EDUG 510. Personal Wellness. 3 Credits.

A study of the diversified nature of health as it relates to everyday living by examining vital health areas and issues relevant to the concerns of the student. Identification and reporting of suspected child abuse and maltreatment; instructing students in preventing child abduction and abuse of alcohol, tobacco, and other drugs; and providing safety education including instruction in fire and arson prevention. Satisfies the requirement for S.A.V.E. and Child abuse Recognition and Reporting (Dual M.S. Ed).

EDUG 600. Orientation to School Building Leadership. 3 Credits.

EDUG 600 Orientation to School Building Leadership EDUG 600 carries 0 credits for those enrolled in the Advanced Certificate and 3 credits for those enrolled in the master degree. The orientation course is required for all those admitted to the School Building Leadership (SBL) program and should be taken within the first six credits. This orientation addresses Course Related Leadership Activities (CRLA), Core Course assignments, the Leadership Experience (the Internship), EDUG 748 Internship/Seminar I, EDUG 889 Internship/Seminar II, and the required documentation for SBL program completion.

EDUG 700. Lasallian Educational Practice and Philosophy. 3 Credits.

An examination of the life and educational contributions of John Baptist de La Salle. The course will examine "The Catholic School" and specifically "The Lasallian School." Pedagogy, curriculum, spirituality, social action and the training of new teachers will be discussed.

EDUG 704. Introduction to Group Dynamics and Human Relations. 3 Credits.

Experiential study of factors that provide a climate of freedom for personal expression; exploration of feelings; interpersonal communication and diversity through group analysis of current community problems; emphasis on the atmosphere conductive to interaction among group members; dynamics for innovative and constructive behavior; theory and practice in treatment and elimination of conflict, especially in intergroup-intercultural problems.

EDUG 705. Orientation to Alcohol and Substance Abuse Counseling. 3 Credits.

An introduction to alcohol and chemical dependency counseling with an emphasis on major aspects of the field such as the disease concept, the importance of self-help groups in the recovery process, ethical principles that impact on alcohol and substance abuse counseling, Federal and State confidentiality laws, and client HIV status as it pertains to confidentiality.

EDUG 706. Alcohol and Substance Abuse: Evaluation, Treatment Planning and Case Management. 3 Credits.

An in-dept study of the essential components of alcohol and drug assessments, their importance in the treatment planning process, the development and implementation of behaviorally-oriented treatment plans and the coordination of services for clients through case management activities. The variety of treatment opportunities for clients based on their individual needs will be studied. Prerequisite: 705 or permission of Program Director.

EDUG 708. Physical and Psychopharmacological Aspects of Alcohol and Substance Abuse. 3 Credits.

An examination of how alcohol and other substances affect physical health, including the brain and the individual's cognitive functioning. Specific emphasis will be placed on the pharmacological effects of alcohol and other substances of abuse. Specific illness commonly found among this population such as AIDS, tuberculosis and other communicable diseases will be discussed.

EDUG 709. Alcohol and Substance Abuse Counseling Family Issues and Treatment Approaches. 3 Credits.

A comprehensive review of the literature pertaining to the effects of alcoholism and other substance abuse on the family system. Individual and group treatment approaches employed within the family system, including co-dependency groups, Al-Anon, Alateen, and other services for children of alcoholics and substance abusers will be discussed. Prerequisites: 721, 725, or permission of the Program Director.

EDUG 710. Current Issues. 3 Credits.

An examination of how certain influences affect our understanding and treatment of alcohol and substance abuse.

EDUG 711. Multiple Disorders. 3 Credits.

A comprehensive examination of psychiatric disorders and the nomenclature of DSM-IV. Issues pertaining to the ways that various mental disorders complicate the evaluation and treatment of alcohol and substance abuse will be studied. Specific treatment interventions with certain groups of dually-diagnosed individuals will be provided. Specific attention will be paid to the treatment of polysubstance abusers.

EDUG 712. Counseling the Single Parent Family. 3 Credits.

Examination of the needs of children and parents in single parent families; distinctions made among single parent families' problems brought about by divorce, separation, death, annulment and out-of-wedlock children.

EDUG 713. Methods of Educational and Psychological Research. 3 Credits.

EDUG713 Methods of Educational and Psychological Research In EDUG713, students learn a variety of common research designs in education and psychology, develop the ability to evaluate primary research, and design a research project. Research designs covered include experimental, causal-comparative, correlational, and qualitative, and their applications to needs assessment, program evaluation, outcomes research, and action research. Students would use their knowledge of research designs to evaluate literature related to their research topic and complete the introduction, literature review, and methods sections for their research projects. Research topic must be related to the student's specific program and approved by the course professor. To complete the remaining research project and paper, students in Counseling will take EDUG 851 and those in Special Education will take EDUG 888; those in School Building Leadership will take EDUG887, a one-credit course that does not count toward graduation.

EDUG 714. Psychology of Career Counseling. 3 Credits.

Techniques of counseling different populations in a variety of settings. The course will address the role of work, job seeking techniques, the use of assessments, value clarification methods, and design of programs.

EDUG 715. Marriage and Family Counseling. 3 Credits.

Examination and application of the theory, practice and utilization of marriage and family counseling techniques.

EDUG 717. Stress Reduction Techniques. 3 Credits.

Study of the causes and characteristics of stress. Examination of different approaches and techniques for stress management that can be employed by the counselor.

EDUG 718. Technology, the School Counselor and College Advisor. 3 Credits.

This course gives students the opportunity to learn important technologies related to school counseling including an examination of best practices in use of Naviance; a second component of the course will focus on critical examination of college choice. Examination of software for programming, record keeping, testing, reference, referral, and networking for internal and external communication will be included. Three credits.

EDUG 721. Introduction to Counseling Practices and Theories. 3 Credits.

The student will be introduced to the field of counseling by examining the major theories of counseling. In comparing and contrasting these theories, it will become clear what makes each approach unique and what all of these approaches have in common. Through this process, the student will begin to develop a personal theoretical orientation to counseling. The course will also consider personal qualities needed to be an effective professional counselor and common ethical issues that arise in the practice of counseling. Three credits.

EDUG 722. Techniques in Counseling & Therapy. 3 Credits.

Techniques of counseling and therapy will be studied and practiced, including micro-skills necessary for establishing therapeutic rapport. The course will examine the full process of counseling/therapy from initiation through termination. The student will learn how to establish a rapport with the client and how to work with difficult clients. The student will develop the skills to help the client explore problems, gain insight to those problems, and convert that insight into action. Three credits.

EDUG 723. Life Span Development. 3 Credits.

Comprehensive review of major theories of human development from pre-natal period through senescence. Critical tasks and aspects of growth for each period will be explored. Particular emphasis will be placed on cognitive and psychosocial development and how children, adolescents, and adults are affected differentially by various learning and emotional disabilities. Focus will also center on the link between research and practice of counseling and special education including multicultural research, research satisfies the requirement for S.A.V. E. and child abuse. Three credits.

EDUG 724. Career Development. 3 Credits.

Practical application of major career development theories related to the world of work. Topics include: career assessment tools, information resources and the decision-making process. Trends, exploration of classification systems and, program development for counseling in the schools.

EDUG 725. Group Counseling. 3 Credits.

Discussion, evaluation, and demonstration of types of group counseling techniques; analysis of group dynamics; group counseling as it applies to educational, interpesonal and emotional problems, including alcohol, and substance abuse problems. The use of 12-Step self-help groups in recovery.

EDUG 726. Foundations of Mental Health Counseling. 3 Credits.

This class will provide students with an introduction to the roles, functions, and professional identity of mental health counselors in a variety of clinical settings. Students will develop a basic working knowledge of biopsychosocial mental health assessment and diagnosis. Students will develop a basic working knowledge of the principles of current diagnostic tools. Students will develop a basic knowledge of commonly prescribed psychopharmacological medications. In addition, the course will focus on a survey of community agencies, organizations and resources. Three credits.

EDUG 727. Organization and Administration of the Guidance Program. 3 Credits.

Principles and problems in the organization, administration and evaluation of guidance programs at all levels; analysis of the role, responsibilities and duties of administrators, counselors, school psychologists, and teachers; computer applications for the guidance program for student support services including those with disabilities and who are English language learners. Field experience. Satisfies the requirement for S.A.V.E. legislation.

EDUG 728. Alcohol and Substance Abuse Counseling-Internship and Professional Development Seminar. 3 Credits.

Placements will be required within a licensed alcohol or substance abuse treatment agency, either inpatient or outpatient for a minimum of 150 hours. The internship experience will include the evaluation of clients, participation in counseling groups and individual counseling sessions with clients at the chosen treatment setting. A review of treatment sessions will be conducted with the student by the internship supervisor. As part of the internship experience, topics pertaining to the counselor/client professional relationship, transference/counter-transference issues, role boundaries and the use of clinical supervision as an ongoing aspect of practice will be the major focus of the internship experience. Minimum of 150 hours in the field. Prerequisite: Matriculation, 27 credits and permission of the Program Director and Director of Graduate Education.

EDUG 729. Professional Writing. 3 Credits.

This course is designed to enable the student to gain experience in professional writing and refine their writing skills. The emphasis will be on developing the organization and synthesis abilities required for more advanced writing demands in counseling. Focus will be on college advising reports such as the secondary school reports, recommendations, and writing IEP reports. Exposure to grant writing and program evaluations will alos be included. While the course will also address issued related to grammar, and the APA style manual, it will emphasize improvement in writing with clarity and professionalism.

EDUG 730. Curriculum,Strategies & Technology for the At Risk, English Language Learner (ELL) and Disabled. 3 Credits.

A practimum to improve school success of at risk, ELL and disabled students within the inclusionary setting. Review of Common Core Learning standards in ELA and mathematics, NYS Content and Performance Standards for Social Studies and Language Arts; emphasis on teaching strategies; differentiated instruction: modification of curriculum materials; application of instructional technology; a curriculum based project is required. Permission of the Director of Special Education required.

EDUG 731. Counseling the At Risk, Disabled Student and Family. 3 Credits.

Overview of trends and legal rights of the disabled; implication for counseling with regard to the special vocational, educational, social and emotional needs of the disabled; survey of programs, agencies, and services for the disabled.

EDUG 732. Practicum in Counseling. 3 Credits.

Advanced on-site pre-internship counseling practice with clients under the supervision of a qualified supervisor. Integrated seminar with case conferences designed to enable students to develop skills in case conceptualization, consultation, individual and group counseling. Minimum of 100 hours of experience required. Satisfies the requirement for S.A.V.E. and Child Abuse recognition and reporting. Prerequisites: 12 credits and permission of Advisor. Three credits.

EDUG 733. Approaches to Multicultural Education for the At Risk, (ELL) and Disabled Student. 3 Credits.

