Graduate School of Education and Allied Professions

GRADUATE SCHOOL OF EDUCATION AND ALLIED PROFESSIONS

Clinical Mental Health Counseling Educational Technology/School Library Media Elementary Education Family Studies Foundations of Advanced Psychology Human Services Psychology Industrial/Organizational Psychology Marriage and Family Therapy School Counseling School Psychology Secondary Education Special Education Teaching and Foundations TESOL/Bilingual Education Post Master’s Degrees, Cross-Endorsement Programs & Advanced Training Certificates

2011-2012 2 Table of Contents

TABLE OF CONTENTS

FAIRFIELD UNIVERSITY Academic Calendar ...... 4 Message from the President ...... 6 Mission ...... 7 Overview ...... 8 Diversity Vision Statement ...... 8 Campus Services ...... 8 The StagCard ...... 11 StagWeb ...... 11 Parking ...... 11 Accreditations ...... 12 Compliance Statements and Notifications ...... 13 Campus Map ...... Inside Back Cover

THE GRADUATE SCHOOL OF EDUCATION AND ALLIED PROFESSIONS Message from the Dean ...... 16 Overview ...... 17 Unit Mission and Conceptual Framework ...... 17 Disposition Statement ...... 18 Degree Requirements Overview ...... 18 Master of Arts ...... 18 Certificate of Advanced Study ...... 18

ADMISSION Admission Criteria ...... 19 Admission Procedures ...... 19 Applicants for Degree or Cross-Endorsement Program ...... 19 Non-Matriculated Applicants ...... 20 Continuing Education (CEU) Credits ...... 20 Background Check and Fingerprinting ...... 21 Measles and Rubella Immunization ...... 21 International Applicants ...... 21

TUITION, FEES, AND FINANCIAL AID Tuition and Fees ...... 22 Deferred Payment ...... 22 Reimbursement by Employer ...... 22 Refund of Tuition ...... 22 Assistantships ...... 23 Scholarships ...... 23 Federal Stafford Loans ...... 23 Alternative Loans ...... 24 Tax Deductions ...... 24 Veterans ...... 24

ACADEMIC POLICIES AND GENERAL REGULATIONS Academic Advising and Curriculum Planning ...... 24 Programs of Study ...... 24 Durational Shortage Area Permit (DSAP) Study ...... 24 Academic Freedom and Responsibility ...... 25 Freedom of Expression ...... 25 Student Rights ...... 25 Academic Honesty ...... 26 Honor Code ...... 26 University Course Numbering System ...... 26 Option for Graduate Level Courses ...... 27 Normal Academic Progress Academic Load ...... 27 Academic Standards ...... 27 Auditing ...... 27 Table of Contents 3 Independent Study ...... 27 Matriculation/Continuation ...... 27 Time to Complete Degree ...... 28 Applications for and Awarding of Degrees ...... 28 Graduation and Commencement ...... 28 Disruption of Academic Progress Academic Probation/Dismissal ...... 28 Course Withdrawal ...... 28 Continuous Registration ...... 28 Readmission ...... 28 Comprehensive Examination ...... 28 Connecticut State Certification ...... 29 Course Grading System Grades, Academic Average ...... 29 Incomplete ...... 29 Transfer of Credit and Waiver ...... 29 Grade Reports ...... 30 Scholastic Honors ...... 30 Academic Grievance Procedures ...... 30 Transcripts ...... 32 Students Records ...... 32 Students with Disabilities ...... 32

Counselor Education ...... 34 Overview ...... 34 Program Requirements ...... 34 Programs of Study ...... 35 Course Descriptions ...... 36 Educational Studies and Teacher Preparation ...... 40 Overview ...... 40 Programs of Study ...... 40 Teaching Certification ...... 41 Program Requirements ...... 42 Course Descriptions ...... 49 Marriage and Family Therapy ...... 67 Overview ...... 67 Program Requirements ...... 67 Programs of Study ...... 68 Family Counseling Center ...... 69 Course Descriptions ...... 69 Psychological and Educational Consultation ...... 72 Overview ...... 72 Psychology ...... 72 School Psychology ...... 72 Program Requirements ...... 73 Program of Study ...... 73 Applied Psychology ...... 74 Programs of Study ...... 74 Psychology Course Descriptions ...... 75 Special Education ...... 80 Program Requirements ...... 80 Program of Study ...... 81 Course Descriptions ...... 82 Educational Technology ...... 85 Program Requirements ...... 85 Course Descriptions ...... 86

ADMINISTRATION GSEAP Administration, Department Chairs, and Faculty ...... 91 Faculty Emeriti ...... 93 Advisory Boards ...... 93 Fairfield University Administration ...... 96 Fairfield University Board of Trustees ...... 97 4 Academic Calendar Graduate School of Education and Allied Professions 2011-12 ACADEMIC CALENDAR

Classes are offered on weeknights and Saturdays to accommodate those in the program who are employed full time. Refer to the schedules that are distributed each semester for calendar changes. Fall 2011 July 5...... Registration begins for all Graduate and Continuing Studies Programs ...... for Fall, 2011 (except for non-matriculated GSEAP students) ...... Degree cards due for August 30th graduation (All schools) Aug. 2...... Registration begins for non-matriculated GSEAP students for Fall, 2011 Aug. 31...... Last day to apply for GSEAP non-matriculated status for Fall 2011 Sept. 1...... Classes begin for all schools Sept. 5...... Labor Day – University holiday Sept. 8 - Sept. 14...... Late Registration – GSEAP Sept. 15...... Deadline for make-up of Summer 2011 “Incompletes” – GSEAP Sept. 16...... Last day to register for Comprehensive Exam Courses – GSEAP Oct. 10...... Columbus Day – University holiday Oct. 11...... Monday Classes meet for all schools (day and evening divisions) Oct. 14...... Degree cards are due for January graduation-all schools Oct. 19...... Last day to withdraw (GSEAP) Nov. 23 - Nov. 27...... Thanksgiving Recess Nov. 28...... Classes resume Dec. 1...... Registration begins for all Graduate and Continuing Studies Programs ...... for Spring, 2012 (except non-matriculated GSEAP students) Dec. 12...... Last day to complete Fall comprehensive exam – GSEAP Dec. 19...... Last day of classes Jan. 3...... Registration for GSEAP non-matriculated students for Spring, 2012

Spring 2012 Jan. 13...... Last day to apply for GSEAP non-matriculated status for Spring 2012 Jan. 16...... Martin Luther King Day – University Holiday Jan. 17...... Classes begin Jan. 20...... Deadline for Make-up of Fall 2011 Incompletes for GSEAP Jan. 24 - Jan. 30...... Late Registration – GSEAP Feb. 3...... Last day to register for Comprehensive Exam Courses – GSEAP Feb. 10...... Degree cards due for May graduation Feb. 20...... President’s Day – University holiday Feb. 21...... Monday classes meet for all students (day and evening divisions) March 12 - March 16...... Spring Recess – all schools March 19...... Classes resume – all schools March 20...... Last day to withdraw (GSEAP) April 4...... Registration begins for all Graduate and Continuing Studies Programs ...... for Summer, 2012 (except GSEAP non-matriculated students) April 5 - April 8...... Easter Recess April 9...... Classes resume April 19...... Last day to complete Spring Comprehensive Exams – GSEAP May 1...... Registration begins for non-matriculated GSEAP students for Summer, 2012 May 7...... Last day of classes May 19...... Baccalaureate Mass May 20...... 62nd Commencement Graduate Ceremony – 3:00 p.m. Academic Calendar 5

Summer 2012 May 21 - June 5...... GSEAP Pre Session (Memorial Day Holiday, May 28) June 6 - July 6...... GSEAP Session I (July 4 – Holiday) June 6...... Deadline for make-up of Spring 2012 “Incompletes” - GSEAP July 5...... Registration begins for all Graduate and Continuing Studies Programs for Fall, 2012 ...... (except GSEAP non-matriculated students) ...... Degree cards due for August 30th graduation (All schools) July 9 - Aug. 4...... GSEAP Session II Aug. 1...... Registration begins for GSEAP non-matriculated students for Fall, 2012 Aug. 6 - Aug. 15...... GSEAP Post Session 6 A Message from the President

A Message from the President

Dear Student,

Welcome to Fairfield University, and thank you for your interest in our graduate and professional programs. As a student at Fairfield you will learn from our first-class faculty, who are leaders in their fields, with a strong personal commitment to the education of men and women who share their passion for making a difference in the world. Fairfield is consistently ranked as one of the top master’s level universities in the Northeast and provides advantages to our graduate and professional students that lead to success in their future endeavors. The graduates of our professional and master’s programs go on to successful and fulfilling careers, as global leaders in business, education, engineering, nursing, and countless other professions where they are sought after for their intellectual acumen, professional skills, and strength of character. What distinguishes Fairfield from many other colleges and universities is that as a Jesuit institution, we are the inheritor of an almost 500-year-old pedagogical tradition that has always stressed that the purpose of an education is to develop students as “whole persons” — in mind, body, and in spirit. These Jesuit values are integral to our graduate and professional programs. It is our mission at Fairfield to form men and women who are prepared to be global citizens, confident in their capacities, trained to excel in any circumstance, and inspired to put their gifts at work to transform the world for the betterment of their fellow men and women. A Fairfield education will shape you in this manner, preparing you to meet future challenges. We invite you to browse through the catalog of courses and take the first step towards your Fairfield education.

Sincerely,

Jeffrey P. von Arx, S.J. President Fairfield University Mission 7 Fairfield University Mission

Fairfield University, founded by the Society of Jesus, is As a community of scholars, Fairfield gladly joins in the a coeducational institution of higher learning whose pri- broader task of expanding human knowledge and deep- mary objectives are to develop the creative intellectual ening human understanding, and to this end it encour- potential of its students and to foster in them ethical and ages and supports the scholarly research and artistic religious values, and a sense of social responsibility. production of its faculty and students. Jesuit education, which began in 1547, is committed today to the service of faith, of which the promotion of Fairfield has a further obligation to the wider commu- justice is an absolute requirement. nity of which it is a part, to share with its neighbors its resources and its special expertise for the betterment Fairfield is Catholic in both tradition and spirit. It cele- of the community as a whole. Faculty and students brates the God-given dignity of every human person. As are encouraged to participate in the larger community a Catholic university, it welcomes those of all beliefs and through service and academic activities. But most of all, traditions who share its concerns for scholarship, justice, Fairfield serves the wider community by educating its truth, and freedom, and it values the diversity that their students to be socially aware and morally responsible membership brings to the University community. people. Fairfield educates its students through a variety of schol- Fairfield University values each of its students as individ- arly and professional disciplines. All of its schools share uals with unique abilities and potentials, and it respects a liberal and humanistic perspective, and a commitment the personal and academic freedom of all its members. to excellence. Fairfield encourages a respect for all the At the same time, it seeks to develop a greater sense of disciplines—their similarities, their differences, and their community within itself, a sense that all of its members interrelationships. In particular, in its undergraduate belong to and are involved in the University, sharing schools, it provides all students with a broadly based common goals and a common commitment to truth and general education curriculum with a special emphasis on justice, and manifesting in their lives the common con- the traditional humanities as a complement to the more cern for others which is the obligation of all educated, specialized preparation in disciplines and professions mature human beings. provided by the major programs. Fairfield is also committed to the needs of society for liberally educated professionals. It meets the needs of its students to assume positions in this society through its undergraduate and graduate professional schools and programs. A Fairfield education is a liberal education, characterized by its breadth and depth. It offers opportunities for individual and common reflection, and it provides training in such essential human skills as analysis, synthesis, and communication. The liberally educated person is able to assimilate and organize facts, to evaluate knowledge, to identify issues, to use appropriate methods of reasoning, and to convey conclusions persuasively in written and spoken word. Equally essential to liberal education is the development of the aesthetic dimension of human nature, the power to imagine, to intuit, to create, and to appreciate. In its fullest sense, liberal education initiates students at a mature level into their culture, its past, its present, and its future. Fairfield recognizes that learning is a lifelong process and sees the education that it provides as a foundation upon which its students may continue to build within their chosen areas of scholarly study or professional development. It also seeks to foster in its students a continuing intellectual curiosity and a desire for self- education that will extend to the broad range of areas to which they have been introduced in their studies. 8 Fairfield University Fairfield University Overview

