asked to look for challenges that ideas and events in the United States and world pose for the educational learning process, teachers and students, content that is taught, and the context of schools as educational institutions. In addition, the role of the teacher as a leader, as an effective colleague and as a decision maker will be emphasized. Particular attention will be focused on issues and solutions in teaching students from diverse populations and in structuring schools for the future. Scholarship, leadership and service are the distinguishing attributes of graduate students in teacher preparation. Students in introductory courses are expected to demonstrate scholarship by beginning a research portfolio focusing on topics presented. Leadership will be demonstrated in discussions, presentations and activities. Service will be demonstrated in classroom interactions, field experience and reflective.

EDG 504. Crit Issues/Teach Diverse Populations. 3 Credit Hours.

This course provides an overview of major issues and trends in the education of persons with exceptionalities, including the issues associated with special programs, such as educational placement and the national trend of inclusion. The course also discusses critical issues in special education which includes a historical review of policy, law and practice. Emphasis will be placed on current information of educational practices, up to date research on prevalence, current legislation and models of programs.

EDG 505. Found Hum Dev & Lrn in Cultural Contexts. 3 Credit Hours.

This course is required of all students seeking New York State Certification. In this coruse, we examine, analyze, and develop theories-yours and others-of how humans develop and learn. As we will discover, the predominance of psychological theories in education serving as the "knowledge base" of teacher preparation is partly accountable for the genetic fallacy under girding contemporary beliefs and practices of teaching, learning, and school reform. It is for this reason that our emphasis of study is on the social, cultural, and political context within which learning takes place, and on the rapid changes occuring in our understanding of mind, thinking, and learning, especially as they pertain to students' abilities and needs.

EDG 507. Theatre in the Classroom. 3 Credit Hours.

Using theatre in the classroom encourages the creativity, team building and communication skills of students of all ages. This course will provide teachers a basic understanding of several areas of theatrical productions, including acting, staging, scripting and design.

EDG 508. Connecting Video Games, Teaching, Learn. 3 Credit Hours.

This course will examine the pedagogy of games and the potential applications of the teaching and learning strategies found in these informal, out-of-school settings to the content of classrooms. Participants will examine the concepts of motivation and play, and how it is possible (as game designers have) to make learning so challenging and fun that students spend hours engaging in the activity. Throughout the course, participants will explore board games, card games, video games and online games.

EDG 510. Labor-Mgt Relations in School Setting. 3 Credit Hours.

This course provides a conceptual and skills-based introduction to the area of union representation and collective bargaining in school districts. The classes rely heavily on simulations and experiential exercises based on "real-life" cases involving negotiation, fact finding, and arbitration. Classes promote the sharing of professional expertise.

Cross-listed Courses: EDL 510

EDG 515. Introduction to Special Edu Perspective. 3 Credit Hours.

This course is required of all students seeking New York State Teacher certification. This is a three-credit course designed for students enrolled in Le Moyne's graduate program, or for those students interested in issues related to persons with disabilities. This course will cover a broad range of topics in the field of education as it relates to students with disabilities and different abilities. Specifically, this course focuses on theoretical frameworks as well as practical orientations for understanding and working with children and adults with disabilities. Not only will the course provide a comprehensive view of the issues, it will give you an opportunity to share your ideas and knowledge with others, and allow you to gain firsthand experience with a family who has a child with a disability. Scholarship, leadership and service are the distinguishing attributes of graduate students in teacher preparation. Students in introductory courses are expected to demonstrate scholarship by beginning a research portfolio focusing on topics presented. Leadership will be demonstrated in discussions, presentations and activities. Service will be demonstrated in classroom interactions, field experience and reflective.

EDG 520. Child Abuse Workshop/SAVE Violence Prev. 0 Credit Hour.

This is a required course for anyone seeking New York State certification as a teacher. The purpose of this course is to provide prospective teachers with the information needed to act as a "mandated reporter" of child abuse or maltreatment. Preservice teachers will learn to recognize signs of child abuse and maltreatment and the correct reporting procedures. The twohour violence prevention module will also be presented to students at this workshop. (Open only to students enrolled in student teaching.).

EDG 521. Teaching Learning Today's Secondary Schl. 3 Credit Hours.

This course is an examination of those principles and practices that have shaped American education and instruction with an emphasis on interdisciplinary study of subject matter for tomorrow's student. Emphasis will be placed on: adolescent development from middle school to senior high perspective, learning theory and current approaches in instruction for a diversi- fied student population.

EDG 522. Dignity for All Student Act (dasa) Training for Teacher Certification. 0 Credit Hour.

This course is designed to provide preservice teachers with knowledge and skills to understand bullying from the perspective of the bully, the bullied, and the bystander. This course will address the social patterns of harassment, bullying and discrimination, marginalization and microaggressions, including acts based on a person's actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, and gender. This training will address these issues from a proactive - rather than than a reactive - position. Successful completion of this course will fulfill the harassment, bullying, and discrimination prevention and intervention training required fro certification/licensure under the Dignity for All Students Act (The Dignity Act.) Only open to Le Moyne Teacher Certification candidates.

EDG 523. Autism Spectrum Disorder Training for Teacher Certification. 0 Credit Hour.

This course is designed to provide preservice teachers knowledge and skills to understand the needs of students with autism. This course will address the definitions and etiology, common characteristics, evidence-based instruction and interventions, data collection strategies and use, and resources for families and students with Autism Spectrum Disorders (ASD). This training will address these issues from a position of how best to included students with autism in general education settings. Successful completion of this course will fulfill the training required for New York State certification/licensure. Only open to Le Moyne Teacher Certification candidates.

EDG 525. Assess: Pract/Legalities Stud W/Disabil. 3 Credit Hours.

This course is required for all prospective teachers seeking the dual New York State certification in Childhood/Adolescent/Students with Disabilities. The focus of this course is on the competencies necessary for skilled educational diagnosticians. Preservice teachers will become familiar with a variety of techniques and instruments used to gain information about students' educational achievement. Assessment will be used as a method of instructional and curriculum based diagnosis for all students with learning problems. Another major focus of the course is the set of legal issues surrounding assessment and special education. Students in this course are expected to demonstrate scholarship at the graduate level by integrating the topic presented into their ongoing research portfolio.

Prerequisites: EDG 515.

EDG 530. Multicultur Literacy Methods - Secondary. 3 Credit Hours.

This course is required for all prospective teachers seeking the New York State certification in Adolescence Education. It is designed to help preservice teachers learn the foundations and methods of literacy learning in classrooms where students differ in physical, cognitive, emotional, cultural, economic, and linguistic backgrounds. Basic skills related to decoding, vocabulary, development, conprehension, and the reading/writing connection will be studied; the importance of authentic assessment will be emphasized. Participants will be taught the methods necessary to create literacy learning environments for the development of diverse learners' competencies in reading, writing, listening, speaking, and viewing. As part of developing the sensitivity and responsiveness necessary for creating such a sociocultural environment for diverse learners, preservice teachers will complete cultural self-analyses and cross-cultural analyses to learn the meanings of ethnocentrism and cultural conflicts. Finally, they will gather a bibliography of multicultural literature, electronic texts and computer programs, and other materials and resources, and create strategic plans for establishing the classroom environment that connects home, school, and community for literacy learning. Preservice teachers are expected to demonstrate scholarship at the graduate level by integrating the topics presented into their ongoing research portfolio.

Prerequisites: EDG 500, EDG 505, EDG 515.

EDG 535. Literacy Theories & Practices. 3 Credit Hours.

This course is required for all prospective teachers seeking the dual New York State certification in Childhood/Students with Disabilities. This is the first of two required reading courses for graduate students of education. The course content includes topics related to current theories and practices and their theoretical bases. Also presented will be an overview of the history of reading education as influenced by the fields of linguistics, psychology and education practice that developed in the United States. Specific methods and models for teaching reading are explored as their cognitive foundations are studied. Classroom applications of strategic reading instruction are demonstrated and evaluated within the context of a collaborative college classroom. Particular attention is paid to policies and school adoptions of reading philosophies that determine the kinds of instruction given to children of diverse backgrounds and needs in American classrooms, particularly students with disabilities. Students in this course are expected to demonstrate scholarship at the graduate level by integrating the topics presented into their ongoing research portfolio.

Prerequisites: EDG 500, EDG 505, EDG 515, EDG 525.

EDG 536. Advanced Communication for Teachers. 3 Credit Hours.

Special training in the use of performance techniques and presentational formats to help make the teacher a more effective oral presenter outside of the classroom (i.e. PTO meetings) and reader in the classroom. Training in voice, projection, variety and use of appropriate formats will be covered.

EDG 545. Plan,Assessing,Managing Inclus Classrm. 3 Credit Hours.

