GradGuide 2017-18

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Graduate Studies
Office of Graduate Studies
585-245-5855
Geneseo provides Master's degree programs in Accounting, and Education. Most programs are offered for
full-time or part-time students, with courses generally scheduled in the late afternoon and evening.
Internship and other field placement courses usually require students to be enrolled on a full-time basis for
the duration of the internship.
Inquiries concerning graduate study in all areas should be referred to the Director of Graduate Studies, Dr.
Savi Iyer (iyer@geneseo.edu).
Admission to The Graduate Program

Admission to the College is based upon the academic and personal qualifications of applicants and is
granted without regard to age, color, disability, marital status, national origin, sex, sexual orientation,
religion, race, or status as a disabled or Vietnam-era veteran. The candidate selection process is highly
competitive; the College attempts to identify those individuals who will most benefit from the curricular and
co-curricular programs offered. Applicants can be considered for a Master's degree program, for non-degree
status, or as a non-matriculated graduate student.
All applicants seeking admission as degree or non-degree students must provide evidence of (1) having
earned a baccalaureate degree at an accredited institution of higher education, and (2) an undergraduate
record which indicates a potential for success in graduate study.
Graduates of colleges and universities that are not accredited may be admitted on a provisional basis.
A complete application for degree status must include:
1. completed application form;

2. official transcript(s) from all institutions of higher education attended; all education admits must
possess a cumulative GPA of 3.0;
3. scores on the Graduate Management Admission Test (GMAT) for Accounting; scores on the
Graduate Record Examination or Miller Analogies Test for education programs;
4. letters of recommendation from two persons who can attest to the academic potential for graduate
study and personal character of the applicant;
5. other special requirements (as noted in individual program descriptions), which may include proof
of New York State certification and a written response to an essay prompt.
Note: applicants to the education programs, who do not meet the admissions requirement above, may apply
for a waiver.
Admission of applicants is determined by the Deans and faculty members of the School concerned in
consultation with the Director of Graduate Studies. To apply for a graduate program, please visit the
Admissions Office website at http://www.geneseo.edu/graduate_admissions.
Master's Degree Requirements
Each graduate degree program is fully described in this Guide. The following general academic policies
must be followed in meeting master's degree requirements.
Plan of Study
Each student in a Master's degree program follows a formal plan of study, which he/she draws up in
consultation with a faculty advisor. Although practices vary within each program, the College highly
recommends that students file a formal plan before beginning graduate study and, certainly, no later than
midterm of the first semester of graduate study. Changes in the formal program must be approved by the
director of the student's graduate program (or designee). Students should consult the office of their graduate
program for instructions in filing a plan of study.
Change of Degree Objective

A graduate student who desires to change from one degree program to another must secure the approval, in
writing, of the Director of Graduate Studies and the new department. An application for degree status must
be filed for the new degree program.
Degree Time Limitations

A graduate student in a degree program who does not actively pursue a credit-bearing course of study at
Geneseo for a period of three years automatically is separated from the college. Subsequently, such a
student may apply for readmission.
If the student meets the admission standards in effect at the time of application for readmission, he or she
may be admitted to a degree program current at that time. The Director of Graduate Studies, in consultation
with the appropriate School, determines the courses completed prior to separation which are applicable to
the degree program being pursued following readmission.
Only those credits which were earned within six years immediately prior to the completion of all degree
requirements may be counted toward the Master's degree.
Transfer and Workshop Credit

Transfer credits may be accepted as part of a graduate program if they are:
1. graduate level and from a graduate degree program;

2. relevant to the student's program;
3. from a fully accredited institution;
4. of "B" quality or higher;
5. less than five years old at the time of the student's first enrollment at Geneseo
Students already enrolled in a graduate program at Geneseo should consult with their advisor and
department chair/program director prior to registering for courses which they wish to have transferred to their
graduate program at the College. A maximum of six credits in graduate workshop courses may be accepted
as part of a master's degree program. All graduate workshop courses are designated, numerically, as 579,
or 679. Subtitles for each workshop course offering are listed in the semester Master Schedule of Course
Offerings. Workshops may be graded either on a Satisfactory/Unsatisfactory or regular grade basis. This
information is contained in the course description of each specific workshop offering. S/U grades are not
used in computation of students' grade-point averages.
The total of transfer and workshop credit accepted towards a master's degree may not exceed 12 hours.
Candidates for the MA in Speech-Language Pathology may transfer a maximum of 3 hours.
Enrollment in Undergraduate Courses

Credit toward a graduate degree may not be granted for coursework below the 400 level except following
approval of a petition to the Director of Graduate Studies. In general, such approval shall be limited to
unusual program circumstances adequately documented in petitions.
Master's Thesis (or Project)

Master's degree candidates in several programs have the option to complete a thesis or project in partial
fulfillment of degree requirements. Candidates should check the requirements of their specific program. The
thesis is prepared under the direction of the major department and should demonstrate capacity for
independent research, facility in organization and expression, and originality in thought. The thesis must
receive the approval of the department graduate committee and the Director of Graduate Studies, and
general guidelines for its preparation may be obtained from the Graduate Studies Office. Additional
requirements and guidelines may be obtained from the candidate's department. A candidate considering
completion of a thesis or project should review all guidelines with a faculty advisor before pursuing this
choice. Students who anticipate selecting the thesis or project option should so notify the appropriate
department office as early in their program as possible. A student must formally register his/her intention to
make a thesis defense in the Graduate Studies Office. This registration should be done as soon as possible,
but in no case later than two weeks prior to the defense.
A candidate for a thesis must:
1. be an admitted degree student;

2. have completed all major area course requirements and foreign language requirements by the end
of the semester in which the thesis is written
3. be able to provide the examining committee with copies of the completed thesis a minimum of two
weeks prior to the examination; and
4. have a graduate GPA of 3.00 or higher.
Comprehensive Examinations
Master's degree candidates in several programs have the option to take a written comprehensive
examination in partial fulfillment of degree requirements. Candidates should check the requirements of their
specific program. The dates for the examination are set by each individual program but generally occur no
later than two weeks prior to the end of the instructional period in which candidates expect to complete
requirements for the master's degree. Early in their graduate program, candidates should contact the Dean
of their department for specific information as to the nature of the comprehensive examination and for
guidance in preparing for it. A student must register his/her intention to take a comprehensive examination
with the School of Education. This registration should be done as soon as possible before the examination,
but no later than two months prior to the examination.
A candidate for a comprehensive examination must:
1. be an admitted degree student;

2. be within six credits of graduation at the end of the semester in which the examination is taken;
3. have completed all major requirements and core area course requirements and foreign language
requirements as specified in the candidate's program; and
4. have a graduate GPA of 3.00 or higher.
The comprehensive examination must be passed in its entirety (including all parts) before credit for the
examination is awarded. A student failing all or part of an examination may request a second attempt to
pass the test. The student's request should be made in writing to the supervising department, with a copy to
the Graduate Studies Office, no later than thirty days after formal receipt of the failing grade notice. Second
attempts will be made in the next scheduled offering of the examination unless special arrangements have
been approved by the academic department(s) in question. Failure on the second attempt of all or any part
of a comprehensive examination will subject a student to academic dismissal from the program. Candidates
cannot attempt the comprehensive examination more than twice, with a retest of any part considered
another attempt. Following an unsuccessful first attempt, the candidate cannot elect another terminal option
such as a thesis or comprehensive project. Copies of the College Policies governing the administration of
comprehensive examinations are available in the Graduate Studies Office and the appropriate department
offices.
Financial Information
Tuition and Fees
Please visit http://www.geneseo.edu/student_accounts for detailed and up-to-date information about tuition
and fees.
Financial Assistance
Financial aid programs are governed by federal or state regulations and are subject to change at any time.
The most recent information is available in the Financial Aid Office, Erwin 104. All students seeking financial
assistance are required to complete and submit the Free Application for Federal Student Aid (FAFSA).
Financial assistance is available or those who qualify through the following programs:
1. Tuition Assistance Program (TAP)

2. Federal Perkins Loan
3. Federal Work-Study (FWS)
4. Stafford Loan
A number of full-time graduate assistantships are available each year to well-qualified degree candidates.
Full-time graduate assistantships include a stipend and a waiver of tuition per academic year. Assistants are
required to apply for Tuition Assistance Program awards which, if received, constitute part of the
assistantship. Recipients of full-time graduate assistantships must register for 8 to 10 hours of course work
each semester and are expected to assist their designated department up to 20 hours per week.
Applications for graduate assistantships may be obtained from the Office of Graduate Studies, Erwin 106 or
specific departments. Former EOP, HEOP, and SEEK undergraduates may be eligible for the Graduate
Opportunity Program Tuition Scholarship. Applicants must be enrolled as full-time matriculated students in a
graduate program at SUNY Geneseo. Acceptance into the program is determined based on the number of
scholarships allocated to the campus. Applications may be obtained online or from the Office of Graduate
Studies in Erwin 106.
Registering for Courses

For new graduate students, Kelly Hoag will register you for your first semester of courses. Please send an
email to Kelly Hoag (hoag@geneseo.edu) with a list of courses that you wish to take. Make sure you include
your name, your G00#, the course titles, and the course CRN's. When pre-registration begins for your
second semester of classes, you will be able register by yourself through Knightweb. For questions
regarding graduate course registration contact Kelly Hoag in the Graduate Office.
Knightweb/Geneseo Student I.D. Numbers

Students use Knightweb in order to access their personal, registration, financial aid, and records information.
If you have never used Knightweb before and do not know your Geneseo Student I.D. number, please
contact Kelly Hoag. It would be a good idea to memorize this number as you will be using it often.
Graduate Course Numbering System

Courses numbered 600-699 are open only to matriculated graduate students majoring in the discipline
offering them; those numbered 500-599 are open to all graduate students who fulfill prerequisites listed.
Undergraduate courses are numbered 100-499. Undergraduate courses may be taken for graduate credit
only upon special approval from the Director of Graduate Studies. Such petitions are only rarely accepted.
Prerequisites
Certain courses list one or more prerequisites, which are usually indicated by department and course
numbers. Satisfactory completion of the prerequisite course(s) is expected before registration for the
advanced courses. Prerequisites are instituted to assist students in avoiding courses for which they are not
adequately prepared and to maintain academic and/or instructional standards.
If a student believes he/she had "equivalent" preparation for a prerequisite, he/she may request a waiver of
the prerequisite from the course instructor and/or program coordinator. The term "concurrently" or "co-
requisite" means that simultaneous registration in whatever is indicated must be maintained as long as the
student remains registered in the original course. Previous completion of that which is so labeled also
satisfies the requirement. In all cases, it is the student's responsibility to abide by prerequisite statements.
Doubts about eligibility should be resolved by consulting an academic advisor, the instructor of the course,
or the School concerned.
Course Load
Course loads are determined by the department/program and the student in consultation with a student's
academic advisor. The maximum load for full-time graduate students during the regular academic year is 12
hours per semester. During the Summer Sessions, the maximum load may exceed this limit where program
requirements and course rotations necessitate. A petition to carry more than the maximum load during the
Summer Session must be approved in writing by the student's advisor, the Dean or program coordinator in
the School, and the Director of Graduate Studies.
Directed and Independent Study Courses

Class sections usually are held on bases of frequency, location, and time agreed upon mutually by
instructors and students, rather than on the published standardized schedule to which most courses
conform. Course requirements are completed by students on an independent, individualized basis, under
the guidance and supervision of members of the faculty. Within a single discipline or combinations thereof,
students engage in academic pursuits such as: (1) conducting research and reporting results; (2)
investigating problems and presenting and/or discussing conclusions; (3) reading intensively in the
discipline(s); and (4) studying advanced subject matter content relating to a selected subject, special topic,
or specific area. Opportunities for directed study are available in many of the content and departmental
areas at the College. The levels at which such study can be undertaken vary, but the numbers of such
courses usually end in "99." The permanent records of students who enroll in these courses are noted "DS/",
followed by a specified, brief title.
Interdepartmental and Interdisciplinary Courses

Such courses carry an INTD designation and often are taught by instructors from, and taken by students in,
multiple departments or general academic areas. It is the belief of members of the academic community that
certain content is appropriately taught and strengthened by an interdepartmental or interdisciplinary
approach.
Withdrawal from Course(s)

A student may withdraw from a course and receive a grade of "W" before the posted withdrawal deadline.
The form appropriate for this procedure can be obtained from the Record's Office or the Office of Graduate
Studies. A "W" grade is not recorded unless the entire withdrawal process, including the filing of all
necessary forms with the Director of Graduate Studies, is completed by the withdrawal deadline date. A "W"
grade is not computed in determining a student's grade-point average.
Auditing Courses
Auditing courses offered by the School of Education requires the permission of both the instructor of the
course and the Dean of the School of Education. Library privileges are available. Auditing is not available for
courses offered by the School of Business. Auditors receive no formal recognition, nor are they required to
meet course requirements.
Academic Policies
Grading System
The grade point average defines the level of scholarship achieved by a student. It is used in determining
scholastic standing and in establishing eligibility for honors. The average is computed by dividing the "quality
points" earned by "credits carried." "Carried credits" include all those for courses in which grades of A, A-,
B+, B, B-, C+, C, C-, D, or E are received. Quality points are awarded as follows for each of these assigned
final grades:
Final Grade Quality points per credit Final Grade Quality points per credit
A 4.0 C+ 2.3
A- 3.7 C 2.0
B+ 3.3 C- 1.7
B 3.0 D 1.0
B- 2.7 E 0.0
Grade point average

The "grade point average" defines the level of scholarship achieved by a student. The average is computed
by dividing "quality points earned" by the "credits carried". "Carried" hours include all those courses in which
grades of A, A-, B+, B, B-, C+, C, C-, D, and E are recorded. Determination of a sample grade point average
for a semester follows:
SUBJ and Number Grade Credits Quality Points
CURR 538 A 3 12.0
CURR 540 A- 3 11.1
EDUC 640 B 3 9.0
SPAN 599 B- 3 8.1
Totals 12 40.2
GPA=3.35
The grade point average in the example above equals 40.2 (quality points) divided by 12 (credits carried) =
3.35, which indicates a level of scholarship above a B (3.00) for the semester. (Note: Grade point
averages are truncated to two decimal places, with no rounding up from a third decimal place.)
No other grades received at the College (e.g., P or S) earn quality points. Grades in courses taken at other
schools and accepted in transfer do not earn quality points at Geneseo. At the end of each semester two
grade point averages are computed: one for the "Current Semester" (which reflects the results only of
courses carried in the semester just completed) and the other for the "Cumulative Record" (which reflects
the results of all courses carried to date at the College). Grade point averages calculated for students with
"Incomplete" designations on their records are not official; the official computation is done when final grades
have replaced any "I" and have been recorded.
S/U Grades
Grades of satisfactory (S) and unsatisfactory (U) are used to evaluate performance in certain graduate
courses including some workshop courses and practica. A grade of S indicates credit earned, and a grade of
U indicates no credit awarded. Grades of S or U are not included in the computation of the grade-point
average. Geneseo does not accept S grades (or its equivalent) from other institutions for transfer credit.
Pass-Fail Option
A graduate student may not elect the pass-fail option for any course.
"SP" Designation
"SP" (Satisfactory Progress) is used to report a student's status in research courses when engaged in work
which extends beyond one semester. When the work is completed, the "SP" is converted to a final letter
grade assigned by the instructor. Credits for such courses are not computed in determining a student's GPA
until a final letter grade has been recorded.
Incomplete
An "I" (Incomplete) is a temporary grade given at the discretion of the instructor if he/she believes it is
inadvisable or impossible for a student to complete the work of a course at the scheduled time for reasons
clearly beyond the student's control. The "I" must be removed before the completion of the fall or spring
semester following the term in which it was recorded, after which the I may be converted to an E at the
discretion of the College. An extension of time, because of special circumstances, may be granted by the
Director of Graduate Studies. The Records Office notifies the student, the instructor of the course, and the
student's advisor whenever an "Incomplete" becomes a failure.
Repeated Courses
In general, matriculated students in graduate courses may repeat a course in which they have received a
failing grade. (Some restrictions apply, including some student teaching placements and other practica.
Students should consult individual department offices for specific restrictions.) Any course in which a student
earns a passing grade may NOT be repeated for credit. Should a student enroll in a course successfully
completed in a previous semester, the credit hours earned will not be included in the student's total hours
earned nor will the second grade earned be included in the student's cumulative average. In addition, the
course will be marked "REPEAT" on the student's transcript. Contact the Financial Aid office, Erwin 104,
regarding the impact of repeating courses on financial aid eligibility.
Appeal of Grades
A students who believes an instructor has assigned a grade which is either unfair or punitive for non-
academic reasons, who have consulted the instructor, and who are still unsatisfied, may request a review of
the grade by using the College policy on grade appeals. Specific information on the procedures can be
obtained from the Office of Graduate Studies.
Academic Advisement
Degree candidates in all programs are assigned advisors in their major field upon the recommendation of
the chair/program director of their departments. Advisors provide counsel and assistance, but the
responsibility for seeking advisement and fulfilling degree requirements rests with the student. Normally,
non-matriculated students are not assigned advisors. Periodic advisement with the Director of Graduate
Studies is required for all non-degree students.
Academic Standards
Minimum Competence Requirement
Master's candidates in any teacher education program must satisfy the 3.0 cumulative grade point average
requirement to continue in their Master's program and to graduate. A grade of C or better is required for
each of the courses in their program, and any course in which the candidate has earned less than a C
cannot be used to meet program requirements.
Good Academic Standing

