COUNSELING PSYCHOLOGY

ECPY 302 Methods in Peer Helping II
2 credits
Permission of instructor is required. Open only to Resident Advisors
Group activities for greater understanding of interpersonal skills. Interpersonal skill development and understanding of relevant theoretical concepts. Optional individual research projects. Prerequisite(s): ECPY 301 and permission of instructor.

There are 4 sections available this semester:

Mondays
3:00 – 5:00 pm
State Quad (Cooper Hall) 0002A
August 27 – December 7
Instructor: Holly Barker-Flynn
Course #3788

Tuesdays
1:00 – 3:00 pm
State Quad (Cooper Hall) 0002A
August 29– December 7
Instructor: Holly Barker-Flynn
Course #3789

Wednesdays
11:15– 1:15 pm
State Quad (Cooper Hall) 0002A
August 29– December 7
Instructor: Holly Barker-Flynn
Course #3790

Thursdays
2:30 – 4:30 pm
State Quad (Cooper Hall) 0002A
August 30– December 7
Instructor: Holly Barker-Flynn
Course #3791

ECPY 357 Applied Sport Psychology
Instructor: Abby Barr
3 credits – Course # 7833
August 27 – December 7
Mondays, Wednesdays, & Fridays, 8:15 – 9:10 am in Education 21
This course will provide an overview of issues related to applied sport psychology. Topics covered will include enhancing motivation, effective leadership, team cohesion, individual performance enhancement techniques (e.g., imagery and relaxation, cognitive restructuring), and counseling/clinical issues that are especially relevant to athletes (e.g., substance abuse, burnout. Application of sport psychology across human diversity (e.g., gender, race, ethnicity, culture, age) also will be addressed.

ECPY 360 Psychology, Cultural Diversity, & Social Justice
Instructor: David Kasson
3 credits – Course # 8892
August 28 – December 7
Tuesdays & Thursdays, 8:45 – 10:05 am in Lecture Center 21
This course will examine several aspects of diversity as it relates to U.S. culture and society. Moreover, the course will examine and explore the psychological effects of various types of oppression (i.e., racism, heterosexism, and classism) as they impinge upon specific communities within the U.S. and individuals within those communities. In addition, this course will include topics related to social justice and advocacy related to the improvement and empowerment of marginalized groups studied. The course will incorporate various sources of knowledge and content to provide a comprehensive perspective on the multiple layers of cultural diversity represented in U.S. culture. These sources include readings, class discussions, video presentations, experiential activities, and guest lecturers.

ECPY 421 Introduction to Counseling Psychology
Instructor: Kerrin Roy
3 credits – Course # 8207
August 28 – December 7
Tuesdays & Thursdays, 4:15 – 5:35 pm in Education 121
The history, philosophy, and organization of counseling psychology both as an academic discipline and as a helping profession are explored. Emphasizes understanding of personal, academic, and professional aspects of counseling psychology in the context of modern economic and social influences. For the student considering a career in the helping professions. Prerequisite(s): APSY 101.

ECPY 601 Introduction to Counseling Theory and Practice
Instructor: Gayle Morse
3 credits – Course # 3799
August 27 – December 7
Mondays, 12:35 – 3:40 pm in Education 21
Permission of instructor is required
Introduction to the practices and concepts of counseling. Theories of counseling are covered along with basic principles necessary to understand the role of the counselor. The applicability of counseling theories to male and female clients from diverse racial, ethnic, and cultural backgrounds and across the life span is examined.

ECPY 604 Career Development
Instructor: Matthew Miller
3 credits – Course # 3807
August 28 – December 7
Tuesdays & Thursdays, 1:15 – 2:35 pm in Education 123
Permission of instructor is required
The meaning of work to various segments of society; implications of career development theory for counseling; economic and social influences on career choice; evaluation and use of educational and occupational information; computerized organization of educational-occupation-social information; practice and application of career development theory in school, agency, and college settings: job applications and interviews, job placement, industrial and agency visits, evaluation of career education programs, measurement of vocational maturity, and of job satisfaction.