This course is required for all prospective teachers seeking New York State certification. Students will learn to plan, implement and assess instruction with a special emphasis on culturally diverse students; non-English speaking students; gifted students; and students with disabilities. This course will cover both theory and practice. It will stress the technical and ethical competencies required to be an effective teacher. The course emphasizes the role of teachers as decision-makers in the preplanning and implementation phases of lessons, as well as reflective post-lesson evaluation and adjustment. Students in this course are expected to demonstrate scholarship at the graduate level, by integrating the topics presented into their ongoing research portfolio.

Prerequisites: EDG 500, EDG 505, EDG 515.

Corequisite: EDG 525.

EDG 550. Teach/Adapt Curric Content Specialists. 3 Credit Hours.

This course is required for all prospective teachers seeking the New York State certification in Adolescence. This course will focus on the tools and strategies that can be used by general educators at the secondary levels to ensure appropriate curriculum planning, instruction and assessment for all students. Secondary teachers will learn to balance the content requirements with the individual needs of adolescent students in order to modify instruction. Preservice teachers will discuss and practice techniques for adaptation of materials, classroom environments, individual and group assignments and testing situations. The focus will be on strategies to increase student success in academic, behavioral and social-emotional areas. Students in this course are expected to demonstrate scholarship at the graduate level by integrating the topics presented into their ongoing research portfolio.

Prerequisites: EDG 530 and EDG 545.

EDG 554. Adv Teach in Second Cont Areas. 3 Credit Hours.

This course will draw on theories and research on learning to develop interdisciplinary and intradisciplinary activities for secondary school students. Thematic units of instruction will be developed both within and among the various academic areas. There will be an emphasis on response to learning needs from philosophical, cultural and psychological perspectives.

EDG 555. Adv Literacy Theories/Practice Inclus Cl. 3 Credit Hours.

This is the second of two required literacy courses for graduate students in Education, seeking New York State dual Childhood/ Students with Disabilities certification. This course continues the preparation for the teaching of reading, writing, listening and speaking and serves as a professional process for instruction development. In addition, this course extends your knowledge and practice in the diagnosis and remediation of students with reading difficulties. In this course we will concentrate on the reading/writing connection, content area reading, unit planning and the basics of reading assessment and remediation. Additionally, emphasis will be placed on the effective teaching/learning strategies related to the use of children's and young adult literature for all children. Students in this course are expected to demonstrate scholarship at the graduate level by integrating the topics presented into their ongoing research portfolio.

Prerequisite: EDG 535.

EDG 556. Teaching/Curr in Middle School (5-9). 3 Credit Hours.

This course defines the underlying assumptions of current educational practice in the middle school structure in the United States. Principles and strategic instructional practice are developed through a framework of curriculum planning for each academic discipline encountered in the instruction of children in the middle grades.

EDG 560. Literacy Development Across Curriculum. 3 Credit Hours.

This course is required for all prospective teachers seeking New York State certification in Adolescence. Each subject area in middle and high school has its own specialized vocabulary, materials and resources that require students to read and understand. However, students in middle and high school vary in their literacy learning abilities. Therefore, teachers must be able to prepare instruction, so that students will be able to read, write, listen, speak and view to learn course content. The purpose of this literacy course is to assist teachers in the analysis of content area teaching and learning, so that they can motivate and guide students toward independent learning. Teachers will study the process of connecting known information to new information, formulating questions, discussing issues and discovering unique perspectives and possibilities through content area resources and materials including electronic texts and computer programs. Students in this course are expected to demonstrate scholarship at the graduate level by integrating the topics presented into their ongoing research portfolio.

Prerequisite: EDG 530.

EDG 562. Transition Planning & Collaboration. 3 Credit Hours.

This course is required for all graduate students seeking NYS certification in adolescence and special education (grades 7-12). The course provides a framework for defining and planning transition and addresses facilitation and support. The focus of this course is on ways to individualize transition service delivery for people with specific types of disabilities. During the course, we will discuss not only transition to employment, but also the transition and skills necessary for future living and post-secondary educational environments. Preservice teachers will examine and practice collaborative skills and practices designed so that professionals, paraprofessionals, business people and family members can work effectively with high school students with special needs. Topics addressed in the course include transition to adult life (including residential, financial, leisure and social options, and health and sexuality issues), vocational assessment and programming, career education, job coaching, assistive technology, and accessibility issues. Emphasis will be placed on current issues in the field, including secondary school restructuring, self-determination, person- centered planning, college and other post- secondary alternatives, and use of the internet to enhance transition and work. Preservice teachers will learn to plan programs tailored to individual student strengths and life goals that will ensure a productive and rewarding life after high school. Specific strategies that assist students in transitioning to adult life, including self-determination, will be studied and practiced. Preservice teachers enrolled in this course will also be placed in a field site with adolescents with special needs in order to apply transition and collaboration skills.

EDG 565. Home,School and Community Collaboration. 3 Credit Hours.

This course is required of all students seeking New York State Teacher certification. The purpose of this course is to introduce teachers to the interpersonal communication skills necessary for successful teamwork and collaboration with families of their children as well as members of school and community. During this course, they will practice the skills necessary for positive communication, problem solving and conflict management. They will also examine the consultation process and case study approach for research and practice. Students in this course are expected to demonstrate scholarship at the graduate level by integrating the topics presented into their ongoing research portfolio.

EDG 570. Adolescent Strategies and Technology. 4 Credit Hours.

This course is required of all students seeking New York State certification in Adolescent Education. It is designed to cover curriculum, instruction and assessment in a particular subject area (English, Social Studies, Science, Mathematics and Languages other than English) for students in various high school classrooms. The course will focus on organization of content, instruction, assessment and management to actively assist all students in meeting the state Learning Standards. Students will be placed in two field sites in which they will student teach the following semester. This will afford them the opportunity to apply and practice skills and knowledge discussed in text and class. Students in this course are expected to demonstrate scholarship at the graduate level by integrating the topics presented into their ongoing research portfolio.

Prerequisite: EDG 545.

Corequisite: EDG 570.

EDG 575. Strategy&Technology for Inclusive Clsrm. 3 Credit Hours.

This course is required of all students seeking dual New York State certification in Childhood/Students with Disabilities (grades 1-6). In this course, students will learn to transform the core content knowledge in mathematics, science and social studies into teachable instructional units. Students will review and evaluate current materials used to teach these content areas at the elementary level. Students will learn to integrate curriculum and to incorporate skills such as writing and speaking within the instruction and assessment of content. Students in this course are expected to demonstrate scholarship at the graduate level by integrating the topics presented into their ongoing research portfolio.

Prerequisite: EDG 545.

Corequisites: EDG 555 and EDG 576.

EDG 576. Managing Environ for Stu W/Disabilities. 3 Credit Hours.

This course provides participants with research and best practices so as teachers they can best manage learning environments and student behaviors in the special education classroom as well as the inclusive classroom setting. Course content and assignments will include the theoretical foundations of classroom management, and effective techniques to provide physical, emotional, and social environments that are safe, supportive, and conducive to learning.

Prerequisite: EDG 545.

Corequisites: EDG 575 and EDG 555.

EDG 580. Pedagogical Content Knowledge. 3 Credit Hours.

This course is required for all prospective teachers seeking the New York State certification in Adolescence. This course will focus on contemporary and historical curriculum thinking and practice within the disciplines. Teachers must recognize the essential "character of the subject" as they prepare to develop curriculum, instruction and assessment in a subject area. This course will critically examine the standards movement though political, social, cultural and philosophical perspectives. Course materials include research, practice and case studies that focus on teaching for equity and social justice. Students in this course are expected to demonstrate scholarship at the graduate level by integrating the topics presented into their ongoing research portfolio.

Prerequisite: EDG 545.

EDG 585. Learning and Behavioral Disorders. 3 Credit Hours.

This is a required course for the New York State dual Childhood/Students with Disabilities Inclusive Program (1-6). The purpose of this course is to examine issues and effective teaching strategies related to students who have learning and behavior disorders. Teachers must be cognizant of their teaching styles and best practices in order to maximize the potential of students with learning and emotional/behavioral disorders. All delivery service models will be discussed with the philosophy of inclusion being the underlying position for supporting students. Students will have an opportunity to develop a research question and paper for their Master's content knowledge portfolio.

Prerequisite: EDG 575.

EDG 586. Instructional Technolgy for the Inclusive Classroom. 3 Credit Hours.

This survey course is designed to prepare preservice teachers to integrate technologies for educational purposes in the inclusive classroom. Preservice teachers will learn about the continuum of assistive technology devices, universal design for learning, use of technology for curriculum adaptation and integration strategies, and assessment and evaluation protocols. ( Not open to students who have taken EDG 675.).

