EDUC 108
College Reading Strategies
2-1-3

A performance-based course providing intensive, direct instructionleading to rapid improvement in the reading and study strategies needed for college and career success.

EDUC 201
Educational Foundations
3-0-3

This course is a study of major educational factors that
impact on the schools. The topics emphasized are social issues, school governance and finance, cultural diversity, learning and learning styles, inclusion, curriculum and instruction, legal issues, global education, and technology integration in the classroom.
Historical and philosophical approaches are emphasized
and sociological principles are applied to the solution of these problems. In this required course for teacher certification the profession of teaching is studied and experienced through required field observations, a visit to a school board meeting and by modeling a constructivist, learner-active approach to instruction. Required for teacher certification students.

EDUC 203
Introduction to Educational Technology
3-0-3

This keystone course will provide students with a technology toolbox for lifelong learning and teaching. The student learns theoretical and application related uses of databases, spreadsheets, telecommunications, word processing, presentation and modeling tools which are integrated and enhanced in all courses in the program. Students develop skills in using technology and in teaching K-12 students to use technology to acquire information, communicate successfully in person, on paper and online, and to enhance learning. Field observation is required. Required for teacher certification students.

EDUC 211
Curriculum and Instruction
3-0-3

Learning and curriculum design theories and principles
are studied in this course. The topics emphasized are
curriculum planning, methodology, evaluation,
instructional strategies, learning styles, technology
integration, multicultural diversity, rubrics and assessment. Students design a unit plan applying learning principles and a systematic, constructivist, learneractive approach to instruction. Through required fieldwork, pre-service teachers participate in the implementation of the curriculum in the classroom
Prerequisite: Approval for Teacher Certification candidacy, Department Chair’s approval.

EDUC 212
Teaching, Learning and Growth
3-0-3

Students will study the processes of physical, cognitive
and psychosocial growth and development in early and
middle childhood and adolescence, and how to provide
learning experiences (and conduct ssignments)reflecting the understanding of those processes. Developmental issues specifically pertaining to home, school and community will be examined. Students will explore pedagogical concepts, knowledge and skills that will allow them to become good and effective teachers and foster effective relationships with their pupils that increase motivation, readiness to learn, and ability to interact and collaborate with others. Students will learn how to enhance student achievement, create a positive classroom climate, effectively communicate with their pupils, manage the classroom and improve pupil cooperation. Field observation is required. Required for teacher certification students.

EDUC 214
Middle Childhood Characteristics and Development
3-0-3

This course prepares professionals to understand the
developmental characteristics and educational needs
of the early adolescent. The course topics will include
the physiological, sociological, emotional, intellectual,
and moral characteristics of the developmental period
of early adolescence within social and cultural context.
Study will include changes in family settings and
relationships, social contexts, threats to health and
safety, and risk behaviors in contemporary society that
effect health development of young adolescents. Field
observation and experience are required and integrated
into the course. Required for Middle Childhood
Teacher Certification.

EDUC 215
Middle Childhood Models and Curriculum Studies
3-0-3

This course will encompass study of various curricular
structures including interdisciplinary and multidisciplinary, as well as traditional approaches. Technology rich instructional strategies that are based on appropriate teaching and learning approaches will be
emphasized along with the study of school structures
such as team teaching and cooperative learning.
Integration of content areas of the curriculum and the
process of curriculum development, adaptation, and
assessment will be given. Early field experience is
required. Required for Middle Childhood Teacher
Certification. Prerequisite: Approval of Teacher
Certification candidacy, ACD.

EDUC 260
Methods and Materials of Teaching Occupational Subjects
3-0-3

This course on siders teaching techniques and materials
as applied to selected occupational subject areas in
order to develop appreciation for a variety of teaching/
learning methodologies. Early Field Experience is
required. Prerequisite: Approval of School of Education.

EDUC 262
Curriculum Development for Teachers of Occupational Subjects
3-0-3

Acquisition of curriculum-development skills and
techniques. Student effort will focus on in-depth
development of units, modules, and other resource
materials for teachers’ use in the occupational subject
classes. Early Field Experience is required. Prerequisite:
Approval of School of Education.

EDUC 263/463
Occupational Professional Development Seminar
3-0-3

A seminar designed to facilitate development of
selected occupational education professional competencies
to be determined by assessment of individual
needs during candidate’s college-supervised field
experience. Learning activities will, when appropriate,
provide field support by faculty for the demonstration
of competencies under development. Prerequisite:
Admission to field placement semester.

EDUC 265
Occupational Analysis
3-0-3

Consideration of techniques for analysis of an occupational area to identify skills and related technical
information to be taught. Independent study and
application of techniques in the development of individual student projects. Attention will be given to
problems of shop organization and management, as
appropriate. Early Field Experience is required.
Prerequisite: Approval of School of Education.

EDUC 268
Technology for Special and Mainstreamed
Students
3-0-3

A performance based instructional experience which
examines the use of technology for teaching mainstreamed students having a wide range of special
learning needs. Application of the technologies in the
support and evaluation of methods and curricula for
different learners is covered.

EDUC 291/491
Education Seminar
2-0-1

The student will undertake directed study in one or
more areas of the educational process/ profession.
Prerequisite: Approval of School of Education.

EDUC 292/492
Education Seminar
2-0-2

The student will undertake directed study in one or
more areas of the educational process/ profession.
Prerequisite: Approval of School of Education.

EDUC 293/493
Education Seminar
3-0-3

The student will undertake directed study in one or
more areas of the educational process. Prerequisite:
Approval of School of Education.

EDUC 294/494
Supervised Student Teaching— Occupational Education
0-0-3

Teaching in a school under the direction and close
supervision of a cooperating teacher and a college
supervisor. Appropriate experience in the various roles
of a teacher for a minimum period to be determined by
the coordinator of the School of Education and the
college supervisor responsible for assessing student
achievement of required competencies. Enrollment
limited to individuals who are employed full time and
who seek certification to teach an occupational subject.
Prerequisite: Approval of School of Education.
Corequisite: EDUC 263/463.

EDUC 296/496, 297/497, 298/498
Education Workshop *

The student will undertake a specific educational task
or tasks other than student teaching. Illustrative tasks
include serving as a teacher aide, tutoring, designing
curriculum components, or directing a training program
for volunteers. Requirements include task design
and implementation as well as development of evaluative
criteria and implementation of the evaluation process. Prerequisite: Approval of the School of
Education.
*Credits to be arranged.

EDUC 306
Servicing Special Needs Students
3-0-3

Prospective teachers focus on the growing diversity of
student populations in contemporary elementary and
secondary schools. Consideration is given to servicing
special needs of students from minority families; students with handicapping conditions and the use of
assistive technology; and those who are identified as
gifted and talented. Home and community factors are
studied in order to foster the health, learning, appropriate behavior and independence of all students in a supportive, respectful and least restrictive environment. Particular emphasis is placed on developing open-mindedness, eliminating prejudicial bias as well as addressing targeted students’ strengths and needs. Principles of nonsexist and collaborative education will also be explored. Field observation is required. Prerequisite: Approval of School of Education.

EDUC 313
Occupationally Related Mathematics
3-0-3

This course is designed to provide occupational education students with practical applications of basic mathematical knowledge and skills as related to their
specific occupational field. Successful performance
will broaden and strengthen each student's understanding of mathematical processes and procedures beyond mathematics study at the senior high school level. The intent of this course is to provide each
occupational education student with the mathematical
and personal finance background essential for success
in teaching the skills needed to become a working
citizen. This course will provide instruction in the use of mathematical procedures in problem solving, decision-making, and day-to-day operations within a cross-section of the various occupational areas. A State syllabus will describe the educational results expected, and provide examples of how the several areas of mathematics are applied in a variety of employment tasks.

EDUC 314
Occupationally Related Mathematics II
3-0-3

Continuation of practical applications of mathematical
principles and processes related to the student's
occupational field. Advanced algebra, geometry, personal finance problem solving and decision making are key elements of this course. Hands-on laboratory
activities will be utilized so that concept application
and understanding can be assessed. Prerequisites:
EDUC 313 or equivalent.

EDUC 315
Occupationally Related Science I
3-0-3

Practical applications of scientific principles and
processes related to the student's occupational teaching
field. This course will focus on the health science
and safety and the physical applications modules of
the state syllabus. Hands-on laboratory activities will
be utilized to enhance scientific concepts presented.
Teachers of Occupationally Related Science must prepare students to solve problems and make decisions.