Fairfield University offers education for an inspired life, enriches its members, both as individuals and as a com- preparing students for leadership and service through munity, and witnesses to the truth of human solidarity. broad intellectual inquiry, the pursuit of social justice, and cultivation of the whole person: body, mind, and Fairfield University is committed to promoting dialogue spirit. among differing points of view in order to realize an integral understanding of what it is to be human. The A comprehensive university built upon the 450-year-old University recognizes that transcending the nation’s Jesuit traditions of scholarship and service, Fairfield political and social divisions is a matter of valuing diver- University is distinguished by a rigorous curriculum, sity and learning respect and reverence for individuals, close interaction among faculty and students, and a in their similarities and their differences. Fairfield will beautiful, 200-acre campus with views of Long Island continue to integrate diversity in all facets of University Sound. life—academic, administrative, social, and spiritual—as together, the community seeks to realize a vision of the Since its founding in 1942 by the Society of Jesus (the common good. Jesuits), the University has grown from an all-male school serving 300 to a competitively ranked coeducational institution serving 3,300 undergraduate students, 1,300 graduate students, and more than 800 part-time CAMPUS SERVICES students enrolled in University College for degree com- The DiMenna-Nyselius Library. DiMenna-Nyselius pletion programs as well as personal and professional Library is the intellectual heart of Fairfield’s campus enrichment courses. and its signature academic building, combining the best Fairfield offers over 40 undergraduate majors, 17 inter- of the traditional academic library with the latest access disciplinary minors, and 38 graduate programs. The to print and electronic resources. Carrels, leisure seat- University is comprised of six schools: the College of Arts ing, and research tables provide study space for up and Sciences, the Charles F. Dolan School of Business, to 900 individual students, while groups meet in team and the schools of Engineering, Graduate Education rooms, study areas, or convene for conversation in and Allied Professions, Nursing, and University College. the 24-hour cafe. Other resources include a 24-hour, Students benefit from small class sizes, an outstanding open-access computer lab with Macintosh and Intel- faculty, a rich array of study abroad, internship, and based computers; a second computer lab featuring service opportunities, and the resources and reputa- Windows-based computers only; two dozen multimedia tion of a school consistently ranked among the top workstations; an electronic classroom; a 90-seat mul- regional universities in the north by the U.S. News & timedia auditorium; photocopiers, microform readers, World Report. and printers; and audiovisual hardware and software. Workstations for the physically disabled are available In the past decade, more than 50 Fairfield students throughout the library. have been named Fulbright scholars, and the University is among the 12 percent of four-year colleges and The library’s collection includes more than 360,000 universities with membership in Phi Beta Kappa, the bound volumes, 220,000 e-books, 597 journal and nation’s oldest and most prestigious academic honor newspaper subscriptions, electronic access to 50,000 society. full-text journal and newspaper titles, 18,000 audiovisual items, and the equivalent of 110,000 volumes in Fairfield is located one hour north of New York City at microform. To borrow library materials, students must the center of a dynamic corridor of educational, cultural present a StagCard at the Circulation Desk. Students and recreational resources, as well as leading corporate can search for materials using an integrated library sys- employers. tem and online catalog. Library resources are accessible from any desktop on or off campus at www.fairfield. edu/library. From this site, students use their NetID to Diversity Vision Statement access their accounts, read full-text journal articles from As a Jesuit and Catholic institution, Fairfield University more than 170 databases, submit interlibrary loan forms strives to be a diverse learning community of cultur- electronically, or contact a reference librarian around ally conscious individuals. The University values and the clock via IM, e-mail, Skype, or “live” chat. celebrates different perspectives within a commitment The library has an Information Technology Center to the God-given dignity of the human person. As an consisting of a 30-seat, state-of-the-art training room, expression of its dedication to the service of faith and a 12-seat conference/group study room with projec- the promotion of justice, the Fairfield community seeks tion capability, and 10 collaborative work areas. Also, to create an environment that fosters a deep under- the Center for Academic Excellence is housed on the standing of cultural and human diversity. This diversity lower level. Fairfield University 9 During the academic year, the library is open Monday mitted to the development of the whole person, because through Thursday, 7:45 a.m. to midnight; Friday, a healthy spiritual life is an essential element of the 7:45 a.m. to 10:30 p.m.; Saturday, 9 a.m. to 9 p.m.; Fairfield University experience. and Sunday, 10:30 a.m. to midnight with an extended schedule of 24/7 during exam periods. Campus Ministry offers a wide variety of popular programs, including retreats, musical, Eucharistic, and The Rudolph F. Bannow Science Center houses lector liturgical ministries, and many social justice advo- advanced instructional and research facilities that fos- cacy programs. Campus Ministry is also home to many ter the development of science learning communities, urban, national, and international volunteer programs engage students in experiential learning, and invite that take place during the Christmas, spring and sum- collaborative faculty and student research in biology, mer breaks to places like Bridgeport, Kentucky, Utah, chemistry, computer science, mathematics, physics, Jamaica, Ecuador, Nicaragua, and beyond. All students and psychology. are invited to participate in all programs, regardless of faith tradition. The staff of Campus Ministry also The John A. Barone Campus Center is the social focal offers opportunities for one-on-one conversation, pas- point of University activities and offers students a place toral counseling, and spiritual direction. Liturgies are to relax, socialize, or study during the day. Students can held daily at 12:10 p.m., Saturdays at 4:30 p.m., and pick up a cup of coffee at Jazzman’s CyberCafe, shop Sundays at 11 a.m. and 9 p.m. during the academic at the University bookstore, watch deejays from the year. campus radio station, WVOF-FM 88.5, at work in their glass-enclosed studio, or grab meals at one of two din- Computing Services at Fairfield are state-of-the-art. ing facilities. The center is open 24 hours from Sunday High-speed fiber-optic cable, with transmission capabili- through Thursday and from 7 a.m. to 1 a.m. on Fridays ties of 1 gigabit per second, connects classrooms, resi- and Saturdays. dence hall rooms, and faculty and administrative offices, providing access to the library collection, e-mail, various The Early Learning Center. The Center provides an databases, and other on-campus resources. early care and education program based on accepted and researched theories of child development; individu- Twelve computer labs, supported by knowledgeable alized programs designed to meet the needs of each lab assistants and open 14 hours a day for walk-in child; a curriculum that is child-oriented and emergent and classroom use, offer hardware and software for by the children; and teaching staff who have specialized the Windows and Macintosh environments. All cam- educational training in child development and devel- pus buildings are connected to the Internet, and all opmentally appropriate practice with young children, residence hall rooms have Internet connections, cable including health, safety, and nutritional guidelines. television, and voicemail. Students are issued individual accounts in StagWeb, a secure Web site where they The Center is open all year from 7:30 a.m. - 5:30 p.m. can check e-mail, register for courses, review their aca- for children aged 6 weeks to 5 years. Children may demic and financial records, and stay tuned to campus- be enrolled on a full or part-time basis depending wide announcements. upon space availability. Registration takes place every March. For tuition details, registration requirements, or Administrative Computing (SunGard Higher other information, call the Center at (203) 254-4028 or Education) is located in Dolan 110 East and provides visit www.fairfield.edu/gseap/elc. support for the integrated administrative system, Banner. Additionally, Administrative Computing Aloysius P. Kelley, S.J. Center. Located on Loyola Drive, supports StagWeb, the campus portal that enables the Kelley Center houses the offices of Undergraduate students to access their e-mail, grades, calendars, and Graduate Admission, the Registrar, Financial Aid, course schedules and other types of information. Enrollment Management, StagCard, Academic and Disability Support Services, New Student Programs, as Computing and Network Services (CNS), located well as the Career Planning Center. on the first and second floors of Dolan Commons, provides lab support, technical advice, classroom The Career Planning Center is open to graduate technology applications, and personal Web page students and offers career information, online job assistance. All computing and network infrastructure listings, and career counseling services. The Center on campus, the telecommunications system, hard- also invites leading employers to recruit on campus. ware and software support for faculty and staff Graduate students who wish to leverage their master’s desktops/laptops, and operational support for public degrees in a career transition should meet with a career computer labs fall within the jurisdiction of CNS. Office planning counselor one year before graduation. hours are 8:30 a.m. to 4:30 p.m. and the Help Desk Campus Ministry, located on the first floor of the Egan number is (203) 254-4069 or [email protected]. Chapel of St. Ignatius Loyola, in the Pedro Arrupe, S.J. The Department of Public Safety (DPS) is respon- Center, strives to be a home for students of all faith sible for the safety of people and property on campus. traditions who are interested in exploring and enrich- Officers patrol campus by bike, foot, and vehicle 24 ing their spiritual lives. Rooted in the Catholic faith and hours a day, 365 days a year. The Department of steeped in the Jesuit tradition, Campus Ministry is com- 10 Fairfield University Public Safety is authorized to prevent, investigate, and Yard, considered one of the top facilities in collegiate report violations of State or Federal Law and University basketball. Discounted tickets for Fairfield Stags games regulations. In addition, officers are trained to pro- are available to graduate students. For tickets or other vide emergency first aid and are supplemental first information, call the athletics ticket box office or visit responders for the Town of Fairfield. Public Safety www.fairfieldstags.com. In addition, soccer, lacrosse, officers also oversee the flow of traffic on campus and and other athletic events are held on campus and are enforce parking regulations. Any student, faculty mem- free to graduate students. ber, or employee of Fairfield University should report The Leslie C. Quick Jr. Recreation Complex, a any potential criminal act or other emergency to any multi-purpose facility also known as the RecPlex, fea- officer or representative of DPS immediately by calling tures a 25-meter, eight-lane swimming pool; a field (203) 254-4090 or visiting Loyola Hall, Room 2. house for various sports; a whirlpool; saunas in the men’s and women’s locker rooms; and racquetball courts. Other amenities are two cardio theatres, a weight Arts and Minds Programs room, and group fitness courses. The Department Fairfield University serves as an important hub for of Recreation also oversees the outdoor tennis and students and visitors from the region seeking entertain- outdoor basketball courts. Graduate students may join ing and inspiring cultural events and activities. The the RecPlex on a per semester basis by presenting a Regina A. Quick Center for the Arts houses the current StagCard, proof of current registration, and pay- Alyoisius P. Kelley, S. J. Theatre, the Lawrence A. ing the appropriate fee. For membership information and Wien Experimental Theatre, and the Thomas J. Walsh hours, call the RecPlex office at (203) 254-4141. Art Gallery. Various departments also host exhibitions, lectures and performance programs throughout the academic year, including the popular lecture series Open Visions Forum. The new Bellarmine Museum of Art Other Requirements is located in Bellarmine Hall and displays a rich and varied collection of paintings, sculpture and decorative arts NetID objects. Not only is the Museum a showcase for signifi- A NetID is your username and password combination cant art objects, but it serves as a learning laboratory that provides you access to a variety of University online for students and members of the regional community. services, including Gmail and StagWeb. All Fairfield students receive free or discounted tickets for arts events. For a cultural calendar visit http://www. • Your NetID username is not case sensitive fairfield.edu/arts. • It is generated from University records, and it is a combination of your first, middle, and last names or initials The Office of Graduate Student Life • Your NetID is not the same as your Fairfield ID number, which is on the front of your StagCard This office was established to help foster a sense of community among graduate students by organizing and Your NetID will remain active until you graduate. You will planning intellectual, cultural, and social events, recre- need to change your password every 90 days. ational outings, Jesuit service learning and other activities. Each semester, the Office of Graduate Student To activate (or “claim”) your NetID account, you will Life located in the Barone Campus Center, publishes need to log in to the Fairfield University NetID Manager a calendar with a variety of events and programs for Web site: http://netid.fairfield.edu. For more detailed graduate students, a graduate student e-newsletter, information, including step-by-step instructions, visit and keeps students involved with updated social media. www.fairfield.edu/netid. The Graduate Student Assembly is an advisory board of You will need your eight-digit Fairfield ID number to graduate students from each program, working to assist activate your NetID, which can be found on the front of and advocate for the graduate student experience and your StagCard, or in the upper right-hand corner of your the Jesuit character of our programs. The graduate stu- student schedule. dent assembly acts as the liaison between the graduate student body and the University administration. After claiming your NetID, visit http://mail.student.fairfield.edu to log in. Please check your Gmail account regularly, and be sure to use it to communicate with all Athletics and Recreation University officials (faculty, staff, etc.). Fairfield is a Division I member of the National Collegiate Your e-mail address follows this format: netid@student. Athletic Association (NCAA) and competes in confer- fairfield.edu. If your name is John Smith, and your NetID ence championship play as a charter member of the is john.smith, then your e-mail address is john.smith@ Metro Atlantic Athletic Conference (MAAC). The men’s student.fairfield.edu. and women’s basketball teams play most of their games at Bridgeport’s Webster Bank Arena at Harbor Fairfield University 11 The StagCard Parking on Campus All students are required to obtain a StagCard, the All vehicles must be registered with the Department of University’s official identification card. With the StagCard, Public Safety and display a current vehicle registration graduate students can gain access to the University’s sticker. For graduate students, the fee for this is included computer labs, the library, StagPrint, and much more. as part of tuition. However, graduate students must reg- Graduate students can also purchase a membership to ister their vehicle. To do so, students complete and sub- the Quick Recreational Complex, which requires a valid mit the online registration form available on StagWeb. StagCard for entry. Students should then bring a copy of the submitted application to Public Safety (Loyola Hall, Room 2) with To obtain a StagCard you will need a valid, government- proof of enrollment and their state vehicle registration. A issued photo identification card. Also, proof of course pamphlet detailing traffic and parking regulations will be registration will expedite the issuance of your card, but provided with the registration sticker. is not required. Please note: Returning students can use their existing StagCard. Vehicles parked in fire lanes, handicapped spaces, or service vehicle spots are subject to fines and may be The StagCard Office is located in the Aloysius P. Kelley, towed at the owner’s expense. Vehicles of disabled per- S.J. Center. Office hours are: Monday, Wednesday, sons must display an official state handicapped permit. Thursday, and Friday from 8:30 a.m. to 4:30 p.m.; Tuesday from 11 a.m. to 7 p.m. Note: Summer hours may vary from those listed in this catalog. For more information, you may check the Web site: www.fairfield.edu/ stagcard, e-mail the office at [email protected], or call (203) 254-4009.