Graduate students whose cumulative graduate grade-point average falls below 3.0 but higher than the
dismissal level specified above receive a letter of academic warning from the Director of Graduate Studies.
While these students are considered in good academic standing at the College, they are reminded that a
cumulative grade-point average of 3.00 is required for the master's degree. They may also wish to seek
assistance from their advisor, department chair/program director, the Director of Graduate Studies, or the
Counseling Office
Students receiving financial aid are required to attain satisfactory progress toward a master's degree by
completing a minimum number of credits per semester. Please contact the Financial Aid Office, Erwin 104
for more information.
Academic Probation
Students are placed on Academic Probation if they fail to:
1. remove schedule deficiencies;

2. satisfy provisional admission conditions;
3. attain a 2.75 grade-point average after the completion of 12 credits of graduate courses accepted
toward his/her program;
4. attain a 2.87 grade-point average after the completion of 24 credits of graduate courses accepted
toward his/her program;
5. attain the necessary 3.0 grade-point average within the hourly requirements prescribed for the
degree. Upon successful petition to the Director of Graduate Studies, and with the recommendation
of the department, a candidate may be granted permission to take a maximum of six additional
hours in an effort to attain the required grade-point average;
6. meet individual departmental standards;
7. successfully complete all or any part of a comprehensive examination on the second attempt.
The student will be informed of this action by the Director of Graduate Studies. Within 30 days of the date of
this notice the student may appeal the decision. Appeals must be submitted to the Office of Graduate
Studies in Erwin 106.
Academic Dishonesty Policy

Plagiarism
Plagiarism is the representation of someone else's words or ideas as one's own, or the arrangement of
someone else's material(s) as one's own. Such misrepresentation may be sufficient grounds for a student's
receiving an "E" grade for the paper or presentation involved or may result in an "E" grade being assigned
as the final grade for the course.
Any one of the following constitutes evidence of plagiarism:
1. direct quotation without identifying punctuation and citation of source;

2. paraphrase of expression or thought without proper attribution;
3. unacknowledged dependence upon a source in plan, organization, or argument.
Please visit https://www.geneseo.edu/dean_office/dishonesty for information on Student Academic
Dishonesty Policy and Procedures.
Additional Information for New Students

Geneseo I.D. Cards
In order to receive your Geneseo I.D. card, you must have already registered for your first semester
courses. Bring a print-out of your class schedule along with your driver's license to: Campus Auxiliary
Services in Blake A 108. You can print a copy of your course schedule directly from Knightweb. When you
are in the office, you will have your picture taken and receive your I.D. card. There is a fee to replace a lost
card.
Campus Correspondence
As a graduate student, you will not have an on-campus mailbox. All mailings will be sent directly to your off-
campus/permanent mailing address. E-mail is the primary means of communication between faculty, staff,
and students. Your Geneseo e-mail address is listed on Knightweb under the Personal Information Menu.
Parking Permits
If you will be driving to and parking on campus while taking classes, you must have a parking permit and
park in the commuter parking lots. In order to obtain a parking permit, visit the Parking Services web site at
http://www.geneseo.edu/pts.
Library Use
Milne Library is open for use by all students. You will need to have your Geneseo I.D. card with you in order
to sign out materials from the library. To use the computers, your username and password are the same as
your email address and password.
my.geneseo.edu
From the my.geneseo.edu portal, you can access you email account, your academic records, your financial
balances. You can customize your page with links to your favorite websites and other customization options.
Transcripts
A transcript reflects the results of courses in which the student was registered at the College. In addition,
when applicable, they indicate either the date of graduation and the degree conferred or the date of
withdrawal or dismissal. Students may request official transcripts of their permanent records by contacting
the Registrar's Office in Erwin 102 or visiting http://www.geneseo.edu/registrar/transcriptinformation.
Disability Services
The Office of Disability Services provides assistance and coordinating support services for students who
have various impairments, facilitating access to programs, services, and campus facilities by the removal of
architectural barriers and the initiation of program changes. The Office serves any full-time or part-time
Geneseo student with a qualified permanent disability which limits one or more of life's major activities
(walking, talking, seeing, hearing, breathing, learning, etc.); this includes students with mobility, sensory,
communication, mental or learning differences, as well as those with basic health impairments or "hidden
disabilities" (epilepsy, diabetes, rheumatism, cancer, alcoholism, etc.) It is up to the individual student to
choose whether to take advantage of any of Disability Service's offerings. Students anticipating use of
support services should contact the Office of Disability Services in Erwin 22 as soon as possible to discuss
accommodations.
Equal Opportunity/Affirmative Action

The State University of New York College at Geneseo actively supports equal opportunity for all persons
and takes affirmative action to see that both the total student and employee populations at the College enjoy
equal opportunities. The College is based upon the academic and personal qualifications of applicants and
is granted without regard to age, color, disability, marital status, national origin, sex, sexual orientation,
religion, race, or status as a disabled or Vietnam-era veteran. Financial assistance, within the limits of
resources available, is provided on an equal basis to all qualified students, including minorities and women,
who are making satisfactory progress toward a degree. The College makes its placement services available
only to those firms and school systems which comply with existing equal opportunity laws, and so informs all
clients and potential employers. Employers who seek to restrict applicants to a particular race, color,
religion, national origin, age, marital status, or sex (except in limited cases where sex is a bona fide
occupational qualification) are not served; nor are employers who fail to depict minorities, women, and
individuals with disabilities in a favorable light in promotional literature or other materials. The College
encourages the development of courses which are relevant to the experiences of, and facilitates and
supports appropriate expansion of research materials dealing with, minorities and women. The College
encourages the involvement of students, faculty, and administrators, including those who are members of
minority groups, in the affairs of the community.
Student Records
The Family Educational Rights and Privacy Act of 1974 permits current or former students to inspect College
educational records pertaining to them as individuals and to obtain copies for a fee. Students are also
accorded a right to question the content of a record and to receive a formal hearing if dissatisfied with
responses to such questions. Written consent from a student is required before personally identifiable
information can be released from the individual educational record in all cases except those specifically
exempted by law.
Academic Programs
SUNY Geneseo
School of Business
Accounting, M.S.
Denise Rotondo, Dean of the School of Business (www.geneseo.edu/business)
Harry Howe, Program Coordinator for M.S. in Accounting
Distinguished Service Professor: D. Strang Professors: I. Alam, C. Annala, A. Gu, H. Howe, A. Jassawalla,
P. Markulis, M. Mitschow.
Associate Professors: S. Chen, R. Gifford, J. Gutenberg, M. Schinski, C. Shin. Assistant Professors: L. Gao,
M. Lee, F. Sheikh, L. Stone.
Lecturers: B. Boyd, J.T. Nolan, J. Quinn Adjunct Lecturers: J. Fasoldt, R. Gargano, R. Landy, M.
Partapurwala, K. Revekant, P. Scipione, S. Shimick, M. Towner.
Program Description
The Masters in Accounting Program in the School of Business at SUNY Geneseo meets the New York State
CPA licensure requirements, as well as providing skills and knowledge expected for superior performance in
the increasingly demanding accounting profession. Designed to be a full-time program, students will
normally complete the degree in one year. This time frame enhances the linkages between the courses in
the program. The five accounting courses cover topics in financial, managerial, and tax accounting,
advanced audit and a capstone in financial accounting theory and research. Courses with a management or
economics prefix cover information systems, quantitative methods, managerial economics, advanced
financial management and electives.
The academic schedule includes two courses in the summer and four each in the fall and spring semesters.
Small classes, accessible faculty and carefully designed curriculum all reflect the high quality of Geneseo's
accounting program.
Geneseo's MS in Accounting has been designed to satisfy the New York State Dept. of Education
requirements for CPA licensure, which consists of a bachelor's or higher degree and 150 credits in areas
which include but are not limited to at least:
• 33 semester hours of accounting including each of the following content areas:

o Financial Accounting and Reporting Taxation
o Cost or Management Accounting Audit and Attestation Services
• 36 credits of business
The curriculum must also include either as a standalone course work or as content integrated in other
courses: coverage of business or accounting communications, ethics and professional responsibility, and
accounting research.
Please visit http://www.geneseo.edu/graduate_admissions for detailed information about the application

process.
Program Requirements
A. Management: 12 credits
• MGMT 500 - Leadership in Organizations Credit(s): 3

• MGMT 511 - Financial Management Credit(s): 3
• MGMT 522 - Quantitative Analysis Credit(s): 3
• MGMT 550 - Information Systems Theory and Practice Credit(s): 3
B. Accounting: 15 credits
• ACCT 502 - Advanced Financial Accounting Credit(s): 3

• ACCT 503 - Strategic Management Accounting Credit(s): 3
• ACCT 510 - Advanced Taxation Accounting Credit(s): 3
• ACCT 520 - Advanced Auditing Theory Credit(s): 3
• ACCT 530 - Accounting Theory and Research Credit(s): 3
C. Economics: 3 credits
• ECON 525 - Managerial Economic Analysis Credit(s): 3
Total: 30 credits
Rotation:
The M.S. in Accounting courses will be offered in the following rotation:
Summer
• MGMT 522 - Quantitative Analysis Credit(s): 3

• MGMT 550 - Information Systems Theory and Practice Credit(s): 3
Fall
• ACCT 502 - Advanced Financial Accounting Credit(s): 3

• ACCT 510 - Advanced Taxation Accounting Credit(s): 3
• MGMT 511 - Financial Management Credit(s): 3
• ECON 525 - Managerial Economic Analysis Credit(s): 3
Spring
• ACCT 503 - Strategic Management Accounting Credit(s): 3

• ACCT 520 - Advanced Auditing Theory Credit(s): 3
• ACCT 530 - Accounting Theory and Research Credit(s): 3
• MGMT 500 - Leadership in Organizations Credit(s): 3
For additional information, contact:
Dr. Harry Howe Director, MS Accounting Professor, Accounting

School of Business, SUNY-Geneseo
(585) 245-5465
howeh@geneseo.edu
For descriptions of graduate courses visit: https://knightweb.geneseo.edu, then click on Course Catalog
and follow the links to select Graduate for Level and select by appropriate course prefix for Subject.
School of Education
Adolescence Education (7-12), English Specialization

Certification, M.S.
Program Description
Students who complete this program are eligible for New York State professional certification in
Adolescence Education (7-12). Five areas of academic specialization in 7-12 are available: English, French,
Mathematics, Social Studies, and Spanish.
English Specialization
Paul Schacht, Chair (http://www.geneseo.edu/english)
Distinguished Teaching Professors: R. Herzman, B. McCoy, E. Stelzig. Professors: K. Asher, M. Blood, R.
Doggett, G. Drake, C. Easton, E. Gillin, T. Greenfield, R. Hall, M. Lima, C. Long, J. Walker. Associate
Professors: K. Cooper, G. Paku, A. Rutkowski, C. Woidat. Assistant Professors: K. Gentry, J. Okada, L.
Smith. Lecturers: I. Belyakov, J. Fenn, W. Harrison, C. Perri, S. West. Adjunct Faculty: C. Anderson, C.
Beltz-Hosek, J. Eddy, T. Ellis, N. Folts, C. Guyol, E. Herzman, W. Kennison, A. Leslie, G. McClure, T.
Metzger, M. Millard, D. Munnell, A. Pankratz.
Students who complete this program are eligible for New York State professional certification for teaching
English at the Adolescence level.

process.
A. Core Area of Study: 15 credits
• CURR 536 - Teaching Young Adult Literature Credit(s): 3

• EDUC 601 - Nature of Learning: Philosophical and Pyschological Foundations of Education
Credit(s): 3
• EDUC 603 - The School and Society Credit(s): 3
• EDUC 604 - Educational Research and Methodology Credit(s): 3
• EDUC 625 - Studies in English Education Credit(s):
B. Department Area of Study: 12 credits
Four courses selected from graduate English offerings
C. Electives: 3 credits
Under advisement selected from any graduate course offering
D. Culminating Experience: 3 credits
• CURR 635 - Action Research in Reading and Literacy Credit(s): 3
Total: 33 credits
Adolescence Education (7-12), French Specialization
Certification, M.S.
Program Description
French Specialization
Lori Bernard, Chair (http://go.geneseo.edu/languages_and_literatures)
Professor: B. Evans. Associate Professors: L. Bernard, J. Gomez, C. Klima, R. McEwen. Assistant
Professors: K. Adabra, K. Matthews.
Visiting Assistant Professors: C. Agostinelli, K. Fredericks. Lecturer: F. Brea, N. Sarrab, E. Silvaggio-Adams.
Adjunct Faculty: A. Aljaysh, A. Betts, S. Circe, W. Heller, W. Kennison, D. Owens, R. Ptak, J. Samudio, J.
Tang, T. Tewksbury, R. Vallejo.
French at the Adolescence level.

process.

Credit(s): 3
Four courses selected from graduate French offering
C. Electives: 9-15 credits
Electives under advisement selected from any graduate course offering
D. Culminating Experience: 0-6 credits
The completion of a comprehensive examination OR a thesis in the target language under the guidance of a
faculty advisor in the Department of Foreign Languages. The choice must be registered with the Dean of the
School of Education. Theses must conform to the guidelines approved by the College and the School of
Education.
Theses format must conform to that prescribed by the MLA Style Manual and Guide to Scholarly Publishing.
Total: 26-39 credits
Adolescence Education (7-12), Mathematics

Specialization Certification, M.S.
Program Description
Mathematics Specialization
Christopher Leary, Chair (http://www.geneseo.edu/math)
Distinguished Teaching Professors: G. Towsley, O. Nicodemi. Professors: D. Baldwin, C. Leary, A. Macula.
Associate Professors: B. Esham, C. Haddad, A. Heap, J. Johannes, A. Kedzierawski, P. Rault, M.
Sutherland, C. Tang. Assistant Professors: Y. Bilgic, M. Pawlikowski, L. Smith. Lecturers: D. Dussault, D
House, E. Harris, S. McKenna, G. Reuter, B. Stewart. Visiting Assistant Professors: A. Beeson. Adjunct
Faculty: A. Rose, F. Szucs.
Mathematics at the Adolescent level.

process.

Credit(s): 3
• INTD 610 - Seminar on Secondary School Mathematics and Pedagogy Credit(s): 3

Four courses selected from graduate Mathematics offerings
Research project conducted under the supervision of a faculty member from the Department of Mathematics
and/or the School of Education. Theses format must conform to that prescribed by the MLA Style Manual
and Guide to Scholarly Publishing.
Adolescence Education (7-12), Social Studies

Specialization Certification, M.S.
Program Description
The specialization in Social Studies is administered by the Departments of Geography

(http://www.geneseo.edu/geography); Anthropology (http://www.geneseo.edu/anthropology); Economics
(http://www.geneseo.edu/business), Sociology (http://www.geneseo.edu/sociology); Political Science
(http://www.geneseo.edu/political_science); and Psychology (http://www.geneseo.edu/psychology).
Social Studies at the Adolescence level.

process.
A. Core Area of Study: 16 credit

Credit(s): 3
• EDUC 640 - The Writing Process:Pre-K to 8 Credit(s):
• INTD 697 - Interdepartmental Seminar in the Social Studies Credit(s): 3
• INTD 690 - Seminar in Secondary Education Credit(s): 1
Four courses selected from graduate offerings in: History, Geography, Anthropology, Economics, Sociology,
Political Science, or Psychology
D. Culminating Experience: 3 credits
Research project conducted under the supervision of a faculty member from the social sciences faculty
and/or the School of Education. The theses format must conform to that prescribed by the MLA Style
Manual and Guide to Scholarly Publishing.
Total: 34 credits
Adolescence Education (7-12), Spanish Specialization

Certification, M.S.
Program Description
Lori Bernard, Chair (http://go.geneseo.edu/languages_and_literatures)

Professor: B. Evans. Associate Professors: L. Bernard, J. Gomez, C. Klima, R. McEwen. Assistant
Professors: K. Adabra, K. Matthews.
Visiting Assistant Professors: C. Agostinelli, K. Fredericks. Lecturer: F. Brea, N. Sarrab, E. Silvaggio-Adams.
Adjunct Faculty: A. Aljaysh, A. Betts, S. Circe, W. Heller, W. Kennison, D. Owens, R. Ptak, J. Samudio, J.
Tang, T. Tewksbury, R. Vallejo.
French at the Adolescence level.

process.