ECPY 608 Foundations and Techniques of Group Counseling
Instructor: Puspa Das
3 Credits – Course # 3811
August 29 – December 7
Wednesdays, 9:20 am – 12:25 pm in Education 121
Permission of instructor is required
Theories and research in group process; leadership, power and influence, cohesiveness, group pressure, role-status, conformity and change; implications of group theory for task-oriented committees, group counseling programs, staff meetings, classroom and various groups in the power structure of an institution, agency or community; emphasis on learning through demonstration. Participation experiences in class and participation in a number of group experiences outside of class. Examination of the applicability of group counseling theories and research to male and female clients of all ages and from diverse racial, ethnic, and cultural backgrounds.

ECPY 667 Research Principles and Methods in Counseling
Instructor: Matthew Miller
3 credits – Course # 6052
August 31 – December 7
Thursdays, 4:15 – 7:05 pm in Fine Arts 126
Permission of instructor is required
Enables students to consume research literature and apply it in the field. Included in the course will be: concepts of research design, critiquing of research literature, application of research findings for counselors in rehabilitation settings, schools, and community agencies. Prerequisite: Undergraduate course in statistics.

ECPY 741 Assessment with Projective Tests
Instructor: Joseph Bernier
3 credits – Course # 8228
August 28 – December 7
Tuesdays, 5:45 – 8:35 pm in Humanities 19
Designed to expose students to the clinical assessment contributions of projective tests. The major focus is on acquiring basic knowledge and skill in administering, scoring, and interpreting projective assessments (e.g., Rorschach, T.A.T., Bender-Gestalt) in a diversity context (e.g., racial, cultural and gender differences). Prerequisites: ECPY 706 and ECPY 707 (or equivalent) or permission of instructor.

EDUCATIONAL ADMINISTRATION

EAPS 500 United States Educational Governance, Policy and Administration
Instructor: Sandra Vergari
3 credits – Course # 5662
August 28 – December 7
Tuesdays, 4:15 – 7:05 pm in Humanities 127
Historical and current trends in educational governance, policymaking, and administration. Analyses of K-12 and higher education issues at the federal, state, and local levels. Special emphasis on education reform issues specific to New York State.

EAPS 570 Introduction to Law and Education
Instructor: Jay Worona
3 credits – Course # 9189
August 27 – December 7
Mondays, 7:15 – 10:05 pm in Education 22
Covers the legal rights and responsibilities of professional personnel and students in K-12 American education, with emphasis on constitutional principles. Topics include: public-private distinction, freedom of speech, free exercise of religion, academic freedom and tenure, and due process and equal protection guarantees. Designed primarily for teachers, supervisors, and department chairs.

EAPS 600 Introduction to Organizational Leadership
Instructor: Heinz Dieter Meyer
3 credits – Course # 8520
August 30 – December 7
Thursdays, 4:15 – 7:05 pm in Chemistry 151
Permission of instructor is required
Overview of concepts and theories essential to the understanding of educational organizations. Emphasizes organizational structure and processes. Includes topics such as structure, technology, goals, control, power, conflict, communication, leadership, motivation, environmental/interorganizational relations, effectiveness, and change.

EAPS 605 Microsociology of Education and Educational Leadership
Instructor: Pamela Theroux
3 credits – Course # 7959
August 30 – December 7
Thursdays, 4:15 – 7:05 pm in Business Administration 224
Concepts and theories from sociology and social psychology selected for their relevance to organizational behavior. Stresses the relations between research findings and application to organizational problems. Topics include individual differences, attitude formation and change, perception, motivation, influence processes, and group formation as they affect both individuals and educational organizations.

EAPS 606 Ethics and Education
Instructor: John Kalas
3 credits – Course # 6635
August 29 – December 7
Wednesdays, 7:15 – 10:05 pm in Education 121
Relationships of ethical theories to education. Consideration given to absolutist and relativist ethical positions, the possibility of teaching people to be ethical, and contemporary theories of social justice.