Prerequisites: EDG 505; EDG 515; EDG 525; EDG 545.

EDG 590. Independent Study. 1-6 Credit Hours.

EDG 600. Designing Interdis Curric & Instruc(1-6). 3 Credit Hours.

This course is designed to help teachers create successful thematic units of instruction which integrate the language arts in a balanced manner and help alleviate curricular fragmentation. Using the New York State Frameworks, teachers will study how the language arts can be integrated across the curriculum, so that students have daily opportunities to read, write, listen and speak about concepts in a content-rich environment. Additionally, teachers will examine the social interaction which results from a classroom setting which encourages problem solving and the critical thinking related to global topics.

EDG 605. Read/Writ/Lang Tesol Classroom PreK-12. 3 Credit Hours.

Students will study the latest research and model programs in the language arts, writing and reading areas. First, they will practice implementing the methods and strategies for English language learners and demonstrate the ability to integrate these findings in their instruction through various approaches, such as thematic instruction. Students will become competent in diagnosing students' strengths and weaknesses and prescribing appropriate instruction. Materials and procedures for assessment will be analyzed. Field experiences required.

EDG 606. Law & Ethics for the Classroom Teacher. 3 Credit Hours.

This course provides an examination of the legal, ethical, and democratic rights and responsibilities of teachers and students as determined by constitutional, statutory, and case law. The purpose of this course is to empower practitioners with a critical and reflective sense of how law, ethics, and democratic ideals affect the contexts of teaching and schooling for classroom teachers. The course is taught from the perspective of the centrality of the classroom teacher and the advocacy of empowering classroom teachers and their students.

EDG 607. Classroom Assessment (Grades 4-8). 3 Credit Hours.

Elementary, middle and secondary teachers will learn how effective classroom teachers understand the interpersonal dynamics of classroom assessment. By selecting the appropriate assessment as a teaching tool they will know how to set students up for success. In this course they will also develop strategies so that students are partners in the processes of defining the valued outcomes of instruction and transforming these definitions into quality assessments.

EDG 609. Teaching Literature in Secondary Classrm. 3 Credit Hours.

This course provides teachers with techniques for exploring reading and writing as sources of pleasure in middle and high school classrooms. Teachers will be empowered to help their students discover how writers form ideas through various uses of literary language. Teachers will also develop a toolkit of practical skills necessary to teach a variety of texts.

EDG 610. Issues in Curriculum and Instruction. 3 Credit Hours.

Teaching critical thinking and structured reasoning will be the foundation of this course. Futurists' models of classes and schools will be discussed and analyzed. A study of teaching models, strategies and assessment procedures used in instruction will be identified and demonstrated in the light of supporting research. Community resources will be identified and their programs discussed in reference to the needs of students and school districts. The role of the teacher as counselor with students and their families will be stressed with a special emphasis on counseling with diverse students. This course is cross-listed with EDL 610.

Cross-listed Courses: EDL 610

EDG 611. Curriculum Develop & Instruct Mid School. 3 Credit Hours.

This course will focus on contemporary as well as historical curriculum thinking and practice with special emphasis on the requirements of the 2003 Board of Regents Policy on Middle-level Education. We will address how this Policy influences the implementation, planning and evaluation of curriculum at the Middle-Level. We will critically examine the standards movement through varied perspectives, including political, social, cultural and philosophical. These perspectives will be perceived by participants as complimentary and/or contradictory, and will serve as the basis for class discussions and assignments.A major goal of this course is to assist participants in critically examining the traditional American curricula and compare and contrast at the Middle- Level in light of the changing sociopolitical context at that level. To that end, course mater- ials include research, practice and case studies that focus on teaching for equity and social justice. Participants will examine their own personal practical knowledge and its impact on their translation of curriculum.

EDG 612. Curriculum Develop & Instruc Second Schl. 3 Credit Hours.

This course will focus on contemporary as well as historical curriculum thinking and practice. The issues discussed have the potential to influence the implementation, planning, and evaluation of curriculum at the high school level. We will critically examine the standards movement through varied perspectives, including political, social, cultural and philosophical, and the effect of the Regents examination requirement for graduation in NYS. These perspectives will be perceived by participants as complimentary and/or contradictory and will serve as the basis for class discussions and assignments. A major goal of this course is to assist participants in critically examining the traditional American curricula in light of the changing sociopolitical context at that level. To that end, course materials include research, practice and case studies that focus on teaching foe equity and social justice. Participants will examine their own personal practical knowledge and its impact on their translation of curriculum.

EDG 613. Strategies for ELA Discuss in K-12. 3 Credit Hours.

This course will assist teachers in using discussion and dialogic interaction for literacy instruction and learning in English language and literature in K-12 classrooms. Classes will include theoretical and best practices related to three models: book clubs, open discussion and literate environment.

EDG 614. Mental Health Issues in the Classroom. 3 Credit Hours.

This course is designed to assist teachers in identifying and intervening in their students' emotional or behavioral reaction to mental health conditions and situations. Teachers will develop the competencies necessary to identify, access services for, and carry not interventions for students in their classrooms related to mental health disorders.

EDG 615. Decision-Making in Schools. 3 Credit Hours.

This course examines the teacher as decision maker in all aspects of the profession. Focused on contemporary issues, participants will explore teachers' decisions regarding instruction, curriculum, assessment, and other professional facets of the teaching and learning process.

EDG 616. Classroom Management Strategies (4-6). 3 Credit Hours.

This course provides a thorough analysis of classroom management for PK-Grade 8. Students will learn ways to: manage group behavior to reduce disruptions; involve students in the discipline process; have their students realize their capabilities and successes; and help their students to develop a management plan for their own behavior.

EDG 617. Curric/Instruc Pre-K - Grade 2. 3 Credit Hours.

This course will present current research and best practices related to teaching preschool and primary grades. Innovative methods and techniques will be discussed and applied. The subject matter areas studied are math, science, social studies, music, art, and language arts. The purpose of this course is to examine developmentally appropriate curricula, current issues and practices at the preschool and primary grade levels. This course is designed to be taken by students who may have no specific background in early childhood education.

EDG 618. Co-Teach Strategies Inclusive Classrooms. 3 Credit Hours.

This course provies an in-depth examination of the rationale and strategies for co-teaching partnerships to better meet the learning needs of all students, including students with special needs. Participants will become familiar with the five critical elements of an effective collaborative team and explore different approaches to co-teaching. Strategies will be discussed related to scheduling, role clarification, administrative support, and facilitating student access to the core curriculum by differentiating the content, process, and assessment.

EDG 619. The Peaceful and Just Classroom. 3 Credit Hours.

This course introduces research-based approaches to classroom management systems and provides in-depth opportunities to analyze connections and disconnections between youth home and school management systems. Teachers will consider the importance of establishing expectations of cooperation and participation with supportive frameworks of rules that do not necessitate the imposition of unrealistic organizational structures and unreasonable controls. Teachers will examine school policies in order to create classroom environments in which the nurturing of our youth is not seperated from academic instruction.

EDG 620. Introduction to Native American Educ. 3 Credit Hours.

This graduate course will provide an introduction to Native American education and prepare students to be culturally aware and responsive of diverse Native American populations. It will provide an overview of the history of Native American education and the legacy of colonization that highlights losses, resiliency and renewal. To foster students' sensitivity and responsiveness necessary for creating meaningful sociocultural learning environment and relations, students will apply cultural self-analysis and assess their progress for challenging ethnocentrism and marginalization. Content and assignments guide students in gaining cultural awareness, sensitivity and competence that honors Native American students, their cultures, families and communities. Students will apply strategies for designing culturally responsive pedagogy for Native American children K-12 within their content area. Students will examine the role of cultural competence for building collaborative partnerships with Native American youth, families and communities in responding to educational concerns.

EDG 624. Develop Approp Prac for Responsive Class. 3 Credit Hours.

The Responsive Classroom course is designed to provide students with advanced child development, social interactionist and constructivist theory as well as direct and practical application of the theory to current classrooms. As a result of this course, students will be able to implement the components of the responsive classroom and developmentally appropriate practices.

EDG 625. Teaching Children's Literature. 3 Credit Hours.

Literature written for children PK-6th grades will be identified as to its cultural, racial and gender significance in this course. Students will become familiar with the well known children's authors and their works. They will demonstrate this ability to identify books for children based on interest, age, reading level, and appropriateness of material. Techniques to increase a love for reading in children will be identified and demonstrated.

EDG 635. Cross-Cult Comm for Tesol Classroom K-12. 3 Credit Hours.

Students will possess a thorough knowledge of how diverse students learn and acquire a second lang- uage through study in this course. This knowledge will be inclusive of culture, gender, socio-econ- omic status and race. All forms of communication will be studied including verbal, non-verbal and the written word in the context of appropriate teaching strategies/aids for classroom use. Field experiences required.