Credit(s): 3
Four courses selected from graduate Spanish offering
The completion of a comprehensive examination OR a thesis in the target language under the guidance of a
faculty advisor in the Department of Foreign Languages. The choice must be registered with the Dean of the
School of Education. Theses must conform to the guidelines approved by the College and the School of
Education
Theses format must conform to that prescribed by the MLA Style Manual and Guide to Scholarly Publishing.
Education, Early Childhood Education (Birth - Grade 2),

M.S.
Please note that this program is only offered when enrollment numbers allow: minimum of 10 students
required.
Anjoo Sikka, Dean of the School of Education (www.geneseo.edu/education)

Susan Salmon, Program Coordinator for Graduate Programs
Distinguished Service Professor: D. Showers Professors: E. Balajthy, D. Granger, D. Marozas, J. Morse, L.
O'Brien, K. Rommel-Esham.
Associate Professors: M. Jensen, C. Kreutter, D. MacKenzie, S. Peck, L. Steet, K. Sugarman, A. Urso, L.
Ware. Assistant Professors: P. Barber, E. Hall, K. Keegan, B. Morgan. Visiting Assistant Professor: S.
Henry, J. King Adjunct Faculty: E. Brown, J. Galante. Director of Student Success: T. Peterson Director of
Student Teaching: D. Watts Field Experience Coordinator: T. Riordan Xerox Center for Multicultural Teacher
Education: S. Norman NCATE Coordinator: J. Williams
Program Description
This Master's degree program is open to applicants who have their initial teaching certification in Early
Childhood Education, Childhood Education, Childhood Education with Special Education, or Special
Subjects (Birth-Grade 2). The program is designed to allow students with initial certification in Early
Childhood Education to obtain professional certification in Early Childhood Education and to allow students
with other areas of initial certification to obtain professional certification in that area and to add initial
certification in Early Childhood Education.

process.
A. Foundational Courses: 6 credits
(must be completed by all students)

Credit(s): 3
or
B. Pedagogical Content Courses: 15-18 credits
• ECED 641 - Child Development and Assessment in Early Education Credit(s): 3

• ECED 642 - Advanced Curriculum Development in Early Education Credit(s): 3
• ECED 643 - Policy Issues and Programs in Early Education Credit(s): 3
• ECED 644 - Family Relations in Early Education Credit(s): 3
• ECED 646 - Language and Literacy Across the Early Childhood Curriculum Credit(s): 3
• ECED 645 - Action Research Seminar in Early Education Credit(s): 3 (optional) *
D. Internship: 6 credits
• ECED 647 - Leadership/Inquiry Internship in Early Education Credit(s): 2 semester hours to be

repeated in 1 or more settings for 6 hours
(a) To be taken in 2-hour segments and repeated in 1 or more setting for 6 hours;
(b) Includes minimum of 50 hours plus 20 days in early childhood classroom at prekindergarten,
kindergarten, and grade 1 or 2 levels, if no prior experiences at these levels
E. Culminating Experience:
A comprehensive examination, OR a videotape of a research/leadership project presentation plus a project

paper (*requires ECED 645), OR a thesis under the guidance of an advisor (*requires ECED 645).
Education, Teaching in Multicultural Education (Grades

1-6), M.S.
Program Description
This Master's program is open to applicants who have the initial classroom teaching certificate for teaching
at the Childhood level. The graduate program for Teaching in Multicultural Education (TIME) will add to
students' undergraduate knowledge of teaching and learning in grades 1-6 schools by focusing on the
multicultural dimensions of education in a diverse society. The program will begin with a core component
that will address the philosophical, psychological, and social dimensions of multicultural education, focusing
on critical pedagogy, multicultural materials, and methods that are social constructivist, antiracist, and global
in perspective. The program will include a research component, in which students will take a research
course, and design and complete a project or a thesis, according to revised guidelines for projects and
theses.

process.
A. Core of Common Learnings: 18 credits
• EDUC 578 - Creating a Multicultural Classroom Credit(s): 3

Credit(s): 3
• CURR 632 - Science Math-Elem School Credit(s): 3
• CURR 633 - Math Methods-Elementary School Credit(s): 3
B. Pedagogical Content Courses: 6 credits
• CURR 630 - Language Arts Methods for the Elementary School Credit(s): 3
or
• EDUC 660 - Theory/Prac Multi Educ: Credit(s): 3 (Language Arts subtitle)
• CURR 631 - Multicul Soc St Meth-Elem Sch Credit(s): 3

or
• EDUC 660 - Theory/Prac Multi Educ: Credit(s): 3 (Social Studies subtitle)
Two elective courses chosen from among CURR 630 (if not already taken), CURR 631 (if not already
taken), the EDUC 660 series (different subtitles), EDUC 588 or other graduate course offerings chosen
under advisement.
• EDUC 699 - Directed Study Credit(s): 1-3

• EDUC 620 - Thesis Research Credit(s): 3-6 (Credit(s): 3)
Education, Teaching of Reading and Literacy (Birth -

Grade 12), M.S.
Program Description
The Reading and Literacy B-12 program is clinically based and requires candidates to work directly with
students on developing reading proficiencies. The program prepares candidates to teach and administer
literacy efforts in a B-12 setting meeting the diverse needs of students. Emphasis is placed on knowledge of
research methods, findings in the field, diagnosis and instruction in meeting students' individual needs. As
their capstone experience, candidates will take two semesters of CURR 613 - Practicum: Mtg Needs of
Diverse Rdrs: (Erly Chldhd, Childhood, Mdle Childhd, or Adoles), an intensive practicum experience in
reading and CURR 635 - Action Research in Reading and Literacy where they will design and implement an
action research project.
Applicants to the Literacy B-12 program must hold initial classroom teaching certification. Successful
completion of the program will yield professional certification in Literacy B-12.

process.
A. Core of Common Learnings: 21 credits
• CURR 610 - Foundations of Literacy Education Credit(s): 3

• CURR 611 - Methods and Materials in Reading/Literacy: Pre-School - Grade 6 Credit(s): 3
• CURR 612 - Diagnosis and Assessment in Reading and Literacy: Early Childhood and Childhood
Credit(s): 3
• CURR 613 - Practicum: Mtg Needs of Diverse Rdrs: (Erly Chldhd, Childhood, Mdle Childhd, or
Adoles) Credit(s): 3 B-6 *
CURR 613 - Practicum: Mtg Needs of Diverse Rdrs: (Erly Chldhd, Childhood, Mdle Childhd, or
Adoles) Credit(s): 3 5-12 *
• CURR 635 - Action Research in Reading and Literacy Credit(s): 3
B. Foundation of Education: 3 credits
Choice of either:
• CURR 540 - Content Area Reading/Literacy in the Secondary School Credit(s): 3

or
• CURR 620 - Teaching of Reading for Secondary, College, and Adult Students Credit(s): 3
C. Literacy Electives: 9 credits
You must choose three Literacy electives. Here is a partial list to choose from:
• CURR 536 - Teaching Young Adult Literature Credit(s): 3 in the 7-12 Curriculum
• CURR 538 - Teaching Literature, Birth through Sixth Grade Credit(s): 3
• CURR 540 - Content Area Reading/Literacy in the Secondary School Credit(s): 3
• CURR 620 - Teaching of Reading for Secondary, College, and Adult Students Credit(s): 3
• CURR 630 - Language Arts Methods for the Elementary School Credit(s): 3
• CURR 640 - The Writing Process Pre K-8 Credit(s): 3
D. Elective: 3 credits
Elective under advisement selected from any graduate course offering
E. Final Evaluation:
* Degree candidates must successfully complete a field-centered research project under the guidance of an
advisor (CURR 535) and 6 credits of clinical practica (CURR 513). Final written reports of research projects
must conform to the School of Education guidelines and the format prescribed by the style manual of the
American Psychological Association or Turabian, A Manual of Style (University of Chicago Press).
Total: 36 credits
Anthropology
Biology
Chemistry
English
Language and Literatures
Mathematics
Physics
Course Descriptions
ACCT 502 - Advanced Financial Accounting
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course will cover advanced aspects of consolidation accounting and additional advanced accounting
topics. Advanced aspects of consolidation accounting will include pre and post acquisition issues, transfers
of non-current assets, intercompany transactions, and consolidation ownership issue. Additional advanced
topics will include foreign currencies and entities, SEC reporting, advanced partnership accounting,
accounting for investments, revenue recognition, pension accounting and an introduction to governmental
and fund accounting. Offered every fall
Prerequisite(s): ACCT 211 and graduate status.
ACCT 503 - Strategic Management Accounting
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course involves an in-depth coverage of selected contemporary aspects of advanced management
accounting and strategic cost management, and will be conducted as a seminar/discussion class with
extensive use of case studies. Topics include the historical perspective of management accounting,
regression analysis and cost behavior, resource allocation and capacity cost, activity based costing and
management, cost based decision making, decentralization and performance evaluation, financial and non-
financial measures of performance, the balanced scorecard, advanced aspects of capital expenditure
evaluation, and incentive compensation schemes. Offered every spring
Prerequisite(s): ACCT 270 and senior/graduate status.
ACCT 510 - Advanced Taxation Accounting
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course involves an in-depth study of federal income taxation as it applies to individuals, corporations,
and partnerships, including complex topics related to those entities. Students will also be introduced to the
following: Estate and gift taxation, fiduciary accounting, tax-exempt entities, and qualified and nonqualified
plans related to employee compensation. Students will have the opportunity to develop their competencies
in tax research and tax planning, and in the use of technology in tax practice. Additionally, regulatory
provisions and professional standards for tax practices will be considered, with a review of sanctions
imposed for failure to comply. Offered every fall
ACCT 520 - Advanced Auditing Theory
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course is a study of audit theory and the application of that theory to accounting systems (cycles) and
financial statements. Auditing standards, planning, internal control evaluation and evidence accumulation as
they relate to the accounting systems and auditor reports are emphasized, along with an exploration of the
professional responsibilities and dilemmas faced by independent auditors. Offered every spring
Prerequisite(s): ACCT 320, ACCT 502, and graduate status.
ACCT 530 - Accounting Theory and Research
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course involves a study of the theoretical underpinnings of accounting and their applications to the
practice of the discipline. Material covered will include the nature of accounting theory and measurement,
research methods in accounting, institutional issues, the conceptual framework, accounting information and
the capital asset pricing model, income measurement systems, political influences on financial reporting,
and international issues. The course will include a substantive research paper requirement, which will serve
as a capstone experience in the MS (Accounting) program. Offered every spring
ANTH 515 - Iroquois Field School
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Background lectures and readings, combined with site visits and studies of the Indian, particularly Seneca-
Iroquois, occupation of the Genesee Valley and adjacent regions, from Late Woodland times to the
Nineteenth Century; emphasis is on specific sites and locales of prominence in Iroquois life and history,
especially community and reservation sites north and south along the Genesee River from Geneseo; site
visits, onsite research, surface surveys, mapping, documentary studies, local history, and ethnohistory are
all used to supplement traditional approaches to knowledge of the Iroquois of the Genesee country. Offered
when demand is sufficient
ANTH 526 - Native Voices: Mesoamerica & Andes
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A comparative review of the sources and the social history of pre-Hispanic societies at the time of contact
with Europeans and during the early colonial period. Emphasis is on the institutions and ideologies and the
variations in social, economic, and political patterns that developed in different areas and in different times.
Offered: summer
ANTH 535 - Early Civilization in Americas
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A study of pre-Columbian societies in Middle America and South America. Focus is on the evolution of early
farming societies through state organization. Major transformations in cultural evolution are treated (The
domestication process, urbanization and the rise of the state). Alternative cultural and social systems are
explored through analysis and interpretation of archaeological data. Offered: summer
BIOL 500 - Advanced Cell Biology
Credit(s): 3
Lecture: 3
Non-Lecture: 0
An introduction to the molecular and structural organization of the eukaryotic cell. Topics include the plasma
membrane, internal membranes, synthesis of proteins, membrane-bound organelles, photosynthesis and
respiration, the cytoskeleton and motility, cell growth and division, hormones and receptors, and nerve cells
and electrical properties of membranes. Students will also pursue an independent project in cell biology.
Offered fall and spring
Prerequisite(s): One course in organic chemistry is recommended. May not be taken for credit by students
who have received credit for BIOL 300.
BIOL 501 - Advanced Cell Biology Lab
Credit(s): 1
Lecture: 0
Non-Lecture: 3
Selected experiments in Cell Biology that illustrate some of the basic principles, techniques, and
experimental models in current use. The course is intended to be taken concurrently with BIOL 500 or after
BIOL 500 has been taken Offered every fall
BIOL 506 - Evolutionary Biology
Credit(s): 3
Lecture: 2
Non-Lecture: 3
An examination of the patterns and processes of evolution and their application to past, present and future
phylogenies. Emphasis placed on mechanisms of speciation. Offered every spring
Prerequisite(s): Ecology and Genetics recommended.
BIOL 511 - Advanced Taxonomy--Vascular Plants
Credit(s): 4
Lecture: 2
Non-Lecture: 4
A lecture and field course studying the patterns of variation among individuals and the causes of these
patterns. Representative families of vascular plants are studied with particular reference to the local flora.
Field trips will be required outside of class hours. Offered fall, even years
BIOL 522 - Molecular Biology
Credit(s): 4
Lecture: 4
Non-Lecture: 0
An advanced-level course dealing with genetic and regulatory mechanisms at the cell and molecular level.
Offered every spring
Prerequisite(s): Genetics, Microbiology, and Biochemistry.
BIOL 535 - Immunology
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A consideration of immunological phenomena, including properties of antigens and antigen structure;

properties of antibodies and immunoglobulin structure; antigen-antibody interactions; complement; the
evolution, distribution, and mechanisms of formation of antibody; cellular immunology.
Prerequisite(s): Permission of instructor.
BIOL 542 - Parasitology
Credit(s): 3
Lecture: 2
Non-Lecture: 3
A consideration of patterns and processes of evolution, including the variability of natural populations,
natural selection, molecular evolution, speciation, phylogeny, and macroevolution. Offered spring, even
years
Prerequisite(s): Genetics and Ecology.
BIOL 545 - Biology of Insects
Credit(s): 4
Lecture: 3
Non-Lecture: 3
The classification, reproduction, development, morphology, physiology, behavior, and economic importance
of the Class Insecta are presented through lectures and demonstrations. Each student is expected to
complete an extensive insect collection. (Field trips may sometimes be scheduled other than during regularly
scheduled class hours.) Offered when demand is sufficient
Prerequisite(s): One course in invertebrate biology.
BIOL 576 - Environmental Management