EAPS 630 Financial and Human Resources in Education
Instructor: Daralene Jewell
3 credits – Course # 3755
August 28 – December 7
Tuesdays, 7:15 – 10:05 pm in Education 121
Fundamental concepts of management of financial and human resources, as applied to schools and school districts. Stresses the application of principles of budgeting, human resource deployment, and the utilization of facilities. Topics include planning, budget development and administration, recruitment, appointment and assignment of staff, and regulations concerning personnel administration.

EAPS 651 Administration of Institutions of Higher Education
Instructor: Jason Lane
3 credits – Course # 8521
August 30 – December 7
Thursdays, 4:15 – 7:05 pm in Business Administration 213
Analysis of controls in higher education: internal organizational patterns, roles of trustees, administrative personnel, and faculties. The impact of teaching, research, criticism, and sanctions on the differentiation of institutional goals. Prerequisite: Consent of department chair.

EAPS 655 Administration of College Staff Policies
Instructor: Cornelius Robbins
3 credits – Course # 6762
August 28 – December 7
Tuesdays, 4:15 – 7:05 pm in Humanities 134
Procedures and practices related to recruitment, selection, orientation, promotion, compensations, grievances, leaves, negotiations, and retirement. Staff and trustee participation in college governance.

EAPS 658 Politics of Higher Education
Instructor: Daniel Levy
3 credits – Course # 6119
August 30 – December 7
Thursdays, 7:15 – 10:05 pm in Education 121
Political aspects of higher education. Focus on contemporary policy issues. Emphasizes relationships between institutions and external actors, especially governments. Political relationships within institutions. Concepts from political science are used to investigate who governs, autonomy-accountability balances, public interest, and power distribution.

EAPS 687 Survey Methods for Educational Leadership
Instructor: Pamela Theroux
3 credits – Course # 8524
August 27 – December 7
Mondays, 7:15 – 10:05 pm in Humanities 132
Information on the design and application of survey methodology to educational leadership and practice. Hands-on-work developing and administering a pilot survey as well as interpreting and presenting the results.

EAPS 730 Advanced School Business Leadership
Instructor: Daralene Jewell
3 credits – Course # 6631
August 28 – December 7
Tuesdays, 7:15 – 10: 05 pm in Education 121
Concepts and practices of district-level school business management, with emphasis on theoretical issues and practical, district and state-level policy issues related to budgeting and finance. Applications include effective linking of school business management to learning and achieving equity for children and taxpayers.

EAPS 770 Law and School District Leadership
Instructor: Jay Worona
3 credits – Course # 8526
August 27 – December 7
Mondays, 7:15 – 10:05 pm in Education 22
Comprehensive survey of legal and statutory materials relevant to K-12 educational leadership. Topics include: structure and function of the legal system; the rights/responsibilities of professional personnel and students; torts, contract, and school-district property issues; and church-state relations. Designed primarily for district-wide leaders.

EAPS 887 Hierarchical Linear Modeling
Instructor: Kathryn Schiller
3 credits – Course # 8527
August 30 – December 7
Thursdays, 7:15 – 10:05 pm in Humanities 27
HLM is widely used statistical technique for analyzing complex data sets with multiple levels of analysis (e.g., students within schools). Applications of HLM include analysis of: the relative influence of individual characteristics compared to organizational composition, variation in the effects of individual characteristics across organizations; changes within individuals over time.

EDUCATIONAL PSYCHOLOGY and METHODOLOGY

EPSY 502 Educational Psychology
Instructor: David Dai
3 credits – Course # 3849
August 29 – December 7
Wednesdays, 4:15 – 7:05 pm in Social Science 131
This course focuses on the core principles and theories of learning and instruction which have evolved through research in the fields of education and psychology. Major topics include: current theories of learning and cognitive development, academic motivation, social and emotional development, instruction in the content areas, and assessment. (Not open to students with credit in EPSY 200.)