EDUC 316
Occupationally Related Science II
3-0-3

This course will focus on chemical and material science
applications and on the life science modules of
the state syllabus. Hands-on problem solving and laboratory activities will be utilized to enhance scientific
concepts presented. Teachers will utilize models from
the State Education Department syllabus for Middle
and Junior High School Science and from Secondary
School Science, Technology and Society syllabus.
Prerequisites: EDUC 315 or equivalent.

EDUC 318
Teaching Reading
3-0-3

This course is designed to provide the pre-service
teacher with the theories and principles of children’s
language and literacy development from emergent status to that of accomplished reader and writer. The
course will focus on effective strategies in teaching
reading, listening, speaking, and writing for all children,
including those with special learning needs by
developing skill in designing and offering differentiated
instruction, understanding learning processes that
stimulate and sustain student achievement to each
student’s highest level of learning, and integrating
technology to support literacy acquisition activities.
This course satisfies three hours of teaching reading
for teachers in childhood education. Field observation
and experience are required and integrated into the
course. Prerequisites: EDUC 201, EDUC 203, EDUC 211, EDUC 212, PSYCH 220.

EDUC 319
Reading and Language Arts for At-Risk Learners
3-0-3

This course develops an understanding of concepts
and application of methods and materials necessary
for utilizing effective instructional strategies in teaching
language arts. Curriculum analysis, instructional
planning and skills in selecting multiple research-validated instructional strategies for teaching students
within the full range of abilities and developing skill in
designing and offering differentiated instruction to
enhance the learning of all students is stressed.
Special emphasis is placed on understanding formal
and informal methods of assessing the learning
process as it applies to classroom management, raising
student achievement to encourage each student’s
highest level of learning in the classroom, developing
skills in identifying learners’ strengths, cooperative
learning techniques and developing skills in listening,
speaking, reading and writing. This course satisfies
three hours of teaching reading; language acquisition
and literacy development for childhood education.
Field observation and experience are required and
integrated into the course. Prerequisites: EDUC 201,
EDUC 203, EDUC 211, EDUC 212, PSYC 220.

EDUC 320
Methods and Materials of Teaching Art
3-0-3

Emphasis is placed on up-to-date analysis and synthesis
of the standards-based content in elementary and
secondary art. This course is designed to prepare the
student with multiple research-validated instructional
strategies, including the use of computer technology
to effectively differentiate instruction and stimulate
and sustain student interest, student collaboration,
and student achievement to each student’s highest
level of learning. Students use art materials and
resources, respond to and analyze works of art and
understand the cultural dimensions and contribution
of teaching the arts. Attention will be placed on literacy
development and content terminology as it applies
to art. Field observation and experience are required
and integrated into the course. Prerequisites: Approval
for Teacher Certification candidacy; Department
Chair’s Approval.

EDUC 321
Multimedia Evaluation
and Classroom Applications
3-0-3

This course would examine the use of multimedia
technologies in the classroom setting. Students will
develop strategies for identifying and selecting appropriate media for instructional goals. Students will
evaluate and experience current available multimedia
program packages, that is, laser disc and CD-ROM
technologies. This activity will culminate in the design
and development of interactive lessons incorporating
appropriate multimedia components. Prerequisite:
EDUC 203

.
EDUC 322
Multimedia Design, Development
and Curriculum Integration
3-0-3

This course would explore the factors involved in
designing and creating effective instructional multimedia
materials. The students will develop skills and
work with multimedia resources that are interactive,
graphics based, relevant to curriculum topics in the
subject content field at the appropriate grade level
and include usage of telecomputing learning
resources. The role of the community, development of
children and adolescents, and consideration of the
changing school population with attention to learning
disabilities will also be learning dimensions of the
course. Prerequisites: EDUC 203, EDUC 211 or equivalent, and EDUC 321.

EDUC 325
Methods and Materials of Teaching English
3-0-3

This course prepares students to become teachers of
English at the secondary level. Teaching techniques,
curriculum development and instructional planning
are studied, appraised and applied for the purpose of
developing a variety of appropriate, updated knowledge
and teaching methodologies to enhance the
learning of all students. Special emphasis is given to
understanding the learning processes in classroom
organization and management and focuses on applying
this understanding to stimulate and sustain student
achievement to each student’s highest level of
learning. Students will develop skills in collaborating
with others to address special needs and students with
disabilities in the classroom. Attention will be placed
on language acquisition, literacy development, and
content terminology as it applies to English. Field
observation and experience are required and integrated
into the course. Prerequisites: Approval for Teacher
Certification candidacy; Department Chair’s Approval.

EDUC 330
Methods and Materials of Teaching Science
3-0-3

Multiple strategies for presenting science on the secondary level are discussed, analyzed, and practiced.
This includes application activities that highlight scientific principles and practices as well as responding
to a variety of learning styles. In addition, assessment
strategies are developed that coincide with the science
classroom experience. The infusion of technology
into the science curriculum is a critical component.
Students gain insights into the use of instructional
technology and its effectiveness as a learning tool.
Attention will be placed on Literacy development and
content terminology as it applies to science. Field
observation and experience are required and integrated
into the course. Prerequisites: Approval for Teacher
Certification candidacy; Department Chair’s Approval.

EDUC 335
Methods and Materials of Teaching Social Studies
3-0-3

Emphasis will be placed on up-to-date analysis and
synthesis of the standards-based content areas in history, geography, economics, civics, citizenship, and
government, and is designed to prepare the student
with multiple research-validated instructional strategies,
including the use of computer technology, to
effectively stimulate and sustain student interest, student
collaboration, and student achievement to each student's highest level of learning. The course provides the understanding that the process of social studies
synthesizes academic areas in the social sciences and
that its teaching necessitates creativity and a sensitivity
to culture and heritage. Attention will be placed on
literacy development and content terminology as it
applies to social studies. Field observation and experience are required and integrated into the course.
Prerequisites: Approval for Teacher Certification
Candidacy; Department Chair’s Approval.

EDUC 340
Methods and Materials of Teaching Business
3-0-3

Emphasis is placed on up-to-date analysis and synthesis
of the standards-based content in business. Students demonstrate an understanding of business, marketing, and multinational economic concepts; perform business related mathematical computations; and analyze and interpret business-related numerical information. They will demonstrate an understanding of the inter-relatedness of business, social and economic systems. The course is designed to prepare the student with multiple research-validated instructional strategies, including the use of computer technology, activities to stimulate and sustain student interest, techniques to develop student collaboration and foster achievement to each student’s highest level of learning. Attention will be placed on literacy development and content terminology as it applies to business. Field observation and experience are required and integrated into the course. Prerequisites: Approval for Teacher Certification Candidacy; Department Chair’s Approval.

EDUC 345
Curriculum and Instruction for Technology Education
3-0-3

This course covers the principles of learning as applied
to the technology teaching/learning process. Emphasis
is placed on the development of curriculum materials
and on the development of learning activities for
teaching technological concepts, including the NYS
standards and student outcomes. Emphasis is given to
curriculum planning, methodology, and student learning
styles and evaluation procedures. Field experiences
are part of course requirements. Prerequisite: Approval
for Teacher Certification Candidacy; Department
Chair’s Approval.

EDUC 346
Methods and Materials of Teaching Technology Education
3-0-3

This course is part of the teacher preparation program
in technology education for teachers of technology in
the elementary and secondary schools. It integrates
methods and materials to be used in teaching NYS
curricula in the areas of manufacturing, communications, construction, power, technical drawing, computer, electronics, and graphics. Infusion of standards into the curriculum and instructional approaches will be examined. Attention will be placed on literacy development and content terminology as it applies to technology education. Field observation and experience are required and integrated into the course. Prerequisite: Approval for Teacher Certification Candidacy; Department Chair’s Approval.

EDUC 350
Methods and Materials of Teaching Mathematics
3-0-3

The course includes the study and utilization of a variety
of strategies for differentiated instruction and their application in the teaching of elementary and secondary mathematics. Problem-solving strategies include hands on applications, visualization, and heuristics. The role of computer applications and use of mathematical terminology in the teaching of standards–based mathematics is included. Attention will be placed on literacy development and content terminology as it applies to mathematics. Field observation and experience is required. Prerequisites: Approval for Teacher Certification Candidacy; Departmental Chair’s Approval.

