Graduate Class Schedule for Summer Session 1 and Session II

Course Descriptions

507. Philosophy of Education
The background, nature and significance of various educational problems are considered from both the theoretical and practical viewpoints. Some contrasting viewpoints on educational goals, solving educational problems and evaluating educational outcomes are considered.

515. Conflict Resolution (A)
A study of and an involvement of class members in, the resolution of conflict at least four levels: (1) intrapersonal (within oneself), (2) one-to-one (as in marriage), (3) small group too small group (as in negotiations), and (4) large-group to large-group (as with national conflicts, resolutions, riots, etc.). Also offered as Educational Administration and Educational Psychology.

519. Educational Statistics and Research
This course is designed to assist students in the examination and understanding of quantitative and qualitative research methods This examination process is facilitated by closely scrutinizing educational literature and engaging in the presentation and working through of research problems. The rationale of the course is to: (1) increase intentional awareness of the research process; (2) evaluate articles in the professional literature; and (3) apply research and evaluation.

524. Multi-Cultural Education and Counseling (IN AKWESASNE)
This course takes an inclusive approach to both counseling and education. It emphasizes diverse issues and techniques encountered by counselors and teachers in our pluralistic society. Included in the course are multi-cultural and cross-cultural counseling, and social and cultural foundations in education, and social and cultural issues in the work of counselor and teachers.

530. Constructivist Practices in Education
How does a teacher or administrator implement constructivist strategies for today's learner- centered classroom? This course will examine classroom strategies based on the learning theory of constructivism in which students are believed to learn by constructing new understandings of relationships and phenomena (Books & Brooks, 1993) in the world around them. Students will evaluate the impact of constructivist strategies on student learning and achievement; students will also experience learner-centered strategies and apply them in their own teaching situations. Among the strategies explored in this class are eliciting a student's prior knowledge, use of hands-on activities, working in cooperative and collaborative groups, inquiry-based questions, self and peer assessment, reflective practices and authentic performance-based assessment activities.

547. Special Topic: Education and Gender
What is the impact on learning and teaching of efforts to enable students to participate equitably in all aspects of school? How are single-sex classrooms or schools thought to enhance female and male students' ability to learn? Why might they be seen as counter-productive for youth? How does the everyday experience of school contribute to the construction of what is seen as normal or deviant in male and female identity? How do educators and students use school texts and processes to questions, challenge, and transgress these norms, and what are the consequences of such activity? This course will explore how gender influences the intellectual, organizational, and social worlds of primary and secondary schools. We will look at the ways theories about gender and development influence our practices as educators and experiences as students. Much of the recent work is located in four fields: curriculum theory, learning theory, sociology of education, and anthropology of education. We will draw on print and multimedia texts from these fields to: 1) survey the issues, 2) examine how concepts about gender inform the research questions within each field, and 3) craft our own questions and answers about gender related to teaching practice, student learning and identity, curriculum, or administration.

548. Educational Tests, Measurements and Evaluation
This course assists students in the analysis of the theories, techniques and philosophical positions of testing. It considers the evaluation of pupil progress and achievement by means of teacher-constructed tests. It reviews standardized tests of intelligence, aptitude, achievement, interest and personality with emphasis on interpretation and use of results. The rationale of the course is to foster an informed consumer stance of psychological and educational tests and assessment procedures.

561. Program Accountability for Physical Education and Athletics
This class is designed to provide students with the opportunity to examine the role of assessment for the purpose of determining program accountability in physical education and athletics. Types of assessments, implementation strategies, and use of results will be analyzed. The course format will include lecture, analysis of case studies, and/or group discussions coupled with independent research. A project developed in the area of student interest is required.

566. Special Topic: Pedagogical Content in the Certificate Area
Through consultation with St. Lawrence faculty, both in the academic disciplines and in education, graduate students may develop and enroll in pedagogical content studies under Education 566. Each course must involve a subject-matter specialist (either a full-time or adjunct instructor in the content area) as well as an education specialist. A specific title must be determined for each course (e.g., Special Topic: Constructivist Approaches to Teaching Geometry). Examples of potential pedagogical content studies are listed below to provide a spectrum of possibilities for course development:

-Completing an undergraduate course in the content area and adapting the content for a public school curriculum under supervision of an education professor, e.g., Advanced Printmaking, taught by a St. Lawrence fine arts professor and adapted for classroom use under the guidance of an education professor. Note: This is different from (Department) 566, as described separately below.

-Completing a graduate-level study co-designed and co-directed by a content professor and an educational technology staff member, e.g., Using Geographic Information Systems to Teach Science, co-taught by a geology professor and a member of the educational technology team.

-Completing the one-week Constructivist Design Conference held each summer at St. Lawrence and then completing an additional graduate-level action-research study under supervision of an education professor during the school year on the impact of the summer planning in the classroom. Information about the summer conference, including the subject-matter specialists available at the conference, can be obtained from the department of education.