EDG 636. Methods/Strat Teach Young Adolescent Lit. 3 Credit Hours.

In this course young adult literature, written for children in fifth grade through high school, will be identified and studied. Special emphasis will be focused on literature for its cultural, racial and gender significances. The purpose of this course is to study young adult literature in conjunction with the developmental and psycholog- ical stages of young adults, the nature of the school community, and curriculum planning and implementation. Teachers, through the process of reading, writing, listening, speaking, and viewing, will discover how to use all of these elements to encourage and enhance the individual responses of their students.

EDG 637. Special Edu Adminis & the Law. 3 Credit Hours.

The course will provide a framework for you to build an understanding of and an approach to the laws that affect and assure free and appropriate education of children and adolescents requiring special or related educational services. The goal of this information will be to provide a foundation and strategies for effectively meeting the needs of the classified special education students and those receiving services through Section 504.

Cross-listed Courses: EDL 637

EDG 638. Early Childhood Education. 3 Credit Hours.

In this course students will apply how children learn by identifying appropriate curricula, instructional strategies and assessment procedures for the preschool, kindergarten and primary child. This application will include an understanding of the role culture, socio-economic status, race and gender play in human growth and development. Recent research and model programs for classroom management will also be discussed and demonstrated.

EDG 640. Critical Issues in Educ and Leadership. 3 Credit Hours.

Identification and analysis of current issues in education will be the focus of this course. A study of the reform movements of the 80's and the responses to these reforms by the education community throughout the country and in particular at the New York State level. Selected issues will be discussed and debated in depth: inequality in access to services; the charter schools; authentic assessment; inclusion; financing education; school choice; diversity, etc. Model schools/ programs for the 21st century will be researched, discussed and presented to the class.

Cross-listed Courses: EDL 640

EDG 641. Strat/Curr for Emo Dist Stu. 3 Credit Hours.

This course is designed for graduate students of special education, as well as elementary and secondary, who are striving to understand and provide appropriate instruction for children who have behavioral problems and/or emotional problems. As a one semester course, issues of a theoretical nature will be addressed within the context of actual instructional strategies and the development of curricula to include this special population at the elementary and secondary levels.

EDG 642. Teaching Children & Adolescents W/Autism. 3 Credit Hours.

This course is designed for those interested in the cognitive, social and communication needs of children and adolescents with autism. The course will emphasize the translation of theory into practice as to how students with autism can learn. The many approaches to program development, behavior management and communication will be illustrated by videotapes, class discussion and guest speakers.

EDG 644. Developmental Issues in Adolescent Education (grades 7-12). 3 Credit Hours.

In this course, the focus is theories and aspects of how secondary students develop and learn. The emphasis is on the cognitive and sociocultural development, as well as how that development is situated within the school environment. Participants will examine and discuss current understanding of thinking and learning, especially in relation to the development students with disabilities and learning challenges. Only open to MSEd students.

EDG 645. Curriculum & Strat Educ Gifted Stud 4-8. 3 Credit Hours.

This course examines issues and problems related to identifying giftedness in students who are underachieving, culturally different, language minorities, disabled, and from various of socio- economic status backgrounds. The course will examine the scholarly contributions of major historical, modern theorists and experts in the field; examine multiple identifying criteria and classroom resources needed to develop the potentialities of academically and creatively gifted children. The course is also designed to expose teachers/educators to the unique issues and needs of gifted students in urban settings, specifically minority and low SES students. A major component in the course concerns teacher support to families of the gifted, and the representation of gifted students in special education classes.

EDG 646. Collaborative Consultation. 3 Credit Hours.

Increasingly, educators are required to work in complex teaching situations involving paraprofessionals, therapists and parents. Developing positive working relationships is critical to the success of these multidisciplinary teams. This course will highlight major issues and strategies for collaborative consultation. Role playing and problem-solving comprise a significant amount of the course.

EDG 647. Curric Adapt/Stu With Disabil (7-12). 3 Credit Hours.

Special educators provide modifications and adaptations to curricula, instruction and assessment at the secondary level so that students with disabilities learn effectively. The focus of this course is on those techniques, along with study skills, test taking strategies and other practices designed to help adolescent students become successful independent learners.

EDG 648. Learning Disabilities. 3 Credit Hours.

This course surveys the field of learning disabilities in education. Theories about causes are presented in addition to strategies for remediation. Students will learn models of clinical teaching beginning with the diagnosis of the learning disability, followed by instructional methods for remediation. Case studies will illustrate aspects of clinical teaching.

EDG 649. Literacy Proc & Strat Stu Spec Need K-12. 3 Credit Hours.

This course provides the foundation of current theories and practices in literacy processes. Comprehension, oral language, vocabulary, word analysis, writing processes and fluency will be studied in the context of assessing and instructing students with disabilities. The course is intended for current practitioners who are seeking additional certification in special education.

EDG 650. Technology for Classroom Integration. 3 Credit Hours.

This introductory survey course is designed for educators to integrate educational technology for effective teaching and learning. Students will be introduced to an array of productivity tools, new educational technologies and strategies, and professional resources. Not open to students who have taken EDG 675.

EDG 651. Supervised Preservice Tch Grades 1-6. 4.5 Credit Hours.

This course is required for all prospective teachers seeking the New York State certification in Childhood/Students with Disabilities. In this course, teacher candidates, who have successfully completed the prerequisite courses and competencies, will begin full-time teaching in area elementary classes. Each candidate will fulfill a teaching experience in one elementary classroom (grades 1-6). A signed contract between the candidate and the supervising teacher ensures a gradual induction into the field of teaching. Weekly evaluations will be completed by the cooperating teacher, the college supervisor and the preservice teacher.

Prerequisite: EDG 575.

EDG 652. Supervised Preserv Tch/Grd 1-6/Disabil. 4.5 Credit Hours.

This course is required for all prospective teachers seeking the New York State certification in Childhood/Students with Disabilities. In this course, teacher candidates who have successfully completed the prerequisite courses and competencies, will begin full-time teaching in area elementary classes with students with disabilities. Each candidate will fulfill a teaching experience in one elementary classroom (grades 1-6) with students with disabilities. A signed contract between the candidate and the supervising teacher ensures a gradual induction into the field of teaching. Weekly evaluations will be completed by the cooperating teacher, the college supervisor and the preservice teacher.

Prerequisite: EDG 575.

Corequisite: EDG 695.

EDG 653. Preservice Clinical Seminar. 3 Credit Hours.

This seminar is mandated by New York State Education Department regulation, and accompanies student teaching to form a comprehensive progessional semester. It is as important to the completion of your program as student teaching. The focus of this seminar will be on preparing teacher candidates to enter the teaching profession. The course will include pragmatic information (such as job seeking hints, electronic portfolio development, and state certification procedures), as well as activities designed to promote contemplation of critical issues (such as putting your individual philosophy of education into practice) through action research methodology.

EDG 654. Superv Preservice Teaching Grades 7-9. 4.5 Credit Hours.

This course is required for all prospective teachers seeking the New York State certification in Adolescence. In this course, teacher candidates preparing for the New York State Adolescence certificate, who have successfully completed the prerequisite courses and competencies, will begin full-time teaching in area middle school classes. Each candidate will fulfill a teaching experience in one middle school classroom (grades 7-9). A signed contract between the candidate and the supervising teacher ensures a gradual induction into the field of teaching. Weekly evaluations will be completed by the cooperating teacher, the college supervisor and the preservice teacher.

Prerequisite: EDG 570.

EDG 655. Edu Strat/Students with Disabl. 3 Credit Hours.

This graduate course explores researchbased practice for teaching students with disabilities in academic and functional curriculum areas. Students of all disciplines are invited to register, whether involved in special education, elementary or secondary. The course will include techniques for both remediation and compensation with a focus on independent learning strategies. Both primary and supplemental instruction will be addressed, as well as collaboration and consultation with regular education teachers, parents and paraprofessionals. Strategies for successful integration and inclusion of students with disabilities will also be studied. Practicum experiences are a part of this course, therefore the assignments are designed for application of concepts and skills and reflection on practice for student teaching where this is required.

EDG 656. Superv Preservice Teaching Grades 10-12. 4.5 Credit Hours.

This course is required for all prospective teachers seeking the New York State certification in Adolescence. In this course, teacher candidates preparing for the New York State Adolescence certificate, who have successfully completed the prerequisite courses and competencies, will begin full-time teaching in area high school classes. Each candidate will fulfill a teaching experience in one high school classroom (grades 10-12). A signed contract between the candidate and the supervising teacher ensures a gradual induction into the field of teaching. Weekly evaluations will be completed by the cooperating teacher, the college supervisor and the preservice teacher.