StagWeb (http://stagweb.fairfield.edu) All graduate students are issued individual accounts for StagWeb, a secure website used to view your course schedule, access library services remotely, register for classes and your parking permit, view and pay your tuition bill, print unofficial transcripts, and much more. You may also register your cell phone number for entry into the StagAlert system, Fairfield University’s emergency notification system. Click on the “Enter Cell Phone Number” link in the upper right-hand corner of the My StagWeb tab and follow the prompts. You can log in to StagWeb with your Net ID and password, and your account will be available within 24 hours of registering for classes for the first time. For assistance with your StagWeb account, call the helpdesk at (203) 254-4069 or e-mail [email protected]. 12 Accreditations

ACCREDITATIONS

Fairfield University is fully accredited by the New England Association of Schools and Colleges, which accredits schools and colleges in the six New England states. Accreditation by one of the six regional accrediting associations in the United States indi- cates that the school or college has been carefully evaluated and found to meet standards agreed upon by qualified educators. Additional accreditations include: Program approvals include: AACSB International – The Association to Advance Connecticut State Department of Higher Education Collegiate Schools of Business • Elementary and Secondary Teacher certification (Charles F. Dolan School of Business) programs Accreditation Board for Engineering and Technology • Graduate programs leading to certification in (School of Engineering) specialized areas of education Computer Engineering Program • School of Nursing programs Electrical Engineering program Connecticut State Department of Education Mechanical Engineering program • Elementary and Secondary Education Software Engineering Program • Special Education American Chemical Society • TESOL/Bilingual Education (College of Arts and Sciences) • School Counseling B.S. in Chemistry • School Library Media Commission on Accreditation for Marriage and Family • School Psychology Therapy Education of the American Association for Connecticut State Board of Examiners for Nursing Marriage and Family Therapy • Undergraduate Nursing programs (Graduate School of Education and Allied Council on Accreditation of Nurse Anesthesia Professions, GSEAP) Educational Programs Marriage and Family Therapy program Connecticut State Department of Higher Education The University holds memberships in: (GSEAP) AACSB International – The Association to Advance Council for Accreditation of Counseling and Related Collegiate Schools of Business Educational Programs American Association of Colleges for Teacher Education (GSEAP) American Association of Colleges of Nursing Counselor Education programs American Council for Higher Education Commission on Collegiate Nursing Education American Council on Education (School of Nursing) ASEE – American Society for Engineering Education Undergraduate Nursing programs Association of Catholic Colleges and Universities Masters Nursing programs Association of Jesuit Colleges and Universities National Council for the Accreditation of Teacher Connecticut Association of Colleges and Universities for Educators (NCATE) Teacher Education Elementary Education, Secondary Education, Connecticut Conference of Independent Colleges School Counseling, School Library Media Specialist, Connecticut Council for Higher Education School Psychology, Special Education, National Action Council for Minorities in Engineering TESOL/Bilingual Education programs National Association of Independent Colleges and Universities National Catholic Educational Association New England Business and Economic Association Compliance Statements and Notifications 13 The rights afforded to students with respect to their COMPLIANCE STATEMENTS education records under FERPA are: AND NOTIFICATIONS 1. The right to inspect and review the student’s education records within 45 days of the day the University receives a request for access. Students should submit to the registrar, dean, head of the academic Jeanne Clery Disclosure of Campus Security Policy department, or other appropriate official, written and Campus Crime Statistics Act requests that identify the record(s) they wish to Fairfield University complies with the Jeanne Clery inspect. The University official will make arrange- Disclosure of Campus Security Policy and Campus ments for access and notify the student of the time Crime Statistics Act. This report contains a summary and place where the records may be inspected. If of the Fairfield University Department of Public Safety’s the records are not maintained by the University policies and procedures along with crime statistics official to whom the request was submitted, that as required. A copy of this report may be obtained at official shall advise the student of the correct official the Department of Public Safety office, located on the to whom the request should be addressed. ground floor of Loyola Hall, Room 2 or by accessing our website at www.fairfield.edu/clery. The Department 2. The right to request the amendment of the student’s of Public Safety is open 24 hours per day, 365 days a education records that the student believes are year. The University is in compliance with the Student inaccurate or misleading. Students may ask the Right to Know and Campus Security Act (PL 103-542). University to amend a record that they believe is inaccurate or misleading. They should write to the Fairfield is a drug-free campus and workplace. University official responsible for the record, clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading. If Catalog the University decides not to amend the record as The provisions of this catalog are not to be regarded requested by the student, the University will notify as an irrevocable contract between Fairfield University the student of the decision and advise the student and the students. The University reserves the right to of his or her right to a hearing regarding the request change any provision or any requirement at any time. for amendment. Additional information regarding the The course listings represent the breadth of the major. hearing procedures will be provided to the student Every course is not necessarily offered each semester. when notified of the right to a hearing. 3. The right to consent to disclosures of personally identifiable information contained in the student’s Non-Discrimination Statement education records, except to the extent that FERPA Fairfield University admits students of any sex, race, authorizes disclosure without consent. color, marital status, sexual orientation, gender identity, religion, age, national origin or ancestry, disability or a. One exception that permits disclosure without handicap to all the rights, privileges, programs, and consent is disclosure to school officials with activities generally accorded or made available to legitimate educational interests. A school offi- students of the University. It does not discriminate on cial is a person employed by the University in the basis of sex, race, color, marital status, sexual ori- an administrative, supervisory, academic or entation, gender identity, religion, age, national origin research, or support staff position (including law or ancestry, disability or handicap in administration of enforcement unit personnel and health staff); a its educational policies, admissions policies, employ- person or company with whom the University ment policies, scholarship and loan programs, athletic has contracted (including but not limited to, an programs, or other University-administered programs. attorney, auditor, collection agent, or a provider of e-mail, network or other technological services (e.g., Google/Gmail); a person serving on the Board of Trustees; or a student serving Notification of Rights Under FERPA on an official committee, such as a disciplinary In accordance with the Family Education Rights and or grievance committee, or assisting another Privacy Act (FERPA) as amended, Fairfield University school official in performing his or her tasks. A provides the following notice to students regarding school official has a legitimate educational inter- certain rights with respect to their educational records. est if the official needs to review an education FERPA rights apply to students “in attendance” (regard- record in order to fulfill his or her professional less of age) and former students. For purposes of responsibility. Fairfield University’s FERPA policy, a student is considered “in attendance” the day the student first attends b. FERPA does make exceptions for disseminat- a class at Fairfield University. That is the day that the ing information to students’ parents or legal FERPA rights described in this policy go into effect for guardians, including if the student is under 21 the student. years old and the disclosure concerns the stu- 14 Compliance Statements and Notifications dent’s violation of University policy concerning the possession or use of alcohol or a controlled substance. c. FERPA permits the non-consensual disclosure of personally identifiable information from education records in connection with a health or safety emergency. d. FERPA permits the non-consensual disclosure of education records in compliance with a law- fully issued subpoena or court order. e. Another exception that permits disclosure without consent is the disclosure of directory information, which the law and Fairfield University define to include the following: a student’s name, home address including e-mail address, telephone number, date and place of birth, visual image (photographs); dates of attendance, major and minor, enrollment status, class year, degrees/awards received, other institutions attended, and weight and height information for members of athletic teams. This exception related to directory information is subject to the right of the student to object to the designation of any or all of the types of information listed above as directory information in his or her case, by giving notice to the Office of the Dean of Students on or before September 15 of any year. If such an objection is not received, Fairfield University will release directory information when appropriate. 4. The right to file a complaint with the U.S. Department of Education concerning alleged failures by the University to comply with the requirements of FERPA. The name and address of the office that administers FERPA is: Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, S.W. Washington, DC 20202-4605

The Title II Higher Education Reauthorization Act Report is available online at www.fairfield.edu/titlereport. Graduate School of Education and Allied Professions

A Message from the Dean

On behalf of our staff and faculty, welcome to the Graduate School of Education and Allied Professions at Fairfield University. For over 50 years, Fairfield has offered high-quality graduate programs in education and the human services. Whether your goal is advancement in your current field, a change in career, professional certification, or an advanced degree, we are well positioned to meet your current educational needs and aspirations. Graduates of our programs are exceptionally well qualified to make significant contributions in fields serving children, youth, families, and communities. As a Jesuit institution, our programs are designed to foster your growth as an individual, your intellectual development, and your commitment to professional service. We provide a rigorous course of study within a supportive academic environment, instruction from a caring and committed faculty, and a broad range of courses that integrate critical reflection, practical experience, and the most current research in the field. Our programs are fully accredited and are tailored for working professionals. Classes are scheduled in the evening for fall and spring semesters and in a variety of accelerated formats during the summer. This catalog has been designed to serve as a reference guide to academic programs, requirements, and resources. It describes the programs that lead to a master of arts degree and a certificate of advanced study. Also included are the courses of study that fulfill the requirements for a variety of Connecticut professional certificates. The schedules for course offerings in the fall, spring, and summer sessions are available on the Fairfield University and the GSEAP website prior to each registration period. The faculty and staff of the Graduate School of Education and Allied Professions join me in wishing you every success as you pursue your academic and professional goals at Fairfield University.

Dr. Susan Douglas Franzosa Dean Graduate School Overview 17 4. Bilingual Education (elementary and secondary) GRADUATE SCHOOL OF 5. TESOL (K-12) 6. School Counseling EDUCATION AND ALLIED 7. School Library Media PROFESSIONS OVERVIEW 8. School Psychology

Approved Connecticut Department of Higher Education The Graduate School of Education and Allied Professions Advanced Training Certificates at the graduate level (GSEAP) prepares students for professional roles in include: public and private schools, allied health and human service agencies, and for profit and non-profit corporations. 1. Applied Behavior Analysis Currently, the School enrolls two-thirds of all graduate 2. Early Childhood Studies students at Fairfield University. Consistent with Fairfield’s 3. Integration of Spirituality & Religion into Counseling Jesuit traditions and mission, GSEAP reaches out to the 4. School-based Marriage & Family Therapy community — engaging faculty and students in public 5. Substance Abuse Counseling service and providing career development programs to professionals in the state and region. GSEAP offers two levels of professional graduate degree Unit Mission and Conceptual programs: (1) the Master of Arts in applied psychology, Framework bilingual education, clinical mental health counseling, school counseling, curriculum and instruction, educa- The Graduate School of Education and Allied Professions tional technology, elementary education, marriage and advances the mission of Fairfield University by providing family therapy, school psychology, secondary education, advanced education and by preparing professionals to special education, and TESOL and (2) the Certificate of teach, counsel, evaluate, and serve the wider community Advanced Study in bilingual education, community coun- in ways that reflect Jesuit values. The departments within seling, school counseling, school psychology, special the School share a commitment to prepare graduates who education, foundations in education, and TESOL. believe in the inherent worth and dignity of all people; promote the well-being of individuals, couples, families, com- Courses of study leading to a master of arts degree and/ munities, and organizations; commit to serving a diverse or to a certificate of advanced study include: society; possess strong content, pedagogical, and clinical knowledge relevant to their field; understand the impact 1. Teaching and Foundations of informational technologies on the individual, family, 2. Elementary Education (M.A. only) and community; and uphold the highest standards of 3. Bilingual Education (elementary and secondary) professional conduct. The School promotes and supports 4. TESOL (K-12) the development of intellectual rigor, personal integrity, 5. Clinical Mental Health Counseling collaboration, informed decision-making, self-reflection, 6. School Counseling and social responsibility. 7. Marriage and Family Therapy (M.A. only) 8. Applied Psychology (M.A. only) The knowledge base that informs the Unit’s approach to Human Services Psychology, Foundations of professional education, and that is central to its concep- Advanced Psychology, & Industrial/Organizational tual framework, is rooted in four key tenets of the Jesuit Psychology tradition that are found in the Mission of the University. 9. School Psychology They are: 10. Secondary Education English, Social Studies/History, Mathematics, 1. Freedom: Belief in the inherent worth and dignity of Biology, Chemistry, Physics, General Science, each person. French, German, Latin, Spanish 2. Scholarship: Intellectual curiosity, rigor, critical think- 11. Special Education ing, and moral analysis. 12. Educational Technology (M.A. only) 3. Justice: Commitment to greater good through service 13. Family Studies (M.A. only) and advocacy as change agents and/or leaders within the chosen profession. 4. Truth: Commitment to research and ethical decision- Approved Connecticut State Department of Education making. certification programs at the graduate level include: These four tenets support the fundamental intellectual/ethical commitments that define our various cours- 1. Elementary Education es of study: The Scholar/Practitioner Component; the 2. Secondary Education in English, Mathematics, Developmental Human Growth and Learning Component; Biology, Chemistry, Physics, General Science, the Reflective Practitioner Component; and the Advocacy French, German, Latin, Spanish, and Social Studies/ for All Children and Families Component. Given the History breadth of programs and faculty that comprise the 3. Special Education Unit, this knowledge base is diverse, drawing on vari- 18 Graduate School Overview ous theoretical and philosophical perspectives. However, vation within its various professional communities. By when we look across the programs, we find that our engaging in continual internal program assessment, common philosophy and principles stem from core theo- the School is able to create and maintain curricular ries, research, and practical wisdom about how people offerings and clinical field experiences that keep the develop, learn, teach, counsel, and serve others. GSEAP on the leading edge of all of our disciplines.