Introduction to multicultural education, cultural diversity, and equity issues through examination of race, ethnicity, social class, gender, disabilities and sexual orientation and their impact on curriculum and classroom instruction. Best practices and multicultural materials explored. Three Credits.

EDUG 735. Leadership for Learning, Decision Making and Change. 3 Credits.

. This course considers what it means and what it takes to be a leader – vision and mission centered, advocacy, high standards for self and others -- current issues in leadership, leadership styles, digital leadership, data analytics for decision-making, and implications for instructional leaders and designers at all levels. Case studies, simulations, and role play will engage participants interactively, develop or enhance professional knowledge, professional dispositions, and decision-making skill that are mission-centered and mission-driven. Participants explore barriers to mission-driven school change They explore strategies to overcome the barriers with the core values of a high-quality education that promotes the academic success and well-being of each student. 15-20 hours of course related field activities are devoted to the study and application of mission to the operations of the school.

EDUG 736. Issues in Educational Administration and Curriculum. 3 Credits.

This course is an ELECTIVE for the Master degree program in School Building Leadership. It can also be used for professional development, or toward CTLE hours to maintain certification, or as transfer credits. With an interdisciplinary focus, the course applies analysis, discussion, lecture, collaborative learning, intensive study, and integrative experiences to develop or enhance administrative and supervisory leadership for educational, corporate, and not-for-profit personnel with responsibility for administrative, supervisory, financial, training and development functions. Participants will exhibit evidence of knowledge, skills, and dispositions for effective leadership in diverse settings. Course projects that promote collaboration, communication, and planning with stakeholders may include action research, strategic planning, change processes, staff development, computer applications, and/or multimedia presentations.

EDUG 737. Staff Development. 3 Credits.

Concepts, theories, principles of adult learning for application to school based professional development; design and evaluation of new and existing staff development programs; use of staff development programs for team building, succession planning and collaboration; emphasis on school wide technological integration for effective standards based teaching and learning that helps students meet state standards. Developing and enhancing visionary instructional leadership by infusing instructional technology. Designed for school and district administrators, staff developers, counselors, general and special education teachers and professionals from other fields.

EDUG 738. Evaluating School Effectiveness. 3 Credits.

EDUG 738. Evaluating School Effectiveness. 3 Credits This is the REQUIRED assessment course for the Master degree or Advanced Certificate programs in School Building Leadership. The course can also be used for Professional Development and toward CTLE hours to maintain certification. Participants consider models, current practices, strategies, data analytics and other data sources to determine personnel, and program effectiveness. The course considers strategies to involve internal and external stakeholders to assess program and personnel effectiveness, ensure equity and accountability to help students meet state standards. Participants will examine self-study and accrediting agency evaluation processes; authentic, integrated assessment including portfolio assessment, formative and summative assessment, locally made and standardized testing, understanding and using standardized test results to improve student learning. 15 - 20 hours of course related leadership activities required.

EDUG 739. Administrative and Curricular Concerns of Independent, Faith-Based and Charter Schools. 3 Credits.

This course employs analysis, discussion, lecture, collaborative learning, intensive study related to issues for developing or enhancing administrative and curricular leadership of the private school, for administrators, assistant principals, special educators, counselors, department chairs, and other administrative personnel. Participants present evidence of knowledge, skills and dispositions for effective leadership in urban and suburban settings. Course projects that promote collaboration, communication, and planning with parents, students, staff, and community leaders may include research, strategic planning, change processes, staff development, computer application, and/or authoring professional papers. Satisfies the requirement for Child Abuse Recognition and Reporting and S.A.V.E. legislation.

EDUG 740. Educational Law for Administrators. 3 Credits.

EDUG 740 Educational Law for Administrators This is the REQUIRED School Law course for the Master degree or Advanced Certificate programs in School Building Leadership. The course can also be used for Professional Development and toward CTLE hours to maintain certification. Participants consider legal issues concerned with the rights of students, parents, and professional personnel; negligence, equal opportunity, analysis of public and private school court cases; ethical behavior; application of statutes and regulations as required by law, and implementation of school policies related to equity and student rights. Satisfies the requirement for Child Abuse Recognition and Reporting and Safe Schools legislation. 15-20 hours of course related leadership activities required.

EDUG 741. Educational Administration and Supervision. 3 Credits.

Theory and practice of school administration and supervision; organizational patterns of the American elementary, middle and secondary schools; effective practices related to staff, instructional programs, pupil personnel services including guidance, special education, and and mental health; discipline, utilization of school plant, public relations; career guidance. Participants present evidence of knowledge, skills and dispositions for effective leadership in diverse educational settings. Intensive study of planning and design for staff development, school management, supervision of elementary, middle, secondary schools, managing time, paper, people, money. Course projects related to safe, healthy supportive environments, budget and finance may include action research, strategic planning, change design, computer application and/or authoring professional papers. Satisfies the requirement for Child Abuse Recognition and Reporting and S.A.V.E. legislation.

EDUG 743. Personnel Practices. 3 Credits.

Theory and practice for administrators, department chairs, supervisory personnel regarding the recruitment, selection, assignment, and orientation of personnel; and the impact of collective negotiations.

EDUG 744. Contemporary Management Functions in the School. 3 Credits.

EDUG 744. Contemporary Management Functions in the School. 3 Credits. This is the REQUIRED management course for the Master degree or Advanced Certificate programs in School Building Leadership. The course can also be used for Professional Development and toward CTLE hours to maintain certification. Included are management techniques providing administrative and managerial leadership for planning, programming, budgeting, plant and facilities management, legal issues related to contract, negligence, state law, commissioner's regulations, and safe environment legislation. Satisfies the requirement for Child Abuse Recognition and Reporting and safe schools legislation. 15 - 20 hours of course related leadership activities required.

EDUG 745. Curriculum Development and Adaptation. 3 Credits.

EDUG 745. Curriculum Development and Adaptation. This is the REQUIRED Curriculum course for the Master degree or Advanced Certificate programs in School Building Leadership. The course can also be used for Professional Development and toward CTLE hours to maintain certification. Participants consider principles, trends, and techniques of curriculum planning for early childhood through secondary schools; adaptation of curriculum to differentiate instruction, address equity issues for diverse schools and students, and address special needs including gifted and talented, those for whom English is a new language; the role of the teacher, district, local supervisor, instructional designer, and principal in meeting state curriculum standards and adapting curriculum for effective instructional delivery; providing instructional leadership including appropriate application of technology enhancements. Emphasis on standards based teaching and learning that assists students to meet state standards. 15 - 20 hours of course related leadership activities required.

EDUG 746. Administration and Supervision of Early Childhood Programs. 3 Credits.

Theory and practice of the administration and supervision of early childhood programs; review of legislation and requirements; discussion of developmentally appropriate practice; effective practices related to the selection and supervision of personnel; training and supervision of paraprofessional personnel; and policies, records, reports, instructional methods, materials and programs. Includes Child Abuse and Reporting. This course is suitable as an elective for aspiring leaders at the school and district level and for CTLE hours.

EDUG 747. Supervision for the Improvement of Instruction. 3 Credits.

EDUG 747. Supervision for the Improvement of Instruction This is the REQUIRED Supervision course for the Master degree or Advanced Certificate programs in School Building Leadership. The course can also be used for Professional Development and toward CTLE hours to maintain certification. Participants consider the role of district personnel, principals, supervisors, unit heads, department chairs, and school leaders at all levels for improving the learning process; review, analysis, and critique of existing models of instruction and supervision; techniques for providing instructional leadership through laboratory processes and simulations; planning with college personnel to provide experiences for pre-service teachers to enhance student learning. 15 - 20 hours of course related leadership activities required.

EDUG 748. Internship/Seminar I in School Building Leadership. 3 Credits.

EDUG 748. Internship/Seminar I in School Building Leadership EDUG 748 is the first of two courses of internship that require a total of 15 weeks full time or 30 weeks part time in administrative practice to complete 400 hours of administrative activities. A co-requirement is a bi-weekly seminar that integrates previous learning experiences of the core courses in school building leadership, uses a problem-solving approach to issues affecting administrators in elementary and secondary schools in diverse settings. Pre-requisites: EDUG 600, 18 credits in core courses taken at Manhattan College with a minimum 3.0 GPA, 100 hours of course related field experiences completed during the six core courses, approval/sponsorship by a site mentor, collaborative approval of an improvement initiative to be conducted during the internship, and permission of Program Director. Participants are advised to schedule time for this course so that site visits and internship activities equal to 250 hours of leadership practice can be completed within the semester of registration.

EDUG 749. Computer Applications for School Administrators. 3 Credits.

The application of basic computer functions to administrative tasks of planning, budgeting and communication; issues in computer managed and computer assisted instruction; computer hardware and software for school administration and management. This course is suitable as an elective for aspiring and practicing educational leaders at the school and district level and for CTLE hours.

EDUG 750. Principles and Practices of Reading for the At Risk, English Language Learner (ELL) and Disabled. 3 Credits.

Psychological principles of learning underlying reading instruction for diverse students (English Language Learners [ELL], disabled and gifted); methods of instruction and classroom organization for general, special education, and ELL students; materials, testing procedures, differentiated instructional strategies and computer applications in reading instruction. Three credits.

EDUG 753. Teaching Reading in Content Areas for At Risk, English Lang Learner(ELL) & Disabled (Grades K-12). 3 Credits.

Techniques for integrating reading and thinking skills into instruction in English, Social Studies, Science and Mathematics for grades K-12. Focus on the Common Core Learning Standards in ELA and Mathematics, NYS Content and Performance Standards for Social Studies and Language Arts. Formal and informal assessemnt of word recognition, vocabulary development, comprehension, study skills. Emphasis on differentiated instructional practices for the At Risk, ELL and disabled student. Three credits.

EDUG 754. Literature for the At Risk, (ELL) and Disabled (Grades K-12). 3 Credits.

Examination of literature. Inter relationship of dramatization, story telling, speaking, reading and writing explored for grades K-8. Study of authors and illustrators. Focus on Common Core Standards for Literacy differentiated instruction and strategies for integrating literature into curriculum areas such as Social Studies, Science and Math for the At Risk, (ELL) and disabled student. Three credits.

EDUG 756. Organization, Administration and Supervision of Reading Programs. 3 Credits.

Organizational and supervisory practices for all levels of reading instruction and literacy. Examination of: procedures for conducting a needs assessment of the school reading program; supervision of reading teachers; organization and implementation of a staff development program; development of funded programs; evaluation of reading instructional materials; training and supervision of paraprofessionals and other auxiliary personnel; computer applications that assist ENL and ELL learners and those with diverse or special learning needs in reading. This course is suitable as an elective for aspiring and practicing educational leaders at the school and district level and for CTLE hours.