Prerequisite: EDG 570.

EDG 657. Supv Preserv Teach Adolesc Spec Ed 7-12. 4.5 Credit Hours.

This is a required course for all teacher candidates preparing for the NYS Dual Certificate in Adolescence/Special Education. Teacher candidates who have successfully completed the prerequisite courses and competencies must fulfill a teaching experience in an area middle or secondary special education classroom. A signed contract between the candidate and supervising teacher ensures a gradual induction into the field of teaching. Weekly evaluations will be completed by each of the cooperating teacher, the College supervisor and the preservice teacher.

Prerequisite: EDG 570.

EDG 660. Adult Learning Theories and Approaches. 3 Credit Hours.

Research regarding the nature of adult learning has grown significantly in recent years. New research in self-directed learning, intelligence and cognition are being linked to adulthood. This course explores these new works, examines various aspects of human development and relates them to enhancing the thinking and learning performance of adults throughout life.

EDG 662. Critical & Contemp Issues in Adult Ed. 3 Credit Hours.

There are several important issues facing the adult education field today. Some are controversial in nature while others are more philosophical. This course will focus on several such issues and discuss implications for the adult educator and learner. The general purpose of the course is to help learners better understand various issues, the nature of the field of adult education, the field's future direction, and personal views on several contemporary issues.

EDG 664. Continuing Professional Education. 3 Credit Hours.

Professionals in every setting are facing escalating pressures to acquire new knowledge and skills. This course examines continuing professional education from the view of both individual professionals and educational providers. Effective continuing education is one important way professionals, associations and service organizations can respond to the needs of their clients.

EDG 665. Legal Issues for School Professionals. 3 Credit Hours.

This course examines federal and state laws affecting the rights, privileges and duties of administrators, teachers, pupils and citizens. Attention is given to structural organization of government, public and private education, finance, collective bargaining and other pertinent factors.

Cross-listed Courses: EDL 665

EDG 666. Gerontological(aging)trends,issues,polic. 3 Credit Hours.

This course examines aging as an individual, social, and educational process. Also individuals who work with older adults in governmental agencies, community senior programs, skilled living and nursing facilities, and institutions of higher education, need to understand various gerontological (aging) trends, issues and policies. Furthermore, they need to develop the skills required to perform required services for older adults in their respective work sites.

EDG 667. Grantwriting- Teachers & Administrators. 3 Credit Hours.

The primary focus of this course is on locating funding sources for educational research and projects and developing effective grant proposals. Participants will explore the connections between research methods and grant writing, including clear definition of problems and objectives, review of existing literature and appropriate design and techniques for inquiry and assesment. Other topics include writing styles for particular audiences, where to seek funding for educational projects and research, how to review and critique manuscripts and grant proposals. A completed grant proposal that is ready for submission to a funding agency is the culminating project.

Cross-listed Courses: EDL 667

EDG 670. Curriculum and Technology Strategies. 3 Credit Hours.

This course examines the relationship between curriculum and technology. With a focus on the challenges and potential solutions of educational technology in curriculum design technological environment of various school setting and digital equity issues that impact the effectiveness of technology and pedagogy will be discussed to guide the development of a more responsive curriculum.

EDG 671. Intro & Survey of American Higher Educ. 3 Credit Hours.

This course provides students an overview of contemporary American higher education. The instructor will manage the course, be responsible for course objectives and requirements, and provide the ongoing course content.In addition, Le Moyne College administrators representing the academic environment, financial operations, student development, and institutional mission and advancement will be invited to offer various perspectives highlighting the administrative components and leadership roles in a higher education institution. Students will also be introduced to the major journals, conferences, associations, and research topics of the field.

EDG 672. Principles of Enrollment Management and Marketing in Higher Education. 3 Credit Hours.

Enrollment Management is a key concept in the administration of colleges and universities today. Enrollment Management is both an organizational structure for improving student and institutional outcomes and on organizational structure that typically includes administrative areas related to student access, success and marketing.

EDG 673. Critical & Contemp Issus in Higher Ed. 3 Credit Hours.

This course examines the current issues and challenges facing higher education. Such issues and challenges will be identified and analyzed by students. The course also enables to gain a broad perspective of the issues and factors influencing change. Cultural, demographic, economic, political and social forces will be of particular interest and concern as they impact on administration, faculty, students, and curriculum. Students will have the opportunity to examine critical issues in higher education in depth based on current research, practicies and their own experiences as higher educators.

EDG 674. Leadership & Management for High Ed Admn. 3 Credit Hours.

This course is designed for students who aspire to or currently are employed in higher education administrative or leadership roles. This course focuses on the processes of leadership, management, and various levels of administration and explores the methods used for successful organizational change and improvement. The course will explore strategies for effectively planning, organizing, and managing student services, including the design and deployment of programs and services that enable students from diverse backgrounds to achieve their educational goals.

EDG 675. Educational Technology in Special Educ. 3 Credit Hours.

This introductory survey course is designed for educators to integrate an array of productivity tools and strategies with an emphasis on assistive technology, for effective teaching and learning. Students will be introduced to devices and applications, including those used in special education settings for educational, vocational and recreational purposes. Not open to students who have taken EDG 650.

EDG 676. New Literacies in the Inclusive Classroom. 3 Credit Hours.

This course will focus on the possibilities of new literacies that emerge from new technologies. Exploration of strategies that individuals use to bridge digital literacies with print practices will include review of the visual, digital, and information literacies across content areas. Research and best practices around pedagogical approaches to online reading and digital writing will be examined and applied. Not open to students who have taken EDR-672.

EDG 677. Curricular Practices for Virtual Educators. 3 Credit Hours.

This survey course will address theory and practice of technology-supported learning. Participants will develop the neceessary knowledge and skills to analyze and evaluate the tools, methods, and environments for content specific instructional strategies. Emphasis will be placed on research-based best practices to meet required curricular guidelines.

EDG 680. Research Methods in Education. 3 Credit Hours.

This course will describe the research process and explore alternative ways to conduct research in education. This includes an emphasis on design, sampling, data collection, analysis and presentation of findings. Teachers will learn techniques to complete "action" research studies in their classes. This course will provide the foundation for completing the master's project.

Prerequisite: Candidates must complete all required courses.

EDG 681. Supervisd Internship Childhood PreK-6. 2-6 Credit Hours.

Supervised internship in a setting selected under advisement. Analysis of innovative designs and application of theory to practice will be evaluated. Critical analysis of the student's competency will be conducted through self-assessment and supervisory feedback. Open only to students who already possess provisional or permanent certification. Depending on the area of certification, elementary, childhood literacy or TESOL, the site, supervision and evaluation will be based on the implementation of the necessary teaching qualifications. (See Internship observation Evaluations).

EDG 682. Supv Internship in Special Education 1-6. 3-6 Credit Hours.

Supervised internship in a special education setting selected under advisement. Analyses of innovated designs and application of theory to practice will be evaluated. Critical assessment of the student's competency will be conducted through self-analysis and supervisory feedback. Open only to students who already possess provisional or permanent certification. Pass/Fail only.

Cross-listed Courses: EDG 686

EDG 683. Supv Internship Adolescent Educat 7-12. 2-6 Credit Hours.

Analysis of innovative designs and application of theory to practice will be evaluated. Criticial analysis of the student's competency will be conducted. Critical analysis of the student's competency will be conducted through self-assessment and supervisory feedback. Open only to students who already possess provisional or permanent certification. Depending on the certification area, elemntary, adolescent literacy, or TESOL, the site, supervision and evaluation will be based on the implementation of necessary teaching qualifications. (See Intershup observation Evaluations).

EDG 684. Supv Internship Adolescent Spec Ed 7-12. 3-6 Credit Hours.

Supervised internship in a special education setting selected under advisement. Analysis of innovated designs and application of theory to practice will be evaluated. Critical assessment of the student's competency will be conducted through self analysis and supervisor feedback from the cooperating teacher and the college super- visor. Open only to students who already possess provisional/initial or permanent/professional certification.

EDG 686. Supv Internship in Special Ed. 3-6 Credit Hours.

Supervised internship in a special education setting selected under advisement. Analyses of innovated designs and application of theory to practice will be evaluated. Critical assessment of the student's competency will be conducted through self-analysis and supervisory feedback. Open only to students who already possess provisional or permanent certification. Pass/Fail only. Prerequisites or corequisites: SPE 502, 504, 540, 560, 612, 650.

Cross-listed Courses: EDG 682

EDG 690. Master's Project. 3 Credit Hours.

Classroom teachers are faced with questions that puzzle and concern them in their interaction with students. In this course teachers select their own professor approved topics and conduct research in classrooms. Students must register at regular registration with permission of thesis advisor. This research may be conducted on three levels: 1. Descriptions of processes (what actually happens). 2. Description of relationships (what is associated with what). 3. Research supporting a causative relationship. Degree candidates are required to present their research project to the Department of Education.