Disposition Statement Degree Requirements Overview Education, psychology, and mental health professionals Master of Arts are vested by the public with a trust and responsibility requiring the highest ideals of professional service. 1. Candidates must complete the number of credits Therefore, candidates of the Graduate School of Education specified by the department. and Allied Professions shall be required to adhere to the 2. Candidates must complete the number of credits in highest standards of ethical and professional conduct. their major field and approved electives as specified by the department. All prospective and admitted candidates of the Graduate 3. Candidates are required to pass a written comprehen- School of Education and Allied Professions shall demon- sive examination or complete other program-specific strate personal and professional dispositions that are: culminating requirements in the work offered for the degree. To be eligible to register for comprehensive • embodied in the mission statement of the Graduate examinations, candidates must complete the minimum School of Education and Allied Professions; number of semester hours of coursework determined • outlined in the ethical codes, rules, policies and proce- by their program. We recommend that candidates take dures, administrative regulations, and laws applicable to the comprehensive examination at least one semes- their chosen profession; and ter prior to their anticipated semester of graduation. • mandated by their particular graduate programs and Candidates who fail the comprehensive examinations departments. twice may be dismissed from their program. 4. Candidates must have a minimum grade point aver- Candidates who fail to adhere to and comply with these age of 3.00 in order to be eligible to graduate. personal and professional dispositional requirements may, 5. Candidates must submit an Application for Degree at the discretion of the Dean of the Graduate School of (available in the dean’s office) by the scheduled dead- Education and Allied Professions, be: line. • denied admission to the Graduate School of Education All candidates must register for the comprehensive exami- and Allied Professions; nation course relevant to their program of study at the • dismissed from the Graduate School of Education and beginning of the semester during which they plan to take Allied Professions; the examination. Refer to the graduate school calendar for • required to withdraw from Graduate School of Education the registration deadline. and Allied Professions courses; • required to successfully complete academic remediation as required and determined by the Dean of the Graduate Certificate of Advanced Study School of Education and Allied Professions and/or • required to undergo appropriate counseling or other 1. Candidates enrolled in a CAS program must com- intervention as determined by the Dean of the Graduate plete a minimum of 30 credits in an approved pro- School of Education and Allied Professions before being gram. Those whose previous program of study was allowed to continue in their program of study. in a field other than that selected for the sixth year of study will be required to complete certain introductory graduate courses before being accepted for The School advanced study. 2. Candidates must complete 15 credits in the major Since its first graduation in 1951, the Graduate School field and all other courses required by the depart- of Education and Allied Professions has awarded 8,792 ment. master’s degrees and 2,381 certificates of advanced study (as of August 2008). The current structure of the 3. Candidates must have a minimum overall grade School consists of four departments that house 17 distinct point average of 3.00. Any grade below a B- will not programs of study. Eight of those programs are accredit- be credited toward a certificate of advanced study. ed by the Connecticut State Department of Education for 4. Candidates must submit an Application for Degree the issuance of certificates to practice those professions. (available in the dean’s office) by the scheduled In addition to the accreditation of state certification pro- deadline. grams, the departments of Marriage and Family Therapy and Counselor Education are nationally accredited by their professional organizations. The School has earned the reputation of being a model of excellence and inno- Admission 19 the program of study, fitness for the field, and potential GRADUATE SCHOOL OF for success in the field. The quality of the applicant’s other admission materials (i.e., letters of recommenda- EDUCATION AND ALLIED tion, application essay, faculty interview) will also be PROFESSIONS ADMISSION considered. Candidates whose GPA is below 2.4 must complete a GPA waiver request form and schedule an appointment Admission Criteria to discuss their academic history with the Department Chair or Program Director in their area of interest Individuals may apply to the Graduate School of prior to review of their application for admission. Most Education and Allied Professions as formal applicants students with an undergraduate GPA below 2.4 will to pursue a master of arts degree, a certificate of be required to take additional coursework to improve advanced study, state certification or licensure, or to their academic record and demonstrate readiness for take courses as non-matriculated candidates seeking graduate-level study before their application for formal credits for career enhancement or personal growth. admission to the program will be considered. Applicants for the M.A. must hold a bachelor’s degree from a regionally accredited college or university and Required coursework for elementary, secondary, and give promise of meeting the standards set by the TESOL education initial educator certification programs School. Applicants for the C.A.S. must hold a master’s includes a minimum of 39 general education credits degree from a regionally accredited college or university with coursework in five or six of the following areas, with a 3.00 cumulative quality point average. The mas- depending on the program and certification regulations: ter’s degree must be in a major relevant to the C.A.S. mathematics, English, natural sciences, social studies, program of interest. In addition, individual departments foreign language, and fine arts, as well as a survey may set specific requirements concerning interviews, course in U.S. history. This general education course- adequate scores on tests, course waivers, computer work is normally completed as part of one’s under- literacy, and distribution of undergraduate courses. graduate program. Applicants with missing prerequisite coursework are expected to complete it before student Dates for admission vary by program. A complete list- teaching. Admission with prerequisite course deficien- ing of deadlines can be found at www.fairfield.edu/ cies varies by program. Generally, no more than six gseapdeadlines. If a person has been denied admission credits of subject area and/or prerequisite coursework to the School twice, his or her application will not be may be deficient to be formally admitted into a certifica- considered again. tion program. Applicants must complete the formal application for Enrollment as a non-matriculated candidate also admission; provide a current resume and a person- requires prior completion of a bachelor’s degree from a al statement; present two recommendations, on the regionally accredited college or university. Candidates appropriate forms, to support their professional poten- in this status may take a total of six credits in certifica- tial; interview with a faculty panel; and meet other tion programs or nine credits in non-certification pro- entry requirements as determined by the Connecticut grams before matriculation/full admission is required. State Board of Education. Applicants for the School Non-matriculated students are not eligible for any tuition Counseling, School Library Media, School Psychology, aid or financial support. Under these conditions up to and all teacher preparation programs must fulfill the nine graduate credits earned as a non-matriculated Essential Skills in Mathematics, Reading, and Writing candidate may be applied toward the M.A. or C.A.S. requirements (PRAXIS I PPST pass or waiver). once a student is matriculated. However, successful completion of initial coursework as a non-matriculated Given that we seek to admit the best qualified candi- candidate does not guarantee formal admission. dates to our programs and that our candidates must maintain a GPA of 3.0 in their program of study, we generally expect applicants to come with a minimum undergraduate GPA of 3.0. Faculty realize that some Admission Procedure otherwise qualified candidates may not possess this minimum GPA, so they carefully review applications to A. Applicants for a degree or cross-endorsement assess candidate qualifications for our programs. program: Those seeking formal admission must complete the fol- Any applicant whose undergraduate GPA is lower than lowing procedure. 2.67 must complete a GPA waiver request form as part of the admission process. This form allows candidates Submit to the Office of Graduate and Continuing to explain any extenuating circumstances that may Studies Admission: account for their undergraduate record. The decision 1. A completed formal application. Apply online at to grant the formal GPA waiver will be made based www.fairfield.edu/geapp on the candidate’s explanation of the low GPA, demonstrated ability to meet the academic expectations of 2. A non-refundable $60 application fee 20 Admission 3. Official undergraduate and graduate transcripts sent mentation of passing scores on the Praxis I or of a from all colleges/universities attended, including any Praxis I waiver study abroad or summer programs 7. Prior to registering for any courses in the following 4. A personal statement. Students should describe programs provide evidence of having been finger- why they want to undertake graduate studies in the printed: program for which they are applying. • Advanced Training Certificate in Applied Behavior 5. A professional resume. Analysis 6. Two recommendation letters accompanied by the • Advanced Training Certificate in Early Childhood University recommendation forms, from current Education employers, supervisors, or professors • Advanced Training Certificate in School-based 7. For programs leading to certification: Provide docu- Marriage & Family Therapy mentation of passing scores on the Praxis I or of a Praxis I waiver. C. Non-Matriculated Applicants 8. For programs leading to certification:Prior to register- Qualified applicants who have not completed the formal ing for any courses provide evidence of having been admission process may apply for permission to enroll as fingerprinted. non-matriculated students and earn up to six credits in a certification program or nine credits in a non-certification PLEASE NOTE: In order to be reviewed, applications program using the following procedure: must be complete on or before the program deadline. For an application to be considered complete, all docu- 1. Call the GSEAP Dean’s office at (203) 254-4250 to ments noted in items 1 through 7 must be received schedule an appointment or to be directed to the by the Office of Graduate and Continuing Studies advisor for the program that interests you. Admission by the program deadline. Program dead- 2. Obtain a copy (official or unofficial) of your under- lines do vary. A complete listing of deadlines can be graduate transcript that shows the undergraduate found at www.fairfield.edu/gseapdeadlines. degree you have earned. You will need to bring this transcript with you to the University to be reviewed. Additionally, applicants must: (Note: Those who wish to begin an advanced train- 9. Participate in an admissions interview ing certificate program of study need to produce official or unofficial copies of both their undergraduate 10. Consult a faculty advisor about course selection and graduate transcripts.) If formal admission has not been granted prior to the 3. Complete the online admission application and pay beginning of the semester, qualified applicants may the $60.00 application fee (access at www.fairfield. apply for permission to register as a non-matriculated edu/gradonline). candidate. 4. After you have met with the appropriate advisor and Transfer Students: The School reserves the right to con- your non-matriculated status has been approved tact the chair and/or director of any programs attended by and processed by the Dean’s office, you may check students who want to transfer into a program offered by the date when non-matriculated students may begin the Graduate School of Education and Allied Professions. registering and register in person at the Registrar’s Office (Kelley Administrative Center). B. Applicants for advanced training certificate 5. No recommendations are needed at this time. They programs: are needed when you apply for full matriculation. Those seeking formal admission to an advanced training 6. Courses taken will count toward degree or certifica- certificate program must complete the following proce- tion requirements if you later become a matricu- dure. Submit to the Office of Graduate and Continuing lated student, as long as you earn grades of Studies Admission: B or better in them. However, successful completion of coursework does not guarantee formal 1. A completed formal application. Apply online at admission. www.fairfield.edu/atcapp.

2. A non-refundable $60 application fee D. Continuing Education (CEU) Credits 3. Official undergraduate and graduate transcripts The Graduate School of Education & Allied Professions showing degrees earned is an Approved Continuing Education Unit Provider 4. A brief personal statement describing why you want with the Connecticut State Department of Education to pursue the advanced training for which you are (CSDE). Within the school, the Counselor Education applying Department is authorized by the National Board of 5. A professional resume Community Counselors to offer continuing education for licensed professional counselors and licensed mar- 6. For the Advanced Training Certificate in School- riage and family therapists. The Marriage & Family based Marriage & Family Therapy: Provide docu- Therapy Department is authorized by the Connecticut Admission 21 Association for Marriage and Family Therapy to offer International Applicants continuing education for marriage and family therapists. International applicants must also provide a certificate of finances (evidence of adequate financial resources in U.S. dollars) and must submit certified English transla- Background Check tions and course-by-course evaluations, done by an and Fingerprinting approved evaluator (found on our website at www.fairfield.edu/eval), of all academic records. All international In compliance with Connecticut state law effective students whose native language is not English must July 1, 2010, applicants whose programs of study will demonstrate proficiency in the English language by tak- require participation in school-based field experiences ing either TOEFL or IELTS exams. A TOEFL composite (i.e., observations, practica, student teaching, intern- score of 550 for the paper test, 213 for the computer- ships, etc.) must undergo State and National criminal based, or 84 on the internet based test with a minimum history background checks before beginning their pro- score of 21 in reading and 23 in writing is required for gram of study. The regional educational service centers admission to the graduate school. Scores must be sent (RESCs) that are authorized to conduct fingerprinting directly from the Educational Testing Service. An IELTS services and provide the background check results to score of 7.5 is required for admission to the graduate the Connecticut State Department of Education and school. Scores must be sent directly from IELTS.org. local school districts are listed at www.fairfield.edu/ (Fairfield’s ETS code is 3390) TOEFL/IELTS may be documents/admission/ga_fingerprinting.pdf. University waived for those international students who have earned students who have a history of a federal or state convic- an undergraduate or graduate degree from a regionally tion may be barred from participating in school-based accredited U.S. college or university. International appli- field work and may be exited from their degree program, cations and supporting credentials must be submitted to depending on the nature of the conviction. Students the Office of Graduate & Continuing Studies Admission must present the receipt documenting that they have by the admission deadline for the program to which they undergone fingerprinting at a RESC to the Dean’s office are applying. (Canisius 102) prior to course registration.

Measles and Rubella Immunization Connecticut Law requires that students born after December 31, 1956 provide proof of Measles and Rubella Immunization. This includes two doses of measles vaccine administered at least one month apart (the second dose must be given after December 31, 1979) and one dose of rubella vaccine after the student’s first birthday. The exception to this is students who provide laboratory documentation of immunity to measles and rubella. Although this is not required to complete an application, you must provide proof of immunization prior to course registration. Please keep in mind that this process can take some time, and that you MUST be in compliance before registration. Immunization verifi- cation information should be submitted directly to the University’s Health Center. You can download the necessary form at www.fairfield.edu/immunization. Any questions regarding this policy should be directed to the University Health Center by calling (203) 254-4000, ext 2241. 22 Tuition, Fees, and Financial Aid remaining tuition balance. The promissory note pay- GRADUATE SCHOOL OF ment due date varies according to each semester. EDUCATION AND ALLIED 2. For students taking six credits or more: At registration, the student pays one-fourth of the total tuition PROFESSIONS TUITION, due plus all fees and signs a promissory note to pay FEES, AND FINANCIAL AID the remaining balance in three consecutive monthly installments. Failure to honor the terms of the promissory note will prevent future deferred payments and affect future Tuition and Fees registrations. The schedule of tuition and fees for the academic year:

Application for matriculation Reimbursement by Employer (not refundable) ...... $60 Many corporations pay their employees’ tuition. Students Registration per semester ...... $25 should check with their employers. If they are eligible for company reimbursement, students must submit, at Graduate Student Activity Fee in-person registration, a letter on company letterhead per semester ...... $35 acknowledging approval of the course registration and Tuition per credit ...... $600 explaining the terms of payment. The terms of this let- Continuing Registration Fee . . . . . $50 ter, upon approval of the Bursar, will be accepted as a reason for deferring that portion of tuition covered by Audit fee (per three-credit course) . . $900 the reimbursement. Even if covered by reimbursement, Computer lab fee ...... $45 all fees (registration, processing, lab, or material) are payable at the time of registration. Student teaching, practicum, and internship fees (each) ...... $25 Students will be required to sign a promissory note, Materials fee ...... $15 - $50 which requires a $25 processing fee, acknowledging that any outstanding balance must be paid in full prior to Commencement fee registration for future semesters. A guarantee that pay- (required of all degree recipients) . . . . . $150 ment will be made must be secured at the time of reg- Transcript fee ...... $4 istration with a MasterCard, VISA, or American Express credit card. If the company offers less than 100-percent Promissory note fee ...... $25 unconditional reimbursement, the student must pay the Returned check fee ...... $30 difference at the time of registration and sign a promissory note for the balance. Letters can only be accepted The University’s Trustees reserve the right to change on a per-semester basis. Failure to pay before the next tuition rates and the fee schedule and to make addi- registration period will prevent future deferred payments tional changes whenever they believe it necessary. and affect future registration. Full payment of tuition and fees, and authorization for billing a company must accompany registration. Payments may be made in the form of cash (in person Refund of Tuition only), check, money order, credit card (MasterCard, All requests for tuition refunds must be submitted to the VISA, or American Express), or online payment at www. appropriate dean’s office immediately after withdrawal fairfield.edu/bursar. All checks are payable to Fairfield from class. Fees are not refundable. The request must University. be in writing and all refunds will be made based on the Degrees will not be conferred and transcripts will not be date notice is received or, if mailed, on the postmarked issued until students have met all financial obligations date according to the following schedule. Refunds of to the University. tuition charged on a MasterCard, VISA, or American Express must be applied as a credit to your charge card account. Deferred Payment 14-15 Meeting Courses Before first scheduled class ...... 100 percent During the fall and spring semesters, eligible students may defer payment on tuition as follows: Before second scheduled class ...... 90 percent 1. For students taking fewer than six credits: At regis- Before third scheduled class . . . . 80 percent tration, the student pays one-half of the total tuition Before fourth scheduled class . . . . 60 percent due plus all fees and signs a promissory note for the Tuition, Fees, and Financial Aid 23 Before fifth scheduled class ...... 40 percent There are also assistantships available in other Before sixth scheduled class ...... 20 percent University departments. A list of known assistantships is available online (There is a link on the Financial Aid After sixth scheduled class . . . . . No refund page). Applications are available in the dean’s office and must be submitted to the dean by May 1 for summer and fall semesters and Dec. 1 for the spring semester. 10-12 Meeting Courses Summer assistantships are generally available for the Before first scheduled class ...... 100 percent Marriage and Family Therapy program only. Before second scheduled class ...... 80 percent Before third scheduled class . . . . 60 percent Alumni Scholarships Before fourth scheduled class . . . . 40 percent Dr. Thomas A. O’Meara ’65, MA ’67 Before fifth scheduled class ...... 20 percent Memorial Scholarship Beginning in academic 2005-2006, it was Dr. Thomas After fifth scheduled class ...... No refund O’Meara’s intent that over a 20-year period one graduate secondary English education student annually would be awarded a partial tuition scholarship for his or her 6-8 Meeting Schedule student teaching course. The recipient will be selected Before first scheduled class ...... 100 percent based on recommendations from the program faculty. Please contact Dr. Emily Smith, coordinator for graduate Before second scheduled class ...... 60 percent secondary education students, for more information. Before third scheduled class . . . . 30 percent After third scheduled class ...... No refund Federal Stafford Loans Under this program, graduate students may apply for 4-5 Meeting Schedule up to $20,500 per academic year, depending on their Before first scheduled class ...... 100 percent educational costs. Students demonstrating need (based on federal guidelines) may receive up to $8,500 of their Before second scheduled class ...... 50 percent annual Stafford Loan on a subsidized basis. Any amount After second scheduled class . . . . No refund of the first $8,500 for which the student has not demonstrated need (as well as the remaining $12,000 should they borrow the maximum loan), would be borrowed on Refunds take two to three weeks to process. an unsubsidized basis. When a loan is subsidized, the federal government pays the interest for the borrower as long as he or she remains enrolled on at least a half-time basis and for Financial Aid a six-month grace period following graduation or withdrawal. When a loan is unsubsidized, the student is Assistantships responsible for the interest and may pay the interest on A limited number of part- and full-time University assis- a monthly basis or opt to have the interest capitalized tantships are available to assist promising and deserving and added to the principal. students. Assistantships are awarded for a semester only and students must reapply each semester for How to Apply renewal of an assistantship award. Renewal of an award STEP ONE: is based on academic performance and previous service • Complete a Free Application for Federal Student performance, and is at the discretion of the dean. Aid (FAFSA) online at www.fafsa.ed.gov, indicating A graduate assistant will be appointed to a curriculum your attendance at Fairfield University (Title IV code area or to the dean’s office and assigned duties as 001385). determined by the dean and the faculty responsible for STEP TWO: the curriculum area. The assistantships normally cover all tuition charges up to a maximum of 12 credits. In • To apply online for a Direct Stafford loan and to com- return for the assistantship, the student must work a plete entrance counseling for Stafford loans, go to maximum of 20 hours per week under the direction of www.studentloans.gov. Follow the detailed instruc- the department chair or program director. In addition, tions on how to complete the required Direct Stafford the Disposition Statement presented on page 17 is appli- Master Promissory Note (MPN) and Direct Stafford cable to this student position as it is to all students in the loan entrance counseling. Graduate School of Education and Allied Professions. 24 Academic Policies and General Regulations STEP THREE: • Financial Aid administrators at Fairfield University will GRADUATE SCHOOL OF originate your loan when your file has been verified EDUCATION AND ALLIED and receive your MPN. PROFESSIONS ACADEMIC • You will be notified of the approval of the loan via the POLICIES AND GENERAL Notice of Loan Guarantee and Disclosure Statement. REGULATIONS