Credit(s): 3
Lecture: 3
Non-Lecture: 0
An extension of basic ecology, with emphasis on its biological aspects. The frame-work of study is the
operation of the ecosystem, and the mechanisms for its regulation of energy and material flows. Agricultural,
industrial, and social activities are examined for their qualitative and quantitative effect. The legal and
educational means of controlling these effects are examined. Particular attention is given to critical study of
land and water management practices in New York. Offered every fall
Prerequisite(s): One ecology course and ENVR 124.
BIOL 578 - Microscope Techniques
Credit(s): 1
Lecture: 1
Non-Lecture: 0
A lecture-demonstration course concerned with a discussion of the principles of light and electron
microscopy, the instrumentation available, and the principles involved in preparation of material for
microscopy. Offered every fall
Prerequisite(s)/Corequisite(s): Coursework in histological techniques or electron microscopy.
BIOL 585 - Limnology
Credit(s): 4
Lecture: 2
Non-Lecture: 4
A study of the physical, chemical, and biological features of inland waters and the relationship of
environmental factors to biological productivity. Field studies of local lakes and streams, using limnological
methods and instruments, will be emphasized. Offered fall, odd years
Prerequisite(s): General Biology, CHEM 116, and CHEM 117.
BIOL 590 - Biological Techniques: (subtitle)
Credit(s): Credit may be earned for as many times as registration is approved by the student's advisory
committee, up to a maximum of 5 credits for the M.A. degree
A laboratory course devoted to the acquisition of skills used in biology. Each skill area is taught as a
separate module, for 1 or 2 credits. Options include: Ecological Techniques; Electron Microscopy; Molecular
Biology; Immunology; Animal Tissue; Tissue Culture; Histological Techniques.
BIOL 591 - Population and Community Ecology
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A study of the dynamics, regulation, and interaction of plant and animal populations within selected
ecosystems. Population studies will include theories of growth, competition, and exploiter-victim
relationships. Ecosystem diversity and processes, including succession and climax, will also receive
emphasis. Offered spring, even years
Prerequisite(s): Ecology.
BIOL 599 - Special Problems in Biology/Directed Study
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The student will, under advisement, choose an area of biology worthy of detailed study and pursue this
study under the guidance of a faculty member. The study may be a field or laboratory problem or a search of
the literature. Offered by individual arrangement
Prerequisite(s): Permission of Instructor.
BIOL 695 - Biology Internship
Credit(s): Academic credit granted for the internship can vary from 1 to 8 hours.
The Biology Internship Program offers the opportunity for students to pursue a meaningful field experience
in Biology through public or private agencies or organizations. The program is designed to allow the
students to augment their classroom backgrounds with practical experiences.
BIOL 699 - Graduate Research in Biology
Credit(s): 1-6 to be arranged

An informal course in which the students carry on individual research on a biological problem under the
guidance of the instructor. Offered by individual arrangement
Prerequisite(s): Permission of Instructor.
CHEM 500 - Topics in Biochemistry

Advanced lectures and/or laboratory in biochemistry stressing recent developments and the current
literature. May include lectures reviewing current concepts in the chemistry and metabolism of
carbohydrates, proteins, nucleic acids, lipids, vitamins, or enzymes; or current concepts in physical
biochemistry; or may include laboratory exercises designed to acquaint the student with techniques for
isolation and characterization of metabolic products. Topics will be varied to meet the needs of students
majoring in biology or biochemistry. The course may be repeated for credit whenever a new topic is offered.
Offered: demand is sufficient
Prerequisite(s): Introductory courses in organic chemistry and in biochemistry. Physical chemistry

desirable.
CHEM 501 - Introduction to Biochemistry
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The chemistry of colloids, proteins, carbohydrates, lipids, enzymes, vitamins, and hormones, and an
introduction to principal metabolic pathways. Offered when demand is sufficient
Prerequisite(s): CHEM 213, CHEM 322, or CHEM 324.
CHEM 510 - Topics in Organic Chemistry

An intensive study of a special topic in organic chemistry with emphasis on developments from the current
literature. Possible topics for the course may include physical organic chemistry, natural products,
stereochemistry, heterocycles, modern synthetic methods. The course may be repeated for credit whenever
a new topic is offered. Offered: when demand is sufficient"
CHEM 511 - Theoretical Organic Chemistry
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A detailed study of reaction mechanisms and modern theoretical concepts. Includes introduction to Huckel
molecular orbital theory, Woodward-Hoffman Rules, photo-chemistry, linear free energy relationships,
reactive intermediates, and other topics of contemporary interest. Offered: when demand is sufficient"
CHEM 520 - Topics in Physical Chemistry

An intensive study of a selected topic in advanced physical chemistry with emphasis on modern concepts
and recent developments. Topics for this course could include chemical thermodynamics, statistical
thermodynamics, physical chemistry of solutions, atomic spectroscopy and structure, molecular
spectroscopy and structure, chemical applications of group theory, quantum chemistry, kinetic molecular
theory, chemical kinetics, advanced instrumental techniques. This course may be repeated for credit
whenever a new topic is offered. Offered: when demand is sufficient
CHEM 521 - Advanced Physical Chemistry
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A study of the basic principles underlying atomic and molecular structure and spectra, and an introduction to
the quantum mechanical theory of the chemical bond. Offered when demand is sufficient
Prerequisite(s): CHEM 322. Recommended MATH 326.

CHEM 530 - Topics in Inorganic Chemistry

"An intensive study of an advanced topic in inorganic chemistry. Topics, to be offered according to the
interests of staff and students, may include chemical bonding, coordination compounds, inorganic
syntheses, x-ray crystallography, radiochemistry. The course may be repeated for credit whenever a new
topic is offered. Offered: when demand is sufficient
CHEM 531 - Inorganic Chemistry II
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Chemistry of the elements and selected inorganic compounds from a modern point of view. Offered: when
demand is sufficient
CHEM 590 - Graduate Seminar
Credit(s): 1
Lecture: 1
Non-Lecture: 0
Presentation and discussion of topics from the current research literature. Offered: every fall
CHEM 596 - Research in Chemistry

Individual studies in inorganic, analytical, organic, and physical chemistry which require both literature and
laboratory research. Hours to be arranged. Offered: by individual arrangement
CHEM 601 - Topics in Biochemistry

Advanced lectures and/or laboratory in biochemistry stressing recent developments and the current
literature. May include lectures reviewing current concepts in the chemistry and metabolism of
carbohydrates, proteins, nucleic acids, lipids, vitamins, or enzymes; or current concepts in physical
biochemistry; or may include laboratory exercises designed to acquaint the student with techniques for
isolation and characterization of metabolic products. Topics will be varied to meet the needs of students
majoring in biology or biochemistry. The course may be repeated for credit whenever a new topic is offered.
Offered demand is sufficient
Prerequisite(s): Introductory courses in organic chemistry and in biochemistry. Physical chemistry

desirable.
CHEM 611 - Topics in Organic Chemistry

An intensive study of a special topic in organic chemistry with emphasis on developments from the current
literature. Possible topics for the course may include physical organic chemistry, natural products,
stereochemistry, heterocycles, modern synthetic methods. The course may be repeated for credit whenever
a new topic is offered. Offered when demand is sufficient
Prerequisite(s): CHEM 322.
CHEM 621 - Topics in Physical Chemistry

An intensive study of a selected topic in advanced physical chemistry with emphasis on modern concepts
and recent developments. Topics for this course could include chemical thermodynamics, statistical
thermodynamics, physical chemistry of solutions, atomic spectroscopy and structure, molecular
spectroscopy and structure, chemical applications of group theory, quantum chemistry, kinetic molecular
theory, chemical kinetics, advanced instrumental techniques. This course may be repeated for credit
whenever a new topic is offered. Offered when demand is sufficient
Prerequisite(s): CHEM 322 and/or permission of instructor.
CHEM 631 - Topics in Inorganic Chemistry

An intensive study of an advanced topic in inorganic chemistry. Topics, to be offered according to the
interests of staff and students, may include chemical bonding, coordination compounds, inorganic
syntheses, x-ray crystallography, radiochemistry. The course may be repeated for credit whenever a new
topic is offered. Offered when demand is sufficient Curriculum
Prerequisite(s): CHEM 330 and/or permission of instructor.
CURR 515 - International Children's Lit
Credit(s): 3
Lecture: 3
Non-Lecture: 0
International Children's Literature offers graduate students the opportunity to explore B-Grade 8 literature
from across the globe. The course framework highlights multiple ways of engaging with international
literature to support children's criitical exploration of their own cultural identities, ways of living within specific
global cultures, the range of cultural perspectives within any unit of study, and complex global issues.
Offered fall and when demand is sufficient.
CURR 536 - Teaching Young Adult Literature
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course is designed to assist teachers in understanding and applying current theory in educational
curriculum and in literary criticism to teaching and integrating young adult literature in grades 7-12. It will
also provide the opportunity for students to read and evaluate recent adolescent literature from a variety of
perspectives, including those relating to literary technique and gender and cultural differences. Offered
summer and when demand is sufficient.
CURR 538 - Teaching Literature, Birth through Sixth Grade
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Stresses the importance of literature in all areas of children's (birth through sixth grade) learning and
development for both typical and atypical learners. The course is designed to use literature to develop
critical reading skills and to foster the appreciation of the contributions of literature to various areas of the
curriculum. Offered fall and when demand is sufficient.
CURR 540 - Content Area Reading/Literacy in the Secondary School
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The course serves as an introduction to learning text and study/learning strategies in grades 7-12. The
major purpose is to better inform content area teachers about ways to use textbooks, supplementary
readings, and writing/speaking/listening more effectively. Special focus is placed on differentiating text-
based instruction in content subjects for diverse learners and on the role of the context area teacher in
adolescents' reading and literary development. Offered summer and when demand is sufficient.
CURR 579 - Computers and Technology in Reading/Language Arts: Workshop
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Serves as a comprehensive survey of the use of computers and technology for teaching and managing
instruction in reading and language arts. The course content includes studies of the history of computer
applications in reading, as well as purpose and design of software, use of the Internet, and research on
computer applications in education. Emphasis is placed on evaluation and use of software. This course is
designed primarily for elementary teachers and reading specialists. Offered when demand is sufficient.
CURR 609 - Method/Material-Adol:English
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course focuses on current approaches and practices in teaching the English Language Arts in grades
7-12 with special emphasis on writing. It is also designed to assist pre-service teachers in becoming
acquainted with literary selections and resources used to teach adolescents from grades 7-12. This course
features 60 hours of field work at middle schools and high schools. This will allow for the teacher candidate
to observe and/or apply practical approaches for classroom teaching as well as the observation of
theoretical models in action. As a key portion of this course, students construct a thematic unit consistent
with the New York State Learning Standards and the IRA/NCTE Standards for the English Language Arts.
An assortment of literature and personal-literacy based activities and assignments provide authentic
experience in teaching and also stimulate reflection on pedagogical theory. Collaborative pedagogy is
modeled throughout the course. This course also emphasized the reading of this literature, in particular, the
genre of young adult fiction, and will introduce methods for integrating the literature within the English
classroom. The course also considers the selection of literature for students of a full range of abilities
including students with special needs and English Language Learners. Offered every spring
Prerequisite(s): INTD 203, PSYC 216, EDUC 404, and EDUC 347.
CURR 610 - Foundations of Literacy Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The purpose of this course is to acquaint teachers with current theory and research in reading and writing
instruction. As several large-scale research studies support the position that children can learn to read from
a variety of materials and methods, this course is designed to investigate the range of theories, past and
present, that have shaped reading and writing pedagogy. Offered fall and summer.
Prerequisite(s): A minimum of 6 credits of undergraduate coursework in reading/literacy education or its

equivalent.
CURR 611 - Methods and Materials in Reading/Literacy: Pre-School - Grade 6
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course deals with key approaches to the teaching of literacy, with particular attention to methods and
materials useful in teaching struggling readings. Emphasis is placed both on contemporary approaches and
on those of importance in the history of American literacy instruction. The course will typically provide
additional detailed focus on one or two methods or curricula of contemporary interest. Offered fall and
summer.
Prerequisite(s): CURR 510.
CURR 612 - Diagnosis and Assessment in Reading and Literacy: Early Childhood
and Childhood
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The course introduces students to principles of diagnosis and assessment in reading, writing, and literacy.
Informal and formal assessment instruments are studied and administered. Attention is paid to patterns of
reading disability, as well as implications for instruction. The course involves students in case studies at both
the emergent literacy level and at the elementary level, in which children's literacy achievement is assessed.
Students study how to implement district-wide and school-wide assessment programs. Offered spring and
summer.
Prerequisite(s): CURR 510 and CURR 511.

Prerequisite(s)/Corequisite(s): EDUC 504.
CURR 613 - Practicum: Mtg Needs of Diverse Rdrs: (Erly Chldhd, Childhood, Mdle
Childhd, or Adoles)
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The course provides students a clinical, tutorial experience in assessment and instruction with a child who
has a reading difficulty. Students will find this course a culminating experience for their graduate program, in
which they bring together their studies in literacy theories and methods to examine one child in depth and to
participate in discussions and decision-making about the other children in the clinic.
Prerequisite(s)/Corequisite(s): For Early Childhood and Childhood sections: CURR 512. For Middle
Childhood and Adolescence sections: CURR 522.
CURR 614 - Reading and Literacy Learning in a Diverse Society
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The course focuses on issues of concern to reading and literacy teachers in our increasingly multicultural
society. Emphasis is placed upon research - both quantitative and qualitative - that has examined the
characteristics and needs of children from diverse social, cultural and language backgrounds. Major
perspectives offered in the course critically examine pedagogies that are particularly designed for such
diverse students, including critical pedagogies and multiple illiteracies perspectives. Offered when demand
is sufficient.
CURR 617 - Advanced Clinical Experience in Reading/Literacy
Credit(s): 3
Lecture: 2
Non-Lecture: 2
This course is designed to provide opportunities to develop proficiency in investigating the nature and cause
of severe reading difficulties. A key element in the process will be an intensive experience in administering
and interpreting a variety of assessment instruments in conjunction with the diagnostic evaluation of a
reader with severe difficulties. Students will explore alternatives remediation in a clinical setting. Offered
when demand is sufficient.
CURR 620 - Teaching of Reading for Secondary, College, and Adult Students
Credit(s): 3
Lecture: 3
Non-Lecture: 0
For reading specialists and other teachers who are concerned with the reading/literacy problems of older
students, as well as with the current sociocultural factors that have an impact on their educational lives.
Primary focus is on the secondary school developmental and remedial reading programs. Attention is also
given to the needs of at-risk college students and to adult literacy development. Offered fall and summer.
CURR 622 - Diagnosis & Assessment in Reading & Literacy: Middle Childhood to
Adolescence
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Students will investigate the nature and causes of reading and literacy difficulty in middle childhood and
adolescence. Various formal and informal instruments designed for use with these age groups will be used
to identify difficulties, interpret results, and plan remediation. Particular attention will be paid to policies of
state and federal testing. Focused attention will be placed on specialized assessment formats. Offered when
demand is sufficient.

Prerequisite(s)/Corequisite(s): EDUC 504.
CURR 624 - Pedagogy&Instruction for TESOL
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course examines historical and theoretical perspectives in the field of TESOL and describes
contemporary instructional models and approaches for English Language Learners. This course focuses on
methods, materials, and technology to meet the needs of English Language Learners of all backgrounds
and teach proficiencies to communicate information, ideas, and concepts necessary for academic success
in the area of language arts. Additionally, this course will emphasize planning, implementation, and content
instruction that is authentic and collaborative in nature. Offered Spring semester and offered Summer
Prerequisite(s): EDUC 521.

