Courses

This course examines the role of language in media, culture, and communication. Topics will include language ideologies, register-formation, language politics, standardization, raciolinguistics, code-switching, voicing, speech and text genres, orthographies, fonts, and more. Students will learn to analyze interpersonal and mediated communication-in-context, with attention to pragmatics, performativity and participation frameworks, using key analytics and methods from the fields of socio-linguistics, linguistic anthropology, and semiotics.

Explores the interconnections among the acquisition of first (and second) language and the development of print and media literacy from birth through adolescence. Emphases are placed on the interactions of reading and writing with a focus on those children who make transitions and acquire the appropriate skills easily, as well as those who find it more difficult, particularly in middle childhood and adolescence. The implications for literacy education for students speaking a second language or a variety of English are also explored in the context of urban education.

This course focuses on the relationship between language development and literacy acquisition. Linguistic diversity and the essential practices for nurturing literacy development in home and preschool settings are explored. Early Childhood field experiences provide opportunities for application of techniques for fostering language development and emergent reading and writing.

Continuation of Language and Reading instruction for Childhood I.

Focuses on typical development of language in children and associated conditions, such as hearing impairment, intellectual handicaps and autism. Typical and atypical language development will be discussed with special reference to the various communication components: form (structure); content (semantics); use (pragmatics). Implications for the facilitation of language acquisition in children exhibiting delays or disorders of language development will be reviewed. Basic principles of assessment and intervention and the role of the speech language pathologist will be covered.

Prerequisites: CSCD-GE 2003 Neurological Bases of Cognition, Behavior and Communication; CSCD-GE 2007 Science of Language

Examination of assessment and remediating of language disorders associated with varied etiological factors. Considers cognitive and pragmatic aspects of language. Focuses on the determination of goals and intervention procedures for children from the paralinguistic stage through the school years.

Workshop for development of placement, achievement, diagnostic, and proficiency tests for second language students for all language and ability levels. Examination of language tests and such concepts as validity and reliability in testing.

This course provides students with an understanding of the fundamental goals, principles, and concerns of second and world language assessment. The course emphasizes classroom assessments that promote student learning. Students connect theory to practice by analyzing existing language assessments and developing their own language classroom assessment.

Readings and research on the ways in which language is implicated in different cultures and constructions of time, space, c=consciousness, self, truth, knowledge, and gender.

This course is designed to serve as a bridge between introductory statistics/econometrics and practical work with real, large-scale databases. The analytic skills taught in this course are broadly applicable to research in education, education policy, and the social, behavioral, and health sciences. Emphasis throughout the course is on hands-on data preparation, workflow, and modeling using the Stata statistical software package.

Rehearsal techniques and special problems in ensemble performance.

Not Available.

This course examines the production, representation and cultural meaning of Latino Media in the U.S. This class will provide a general survey of Latino media in the U.S. particular focuses on the cultures of production of Spanish and English language television, radio, film, advertising, newspapers, magazines and internet-based media.

Issues of law that affect the arts, e.g., contracts, liability, copyright, and labor relations. Analyzes important legal practices that have shaped cultural institutions in this century and examines legal relationships of procedures, artists, and presenters in the performing arts.

The legal settings for the artist and the visual arts organization in the state of New York and the United States is explored. Major legal issues in the definition of art-as-property and the rights of the artist are evaluated. Contemporary controversies are placed in the larger context of attempts by the judicial system to redefine the balance between the rights of the individual artist and the public responsibilities of the visual arts institution in an increasingly urbanized and technological society.

To what extent is "the media" governed by law, and to what extent is it a law unto itself? Does "the media" enable or unsettle the regnant forms of international order? This course will discuss shifts in the post WWII world order, as perceived through the category of media, and via issues of international law and justice. This course will seek to understand some key dynamics of changing world order, shifting between history and courtroom, to try to understand the new contours of the international world order over the course of the 20th C and to the present time.

Develops awareness & understanding of the dynamics of change. Theoretical frameworks are used to aid students in improving their ability to undertake leadership responsibility & to facilitate school improvement. Planning & analysis of school reforms address issues of classroom organization, school community, & relationships between schools & communities.

This course combines leadership theory with practical skill sets that can be immediately used in the students' current professional organization. Topics include (1) Asset based leadership using StrengthsFinder and Myers Briggs, (2) Leading vs. Managing, (3) Fostering Collaborations, (4) Leading within a Bureaucracy, and (5) Leading in Diverse Contexts. The course also includes a Capstone deliverable of the auto-ethnography.

This course expands upon the leadership theory discussed in the Leadership I course and applies them to situations that arise in the education sector. Topics include (1) Leadership in Education, (2) Framing Power and Politics, (3) Leading in Crisis/Turbulence, (4) Coping with Challenges that Arise, and (5) Defining Leadership Moments.