EDG 695. Graduate Research Seminar. 3 Credit Hours.

This course is required of all students seeking New York State Teacher certification. This weekly research seminar is designed for the preservice teaching professional semester. The resulting project will serve as a culmination of research and literature produced from previous graduate courses. During the seminar, preservice teachers will analyze past work in order to identify topics for action research to be conducted in their fields. This course must be taken during the student teaching semester.

EDG 700. Creative Writing for Teachers (7-12). 3 Credit Hours.

A graduate level creative writing workshop for teachers interested in the writing of poetry and fiction. While time will be given to exploring the technical elements of poetry and fiction through analysis of published work by contemporary authors, most class time will be devoted to workshop-style discussion of student writing, with an eye to revision and improvement. This course will provide an overview of, and practical experience with, the creative process. Writing exercises will be assigned to provide students with insights into writing technique; they will also equip teachers with practical tools for use in the classroom. Time will be devoted to discussion of pedagogy in relation to the teaching of creative writing. Students will complete a final portfolio of poetry and fiction. For novice and experienced writers.

EDG 701. Advanced Strategies Lang Arts Educ (1-6). 3 Credit Hours.

This course is about reading and writing as a source of pleasure and about new ways in which teachers can convey the sheer joy of doing things with words to younger students, grades 1-6. Using a series of popular and award-winning texts, this class will explore strategies for introducing poetry and prose to young readers, and will help teachers to develop a personal library of teaching materials that can be of immediate use in the teaching of language arts in the elementary school classroom. The course will pay particular attention to the ways in which difference-- cultural, racial, and physical-- is celebrated in stories and poems.

EDG 702. Content & Strategies Math Teaching 5-8. 3 Credit Hours.

This class is designed to increase mathematical knowledge and skills for middle school teachers in grades 5-8. Concepts that are part of the newly restructured New York State Mathematics curriculum will be explored and examined. These content areas include algebraic thinking, geometric concepts, measurement, proportions and ratios, probability and statistics, data analysis, fractions and decimals. This course will focus on effective strategies and methods pertaining to the teaching of mathematics in grades 5-8.

EDG 703. Advanced Strategies for Science Educ K-4. 3 Credit Hours.

Students will research current science content topics in order to supplement their existing curricula Grades K-4. They will also explore creative research-based pedagogical strategies that promote effective teaching to students with diverse learning needs.

EDG 704. Adv Strat for Social Studies Edu 1-6. 3 Credit Hours.

In this course students will demonstrate teaching lessons with a special emphasis on the teaching of geography and economics in grades PK-6. Instructional strategies/aids will be developed and implemented that include teaching students from diverse backgrounds and diverse learning styles. Thematic units will be written that will include the integration of other content areas as an additional asset to the social studies unit.

EDG 705. Content/Strat Prim Math Teaching K-4. 3 Credit Hours.

This class is designed to increase mathematical knowledge and skills of certified elementary teachers. Many of the concepts that are part of the newly restructured New York State mathematics curriculum will be explored and examined. These content areas include algebraic thinking, geometric concepts, measurement, proportions and rations, probability and statistics, data analysis, fractions and decimals. The course will also focus on effective strategies and methods pertaining to the teaching of mathematics in grades K-4.

EDG 708. Curriculum Integration Strategies (7-12). 3 Credit Hours.

This course will focus on the various models of curriculum integration across the spectrum. Participants will focus on thematically related content, skills common to both content areas, as well as strategies to increase student achievement on assessments. The course will also focus on similarities between the state assessments in secondary content areas. We will examine a wide variety of formats for student evaluation as well as create rubrics to determine if the objectives were met. Ultimately, the main goal is to make the educational experience more meaningful thus motivating students to become more self-directed learners. To that end, course materials include: research, practice, demonstration and case studies that focus on integrating secondary content areas.

EDG 709. Working With At Risk Stu in Class 7-12. 3 Credit Hours.

This course will focus on teaching the non-traditional student. Such a label incorporates a wide variety of students. Typically, alternative education is designed for the adolescent who has not been successful in the traditional school setting. Learning to connect with these students as well as the people associated with them will be the main focus of this course. Learning to create meaningful relationships not only with the student but with parents and/or caregivers, mental health workers, court appointed case workers; school social/guidance counselors, etc. will allow prospective teachers insight into the workings of the alternative education setting. Students will explore how socioeconomic differences and cultural backgrounds affect students. This course will also examine curricula and lesson plans that meet not only the state standards but also the social/emotional well being of the adolescent.

EDG 710. Dev/Imp Community Based Curr-All Student. 3 Credit Hours.

This course is designed to provide a foundational understanding of community-based curriculum planning, development, and teaching strategies for children and youth across a range of disabilities. Community-based experiences develop critical skills which children must learn for success in life. The course will guide graduate students in the development and implementation of a community-based curriculum by using a series of projects created so that children can learn and practice functional and life skills both in their classrooms and in natural community environments. An essential component will be the use of problem solving in the development of a variety of integrated activities that promote membership and learning for both special education and general education students. Our goal is to prepare children to lead productive lives at home, in school, and in their social relationships.

EDG 713. Teaching Race & Classic American Lit. 3 Credit Hours.

This course will explore classic American fiction from Cooper's Last of the Mohicans to Morrison's Beloved in an attempt to develop pedagogical strategies that challenge students to think about race in ways that are historically informed, relevant, and unsentimental. There are a number of ways to organize a course on race in American literature. This course focuses upon the fault line of African American and Caucasian identity; in other words, it self-consciously reduces the world of race in America to Black and White. In addition to reading primary texts, students will also work with historical documents about and critical responses to these works in order to provide more complete contexts for both the reading and teaching experience. Finally, the course will also work with texts which are identified almost solely by their racial content, such as Twain's Huckleberry Finn, as well as with those which are not usually read in racial terms, Poe's "Black Cat" for example or Dickinson's poetry. In all cases, the goal of the course will be to illustrate the extent to which race is a shifting and complex category, informed by gender, economics, politics, and various competing ideologies.

EDG 714. Howells, James and Wharton. 3 Credit Hours.

This course will allow secondary English teachers to become familiar with, or deepen their knowledge of, three central novelists of late nineteenth- and early twentieth-century America, William Dean Howells, Henry James, and Edith Wharton. Students will explore Howells's influence on James, and the influence of both Howells and James on Wharton; they will also examine differences and similarities in the novelists' subjects and styles, along with central issues taken on by all three novelists, such as gender roles in society; the functioning of the class system; conspicuous consumption, "taste," and the role of money in post-Civil War and Gilded Age America. The class will also examine, to some extent, film adaptations of some of these works. Further, secondary teachers will be assigned to create appropriate pedagogies and assignments for teaching these texts in their classrooms.

EDG 715. Using Hist Lit in Cross-Cultural Teach. 3 Credit Hours.

This is a course designed to meet the needs of secondary teachers interested in finding additional literature to use as supplemental resources for their curriculum. We will discuss the benefits and challenges to learning history through literature, both fiction and non-fiction, as well as address the needs of today's middle and teen readers. This course will examine both classic literature of the canon as well as contemporary, young adult pieces in order to identify a range of titles suitable for a variety of teenage audiences, reading levels, and course objectives.

EDG 721. Advanced French Grammar & Stylistics. 3 Credit Hours.

Designed for enrichment of students of French, especially for teachers of the French language. Analysis and refinement of grammar and syntax. Comparative stylistics of French and English.

EDG 722. French Literature and Art. 3 Credit Hours.

This course provides an analysis of representative works of French literature from the Renaissance to the early twentieth century viewed through the lens of contemporaneous art. Common themes and stylistic techniques are addressed in order to highlight a methodology that may be used by teachers to motivate students for the study of art and literature.

EDG 723. French Phonetics. 3 Credit Hours.

This course provides the principles and practice of French phonetics and phonology. Phonetic theory, transcription practice and corrective phonetic exercises enable the non-native speaker to acquire a more authentic French pronunciation. Special attention is given to the methodology of teaching pronunciation to anglophone students.

EDG 724. Politics,Sociology of Contemp France. 3 Credit Hours.

Political and social evolution of state and society in France in the 20th Century with an examination of today's issues. Immigration; political continuum left/right; the question of inequality; relationships of political parties; viability of social, educational and political institutions; religious questions; the role of culture. (Given in French).

EDG 726. Adv Grammar & Styl in Spanish. 3 Credit Hours.

Advanced grammar and stylistics course designed for Anglo speakers and teachers of Spanish. Special emphasis will be placed on grammatical structures and idiomatic constructions particularly difficult for English speakers. Authentic readings will be discussed for comprehension, and the grammar and vocabulary analyzed. Exercises, translations, and compositions will reinforce the items presented in each chapter.