EPSY 521 Development in Childhood
Instructor: Zheng Yan
3 credits – Course # 3850
August 29 – December 7
Wednesdays, 4:15 – 7:05 pm in Education 123
This course focuses on the young child (birth through age 11), especially the development of cognition and social-emotional characteristics. Emphasis will be placed on major developmental theories, methods of studying child development, and the implications of child characteristics for instruction, assessment, and the attainment of the NYS Learning Standards.

EPSY 530 Statistical Methods I
3 credits
Descriptive statistics including measures of central tendency and variability, correlation and regression. Introduction to statistical inference, including sampling distributions, significance tests, confidence intervals, and power of tests of significance.

There are 2 sections available this semester:

Tuesdays & Thursdays
5:45 – 7:05 pm
Education 121
August 28 – December 7
Instructor: M. Craig Brown
Course # 3853

Online course offered through
SUNY Learning Network
August 27 – December 7
Instructor: Robert Pruzek
Course # 6941
Permission of instructor is required

EPSY 531 Understanding and Teaching Scientific Inquiry and Basic Data Analysis
Instructor: Richard Lasselle
3 credits – Course # 4900
August 27 – December 7
Mondays, 5:45 – 8:35 pm in Humanities 20
Introduction for teachers to methods for collection, summarization, analysis and presentation of quantitative and qualitative data. Topics include the role of bias, random selection, stratification, hypothesis testing, models and design for scientific inquiry, and probabilistic models for inference. Includes methods to teach these concepts in accordance with NYS Learning Standards.

EPSY 610 Advanced Educational Psychology: Learning and Instruction
Instructor: David Dai
3 credits – Course # 5591
August 28 – December 7
Tuesdays, 4:15 – 7:05 pm in Social Science 131
Theories of learning; educational practices in light of research on learning. Prerequisite: EPSY 502 or EPSY 521 or ETAP 519 (Learning in the Academic Disciplines) or equivalent.

EPSY 623 Advanced Developmental Psychology
Instructor: Joan Newman
3 credits – Course # 3858
August 28 – December 7
Tuesdays & Thursdays, 11:45 am – 1:05 pm in Education 121
Emphasis on human development research and theory for children in the school years. Students will be expected: (1) to analyze critically selected developmental research; (2) to compare research methods within developmental psychology; and (3) to participate in ongoing developmental research.

EPSY 640 Educational and Psychological Measurement
Instructor: Robert McMorris
3 credits – Course # 6942
August 27 – December 7
Mondays & Wednesdays, 4:15 – 5:35 pm in Humanities 115
Principles and concepts of measurement; validity and reliability of tests; norms; standardized tests of aptitude and achievement; measures of interests and other personality traits. Prerequisite: EPSY 530 or equivalent.

EPSY 725 Seminar in Human Development
Instructor: Frank Vellutino
3 credits – Course # 3877
August 30 – December 7
Thursdays, 5:45 – 8:35 pm in Education 126
Permission of instructor is required
Examination of selected topics and issues in developmental psychology.

EPSY 744 Theories of Validity and Reliability
Instructor: Robert McMorris
3 credits – Course # 8438
August 30 – December 7
Thursdays, 1:30 – 3:50 pm in Education 21
A historical and contemporary formulation of the concepts of validity and reliability. Crucial examination of existing theories.

EPSY 750 Educational Research Design
Instructor: Mohua Bose
3 credits – Course # 3878
August 27 – December 7
Mondays, 10:30 am – 1:35 pm in Education 121
Development and design of behavior research. Topics include selection and development of statements of problems; theory, constructs, and hypotheses; sampling, research designs; types of research; observation and collection of data; analysis and interpretation of data. Prerequisite: EPSY 530 or equivalent.