-Completing a graduate study or course CO-taught by an adjunct instructor (a content specialist in the schools) and a full-time education professor, e.g., Integrating Document-based Questions into Social Studies Assessments, CO-taught by a social studies methods instructor and one of the University's full-time professors of education.

-Completing a graduate-level study or course CO-designed and taught by a full-time professor in an academic discipline and a full-time education professor, e.g., Teaching the Economics of the Depression Era, CO-taught by an economics professor and an education professor.

-Completing a graduate-level study or course CO-designed and taught by a content professor and an education department adjunct professor (methods instructor), e.g., Constructivist Approaches to Teaching Geometry, CO-taught by a mathematics professor and a school-based adjunct professor in the education department.

(Department) 566. Special Topic Subject Matter Studies
Through consultation with faculty, graduate students may take selected graduate-level versions of upper-level (300- to 400-level) undergraduate courses in the academic departments at St. Lawrence. To enroll the graduate student must have permission of the instructor, who will provide a separate syllabus (or addendum) with appropriate graduate-level expectations, assignments and grading criteria. To find a listing of undergraduate courses offered during the semester, graduate students must consult the undergraduate course listings published in this catalog. It is expected that graduate students will attend the undergraduate classes as listed in the schedule. The courses will be listed on the graduate student's transcript under the departmental title.

See undergraduate course listing for professor, time and location for selected course. Contact Dr. James Shuman at 315-229-5847 for more information.

Courses in Educational Administration
(The following courses have a prefix "EDAD")

515. Conflict Resolution (A)
See Education 515

504. Applications of Educational Technology
An exploration of new developments in technology germane to application in educational settings. The course will focus on the infusion of new technologies into the work of teachers, counselors, and school administrators, providing students with opportunities to individualize their learning in optimal ways. Topics can include technology evaluation, curriculum development, assessment strategies, and administrative uses of technology in the schools.

537. School Law
A study of the basic principles of constitutional, case and statutory law affecting the
leadership and operation of the public school. Particular stress will be give to New York state statutes and administrative regulations as illustrative of basic principles. Students will examine the legal reasoning process and apply that to case-studies and simulations in public school situations. Students will work in groups to explore case-studies at the federal, state and local levels.

539. School District Planning
This course will focus on the various aspects of planning and sustaining effective school improvement from the perspective of the school superintendent. Students will explore the change process within the framework of local, state and federal policies, regulations and mandates, considering the political, human relations, structural and cultural aspects of the change process.

547. Administrative Support for Strategic Planning Teams 3 sem. hrs.
This course is offered in conjunction with the 2006 Constructivist Design Conference, in which teams of educators attend the conference at St. Lawrence University to develop plans for implementing school improvements in their home districts in 2006-2007. Students in the course will be assigned to a design team for the week of the conference, July 17-21. Their task will be to design an administrative support plan for the team’s implementation plan. Classes on planning for administrative support will be held at the conference site as well.

560. Issues and Trends in Physical Education and Athletic Administration (Tom Fay)
This seminar is designed to provide students with the opportunity to explore issues related to the administration of athletic and physical education programs. Students will also be expected to investigate selected topics involving implementation of National and State Standards in both programs. The course format will include lectures, analysis of case studies, and/or group discussions coupled with independent research. A project developed in the area of student interest is required.

561. Program Accountability for Physical Education and Athletics
This seminar is designed to provide students with the opportunity to examine the role of assessment for the purpose of determining program accountability in physical education and athletics. Types of assessments, implementation strategies, and use of results will be analyzed. The course format will include lectures, analysis of case studies, and/or group discussions coupled with independent research. A project developed in the area of student interest is required.

565. Independent Study in Educational Leadership
Research projects in the area of school administration and instructional supervision. Periodic conferences with advisor.

Professor, time and location TBA

566
A SpTp: Constructivist Practices and School Leadership 3 sem. hrs.
This course will be taught at the Holiday Inn, Grand Isle, NY in conjunction with the 2007 Constructivist Design Conference, July 23-27, 2007. The course will investigate the nature and strategies of constructivist practice in schools, with an emphasis on the ways in which school leaders incorporate constructivism into classroom practice and the school environment. In addition to daily class meetings and work on a joint project designed by the class, students will have opportunity to attend the conference, shadow the work of other educator teams involved in curriculum planning, and attend workshops and lectures offered at the conference. Evenings are open for relaxation and recreation in the Niagara Falls area. In addition to the customary tuition for a 3 semester-hour course, a travel fee for accommodations and meals is due to the University at the time of registration. After the fees are paid, the University will make arrangements for the rooms and meals as a part of the Conference planning. The specially arranged rates for conference registrants are as follows:

Room (double occupancy) $200.00
(Sunday – Thursday, 7/22 – 7/26)
-- choose your own roommate, or we will match.