Corequisite(s): EDUC 548.
CURR 625 - Assmnt-Based Instr Prac-TESOL
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The course provides candidates a clinical, tutorial experience in assessment and instruction with one or
more English Language Learners (ELLs), in which they will bring together their studies in linguistics, culture,
language development, literacy, and pedagogy to assess and provide individualized instruction for one or
more ELLs. Candidates will engage in discussions and decision-making with peers in a clinical setting. This
course is offered off-site within a learning community. Focus is given to community and home relations.
Offered every Summer and offered Spring not on a regular basis.
Corequisite(s): CURR 624.
CURR 630 - Language Arts Methods for the Elementary School
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course focuses on principles of developmentally appropriate instruction derived from research related
to the language arts. Writing process approaches and children's literature are used to show how reading,
writing, listening, and speaking can be meaningfully integrated into the curriculum. Offered when demand is
sufficient.
CURR 631 - Multicul Soc St Meth-Elem Sch
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Recognizing fundamental multicultural concepts and their germaneness to social studies instruction,
students construct a model showing the conceptual framework of each of the social sciences as they might
contribute to the solution of selected social science problems; apply the interfaces of historical and
geographic perspectives to the solution of selected social science problems; select from among alternatives
the most appropriate multicultural research models for testing selected hypotheses; outline a plan for
application; evaluate selected social studies units and/or materials in accord with multicultural guidelines;
select primary sources germane to a given social studies problem; teach a set of lessons employing them;
and construct, teach, and evaluate a series of lessons to help students develop multicultural group process
skills and group investigatory techniques. Offered: every fall, odd years
CURR 632 - Science Math-Elem School
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Candidates will demonstrate knowledge of cognitive development, the nature of science as inquiry, active
learning and constructivism, multicultural learner factors, interdisciplinary teaching, and authentic
assessment as bases for designing, delivering, and assessing instruction that teaches basic concepts and
principles of science and science process skills as identified in the New York State Standards for Science,
Mathematics and Technology and exhibit the skills of a reflective practitioner in planning and achieving
professional development.
CURR 633 - Math Methods-Elementary School

Credit(s): 3
Lecture: 3
Non-Lecture: 0
Recognizing the levels of cognitive abilities and the differing multicultural backgrounds of children related to
math ideas and skills they might be expected to learn, students identify and describe the cognitive abilities
and prescribe math skills appropriate to these abilities; collect, order, and describe a variety of professional
math resources, including the materials from multicultural perspective, available to the elementary school
math teacher; plan and construct appropriate concrete or pictorial models to represent selected
mathematical ideas; select or develop materials useful in diagnosing a learner's ability to perform selected
math skills; diagnose success; and present remedial lessons if needed.
CURR 635 - Action Research in Reading and Literacy
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course is designed to help students synthesize information learned from other reading/literacy course
work, generalize about issues in reading, critically analyze information heard and read, make judgments
about the efficacy of policies and procedures in reading, and initiate change in reading instruction. The
course is centered around the implementation and reporting of a significant action research project.
Prerequisite(s): CURR 511 and EDUC 504.
ECED 641 - Child Development and Assessment in Early Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course assists graduate teacher education students in developing their awareness of major theories of
child development, current child development research, methods of child assessment, and implications of
child development theories and research for early education. Students will gain a deeper understanding of
research on the physical, perceptual, cognitive, language, affective, and social development of your children
(birth to 8 years). Various perspectives and methods for studying young children will be examined. Students
will design and implement a mini-research study related to child development.
ECED 642 - Advanced Curriculum Development in Early Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course provides an opportunity to investigate in depth the nature of curriculum inquiry and learning
environments appropriate for children, ages birth-8. The intersections between curricular assumptions,
cultural and community influences, children's development and earning, educational settings, content, and
learning experiences will be examined within contemporary early childhood curriculum frameworks. At the
core of this course is development of an inquiry project. Through development of an in depth project on a
real world topic, participants will reflect on the ways children can learn through inquiry, communication, and
documentation of their learnings. Participants in this course will plan collaboratively, carry out filed work,
represent what they have learned, and share their representations by means of discussion and display.
ECED 643 - Policy Issues and Programs in Early Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course enables students to analyze issues in the education and care of young children (birth to age 8),
to develop recommendations for early childhood policy and program development to engage in collaborative
child advocacy efforts, and to develop their capacities for leadership roles. Graduate students also
investigate and analyze well-known program orientations and modes of program delivery from an ecological
perspective and relate these findings to development of early education programs and policies.
ECED 644 - Family Relations in Early Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This Course examines the dynamic interrelationships among the school, the family, and the community from
both ecological and psycho-social perspectives. Rom these perspectives, it addressed development of
curriculum-based parent workshops and parent leadership workshops as well as strategies that teachers
can use to strengthen home-school communications. Literature on designing, planning, and implementing
parent programs as well as literature on parent leadership development and parent-teacher communication
is studied. Through a home/school or home/community project as well as other in-class activities, students
will develop their parent involvement and parent communication skills.
Prerequisite(s): ECED 541 and ECED 542.
ECED 645 - Action Research Seminar in Early Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course introduces students to action research. Teachers investigate either their own practice, or a
situation involving children's development, behavior, social interactions, or learning difficulties, family
involvement, or an alternative learning environment, in order to gain a better understanding of it and to make
professional decisions. A primary objective of this course is to prepare students to develop and implement
an action research project. Topics include an analysis of collaborative and spectator forms of research and
issues in research design, ways to identify problems to investigate, the selection of appropriate research
methods, collecting and analyzing data, and ways to draw conclusions from the research.
Prerequisite(s): EDUC 504, ECED 541, and ECED 542.
ECED 646 - Language and Literacy Across the Early Childhood Curriculum
Credit(s): 3
Lecture: 3
Non-Lecture: 0
ticular emphasis will be placed on understanding young children's emergent language and literacy learnings
using developmentally appropriate forms of instruction and assessment, and providing children with rich
literacy environments that influence their learning in all areas of the curriculum. Other considerations will be:
(a) roles appropriate to the teacher as a facilitator of young children's literacy development, (b) perspectives
and strategies for working with diverse populations of children, and (c) strategies for supporting and
encouraging parent's participation in young children's language and literacy development.
ECED 647 - Leadership/Inquiry Internship in Early Education
Credit(s): 2 semester hours to be repeated in 1 or more settings for 6 hours

This course allows students, in an approved field setting, to build their capacities as curriculum leaders,
advocates for young children and their families, and program development and policy leaders. In addition to
fieldwork in a field setting, the course involves seminar participation and a field inquiry process for examining
beliefs and practices. Placements may occur in an early childhood program (birth to grade 2) or in a
community agency or organization, which affects early childhood policy at the regional, state, or national
level. Prior to registration, students must complete an application and negotiate with the field site supervisor
approximately four inquiry objectives to be achieved while in the placement. A professionally reflective
journal, recording events, ideas, and steps toward achieving these objectives, will be kept and a field inquiry
report, analyzing these experiences, will be completed and presented in the seminar.
Prerequisite(s): Completion of required foundations courses and early education pedagogical content
courses (EDUC 501 or EDUC 503, EDUC 504, ECED 541, ECED 542, ECED 543, ECED 544, ECED 546.
ECON 525 - Managerial Economic Analysis
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Managerial economics introduces the basic principles of economic analysis as applied to managerial
decisions to determine how an organization can achieve its aims most efficiently. This course applies
statistical and quantitative tools and the methodological approaches commonly used by economists to
business problems as demand estimation, product pricing, profit maximizing level of output, cost minimizing
level of input use, and forecasting.
Prerequisite(s): ECON 101, ECON 102 and graduate status.
EDUC 505 - School Law
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A study of the legal authority, powers, and the liabilities of school personnel. The legal aspects of control of
school finances, curriculum, and property are emphasized as related to state and federal regulations.
EDUC 506 - Service Learning Seminar
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Candidates will use content knowledge from their majors to prepare and implement an academic service
learning project in a school setting. Candidates meet once a week in a seminar to discuss the learning
needs of adolescent school pupils, especially how young adolescents develop a stronger sense of self-
esteem and success in school and community.
EDUC 507 - Phil of Multicultural Educ
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course will acquaint graduate students with philosophy of education pertinent to designing courses,
units, lessons, materials, and implementing pedagogy and assessment for an education that is anti-bias and
non-discriminatory.
Prerequisite(s): Senior standing, completion of Student Teaching for undergraduate students, admission to
graduate programs, or permission of instructor.
EDUC 508 - Models of Tchg: Secondry
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Students will identify and analyze diverse models of teaching which are applicable to students of different
abilities. Attention will be given to the models which integrate skills and concepts appropriate to curriculum
development and instruction in grades 7-12.
EDUC 510 - Psycholinguistic and Sociolinguist Aspects of the Reading Process
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Students demonstrate knowledge of several theories of reading, including how one learns to process print.
The interrelationship between oral language, reading, and writing is explored. Strategies for understanding
narrative and expository text are developed. Informal assessment techniques are presented and data
analyzed.
EDUC 511 - Methods and Materials of Elementary Reading
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Designed to present an in-depth analysis of contemporary approaches to the teaching of reading, focusing
on the methods and materials. Subskill, interactive, and holistic-integrated reading approaches will be
studied. Current research in the areas of curriculum and assessment in the PreK-6 curriculum will be
presented. Students will apply theory and methods to curriculum development.
EDUC 512 - Diagnosis and Evaluation: Reading
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Students investigate the nature and causes of reading difficulty. Various informal and standardized
diagnostic instruments are used to identify, interpret, and plan remediation for students with reading
problems. Data from group standardized reading tests are evaluated and interpreted for organization and
implementing reading instruction in the school setting.
Prerequisite(s): EDUC 510 and EDUC 511 or permission of instructor.
EDUC 513 - Practicum: Meeting the Special Needs of Readers
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Based on clinical work with children, students plan daily and weekly lessons, implement instruction, and
assess progress. Students use results of evaluation to aid in planning learning activities. They write a case
study and report findings to parents.
Prerequisite(s): EDUC 512 or permission of instructor.
EDUC 517 - Advanced Clinical Experience in Reading
Credit(s): 3
Lecture: 2
Non-Lecture: 2
Designed to provide opportunities for the student to develop proficiency in investigating the nature and
cause of severe reading disability. A key element in this process will be intensive experience in interpreting a
variety of test data based on individual performance. Students will explore a number of alternatives for
planning and managing remedial programs to meet the special needs of the reader. Practical experience will
be provided through diagnostic teaching-testing in a clinical setting.
Prerequisite(s): EDUC 512 and EDUC 513.
EDUC 520 - Teaching Reading for Secondary, College and Adult Students
Credit(s): 3
Lecture: 3
Non-Lecture: 0
For reading specialists and other teachers who are concerned with the reading problems of older students.
Primary focus is on junior and senior high school developmental and remedial reading programs. Attention is
also given to the needs of at-risk college students and to adult literacy development. The role of the
secondary reading teacher as a provider of reading and writing instruction is considered.
EDUC 521 - Linguistics &Culture for TESOL
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course presents conceptual foundations and general principles of linguistics relevant to the teaching of
English to speakers of other languages with an emphasis on culture and its interrelationship with language
acquisition, production, and comprehension. Candidates are provided a psycholinguistic and sociolinguistic
overview of normal speech and language development with particular emphasis on speech perception, the
cognitive and social prerequisites to the acquisition of language, and the development of the form (syntax,
morphology, phonology and phonetics), content (semantics), and use (pragmatics) of language. Major
language acquisition theories are studied, and programs and techniques designed to facilitate acquisition of
language skills are introduced. The relationship of language development to cognitive and social-emotional
growth is explored, as well as the nature and role of culture in communication and in constructing supportive
learning environments for English Language Learners.
EDUC 523 - Reading and Language Arts for the Young Child
Credit(s): 3
Lecture: 2
Non-Lecture: 2
Contemporary practices in the teaching of reading and language arts to young children are critically
examined in relationship to current research. Implications for modification and improvement of instruction will
be drawn. Skill in diagnostic-prescriptive procedures will be obtained in a clinical setting.
Prerequisite(s): A child development course and a teaching of reading course or permission of instructor.
EDUC 530 - Language Arts Methods for the Elementary School
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course focuses on principles of developmentally appropriate instruction derived from research related
to the language arts. Writing process approaches and children's literature are used to show how reading,
writing, listening, and speaking can be meaningfully integrated into the curriculum.
EDUC 531 - Social Studies Methods for the Elementary School
Credit(s): 3
Lecture: 2
Non-Lecture: 2
Recognizing fundamental concepts and their germaneness to social studies instruction, students construct a
model showing the conceptual framework of each of the social sciences as they might contribute to the
solution of selected social science problems; apply the interfaces of historical and geographic perspectives
to the solution of selected social science problems; select from among alternatives the most appropriate
research models for testing selected hypotheses; outline a plan for application; evaluate selected social
studies units and/or materials in accord with specific guidelines; select primary sources germane to a given
social studies problem; teach a set of lessons employing them; and construct, teach, and evaluate a series
of lessons to help pupils develop group process skills and group investigatory techniques.
EDUC 532 - Science Methods for the Elementary School
Credit(s): 3
Lecture: 2
Non-Lecture: 2
Recognizing developmental cognitive abilities of children that relate to learning about science, students state
in their own words, analyze, and apply major science ideas; diagnose abilities of elementary school children
relative to major science concepts; use sequences of science lessons designed for children at different
levels of cognitive abilities; design, evaluate, and redesign elementary science process and environmental
education lessons; and examine in depth at least two new elementary school science courses of study
which include teaching science processes as major aims and make an illustrated presentation about them.
EDUC 533 - Mathematics Methods for the Elementary School
Credit(s): 3
Lecture: 2
Non-Lecture: 2
Recognizing levels of cognitive abilities of children related to math ideas and skills they might be expected to
learn, students identify and describe the cognitive abilities and prescribe math skills appropriate to these
abilities; collect, order, and describe a variety of professional math resources available to the elementary
school math teacher; plan and construct appropriate concrete or pictorial models to present selected
mathematical ideas; select or develop materials useful in diagnosing a learner's ability to perform selected
math skills; diagnose success; and present remedial lessons if needed.
EDUC 535 - Foundations of Reading
Credit(s): 3
Lecture: 3
Non-Lecture: 0
An introductory survey course presenting the fundamentals of reading theory, instruction, and assessment.
Teaching strategies based on current elementary methods and materials will be explored. This course is for
students with no prior coursework in reading. This course cannot be used as an elective in the reading
program.
EDUC 539 - Teaching Content in the Elementary School
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Designed to prepare teachers to analyze the content of textbooks, determine the content to be taught and
use reading processes to effectively meet lesson goals and objectives. The course stresses the importance
of using reading skills and processes to understand the information presented in textbooks and other
curriculum materials. Teaching strategies, techniques, and preparation of materials will be emphasized in
relation to the various styles of presentation of content information.
EDUC 540 - The Writing Process:Pre K-8
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Research on literacy suggests that writing and reading development develop interactively. Building on this
research base this course will examine writing development and practices from Pre-K through adult.
Particular emphasis will be placed on learning from writing samples, developing meaningful classroom
writing activities and writing as a tool for reflection. Other considerations will include: (a) learning from
current research on the writing process, (b) exploring emergent, beginning and school writing theory and
practice, (c) explore the roles of the teacher in supporting independent writing in the classroom, and (d)
exploring strategies for supporting and encouraging writing across the curriculum and outside of school
settings.
EDUC 542 - Advanced Curriculum Development in Early Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Using insights from research on learning environments appropriate for children aged 0-8, students will apply
this information when designing curriculum. Account will be taken of the interactions between settings,
learning, instruction, and development within the framework of such issues as why, how, what, and where
young children learn.
EDUC 544 - Family Relations in Early Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Discusses the theoretical and practical implications of an ecological approach to working with families. Using
this model, parent-teacher collaboration is examined with respect to planned change. Literature on
designing, planning, and implementing parent programs is studied. Through case presentation and role-
playing, students improve their skills in conducting small and large groups, and parent conferences.
EDUC 548 - Lit&LangDv-Eng-Spkrs OtherLang
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The course introduces students interested in questions of language acquisition to the theories and practices
relating to language and literacy development in a second language. Emphasizes basic curriculum theory for
the English as a Second Language (ESL) classroom, providing an analysis of curriculum models for ESL
and bilingual/multilingual education. Basic methods of Teaching English for Speakers of Other Languages
(TESOL) are used, as students apply theory to classroom practice through research and projects. New York
State Education Department (N.Y.S.E.D.) bilingual progressions for the Common Core State Standards
applied to ELL students provide the basis for curriculum work.
Prerequisite(s): Graduate student prerequisite: Must hold initial or professional teaching certificate or be
enrolled in program leading to initial or professional teaching certificate. CURR 213 and (CURR 313 or
EDUC 215).
Prerequisite(s)/Corequisite(s): At the undergraduate level and graduate level: EDUC 521.
EDUC 563 - International Field Experience
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Students in this course will spend two weeks in an enrichment practicum in an elementary school or a
secondary school in England or another country. Discussions of classroom observations and seminars on
comparative education will be provided in English by faculty from the host university or institute for teacher
preparation.
Prerequisite(s): For graduate students in teacher preparation programs: (1) Initial licensure in one of the
above areas.
EDUC 579 - Workshop: Mentoring Beginning Teachers
Credit(s): 1
Lecture: 1
Non-Lecture: 0
Focuses on the process of mentoring in support of first-year teachers. Special attention will be given to
helping prepare experienced classroom teachers for the new role of being a mentor to a first-year teacher.
The course will focus on: the process of mentoring, the induction process, techniques of observation, and
problems related to mentoring. Students will analyze current research on mentoring and induction.
Prerequisite(s): Permission of instructor; permanent certification; experience with supervision of student

teachers.
EDUC 580 - Multicul Persp-Childhd & Youth
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course examines the impact of different backgrounds and life experiences on children from multicultural
life circumstances through critical analysis of memoirs and novels of childhood and youth and movies on the
educational experiences of children and youth. Students in the course also examine their own educational
biography to understand the impact of their experiences on their education and the development of their
professional stance as teachers. The course prepares preservice and inservice teachers to be sensitive to
differences in children's learning and children's needs due to differences in their backgrounds, personal and
social histories, associations, ethnicities, gender identification, learning styles, and differences from other
sources.
Prerequisite(s): Senior standing or graduate status.
EDUC 585 - Graduate Student Teaching:Secondary
Credit(s): 9-15
Analogous to its undergraduate counterpart, students engage in intensive teaching for a semester in a public
school. Integrated with the student teaching experience are a seminar and content materials dealing with
advanced methods and materials; the social, cultural, and physical setting of schools; and a synthesis of
theory and practice of teaching. Participants work closely with public school personnel and college faculty to
integrate and assess their experiences. Offered by individual arrangement
EDUC 599 - Directed Study
Credit(s): 1-3
Investigation, under faculty direction, of a problem in professional education. Oral and written reports are
required. (Registration only with permission.) Offered by individual arrangement
EDUC 601 - Nature of Learning: Philosophical and Pyschological Foundations of

Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
In this course, candidates for professional certification will identify and examine basic philosophical and
psychological assumptions which affect the process of education in order to assess their effect on decisions
regarding teaching, learning, and curriculum. Offered: every fall, spring, and even summers
EDUC 602 - Models of Teaching: Elementary & Early Childhood Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Students will identify and analyze diverse models of teaching for children of different abilities. Attention will
be given to the use of models to integrate skills and concepts in preschool and elementary curriculum
development and instruction.
EDUC 603 - The School and Society
Credit(s): 3
Lecture: 3
Non-Lecture: 0
In this course, candidates for professional certification will examine the nature of the school, within the larger
community/society, the factors that affect the teacher's role in the school setting, democratic and cultural
values, and social justice issues and practices. Offered: every fall, spring, and odd summers
EDUC 604 - Educational Research and Methodology
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Recognizing the need for instruction in the statistical tools used in the field of education, students are
introduced to various statistical methods and to the rationale for their use. Research methods, research
designs, and sampling techniques will be introduced. Research knowledge and statistics will be applied to a
research proposal which includes major components such as identification of a research problem, purpose
of the study, review of the related literature, statement of hypothesis, description of sample, selection or
construction of measuring devices, collection of data, identification of appropriate statistics, and a plan for
possible implementation. Offered every semester
EDUC 608 - Models of Teaching:Secondary Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Students will identify and analyze diverse models of teaching which are applicable to students of different
abilities. Attention will be given to the models, which integrate skills and concepts appropriate to curriculum
development and instruction in grades 7-12.
EDUC 615 - Action Research Project in Reading
Credit(s): 3
Lecture: 3
Non-Lecture: 0
As a culminating and integrating experience, students design and carry out a field- or action-based project
synthesizing their previous equivalent competence. Offered when demand is sufficient
EDUC 620 - Thesis Research
Credit(s): 3-6
Investigation of an individual nature, carried out under the guidance of the graduate advisor.
EDUC 625 - Studies in English Education
This course focuses on pedagogical knowledge that will enable candidates to assist learners in
understanding and responding to the content knowledge of literature, reading, and writing. In addition to
texts, candidates will explore the role of media and technology in assisting learners to acquire understanding
and skill in the English language arts. Candidates also will evaluate approaches to assessment that enable
teachers and students to assess learning outcomes. As candidates integrate knowledge gained from content
courses in English, they will consider strategies for creating active learning environments that promote
respect for ethnic, racial, language, cultural, gender, and learning differences.
EDUC 640 - The Writing Process:Pre-K to 8
Research on literacy suggests that writing and reading development develop interactively. Building on this
research base this course will examine writing development and practices from Pre-K through adult.
Particular emphasis will be placed on learning from writing samples, developing meaningful classroom
writing activities and writing as a tool for reflection. Other considerations will include: (a) learning from
current research on the writing process, (b) exploring emergent, beginning and school writing theory and
practice, (c) explore the roles of the teacher in supporting independent writing in the classroom, and (d)
exploring strategies for supporting and encouraging writing across the curriculum and outside of school
settings. Offered: every semester
EDUC 641 - Child Development and Assessment in Early Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A full-time experience in grades 7-9 in an affiliated school. Designed to provide the student the opportunity
to develop and refine skills and understandings of the teaching-learning process with middle grades
students. A member of the College faculty, working cooperatively with the teaching and administrative staff
of the school assists, observes, supervises, and evaluates each student teacher. Students participate in
accompanying seminars on appropriate topics to enhance the experience. (To repeat this course requires
permission of, and fulfilling any conditions set by, the Director of Field Experiences.)
EDUC 643 - Policy Issues in Early Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course provides knowledge of different approaches to establishing and maintaining well-managed 7-12
classrooms as well as understanding of the core values underlying different approaches. Through case
analysis, role playing, cooperative learning, use of technology, and simulated practice, students will learn
how to apply principles of classroom management to actual teaching situations. Students also will learn how
to organize a learning environment that minimizes management problems, how to avoid or overcome
communication roadblocks, and how to respond to persistent, difficult behaviors.
EDUC 660 - Theory/Prac Multi Educ:
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course will introduce candidates to the theory, the content, and associated methods, including
assessment issues, materials, and advocacy issues, in various specific topics in multicultural education.
Topics might include: Bilingual Education, Urban Education, Education of Women and Girls, and
Globalization and Education.
EDUC 670 - Supervison of Student Teaching
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A study of the principles and techniques for the supervision of student teaching. Attention is given to the
nature and purposes of student teaching in teacher education.
EDUC 671 - Improvement of Instruction
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Focuses on the processes of improving education. It clarifies the roles of the administrator, supervisor,
teacher, consultant, and lay groups. It considers new and significant methods of instruction, which are of
special interest to students in the class.
EDUC 679 - Workshop:
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course, designed for the computer novice, will introduce teachers (and prospective teachers) to a wide
variety of uses for microcomputers in the classroom. The course will involve a great deal of "hands-on"
experience. The course will include an introduction to the popular "integrated" software package called
Microsoft Office, and will expose you to three of its components: the word processor, database, and
electronic spreadsheet. The emphasis will be on showing you how a teacher might be able to use each of
these components. You will learn how to access the Internet and how to use electronic mail ("e-mail") and
the "World-Wide Web" to gather information for you and your students. You'll learn how to create a
"multimedia presentation" using a popular program called "PowerPoint." Attention will also be given to the
evaluation and selection of educational software.
EDUC 699 - Directed Study

Credit(s): 1-3
required.
Prerequisite(s): Registration only with permission.
ENGL 501 - Creative Writing
Credit(s): 4
Lecture: 4
Non-Lecture: 0
Practice in writing fiction, drama, or poetry, with emphasis on individual writers and manuscripts. May be
repeated for a total of 6 semester hours, under advisement only.
ENGL 506 - Writing for Teachers
Credit(s): 4
Lecture: 4
Non-Lecture: 0
This course offers writing instruction to graduate students who intend to teach. Students read writing theory,
review English grammar, and write a series of essays over the course of the term. You will be required to
present your research findings on writing and pedagogy to the class.
ENGL 544 - Masters Studies in British Literature
Credit(s): 4
Lecture: 4
Non-Lecture: 0
Studies in selected representative poetry, drama, and fiction in England from Chaucer to the 20th century.
ENGL 545 - Masters Studies in American Literature
Credit(s): 4
Lecture: 4
Non-Lecture: 0
Studies in selected representative poetry and fiction in America from colonial times to the 20th century.
ENGL 560 - English Language
Credit(s): 4
Lecture: 4
Non-Lecture: 0
Introduction to the study of English, including systems of phonology, morphology, syntax, and semantics as
well as historical and sociological aspects. Particular emphasis is placed upon applications to the teaching of
American English at primary and secondary levels and upon uses of language study in literary analysis.
FNCE 530 - Strategic Equity Valuation
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course presents a comprehensive introduction to methods of equity valuation with particular emphasis
on the role of accounting information and strategic business factors in the pricing of corporate securities.
Financial models covered in this class include Free Cash Flow, Residual Income, Market-to-Book and
Multiples-based approaches. The course examines techniques of risk analysis relevant to the estimation of
appropriate discount rates and expected cash flows. Restrictions: Accounting Graduate Student
FREN 513 - Contemporary French Society
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Analysis by French social critics of problems common both to French society and to the modern world.
Prerequisite(s): FREN 301.
FREN 514 - Insert Title
FREN 516 - Grammar and Syntax
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Review of grammatical principles with intensive written and oral drill.
FREN 517 - French Phonology
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A linguistic analysis of the French sound system indicating problem areas for English speakers. Intensive
practice in phonetics and corrective drills for the improvement of pronunciation and intonation.
Prerequisite(s): FREN 301 or equivalent.

FREN 518 - Advanced Grammar and Composition
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Intensive review of grammar and grammatical structures and their application to written communication.
Prerequisite(s): FREN 301 or permission of instructor.
FREN 523 - Linguistics
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Introduction to major morphologic, phonetic and syntactic structures of French and the fundamental
assumptions about language change through time. Also an initiation to regional and social variation of
French in the francophone world with a focus on pronunciation patterns, vocabulary items, and sentence
structures.
FREN 525 - French Civilization
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A study of the social, political, intellectual, and cultural life of France from ancient times to the present.
FREN 526 - The French Speaking World Outside Europe
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Analysis of major trends, issues, and movements in francophone civilizations from colonial and early post-
colonial periods. A broad range of elements, including art, architecture, religion, education, family life and
roles of women are highlighted.
FREN 550 - Early French Literature
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Close reading of major works from the 11th to the 16th centuries: epic, lyric, poetry, Arthurian romance,
theater, prose.
Prerequisite(s): FREN 302 or equivalent.
FREN 555 - Classical Period and Enlightenment
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Close reading of major works from the 17th and 18th centuries: theatre, prose, poetry, philosophy.
FREN 560 - From Romanticism to Le Nouveau Roman
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A study of the trends and masterpieces of the 19th and 20th centuries.
Prerequisite(s): FREN 303 and FREN 304 or equivalent.
FREN 565 - Selected Topics in French Literature: (subtitles)
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A study of a period, a genre, a theme or a specific writer. Typical offerings could be: French women writers,
comedy, Moliere, Voltaire, the novel. (May be taken twice under different subtitles.)
Prerequisite(s): FREN 303 and FREN 304 or equivalent.
FREN 575 - French-Canadian Literature
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course surveys francophile literature of Canada, focusing on Quebec, but also including regions
associated with the Acadian diaspora and other provinces. Themes such as tradition, exile and immigration,
religion, family, identity, and gender will be explored during close reading of works from the 17th to the 21st
centuries: prose, poetry, theater. Students will be required to read background information on the history of
the francophone community of North America.
INTD 503 - Teaching Foreign Language in Elementary Schools

Credit(s): 3
Lecture: 3
Non-Lecture: 0
Secondary foreign language teachers will need to extend their certification for 7-12 to include PreK-6. This
course is designed to fulfill the 45-clock hour requirement to do so.
INTD 579 - Workshop/Teaching Economics in Grades K-12
Credit(s): 3
Lecture: 2
Non-Lecture: 2
Intended to provide K-12 teachers, in the field, with a fundamental background in economics, and also
acquaint them with available curriculum materials and innovative strategies for teaching economics. Each
student will develop and field-test an economic education unit of instruction.
INTD 610 - Seminar on Secondary School Mathematics and Pedagogy
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course, which is intended for the graduate student enrolled in the M.S. in Education - Mathematics
program, has two major components: (1) to provide a bridge between the college level mathematics required
of the mathematics major and the mathematics in the secondary school curriculum and (2) to provide the
first part of the integrated capstone experience of the program (the second part is the research project). The
major focus of the course will be on selected mathematical topics from the secondary school curriculum and
the pedagogical implications of instruction in reading, writing, listening, and speaking in the content area as
well as strategies for modifying content for use with students having special needs.
INTD 690 - Seminar in Secondary Education
Credit(s): 1
Lecture: 1
Non-Lecture: 0
An interdepartmental seminar, conducted jointly by the School of Education and academic departments to
integrate selected educational research studies and curriculum development into students' classroom
situations.
INTD 697 - Interdepartmental Seminar in the Social Studies
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Considers the interdependence of the social sciences and demonstrates the value of social science theory,
pedagogy, and research. Designed to understand the philosophical underpinnings and evolving goals of
social studies education in our rapidly changing world. Attention is given to the development of a teacher as
reflective practitioner who will inform his/her own practice and contribute to the profession.
MATH 521 - Foundations of Calculus
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Designed for teachers who desire to renew and to strengthen their knowledge of elementary calculus as well
as for those who wish to probe the subject at a greater depth. Beginning with familiar material, the course
attempts to develop the intermediate supporting theory. Topics covered include limit theory, differentiation,
properties of continuous functions, and the theory of Riemann integration.
Prerequisite(s): A course in analysis.
MATH 532 - Classical Algebra
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Classical Algebra is an introduction to number theory and higher algebra within an historical context.
Students in the M.S. program in secondary mathematics may use the course as mathematics elective. By
permission of the department, it is open to undergraduates and will be available for 300-level mathematics
credit to students who have not had both Number Theory (MATH 319) and Abstract Algebra (MATH 330).
Prerequisite(s): MATH 233.
MATH 533 - Applied Matrix Techniques
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Many models can be formulated as a system of linear equations. The main emphasis of this course is to
investigate a number of models that can be solved using matrix techniques and linear algebra. Applications
may include, but are not limited to, Least Squares Fitting of Data, Markov Chains, and Population Growth
Models.
Prerequisite(s): A course in Elementary Linear Algebra.
MATH 535 - Transformational Geometry
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The concept of a geometric transformation is studied in conjunction with the basic structure of a group and
properties of a space that remain invariant under specified transformations. Isometric and similarity
transformations of the plane will be studied in depth in both a synthetic and analytic framework. As time
permits, inversions, affine, projective, and topological transformations will be investigated.
Prerequisite(s): A course in geometry.
MATH 536 - Euclidan &Non-Euclidn Geometry
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Presents the discovery of non-Euclidean geometry and the subsequent reformulation of the foundations of
Euclidean geometry. Euclid's geometry, modern axiomatics, Hilbert's geometry and hyperbolic geometry are
studied with a view of expanding the students' knowledge and perception of geometry, but also to gain an
appreciation for Euclid's original work.
Prerequisite(s): A course in geometry.
MATH 537 - Applied Combinatoriecs
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The course will cover the fundamentals of combinatorics, beginning with elementary counting techniques
(combinations and permutations) and including such topics as generating functions, Polya's enumeration
formula, and graph theory. There will be an emphasis on discrete modeling.
Prerequisite(s): A course in either Discrete Mathematics or Probability Theory.
MATH 560 - Statistical Methods
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The course will cover basic statistical methods including the chi-square test, regression and correlation,
analysis of variance and experimental design, and non-parametric statistics. The emphasis is on the art of
statistical thinking and data analysis based on real-world problems. The use of the computer and their
peripheral devices as tools to understanding the statistical concepts will be included in this course.
Prerequisite(s): One undergraduate course in Probability and Statistics.
MATH 570 - History and Fundamental Concepts of Mathematics
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A chronological development of the fundamental principles of modern mathematics. The underlying

concepts that form a basis for the axiomatic development of geometry, algebra, and analysis are discussed
within the scope of the mathematics curriculum.
Prerequisite(s): One course in each of the areas: algebra, analysis, or geometry.
MATH 575 - Applied and Computational Mathematics
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Problems arising in a variety of fields will be investigated from a mathematical modeling perspective. The
basic mathematical concepts and techniques widely used in Applied Mathematics and Numerical Analysis
will be studied in the context of the applications. Numerical methods, involving the use of calculators and/or
computer technology, which aid in the investigation, will be introduced dependent on the specific application.
Prerequisite(s): Calculus III and Elementary Linear Algebra.
MGMT 500 - Leadership in Organizations
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course will provide opportunities for actively engaging in discussion, role-plays, analysis of articles, and
participation in teamwork. Lecture will be kept at a minimum. A greater emphasis will be placed on critical
thinking and applying the concepts and theories as best we can in a classroom environment. Small group
activities and discussion will serve a dual purpose of learning concepts as well as developing your team.
Additionally, you will have opportunities to conduct your own research on Leadership and present your
findings and analysis to the class.
Prerequisite(s): MGMT 300 and graduate status.
MGMT 511 - Financial Management
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The course will provide an advanced study of financial management techniques. It is designed to deal with
financial topics not covered in previous finance and accounting classes. The class will present financial
theory, key financial analysis tools, and will investigate the linkage between management decisions and their
impact on the financial performance and economic value of the business. The course will require students to
evaluate short-and long-term financing options and assess the implications of financing choices. It will also
investigate issues of dividend policy, financial derivatives, bankruptcy, and mergers and the market for
corporate control. Case studies will be used to provide a link between the classroom and the real world.
Students will solve the cases in groups to help develop the problem solving and communication skills
required for success in the business world.
Prerequisite(s): MGMT 311 and graduate status.