EDG 727. Latin American Cinema. 3 Credit Hours.

A survey of Latin American film from the 1960's to the 1990's. This course, taught in Spanish, is interdisciplinary and cross-cultural emphasizing the socioeconomic-economic and political issues that gave rise to a specific movement. This course is designed to introduce the students to the cinematic work of a number of Latin American film artists, and to develop a more detailed and creative reception of each film.

EDG 728. Spanish Phonetics/Hst of Lang. 3 Credit Hours.

An analysis of the Spanish sound system (Phonetics) aimed at correcting pronunciation defects of Anglo speakers of Spanish, as well as an overview of the history and evolution of the Spanish language since its origins.

EDG 729. Topics in Hispanic Literature. 3 Credit Hours.

Advanced course is Spanish or Latin American Literature. Topics/Authors may vary from semester to semester. Writing intensive. Emphasis on literary analysis.

EDG 730. Teens, Tween and New Literacies. 3 Credit Hours.

In this course, participants will examine and discuss current understanding of new literacies and effective use of these strategies with students (ages 8-18). Teachers will learn to integrate strategies related to areas such as popular culture and digital literacies within their curricula.

EDG 731. Harry Potter Acr Curr: Multidisc Approac. 3 Credit Hours.

There is much debate about the Harry Potter books and whether or not they have a place in public school curricula. This course will have focus on three main issues: the debate over the merits and challenges of teaching the Rowling novels; the cultural phenomenon around the novels and the impact on young people; and effective strategies for using the novels as a starting point for other topics required by the New York State Learning Standards. Within the discussions will be issues related to literacy, and the role of children's literature in shaping the next generation's beliefs about gender, social class, race imperialism, capitalism, and spirituality. Teachers will be encouraged to empower students to engage in debates and dialogues around these and other issues.

EDG 732. Introductory Combinatorics. 3 Credit Hours.

This course covers enumerative analysis: generating functions, recurrence relations, and Polya's theory of counting. It covers graph theory with emphasis on the planar graphs, and design of experiment through combinatorial designs and optimization problems. In addition this course will provide students with analytical tools for combinatorial problems to be used in the middle/ high school classrooms.

EDG 733. Introduction to Ethnomathematics. 3 Credit Hours.

This course is designed to help teachers use mathematics across the curriculum in creative and informative ways. It will not only increase knowledge of mathematics, but place it in the context of numerous cultures. This course is designed to help teachers discover how mathematics has served and continues to serve all people around the world. This multidisciplinary approach will awaken the mind to intrinsic and extrinsic values of mathematics and add numerous possibilities for motivating students in any content area as well as any area of mathematics.

EDG 734. Advanced Calculus. 3 Credit Hours.

An in-depth examination of technical material typically omitted from undergraduate Calculus courses: limits, continuity, differentiation, and integration. Each topic will give rise to extensions of the subject beyond introductory material. Students will prepare presentations for the purpose of demonstrating the manner in which the material will inform their teaching of calculus.

Prerequisites: undergraduate sequence in calculus.

EDG 741. Biology and Ecology of Insects. 4 Credit Hours.

This course is designed to teach basic principles of insect biology and ecology, including insect identification, adaptations to various environ- ments and structure/function relationships. In addition, this course will provide students with experience in making an insect collection to be used in the classroom, and developing lesson plans and laboratories based on course material, but targeted at middle school or adolescent students. Three hours of lecture and three hours of lab per week.

EDG 742. Physiology: Mechanisms of Body Function. 3 Credit Hours.

The course is designed to teach basic principles of human physiology involving the following systems: nervous, endocrine, muscle, circulatory, excretory, digestive, immune, and reproductive. In addition, this course will provide students with experience in developing lesson plans and labora- tories based on course material, but targeted at middle school or adolescent students.

EDG 743. Physiological Plant Science. 4 Credit Hours.

This course emphasizes the morphology and fundamental life processes of higher green plants. Topics include water relations, photosynthesis, responses to environmental stimuli, mineral nutrition and hormonal interactions. The interpretation of course material into suitable topics for middle school or high school classes will also be developed.

EDG 744. Ecosystem Assessment. 3 Credit Hours.

This course will deal with the characterization of terrestrial and aquatic ecosystems and the assessment of ecosystem processes and species interactions. Both short and long term data collection and analysis will be an important part of this class. Primary literature will be presented and discussed by the participants and relevant breakout sessions will allow in-depth exploration of topics. The material discussed and presented in this class will provide the basis for a series of educational unit plans directly useable in middle and upper school biology courses.

EDG 745. Teaching Advanced Placement Biology. 3 Credit Hours.

This one week (40 hour) course presents important pedagogical skills, strategies and the course content necessary for teaching College Board Advanced Placement Biology*. It is designed for biology teachers new to teaching AP Biology, as well as experienced AP Biology teachers looking for professional development. (*The AP Biology course which is taught to high school students is designed to be the equivalent of a two semester college introductory course usually taken by biology majors during their first year.).

EDG 748. Teaching HS Regents & Honors Chemistry. 3 Credit Hours.

This course is designed to be a combination content-pedagogy course. The primary purpose of the course is to work with students in clarifying what needs to be taught in a high school chemistry course and in a high school honors chemistry course and the appropriate level for that content in each course. Students will experience working on the content and developing appropriate lab activities for each of the units in each course and will learn technological components for both the instructional component and the assessment generation and grading of their students. Topics to be covered include: Matter and Energy, Atomic Structure, Naming and Formula Writing, Periodic Table, Bonding, Mathematics of chemistry, Nuclear Chemistry, Kinetics and Equilibrium, Acid Based Chemistry, Organic Chemistry and Electro- chemistry. Students will cover the content in each unit, complete labs, construct lesson plans, and work on test development.

EDG 750. Teaching Advanced Placement Chemistry. 3 Credit Hours.

This course will prepare teachers to teach Advanced Placement (AP) Chemistry. It is assumed that participants have a good knowledge of those AP Chemistry topics that are also typically taught in first year high school chemistry. It is further assumed that teachers have developed strategies for teaching that content. Therefore, even though some time will be spent on how those topics are dealt with on the exam, most emphasis will be placed on topical modules involving content that is not normally covered in the first year class. These are classifying chemical reactions and predicting their products, chemical kinetics, chemical equilibrium, thermochemistry and thermodynamics, and electrochemistry. Advanced Placement Chemistry is a laboratory-based course. Emphasis will be placed on laboratory in this institute as well. Laboratory experiments are to be developed which meet the College Board's requirements for recommended laboratories.

EDG 751. Teaching With Comics & Graphic Novels. 3 Credit Hours.

This course provided strategies for selection, evaluation and instruction of comics and graphic novels in elementary and secondary classrooms. Participants will explore way that teachers at all grade levels can integrate Common Core State Standards in English/Language Arts standards across content areas. The focus of the course will be on providing K-12 students with the reading and writing skills through alternate print formats.

EDG 752. Teaching Media Literacy Across Curriculu. 3 Credit Hours.

This course provides a foundation for teaching media literacy in elementary and secondary classrooms. In this course, participants will explore ways that teachers at all grade levels can integrate media literacy skills across content areas. The focus of the course will be on providing K-12 students with the concepts and skills that will allow them to be critical consumers of media. Participants will gain strategies to assist their students in deconstructing media messages, as well as creating their own media based on the core concepts.

EDG 753. Techniques Teach Regents/Honors Physics. 3 Credit Hours.

This course is designed to be a combination content-pedagogy course. The primary purpose of the course is to work with students in clarifying what needs to be taught in a high school physics course and in a high school honors physics course and the appropriate level for that content for each course. Students will have experience working on the content and developing appropriate lab activities for each of the units in each course and will learn technological components for both the instructional component and the assessment generation and grading of their students. Topics to be covered include: Measurement and Mathematics Vector and Scalar Quantities, Kinematics, Statics, Dynamic, Work, Power, Energy, Electricity and Magnetism, Waves, Characteristics of Periodic Wages, Light including Reflection and Refraction, and modern Physics. Students will cover the content in each unit, complete labs, construct lesson plans, and work on test development.

EDG 754. Advanced Inorganic Chemistry. 3 Credit Hours.

A survey of advanced topics in Inorganic Chemistry designed to increase the depth and breath of students understanding of theories describing the fundamental properties of the elements and of compounds. The approach taken in these studies will underscore the fact that a wide range of phenomena, often discussed as disparate topics, are tied to together by relatively few theoretical and conceptual constructs. Emphasis will be placed on helping teachers to develop methods whereby students are shown to construct theoretical/ conceptual frameworks enabling the efficient study and internalization of the facts and descriptions of the vitally important body of knowledge that is Chemistry.