EDUC 364
Operating Vocational Student Organizations
3-0-3

The purpose of this course is to develop procedures for
establishing student organizations; planning and conducting student leadership activities; and the relationship of student leadership activities to the classroom instructional program. This course is for advisers of specific organizations such as VICA (Vocational Industrial Clubs of America), FBLA (Future Business Leaders of America), DECA (Distributive Education Clubs of America), and HOSA (Health Occupation Students of America).

EDUC 365
Strategies Utilizing Instructional Technology in Teaching Technology Education
3-0-3

This course encompasses the study of traditional curricula as well as interdisciplinary and multidisciplinary approaches. Technology-based instruction is applied, with specific focus on the New York State Standards as they are to be integrated into the technology curriculum. Field observation and experience is required. Prerequisite: EDUC 201, 203, 345, 346, EDUC 350.

EDUC 366
Organization of Cooperative Education Programs
3-0-3

The first of two three-credit courses required to qualify
for New York State certification as coordinator of
work-based learning programs for career awareness,
and/or for career development. Course focus is on
planning, developing and organizing work-based
learning experiences and programs. Students develop
the expertise necessary to organize work-based learning
programs that include survey planning, establishment
of guidelines, data collection, student recruitment and
enrollment, securing training and shadowing stations,
legal consideration, credit allocation, budget preparation,
essential records and reports and related general
instruction. Prerequisite: Teacher certification in business, technology education, career and technical subjects.

EDUC 367
Operation of Cooperative Education Programs
3-0-3

Development of the competency necessary to operate
a cooperative work-study program to include identification of training stations, student placement, training of on-the-job instructors, coordination and supervision of on-the- job instruction, evaluation of students, educational and career guidance, and safety
needs of vocational students. Prerequisite: EDUC 366.

EDUC 369
Diverse Instructional Strategies& Curriculum Studies
3-0-3

This course focuses on the middle school structure, the
concept of middle education and the basis for the
active learning environment. Topics will include cooperative learning, middle school classroom management and organization, learning centers, instructional tasks, values-clarification activities and instructional coordination with content fields to meet the educational needs of the early adolescent. Field observation and experience are required and integrated into the course. Required for Middle Childhood Teacher
Certification.

EDUC 370
Strategies Utilizing Instructional Technology in Science
3-0-3

Instructional strategies are developed that illustrate
the incorporation of instructional technology into elementary science curricula in alignment with the NYS
Standards and assessment. Software that is appropriate
to instructional objectives is examined, and methods
of incorporating the use of software into the science
classroom are developed. Differentiated Instruction, critical thinking skills, and technology applications are integrated into the science curricula. Attention will be placed on literacy development, and content terminology as it applies to science. Field experiences are part of the course requirements. Prerequisites: EDUC 201, EDUC 211, EDUC 212, PSYC 220.

EDUC 371
Strategies Utilizing Instructional Technology in Mathematics
3-0-3

Instructional Strategies are developed that utilize
manipulatives, calculators, computers, and cooperative
learning, as they may be applied to teaching the content of standards-based elementary mathematics. Students focus on differentiated instruction and the selection and utilization of appropriate hardware and software, examination and development of instructional
programs, and the analysis and practice of alternate problem-solving methodologies. Attention will be placed on literacy development and content terminology as it applies to mathematics. Field experiences are part of the course requirements. Prerequisites: EDUC 201, EDUC 203, EDUC 211, EDUC 212, PSYCH 220.

EDUC 372
Strategies Utilizing Instructional Technology in Teaching Elementary Social Studies
3-0-3

Multiple research-validated instructional strategies
for the elementary classroom that prepare the
prospective teacher with skills in developing technology-
enhanced materials and strategies for differentiated
instruction of students. The course will include
the use of technology to acquire information, communicate, and enhance achievement in social studies. The focus of the course includes the pedagogic examination, analysis, and synthesis of NYS Social Studies Standards within a technology-enhanced curriculum in history, geography, economics, citizenship, and government, valuing diversity in culture, heritage, and socioeconomic level in a state, national, and global context. Attention will be placed on literacy development and content terminology as it applies to social studies. Field experiences are part of the course
requirements. Prerequisites: EDUC 201, EDUC 203,
EDUC 211, EDUC 212, PSYC 220.

EDUC 373
Practicum in Middle Childhood Education
3-0-3

A guided orientation of the many programs of intermediate level elementary schools and middle schools. Students will study, observe, and participate in a variety of school programs that encompass varied organizational structures. The course will meet regularly on campus, but will require observation and participation in the school setting. Discussions will include reports of field experiences and the relationship of the on-site participation to the assigned readings. This course cannot be waived on the basis of the student teaching experience. Prerequisite: Teacher certification
Candidacy. Department Chairperson’s approval.

EDUC 374
Curriculum Articulation Through Multi-Media
3-0-3

Instructional strategies for the elementary classroom
that involve experiences in music, art, physical movement and various media. Preparation of the prospective teacher for the utilization of media and materials that integrate into the creative arts will be the primary focus. As the development of software continues to emphasize the interconnections between concepts and skills, experience with such materials is essential in sharpening children's views of the world around them. Field experiences are part of the course requirements. Prerequisites: EDUC 201, EDUC 203, EDUC 211, EDUC 212, PSYC 220 and the approval of department.

EDUC 375
Current Issues in Occupational/Vocational Education
3-0-3

An examination of the major current issues, trends,
and approaches in teaching occupational education.
This course will consider the current and controversial
topics that have impacted occupational educators and
assist them in assessing their instructional approaches
and course goals. Field observation in required and
integrated into the course.

EDUC 376
Strategies for Teaching Adults in Occupational Subjects
3-0-3

Teaching strategies particularly suitable to occupational
settings, that focus on analysis of classroomconditions, teaching/learning styles, alternative methods of assessment, and application of new strategies in information processing.

EDUC 489
Seminar in Student Teaching
3-0-3

The culminating experience in our teacher education
program focuses on integrating program goals and
analyzing one’s own teaching practices throughout
the student teaching experience as the candidate
makes the transition into the teaching profession. A
problem solving approach is employed. The role of
technology applications is included. Required course
for teacher certification students in conjunction with
EDUC 490. Prerequisite: Approval for Teacher
Certification candidacy; Department Chair’s Approval.

EDUC 490
Supervised Student Teaching
0-0-6

Supervised student teaching is a full-time experience
in a local school district under the direct guidance of
a cooperating teacher and a college supervisor.
Students observe classes, assist teachers with instructional tasks, teach independently, and assume other professional responsibilities. Focus is on the application and further development of specific educational competencies. Teaching experience will be gained at both the lower and upper childhood and adolescent levels during the entire semester of the field assignment. Required capstone course for teacher certification students in conjunction with EDUC 489.
Prerequisite: Approval for Teacher Certification
Candidacy; Department Chair’s Approval.

EDUC 499
Career Exploration Seminar
3-0-3

An education seminar designed to enable students to
achieve the goals set for personal, academic, and
career development. Students will receive instruction
in problem solving, goalsetting, decision making, and
value clarification through research, discussion, and
group interaction. Learning activities will be developed
in a logical, sequential order designed to help students
discover, clarify, and evaluate their own interests, values, talents, and skills, to set goals, and then to relate
these goals to specific academic and job-career choices.
Prerequisite: Approval of Dean.

Teacher Education
(Non-Credit) Workshops

Workshop on Teaching Health, Physical fitness, Dance, and Movement Education

This workshop instructs teacher education candidates
in the relationship between physical activity and the
positive effects on the body. The workshop includes
instructional activities that are used in the school setting
to instruct education majors about the relationship
between health risks and an inactive lifestyle. The
topics of the workshop include physical education
sports and fitness exercise, some approaches to dance
activities and movement experiences, as well as an
interdisciplinary approach to teaching sound and
musical experiences appropriate to the developmental
age level.

Workshop on Teaching Prevention of Child Abduction and Identifying and Reporting of Child Abuse

This workshop prepares teacher education candidates,
and other professionals dealing with children regarding
the current contemporary issues of child abduction
and identification and reporting of child abuse. The
workshop includes the use of video materials, printtext
materials, and cooperative learning activities that
require the involvement and participation of individuals
in a series of activities as prescribed by the state.
Students are required to complete this workshop to
earn the endorsement of the NYIT School of Education.

Workshop on Teaching Personal Health

This workshop consists of content instruction on personal health topics and includes such topics as preventing alcohol, tobacco, and other drug abuse. This
non-credit workshop is integrated into the teacher
education program and is conducted by our School of
Education faculty. Students are required to complete
this workshop to earn the endorsement for teaching by
the NYIT School of Education.