EDUG 757. Organization, Administration and Supervision of Math, Science, and Technology Programs. 3 Credits.

Theory and practice of administration and supervision of Mathematics and Science instruction in elementary and secondary schools emphasizing on hands-on, multisensory, problem-based, project-based, maker space type learning experiences that integrate technology, math, science, and engineering topics to help students meet Next Generation Science standards that incorporate STEM at all levels. Participants will consider developmentally appropriate practice related to mathematics and science learning, especially in young children, those with special needs, ENLs and ELLs; effective practices related to the selection, training, and supervision of personnel; integration of lifelong learning and use of current developments in Mathematics and Science related to careers, economy, and environment; state and national curriculum standards for elementary, middle, and secondary schools. This course is suitable as an elective for special educators, academic counselors, curriculum area specialists, staff developers, department chairs, leaders at the school and district level, and for CTLE hours.

EDUG 760. Mentoring. 3 Credits.

Theories, principles, concepts and practice related to direction and supervision of student teachers, new and experienced professionals for mentors and principals; principles of adult learning; collaboration and team planning for a productive educational environment; use of technology for monitoring and assessing student progress; application of diverse instructional strategies; interdisciplinary teaching; succession planning. Collaboration of elementary, middle/secondary school and college faculty for effective teaching and learning. Use of technology for meeting learning standards. Course related leadership experience required.

EDUG 766. Literacy Instruction for At Risk, English Language Learner (ELL) and Disabled Student.. 3 Credits.

Study of the physiological, psychological, and emotional development of exceptional students in relation to listening, speaking, reading and writing achievement; Common Core Learning Standards in ELA; techniques of diagnostic evaluation; differentiated instruction; modifications of curriculum and methods of teaching reading and communication skills to students - ELL, disabled, as well as gifted. Three credits.

EDUG 768. Integrated Curriculum: Math, Science & Technology I for the At Risk, ELL and Disabled Student K-8. 3 Credits.

Examination of Science, Math and Technology curriculum based upon the Common Core Learning Standards for Math and the NYS Content and Performance Standards for Science and frameworks for grades K-8. Focus on constructivism and inquiry based problem solving. Review of N.Y.S. assessments, alternative assessments and curriculum adaptations for the disabled. Overview of current research in the field. Focus on, methods, materials, questioning techniques and best practices based upon the inquiry approach. Opportunities for hands on experience with materials and software and use of cooperative learning strategies to explore concepts.

EDUG 773. Communication Skills for the Learning Disabled. 3 Credits.

Identification, diagnosis and etiology of specific learning disabilities; legislative trends; services; overview of methods employed in the remediation of communication problems; emphasis on differentiated instructional practices that can be used in the special education or inclusive setting.

EDUG 775. Mathematics Instruction for At Risk, English Language Learner (ELL) and Disabled (Grades K-8). 3 Credits.

Review of the Common Core Learning Standards for Math and curriculum K-8 and current and research. Emphasis on problem solving skills and curriculum integration; methods, materials and instructional technology appropriate for the At Risk, ELL and disabled student. Opportunity for hands-on experience, use of cooperative learning strategies and technology applications to explore concepts.

EDUG 776. Science Instruction for the At Risk, English Language Learner [ELL] and Disabled. 3 Credits.

Examination of the New Generation of New York State Learning Standards in Science and core curriculum K-8; interpretation of the Elementary Science Program Evaluation Test (ESPET). Examination of inquiry and problem solving skills; curriculum integration; and methods, materials and technology appropriate for the at risk, ELL and disabled student. Opportunity for hands-on experience with materials. Three Credits.

EDUG 778. Nature and Needs of the Exceptional Individual. 3 Credits.

Overview of the historical social and legal foundations of Special Education. Survey of the nature and needs of students with intellectual disabilities, emotional/behavioral disorders, autism, physical disabilities, and gifted students; curriculum, methodology, assistive technology. Introduction to agencies, programs, facilities and employment opportunities which support the disabled individual and family. Minimum of 25 hours of observation/field work in schools serving the disabled and their families. Satisfies the requirement for Autism. Three credits.

EDUG 779. Ind Sty:Inst Tech AtRisk&Disab. 3 Credits.

Designed to allow the student with background and experience with instructional technology to pursue an area of interest. An overview and outline of the proposed project is required prior to registration. Permission of Director of Special Education.

EDUG 780. Psychopathology. 3 Credits.

This course examines biological, psychological and social factors associated with various patterns of pathological behavior and an interplay of intrapsychic, hereditary and environmental influences on personality formation. Major syndromes of childhood, adolescence, and adulthood as seen within the context of normal development will be presented and discussed in the perspective of various theoretical, diagnostic, etiological, and therapeutic viewpoints. Course will include practice with diagnosing, assessing, and using counseling techniques associated with these syndromes.

EDUG 781. Management Techniques and Curriculum for the At Risk, English Language Learner [ELL] & Behave Disord. 3 Credits.

Study of models for the management of teaching and learning of the At Risk ELL and the behaviorally disordered student; review of informal assessment techniques; emphasis on planning and management of teaching and learning; methods for developing positive social skills and DASA. Examination of support services in the school and community which strengthens family partnerships. Curriculum issues for students in inclusive or special education settings explored. Minimum of 25 hours of observation/fieldwork. Meets the three hour in person requirement for DASA. Students must complete and pass DASA online program to meet the additional three hours. Three Credits.

EDUG 782. Psychology and Education of Students with Intellectual Disabilities. 3 Credits.

Analysis of biological, psychological, and social factors associated with intellectual disabilities; etiology, definition, and classification treated; problems in differential diagnosis explored; and emphasis on exemplary programs and curriculum, methods and materials for the intellectually disabled. Three credits.

EDUG 783. Technological Applications for the At Risk and Disabled. 3 Credits.

Examination of the use of technology in the general, special education and inclusive classroom. Experiences will include: development of websites and e-portfolios, accessing educational database sites; the use of software across the curriculum; development and implementation of curriculum based projects using technology. Opportunities for hands-on experience with instructional software.

EDUG 785. Life Science for At Risk, English Language Learner (ELL) and Disabled Student (Grades K-8). 3 Credits.

Basic concepts of Life Science as aligned with New Generation, the N.Y.S. Learning Standards and Curriculum K-8. Emphasis on inquiry and problem solving skillsand differentiation of content. Examination of scientifically validated methods and materials for the at risk, ELL and disabled in the special education or inclusive setting. Provision for hands on activities and use of cooperative learning strategies.

EDUG 787. Psycho-Educational Assessment for the At Risk, English Language Learner [ELL] and Disabled Student. 3 Credits.

Formal and informal techniques for assessing academic skills applicable to the at risk, ELL and disabled student; observational and interviewing procedures; inventories, rating scales, standardized tests; and instruments assessing language arts and math. Students must demonstrate competence in selection, administration, scoring and interpretation of psycho-educational tests, and conferencing. Opportunity for hands on experience with data analysis. Course conducted in the Manhattan College Learning Center or field site. Minimum of 12 hours of supervised clinic/fieldwork. Three Credits.

EDUG 789. Methods of Teaching the At Risk, English Language Learner [ELL] and Disabled Student (Grades K-8). 3 Credits.

Examination of Common Core Learning Standards in ELA and Math, N.Y.S. Content and Performance Standards in Science and Social Studies, curriculum, methods, and materials applicable to at risk, ELL and special education students grades K-8; emphasis on the modification of materials and strategies for instruction in general, special education and inclusive classrooms. Students must demonstrate competence in the writing and implementation of an individual educational plan, and conferencing skills. Opportunities for hands-on experiences with materials and instructional software. Course conducted in Manhattan College Learning Center or field site. Minimum of 14 hours of supervised teaching. Three Credits.

EDUG 791. Independent Study in Special Education. 3 Credits.

Independent project in area of Special Education conducted under the guidance of faculty member. Student must submit outline of proposed study prior to registration. Permission of the Director of Special Education Program required.

EDUG 798. The Education of the Gifted. 3 Credits.

Evaluation of the research in identifying and teaching the gifted; examination of model programs in language, mathematics and science; and study of program implementation.

EDUG 799. Administration and Supervision of Special Education Programs. 3 Credits.

Theory and practice of special education administration and supervision; review of legislation and regulations regarding Committee on Special Education, Individualized Education Program, inclusion and placement; effective practices related to supervision of teachers; and staff policies, records reports, pupil personnel, instructional programs. Statisfies the requirement for Child Abuse and S.A.V.E. legislation.

EDUG 800. Internship in Community Counseling. 3 Credits.

Participation in onsite counseling experiences under the supervision of agency personnel and faculty of Manhattan College. The nature of the experience will be determined by the area of specialization and agency placement. Prerequisite: Matriculation in P.D. Program, 21 credits and permission of Program Director.

EDUG 802. Foundations, Theory and Practice of Bilingual General and Special Education. 3 Credits.

This course examines the basic foundations, theories and practices related to bilingual education including the historical, political and legal foundations. Theories, literature and research related to multicultural practices as educators and /or counselors will be explored.

EDUG 804. Multimedia in Educational Settings. 3 Credits.

Use, design, and production of digital tools for formal instruction and professional development; issues of digital tool design and implementation including knowledge representation and interaction models that promote visual learning and awareness of social media and gaming as elements in the design of learning. Participants will engage in a digital tool development process and assess effectiveness of such tools. (Field work required for those seeking NYS certification).

EDUG 805. Integrated Learning I:Social Studies & Language Arts Instruction for the At Risk, ELL & Disabled Stu. 3 Credits.

American history, civics and geography, integrated with the development of literacy skills and exploration of literary genres. Incorporation of skills pertinent to Social Studies and Language Arts. Utilization of technology, Internet and software as instructional tools. Curriculum based upon the New York State Content and Performance Standards in the areas of Social Studies, and Common Core Learning Standards in English Language Arts. Latest research on teaching the at risk and disabled student. Learning presented utilizing the constructivist approach for integrated instruction. Highlighted are best practices for differentiated instruction. Use of cooperative learning strategies to explore concepts. Emphasis on the importance of understanding and respecting cultural differences stressed. Opportunities for field trips to explore concepts. Emphasis on investigation of issues from different cultural perspectives. Three Credits.

EDUG 806. Inclusive Practices. 3 Credits.

Examination of: research and legislation; different models; effective practices of collaboration, team building, management, grouping, instruction; adaptation of materials and differentiated instruction to facilitate learning for the disabled student.

EDUG 807. Measurement and Assessment for Counselors. 3 Credits.

Theoretical, methodological, sociocultural, and ethical factors in the interpretation of psychological test data will be studied. An examination of basic measurement fundamentals such as types of tests and scores, reliability and validity, and essential statistical concepts will be followed by a focus on the assessment of intelligence, abilities, achievement, and personality. Specific emphasis will be on the interpretation and integration of test scores for individuals. Ethical considerations in appraisal will also be addressed. Three credits.