Loan Disbursement • If you are a first time borrower at Fairfield University, Academic Advising and your loan will not disburse until you have completed the required entrance loan counseling, which will be Curriculum Planning completed when applying for your Direct Stafford Loan All matriculated candidates have an assigned faculty online at www.studentloans.gov. advisor. Candidates will be assigned an advisor at the time they are notified of admission. All matriculated • Your loan will be disbursed according to a schedule and non-matriculated candidates must meet with their established by Fairfield University and federal guide- advisors during their first semester to plan a program lines. It will be made in two installments and trans- of study. We recommend that the advisor be consulted ferred electronically to your University account. each semester about course selection. • The total amount of the funds (minus any orgination Information about state certification requirements may and rebate fees) will be outlined in the Notice of Loan be obtained from the certification officer or graduate Guarantee and Disclosure Statement forwarded to you faculty advisors. by the Department of Education. If you have any questions, please call the Financial Aid Office at (203) 254-4125 or [email protected]. Programs of Study All programs of study must be planned with an advisor. Alternative Loans In granting approval, the advisor will consider the can- These loans help graduate and professional didate’s previous academic record and whether or not students pay the cost of attending the University. the prerequisites set forth for the specific program have For further information view online at: www.fairfield. been met. Should a candidate wish to change his or her edu/alternativeloans. track or concentration, this request must be made in writing on the request for change of major form, which is available in the dean’s office, and must be approved by the department chair or program director, and the Tax Deductions dean. In changing from a non-certification track or pro- Treasury regulation (1.162.5) permits an income tax gram to one that leads to Connecticut certification, the deduction for educational expenses (registration fees Praxis I requirement and the minimum undergraduate and the cost of travel, meals, and lodging) undertaken GPA requirements must be met before any change of to: maintain or improve skills required in one’s employ- program or track is processed. If the change of major ment or other trade or business; or meet express involves a change of department, an admission inter- requirements of an employer or a law imposed as a view is required. Also required are a personal statement condition to retention of employment job status or rate and supplemental application relevant to the new major. of compensation. Coursework fulfilling the requirements of one earned graduate degree cannot be used to fulfill the credit requirements for an additional graduate degree. Veterans Veterans may apply educational benefits to degree studies pursued at Fairfield University. Veterans should submit their file numbers at the time of registration. Durational Shortage Area Permit The University Registrar’s office will complete and sub- (DSAP) Study mit the certification form. Fairfield University has also The Durational Shortage Area Permit (DSAP) may be announced a new Veterans Pride Program that offers available to matriculated candidates who have been qualifying veterans tuition-free enrollment at Fairfield. offered a DSAP position by a school district. To be eli- To learn more about Fairfield’s Veterans Pride Program, gible for the DSAP, a candidate must have completed please go to: www.fairfield.edu/veterans. all prerequisites for student teaching and have passed the relevant Praxis II or ACTFL examinations. Once a recommendation has been secured, the candidate may Academic Policies and General Regulations 25 present a DSAP application to the associate dean for Fairfield University students are both citizens and mem- consideration. DSAP applications will be considered bers of the academic community. As citizens of a private only by the programs leading to certification in elemen- institution, Fairfield’s students enjoy the same freedom tary education, secondary education, school counsel- of speech, peaceful assembly, and right of petition that ing, TESOL, world languages, bilingual education, and students at other private institutions enjoy as accorded school library media. by law, and as members of the academic community, they are subject to the obligations which accrue to them This application must first be completed by the applicant by virtue of this membership. Faculty members and and by the employing district. No DSAP applications will administration officials should ensure that institutional be endorsed by the associate dean without a program powers are not employed to deprive students of their recommendation. Candidates must be enrolled for six rights as accorded to them by law and University policy. credits of University observation and teaching supervi- At the same time, the institution has an obligation to sion and a three-credit seminar, which must be taken clarify those standards which it considers essential to during the first year of the DSAP. its educational mission and its community life. These expectations and regulations should represent a reasonable regulation of student conduct. Academic Freedom and As members of the academic community, students Responsibility should be encouraged to develop the capacity for critical judgment and to engage in a sustained and The statement on academic freedom, as formulated independent search for truth. They do this within the in the 1940 Statement of Principles endorsed by the requirements of the curriculum and the courses in which AAUP (American Association of University Professors) they are enrolled. and incorporating the 1970 interpretive comments, is the policy of Fairfield University. Academic freedom and The professor in the classroom and in conference responsibility are here defined as the liberty and obliga- should encourage free discussion, inquiry, and expres- tion to study, to investigate, to present and interpret, sion. Student performance should be evaluated solely and discuss facts and ideas concerning all branches on an academic basis, not on opinions or conduct in and fields of learning. Academic freedom is limited only matters unrelated to academic standards. This means by generally accepted standards of responsible scholar- that students are free to take reasoned exception to ship and by respect for the Catholic commitment of the the data or views offered in any course of study and institution as expressed in its mission statement, which to reserve judgment about matters of opinion, but they provides that Fairfield University “welcomes those of all are responsible for learning the content of any course beliefs and traditions who share its concerns for schol- of study for which they are enrolled. Students in profes- arship, justice, truth, and freedom, and it values the sional programs are expected to understand and uphold diversity which their membership brings to the university the standards required in their profession. community.” Students bring to the campus a variety of interests previously acquired and develop many new interests as members of the academic community. They should be Freedom of Expression free to organize and join associations to promote their common interests. Students and student organizations As an academic institution, Fairfield University exists for should be free to examine and discuss all questions of the transmission of knowledge, pursuit of truth, develop- interest to them and to express opinions publicly and ment of students, and the general well-being of society. privately. Students should be allowed to invite and to Free inquiry and free expression are indispensable to hear any person of their own choosing. Those proce- the attainment of these goals. Fairfield University rec- dures required by an institution before a guest speaker ognizes that academic freedom, freedom of expression, is invited to appear on campus should be designed only and responsibility are required to realize the essential to ensure that there is orderly scheduling of facilities purposes of the University. Academic freedom and and adequate preparation for the event, and that the responsibility (distinguished from freedom of expres- occasion is conducted in a manner appropriate to an sion) are herein defined as the liberty and obligation to academic community. Guest speakers are subject to study, to investigate, to present, interpret, and discuss all applicable laws, and to the University policies on facts and ideas concerning all branches and fields of harassment and discrimination. inquiry. Students should always be free to support causes by orderly means which do not disrupt operations of the institution. At the same time, it should be made clear to Student Rights the academic and larger community that in their public expressions or demonstrations, students or student As constituents of the academic community, students organizations speak only for themselves and not the should be free, individually and collectively, to express institution. their views on issues of institutional policy and on matters of general interest to the student body. 26 Academic Policies and General Regulations Student Responsibilities • Destruction or alteration of another student’s work. • Submitting the same paper or report for assignments Freedom of expression enjoyed by students is not in more than one course without the prior written per- without limitations. The rights set forth herein must be mission of each instructor. balanced against and considered in the context of the following responsibilities: • Appropriating information, ideas, or the language of other people or writers and submitting it as one’s own • Students have the obligation to refrain from interfering to satisfy the requirements of a course - commonly with the freedom of expression of others. known as plagiarism. Plagiarism constitutes theft • Students have the responsibility to respect the rights and deceit. Assignments (compositions, term papers, and beliefs of others, including the values and tradi- computer programs, etc.) acquired either in part or tions of Fairfield University as a Jesuit, Catholic insti- in whole from commercial sources, publications, stu- tution. dents, or other sources and submitted as one’s own original work will be considered plagiarism. • Students have the responsibility to support learning, and when learning, to engage others in a respectful • Unauthorized recording, sale, or use of lectures and dialogue, to never threaten the safety or security of other instructional materials. others, and to comply with all University policies pro- In the event of such dishonesty, professors are to award hibiting harassment, hate crimes, and discrimination. a grade of zero for the project, paper, or examination All policies in this Handbook and the actions taken in question, and may record an F for the course itself. under them must support Fairfield University’s Mission When appropriate, expulsion may be recommended Statement and the Statement on Academic Freedom. and a notation of the event is made in the student’s file in the academic dean’s office. The student will receive a copy. Academic Honesty All members of the Fairfield University community share Honor Code responsibility for establishing and maintaining appropriate standards of academic honesty and integrity. As Fairfield University’s primary purpose is the pursuit of such, faculty members have an obligation to set high academic excellence. This is possible only in an atmo- standards of honesty and integrity through personal sphere where discovery and communication of knowl- example and the learning communities they create. It edge are marked by scrupulous, unqualified honesty. is further expected that students will follow these stan- Therefore, it is expected that all students taking classes dards and encourage others to do so. at the University adhere to the following Honor Code: Students are sometimes unsure of what constitutes “I understand that any violation of academic integrity academic dishonesty. In all academic work, students wounds the entire community and undermines the trust are expected to submit materials that are their own and upon which the discovery and communication of knowl- to include attribution for any ideas or language that is edge depends. Therefore, as a member of the Fairfield not their own. Examples of dishonest conduct include University community, I hereby pledge to uphold and but are not limited to: maintain these standards of academic honesty and integrity.” • Falsification of academic records or grades, including but not limited to any act of falsifying information on an official academic document, grade report, class registration document or transcript. University Course Numbering • Cheating, such as copying examination answers from System materials such as crib notes or another student’s Undergraduate paper. 01-99 Introductory courses • Collusion, such as working with another person or 100-199 Intermediate courses without persons when independent work is prescribed. prerequisites 200-299 Intermediate courses with • Inappropriate use of notes. prerequisites 300-399 Advanced courses, normally limited • Falsification or fabrication of an assigned project, to juniors and seniors, and open to data, results, or sources. graduate students with permission • Giving, receiving, offering, or soliciting information in examinations. • Using previously prepared materials in examinations, tests, or quizzes. Academic Policies and General Regulations 27 Graduate Normal Academic Progress 400-499 Master’s and Certificate of Advanced Study courses, open to undergraduate Academic Load students with permission A full-time graduate candidate will normally carry nine 500-599 Master’s and Certificate of Advanced credits during the fall or spring semester. Twelve Study courses credits is the maximum load permitted. During summer 600-699 Doctoral courses, open to qualified sessions, full-time candidates are permitted to carry a Master’s students maximum load of 12 credits. Candidates who work full time or attend another school may not be full-time. Such individuals are ordinarily limited to six credits during Option for Graduate Level Courses the fall or spring semesters and nine credits during the summer sessions. Fairfield University undergraduates, with permission, could take a graduate course for undergraduate credit Academic Standards and as part of their undergraduate load. It would appear Candidates are required to maintain satisfactory aca- on their undergraduate transcript. A student could later demic standards of scholastic performance. Candidates petition to have those courses provide advanced stand- for a master’s degree or certificate must maintain a 3.00 ing in their graduate program and it would be up to the grade point average. Because of the clinical nature of faculty to determine if the credits should apply to the graduate programs, department faculty members also graduate program at that point. Student might receive require demonstration of personal and dispositional credit for these courses as part of a graduate program qualities that are conducive to the selected professional if the student did not apply the credits to complete the role. undergraduate degree. Attending and participating appropriately in classes An undergraduate student who has advanced beyond is both an academic requirement and a professional degree requirements and also has permission could responsibility. Instructors may assign a failing take a graduate level course for graduate credit as part grade if a student misses too many classes or does of their regular undergraduate load. The number of not participate appropriately. graduate courses a full time undergraduate could take would be limited to two. The five year pre-structured Auditing programs would follow their own required sequence. A candidate who wishes to audit a graduate course may do so only in consultation with the course instructor. Registration for graduate courses is on a space avail- No academic credit is awarded and a grade notation of able basis, with preference given to graduate students. audit (AU) is recorded on the official transcript under the Undergraduates with permission to enroll in a graduate appropriate semester. The tuition for auditing is one-half course may petition to register in late August for the fall of the credit tuition, except for those hands-on courses and early January for the spring. involving the use of a computer workstation. In this case, the audit tuition is the same as the credit tuition. Conversion from audit to credit status will be permitted only before the third class and with the permission of the Course Acronyms course instructor and the assistant dean. CN Counselor Education Independent Study ED Education The purpose of independent study at the graduate EDL Education Literacies level is to broaden student knowledge in a specific ER Early Childhood Studies area of interest. Candidates must submit a preliminary FT Marriage & Family Therapy proposal using the Independent Study Application form, MD Educational Technology which is available in the dean’s office, to their major PY Psychology advisor. A copy of this completed form must be pre- SE Special Education sented to the Registrar upon registration for the course. SL TESOL/Bilingual Educationn Frequent consultation with the major advisor is required. Candidates may earn from one to six credits for an independent study course. Matriculation/Continuation To remain in good academic standing, a candidate must achieve a 3.00 cumulative grade point average. A candidate whose cumulative grade point average falls below 3.00 in any semester is placed on academic probation for the following semester. Candidates on academic probation must meet with their advisors to make program adjustments to their course load. If, at 28 Academic Policies and General Regulations the end of the probationary semester, the candidate’s Those who need to withdraw from a course after the overall average is again below 3.00, he or she may be posted last day to withdraw must submit a written state- dismissed. ment justifying their need to withdraw to the dean for approval to withdraw without academic penalty. Failure Continuation in a state certification program requires to attend class or merely giving notice to an instructor performance above the minimum academic level in does not constitute an official withdrawal and may result advanced courses and field experiences, and the rec- in a penalty grade being recorded for the course. In ommendation of the area faculty. general, course withdrawals are not approved after the Time to Complete Degree posted last day to withdraw. When there are extenuat- Candidates are to complete all requirements for a ing circumstances (e.g., medical condition requiring degree and file an application for graduation within a withdrawal) exceptions may be approved by the dean. period of six years from the date of enrollment in the first Continuous Registration course taken for credit toward the degree. Candidates Graduate students matriculated in a degree program should follow the degree requirements described in the who choose to interrupt their education for a given general catalog in effect on the date on which they are term must file for Continuous Registration status with formally admitted to their degree program. If education the Registrar’s Office in order to maintain their active is interrupted, a candidate must apply for readmission. student status. Continuous Registration allows students See the “Readmission” section on page 15. Over and use of the library, computing facilities and access to above the minimum requirements stated in the catalog, faculty advising. Students may remain on Continuous the dean may require additional evidence of fitness for Registration status for up to two successive terms. the degree. Students who do not register for Continuous Registration Applications for and Awarding of Degrees status will be assumed to be inactive. Students deemed All candidates must file an application for the master’s inactive are required to secure reinstatement from the degree and the certificate of advanced study in the dean in order to continue their enrollment. dean’s office by the published deadline and must suc- Readmission cessfully complete all requirements for the degree prior All inactive students who wish to resume their studies to participating in commencement exercises. Refer to must apply for readmission. Students who have been the calendar for the degree application deadline. inactive for three or more terms must submit a written Graduation and Commencement update to the dean’s office for consideration of rein- Diplomas are awarded in January, May, and August statement by the dean and department. Depending on (see calendar for application deadlines). Candidates the individual circumstances it may be necessary for who have been awarded diplomas in the previous the student to complete a new full application for admis- August and January and those who have completed sion. Students who wish to apply for readmission should all degree requirements for May graduation are invited contact the dean’s office to find out what they need to to participate in the May commencement ceremony. submit for review and how they should proceed. Degree Graduate candidates must successfully complete all requirements for readmitted students will be those in requirements for the degree prior to participating in place at the time of the student’s readmission. Also, commencement. courses that were taken more than five years before the date of readmission and courses for which the student earned a grade below B may need to be re-taken. Disruption of Academic Progress Candidates who receive a master’s degree from Fairfield University and who want to begin programs Academic Probation/Dismissal leading to a certificate of advanced study are required A candidate whose overall grade point average falls to file a new application of admission and be approved below 3.00 in any semester is placed on probation for for admission. the following semester. If the overall grade point average is again below 3.00 at the end of that semester, All honorably discharged veterans who have interrupted the candidate may be dropped from the School. Any their Fairfield education to serve in the military will be candidate who receives two course grades below 2.67 readmitted and may apply for financial aid. or B- may be excluded from the program. Course Withdrawal Candidates who wish to withdraw from a course must Comprehensive Examination do so in writing or in person at the Registrar’s Office on The following designations for grading the written com- or before the published last day to withdraw (see aca- prehensive examination of work offered for the master’s demic calendar). Written withdrawals are effective as of degree in the Graduate School of Education and Allied the date received or postmarked. In-person withdrawals Professions are used: are made in the Registrar’s Office by completing and submitting a Change of Registration form. Pass with Distinction Pass Fail Academic Policies and General Regulations 29 It is strongly recommended that candidates take the The grade of incomplete is given at the discretion of comprehensive examination at least one semester individual professors. Normally all coursework must before they anticipate graduating. be completed within 30 days after the last class in the course for which a student has received an incomplete Candidates are eligible to register for the examination grade, after which the “I” becomes an F. after the completion of prerequisite semester hours defined by their program. If the first examination is No change of grade will be processed after a candidate failed, one retake examination is permitted. Passing the has graduated. Any request for the change of an earned comprehensive examination may be a requirement for letter grade is at the discretion of the original teacher all programs leading to the master of arts. Candidates of the course and must be recommended in writing to who fail the comprehensive examination twice may be the dean by the professor of record within one calendar dismissed from their program. year of the final class of the course or before graduation, whichever comes first. A candidate may request an extension of the one-year Connecticut State Certification deadline from the dean of their school if he or she can provide documentation that extenuating circumstances Initial certification of any type by the Connecticut warrant an extension of the one-year deadline. Such Department of Education requires institutional approval an extension may be approved only if the professor as to scholarship, professional preparation, qualities of record agrees to the extension and an explicit date of dispositions, and personal fitness for teaching. is stipulated by which the additional work must be Application forms for Connecticut certification can submitted. be downloaded directly from the Connecticut State Department of Education website (www.state.ct.us/ A candidate who wants to withdraw from a course with- sde/dtl/cert/toccert.htm); student information on the first out academic penalty after the approved deadline must page of the short form application for initial certification request permission from the dean. Generally, however, should be completed before the application is submitted permission to withdraw from a course is not given after to the certification officer for completion of the second the last day to withdraw unless there are extenuating page (institutional recommendation). No recommenda- circumstances (e.g., medical condition with physician tion will be issued until at least 15 semester hours have request for withdrawal). Refunds will not be granted been completed at Fairfield University. Endorsement without written notice. The amount of tuition refund will for certification depends on fulfillment of the regulations be based upon the date the notice is received. Fees are in effect at the time of application for state certification. not refundable unless a course is canceled. Approved certification programs are listed and described Multiplying a grade’s numerical value by the credit in this catalog. All graduates of these programs who are value of a course produces the number of quality points recommended for certification in Connecticut may be earned. The candidate’s grade point average is com- qualified for certification in states that are party to the puted by dividing the number of quality points earned by NASTDEC Interstate Contract. Candidates seeking the total number of credits completed, including failed initial certification after a five-year period from the date courses. The average is rounded to the nearest second of graduation will be required to meet current state cer- decimal place. tification criteria including any course, testing, or other requirements. A change of an incomplete grade follows the established policy. Incomplete Course Grading System An incomplete grade is issued in the rare case when, due to an emergency, a candidate makes arrangements Grades; Academic Average – in advance and with the professor’s and the dean’s The work of each candidate is graded on the following permission – to complete some of the course require- basis: ments after the semester ends. All course work must be completed within 30 days of the end of the term. A 4.00 Any incomplete grade still outstanding after the 30-day A- 3.67 extension will become an F and the candidate may be B+ 3.33 excluded from the program. B 3.00 B- 2.67 Transfer of Credit and Course Waiver C+ 2.33 Requests for transfer of graduate credit or course C 2.00 waiver must be recommended by the faculty advisor or F 0.00 department chair and approved by the dean or assis- I Incomplete tant dean. Transfer of credit from another regionally W Withdrew without penalty accredited institution of higher learning will be allowed if it was applicable to a graduate degree at the institution 30 Academic Policies and General Regulations at which it was earned; not used toward another gradu- alumni, faculty, and local professionals who together ate degree; and completed prior to enrolling at Fairfield create a community of professionals with a lifelong com- University. If this transfer of credit is to be applied toward mitment to learning about the issues and best practices the C.A.S., only graduate work done after completion of relevant to counseling. a master’s degree and before enrolling at Fairfield will be considered. Such work shall have been completed Phi Delta Kappa within a period of five years prior to enrollment, and the Phi Delta Kappa, the international professional associa- grade received for the work may not be less than B. tion for educators, strives to prepare the next generation For certification programs, as many as six credits may of educators and serve practicing teachers, administra- be transferred if they relate to the candidate’s present tors, college educators, and those concerned about pub- program. For non-certification programs, as many as lic education through a wide range of innovative initia- nine credits may be transferred if they relate to the tives based on visionary leadership, relevant research, candidate’s present program. Documentation (e.g., syl- and dedicated service. It was founded in 1906 and has labus, course description, work done) to demonstrate chapters in the United States, Canada, and nations in the equivalence or quality of the courses for which Europe and Asia. transfer credit is requested may be required. Upper- Psi Chi division undergraduate courses and graduate courses Psi Chi, the national honor society in psychology, was with grades of B or better may, at the discretion of the founded in 1929 for the purpose of encouraging, stimu- faculty advisor, be used for waiving prerequisites or for lating, and maintaining excellence in scholarship and meeting content requirements. A course waiver does advancing the science of psychology. It inducts both not reduce the credit requirement of a degree program; undergraduate and graduate members. It currently has another approved credit-bearing course must be taken 868 chapters nationwide, and during the first 66 years, to fulfill degree requirements. inducted 287,000 members. The Fairfield University A limited number of courses taken at other institutions chapter celebrated its 20th anniversary on May 4, 1997. of higher learning in fields of specialization that are not offered at Fairfield University may be accepted after enrollment as part of the credit requirements, provided Academic Grievance Procedures the candidate has written approval of the associate dean before registering for such courses. Purpose Procedures for review of academic grievances protect the rights of students, faculty, and the University by pro- Grade Reports viding mechanisms for equitable problem solving. Grade reports for all graduate students are issued elec- Types of Grievances tronically by the Registrar via the student’s web portal A grievance is defined as a complaint of unfair treatment (Stag Web) at the end of each semester. for which a specific remedy is sought. It excludes circumstances that may give rise to a complaint for which explicit redress is neither called for nor sought, or for Scholastic Honors which other structures within the University serve as an agency for resolution. Alpha Sigma Nu Alpha Sigma Nu, the national Jesuit honor society, Academic grievances relate to procedural appeals or serves to reward and encourage scholarship, loyalty, to academic competence appeals, or to issues of aca- and service to the ideals of Jesuit higher education. To demic dishonesty. Procedural appeals are defined as be nominated for membership, graduate candidates those seeking a remedy where no issue of the quality of must have scholastic rank in the top 15 percent of their the student’s work is involved. For example, a student class, demonstrate a proven concern for others, and might contend that the professor failed to follow previ- manifest a true concern and commitment to the values ously announced mechanisms of evaluation. and goals of the society. The Fairfield chapter was reac- Academic competence appeals are defined as those tivated in 1981 and includes outstanding undergraduate seeking a remedy because the evaluation of the quality and graduate students who are encouraged to promote of a student’s work in a course is disputed. Remedies service to the University and provide greater under- would include but not be limited to awarded grade standing of the Jesuit ideals of education. changes, permission to take make-up examinations or Chi Sigma Iota to repeat courses without penalty. Chi Sigma Iota is the International Counseling Academic Academic dishonesty appeals are defined as those and Professional Honor Society. Fairfield University’s seeking a remedy because of a dispute over wheth- chapter, Gamma Lambda Chi, was founded in 1997. er plagiarism or cheating occurred. Remedies would Membership requires a minimum GPA of 3.5 in gradu- include but not be limited to removal of file letter, change ate study. The chapter provides a forum for candidates, of grade, or submitting new or revised work. Academic Policies and General Regulations 31 Academic dishonesty appeals are defined as those • If it relates to academic dishonesty, the Senior Vice seeking a remedy because of a dispute over wheth- President for Academic Affairs will convene a commit- er plagiarism or cheating occurred. Remedies would tee comprised of a dean and two faculty from outside include but not be limited to removal of file letter, change the department in which the course was offered to of grade, or submitting new or revised work. review the material and the sanctions. Time Limits In addition, in some instances it may be possible for the The academic grievance procedures defined here must Senior Vice President for Academic Affairs to settle the be initiated within one semester after the event that is grievance. the subject of the grievance. Step three: For procedural appeals, the grievance committee takes whatever steps are deemed appropriate to render a recommendation for resolving the grievance. INFORMAL PROCEDURE The committee adheres to due process procedures Step one: The student attempts to resolve any academic analogous to those in the Faculty Handbook. grievance with the faculty member, department chair, or other individual or agency involved. If, following this ini- For competence appeals, the Senior Vice President for tial attempt at resolution, the student remains convinced Academic Affairs contacts the outside panel members that a grievance exists, she or he advances to step two. and requests that they review the case in relation to its content validity. Step two: The student consults the chair, or other individuals when appropriate, bringing written documentation For academic honesty appeals, the Senior Vice of the process up to this point. If the student continues to President for Academic Affairs will request that the com- assert that a grievance exists after attempted reconcilia- mittee present a written report of its findings relating to tion, he or she advances to step three. the validity of the charge and the sanctions. Step three: The student presents the grievance to the Step four: The recommendation from either the griev- dean of the school in which the course was offered, ance committee or the panel is forwarded to the Senior bringing to this meeting documentation of steps one and Vice President for Academic Affairs in written form, two. If the dean’s attempts at mediation prove unsuc- accompanied, if necessary, by any supporting data that cessful, the student is informed of the right to initiate formed the basis of the recommendation. formal review procedures. Step five: The Senior Vice President for Academic Affairs renders a final and binding judgment, notifying all involved parties. If the grievance involves a dispute over FORMAL PROCEDURE a course grade given by a faculty member, the Senior Step one: If the student still believes that the grievance Vice President for Academic Affairs is the only University remains unresolved following informal procedures, she official empowered to change that grade, and then only or he initiates the formal review procedure by making at the recommendation of the committee or panel. a written request through the dean of the school in which the course was offered for a formal hearing in the Structure of the Grievance Committee Senior Vice President for Academic Affairs’ office. Such The structure of the Grievance Committee is the same a request should define the grievance and be accom- as the existing Academic Honesty Committee, as fol- panied by documentation of completion of the informal lows: process. It should also be accompanied by the dean’s opinion of the grievance. • Two faculty members are selected from a standing panel of eight faculty members elected by the general Step two: The Senior Vice President for Academic faculty. The faculty member against whom the griev- Affairs determines whether the grievance merits further ance has been directed proposes four names from that attention. If not, the student is so informed. panel; the student strikes two of those names, and the two remaining faculty members serve. If, however, the grievance does merit further attention, the Senior Vice President for Academic Affairs • Two students are selected from a standing panel of determines whether it is a procedural, competence, or eight students elected by the student government. The academic dishonesty appeal. student(s) (grievant(s) propose four names from that panel; the faculty strike two of those names; the two • If it relates to a procedural matter, the Senior Vice remaining students serve. President for Academic Affairs selects a dean (other than the dean of the involved school) to chair a griev- • In the event that a faculty member or student selected ance committee. through the foregoing process is unable to meet, another elected member of the panel serves as an • If it relates to an academic competence matter, the alternate. Senior Vice President for Academic Affairs requests from the dean involved the names of two outside experts to serve as a consultant panel in determining the merit of the student’s grievance. 32 Academic Policies and General Regulations • The committee is chaired by a dean (other than the Student Records dean of the school in which the course was offered) to be selected by the Senior Vice President for Academic Under the Family Educational Rights and Privacy Act Affairs. The dean so selected has no vote except in passed by Congress in 1974, legitimate access to stu- the event of a tie, and is responsible for overseeing dent records has been defined. A student at Fairfield the selection of the review committee, convening and University, who has not waived that right, may see any conducting the committee meetings, and preparing the records that directly pertain to the student. Excluded by committee’s report(s) and other appropriate documen- statute from inspection is the parents’ confidential state- tation. ment given to the financial aid office and medical records supplied by a physician. • The election of committee members should take into account the possible need for response on 24-hour A listing of records maintained, their location, and the notice (particularly at the time of Commencement), means of reviewing them is available in the dean’s and availability should, in such instances, be a prime office. Information contained in student files is available consideration in committee member selection. to others using the guidelines below: Due Process Procedure 1. Confirmation of directory information is available a. Both the student and the faculty member have the to recognized organizations and agencies. Such right to be present and to be accompanied by a per- information includes name, date of birth, dates of sonal advisor or counsel throughout the hearing. attendance, address. b. Both the student and the faculty member have the 2. Copies of transcripts will be provided to anyone upon right to present and to examine and cross-examine written request of the student. Cost of providing such witnesses. information must be assumed by the student. c. The administration makes available to the student 3. All other information, excluding medical records, is and the faculty member such authority as it may available to staff members of the University on a possess to require the presence of witnesses. need-to-know basis; prior to the release of additional d. The hearing committee promptly and forthrightly information, a staff member must prove his or her adjudicates the issues. need to know information to the office responsible for maintaining the records. e. The full text of the findings and conclusions of the hearing committee are made available in identical form and at the same time to the student and the faculty member. The cost is met by the University. Students with Disabilities f. In the absence of a defect in procedure, recommen- Fairfield University is committed to providing quali- dations shall be made to the Senior Vice President fied students with disabilities an equal opportunity to for Academic Affairs by the committee as to possible access the benefits, rights, and privileges of its ser- action in the case. vices, programs, and activities in an accessible setting. g. At any time should the basis for an informal hear- Furthermore, in compliance with Section 504 of the ing appear, the procedure may become informal in Rehabilitation Act, the Americans with Disabilities Act, nature. and Connecticut laws, the University provides reasonable accommodations to qualified students to reduce the impact of disabilities on academic functioning or upon other major life activities. It is important to note that Transcripts the University will not alter the essential elements of its Graduate transcript requests should be made in writing courses or programs. to the University Registrar’s Office in the Kelley Center. If a student with a disability would like to be considered There is a $4 fee for each copy (faxed transcripts are for accommodations, he or she must make this request $6). Students should include the program and dates that in writing and send the supporting documentation to the they attended in their requests. In accordance with the director of Academic and Disability Support Services. general practices of colleges and universities, official This should be done prior to the start of the academic transcripts with the University seal are sent directly by semester and is strictly voluntary. However, if a student the University. Requests should be made one week in with a disability chooses not to self-identify and provide advance of the date they are needed. Requests are not the necessary documentation, accommodations need processed during examination and registration periods. not be provided. All information concerning disabilities is confidential and will be shared only with a student’s permission. Fairfield University uses the guidelines suggested by CT AHEAD to determine disabilities and reasonable accommodations. Send letters requesting accommodations to: Director of Academic and Disability Support Services, Fairfield University, 1073 North Benson Road, Fairfield, CT 06824-5195. Graduate School of Education and Allied Professions