Workshop on Teaching Safety, Fire Prevention, and Safe Environment

Teacher certification candidates are instructed in safety
concerns and precautions in the classroom and how
to deal with these issues in the home setting as well.
Students learn the legal implications of these contemporary safety issues. This non-credit required workshop is offered each semester. It will be conducted by School of Education faculty. Students are required to
complete this workshop to earn the endorsement for
teaching by the NYIT School of Education.

Workshop on Career Awareness and Career Development

This workshop prepares teacher education candidates
with a range of activities that are needed to stimulate
interest and knowledge of career areas, career skills,
and the value of analysis and self-evaluation of competencies in skill areas. Approaches to identifying the motivation to develop skills, talents, and commitment to learn and prepare for challenging and satisfying careers is a key element of this workshop activity. This workshop will be integrated into the weekly schedule of topics offered in the student teaching seminar during the professional semester experience. This workshop will be conducted by School of Education faculty and college student-teaching supervisors.

CULY 100
Basic Food Science
2-2-3

Informs students of the skillful and efficient handling
of raw ingredients as pertains to the preparation and
quality of meals. Instruction deals with preparing and
storing foods used in cooking and sauce bases.
Emphasis is placed on making the best use of ingredients
to eliminate waste and spoilage.

CULY 105
Purchasing and Storeroom Operations
1-4-3

Staffing and operating a storeroom and participation
in receiving, storing, reordering, inventory control and
requisition systems. An integral part of the course is
control and report procedures including preparation of
daily and weekly reports and their purposes. An introduction
is provided to variation in the quality of products,
the most common product packing counts and
methods of freezing.

CULY 110
Introductory Baking
1-4-3

Study of the fundamentals of baking science, terminology
and equipment. The student learns the use of
basic baking ingredients, the importance of weights,
measures, types of flour, cake mixing, decorating,
icing, puddings, cake finishing and yeast products.

CULY 115
Pantry
1-4-3

Basic cold food preparation and its place in the
kitchen. Topics of instruction include: salad dressings,
salad classifications, cold soups, canapes, cold food
presentations, sandwich varieties, fruit salads, fruit
sculptures, fruit mousses, sanitation methods, storing
of foods, planning, the use and handling of aspics,
chaud froids, and an introduction to force-meats.

CULY 120
Dining Operations I
2-3-3

Basic dining room operations with emphasis on personnel,
organization and supervisory skills and service
principles and techniques used in front of the house.
Basic skills used in relation to table side service, salads
and desserts will be taught utilizing the gueridon.

CULY 125
Nutrition
3-0-3

Understanding of nutrition by identifying human
needs through functional nutritional concepts. An
introduction to several interrelated areas of social and
scientific nutritional needs, problems and priorities are
explored and tested. Prerequisite: CULY 100, 105, 110,
115, 120, 135.

CULY 130
Software Applications for Culinary Arts
2-2-3

A survey of computer software and hardware used by
the foods service industry, including hands-on applications.

CULY 135
Culinary Theory and Skills Development
1-4-3

Introduction to sauteing, broiling, simmering, pan frying,
and poaching through the graduated method
technique of commencement at a simple level and
increasing in complexity as the course progresses.
Food products and recipes related to breakfast cooking
are introduced to include eggs, meats, farinaceous
products and appropriate fruits and vegetables.
Prerequisite: CULY 145.

CULY 140
Dining Operations II
2-3-3

Advanced dining room service and operations by being
exposed to an actual operating dining room including
organization and responsibilities of the staff positions.
Prerequisite: CULY 120.

CULY 145
Luncheon Hot Food Production
1-4-3

Utilizing the graduated method technique, the student
will develop fundamental skills and techniques in the
preparation of classical luncheon cuisines. Food products
and recipes related to luncheon cooking are introduced
including eggs, beef, pork, veal, poultry, lamb,
game, fish, vegetables and farinaceous products.
Prerequisite: CULY 115.

CULY 150
Sauces
1-4-3

Students are taught the method of making stocks
as the foundation of sauces and soups. Instruction
deals with stock, sauce and soup preparation to
include the basic vegetable cuts, waste management
and emphasize the proper handling and storage of all
foods used and prepared.

CULY 210
Advanced Baking
1-4-3

Experience in the use of various baking ingredients.
Advanced baking methods in relation to various sugars,
cakes, decorating, cooking and pastries, as well as
batters, pastes and creams are utilized. Prerequisite:
CULY 110.

CULY 215
Garde Manger/Buffet Catering
1-4-3

Cold buffet presentations, piece montees, ice carvings,
tallow sculpture, salt dough sculpture, advanced salads,
preparation and presentation of pates, galantines,
terrines, ballotines, classical platter presentations,
aspic decorations and use, the decorating of various
meats, poultry, game, fish, and shellfish, utilizing food
products and recipes related to the art of the Garde
Manger. Prerequisite: CULY 115.

CULY 220
Externship
0-6-3

Provides an opportunity to apply skills learned in the
culinary laboratories to supervised employment at a
Culinary Arts Center (CAC) approved food service facility
for a multi- month interval. Approval of the CAC
director is required prior to registering for this course.
Prerequisite: Completion of two semesters.

CULY 225
Kitchen I—International Cuisine
1-4-3

Vocabulary and the production and presentation techniques
of regional Italian traditional and modern
cuisines. Prerequisite: CULY 235.

CULY 230
Kitchen II—International Cuisine
1-4-3

Vocabulary and the already acquired production and
presentation techniques of the foods of China, Japan,
Korea, Russia, Germany, Poland, Yugoslavia, Albania,
Spain, Hungary and Hawaii. Prerequisite: CULY 225
or 145.

CULY 235
American Cuisine
1-4-3

Vocabulary, preparation and presentation of various
native American cuisines including New England,
Middle Atlantic, Southern, Midwestern, Northern
Plains, Southwestern, Western and Northwestern
states. Prerequisite: CULY 145.

CULY 240
Advanced Classical Cuisine
1-4-3

Preparation, planning and execution of coordinated
menus from a variety of classical recipes from all food
groups; history and source of recipes and the proper
restaurant use and presentation. Recipes variations
and plate and service presentations will be stressed
along with student input on their practical application.
Prerequisites: CULY 230 or 235.

HOSP 101
Hospitality Management
3-0-3

The basic principles of management and their relationship to the hospitality industry. The future of the
restaurant industry, travel and tourism, hotel/motel
operations, leadership and the directing function in
hospitality management. Many other current topics
will also be discussed. (CULY 100 may be substituted.)

HOSP 102
Front Office Management
3-0-3

Develops an understanding of front office procedures
with emphasis on new methods of group reception,
registration and billings. Other areas that will be covered
are the structure of front office management, credit and collection procedures. Prerequisite: HOSP 101.

HOSP 104
Travel and Tourism
3-0-3

Acquaints students with various principles, practices
and philosophies of tourism. Areas of concentration
include sociology and psychology of tourism, tourism
demand development and research, and marketing
tourism.

HOSP 150
Personnel Management for the Hospitality Industry
3-0-3

Study of the realities in industry and the procedures
which would be helpful in addressing problems relating
to the personnel function. Areas that will be covered
include administration, human resource development,
labor relations and placement procedures.
Prerequisite: HOSP 101.

HOSP 154
Casino Management
3-0-3

Operation of casinos from the hospitality management
perspective. Topics include the theories of operation,
games management, legal restrictions and service
functions. Student will also learn loss control and rules
of the most popular games in casinos.

HOSP 201
Convention and Meeting Planning
3-0-3

Theory and operation of convention meeting planning
for hotels and conference centers. Principles of bookkeeping, account processing, sales, banquet/catering management as they apply to these operations. Other related current topics will be covered. Prerequisite: HOSP 101.

HOSP 202
Fundamentals of Purchasing
3-0-3

Fundamental principles and purchasing techniques
will be studied with a greater emphasis on product
information needed to purchase in a special field.
Areas of concentration include purchasing of vegetables, poultry, beef, fish, and alcoholic beverages. CULY 105 may be substituted. Prerequisite: HOSP 101 or CULY 100.

HOSP 204
Food and Beverage Operations
3-0-3

Comprehensive study of the control process in food
and beverage operations, with a look at various alternatives and available solutions and methods. Areas of study include cash receipts, receiving, menu pricing
and labor cost controls. Prerequisite: HOSP 101.