MGMT 522 - Quantitative Analysis
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course will provide a broad overview of advanced quantitative methodologies needed for modern
management. Topics covered will include decision analysis, optimization, risk management, theory of
waiting lines, simulation, forecasting, and multiple regressions. Students will be required to work with
computer packages for implementing the models taught in this course.
Prerequisite(s): ECON 202 and graduate status.
MGMT 550 - Information Systems Theory and Practice
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course covers the treatment of information as a system to be managed. Topics include a general
overview of information systems; managing computer technology; transaction processing; internal controls,
systems security; systems planning, analysis, design and documentation; legal and ethical issues; and
database management. Students will also be exposed to data communications technologies.
Prerequisite(s): MGMT 350 or ACCT 308 and graduate status.
PHYS 501 - Mathematical Techniques Used in Physics
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Applications of the basic concepts of calculus, vector analysis, differential equations, complex variables, and
special mathematical functions to problems in the field of mechanics, electricity and magnetism, and modern
physics.
Prerequisite(s): MATH 326 and PHYS 321,or permission of department.
PHYS 502 - Advanced Dynamics
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The study of classical mechanics through the methods of vector calculus and differential equations. The
description of the equations of motion in terms of the La-grange and Hamilton formulations. A development
of the techniques of the many-body problems as it applies to classical physics.
Prerequisite(s): MATH 326 and PHYS 311 or permission of department.

PHYS 503 - Topics in Contemporary Physics
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A concentrated discussion of 3 or 4 discrete topics of current interest and activity in physics. The course will
emphasize the use of professional journals.
Prerequisite(s): PHYS 321 and PHYS 352 or equivalent with department permission.
PHYS 507 - Electromagnetic Theory
A lecture and problem course in classical electromagnetic theory leading to a mathematically consistent
description of radiation, scattering, and dispersion.
Prerequisite(s): PHYS 501 and PHYS 331 or permission of instructor.
PHYS 511 - Quantum Mechanics I
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The basic postulates of Quantum Mechanics will be discussed and the Schrodinger Equation will be
developed and discussed in detail. The remainder of the course will be involved with the application of the
Schrodinger Equation to problems of atomic and nuclear physics. Calculus and Differential Equations are
prerequisites for this course. Complex variables and properties of Orthogonal Function will be developed as
needed in the course.
Prerequisite(s): MATH 326 and PHYS 352 or permission of the department.
PHYS 512 - Quantum Mechanics II
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A continuation of Quantum Mechanics I with emphasis on perturbation theory and the Dirac theory of the
electron.
Prerequisite(s): PHYS 511 or permission of department.
PHYS 520 - Physics of the Solid State
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Presentation of the basic physical processes, which occur in solids, especially semi-conductors and metals.
Application of quantum mechanics and statistics to the thermal and electrical properties of various types of
solids are made. Theoretical and experimental discussions of solid-state devices.
Prerequisite(s): PHYS 511 and MATH 326 or permission of department.
PHYS 522 - Physics of the Nucleus
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A description of the composition of nuclei, nuclear sizes, and binding energies. Discussion of various nuclear
models, and detailed analysis of stable and unstable nuclei and the several modes of nuclear decay
processes. The elementary particles will be discussed.
Prerequisite(s): PHYS 411 and MATH 326 or permission of the department.
PHYS 531 - Advanced Physics Laboratory I
Credit(s): 2
Lecture: 0
Non-Lecture: 6
Students are expected to set up and work through a number of fundamental experiments, which are
selected from all areas of physics. The two major goals are: 1) familiarization with modern equipment, and 2)
increase in understanding of the physics world. (Requires knowledge of the basic concepts of
undergraduate physics and a working knowledge of mathematics through calculus.)
Prerequisite(s): PHYS 321 and MATH 223 or permission of the department.
PHYS 532 - Advanced Physics Laboratory II
Credit(s): 2
Lecture: 0
Non-Lecture: 6
A continuation of PHYS 531 - Advanced Physics Laboratory I.
Prerequisite(s): PHYS 531.
PHYS 581 - The Interstellar Medium
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Analysis of the physical and chemical state of materials in deep space with emphasis on recent research.
Prerequisite(s): PHYS 321 and PHYS 344 or permission of department.

PHYS 595 - Research in Physics I
Individual studies in physics directed toward specific research projects. Hours to be arranged. Offered by
individual arrangement
Prerequisite(s): Demonstrated competency in physics and permission of the department.
PHYS 596 - Research in Physics II
Individual studies in physics directed toward a specific research project. (2 to 9 hours to be arranged.)
Prerequisite(s): PHYS 595 and permission of the department.
SPAN 501 - Spanish Writing Seminar
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course examines techniques of research and writing at the graduate level by focusing on the
applications of research to literature and culture, the development of independent research projects, and the
preparation and evaluation of scholarly criticism in the discipline. The primary goal of this course is to
improve the ability of students to perform graduate research and writing at our institution as well as in full-
immersion graduate programs abroad; however, more generally, it will help to prepare them for their
professional careers.
Prerequisite(s): Admission into graduate program or by permission of instructor.
SPAN 513 - Contemporary Spanish Civilization
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Study of the main aspects of modern life in Spain (institutions, society, way of life) through discussions
based on the use of authentic documents (reviews, magazines, recordings, interview). Aural/oral skills
emphasized.
SPAN 514 - Contemporary Spanish-American Civilization
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Study of the main aspects of modern life in Spanish America (institutions, society, way of life) through
discussions based on the use of authentic documents (reviews, magazines, recordings, information online).
Aural/oral skills emphasized.
SPAN 516 - Grammar and Syntax

Credit(s): 3
Lecture: 3
Non-Lecture: 0
Review of the grammatical principles; in-depth study of major grammatical problems; intensive writing
practice.
SPAN 517 - Phonology
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A linguistic analysis of the target language sound system indicating problem areas for English speakers.
Intensive practice in phonetics and corrective drills for the improvement of pronunciation and intonation.
SPAN 518 - Advanced Grammar and Composition
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Designed for the grammar specialist who wishes to have further insight into Spanish stylistics and syntax.
SPAN 519 - History of the Language
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The historical development of the Romance language from its Latin origins is explored and its linguistic
characteristics of the present day, as illustrated in texts and tape recordings, are examined.
SPAN 523 - Linguistics
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The linguistic study of the major morphological classes and syntactic structures as well as an introduction to
the historical and dialectal developments of the target language. Special emphasis is placed on contrastive
analysis with English.
SPAN 525 - Spanish Civilization
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A panoramic study of the social, political, intellectual, and cultural life of Spain from its origins to the present.
SPAN 526 - Spanish-American Civilizations
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A panoramic study, from its origins to the present, of the development of Spanish-American civilization as a
multi-cultural phenomenon arising from the synthesis of Indo-American, Hispanic, Creole, Asian and African
elements.
SPAN 550 - Early Spanish Literature
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Acquaints the student with the literary works of the period.
Prerequisite(s): SPAN 303 and SPAN 304 or equivalent.
SPAN 552 - Golden Age Spanish Literature
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Acquaints the student with the literary works of Spain's most glorious period.
SPAN 553 - Colonial Latin-American Literature
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A study of representative authors to the end of the colonial period.
SPAN 562 - Nineteenth-Century Spanish Literature
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Study of representative authors of the century.
SPAN 563 - Nineteenth-Century Latin-American Literature
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A study of representative authors of the period.
SPAN 572 - Spanish Literature of the Twentieth Century
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A study of representative authors of the period.
SPAN 573 - Twentieth-Century Latin-American Literature
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A study of representative authors.
SPAN 582 - Selected Topics in Hispanic Literatures and Cultures: (subtitle)
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A study of a period, a genre, a theme or a specific writer. (May be taken twice under different subtitles.)
SPED 506 - Applied Behavior Management
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Emphasizes the competencies, knowledge, and skills necessary to conduct effective behavior management
programs for the benefit of students with disabilities, in a variety of special education settings. Focus will be
on basic behavioral principles, procedures, and assessment methods necessary for effective programming.
SPED 507 - Seminar in Special Education

Credit(s): 3
Lecture: 3
Non-Lecture: 0
Provides an opportunity for students to investigate and research the literature in their respective areas of
training and integrate this with knowledge of best practices, current trends, and controversial issues. The
course is designed to promote an interdisciplinary perspective by insuring that students with different areas
of specialization comprise each seminar group. The format will include directed research activities, extensive
discussion, and writing and on-going communication across disciplines. Terminal or co-terminal course in
program.
SPED 510 - CntAreaLrngStr:High-IncidDisab
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Candidates will develop skills in teaching students with high incidence disabilities using a variety of
strategies. Candidates will understand how instruction can be differentiated to meet the needs of all students
through many different strategies for example: direct instruction, peer tutoring, cooperative learning, positive
reinforcements, and multiple intelligences. Candidates will plan lessons based on State Standards, Common
Core, and curriculum and use various strategies to engage students and reflect on practice.
Prerequisite(s)/Corequisite(s): SPED 205 or equivalent, SPED 511, CURR 540, and a minimum GPA of
3.0.
SPED 511 - LegalAsp&Cr Iss-Adol Spec Educ
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course will provide an in-depth review of issues and litigation/legislation, which impact adolescent
persons with disabilities and their families and the persons who serve them. Identification, evaluation, and
implementation of service delivery models will be included. Research on emerging issues/trends in
adolescent special education will also be covered.
Prerequisite(s)/Corequisite(s): (SPED 231 and 205), SPED 510, CURR 540, and a minimum GPA of 3.0.
SPED 512 - EffClssrm&BehMgmt-AdolSettings
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course covers educational strategies and intervention techniques suitable for effectively managing a
classroom including students with disabilities. Candidates are introduced to techniques for arranging the
classroom environment and to behavior management techniques designed for use in a variety of adolescent
educational settings. Candidates apply knowledge and skills developed in the course to conduct direct
observations of students with disabilities and to design and carry out a behavior intervention plan.
Prerequisite(s): SPED 510, SPED 511, EDUC 504, and a minimum GPA of 3.0.
Corequisite(s): SPED 610.
SPED 515 - Emotionl Dist/Beh Disords-Char
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course will provide an overview of the concepts, causal factors, and theoretical perspectives related to
emotional disturbances and behavioral disorders, as well as service delivery systems for working in an
educational setting with children who have emotional disturbances and/or behavior disorders. Offered: every
fall
SPED 516 - Emotionl Dist/Beh Dis-Intervn
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Provides students with the background necessary to plan educational interventions suitable for use with
students in a variety of settings who display emotional disturbance as a primary or secondary disabling
condition.
SPED 532 - Intro to Vis Imp&Braille Skill
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course provides students with the knowledge of the historical, social, and philosophical background for
educational programs and placements of individuals who are visually impaired. Legislation, current issues,
classification of visual impairments, and an introduction to Braille skills will be included.
SPED 533 - Lrng Charctrstcs Mainstrmd Stu
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Analysis of biological, psychological, social aspects of mainstreamed students with disabilities such as
mental retardation, learning disabilities, and behavior disorders. Emphasis is given to learning
characteristics, historical and philosophical perspectives, definitions, classification systems, and
organizational patterns for provision of mainstreamed educational services. The contributions of personnel
from disciplines outside education are reviewed and evaluated. Library research related to various aspects
of the course is required.
Prerequisite(s): School of Education permission required.

SPED 534 - Strat of Instr Organ in Sp Ed
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The skills and competencies needed to effectively organize instructional programs and environments will be
covered. Techniques for organizing instruction will include such skills as educational goals, instructional
objectives, task analysis, lesson planning, curriculum design, environmental arrangement, scheduling, and
developing I.E.P's. Other skills addressed include classroom management of students and organizing
classrooms for students with mild disabilities.
SPED 540 - Lrng Disabilities: Foundatns
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Provides students with a comprehensive overview of the field of learning disabilities. Course content
includes conceptual bases of the field, historical perspectives and emerging directions, interdisciplinary
interventions, screening and diagnostic procedures, educational models and strategies, and techniques of
counseling children with learning disabilities and their parents.
SPED 541 - Learning Disabilities:Char
Credit(s): 3
Lecture: 3
Non-Lecture: 0
An overview of the field of learning disabilities as well as strategies for planning and implementing programs
for elementary students with learning disabilities (in a resource room, regular class, or self-contained special
class). Course content includes historical perspectives, current issues regarding services, and emerging
directions in the field. Emphasis will be placed on a teaching model reflecting individual assessment and
current research on effective instructional strategies.
SPED 542 - Learning Disabilities:Interven
Credit(s): 3
Lecture: 3
Non-Lecture: 0
An overview of the characteristics of secondary students with learning disabilities, school programs
designed for them, and strategies of effective instruction for them. The course will provide students with the
necessary skills for designing, implementing, and managing a secondary program. Discussion will cover
secondary curriculum demands, compensatory teaching, career/vocational education, and management
techniques. Offered: every spring
SPED 545 - Intr to Ed of Stds w/Sev Disab

Credit(s): 3
Lecture: 3
Non-Lecture: 0
Offers an orientation towards the origin of disabling conditions present in persons with severe disabilities.
Included will be discussion of etiology as related to genetic factors, disease, and acquired disabling
conditions. Characteristics of physical disabilities, neurological deficits, health impairments, and mental
retardation will be included, as well as the general effects of these disabilities on ongoing performance.
Causes and general effects of sensory impairments in persons with multiple disabilities will be emphasized.
SPED 550 - Research Seminar in Special Educ
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Application of research knowledge to the identification of a significant research problem in special education,
and the design, implementation, and evaluation of a research project related to the problem identified.
Prerequisite(s): Admission by advisement.
SPED 554 - MR: Eductnl Programming
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Covers curriculum development and programming procedures for individuals with mental retardation.
Course emphasis will be on making curricular decisions, discussing theoretical models of instruction, and
selecting strategies and materials appropriate to a given population of individuals with mental disabilities.
SPED 555 - MR: Career Educ/Adult Services
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Examines the importance of career awareness and career exploration and preparation as part of the total
curriculum for individuals with mental retardation. Support services for these individuals, such as evaluation
of vocational potential, personal adjustment training, specific job training, job placement and follow-up, and
living arrangements, will be discussed and evaluated.
SPED 560 - Mult Disab:Med Aspct/Serv Delv
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Offers an overview of the biological and medical aspects of multiple disabling conditions. Emphasized will be
the origin and etiology of mental retardation, health impairments, physical disabilities, and sensory deficits
as they appear in combinations. The nature of multiple disabilities will be included as they relate to genetic
factors, disease, and acquired disabling conditions. Attention will be given to the broad scope of treatment,
and services available for identification, diagnosis, early intervention, and educational programming will be
overviewed. Offered: when demand is sufficient"
SPED 561 - Mult Disab:Assmnt & Evaluation
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Competencies and skills necessary to conduct comprehensive assessment of individuals with multiple
disabilities will be emphasized. An integral part of the course will incorporate selection of appropriate
assessment instruments with actual administration and interpretation of results. The adaptation of existing
instruments and selection of specialized tools useful with this population will be emphasized.
SPED 562 - Mult Disab:Eductnl Programming
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Several models for the design of educational programs for individuals with multiple disabilities will be
presented. The course will overview all areas of programming and provide exposure to the techniques and
materials most effective in the process of instruction. Environmental arrangement, functional age-
appropriate curricula, and utilization of resources will be presented. The selection of curricular material, any
necessary adaptation and the design of responsive environments in which to provide instruction are integral
components of the course.
SPED 565 - Manual/Total Communictn Skills
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Concepts and skills in receptive and expressive finger spelling and signs used in educational programs for
those with hearing impairment; practice in adult deaf manual communication using American Sign
Language.
SPED 567 - Children with Hearing Impairments in the Regular Classroom
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A study of the special educational planning necessary to facilitate the integration and assimilation of a child
with unique auditory, linguistic, and speech characteristics due to mild to severe learning impairments.
SPED 573 - Communication for Students with Severe Disabilities