Approved by the Connecticut State Department of Education, the Connecticut State Department of Higher Education, and fully accredited by • Commission for Accreditation for Marriage and Family Therapy Education (COMFTE) • Council for the Accreditation of Counseling and Related Educational Programs (CACREP) • National Association of School Psychologists (NASP) • National Council for the Accreditation of Teacher Education (NCATE) 34 Counselor Education Graduate Programs Admission to the Department Application deadlines are listed online at www.fairfield. edu/gseap/gseap_appdeadlines.html. In addition to the basic admission application, appli- COUNSELOR cants are required to complete an application supple- EDUCATION ment. Applicants are notified regarding attending an admissions day program after a paper review of their credentials. Acceptance into the department includes attending a mandatory new student orientation. Passing Faculty or waiving Praxis I testing is required before formal admission to the School Counseling program. Qualified Diana Hulse (Chair) school counseling candidates may take a maximum of Virginia A. Kelly six credits before formal admission; qualified clinical Bogusia Skudrzyk mental health counseling candidates may take a maxi- Tracey Robert mum of nine credits before formal admission.

Overview Requirements for the M.A. The Counselor Education Department offers the master Counselor education candidates in the school counsel- of arts degree in clinical mental health counseling ing M.A. program must complete a minimum of 48 cred- and school counseling. The Counselor Education its. Candidates in the clinical mental health counseling Department also offers a certificate of advanced study M.A. program must complete a minimum of 60 credits. (C.A.S.) in clinical mental health counseling and school Candidates in both programs are expected to maintain counseling. The Clinical Mental Health concentration an overall grade point average of 3.00. The M.A. pro- prepares candidates to work in a variety of human ser- gram of study in school counseling allows candidates to vice settings, including community and mental health complete the state certification requirements. counseling centers, career centers, substance abuse centers, crisis counseling centers, and other community agencies offering counseling services. The school counseling concentration prepares candidates to work Requirements for the C.A.S. as counselors in elementary, middle, and secondary The C.A.S. programs in clinical mental health counsel- schools. Candidates are endorsed for certification and/ ing and school counseling require a minimum of 30 or job placement only in their area of concentration. post-masters’ graduate-level credit hours, including The Clinical Mental Health and School Counseling clinical courses, and completion of requirements as M.A. programs are accredited by the Council for the outlined on an individual plan of study. Accreditation of Counseling and Related Educational Programs (CACREP), a specialized accrediting body recognized by the Council on Recognition of School Counselor Certification Postsecondary Accreditation. In addition, the M.A. degree fulfills some of the requirements for licensure Candidates who have no prior teaching experience but as a licensed professional counselor within the state of wish to be certified in Connecticut as school counselors Connecticut. may do so by completing a full-time, yearlong academic internship in a public school setting prior to completion In view of the responsibilities and role of the counselor of the M.A. in school and community settings, candidates whose work is of marginal quality in pertinent courses or who demonstrate personal qualities that are not conducive to the role of counselor may be terminated from the pro- Preparation for gram. Candidates are expected to abide by the policies Connecticut State Licensure and and procedures described in the student handbook and to behave in accordance with the American Counseling National Counselor Certification Association code of ethics. In addition, the disposition Candidates who graduate from the clinical mental statement presented on page 23 is applicable to these health master’s degree program will have completed programs as it is to all programs in the Graduate School the requirements to sit for the National Counselor Exam of Education and Allied Professions. and the 60 credit hours required to become a licensed professional counselor within the State of Connecticut. Candidates who graduate from the school counseling master’s degree program will have completed the Counselor Education 35 requirements to sit for the National Counselor Exam CN 99-01 Comprehensive Exam in Clinical Mental and 48-54 of the 60 credit hours required to become Health Counseling, which may be taken during the a licensed professional counselor within the State of last semester of study or one semester prior. Note: Connecticut. Registration is required to sit for the exam.. Candidates graduating with a Certificate of Advanced * Grades of B or better are required in all clinical coursework. Study are not covered under these guidelines and need to obtain national certification and state licensure on an individual basis according to guidelines outlined by the School Counseling National Board of Certified Counselors and Connecticut (minimum of 48 credits) Department of Public Health. Social and Cultural Foundations (three credits) CN 433 Multicultural Issues in Counseling