HOSP 206
Principles of Beverage Management
3-0-3

Detailed comprehensive study of the origins, production
and characteristics of all types of alcoholic beverages.
Other areas that will be explored include purchasing
beverages, merchandising, beverage control.
Prerequisite: HOSP 101.

HOSP 221
Travel Management
3-0-3

Acquaints students with two major components of
Travel and Tourism: hospitality (hotels, motor inns,
resorts, alternative accommodations and related
occupations: bus operations, land arrangers and tour
operators) and retail travel agency organization,
operation, administration, personnel and sales.

HOSP 228
Touristic Geography
3-0-3

A survey course of the field of geography as it relates
to tourism planning. Two general areas will be surveyed:
cities, land use and values, resource management,
transportation patterns and tourism developments;
and tourism destination planning including customs of areas, festivals, museums and historical sights related to travel/tourism.

HOSP 230
Tourism Marketing
3-0-3

Acquaints students with both a practical application
and theory of sales and marketing, including advertising
and public relations strategies, as they relate to the
travel tourism industry. Examines marketing mix,
tourism product, consumer behavior, communications
and media uses and procedures for advertising and
public relations campaigns. Prerequisite: HOSP 306.

HOSP 250
Housekeeping Management
3-0-3

The functions of the housekeeping department, the
most labor intensive department in most hotels, will
be studied including personnel, sanitation, maintenance
and materials as they relate to the management
of the building and property. Prerequisite: HOSP 101.

HOSP 251
Quantity Food Production
3-0-3

Concepts and nature of food preparation in large
quantities. A systematic presentation of all the phases
in food service operations. Areas of nutrition, sanitation
and equipment analysis will also be covered.

HOSP 301
Facilities Maintenance
3-0-3

Introduction to maintenance and engineering principles
required to today’s lodging and food service operations
including technical information necessary to establish effective preventive maintenance programs. Study includes engineering and maintenance department
roles and responsibilities, blueprint reading, electric, plumbing, sewer, swimming pool, HVAC, elevator, acoustic and sound control and elimination of pollution problems. Prerequisite: HOSP 101.

HOSP 302
Managerial Accounting
3-0-3

Application of practical accounting techniques relating
to the hospitality industry with concentration in
financial statements, internal control, payroll and cost
accounting. Prerequisite: ACCT 101.

HOSP 306
Hospitality Industry Marketing
3-0-3

Study of what marketing is, what it can accomplish for
the organization, and how to establish and operate a
marketing plan. Includes product development, personal
selling, market planning and pricing. Prerequisite: HOSP 101.

HOSP 308
Labor-Management Relations
3-0-3

Analysis of labor-management relations in the hospitality
industry through historical reference, case studies
and on-the-job incidents. Includes material on contract provisions, negotiations and interpretation. Prerequisite: Junior status.

HOSP 350
Externship in Hospitality Management I
3-0-3

Provides the student with an opportunity to apply
skills learned in the classroom to an on-the-job situation.
Jobs will be provided in hotels, motels, restaurants,
country clubs and in the travel/leisure industry at large. Approval of the dean needed prior to registering for course.

HOSP 351
Externship in Hospitality Management II
3-0-3

A continuation of HOSP 350 wherein the student can
apply classroom skills and knowledge to on-the-job
situations. Prerequisites: Interview by the externship
committee and HOSP 350 as prerequisite or corequisite.

HOSP 352
Externship in Hospitality Management III
3-0-3

Upper level course which acts as a continuation of
HOSP 350 and HOSP 351. Prerequisites: Interview by
the program dean and the externship committee and
completion of HOSP 350 and HOSP 351. Approval of
the dean needed prior to registering for course.

HOSP 401
Seminar in Hotel/Restaurant Administration
3-0-3

This is the senior “capstone” course calling for a broad
range of skills and knowledge learned both in the
major and in the college. The class is divided into
teams each of which prepares one or more solution(s)
to a given large problem in the Hotel Restaurant
Institutional industry. Coursework will involve information gathering, methods of presentation to a jury of advisers and actual peer jury presentations. A key element is the presentation of solutions to faculty and
advisers to the major. The presentations mandate
appropriate oral, written, visual and numerical aspects
demonstrating communication skills, integration of
knowledge, application of computer skills, teamwork
skills and job readiness through the panel critique.
Prerequisite: Senior status.

HOSP 404
Facilities Layout and Design II
3-0-3

Individual student effort in the development of a
restaurant from concept to operation. A major project
will include blueprints for dining rooms, bars and
kitchens developed after the concept and menu have
been established. Prior industry experience or 30 credits
in culinary arts, food service or restaurant courses
are recommended as a prerequisite to this course.
Prerequisites: HOSP 204 and HOSP 410.

HOSP 406
Financial Management for the Hospitality Industry
3-0-3

Comprehensive study on the different objectives in
financial management. Deciding on company goals,
ways of obtaining the funds to meet these goals and
effective uses of the funds. Ratio analysis working
capital and long term financing will also be included.
Prerequisites: HOSP 101, ACCT 101.

HOSP 408
Law for the Hospitality Industry
3-0-3

The legal aspects of running a hotel. Designed to give
a basic understanding of preventative tactics and
what must be done to avoid lawsuits. Also includes
legal research, licensing and hotel keepers obligations.
Prerequisite: LLAW 101.

HOSP 410
Menu Design and Planning
3-0-3

Comprehensive study of all phases of menu preparation.
The menu is broken down into several different
elements such as art and design layout, copy and
others. Each is analyzed as it applies to food service
operations, nutritional requirements and balanced
presentation. Term project: preparation of a menu.
Prerequisites: HOSP 204, HOSP 202 or CULY 105.

HOSP 450 Software Applications for Hotel
Management
2-2-3

A survey of computer software and hardware used by
hotel management, including hands-on applications.
TELE 335 may

EDCO 600
Introduction to School Counseling (3)

Candidates are introduced to the role of the school counselor and the relationship of the school counseling program to the educational mission of school. The following school counseling topics are addressed in this introductory course: perspectives and practices for school counseling in the 21st century, multicultural and diversity issues impacting school counseling and an overview of counseling theory as applied to the child and adolescent in a school setting. Initial introduction to school counseling skill development will focus on solution focused, brief counseling and cognitive behavior approaches. Candidates will explore the
school counselor’s work in the context of leadership, advocacy, collaboration, consultation, coordination of services, multiculturalism and working with diverse student populations, technology and the use of data to inform decisions. Included in this course are the modules required for the NYS Child Abuse.

EDCO 601
Human Development (3)

Candidates will study of human growth and development from birth through aging and death. The course focuses on the physical, cognitive, social, personality and emotional development as a series of progressive changes resulting from the interactions of biological, psychological and sociological forces the environment. Special emphasis is placed upon the
development characteristics of school aged youth within a multicultural and diverse society and takes an in-depth look at theory, research and applications in the areas of learner development, and differences. Included in this course will be five hours of practicum experience
and direct involvement with practicing counselors in a school site or community based organization. (Equivalent to HREL 601).

EDCO 605
Theories of Personality (3)

A systematic examination of historical and theoretical accounts of, and research findingsbearing on the normal and abnormal personality syndromes. Explores the factors underlying personality development and adjustment. (Equivalent to HREL 605.)

EDCO 615
Foundations of Counseling (3)

Candidates will examine the philosophical and theoretical foundations of counseling theory and practice and how these are applied to prevention, development, empowerment and change of individuals. In this introduction to the field of counseling, candidates will explore the process, development and acquisition of basic counseling knowledge and skills appropriate in the delivery of human services through the helping relationships. Counseling approaches are examined within the respective fields of school and mental health with an emphasis on multicultural issues, future trends and the integration and application of counseling
theories. Counseling practices related to specific theoretical orientations will be presented and discussed.(Equivalent to HREL 615)

EDCO 620
Group Counseling, Leadership and Facilitation Skills (3)

Candidates will acquire knowledge and experience with methods, materials, leadership skills and counseling techniques appropriate for group work in a school setting. Principles and practices of group counseling, group dynamics, group leadership and group processes with students and parents will be taught and utilized. The course will specifically address group counseling and group guidance approaches for promoting academic, career and personal/social success for all students. Candidates will learn to plan, organize, facilitate and evaluate success of small groups within the educational setting. Examples of group work would include: support, life skills, career planning and exploration, peer pressure, motivation, grief/loss, friendship and study skills. Ethical consideration in group work with all children and adolescents, including under-served and under-represented populations will be
addressed utilizing the ASCA and ACA Code of Ethics. Prerequisites: EDCO 600, 601, 615 and 705

EDCO 625
Community Psychology (3)

This is an introductory course to a newly emerging area in psychology building on concepts from environmental, clinical and social psychology, as well as sociology and anthropology. The course will cover the origins of community psychology surveying its distinctive and
substantive concepts. We will study the psychological concept of community focusing on the community institutions and resources which facilitate or inhibit healthy psychological functioning. Such major topics as community mental health, the educational system and the criminal justice system will be discussed. Prerequisite: EDCO 620. (Equivalent to HREL 625.)