EDUG 808. Integrated Learning II:Social Studies&Language Arts Ins for the At Risk, ELL & Disabled Student. 3 Credits.

World history, civics, and geography, integrated with the development of literacy skills and exploration of literacy genres. Incorporation of skills pertinent to Social Studies and Language Arts. Utilization of instructional technology as an instructional tool for learning. Curriculum based upon the New York State Content and Performance Standards in Social Studies and Common Core Learning Standards in English Language Arts (ELA). Review of research on teaching the at risk, ELL and disabled student. Learning presented utilizing the constructivist approach for interdisciplinary instruction. Highlighted are best practices for differentiated instruction. Use of field trips to explore concepts. Emphasis on investigation of issues from different cultural perspectives. Three Credits.

EDUG 809. Organization, Administration and Supervision of Physical Education Programs. 3 Credits.

Theory and practice of administration and supervision of physical education instruction for general and special education students in elementary and secondary school; review of physical education legislation and requirements; discussion of developmentally appropriate practice; effective practices related to the selection, training, and supervision of personnel; integration of lifelong learning and practice of healthful behavior including nutrition and exercise. Participants will consider policies, record keeping, reporting, instructional strategies, materials, and programs. Satisfies the requirement for Child Abuse Recognition and Reporting. This course is suitable as an elective for special educators, academic counselors, physical educators, staff developers, department chairs, leaders at the school and district level, for professional development and for CTLE hours.

EDUG 810. Bilingual and Multicultural Assessment of Linguistically and Culturally Diverse Students. 3 Credits.

This course will focus on the development of competencies in multidisciplinary assessment of linguistically and culturally diverse students with a specific emphasis on general and special education with limited English proficiency.(LEP) The course will aslo focus on the relationship between the linguistic and cultural influences of major racial and/or ethnic groups and their communication patterns. Format and informas assessment of behavioral functioning is included. 10 hour clinical req.

EDUG 811. Brain Compatible Learning for the At Risk and Disabled Student. 3 Credits.

Overview of brain development research and theory; impact on learning; and application to classroom instruction for the at risk, ELL, and disabled student. Opportunity for hands-on experience with materials and methods of brain compatible instruction. Three credits.

EDUG 812. Integrated Curriculum II:Math,Sci & Tech for At Risk ELL and Disabled (Grades K-8). 3 Credits.

Examination of Science, Math and Technology NYS Content and Performance Standards and curriculum for at risk ELL and disabled students. Review of research on teaching and learning presented utilizing the constructivist approach. Utilization of instructional technology, as an integral component of the instructional process. Focus on best practices for differentiated instruction to meet the needs of the at risk, ELL and disabled student. Use of cooperative learning strategies and technology to enhance teaching and learning. Exploration of concepts and strategies for enhancing instructional leadership. Opportunities for hand-on experience with materials and instructional technology. Three Credits.

EDUG 813. Curriculum, Methods, and Materials in Core Subjects for Billingual, General, & Special Education. 3 Credits.

Focus on instructional methods, material and strategies for teaching standards based Social Studies, Language Arts, Math and Science for English Language Learners in General, Special Education, Bilingual and Teaching English as a Second Language (TESOL) settings. Emphasis on the use of subject matter content for improving second language acquisition. Exploration of instructional practices that meet the developmental and educational needs of the English Language Learner (ELL). Attention to cross cultural learning style that impacts instruction with emphasis given to differentiating and adapting instruction to meet educational and linguistic characteristics of bilingual general and special education students. (10 hours of observation in a bilingual/TESOL general or special education setting.) Three credits.

EDUG 814. Curriculum, Assessment and Methods of Teaching Native Language Arts in Gen & Spec Education. 3 Credits.

Exploration of teaching methods, material and assessment for teaching Language Arts using native language and English. Examination of strategies incorporating listening, speaking, reading, and writing in native language to facilitate the transition to English. Commercial and student made materials and assessment instruments explored. Attention to cross cultural learning style that impacts instruction with emphasis given to differentiating and adapting instruction to meet educational and linguistic characteristics of the Bilingual English Language Learner in general and/or special education. (15 hrs of field experience in an appropriate general education and/or special education bilingual setting) Three credits.

EDUG 815. Curriculum, Assessment and Methods of Teaching English as a Second Language in Gen and Spe Ed. 3 Credits.

Examination of instructional practices to enhance the acquisition of English Language Proficiency focusing on listening, speaking, reading and writing to meet ESL and Common Core Learning Standards in ELA. Commercial and student made materials explored. Focus on informal and formal assessment instruments, such as NYSESLAT. Attention to cross cultural learning style that impacts instruction with emphasis given to differentiating and adapting instruction to meet educational and linguistic characteristics of bilingual, general and special education students. (15 hours of field experience in an appropriate general education, special education, TESOL or bilingual setting). Three credits.

EDUG 816. Approaches to Counseling Linguistically and Culturally Diverse Student. 3 Credits.

This course will focus on the development of general techniques for counseling and the use of techniques specifically applicable to diverse populations and populations who are linguistically different. A case study approach will be used.

EDUG 817. Cross Cultural Counseling. 3 Credits.

This course will focus on issues in multicultural counseling in urban multiethnic educational and human services settings. Awareness of and sensitivity to social and cultural influences in counseling and in consultation services provided by counselors will be emphasized. Included will be exploration of characteristics of clients from diverse ethnic groups and their impact on counseling strategies. Course will include an experimental assessment component and consultation.

EDUG 818. Internship: Bilingual Counseling. 3 Credits.

Provides the student with an experience in gaining more knowledge of and experience in providing appropriate interventions to culturally and linguistically diverse clients.

EDUG 819. Internship in MHC Counseling I. 3 Credits.

Participation in on-site counseling experiences at a college counseling center, agency or hospital under a qualified supervisor who is licensed or registered in New York State to practice mental health counseling or medicine. Supervision and integrating seminar including knowledge of clinical diagnosis with DSM. Prerequisite: Matriculation in Mental Health Master's or Advanced Certificate in Mental Health Counseling program, completion of EDUG 732, 30 credits and permission of MHC Program Advisor. Three credits.

EDUG 820. Consultation in the Schools. 3 Credits.

Consultation skills for the general bilingual, Teaching English as a Second Language (TESOL) and special education teacher, support staff and school administrator. Analysis of various theories and models of school consultation. Review of current research strategies and supervised practice of observational, interactive communication, and collaborative problem solving skills for systems change. Laboratory and/or field experience required. Prerequisite: Permission of the Director of Special Education.

EDUG 821. Internship in School Counseling I. 3 Credits.

Internship I provides on site experience in the application of theory to practice and development of counseling and case conceptualization skills. The integrated seminar will focus on the role of the ASCA National model for school counselors. Issues related to human development, wellness, cultural competence, and social justice advocacy will also be addressed. The experience consists of 300 hours of experience on site including 120 direct hours with clients individually and in groups. A weekly integrated seminar with a faculty supervisor is required. Upon completion of the requirements, students proceed to Internship II, which also includes 300 hours.

EDUG 822. Differentiated instruction for At Risk, English Language Learner (ELL) and Disabled (Grades K-8). 3 Credits.

Review of the Common Core Learning Standards in ELA and Mathematics, NYS Content and Performance Standards in Science and Social Studies and sequence of curriculum for grades K-8. Techniques for adapting curriculum to meet the needs of the at risk, ELL and disabled student; strategies for bridging the gap between curriculum and methodology in special education and general education; and use of technology as a tool for learning and teaching. Strategies for grouping and individualization. Fundamentals of lesson planning stressing differentiated instructional practices. Provision for hands-on experience with materials and software.

EDUG 823. Theory and Practice in Early Childhood Schools for At Risk Disabled Student. 3 Credits.

Emphasis on research and theory relevant to the physical, cognitive, social and emotional development of the early childhood student. Examination of developmentally appropriate practices in the Early Childhood School. Overview of organizational patterns that take into account the developmental needs of the At risk and disabled Early Childhood student in today's multicultural society. Different approaches to grouping and differentiating instruction. Strategies that facilitate parental involvement explored. Review of innovative practices and current issues in Early Childhood education. A minimum of 25 hours of clinical and/or field work required. 3 credits.

EDUG 824. Early Childhood Curriculum & Pedagogy for At Risk, English Language Learner(ELL)& Disabled Student. 3 Credits.

Examination of standards based Early Childhood curriculum with emphasis on an integrated approach to instruction for the At Risk, ELL and disabled student. Exploration of learning and teaching within a multucultural context. Emphasis on developmentally appropriate methods, and instructional materials to enhance learning. Study of techniques and differentiated instructional strategies to adapt curriculum to meet the at risk needs of the At Risk, ELL and disabled students in general education, special education and inclusive setting. A minimum of 50 hours of field work is required.

EDUG 825. Sem/Int:Earl Chld Gen&Sped. 3 Credits.

Observation and student teaching to gain proficiency in teaching early childhood at risk and disabled students in the general education,special education and/or inclusive classroom. Twenty days of student teaching. Students must demonstrate teaching competence under the supervision of the teacher in the field and a faculty member. Seminar sessions include discussion of Common Core Standards, behavior management, teaching strategies, i.e. differentiated instruction, diversity and current issues in the field of Early Childhood. Pre-requisite:Matriculation in the graduate education childhood/special education programs, minimum gpa 3.0 and meet the physical, mental, speech, language, and other standards established for the profession and permission of Director of Graduate Childhood/Special Education programs.

EDUG 826. Improvement of Instruction for Teachers of At Risk, English Language Learner (ELL) and Disabled. 3 Credits.

Exploration of Common Core Learning Standards with emphasis on ELA and alignment with grade-appropriate learning tasks and standards-based rubrics. Use of multiple data sources to monitor student achievement, plan and deliver differentiated tiered instruction to meet the needs of Special Education, English Language Learners (ELL) and at risk students. Use of multiple data sources to construct SMAT goals for IEPs. Training in participation and facilitation of teacher teams and collaborative analysis of student work to improve instruction. Training in the use of the research-based Danielson model to promote reflection on current pedagogy and determine strategies to improve teacher effectiveness. Utilization of the peer coaching/tunkey model to enable teachers to assume leadership roles in their learning communities to build capacity. Opportunities provided for teachers to practice facilitation skills.

EDUG 827. Internship in School Counseling II. 3 Credits.