Credit(s): 3
Lecture: 3
Non-Lecture: 0
Children with disabilities often exhibit problems learning language and using language in their environment
and the school. The common receptive and expressive language problems experienced by these children
and methods for the facilitation of language growth will be the focus of the course. Issues of assessment,
home and school environments and the school curriculum will be addressed.
SPED 575 - Tchg Lang-Pers w/Hrng Imprmt I
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The study of contemporary semantic and syntactic language models, the normal development of language
in children, and the relationship of these to the problems, principles, and techniques of teaching language to
individuals with hearing impairment. Offered: when demand is sufficient
SPED 576 - Tchg Lang-Per w/Hrng Imprmt II
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A study of the various methods, techniques, and programs used to teach language to individuals with
hearing impairment. The historically relevant, contemporary, and experimental programs will be covered.
Offered: every spring
SPED 577 - Tchg Speech-Per w/Hrng Imprmnt
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Considers the problems of developing and improving speech behavior in young children with hearing
impairment. Includes a study of (a) use of auditory, visual, and tactile aids in the whole-word approach to
speech, (b) principles and techniques for teaching the formation and development of English speech
sounds, and (c) linguistic theory pertinent to the teaching of speech.
SPED 578 - Aspt Commun-Per w/Hrng Imprmnt
Various aspects of communication and the ways in which these aspects may be employed in the education
of those with hearing impairment.
SPED 580 - Assessment Strategies and Prescriptive Teaching for Students with
Disabilities
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course has two components: assessment strategies and prescriptive teaching. Assessment procedures
include an overview of measurement principles and practical applications of them to specific formal and
informal tests. Prescriptive teaching enables the student to (1) identify the academic and social strengths
and weaknesses of students with learning and behavior problems and (2) develop and implement an
appropriate educational program for each student. Fieldwork is included in this course.
SPED 581 - Tchg Sch Subj-Per w/Hrng ImprI
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Examines the relationship of specific instructional areas (science, mathematics, P.E., music, etc.), their
structure of concept development, and alternative modes of learning and communication. The use of media
and material preparation is stressed.
SPED 582 - Tchg Sch Subj-Per w/Hrg ImprII
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Methods, materials, and the structure of language-dependent curricula areas (reading, writing, social
studies, etc.) are presented with consideration for alternative modes of learning and communication.
SPED 583 - Special Education Classroom Management Techniques
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The skills and competencies needed in order to effectively manage the behavior of students in Special
Education settings will be covered. Techniques for arranging the classroom environment, such as
scheduling, structuring, and designing environments, as well as techniques in operant learning will be
presented. Focus will be on the principles of operant learning and the relationship between behavior and
environmental events that facilitate learning. Offered when demand is sufficient
SPED 586 - Educational Partnerships: Team Approaches to Special Education

Services
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course emphasizes developing effective communication techniques to use with personnel in
educational settings, including parents of individuals with disabilities and ancillary personnel. The
development of skills necessary to serve in a consulting capacity to general education classroom teachers
working with children with disabilities will be addressed.
Prerequisite(s): Acceptance into the Provisional Certification Program and SPED 534.
SPED 592 - Student Teaching: Special Education
Credit(s): 6
Lecture: 6
Non-Lecture: 0
A professional laboratory experience designed for students in the Special Education program, which
provides one-half semester of full-time student teaching in educational settings serving individuals with
disabilities.
Prerequisite(s): Completion of required courses.
SPED 599 - Directed Study
Credit(s): 1-3
required. (Registration only with permission.) Offered by individual arrangement
SPED 601 - Children with Learning Disabilities
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Overview of the field of learning disabilities. Emphasis on historical development of the field, defining
learning disabilities, characteristics and etiology of learning disabilities, and theory and practice from a multi-
disciplinary framework. Offered when demand is sufficient
SPED 602 - Assessment and Prescription for Classroom Learning Problems
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Utilization of formal and informal assessment tools and techniques to evaluate problems of children with
learning disabilities. Emphasis on observation and gathering of data on specific learning problems and using
data as a basis for prescribing and implementing educational programs. Offered when demand is sufficient
SPED 603 - Spec Educ:Foundation&Legal Iss
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Provides an in-depth review of issues and legislation which impacts on persons with disabilities and their
families and the professional people who serve them. Identification, evaluation, and implementation of
service delivery models will be included. Research implications for future trends in prevention of disabilities,
service delivery, legislation, litigation, and personnel preparation will be covered. Offered every semester
and summer
SPED 604 - Assessment and Evaluation of Exceptional Students
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Will offer an overview of the assessment process as it applies to students with disabilities such as mental
retardation, learning disabilities and/or behavior disorders. The course will emphasize the basic
considerations of assessment and measurement, as well as the actual assessment instruments, techniques,
and decisions, which lead to appropriate educational programming for these target groups. Students will be
expected to locate relevant information (resources relating to assessment), to evaluate present assessment
instruments and policies/procedures, and to develop related resources for future use. Offered every
semester and summer
SPED 605 - Trans-Educ & Community Setting
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Designed to provide the student with knowledge of the roles and responsibilities of various individuals who
may be involved in the placement decision, educational programming, and provision of support services for
students with disabilities. This course will also familiarize the student with strategies used in the counseling
of parents/guardians of learners with disabilities. Recent literature related to team approaches for providing
services to persons with disabilities will be covered. Offered every semester and summer, odd years
SPED 607 - Seminar in Special Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Provides an opportunity for students to investigate and research the literature in their respective areas of
training and integrate this with knowledge of best practices, current trends, and controversial issues. The
course is designed to promote an inter-disciplinary perspective by insuring that students with different areas
of specialization comprise each seminar group. The format will include directed research activities, extensive
discussion, and writing and on-going communication across disciplines. Terminal or co-terminal course in
program. Offered every fall and summer
SPED 610 - Assmnt,Diag,Eval-Stds w/Disab
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The course focuses on formal and informal methods of assessing student learning and the means of
analyzing one's own teaching practice and skill in using information gathered through assessment and
analysis to plan or modify instruction, and skill in using various resources to enhance teaching. Response to
Intervention, transition assessment, and the procedures for developing effective assessments also are
discussed. Offered spring semester
SPED 613 - Capstone Sem in Adol Spec Educ
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The purpose of this course is to provide adolescence teacher candidates, in a specified content area, with
an authentic capstone experience in an inclusive adolescence classroom. This opportunity is designed to
provide a culminating experience where candidates can demonstrate application of skills and understanding
acquired throughout the entire program. Offered Summer in conjunction with student teaching
SPED 614 - StdTchg Internship-IncAdolSPED
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The purpose of this clinical course is to provide adolescence special education teachers education
candidates in a specified content area with a clinical teaching experience in an inclusive classroom. This
opportunity is designed to provide a culminating experience where students can demonstrate application of
skills and understandings acquired throughout the entire program. Candidates will also have the opportunity
to investigate and discuss issues related to special education and their respective areas of study. Offered
summer session
SPED 615 - Emotional Disturbances/Behavior Disorders
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course will provide an overview of the concepts, causal factors, and theoretical perspectives related to
emotional disturbances and behavioral disorders, as well as service delivery systems for working in an
educational setting with children who have emotional disturbances and/or behavior disorders. Offered every
fall
SPED 616 - Emotional Disturbances: Educational Interventions
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Provides students with the background necessary to plan educational interventions suitable for use with
students in a variety of settings who display emotional disturbance as a primary or secondary disabling
condition. Offered every spring
SPED 640 - Learning Disabilities: Foundations
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Provides students with a comprehensive overview of the field of learning disabilities. Course content
includes conceptual bases of the field, historical perspectives and emerging directions, interdisciplinary
interventions, screening and diagnostic procedures, educational models and strategies, and techniques of
counseling children with learning disabilities and their parents. Offered when demand is sufficient
SPED 641 - Learning Disabilities: Educational Programming/Elementary
Credit(s): 3
Lecture: 3
Non-Lecture: 0
An overview of the field of learning disabilities as well as strategies for planning and implementing programs
for elementary students with learning disabilities (in a resource room, regular class, or self-contained special
class). Course content includes historical perspectives, current issues regarding services, and emerging
directions in the field. Emphasis will be placed on a teaching model reflecting individual assessment and
current research on effective instructional strategies.
SPED 642 - Learning Disabilities: Educational and Vocational

Programming/Secondary
Credit(s): 3
Lecture: 3
Non-Lecture: 0
An overview of the characteristics of secondary students with learning disabilities, school programs
designed for them, and strategies of effective instruction for them. The course will provide students with the
necessary skills for designing, implementing, and managing a secondary program. Discussion will cover
secondary curriculum demands, compensatory teaching, career/vocational education, and management
techniques. Offered every spring
SPED 650 - Research Seminar in Special Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Application of research knowledge to the identification of a significant research problem in special education,
and the design, implementation, and evaluation of a research project related to the problem identified.
Offered when demand is sufficient
SPED 654 - Mental Retardation:Educational Programming
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Covers curriculum development and programming procedures for individuals with mental retardation.
Course emphasis will be on making curricular decisions, discussing theoretical models of instruction, and
selecting strategies and materials appropriate to a given population of individuals with mental disabilities.
Offered every fall
SPED 655 - Mental Retardation: Career Education/Adult Services
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Examines the importance of career awareness and career exploration and preparation as part of the total
curriculum for individuals with mental retardation. Support services for these individuals, such as evaluation
of vocational potential, personal adjustment training, specific job training, job placement and follow-up, and
living arrangements, will be discussed and evaluated. Offered every spring
SPED 660 - Multiple Disabilities: Medical Aspects/Service Delivery
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Offers an overview of the biological and medical aspects of multiple disabling conditions. Emphasized will be
the origin and etiology of mental retardation, health impairments, physical disabilities, and sensory deficits
as they appear in combinations. The nature of multiple disabilities will be included as they relate to genetic
factors, disease, and acquired disabling conditions. Attention will be given to the broad scope of treatment,
and services available for identification, diagnosis, early intervention, and educational programming will be
overviewed. Offered when demand is sufficient
SPED 661 - Multiple Disabilities: Assessment and Evaluation
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Competencies and skills necessary to conduct comprehensive assessment of individuals with multiple
disabilities will be emphasized. An integral part of the course will incorporate selection of appropriate
assessment instruments with actual administration and interpretation of results. The adaptation of existing
instruments and selection of specialized tools useful with this population will be emphasized. Offered when
demand is sufficient
SPED 662 - Multiple Disabilities: Educational Programming

Credit(s): 3
Lecture: 3
Non-Lecture: 0
Several models for the design of educational programs for individuals with multiple disabilities will be
presented. The course will overview all areas of programming and provide exposure to the techniques and
materials most effective in the process of instruction. Environmental arrangement, functional age-
appropriate curricula, and utilization of resources will be presented. The selection of curricular material, any
necessary adaptation and the design of responsive environments in which to provide instruction are integral
components of the course. Offered when demand is sufficient
SPED 665 - Manual/Total Communication Skills
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Concepts and skills in receptive and expressive finger spelling and signs used in educational programs for
those with hearing impairment; practice in adult deaf manual communication using American Sign
Language.
SPED 671 - Foundations of Education of Persons with Hearing Impairment
Credit(s): 3
Lecture: 3
Non-Lecture: 0
An examination of the historical and philosophical issues of the education of those with hearing impairment,
focusing on the social-psychological aspects of development. Offered when demand is sufficient
SPED 675 - Teaching Language to Persons with Hearing Impairment I
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The study of contemporary semantic and syntactic language models, the normal development of language
in children, and the relationship of these to the problems, principles, and techniques of teaching language to
individuals with hearing impairment. Offered when demand is sufficient
SPED 676 - Teaching Language to Persons with Hearing Impairment II
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A study of the various methods, techniques, and programs used to teach language to individuals with
hearing impairment. The historically relevant, contemporary, and experimental programs will be covered.
Offered every spring
SPED 677 - Teaching Speech to Persons with Hearing Impairment
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Considers the problems of developing and improving speech behavior in young children with hearing
impairment. Includes a study of (a) use of auditory, visual, and tactile aids in the whole-word approach to
speech, (b) principles and techniques for teaching the formation and development of English speech
sounds, and (c) linguistic theory pertinent to the teaching of speech. Offered when demand is sufficient
SPED 678 - Aspects of Communication for Teachers of Persons with Hearing

Impairment
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Various aspects of communication and the ways in which these aspects may be employed in the education
of those with hearing impairment. Offered when demand is sufficient
SPED 681 - Teaching School Subjects to Persons with Hearing Impairment I
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Examines the relationship of specific instructional areas (science, mathematics, P.E., music, etc.), their
structure of concept development, and alternative modes of learning and communication. The use of media
and material preparation is stressed. Offered when demand is sufficient
SPED 682 - Teaching School Subjects to persons with Hearing Impairment II
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Methods, materials, and the structure of language-dependent curricula areas (reading, writing, social
studies, etc.) are presented with consideration for alternative modes of learning and communication. Offered
when demand is sufficient
SPED 687 - Internship: Education of Individuals with Hearing Impairment
Credit(s): 6
Lecture: 6
Non-Lecture: 0
A professional laboratory experience designed for students in the graduate special education program.
Emphasis given to application and demonstration of knowledge, skills, and attitudes gained in student's
academic preparation through projects and demonstrated performance. Admission only by advisement. (6
hours.) (Internships are done at various hearing impaired programs in western New York State, including the
Rochester School for the Deaf, Rochester Public Schools, area BOCES, as well as the New York School for
the Deaf at White Plains and the New York State School for the Deaf at Rome.) Offered when demand is
sufficient
SPED 692 - Intro to Special Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Emphasizes use of sound psychological principles in planning programs for the care and education of
exceptional children to ensure their maximum intellectual, social and vocational development. The student
will gain a broad overview of the field of Special Education which includes those children whose educational
needs differ significantly to the extent that they require special education services and/or programming.
Offered: when demand is sufficient
SPED 699 - Directed Study
Credit(s): 1-3
required. Offered by individual arrangement
SPED 931 - Introduction to Special Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Emphasizes use of sound psychological principles in planning programs for the care and education of
exceptional children to ensure their maximum intellectual, social and vocational development. The student
will gain a broad overview of the field of Special Education, which includes those children whose educational
needs differ significantly to the extent that they require special education services and/or programming.
Offered when demand is sufficient

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Admission to The Graduate Program

A complete application for degree status must include:

1. completed application form;

Change of Degree Objective

Degree Time Limitations

Transfer and Workshop Credit

1. graduate level and from a graduate degree program;

Enrollment in Undergraduate Courses

Master's Thesis (or Project)

A candidate for a thesis must:

1. be an admitted degree student;

A candidate for a comprehensive examination must:

1. be an admitted degree student;

1. Tuition Assistance Program (TAP)

Registering for Courses

Knightweb/Geneseo Student I.D. Numbers

Graduate Course Numbering System

Directed and Independent Study Courses

Interdepartmental and Interdisciplinary Courses

Withdrawal from Course(s)

Grade point average

SUBJ and Number Grade Credits Quality Points

CURR 538 A 3 12.0

CURR 540 A- 3 11.1

EDUC 640 B 3 9.0

SPAN 599 B- 3 8.1

Good Academic Standing

1. remove schedule deficiencies;

Academic Dishonesty Policy

Any one of the following constitutes evidence of plagiarism:

1. direct quotation without identifying punctuation and citation of source;

Additional Information for New Students

Equal Opportunity/Affirmative Action

• 33 semester hours of accounting including each of the following content areas:

Please visit http://www.geneseo.edu/graduate_admissions for detailed information about the application

• MGMT 500 - Leadership in Organizations Credit(s): 3

• ACCT 502 - Advanced Financial Accounting Credit(s): 3

• ECON 525 - Managerial Economic Analysis Credit(s): 3

The M.S. in Accounting courses will be offered in the following rotation:

• MGMT 522 - Quantitative Analysis Credit(s): 3

• ACCT 502 - Advanced Financial Accounting Credit(s): 3

• ACCT 503 - Strategic Management Accounting Credit(s): 3

For additional information, contact:

Dr. Harry Howe Director, MS Accounting Professor, Accounting

Adolescence Education (7-12), English Specialization

Please visit http://www.geneseo.edu/graduate_admissions for detailed information about the application

A. Core Area of Study: 15 credits

• CURR 536 - Teaching Young Adult Literature Credit(s): 3

B. Department Area of Study: 12 credits

Four courses selected from graduate English offerings

Under advisement selected from any graduate course offering

D. Culminating Experience: 3 credits

• CURR 635 - Action Research in Reading and Literacy Credit(s): 3

Please visit http://www.geneseo.edu/graduate_admissions for detailed information about the application

A. Core Area of Study: 6 credits

• EDUC 601 - Nature of Learning: Philosophical and Pyschological Foundations of Education

B. Department Area of Study: 12 credits

Four courses selected from graduate French offering

C. Electives: 9-15 credits