EDCO 630
Social Justice, Diversity and Cultural Issues (3)

Candidates will explore and develop strategies for interacting and working with diverse communities as identified by race, ethnicity, gender, class, sexual orientation, age, disability or religion. Candidates will identify and demonstrate strategies and skills for promoting student success through culturally sensitive advising, consulting and counseling with emphasis on strategies for optimizing academic achievement, career development and personal success. Methods for positively impacting social, cultural, diversity and equity issues, including the possible effects of culture, race stereotyping, family, socio-economic status, gender, sexual identity, language and values on student development and progress in the school setting will be addressed throughout the course. Course content/methodology will emphasize small group activities, collaboration, use of data to create equity for all students, and opportunities to take an active role in supporting all students. Prerequisites: EDCO 600, 601, 615 and 705.

EDCO 631
Prevention, Assessment and Treatment of Alcohol
and Substance Abuse with Families Communities and Schools (3)

This course focuses on the prevention and education of drug and alcohol abuse regarding adolescents, young adults, and adults. The course addresses primary, secondary, and tertiary prevention approaches for individuals, communities and school districts. Candidate learning will focus on both risk and protective factors in the use and abuse of drugs and alcohol. Concepts such as adolescent drug culture, parent drug culture, patterns and trends, and current research-based statistics are discussed. Principles of effectiveness for the development of drug and alcohol prevention and education programs are included. The assessment and
treatment of families is highlighted. (Equivalent to HREL 631)

EDCO 635
Consultation: School and Community (3)

School counselor education candidates acquire the knowledge, skills, and abilities necessary to function as a consultant, a primary function of the school counselor. A comprehensive model of school consultation will be presented and the candidate will implement this model in a school setting with classroom teachers and pupil services personnel, and additionally
with community agency staff. Particular emphasis will be placed on consultation with parents, teachers, and mental health providers in the schools and in community based organizations. Candidates will learn to select appropriate strategies for use with diverse populations including families and school and community agency staff. Prerequisites: EDCO 600, 601, 615 and 705.

EDCO 640
The School Counseling Program: Development,
Implementation and Evaluation (3)

Candidates will the content and process for the implementation of 21st century school counseling programs that are comprehensive, developmental in design and based on the national standards for school counseling programs. Through the use of needs assessments, school report cards, high school profiles and other achievement and student-based data,
candidates will identify elementary, middle and high school priorities for their school counseling programs. Consultation and collaboration models will be used to integrate the educational reform agenda, the NYS Learning Standards, and student skills and knowledge
with school counseling program priorities, strategies and accountability. Candidates benefit from working closely with school counseling practitioners to gain an understanding of professional identity. Prerequisites: EDCO 600, 601, 615 and 705.

EDCO 645
Technology Literacy for School Counselors (3)

This course provides school counselors with the technical skills and theoretical knowledge needed to integrate technology into their work with today's students and their and families. Topics for the course include: locating, interpreting and using Internet information (e-mail, WWW, newsgroups, mailing lists, chats); using databases to monitor student progress and
promote academic achievement; creating and maintaining a school counseling web site; creating and hosting on-line forums for students and families; creating presentations using specialized presentation software; evaluating software and hardware; creating a technology plan for the school counseling department and program; addressing the legal and ethical issues related to the use of technology and the internet by students; and using technology to monitor student progress and identify areas that require efforts for improvement. Additionally, school counselors will become familiar with web sites and technology
resources to support career awareness and development and the post secondary planning process.

EDCO 650
Social Justice, Diversity, and Cultural Issues (3)

Candidates will explore and develop strategies for interacting and working with diverse communities as identified by race, ethnicity, gender, class, sexual orientation, age, disability or religion. Candidates will identify and demonstrate strategies and skills for promoting student success through culturally sensitive advising, consulting and counseling with emphasis on strategies for optimizing academic achievement, career development and personal success. Methods for positively impacting social, cultural, diversity and equity issues, including the possible effects of culture, race stereotyping, family, socio-economic status, gender, sexual identity, language and values on student development and progress in the school setting will be addressed throughout the course. Course content/methodology will emphasize small group activities, collaboration, use of data to create equity for all students, and opportunities to take an active role in supporting all students.

EDCO 655
Contemporary Issues and Practices in Education
and School Counseling (3)

Candidates will acquire knowledge and understanding regarding their role as an educator in the American educational system. The current educational reform agenda including academic learning standards, curriculum, instruction, leadership, organizational structure, school culture and school climate will be addressed. The course will explore models of the
change process and its impact on educators. Candidates will explore current issues facing educators and school counselors and develop models that promote collaboration and team work among education professionals, home, and community and address the needs diverse student populations. Prerequisites: EDCO 600, 615 and 705.

EDCO 660
Family Dynamics and Community Resources (3)

School counselor candidates will acquire effective strategies to develop positive relationships between school, community and family. Candidates will learn effective ways to include family members as active contributors in their child’s education and well being. Family influences on the child’s academic, career and personal/social success will be addressed. Candidates will learn how to consult and create collaborative teams to include school personnel, families and community agencies in supporting success for all students.
Candidates will examine concepts of family dynamics, range of family dynamics and dysfunction requiring referral and utilization of community resources. The course will explore diversities inherent in families and focus on ways of relating to families who differ
from others in age, race, ethnicity, economics and family form and function.

EDCO 665
The Special Needs Student (3)

Candidates will become knowledgeable with an overview of the special needs student in today’s schools and with the knowledge and skills to better advocate on behalf of students and their families. Candidates will have the opportunity to explore a variety of exceptionalities to include: communication disorders, learning and emotional disabilities, mental retardation, conduct and behavioral disorders, orthopedic impairments, traumatic brain injuries, hearing and vision impairments, gifted and talented, ADD/ADHD and challenges faced by language minority students. Candidates will become familiar with the criteria for
Special Education as presented in IDEA, in the NYS Part 200 Commissioner’s Regulations and in 504. Issues of diversity and multicultural considerations will be addressed as they apply to student referral and placement within the educational setting. Prerequisites: EDCO 600, 601, 655.

EDCO 670
Transitions and Post Secondary Opportunities (3)

This course will provide school counselors with the knowledge and skills to help students leave school with the academic preparation essential to choose from a wide range of post secondary options, including college. The course will focus on academic developmental
needs of students as they transition from elementary to middle school, from middle school to high school and from high school to quality post secondary options and opportunities. Discussion will focus on student preparation, equity and access to equal education
opportunities, pre-college guidance and counseling program, post secondary and college search, college entrance testing, scholarships and financial aid, preparing letters of recommendation, post secondary college admissions review, ethics in the admissions
process, and preparing students for the transition after high school Prerequisites: EDCO 600, 640, 650 and 655..

EDCO 675
Positive Classrooms and Organizational Change (3)

Candidates will explore current research and best accepted practices in methods for creating positive, safe classrooms and school communities by examining classroom management and organization for promoting learning. The course takes an in-depth look at the classroom structure and ways of connecting most effectively with learners: both individually and in
groups. Candidates will analyze the profiles and characteristics of students presenting potential and active behavioral problems. Strategies for preventing and managing on-going behavioral problems are examined. Two key assumptions underlying this course are that: effective interpersonal communication is critical in teaching and learning and, the classroom teacher has the responsibility for and control over student interaction in the classroom. Prerequisites: EDCO 600, 601.

EDCO 701
Theories of Counseling & Psychotherapy (3)

Theory, application, and research findings related to both counseling and therapy will be examined as well as specified therapeutic concepts and techniques that have evolved from these theoretical modes, e.g., psychoanalytic, interpersonal, gestalt, behavioral and
existential. Prerequisite: EDCO 605, 610, 615.