Students in the counseling program proceed through a well-thought out experiential component in the program over two semesters in a school. Internship in school counseling II builds upon Internship in school counseling I and is the last of the experiential components. Internship in school counseling II provides the student with an experience in learning to facilitate further professional development including self-reflection and leadership of a team. The focus is on an integration of all facets of the counseling role including a review of special areas of importance and in personal development. Practical application of counseling theories and techniques to diagnosis, ethics and law, and the work of counselors with special populations will be emphasized. The experiential component consists of direct service work with clients and consultation work in the school. The Internship includes 300 hours of structured field experiences, of which 120 is required to be direct counseling with clients individually or in groups.

EDUG 828. Process of Counseling the Individual in Mental Health Counseling. 3 Credits.

An experiential course where students learn skills of counseling intake assessment and counseling intervention and then practice those skills in videotaped counseling dyads in which they enact the roles of counselor and client. The emphasis is on counseling process over an extended period of time and across multiple sessions. Students will gain knowledge and skills in addressing issues related to beginning, maintaining, and terminating a therapeutic relationship, in conducting intake assessment, case conceptualization, and theory-based intervention, and in writing progress notes (using the DAP note format) and intake report. Students will also heighten self and interpersonal awareness and explore the ways that individual differences may manifest themselves in communication and connection.

EDUG 829. Practicum in Teaching At Risk, (ELL) & the Disabled. 3 Credits.

Examination of Common Core and N.Y.S. Content and Performance Standards, curriculum, methods, and materials applicable to at risk, English Language Learner and special education students grades 7-12; emphasis on the modification of materials and strategies for instruction in general, special education and inclusive classrooms. Students must demonstrate competence in the writing and implementation of an Individual Educational Plan, and conferencing skills. Opportunities for hands-on experiences with materials and instructional software. Course conducted in Manhattan College Learning Center or field site. Minimum of 14 hours of supervised teaching. Three credits.

EDUG 830. Curriculum Adaptation & Content Strategies for At Risk, (ELL) & the Disabled. 3 Credits.

Examination of curriculum, methods, and materials applicable to teaching the at risk, English Language Learner and special needs adolescent student. Emphasis on adaptation of materials, infusion of technology, strategies for instruction and management in diverse general, self-contained, and inclusion classrooms. IEP requirements, process, and implementation addressed. Role of related service personnel and collaboration explored. Common Core Learning Standards and New York State Standards for the content area to accommodate the special education student individually and in a group setting examined. Different models of inclusive practice analyzed. (Field requirement: minimum 12 hours) 3 credits.

EDUG 831. Principles of Instructional Design. 3 Credits.

This foundation course provides the participant with background about the key principles of instructional design; hands-on opportunities to design instruction that is effective, efficient, and engaging. Course content will focus on determining learner needs, defining the goals of the instruction, and creating a process that may take place in an increasingly technological environment. E-tools and e-learning will be integrated into learning strategies and curriculum. Participants will produce deliverables that can be used for online, distance, and/or blended learning. This course is for educators in the broadest sense training professionals who seek proficiency in designing technology enhanced learning experiences at all levels of skill, preparing participants to apply instructional systems design and theory to lead learning with technology. (Field work required for those seeking NYS certification).

EDUG 832. Seminar & Internship in Secondary Special Education (not employed). 3 Credits.

Observation and student teaching/internship to meet specific requirements to gain proficiency in teaching disabled students in the Special Education and/or Inclusive classroom. (Full-time student teaching/internship for one semester.) Students must demonstrate teaching competence under the supervision of the teacher in the field and a faculty member. Seminar sessions include the discussion of: field placement, diversity, behavior management, differentiated instructional strategies, collaborative consultation, Common Core Learning Standards, effective teaching models, Autism, Child Abuse, SAVE and DASA. Student teaching/internship logs, reflective journals, and special education program e-portfolio required. Prerequisite: Matriculation in the Adolescent Students with Disabilities program, minimum G.P.A. 3.0 and meet the physical, mental, speech, language and other standards established for the profession. Permission of the Director of Special Education. Satisfies the requirement for Autism, S.A.V.E., Child Abuse Recognition and Reporting and DASA Training. Three credits.

EDUG 833. Seminar & Internship in Secondary Special Education (5 Year students) (5th year - 3 cr.). 3 Credits.

Observation and student teaching/internship to meet specific requirements to gain proficiency in teaching disabled students in the Special Education and/or Inclusive classroom. (Full-time student teaching/internship for one semester.) Students must demonstrate teaching competence under the supervision of the teacher in the field and a faculty member. Seminar sessions include the discussion of: field placement, diversity, behavior management, differentiated instructional strategies, collaborative consultation, Common Core Learning Standards, effective teaching models, Autism, Child Abuse, SAVE and DASA. Student teaching/internship logs, reflective journals, and special education program e-portfolio required. Prerequisite: Matriculation in the Five-Year Dual Adolescent/Students with Disabilities program, minimum G.P.A. 3.0 and meet the physical, mental, speech, language and other standards established for the profession. Permission of the Director of Special Education. Satisfies the requirement for Autism, S.A.V.E., Child Abuse Recognition and Reporting and DASA Training. 3 credits. Prerequisites: EDUG 713, EDUG 733, EDUG 778, EDUG 781.

EDUG 834. Seminar & Practicum in Secondary Special Education(Teachers in the Field). 3 Credits.

Analysis of current problems in special education, diversity, legal issues, differentiated instructional strategies, collaborative consultation, Common Core Learning Standards, effective teaching models, Autism, Child Abuse, S.A.V.E and DASA. Students must complete a minimum of 50 hours of teaching at the 7-12 grade levels in Special Education/inclusive classroom. Logs, reflective journals, project and special education program e-portfolio required. Prerequisites: EDUG 713, EDUG 733, EDUG 778, EDUG 781, Matriculation in the Adolescent Students with Disabilities program, minimum G.P.A. 3.0 . Permission of the Director of Special Education. Satisfies the requirement for Autism, S.A.V.E. Child Abuse Recognition and Reporting and DASA. Three credits.

EDUG 835. Proficiencies for Educational Leadership. 3 Credits.

Skills and strategies for creating the learning community that characterizes the quality school; group processes for shared decision-making and collaboration with staff and parents; communication skills for dealing with the school constituencies; case studies, simulations; promotion of professional learning communities and group efficacy for decision-making. Based on NYS Essentials for School Leaders, Professional Standards for Education Leaders, this course is suitable as an elective for special educators, academic counselors, staff developers, department chairs, aspiring and practicing leaders at the school and district level, for professional development, and for CTLE hours.

EDUG 836. Issues in School Based Management, Supervision and Curriculum. 3 Credits.

This interdisciplinary course will employ case studies, simulations, role play, and web resources for best practices in management, administration, and supervision. Participants will plan strategies to deal with pertinent issues arising from questions, advantages, and obstacles to school based management, including but not limited to, school choice, parent and teacher involvement, goal driven instruction and delivery of instructional services; use of technology for budgeting; financial and strategic planning. Practicing and potential school business managers, principals, assistant principals will develop processes with which to direct, guide, and influence the behavior and work of others towards the accomplishment of specific educational goals. Educational and business leaders/managers acquire knowledge of processes and strategic business and management skills to confront complex challenges faced by high performing organizations. The course will offer a learning environment that includes case studies; "in-boxes"; and other informational assessments with regard to leadership styles and roles over several departments including, but not limited to education, business management (MBA), counseling, non-profit organizations, and government. This course is suitable as an elective for special educators, academic counselors, staff developers, department chairs, aspiring and practicing leaders at the school and district level, for professional development, and for CTLE hours.

EDUG 837. Organizational Development. 3 Credits.

Exploration of change factors and their effect on human behavior and interrelationships; effect on the school social system; leadership skills required for participatory decision-making; dealing with conflict and strategies for conflict resolution; power issues related to empowerment, authority, responsibility and accountability; and creating and developing the learning community. School wide development plans, school leadership teams, data-based strategic planning. Course related leadership experience required.

EDUG 838. Evaluating Leadership Effectiveness. 3 Credits.

This course deals with leadership skills and strategies to assess needs, effectiveness of outcomes, program and personnel effectiveness. Efficacy of leadership that involves constituencies goal setting and evaluation; assessing student achievement, values promotion, ethics, accountability, staff participation. Leadership that promotes parent and local board inclusion in mission and goal setting; a supportive educational environment and school climate; exploration of the essential characteristics of school leaders in assisting students to make state standards. This course is suitable as an elective for special educators, academic counselors, staff developers, department chairs, aspiring and practicing leaders at the school and district level, for professional development, and for CTLE hours.

EDUG 839. School Finance. 3 Credits.

Issues for administrators, business managers, and other school personnel related to budget, finance and accounting. This course is suitable as an elective for special educators, academic counselors, staff developers, department chairs, aspiring and practicing leaders at the school and district level, for professional development, and for CTLE hours.

EDUG 840. School Finance + Field Experience. 4 Credits.

Issues for district level administrators, business managers, and other school personnel related to budget, finance and accounting. This course includes 10 hours of course related field experience. Participants may use this course to eligible for school district certification. This course is also suitable as an elective for special educators, academic counselors, staff developers, department chairs, aspiring and practicing leaders at the school and district level, for professional development, and for CTLE hours.

EDUG 841. Leadership, Administration and Supervision of the Middle School. 3 Credits.

Theory and practice of school administration and supervision; organizational characteristics and components of the successful American middle school; effective practices related to advisement, staff collaboration, teaching teams, developmentally appropriate instructional programs for the middle school child, standards based teaching and learning, authentic assessment, guidance of the early adolescent, student engagement, parent involvement, safety and discipline issues, evaluation of student progress, career guidance.

EDUG 842. Leadership, Administration and Supervision of the Secondary School. 3 Credits.

Theory and practice of school administration and supervision; organizational characteristics and components of the successful secondary schools; consideration of cross cultural and international practices related to student achievement and involvement in learning; scheduling, advsiement, collaboration, teaming, apprenticeships for the secondary school student; standards based teaching and learning, authentic assessement, guidance of the adolescent, safety and discipline issues, evaluation of student progress career guidance/ internships/ developmentally appropriate service projects.

EDUG 843. Total Quality Managment for Educational Leaders. 4 Credits.

Course participants engage in reflective practice on ways to provide leadership for quality management in the school or district setting. With "real life" needs to attend to, potential and practicing school and district administrators will design strategies for data driven decision making based on TQM concepts, principles, and techniques for school and district wide improvements of student learning. Participants may use this course to be eligible for school district certification. This course is also suitable as an elective for special educators, academic counselors, staff developers, department chairs, aspiring and practicing leaders at the school and district level, for professional development, and for CTLE hours. This 4-credit course includes 10 hours of district level field experience. 4 credits.

EDUG 844. School Based Management Functions. 3 Credits.