EDUCATIONAL THEORY & PRACTICE

ETAP 500 Academic Writing in English
3 credits
The primary aim of this course to is enhance students’ knowledge of English writing conventions and to improve their own writing skills by exploring the processes of writing; comprehending, analyzing, and evaluating college-level texts; inventing, drafting, and revising; and seeking, providing, and responding to constructive feedback. Students are also introduced to the methods of doing research and citing sources. Through classroom discussions based on assigned readings, in-class activities, writing assignments, peer reviews and reflection papers, students are expected to gain confidence in writing, revising and providing feedback to others’ writing.

There are 2 sections available this semester:

Mondays
4:15 – 7:05 pm
Humanities 134
August 27 – December 7
Instructor: Maria Panayotou
Course # 9009

Fridays
1:30 – 4:30 pm
Business Administration 224
August 27 – December 7
Instructor: Maria Panayotou
Course # 9010

ETAP 526 Educational Computing
Instructor: Sabrina Johnson-Taylor
3 credits – Course # 3939
August 27 – December 7
Blackboard Learning System fully online course
Overview of computing in education; introduction to computer software, application packages, programming, hypermedia, and telecommunications. Project required. May not be taken for credit by students who have completed ETAP 426.

ETAP 528 Issues in Innovative Multimedia Design and Implementation
Instructor: Joseph Bowman
3 credits – Course # 6600
August 28 – December 7
Tuesdays, 4:15 – 7:05 pm in Earth Science 245
This course highlights processes of technological innovation in various educational contexts. Course activities and projects focus on dilemmas in adapting theories of instructional design to educational practice. Students will work with professionals, including policy makers, video producers, publishers, school district administrators, and multimedia designers from local, regional, and national contexts, currently applying technological solutions to educational problems. Students will develop generalized insights about technological innovation through case studies.

ETAP 621 Understanding Learning and Teaching
Instructor: Carol Rodgers
3 credits – Course # 3940
August 29 – December 7
Wednesdays, 4:15 – 7:05 pm in Science Library G12
This course is an introduction to what it means to observe, see, and make sense out of learning in educational environments. It asks participants to analyze what happens in these environments (learning and teaching, student interactions, teacher-student relationships, etc.) and take concrete action based on that analysis.

ETAP 622 Hypermedia Design and Production for Educators
Instructor: Sabrina Johnson-Taylor
3 credits – Course # 8890
August 27 – December 7
Blackboard Learning System fully online course
Permission of instructor is required
Introduction to hypermedia design issues through experience with hypermedia authoring. Emphasis on graphical design, navigation, and structural issues. Prerequisite: ETAP 523 and ETAP 623, or permission of instructor.

ETAP 623 Systematic Design of Instruction
Instructor: Jianwei Zhang
3 credits – Course # 5694
August 27 – December 7
Mondays, 4:15-7:05 pm in Education 22
Permission of instructor is required
Promotes systematic, analytical approaches to curricular and instructional planning. Surveys contemporary theories of learning, instruction, and instructional design, and requires application of these theories to the preparation of educational materials. Although planning for classroom activities and presentations is discussed, primary focus is on design of materials that support independent learning.

ETAP 652H Teaching Social Studies in the Secondary School
Instructor: Joseph Corr
3 credits – Course # 3942
August 28 – December 7
Tuesdays, 4:15 – 7:05 pm in Humanities 133
Permission of instructor is required
Focus is on current research, theory, and practice in social studies instruction for adolescents. Designed for beginning and advanced classroom teachers, the course promotes inquiry into major contemporary issues concerning social studies instruction; developmental needs, standards and assessments, methods for promoting engaged and critical thinking, and attention to diverse cultures and global studies.

ETAP 652L Teaching Literature in the Secondary School
Instructor: Jane Agee
3 credits – Course # 3943
August 28 – December 7
Tuesdays, 4:15 – 7:05 pm in Lecture Center 12
Permission of instructor is required
Focus is on current research, theory, and practice in literature instruction for adolescents. Designed for beginning and advanced classroom teachers, the course promotes inquiry into major contemporary issues concerning literature instruction; developmental needs, standards and assessments, methods for promoting engaged and critical reading, and expanding literature study to include diverse culture.