EDCO 725
School Violence and Student Behavior Management(3)

Candidates will explore the issues of student behavior that results in violent and aggressiveactions. The development of violent tendencies is examined, including the medical/biological, psychological and social theories of aggression and violence. Particular focus is placed on understanding the risk factors of aggression and violence within regular, special education and inclusion classrooms. Candidates explore the current approaches to intervention with
at-risk students, and discuss prevention strategies that can be implemented in regular, special education and inclusion classes in order to minimize the risk of violence. The legal issues involved are presented to help candidates understand the role of school personnel in
minimizing risk to students and staff, and also intervening with those students in regular, special education and inclusion classes who are at-risk for violent and aggressive behavior. As part of the curriculum, each participant will develop a Crisis Intervention and Prevention Plan as a potential model that can be implemented within a school district/building. Modules required for the NYS Project Save Certificate are included.

EDCO 730
Internship: Academic/Career/Personal–Social
Development – Part 1 (3)

This course is the first half of a two part cumulative experience, which extends for a full school year. Included in the course will be application of knowledge, skills and attitudes gained from previous courses (e.g. research, ethics/law). This internship experience is
designed to provide the school counseling candidate with direct experience in the school setting working with students and faculty. Candidates will conduct individual, group and classroom activities to support academic success based upon the National Standards for School Counseling Programs. Candidates will use school data to identify student needs, select/develop measurable competencies that support identified needs and implement strategies. Under the direction of the school counselor supervisor, the candidate will consult
with students and faculty on academic, career, and person-social issues. This course requires three hundred hours of structured field experience and participation in a weekly seminar.Prerequisites: All core and foundation requirements completed and approval of program
coordinator.

EDCO 740
Internship: Academic/Career/Personal–Social
Development – Part 2 (3)

This course is the second half of a two part cumulative experience, which extends for a full school year. Included in the course will be application of knowledge, skills and attitudes gained from previous courses (e.g. research, ethics/law). This internship experience is
designed to provide the school counseling candidate with direct experience in the school setting working with students and faculty. Candidates will conduct individual, group and classroom activities to provide career development experiences based upon the National
Standards for School Counseling Programs. Candidates will use school data to identify student needs, select/develop measurable competencies that support identified needs and implement strategies. Under the direction of the school counselor supervisor, the candidate will consult with students and faculty on academic, career, and personal-social issues. This
course requires three hundred hours of structured field experience and participation in a weekly seminar. Prerequisites: EDCO 730 and approval of program coordinator.

EDCO 770
Etiology and Treatment of Alcohol and Substance Abuse I (3)

This is the first of two courses that cover etiological and treatment issues and knowledge regarding substance abuse and addiction. It has two primary content areas. The first is to teach candidates the different models available to understand and treat substance abuse. Candidates will be assisted in integrating these models into a biopsychosocial approach to understanding and treating abuse and addiction. The second major content area is the
beginning phase of treatment of individual with substance abuse problems. Primary learning foci will be on assessment and diagnosis of these disorders and on working with the denial that often accompanies these problems. Candidates will also develop knowledge
about how to do motivational interviewing, develop treatment plans, and differentiate among the different treatment modalities available. Prerequisite: EDCO 615 (Equivalent to HREL 770).

EDCO 771
Etiology and Treatment of Alcohol and Substance Abuse II (3)

This is the second of two courses that cover etiological and treatment issues and knowledge regarding substance abuse and addiction. It builds on learning from EDCO/HREL 770 and continues the sequential study of the treatment process of abuse and addiction into the middle and termination phases. The major counseling themes in these phases will be studied.
Integrating professional treatment with self-help group participation will be studied. Candidates will learn how to treat substance abusers who have other serious coexisting disorders. Counter-transference and other personal/attitudinal issues triggered by working
with abusers and addicts will be explored. Other contemporary practice issues in substance abuse treatment will be identified and discussed. Prerequisite: EDCO 770 (Equivalent to HREL 771).

EDCO 800
Organizational Behavior and Leadership (3)

This is an introductory course orients candidates to the field of educational leadership, including an understanding of various administrative roles and the changing focus of leadership and technology in the schools. Candidates will develop a personal philosophy that guides the educational applications of IN/Com technology in the district. The class format will include discussion of such topics as organizational theory, decision making, the nature of effective leadership the change process, organizational health, team building, shared decision making, site-based management and the role technologies play in maintaining the school/district as a learning community. Prerequisites: EDCO 600, 601, 615.(Equivalent to EDLT 800)

EDCO 810
Educational Research, Assessment, Technology (3)

This course has three major objectives. The first is to develop an awareness of the various research methodologies commonly employed in educational research and in the social sciences. Included in this are the types of data collection, data analysis, interpretation and corresponding generalization of findings. Second, the course is intended to help the student become a better consumer and critic of the research as reported in the literature. Third, the student will become familiar with the research and related literature in their
particular specialization and technology. This is an introductory survey course with major emphasis on the types of empirical research methods, procedures, instrumentation and other forms of data collection, and analysis associated with both quantitative and
qualitative research. Prerequisites: EDCO 600, 601, 615, 620, 630, 655. (Equivalent to EDLT 810)

EDPC 835
Educational Law, Policy and Ethics (3)

Candidates will examine federal, state, local laws and regulations that directly impact upon the conduct of public schools personnel. Emphases throughout the course will include: Sources of the law; scope of the law; case law relevant to the administration of schools;
special areas such as special education and gifted education; mandated curricula; federally funded projects; constitutional law; employment law; tort law; copyright law, internet law and contract law. In addition, candidates will examine educational policy on the federal, state and local level. Finally candidates will reflect upon ethical practices in school leadership.
The student will be involved actively in finding legal solutions to cases and will be given an opportunity to advocate for a particular position. Prerequisites: EDCO 600, 615. (Equivalent to EDLT 835)

EDIT 602
Survey of Instructional Technology (3)

Candidates are provided with an overview of technology applied to the instructional process. Within the content of learning theories, the course includes the application of computers, videodiscs, tape, DVD, film and simulations. Current issues in training and staff development are investigated.

EDIT 603
Foundations I: Philosophy and Technology
of Education (3)

Foundational research on the integration of instructional technologies in teaching, training, and learning enables the candidate to consider the social, psychological, and technical milieu of the digital medium in the second millennium. The candidate explores, through primary source literature and digital artifacts, the continuum of thought that frames the past, present, and future understanding of instructional technology within education, corporate, personal, and societal contexts. This exploration leads to the candidate's final project: a rigorous, web-based, well documented personal philosophy of instructional technology incorporating a variety of digital media artifacts. In this course candidates will initiate their web-based professional portfolio for the program. Candidates are expected to make additions and revisions to this philosophy each succeeding semester as specified in the final portfolio requirements for the degree. Field experiences are required and integrated into the course.
Prerequisite: EDIT 601 or equivalent

EDIT 605
Instructional Applications of Internet (3)

In this course candidates will integrate the tools and resources of the internet into their instructional dialogue. Starting with learning standards and/or instructional competencies, candidates adapt Internet resources and internet-based teaching strategies to their instructional
environments. Constructivist and other learning approaches are used and modeled for all activities. Candidates will utilize the current tools and resources of the Internet as well as consider evolving standards and capabilities. Prerequisites: EDIT 603 or EDPC 603, EDPC 605.

EDIT 610
Multimedia/Authoring (3)

Candidates design and develop a computer-based or web-based interactive instructional system using multimedia authoring tools. Candidates develop documentation required for using the product and strategies for integrating multimedia applications into their own instructional contexts to meet the diverse learning needs of their audience.
Prerequisites: EDIT 602 or EDIT 603, EDPC 605 or EDTR 609

EDIT 620
Role of Computer Coordinator (3)

The focus in this course is the role and responsibilities of the building level instructional technology educator/coordinator. Topics discussed include: planning for technology to meet educational priorities; professional development for integrating technology into teaching; national and state technology standards for students and teachers; strategies for acquiring technology resources; and social, ethical, legal and human issues surrounding the use of technology. Final projects will address developing comprehensive plans for infusing instructional technology into curriculum and instruction.

EDIT 636
Introduction to Television for Instruction (3)

Candidates participate in an intensive program to develop knowledge and skills in the process of designing the contexts and sequences for video instructional programs. Participants will develop proficiency in understanding the purpose and use of studio equipment.
Candidates will gain skill in the integration of video technology into instructional strategies.