Analysis, discussion, intensive study of the evolution of educational reform movements leading to site based management for administrative and supervisory personnel; theory, principles and practices for team building, shared decision-making and relationships at the local, district, and system levels. Participants present evidence of knowledge, skills and dispositions for school building leadership. Course project integrates theory, concepts, principles and application of content to elementary, middle, or secondary school leadership in urban and suburban settings; including strategic planning, colaboration and evaluation of outcomes for school leadership teams, board relationships, mentoring, and program development. Course related leadership experience required.

EDUG 845. Computer and Technology Utilization for Instructional Delivery. 3 Credits.

This course is a survey course intended to provide learners with generalized knowledge of Web design, aspects of visual literacy, and usability as well as accessibility concerns. With more online learning opportunities, and customized learning built into Learning Management Systems, this course will provide learners with an understanding of usability principles to be able to communicate with Web designers and build their own pages. Learners will gain basic knowledge of HTML in order to develop learning programs online.

EDUG 846. Managing the Quality School. 3 Credits.

Applying concepts, principles, and techniques of Total Quality Management with emphasis on application to managing a school or district; using TQM to enhance management of the educational enterprise on the local or district level and administrative leadership. Course related leadership experience required.

EDUG 847. Total Quality Management for Educational Leaders + Field. 4 Credits.

Course participants engage in reflective practice on ways to provide leadership for quality management in the school or district setting. With "real life" needs to attend to, potential and practicing school and district administrators will design strategies for data driven decision making based on TQM concepts, principles, and techniques for school and district wide improvements of student learning. Course related leadership experience required.

EDUG 848. Using Technology in the Management and Assessment Process. 3 Credits.

Participants will explore how to assess specific types of knowledge, using technology to enhance the process. Explore innovative tools and means of assessment that helps learning specialists individualize and differentiate instruction to improve learning. Develop technology-enhanced assessments for effective learning.

EDUG 849. Advanced Computer Applications for School Administrators. 3 Credits.

Computerizing school offices; the selection and evaluation of interactive computer software for professional development, supervision, and improvement of instruction; use of technology for data based decision making. Selection of software and hardware for networking, internal and external communication. Prerequisite: EDUG 749 or permission of Program Director.

EDUG 850. Advanced Group Counseling. 3 Credits.

Advanced counseling practice with groups under the supervision of the faculty; seminars, supervisory conferences and consultation; group experiences. Prerequisite: EDUG 725, 33 credits and permission of Program Director.

EDUG 851. Data Analysis and Report Writing in Educational & Psychological Research. 3 Credits.

The course provides students the opportunity to complete their required Master's major paper while continuing their learning about design, data analysis, and report writing in educational and psychological research. EDUG851 builds on the research design skills introduced in EDUG713. A primary requirement of the course includes the development of SPSS data analysis skills including both descriptive and inferential statistics. Students are provided with a student version of SPSS, which they use through-out the completion of their major paper. In addition, students further their skills in reviewing the results presented in primary research in the fields of counseling and psychology. Upon completion of the major paper, students are encouraged to submit their work for presentation at a conference or for publication.

EDUG 852. Internship in Counseling I. 3 Credits.

Participation in on-site counseling experiences under supervision of pupil personnel services staff of host school, agency or hospital and faculty of Manhattan College. Prerequisite: Matriculation in P.D. program, 21 credits and permission of Program Director.

EDUG 853. Counseling the College Applicant. 3 Credits.

Examination of the necessary components in the college admissions selection process, i.e. high school preparation, standardized test scores, advanced placement credit, career preparation and counseling, financial aid, special programs, academic criteria, and personal statement. Review of the various guides and technological information available to the counselor and applicant, i.e Internet, Rezun, College Board, Peterson's College View and College Link.

EDUG 854. Supervised Fieldwork in Counseling. 3 Credits.

Opportunity for students to strengthen their knowledge and skills in the counseling setting. Students work under the supervision of a faculty member in an approved placement with individualized supervision regarding cases. Minimum of 90 hours in the field, project and supervision required. Matriculation in the Counseling program; EDUG 721, 722; and permission of Program Director.

EDUG 855. Supervised Fieldwork in Special Education. 3 Credits.

Opportunity for students to strengthen their knowledge & skills in the special education or inclusive setting. Students work under supervision of a faculty member in an approved placement. Minimum of 75 hours in the field and project required. Matriculation in the Special Education Program, and permission of the Director of Special Education.

EDUG 856. Supervised Fieldwork:General and Special Education. 3 Credits.

Opportunity for students to strengthen their knowledge & skills in the special education or inclusive setting. Students complete fieldwork in an approved placement. Minimum of 50 hours in the general education classroom and 25 hours in the special education/inclusive classroom required. Matriculation in the Special Education Program, and permission of the Director of Special Education.

EDUG 857. Sup Fldwk Alchol &SubAbuseCoun. 3 Credits.

Opportunity fo students to strengthen their knowledge and skills in an alcohol/substance abuse setting. Students must work under the supervision of a faculty member and appropriate on site staff in an approved setting. Minimum of 100 hours in the field and project required. Matriculation in the Alcohol/Substance Abuse program. EDUG705,721,722 and permission of Program Director. and Director of Graduate Education.

EDUG 858. Seminar, Observation and Internship in Special Education (5 year Program)(5th year-3 cr.). 3 Credits.

Observation and practice teaching to meet specific requirements to gain proficiency in teaching disabled students in the Special Education and/or Inclusive classroom. (Full-time student teaching for one semester.) Students must demonstrate teaching competence under the supervision of the teacher in the field and a faculty member. Seminar sessions include the discussion of: Behavior Management, Common Core Standards for Math and Literacy, differentiated instructional strategies, Child Abuse Recognition and Reporting and SAVE requirements, diversity and current issues in the field of Special Education. Student Teaching logs, journals, and special education portfolio required. Prerequisites: EDUG 713, EDUG 733, EDUG 778 and EDUG 781. Matriculation in the five-year program, minimum G.P.A. 3.0 and meet the physical, mental, speech, language and other standards established for the profession. Permission of the Director of Special Education. Satisfies the requirement for S.A.V.E. and child abuse.

EDUG 859. Approaches to Multicultural Counseling:Theory and Practice. 3 Credits.

An examination of the theories and practices of multicultural counseling in urban multiethnic educational and human services settings. Awareness of and sensitivity to cultural factors in counseling and in consultation services provided by counselors will be emphasized. Course will include an experiential component and consultation.

EDUG 860. Teaching Literacy for Understanding to At Risk and Disabled (Grades K-8). 3 Credits.

Examination of the knowledge and skills to implement standards-based literacy instruction with the at-risk and disabled student. Opportunities provided to discuss and create literacy curriculum which address issues such as identifying what students need to understand; how to help develop the understandings; how to gauge student progress; and how to provide feedback to students.

EDUG 861. Standards Based Performance Assessment + Field. 4 Credits.

This advanced assessment course for school and district administrators, chairs, subject area coordinators at the district and local level, considers the effectiveness of school programs and teachers in meeting common core standards. Relates student outcomes to common core state standards, school programs, and performance assessment of teaching: aligns common core standards, curriculum, and assessment to design student learning experiences. An additional 10 hours of field experience required.

EDUG 862. Seminar/Practicum in Teaching: The Student with Disabilities 1-6. 3 Credits.

Analysis of current problems, diversity, legal issues, differentiated instructional strategies, Autism, child abuse, S.A.V.E and issues in Special Education. Students must demonstrate satisfactory teaching competency under supervision of appropriate personnel in the field. Minimum of 50 hours of teaching at the 1-6 grade levels in Special Education/inclusive classroom. Logs, reflective journals, project and special education program e-portfolio required. Prerequisites: EDUG 713, EDUG 733, EDUG 778, EDUG 781. Matriculation in the Childhood/Students with Disabilities program, minimum G.P.A. 3.0 . Permission of the Director of Special Education. Satisfies the requirement for Autism, S.A.V.E., and Child Abuse Recognition and Reporting. Three credits.

EDUG 863. Seminar/Internship in Teaching: General and Special Education 1-6. 3 Credits.

Observation and practice teaching to meet the specific requirements to gain proficiency in teaching general and special education. A minimum of 20 days of student teaching in grades 1-3 or 4-6 in the special education or inclusive classroom is required. A minimum of 20 additional days of student teaching, at a different level (1-3 or 4-6), in the general education classroom is required, for a total of 40 days. Students must demonstrate teaching competence under the supervision of the teacher in the field and a faculty member. Seminar sessions include the discussion of: field placement, diversity, behavior management, differentiated instructional strategies, autism, Child Abuse and SAVE and current issues in special education. Internship reflective journals, logs and special education program e-portfolio required. Prerequisites: EDUG 713, EDUG 733, EDUG 778, EDUG 781: one of the Literacy Requirements (EDUG 898, EDUG 753, EDUG 754, EDUG 815, or EDUG 766); and one additional Content Requirement (either an additional Literacy course from the list above or one of the following science or math courses (EDUG 785, EDUG 899, EDUG 775, EDUG 768, EDUG 812, EDUG 901, EDUG 805 or EDUG 808). Matriculation in the Dual Childhood/Students with Disabilities program, minimum G.P.A. 3.0 and meet the physical, mental, speech, language and other standards for the profession. Permission of the Director of Special Education. Satisfies the requirement for Autism, S.A.V.E., and Child Abuse Recognition and Reporting. Three credits.

EDUG 864. Counseling the College Student. 3 Credits.

This course is designed to focus on the theory, research and practice related issues relevant to the psychological; development of college students. Focus on intellectual, psychosocial, moral and vocational development with attention to the needs of special populations. Students will examine a service model including collaboration within and outside the institution and including examination of the legal and ethical issues related to counseling the college student.

EDUG 865. Instructional Design, Technology & Information Processing+Field. 4 Credits.

Focus on instructional design and the role of cognitive processing theory in the development of technologies for learning environments. Emphasis on curriculum and how participants best learn from multimedia technologies. Knowledge and understanding of adult learning theory provides the foundation for the development and implementation of collaborative strategies appropriate for adult learners. Designed for district level administrators, staff developers, counselors, general and special education teachers and professionals at the district level to integrate technology into professional practice that provides optimal learning experiences. An additional 10 hours of field experience required.

EDUG 866. Leadership, Supervision and Consultation in Counseling. 3 Credits.

Leadership, supervision and consultation provides the student with an experience in learning to facilitate the further professional development of a counselor-in-training. Although one goal is to prepare the experienced counselor in skills to supervise, the primary focus is on the ability to establish and develop counselor-supervisor relationships, case conceptualization and consultation, and understanding of leadership and organizational roles in relation to counseling sites.

EDUG 867. Professional Orientation to Counseling:Standards, Law, Ethics, and Evaluation. 3 Credits.

This course is designed for the beginning practitioner to provide exposure to issues related to professional functioning. Emphasis will be on ethical and legal issues as they relate to the profession of counseling and to each other. In addition the legal and ethical factors related to program development and evaluation will be considered.