EDG 756. Teaching Regents and Honors Biology. 3 Credit Hours.

This course is designed to integrate the content and pedagogy of teaching High School Biology. The primary goal is to prepare new biology teachers for teaching High School Biology by presenting the biological course content as outlined in the New York State Core Curriculum - The Living Environment and the appropriate pedagogy. This course can also meet the professional development requirements of new and veteran teachers alike.

EDG 759. Teach Regents/Honors Earth Sci. 3 Credit Hours.

This course is designed to integrate the content and pedagogy of teaching High School Earth Science. The primary goal is to prepare teachers for teaching High School Earth Science by presenting the course content as outlined in the New York State Core Curriculum - The Physical Setting and the appropriate pedagogy. This course can also meet the professional development requirements of new and veteran teachers alike.

EDG 760. Teaching Advanced Placement Earth Scienc. 3 Credit Hours.

This one week (40 hour) course presents important pedagogical skills, strategies and the course content necessary for teaching College Board Advanced Placement Earth Science. It is designed for teachers new to teaching AP Earth Science, as well as experienced AP Earth Science teachers looking for professional development.

EDG 761. Teaching World History. 3 Credit Hours.

This graduate course fulfills a New York State requirement for certification in teaching Middle School or Secondary Social Studies. It deals with principal themes and trends for use in the teach- ing of world history. Students will examine and discuss these themes and trends, and will also create appropriate document-based materials for use in the classroom.

Prerequisites: BS or BA in one Social Science or in History.

EDG 762. War & Peace in 20th Century. 3 Credit Hours.

This graduate course fulfills a New York State requirement for certification in teaching Middle School or Secondary Social Studies. It deals with issues of war, peace, and conflict resolution in the twentieth century. Students will examine five case studies: World Wars One and Two, the Korean War, the Vietnam War, and the Persian Gulf War. They will develop techniques for teaching these issues to students in grades 6 through 12, and will also create appropriate document-based materials for use in the classroom.

EDG 763. Teaching History of Mexico. 3 Credit Hours.

This course will provide a detailed study of Mexico from pre-Columbian times to the present. Students will connect issues across time and focus on transmitting material to others in the classroom setting. Each student will be required to research historical themes and to develop written and oral presentations which will be presented to undergraduate students as part of their History of Mexico course. The main goal of the course is to prepare students to both understand Mexico and to effectively teach Mexican society and history in the classroom.

EDG 764. Revolution and Republic 1763-1800. 3 Credit Hours.

A survey of the history of the United States from the Peace of Paris of 1763 through the election of 1800. The course will focus on such topics as the causes of the Revolution, its impact on women, blacks, and Native Americans, social protest, diplomacy with Britain and France, the rise of the first party system, and early national society and culture. Students will be required to connect the course content to their school curriculums and appropriate instructional methodologies by using primary documents to create sets of Document Based Questions and developing extended lesson plans on course topics.

EDG 765. Historiography & Methodology. 3 Credit Hours.

This course examines how Western historians from ancient times to the present have constructed historical narratives from primary sources. It shows students how to evaluate historical texts by teaching them to attend to the philosophical, cultural, and political contexts which influence historians. It asks whether history is an art or a science; it raises questions about objectivity; it explores the phenomenon of interpretations; it demonstrates techniques for the verification of evidence; and it confronts the challenges of presentism, relativism and skepticism by introducing students to current trends and debates within the discipline.

EDG 766. Civil War and Reconstruction, 1848-1877. 3 Credit Hours.

A survey of the history of the United States from the Mexican cession of 1848 to the collapse of Reconstruction in 1877. The class examines the cause of the conflict and the impact of the war on civilian populations, women and African Americans. The course will also focus on diplomacy, civil liberties, and the rise of the third party system, the crucial battles, and the failure of Reconstruction. Students will be required to connect the course content to their school curriculums and appropriate instructional methodologies by using primary documents to create sets of Document Based Questions and developing extended lesson plans on course topics. Not open to those having taken HST 323.

Cross-listed Courses: HST 323

EDG 767. Teaching History of Modern Latin America. 3 Credit Hours.

This course is a survey of Latin America since independence in the 1820s. Students will connect issues across time and focus on transmitting material to others in the classroom setting. Each student will be required to research historical themes and to develop written and oral presentations that will be presented to undergraduate students as part of their History of Latin America since 1825 course. The main goal of the course is to prepare students to both understand Latin America and to effectively teach it in the classroom. Not open to students who have taken HST 328 or HST 428.

EDG 768. Antebellum America, 1800-1848. 3 Credit Hours.

A survey of society and culture from the Jeffersonian era through the Mexican War. The course will examine the causes of the War of 1812, the rise of the industrial order and the cotton kingdom, slave resistance the changing American family and the nature of Jacksonian democracy and reform. Students will be required to connect the course contents to their school curriculums and appropriate instructional methodologies by using primary sources to create sets of Document Based Questions and developing extended lesson plans on course topics. Not open to those who have taken HST 322.

Cross-listed Courses: HST 322

EDG 771. International Human Rights. 3 Credit Hours.

This course will examine the development of human rights in the international system. It will explore the content of the current international human rights regime- the "blue" social and political rights and the "red" economic rights, as well as "green" rights to development, a clean environment, and peace. It will explore how rights develop and are propagated and will examine the role of governments, international organizations, and non-governmental organizations in the development of rights thinking. By way of illustration, it will examine the anti-apartheid struggle in South Africa and the expansion of women's rights over the last twenty years. Students will be required to connect the course content to their school curriculums and appropriate instructional methodologies, by using primary documents to create sets of Document Based Questions and developing extended lesson plans on course topics.

EDG 772. South African Politics. 3 Credit Hours.

This course will study the political problems and dynamics in the region of Southern Africa. Focus will be on the domestic politics of the Republic of South Africa, relations among the black-ruled states, relations between the black-ruled states and South Africa, the role of external powers in the region and the conflict potential of contemporary problems. Students will be required to connect the course content to their school curriculums and appropriate instructional methodologies, by using primary documents to create sets of Document Based Questions and developing extended lesson plans on course topics.

EDG 773. Women and Politics. 3 Credit Hours.

This graduate course offers an extensive survey of the study of women and politics as it also explores feminist pedagogies for teaching this content. The shift in focus from American politics at large to women and American politics is intend- ed to make women visible and their voices audible in a way that a more general course on American politics usually does not. Therefore, the key question to be explored throughout this course pertains to the consequences that this different perspective holds for us as students of political science and/or women's studies: What do we learn when we focus on the "woman question"? The course is divided into four sections: (1) an introduction to gender, feminist theories, and feminist peda- gogies; (2) an examination of the history and politics of the women's suffrage movement; (3) an examination of contemporary politics that challenges traditional understandings of political concepts such as "politics," "equality", "participation", and "citizenship;" and (4) an opportunity to rethink all of these topics from, first, an international perspective, and second, a futuristic perspective. In addition to covering this content, this course is designed to demon- strate active learning techniques and to give you ample opportunity to develop and practice them. Since classes are in integral part of this participatory learning experience, your thought- ful preparation and prompt attendance are required.

EDG 774. Theor,Strat,Curric Adventure Ed Grd 5-9. 3 Credit Hours.

This adventure-based course is designed to assist present and future teachers in the preparation of adventure-based teaching and learning. Participants will explore effective instructional strategies for enhancing classroom community, addressing discipline issues and reaching students with exceptional learning styles and needs. This type of experiential learning utilizes activities and initiatives to facilitate holistic growth for both individuals and groups. Cooperative group problem-solving tasks and individual challenge and decision-making opportunities are fundamental elements of adventure-based teaching and learning.

EDG 790. Special Topics: Emergent Literacy: Language and Literacy Development in Early Childhood. 3 Credit Hours.

Special Topics: This graduate level course focuses on both the theoretical understandings of emergent literacy and practical implications of the development, instruction, an assessment of youg children. The typical progressions in the acquisition of oral language and print literacy in early childhood, including the sociocultural, cognition, and motivational influences on literacy development will be a focus of the course. Application of theory to developmentally appropriate practices for the assessment, planning, instruction, and the teaching of young children, up through grade three will be addressed.

EDG 795. Differentiated Instruct: Needs of K-12. 3 Credit Hours.

This course is designed to provide k-12, general and special education teachers the theoretical concepts and methodologies necessary to meet a wide range of individual learning needs in the same classroom. Graduate students will participate in a variety of learning activities, practice experiences and guided applications to learn strategies designed to provide multiple paths for learning. In addition, they will acquire an understanding of the principles of differentiated instruction and learn how to incorporate these principles into their regular planning and teaching routines.

Prerequisites: MSED Program.