EDIT 646
Design for Multimedia (3)

Candidates in this course will develop skills designing multimedia educational and training materials. Participants will critically review existing multimedia materials as guides for developing their own projects. Candidates will create storyboards for their proposed application, plan the sequence of screens, linking devices and text narrative. They will also specify the incorporation of print, music, animation, graphics, video clips, and other media. As part of the planning process, candidates will demonstrate knowledge of equipment and material costs and other budget item that bear upon their design. Prerequisite: EDIT 610

EDIT 650
Psychology of Multimedia Design: Human-Computer Interaction (3)

This course is the culminating experience in the multimedia sequence. Candidates will develop knowledge and skill in the analysis and application of cognitive frameworks and conceptual models that are the foundation of multimedia designs. Candidates will design a technologically integrated Human-Computer Interaction (HCI) instructional unit appropriate for differentiated learners. Prerequisite: EDIT 646

EDIT 652
Distance Learning Applications (3)

This course provides candidates with the foundation in the conceptual rationale for the delivery of distanced instruction. The technologies of data telecommunications, audio conferencing,
audio graphics systems, satellite programming and full motion audio and video will be developed. Candidates will become conversant with differentiated needs of various audiences as well as cost factors associated with delivery.

EDIT 701
Contemporary Strategies for Technology Integration in the Curriculum (3)

Candidates explore essentials of technology integration, curriculum enhancement using backward design, differentiated instruction and authentic inquiry. Using the Intel® Teach to the Future Essentials Course materials candidates learn how, when, and where to incorporate technology tools and resources into current curriculum with the goal of developing their students' higher-order thinking skills. Candidates develop new ways to create assessment tools and align lesson plans with state and national standards. This course incorporates hands-on use of the Internet, Web page design, and multimedia software.

EDIT 702
Critical Thinking and Communications with Technology (3)

Candidates explore higher order thinking skills using technology integrated into the curriculum. Using the Intel® Teaching Thinking with Technology Course materials candidates design instruction to manage, explore, and communicate complex and interconnected issues. Candidates learn to use technology tools for setting priorities, comparing and contrasting factors, investigating cause-and-effect relationships, and building well-structured arguments to support position on issues. Candidates develop project-based learning strategies aligned to curriculum standards for student inquiry, communication and collaboration using online tools.

EDLA 615
Language Arts and Technology (3)

Candidates examine the national and state English/Language Arts standards related to listening, speaking, reading, writing, and visual communication. Candidates explore methods, materials, and resources appropriate for cultural, ethnic, and diverse learning styles of all learners to meet the language arts and reading standards. Candidates investigate strategies for integrating technology into K-12 language arts and literacy instruction and teaching strategies appropriate to the level of instruction. Candidates apply research-based effective practices for assessing learner progress and for using technology to improve reading, writing and communication. Field experiences are required and integrated into the course. Prerequisites: EDIT 603 or EDPC 603, EDPC 605

EDLT 800
Organizational Behavior and Leadership (3)

This is an introductory course designed to provide an orientation to the field of educational leadership, including an understanding of various administrative roles and the changing focus of leadership and technology in the schools. Candidates will develop a personal philosophy that guides the educational applications of IN/Com technology in the district.
The class format will include discussion of such topics as organizational theory, decision making, the nature of effective leadership, the change process, organizational health, team building, shared decision making, site-based management, and the role technologies play in
maintaining the school/district as a learning community.

EDLT 805
Leadership in Technology I (3)

This is a course designed to give appropriate knowledge in the technology options available to schools and districts as they develop strategic plans. Candidates will gain more insight into the types and use of technology and its place in curriculum and school planning in general. The culmination of this course will be the development of a rubric for the implementation of technology programs and the evaluation of the effectiveness of each technology use.

EDLT 810
Educational Research and Evaluation (3)

This course has three major objectives. The first is to develop an awareness of the various research methodologies commonly employed in educational research and in the social sciences. Included in this are the types of data collection, data analysis, interpretation and corresponding generalization of findings. Second, the course is intended to help the student become a better consumer and critic of the research as reported in the literature. Third, the candidate will become familiar with the research and related literature in their particular
specialization and technology. This is an introductory survey course with major emphasis on the types of empirical research methods, procedures, instrumentation and other forms of data collection, and analysis associated with both quantitative and qualitative research.

EDLT 815
Leadership in Technology II (3)

This course builds upon the work of technology Leadership I. It has two parts. In one, candidates prepare to create a technology plan. This preparation includes developing guidelines, a table of contents, and a rubric for technology plans. Also included are reviews of budgeting as it applies to technology planning, presentations by architects and engineers regarding structural issues, and by vendors of instructional technology/communications equipment and services. In part two of the course, candidates create a technology plan for/with a school district. The candidates work in teams and work with the appropriate participants in the school district. The plans will be presented to a panel of school superintendents and technology coordinators at the end of the semester.

EDLT 820
Developmental Supervision of Instructional Programs (3)

Instructional supervision and evaluation is the most challenging responsibility of a school leader. This course is designed to examine the most recent research and theory that support effective teaching, supervision, and evaluations of teachers. Concepts such as effective
leadership, peer-coaching, instructional conferences, adult learning, clinical supervision, interaction analysis, and the Bellon Model will be introduced along with an emphasis on communication skills. Particular emphasis will be placed on the use of formative observations
and summative evaluations. Candidates will have the opportunity to practice skills in both real and simulated situations.

EDLT 825
Curriculum Design, Implementation, and Evaluation (3)

This course is designed to help individuals seeking administrative certification to critically design, implement, and evaluate educational programs that are imaginative and innovative in approach. Attention is directed to all areas of curriculum including its relationship to instruction, technology, and assessment. The course will explore the newest innovations in
curriculum and instructional technology for today’s schools.

EDLT 830
Curriculum Design, Implementation, and Evaluation (3)

This course is designed for educators who are preparing for positions in central office or building level administration. The course examines the nature and importance of the human resources function as well as organizational designs for its administration, which are being brought about by societal, economic, political, and organizational pressures. The scope of this course is to help aspiring administrators:

1. Understand the context of the human resources function, i.e. the organizational milieu in which it takes place;
2. Comprehend the nature and significance of how personnel respond to work in organizations; and
3. Utilize this knowledge to practice effective human resource administration.

EDLT 835
Educational Law, Policy and Ethics (3)

In this course, the candidate will examine federal, state, local laws and regulations that directly impact upon the conduct of public school personnel. Emphases will include: Sources of the law, case law relevant to the administration of schools, special areas such as special education and gifted education, mandated curricula, federally funded projects, constitutional law, employment law, tort law, copyright law, internet law and contract law. In addition, candidates will examine educational policy on the federal, state, and local level. Finally candidates will reflect upon ethical practices in school leadership. The candidate will be involved actively in finding legal solutions to cases and will be given an opportunity to advocate for a particular position.

EDLT 840
Resource Allocation (3)

This course offers field-based demonstrations and hands-on application of microcomputerbased tools regarding management science techniques and planning, data analysis, and decision-making in both public and private organizations. The course will rely upon a
public school district information system to teach an integrated set of practical management tools and systems – from micro-computing to the conceptual underpinnings of decision analysis, resource allocation methods, and data-based design.

EDLT 845
Administrative Internship and Seminar (3)

The purpose of the Seminar is to provide the intern with an opportunity to discuss the integration of the theoretical knowledge and skills acquired during graduate study and the actual leadership experience in the school setting. It is the capstone experience.

EDMA 625 Mathematics, Science, and Technology I (3)

Candidates examine an integrated approach to the teaching of national and state mathematics, science and technology (MST) standards in the context of real world problem solving. Candidates explore ten strands of mathematical study: problem solving, reasoning and proof, communication, connections, representation, number sense and operations, algebra, geometry, measurement, probability and statistics and two major strands of science study: life and physical science. Candidates incorporate constructivist and project based teaching and assessment techniques in MST lesson/unit planning and instructional projects that address the needs of diverse learners in the context of reflective practice. Field experiences are required and integrated into the course. Prerequisites: EDIT 603 or EDPC 603, EDPC 605

EDPC 603
Foundations I: Philosophy of Education (3)

Foundations of education focuses on the continuum of thought framing the past, present, and future understanding of the education profession. Candidates explore the disciplines of educational philosophy, educational history, educational p sychology, educational sociology, along with curricular theory, gender and cultural theory, technology-enhanced learning theory, and philosophical outlooks on the future of the education profession. Using a New Media process of research, reflection, and analysis, each candidate develops a rigorous, well documented personal philosophy of education. This philosophy initiates each candidate's web-b