EDUG 868. Integrated Curriculum: Math/Science/Technology. 3 Credits.

For school and district level personnel, department chairs, grade level and subject area coordinators, curriculum and staff developers, special education and counseling leadership, this content based course incorporates content and performance standards from Math, Science, Engineering, and Technology (STEM), as well as Next Generation and literacy standards for differentiating instruction for a diverse student population including ENLs and ELLs. Participants will consider data based learning and evaluation strategies, system wide decision making based on NYS content areas. This course is also suitable as an elective for special educators, academic counselors, staff developers, department chairs, aspiring and practicing leaders at the school and district level, for professional development, and for CTLE hours.

EDUG 869. Integrated Curriculum: Social Studies/Language Arts. 3 Credits.

For District and School Administration,Dept. Chairs, grade level and subject area coordinators, curriculum, and staff developers, this content base course incorporates content and performance standards from English, Language Arts, Social Studies and Physical Education/Home Ec/ Careers, and literary standards for differentiating instruction for a diverse student population including the gifted, those with special needs, ENLs, and ELLs. Participants will consider data based learning and evaluation strategies to include grade, school, district, and system wide decision making based on NYS content areas. This course is also suitable as an elective for special educators, academic counselors, staff developers, department chairs, aspiring and practicing leaders at the school and district level, for professional development, and for CTLE hours.

EDUG 870. TQM: Quantitative Process Control in Education. 3 Credits.

This course for district and school lenders and educators identifies key data analysis processes, roles of components and variations present in them. Using Pareto charts, histograms, control charts and other data mining tools, participants measure and count key data to develop a Plan. Do, Study, Act methodology to improve the administrative and educational process in the school and district. Course related leadership experience required.

EDUG 871. Quantitative Process Control in Education + Field Experience. 4 Credits.

This course for district level school leaders and educators identifies key data analysis processes, roles of components and variations present in them. Using Pareto charts, histograms, control charts and other data mining tools, participants measure and count key data to develop a Plan. Do, Study, Act methodology to improve the administrative and educational processes in the schools of the district and the district itself. 10 hours of course related field experience are required.

EDUG 872. Probability and Statistics Using Technology. 3 Credits.

This is a content course in Probability and Statistics for teachers. Topics include descriptive statistics, rules of probability, sampling distributions, statistical inferences, regression and correlation. Technological tools used include calculators, spreadsheet package Excel, the computer algebra Maple, and the classroom management system Blackboard.

EDUG 873. Theory and Practice in Middle Schools for the At Risk and Disabled Student. 3 Credits.

Emphasis on research and theory relevant to the physical, cognitive, social and emotional development of the Middle School adolescent. Examination of developmentally appropriate practices in the Middle School. Overview of organizational patterns that take into account the developmental needs of the At Risk and disabled Middle School student in today's multicultural society. Different approaches to scheduling, advisement and grouping analyzed. Strategies that facilitate parental involvement explored. Review of innovative practices and current issues in Middle School education.

EDUG 874. Curriculum and Pedagogy in the Middle Schools for At Risk and Disabled Student. 3 Credits.

Examination of standards based Middle School curriculum with emphasis on an integrated approach to instruction for the At Risk and disabled student. Exploration of learning and teaching within a multicultural context. Emphasis on developmentally appropriate methods, and instructional materials to enhance learning. Study of techniques and differentiated instructional strategies to adapt curriculum to meet the at risk needs of the At Risk and disabled students in the special education, inclusive and general education classrooms. A minimum of 30 hours of clinical and/or field work required.

EDUG 875. Foundations in Learning and Teaching with Technology. 3 Credits.

Designed as a foundational course to prepare effective learning tools, for preparing tools for effective learning, this course provides participants with background for integrating technology into education (societal issues, learning theories, planning, and implementation); principles and strategies for choosing appropriate software, media tutors and tools (instructional and productivity software). Participants will learn to identify the appropriate use of technologies into learning environments. (Field work required for those seeking NYS certification).

EDUG 876. Integrating Technology in Adult Learning and Collaboration. 3 Credits.

Participants in this course will gain knowledge and understanding of adult learning theory and the ability to collaborate with key professionals in an organization to support and enhance learning using digital tools. This course provides learners with the skills needed to effectively communicate with clients, including those of large and small corporations, working with global partners and widespread teams. Drawing on real-world case studies, students will learn how to do comprehensive needs analysis for any potential client, the art of persuasion, and how to satisfy a client despite budget and methodology restrictions. (Field work required for those seeking NYS certification).

EDUG 877. Instructional Design, Technology and Information Processing. 3 Credits.

Focus on instructional design and the role of cognitive processing theory in the development of technologies for learning environments. Emphasis on curriculum and how to best learn from digital technologies. Knowledge and understanding of adult learning theory provides the foundation for the development and implementation of collaborative strategies appropriate for adult learners. Designed for all levels of educators wanted to learn the process of learning and apply to a continuum of learning. (Field work required for those seeking NYS certification).

EDUG 878. Advanced Group Counseling:Practice. 3 Credits.

An experiential course that focuses on application of group process to different counseling situations. Team projects will include facilitating and cofacilitating techniques, appropriate interventions and peer feedback. Participants will run outside groups and receive feedback and analysis. Group leadership styles will also be reviewed.

EDUG 879. Integrative Project and Seminar in Instructional Design and Delivery. 3 Credits.

This capstone course synthesizes the theoretical and technology components of the program. Participants will present a major project that includes a research component conducted at a field site that demonstrates their understanding of teaching and learning with technology. This guided project development course will be a culmination of sixty hours of field work integrated in to a real world scenario for the Advanced Certification and will be the proposal presentation for the Masters. Seminar sessions will provide support for effective needs assessment and strategic planning for the improvement of instruction. (Field work required for those seeking NYS certification).

EDUG 880. Nature and Needs of Students with Autism Spectrum Disorder. 3 Credits.

Focus on etiology, major trends and issues concerning Autism Spectrum Disorder. Emphasis on: collaboration, inclusion, service delivery models, roles of special and general education teachers, individualized educational programs, family involvement, and community resources. Satisfies the requirement for Autism.

EDUG 881. Psychoeducational Assessment of Autism Spectrum Disorder. 3 Credits.

Focus on the educational assessment of students with Autism Spectrum Disorder. Analysis of formal and informal assessment instruments. Emphasis on gathering and analyzing information in order to plan meaningful instruction, evaluate interventions, select appropriate learning curricula and materials, and make appropriate educational decisions for individuals with Autism Spectrum Disorder. Satisfies the requirement for Autism.

EDUG 882. Behavior Management and Counseling of Families of Individuals with Autism Spectrum Disorder. 3 Credits.

Focus on models for the behavior management of students with Autism Spectrum Disorders. Emphasis on management techniques, classroom and family organization, conferencing issues based on student needs and development. Satisfies requirement for Autism.

EDUG 883. Curriculum, Methods, Social Skill Development and Instructional Design for Students Autism. 3 Credits.

Curriculum, methods and materials for social integration and teaching children with Autism Spectrum Disorder in self-contained and inclusive settings with attention paid to NYS Content and Performance Standards (K-8). Design of individualized educational plans and creation of lesson plans. Demonstration of teaching skills emphasized in order to accommodate instruction and materials to the Autism Spectrum Disorder student. Satisfies requirement for Autism.

EDUG 884. Independent Study-Autism Spectrum Disorder. 3 Credits.

Project in area of Autism Spectrum Disorder conducted under the guidance of Faculty member. Student must submit an outline of proposed study prior to registration. Permission of the Director of Special Education required. Satisfies requirement for Autism.

EDUG 885. Internship: Teaching Students with Autism Spectrum Disorder. 3 Credits.

The internship experience and seminar provide the opportunity to apply knowledge, skills and strategies related to teaching children with Autism Spectrum Disorder in the classroom setting. Each internship is guided by a certified teacher and college supervisor. Students will develop teaching competencies while experiencing the personal and professional roles of a teacher of students with Autism Spectrum Disorder. The seminar is an opportunity for students and faculty to discuss current issues and ideas related to Autism Spectrum Disorder and to examine the relationship between these ideas and the classroom experiences. Internship portfolio, logs and journals required. Satisfies requirement for Autism.

EDUG 887. Mentored Research. 1 Credit.

Designed to provide mentoring for the collection of data, analysis of findings, discussion,conclusions and recommendations of the research paper. Students must have completed sections I,II and III of their major paper. Does not apply to degree. Pre-requisite: EDUG713 or a previous major paper that meets program research requirements. Permission of Director. One credit. Pass/Fail.

EDUG 888. Independent Study in Research. 1 Credit.

Designed to provide mentoring for the collection of data, analysis of findings, discussion, conclusions and recommendations of the research paper. Students must have completed sections I, II and III of their major paper. Special Education and School Leadership participants register for the section designated for their program. Does not apply to the degree. Prerequisite: EDUG 713. Permission of the Program Director.

EDUG 889. Internship/Seminar II. 3 Credits.

EDUG 889 is the second of two internship courses that require a total of 15 weeks full time or 30 weeks part time in administrative practice to complete 400 hours of administrative activities. A co-requirements is a bi-weekly seminar. Internship/Seminar II is designed for ongoing supervision of the capstone leadership experience, completion of the internship improvement initiative, and accompanying impact report, the internship portfolio, and exhibit of competencies. EDUG 889 is a co-requirement with EDUG784 to complete the remaining 150 hours of the 400 hour leadership experience.

EDUG 890. Supervised Fieldwork in Administration. 3 Credits.

Designed to provide mentoring for completion of internship documentation, including but not necessarily limited to, the collection of documentation, analysis of evidentiary data, final draft of the impact statement of the internship improvement initiative, reflection on course based applications and leadership field experience. Participants must have completed the six required SBL core courses (18 credits), submitted documentation of 100 hours of course related leadership activities, have enrolled in Internship/Seminar I and II (EDUG 748 and 889) but not completed within three semesters. Does not apply to degree. Permission of Program Director. 3 credits. Pass/Fail.

EDUG 891. Foundations in Evaluation, Assessment, and Diagnosis. 3 Credits.

This foundation course is aimed at providing a theoretical and practical experience in evaluation, assessment, diagnosis and treatment planning. The methods of psychological assessment covered will include intelligence tests, academic achievement tests, neuropsychological measures, self-report inventories, rating scales, behavioral observations, projective techniques, structured interviews, history taking and adaptive behavior scales. Initial practice in administering major instruments of psychological assessment will allow students to develop an understanding of their diagnostic and therapeutic value. The course will also cover related topics including psychiatric evaluation, assessment of suicidal risk, and ethical issues and cultural bias in psychological testing. Students will practice by administering the instruments to each other. Focus will be on integrating test material into comprehensive reports having meaning for the referral source and the client. Prerequisite: EDUG 807.