Room (single occupancy or non-conference roommate) $400.00
(Sunday – Thursday, 7/22 – 7/26)

Meals for all registrants $175.00
– includes daily breakfast & lunch, Monday – Friday (7/23 – 7/27) plus dinner Sunday (7/22) and the Thursday Banquet (7/26)

Families: If registrants want to bring their family, they can have their spouse/children eat with us and we will only charge our cost. There is child care for $90 per week (or $25 per day). For children 9 - 18 there are the conference activities such as newsletter publication, etc. and this, too, costs only $90 per week which includes the cost of meals and facilitation for the children.

582. Research Applications in Decision-Making.
This course is organized primarily around case studies that illustrate the need for reliance upon a research base in order to resolve the issue at hand. Both potential and practicing administrators review and discuss current research relative to issues such as class size, length and sequence of instructional periods, effectiveness of particular teaching approaches, arrangement and size of physical space, etc. A strategic planning model for using the research findings in making educational decisions is explored, with an emphasis on "shared decision-making." Each participant will be asked to become a mini-expert on a particular topic or question and to share his or her expertise with the class in the form of a presentation and related readings.

591. A or B. Internship in Educational Leadership
EDAD 591 A (6 semester hours)
EDAD 591 B (3 semester hours)
A 6-12 week supervised administrative experience as the Assistant Principal or Principal of a Regional Summer School for a select number of advanced matriculated graduate students in the Educational Administration Program. Prerequisites include the satisfactory completion of a minimum of 15 hours of educational administration courses, 12 of which must be from St. Lawrence University. The administrative experience will be under the supervision of the Coordinator of the Educational Administration Program and a certified public school administrator and will include on-site experience in student and staff supervision, curriculum development, instructional strategies, integration of technology, classroom organization and practices, assessment, student support services, professional development, student, family and community relations, shared decision making, scheduling, building management and other administrative experiences.

599. Curriculum Development
An applied, project-oriented course focusing on school curriculum development from an instructional and administrative perspective. Issues such as needs analysis, financing, staffing, scheduling and evaluation are explored. The format consists of classroom-based activities, independent project development and evaluation and project presentations. Emphasis is generally K-12.

Courses in Counseling and Development
(The following courses have a prefix "EDPS")

509. Seminar in Human Sexuality for Counselors 3 sem. hrs.
A survey of the physiology and psychology of human sexual response. The varieties of sexual behaviors and values will be explored along with particular problems of sexual functioning which are often brought to counselors. Adequate opportunity will be provided for students to examine myths about sex and to explore their own values with regard to masculine and feminine roles in contemporary society and various forms of sexual behavior.

515. Conflict Resolution (A)
See Education 515

518. Guidance in the Elementary Schools (A)
This course is designed to help counselors, teachers and administrators develop practical approaches for elementary school guidance. Topics covered will include child development, individual and group counseling, new student screening and the committee on the handicapped. Special emphasis will be placed on design and implementation of classroom guidance activities.

525. Integrating Seminar for Counselors (A)
A seminar for a small number of students to study in-depth topics and problems in the field of counseling. The specific topics may be determined in advance by the instructor or by groups in planning sessions.
Prerequisites: EDPS 582 and permission of the program coordinator.

565. Independent Study in Counseling and Development
The student is expected to present a proposal of he project to a faculty member for approval before registering for the course. During the course of study, periodic conferences will be held to help the student accomplish the goals stated in the proposal.
Prerequisites: EDPS 582 and permission of the coordinator of the CD program.

570. Addictions and Disorders in Counseling
This course is designed for counselors who have prior counseling experience. It focuses on counseling issues with regard to alcohol, drugs, smoking, gambling, sexual addictions, and other emotional addictions. It focuses on disorders including panic, obsessive/compulsive, posttraumatic stress, eating, sleeping and light deprivation, among others. Practical approaches to these counseling issues will be explored through role-playing, video taping, and case management discussions.

574. Psychopathology in Counseling (A)
Human behavior is considered from a contemporary perspective for abnormal and maladaptive functioning. A range of mental and emotional disorders is systematically examined, and counseling implications are related to the topics discussed. Identification of disturbed behavior is emphasized and the efficacy of various treatment approaches is evaluated.

575. Clinical Interventions in Mental Health 3 sem. hrs.
The design of this course focuses on the development of clinical skills in mental health counseling. Skill development includes theoretical conceptualizations, diagnosis, treatment planning, ethical considerations, and factors that enhance and/or impede the treatment process. Students will clarify their theoretical orientation and develop techniques and interventions within the context of working with individuals from a variety of backgrounds. Other areas of emphasis include logistical concerns, consultation, referrals, and prevention programs and services.

[NOTE: This course is in the process of being approved bySLU’s Academic Affairs Committee in Spring 2006. It may have a new course number once approved. Use EDPS 575 in the summer term flyer, and we will be able to deal with the changes later, if any.]