ETAP 652M Teaching Mathematics in the Secondary School
Instructor: Abbe Herzig
3 credits – Course # 3944
August 28 – December 7
Tuesdays, 4:15 – 7:05 pm in Humanities 132
Permission of instructor is required
Focus is on current research, theory, and practice in mathematics instruction for adolescents. Designed for beginning and advanced classroom teachers, the course promotes inquiry into major contemporary issues concerning mathematics instruction; developmental needs, standards and assessments, methods for promoting mathematical communication/literacy across contests and diverse cultures.

ETAP 652S Teaching Science in the Secondary School
Instructor: Susan Moore-Palumbo
3 credits – Course # 3945
August 28 – December 7
Tuesdays, 4:15 – 7:05 pm in Humanities 108
Permission of instructor is required
Focus is on current research, theory, and practice in science instruction for adolescents. Designed for beginning and advanced classroom teachers, the course promotes inquiry into major contemporary issues concerning science instruction; developmental needs, standards and assessments, methods for promoting science communication/literacy across contests and diverse cultures.

ETAP 683 Seminar in Instructional Technology
Instructor: Peter Shea
3 credits – Course # 6524
August 27 – December 7
Blackboard Learning System fully online course
Permission of instructor is required
Examination of topical issues and current research in instructional technology. Prerequisite: Consent of instructor.

ETAP 723 Seminar in Technology and Education
Instructor: Carla Meskill
3 credits – Course # 7370
August 28 – December 7
Tuesdays, 4:15 – 7:05 pm in Humanities 124
Examination of topical issues and current research related to technology and education. Full participation including work on an individual or group project required. Special seminars in media, video and computing will be available on a rotating basis. Students may register for one semester of each.

ETAP 731 Theory and Research in Teaching Writing
Instructor: Arthur Applebee
3 credits – Course # 8289
August 28 – December 7
Tuesdays, 4:15 – 7:05 pm in Education 21
Permission of instructor is required
Examination of classic papers as well as significant recent research in the various domains of research on writing. Topics include evelopmental processes, instructional approaches, cultural and linguistic influences, effects of technology, writing in multilingual settings, writing and learning, writing in academic disciplines, and assessment.

SPECIAL EDUCATION

ESPE 369 Special Education for Students with Emotional and Behavior Disorders
Instructor: Deborah May
3 credits – Course # 6566
August 27 – December 7
Mondays & Wednesdays, 2:45 – 4:05 pm in Humanities 39
Permission of instructor is required. Open to Juniors and Seniors only.
Presentation of theoretical positions, assessment techniques; planning procedures, and teaching methods relevant to students with emotional and behavioral disorders. Emphasizes current educational practice in the least restrictive environment.

ESPE 669 Special Education for Students with Emotional and Behavioral Problems
Instructor: Kevin Quinn
3 credits – Course # 5748
August 27 – December 7
Mondays, 4:15 – 7:05 pm in Lecture Center 12
Permission of instructor is required.
Presentation of theoretical positions, assessment techniques, planning procedures and teaching methods relevant to students with emotional and behavior disorders. Emphasizes current educational practice in least restrictive environments.

PHILOSOPHY OF EDUCATION

EPHL 601 Philosophy of Education
Instructor: Heinz Dieter Meyer
3 credits – Course # 9184
August 29 – December 7
Wednesdays, 7:15 – 10:05 pm in Humanities 114
An examination of the methods of philosophy and its application to educational issues. Topics considered include social justice, moral education and theories of learning and knowledge. These topics are examined in the context of historic and contemporary philosophical writings.

READING

ERDG 505 Introduction to Literacy Teaching and Learning, 5-12
Instructor: Margaret Sheehy
3 credits – Course # 4992
August 29 – December 7
Wednesdays, 4:15 – 7:05 pm in Humanities 27
Introduces instruction in reading, writing, listening, and speaking development from grades 5 - 12. Teachers will learn productive research-based strategies, materials, and assessment practices, and reflect on their own literacy as a resource for understanding children's literacy development. Involves practical literacy experiences for adolescents.