EDUG 892. Organizational Development + Field. 4 Credits.

For school district leaders, staff developers, and other district level personnel, this course provides an exploration of change factors and their effect on human behavior and interrelationships, effect on the educational social systems: leadership skills required for participatory decision-making: dealing with conflict and strategies for conflict resolution:power issues related to empowerment, authority, responsibility and accountability, and creating and developing the learning community. School improvement plans, district and school leadership teams: data-based strategic planning. An additional 10 hours of field experience required.

EDUG 893. Internship/Seminar III in School District Leadership. 3 Credits.

Completion of the district level internship requires 250 hours of administrative activity related to an improvement initiative, logged and signed by the district mentor/partner. Prerequisite: 57 credits beyond the baccalaureate degree, SBL certification or eligibility for same, permission of the Program Director. A prerequisite for the Leadership Experience (internship) in Advanced Leadership Studies is acceptance by a school district for an administrative internship experience in partnership with a certified district level administrator on-site. The internship consists of sustained administrative experience in diverse settings planned collaboratively and in partnership with university and district personnel in substantive, appropriate, and approved administrative and supervisory tasks and an impact report of the internship improvement initiative.

EDUG 894. Internship MHC Counseling II. 3 Credits.

Continued participation in on-site counseling experiences at a college counseling center, agency or hospital under a qualified supervisor who is licensed or registered in New York State to practice mental health counseling or medicine. Particular emphasis on case assessment, analysis, diagnosis with the DSM, recommendations for services, and the delivery of planned interventions. Prerequisite: Matriculation in Mental Health Master's or Advanced Certificate in Mental Health Counseling program, successful completion of EDUG 819, and permission of MHC Program Advisor. Three Credits.

EDUG 896. Concepts of Wellness. 3 Credits.

A study of the diversified nature of health as it relates to everyday living by examining vital health areas and issues relevant to the concerns of students. An introduction to identification and reporting of suspected child abuse and maltreatment; instruction in preventing child abduction and abuse of alcohol, tobacco and other drugs; and providing safety education including instruction in fire and arson prevention. (Dual M.S.Ed. ).

EDUG 897. Principles and Practices of Education. 3 Credits.

Crucial issues in education: curricula objectives and designs, drug and child abuse, types of schools, special education programs, moral and spiritual values, community resources, educational law and school finances. 15 hours field visitation required. (Dual M.S. Ed.).

EDUG 898. Language and Literacy. 3 Credits.

Introduction to first and second language acquisition and development with emphasis to teaching and learning. Examination of psycho-linguisitc principles for teaching monolingual and linguistically and culturally diverse learners. Instructional approaches and practices for developing listening, speaking, reading, and writing skills in the general, English as a Second Language(ESL) and special education setting. Exploration of different models of instruction for students who are in Teaching English as a Second Language(TESOL) and/or bilingual settings. 10 hours of field required. (Dual M.S. Ed) Three credits.

EDUG 899. Physical Science for the Teacher of the At Risk and Disabled (Grades K-8). 3 Credits.

Introduction to basic principles and concepts of physical science as aligned with the N.Y.S. Learning Standards for grades K-8. Emphasis is on constructivist inquiry based problem solving, questioning skills, methods and materials appropriate for the at risk ELL, and disabled student. Appropriate hands-on activities to illustrate fundamental concepts. Three credits.

EDUG 900. Current Issues in Instructional Design: Global and Ethical Perspectives. 3 Credits.

This course focuses on the impact of globalization on training and development in multinational, corporate and educational environments. Students explore culture and how to use methodologies to research, assess, and adapt content to meet the needs of learners from around the world. Students also gain an understanding of the best practices used to create effective learning in various multicultural environments while evaluating ethical values in the design and deployment of technologies.

EDUG 901. STEAM: Methods for Teaching, Sci, Tech, Engineering, Art & Math for the At Risk, ELL & Dbld Student. 3 Credits.

Introduction to basic concepts of science, technology, engineering, the arts and math aligned with Common Core and N.Y.S. Learning Standards. This course will focus on constructivist inquiry based problem solving methods. Appropriate hands-on activities to illustrate fundamental concepts will be addressed. Emphasis will be placed on integrated lessons, projects, and strategies for instructional delivery in STEAM for at risk, ELL and disabled students.

EDUG 902. Dignity for All Students(DASA). 0 Credits.

For those taking the DASA program at Manhattan College, registration for this course confirms six hours of training on the Dignity Act: how school climate impacts students achievement and behavior, understanding diversity and multi-cultural environments, and understanding bullying, harassment and discrimination, including indicators, early warning signs, prevention and intervention and how to interact with families and victims and aggressors. Pre-requisites: EDUG 600 and EDUG 744.

EDUG 903. Contemp. Couples Therapy. 3 Credits.

This course will provide students with an in-depth examination of contemporary theories and practices in Couple Therapy. Couple assessment and intervention across the life cycle will be studied. Couple dissolution, separation, divorce and re-marriage will be examined from the viewpoint of the work of the practicing couples/family therapist. Couple issues including commitment, decision-making, confliect, gender differences, sexuality, infertility, intergenerational relationships, work, money, migration, technology, illness and death of a spouce, affairs, and physical violence will be addressed in a family systems context and contemporary "best practice" models of Couple Therapy.

EDUG 904. Introduction to Family Therapy Models. 3 Credits.

The family, no matter the structure, is the context for our lives. This course will provide a focus on the major theories, practice, and issues in Family Systems Therapy. Students will be introduced to not only traditional theoretical frameworks, but also exposure to evolving models of practice. Methods for assessing and intervening with contemporary couples and families in urban settings will be emphasized, including the family's relationship with Larger Systems. A resillience-based model of family functioning will be highlighted. Students will begin to critically examine and develop their own theory of change, based on course material.

EDUG 905. Foundations of Marriage & Family Therapy. 3 Credits.

This class will provide students with an introduction to the roles, functions, and professional identity of mental health counselors and marriage and family counselors in a variety of clinical settings. The Biopsychosocial model will be described. Students will develop a basic beginning knowledge of mental health and family assessment, diagnosis, and case formulation with incorporating the aspects of culture and ethncity that impact assessment and treatment. Students will develop a basic working knowledge of systems theory as it pertains to the assessment and case formulation of families while incorporating the aspects of culture and ethnicity that impact the family system. Students will develop a basic working knowledge of the principles of current diagnostic tools. Students will develop a basic knowledge of commonly prescribed psychotropic medications.

EDUG 906. Family Assessment. 3 Credits.

This course will explore various approaches to conceptualizing assessment of families and couples. It introduces the family as a system, family assessment through a variety of means, inclulding early recollections, and their meaning; family structure; family process and communication; triadic process; the genogram, family life cycle and its many cultural and social class variations. Ethical, legal, and other professional issues related to family counseling will be covered.

EDUG 907. Practicum in Marriage and Family Therapy. 3 Credits.

This course is designed to train the beginning family therapy student in the practical aspects of systemic therapy. This course aims to provide skills in conducting thorough family and couples interviews. We will begin to formulate the presenting problems of families in a systemic way from which systemic interventions will follow. Special attention is paid to the strengths and resilience of families using a developmental perspective and to working collaboratively with families and couples. Students will develop the skill of reading from original articles. This course is required prior to entering internship I.

EDUG 908. Family Therapy&Family Law. 3 Credits.

Comprehensive exploration of the interface between family systems and the legal system. Students will gain a working knowledge of common issues confronting modern day families. These issues will be explored from a legal as well as therapeutic perspective. Course assignments follow the book's organization which is developmental.

EDUG 909. Family Systems Therapy: Practicum in Techniques. 3 Credits.

Family therapy theory and techniques includes application to marital counseling and common family issues. Focus on assessments unique to family counseling. Students will become familiar with the strengths and weaknesses of various treatment models and will be able to identify the appropriateness of techniques from a cultural and diversity context. Students will also gain exposure to School-Based including Community Based Organization (CBO) Family Counseling. This course runs concurrently with Internship I and practicum assignments here will be based on experience in Internship I.

EDUG 910. Internship I and Seminar in MFT. 3 Credits.

This course is a supervision and integrating seminar including experience in assessment and diagnosis. Diagnosis and treatment of psychopathology from a family system and relational perspective will be emphasized inlcuding the application of systematic and relational theories in the diagnosis and treatment of individuals, couples, and families. Connection to and understanding of the use of DSM-V in Marriage and Family Therapy will also be included. Total hourse for Internship I and II is 500 hrs on site (including 300 direct hours); Internship I students are expected to complete 250 hours during Internship I. Internship sites must be approved by Manhattan College's Clinical Professor of Record according to the schedule sent to all students regarding all internship/practica placements. Seminar/MC group supervision includes an additional 30 hourse per semester.

EDUG 911. Internship II and Seminar II in MFT. 3 Credits.

Internship II and concurrent clinical seminar extends the Internship experience provided in Internship I building on that experience and on the practicum experience. A primary focus is on refinement of skills in conceptualizing, assessing, and providing treatment plans for clients in a marriage and family counseling setting including the use of assessment measures and diagnosis. Students will also be required to run team seminars and present cases for discussion. Practical application of counseling and family counseling theories and techniques to diagnosis, ethics and law, and the work of counselors with special populations will be covered as well. The Planning Guide, application process, and description of supervisor responsibilities are similar to that done in Internship I; the forms are contained in the Boylan text below. Total hours for Internship II is 250 on site (including 150 direct hours) + MC hours (30 classes). The total hours required in site experience during both internships = 500 hours.

EDUG 913. Hip-Hop & School Counseling Praxis. 3 Credits.

This course is designed to teach pre-service counselors and teachers the theoretical framework and a series of skills and techniques necessary for utilizing a hip-hop informed counseling methodology in a variety of school settings. This experiential course will address the use of culturally sustaining and social justice anchored school counseling tools to support youth’s development. Specifically, students will engage in the development, implementation, and evaluation of hip hop-based approaches to group counseling in schools.

EDUG 914. Special Education Mentored Research. 2 Credits.

Designed to provide mentoring for the collection of data, analysis of findings, discussion, conclusions and recommendations of the research paper. Students must have completed sections I, II and III of their major paper. This mentoring is for graduate Special Education students. Does not apply to the degree. Prerequisite: EDUG 713. Permission of the Program Director. Two credits.

EDUG 915. Independent Study. 4 Credits.

A course of study designed for students whose needs are not met by existing department curriculum. The course will be carefully designed by the instructor of record and offered only with permission of the Chair.

EDUG 988. Independent Study. 3 Credits.

Independent study project conducted under the guidance of a faculty member in the student's chosen area of specialization. Permission of the Program Director required.