ERDG 506 Young Adult Literature
Instructor: Helen Stuetzel
3 credits – Course # 5652
August 27 – December 7
Mondays, 5:45 – 8:35 pm in Humanities 19
Examines the broad range of genres and the rich variety of tests for use in classroom settings. Presents strategies for incorporating literature into various curricular areas. Topics include motivation issues, text difficulty, and use of literature with controversial themes.

ERDG 600 Practicum in Literacy Teaching and Learning, B-6
3 credits
Permission of instructor is required
Extends ERDG 500, emphasizing the knowledge teachers need to address and prevent problems in children's learning and in school practices. Teachers will learn assessment tools (e.g. standardized tests, portfolios, informal assessments) and to negotiate solutions to instructional problems with colleagues and parents. Involves tutoring a students encountering difficulty with literacy development. Prerequisite: ERDG 500 or 508

There are 3 sections available this semester:

Thursdays
4:15 – 7:05 pm
Humanities 129
August 30 – December 7
Instructor: Elizabeth Yanoff Instructor: Rose-Marie Weber
Course # 4988 Course # 4989

Tuesdays
4:15 – 7:05 pm
Business Administration 216
August 28 – December 7
Instructor: Rose-Marie Weber
Course # 4989

Online course offered through SUNY Learning Network
August 27 – December 7
Instructor: Stephanie Affinito
Course # 4995

ERDG 615 Teaching Writing, B-6
Instructor: Elizabeth Yanoff
3 credits – Course # 6851
August 29 – December 7
Wednesdays, 4:15 – 7:05 pm in Humanities 19
Theory and practice of teaching writing. Topics include: history of writing systems, stages of writing development, theories/philosophies of writing, major instructional strategies for teaching writing (topics for writing, prewriting/drafting/revising/
Editing/proofreading, issues of audience and purpose, style, spelling, handwriting/keyboarding, grammar, organizing the writing classroom).

ERDG 655 Emergent Literacy
Instructor: George Kamberelis
3 credits – Course # 8735
August 27 – December 7
Online course offered through SUNY Learning Network
Permission of instructor is required
Language and literacy development in young children is examined in everyday contexts, in and outside the home. The reciprocal relationship between early writing and reading is emphasized, as is a serious reconsideration of some long-held notions, such as reading readiness, pre-reading, and pre-requisite skills.

ERDG 657 Reading in a Second Language
Instructor: Rose-Marie Weber
3 credits – Course # 7517
August 30 – December 7
Thursdays, 4:15 – 7:05 pm in Business Administration 216
Provides an overview of issues in teaching and learning to read and write a second language by young children, adolescents, and adults. Considers the differences across languages in spoken and written form, the nature of second language acquisition, the range of programs in place to foster second language literacy, and perspectives on optimal instruction.

ERDG 715 Analysis of Written Discourse
Instructor: James Collins
3 credits – Course # 8734
August 30 – December 7
Thursdays, 4:15 – 7:05 pm in Humanities 114
Must be a doctoral student to take this course
Focuses on contributions of different traditions in discourse analysis to social and educational research. Topics include conversational analysis, narrative analysis, analysis of multi-modal texts, and analysis of institutional settings. Particular attention to the study of language use in home and community settings, and the characterization of authoritative discourse about knowledge.

ERDG 756 Texts and Teaching in Literacy Learning
Instructor: Virginia Goatley
3 credits – Course # 8733
August 27 – December 7
Mondays, 4:15 – 7:05 pm in Humanities 128
Permission of instructor is required.
Examines research on the classroom instruction associated with literacy, teaching, includes readings about: (a) historical and theoretical review of classroom instruction and materials, (b) analysis of current research on literacy instructional settings and processes, and (c) teacher knowledge and professional growth. Prerequisite: Consent of Instructor.