Programs of Study – M.A. Human Development (six credits) CN 447 Lifespan Human Development Clinical Mental Health Counseling PY 436 Psychopathology and Classification I (minimum of 60 credits) Professional Orientation (three credits) Social and Cultural Foundations (three credits) CN 468 Professional Issues in Counseling CN 433 Multicultural Issues in Counseling Helping Relationship (six credits) Human Development (six credits) CN 500 Theories of Counseling and Psychotherapy CN 447 Lifespan Human Development CN 553 Counseling Relationships and Skills * PY 437 Psychopathology and Classification II Group Work (three credits) Professional Orientation (three credits) CN 455 Group Work: Theory and Practice CN 468 Professional Issues in Counseling Lifestyle and Career Development (three credits) Helping Relationship (six credits) CN 457 Career Development: Theory and Practice CN 500 Theories of Counseling and Psychotherapy CN 553 Counseling Relationships and Skills * Appraisal (three credits) CN 467 Assessment in Counseling Group Work (three credits) CN 455 Group Work: Theory and Practice Research and Evaluation (three credits) CN 566 Research Methodology Lifestyle and Career Development (three credits) CN 457 Career Development: Theories and Practice Clinical Instruction (nine to 15 credits) * CN 558 Counseling Practicum * Appraisal (three credits) CN 590S Internship: School Counseling * CN 467 Assessment in Counseling Specialized Curriculum (nine credits) Research and Evaluation (three credits) CN 531 School Counseling: Procedures, CN 566 Research Methodology Organization, and Evaluation ED 429 Philosophical Foundations of Education ** Clinical Instruction (nine credits) * SE 405 Exceptional Learners in the Mainstream ** CN 558 Counseling Practicum (three credits) * CN 590C Internship: Clinical Mental Health Counseling (six credits) * CN 99-02 Comprehensive Exam in School Counseling, which may be taken during the last semes- Specialized Curriculum (eighteen credits) ter of study or one semester prior. Note: Registration is CN 432 Clinical Mental Health Counseling: required to sit for the exam. Management, Delivery, and Evaluation CN 465 Introduction to Substance Abuse and Addictions * Grades of B or better are required in all clinical coursework. CN 515 Trauma and Crisis Intervention CN 585 Introduction to Clinical Supervision ** Not required for M.A., but required for school counseling FT 550 Introduction to Marriage and Family certification when the candidate lacks a valid Connecticut Therapy Educator Certificate. PY 480 Consulting Theory and Practice Elective courses (three credits) 36 Counselor Education Advanced Training Certificates CN 403 Seminar in Special Topics This course explores advanced topics in the field of Prior master’s or higher degree in a relevant field counselor education. Topics vary each term, are deter- required. mined by the counselor education department chair, and reflect current trends and themes in the field of Advanced Training Certificate in counseling. Three credits. Substance Abuse Counseling (18 credits) CN 410 Grief and Loss Counseling An introductory course in the exploration of conceptual The following six courses are based on the competen- models and clinical interventions related to grief cies established by the Connecticut Certificate Board and loss. The focus of this course is on developing for Drug and Alcohol Counseling. Completion of these sensitivity, knowledge, and practical skills working with courses is required in order to sit for the certification grief, bereavement, and end of life issues in counseling exam that can lead to credentialing as a Licensed and cross-cultural approaches. It is designed to inform Alcohol/Drug Abuse Counselor (LADC). students how loss is a pervasive, natural process of life and with skilled understanding and intervention CN 455 Group Work: Theory & Practice can provide healing, meaning, and transformation to CN 465 Introduction to Substance Abuse self and others. The impact of religious and spiritual & Addictions belief systems on bereavement, grief, and loss will be CN 466 Substance Abuse Interventions covered. Family interventions and conceptualizing grief CN 555 Substance Abuse Counseling: and loss from a systems perspective will be discussed. Skills & Strategies Three credits. CN 557 Co-occurring Disorders in Substance Abuse & Addictions Counseling CN 432 Clinical Mental Health Counseling: CN 565 Substance Abuse & the Family Management, Delivery, and Evaluation Designed to familiarize candidates with the workings Advanced Training Certificate in the of community-based human service programs, this course focuses on organizational structure, agency Integration of Spirituality & Religion goals and human resources, program development, in Counseling needs assessment, grant writing, consultation roles, and (18 credits) program evaluation. Three credits.

The following six courses are based on the nine compe- CN 433 Multicultural Issues in Counseling tencies specified by the Association of Spiritual, Ethical, Candidates examine issues in counseling individuals and Religious Values in Counseling (ASERVIC), a and families from diverse ethnic, cultural, racial, and division of the American Counseling Association. The socioeconomic backgrounds and discuss the social, Council for the Accreditation of Counseling & Related educational, economic, and behavioral factors that Educational Programs (CACREP) has encouraged all impact clinical work. The course addresses counseling counselor education programs to infuse and integrate men, women, and couples, and the issues of gender these competencies into the curriculum. role stereotyping and changing sex roles, and integrates professional contributions from individual CN 410 Grief & Loss Counseling counseling and family therapy literature. Cross- CN 446 Spirituality & Counseling referenced as FT 433. Three credits. CN 515 Trauma & Crisis Intervention CN 520 Spiritual Interventions: CN 446 Spirituality and Counseling Tools for Competent Practice An introductory course in the exploration of develop- CN 525 Spirituality & Wellness mental models and clinical interventions related to the CN 533 Advanced Multicultural Counseling interface of spirituality and counseling. The focus of this Strategies & Skills course is on developing knowledge and practical skills in working with spiritual and religious issues in counseling. Three credits.

Course Descriptions CN 447 Lifespan Human Development CN 400 Special Topics in Counseling This course explores the processes of individual and This one-credit weekend course offers candidates a family development from childhood through old age. concentrated examination of one counseling issue. Presenting theoretical perspectives for studying child, Topics vary and are publicized on the Fairfield University adolescent, adult, and family development, the course website, through the counselor education student examines the modification of family structures over time distribution list, and in course booklets. One to three and psychosocial development within family systems credits. and cultural contexts. Cross-referenced as FT 447. Three credits. Counselor Education 37 CN 454 Introduction to CN 467 Assessment in Counseling Counseling Children and Adolescents This course establishes an understanding of principles This course provides an overview of theories and and procedures associated with standardized and non- research pertinent to counseling children and standardized assessment in community and school adolescents. Candidates examine factors that promote settings. Candidates acquire skills necessary for and hinder healthy human development and receive conducting basic assessments and explore principles information regarding assessment, counseling process, of diagnosis, individual, group, and environmental and evaluation process unique to working with children assessments. The course includes an overview of and adolescents. The course addresses multicultural intelligence, attitude, interest, motivation, aptitude, dynamics and identifies issues relevant to divorce, achievement, personality, adjustment, and development; grieving, and coping with crisis. Procedures include examines legal, ethical, and multicultural concerns; activities designed to help candidates conceptualize and presents considerations unique to individuals with an ecosystemic framework for the counseling process. special needs. (Prerequisite: CN 553) Three credits. (Prerequisites: CN 447, CN 500 or permission of the instructor, CN 553.) Three credits. CN 468 Professional Issues in Counseling This course provides an orientation to the counseling CN 455 Group Work: profession, including the history of professional Theory and Practice counseling; professional identity; the social, economic, This course focuses on the broad methodology of and philosophical bases of the profession; the major group work and theories and tasks in interpersonal and legal and ethical issues facing the profession; and multicultural contexts. Candidates observe the nature current and future issues and trends in counseling. of their interactions with others and enhance their Three credits. knowledge about the nature of groups and the current theories and models. Understanding of group work with CN 500 Theories of substance abusers will be explored. (Prerequisites: Counseling and Psychotherapy matriculation in a counselor education or applied This course examines philosophical bases for coun- psychology program and either CN 500 and CN 553 for seling theory, ethical and professional issues, and counselor education candidates or PY 435 and PY 471 various theories that contribute to the practice of for applied psychology candidates; or permission of the professional counseling, including psychoanalytic, instructor.) Three credits. humanistic/existential, cognitive/behavioral, and systemic approaches. Three credits. CN 457 Career Development: Theories and Practice CN 515 Trauma and Crisis Intervention This course explores theories of career development This course addresses current theory, research, and across the lifespan and applications used in practice. models relevant to trauma and crisis intervention. Career assessment tools, world of work information, Specific focus will be placed on understanding the role and the career counseling process are included. Three of spirituality, across cultures, in counseling children, credits. men, women, and families. In addition, skills essential for response to trauma while working with groups will CN 465 Introduction to be addressed. Conceptualization from a systems Substance Abuse and Addictions perspective will be addressed. Forgiveness, hardiness, Candidates explore basic information about the history resiliency, and the dynamics of violence, religious and and current use and abuse of various drugs and political, will be discussed. Emphasis will be placed on alcohol. Topics include addiction, 12-step programs, understanding the role of spirituality while working with physiological effects, FAS, COAs, and family systems, individuals and groups. An overview of the affective, as well as culturally relevant prevention, intervention, behavioral, cognitive, and neurological sequelae in and treatment strategies for individuals and families. response to trauma and crisis will be discussed, with Cross-referenced as FT 465. Three credits. emphasis on skills essential for crisis intervention, including assessment of safety and security concerns, CN 466 Substance Abuse Interventions triage, lethality, mass disaster, death notification, This course uses didactic and experiential techniques suicide, murder, and natural disaster. In addition, to understand and facilitate interventions with substance models essential for the care of the caregiver will be abusers and their families. Topics include the role of identified. The course’s instructional format will combine motivational counseling and techniques developed by experiential, demonstration, and discussion methods. the Johnson Institute. (Prerequisite: CN 465 or a basic Active learning is essential to continued development. understanding of the addictions field.) Three credits. Three credits. 38 Counselor Education CN 520 Spiritual Interventions: CN 554 Group Facilitation Tools for Competent Practice Candidates explore the dynamics of interpersonal Spiritual interventions tap into the affective domain and relationships in a laboratory setting as participants and provide counselors and clients with the opportunity to leaders in a group. The course focuses on identifying explore their creativity, self-expression, and drive to be the structure and leadership of counseling groups and fully human. This course will allow counselors to learn analyzing the dynamics that render them therapeutic. the therapeutic benefits and process of using spiritual (Prerequisites: CN 455, CN 553) Three credits. interventions in counseling that inform the process of healing and transformation. Interventions will include CN 555 Substance Abuse Counseling: mindfulness meditation, creating mandalas, and Skills and Strategies guided imagery. Counselors will learn competencies for This course focuses on learning, practice and developing effective use of integrating spirituality into the counseling counseling skills and strategies as it relates to substance process, conceptualizing from a systems perspective abuse counseling. An overview of assessment, and explore several spiritual interventions to enhance treatment planning, relapse prevention and recovery self-awareness and improve their ability to be present will be explored. The course addresses theories that and attend to their clients. (Prerequisites: CN 446, are fundamental to addiction counseling with emphasis CN 553) Three credits. on the relationship between theory and the practice of effective skills. Candidates will reflect on their roles CN 525 Spirituality and Wellness as counselors and define the qualities, knowledge This course provides a holistic approach to wellness and essential skills to becoming a competent, ethical, integrating mind, body, and spirit interventions into the culturally aware counselor in training specific to the counseling process. An overview of wellness models, treatment of substance abuse. (Prerequisite: CN 465) assessment tools, and spiritual practices as strength Three credits. resources will be explored. Students will explore lifespan and cross cultural influences on wellness. Development CN 557 Co-occurring Disorders in Substance of wellness and prevention plans and research on health Abuse and Addictions Counseling and spirituality will be a focus. Three credits. This course will introduce students to major concepts in the treatment of co-occurring substance use disorders CN 531 School Counseling: Procedures, and mental health disorders. Students will develop an Organization, and Evaluation awareness of the unique challenges that face clients This course provides candidates with the information who are struggling with multiple diagnoses. Students necessary to apply basic counseling knowledge and skills will practice conducting assessments, recovery in a school setting. The American School Counseling plans, counseling skills and continuum of care issues Association (ASCA) and Connecticut school counseling relevant to the recovery process for this special models are presented, and issues pertinent to working in population. Combines didactic and experiential learning the school system are explored. Three credits. opportunities. (Prerequisite: CN 465) Three credits.

CN 533 Advanced Multicultural Counseling CN 558 Counseling Practicum Strategies and Skills Candidates develop their individual, group, and This course provides in-depth opportunities for students consultation skills in this course through placement in a to deepen and expand their multicultural competencies counseling setting, while receiving individual and group and counseling skills for working with diverse belief supervision on campus weekly. Participation requires systems and populations. Exploration of diverse spiritual, video or audio taping at the practicum site for supervision religious, ethnic, and systemic belief systems will allow and demonstration of diagnosis and treatment planning students to develop cross-cultural competencies and skills. Additional requirements include 100 clock hours, understanding of the impact of the cultural context on the including 40 direct service hours. Candidates may repeat therapeutic process. Topics included will be pedagogy of this course once for credit. (Prerequisites: Matriculation in the oppressed, religious violence and trauma, refugee Counselor Education, completion of core requirements, and immigration concerns. (Prerequisite: CN 433 or and practicum review) Three credits. (Not offered in the equivalent and CN 553) Three credits. summer)

CN 553 Counseling Relationships and Skills This introductory course equips candidates with various techniques of interpersonal communication and assessment, and reviews their application in counseling. The course emphasizes role-playing with the use of videotape and two-way mirror observation. Three credits. Counselor Education 39 CN 565 Substance Abuse and the Family CN 590S Internship: School Counseling This course brings together substance abuse studies and In elementary, middle, and/or secondary school setting family systems approaches. Students are presented with placements, candidate interns receive individual a knowledge base of skills and methods for assessing supervision. University faculty conduct weekly group and treating family systems. The course identifies the supervision on campus that includes an emphasis addictive and intergenerational patterns within families. on clinical work, prevention, and consultation, as well Students are encouraged to reflect upon the theoretical as professional issues related to practice. Internship frameworks to understand and create interventions requirements include 600 clock hours, including 240 for alcoholic and substance-abusing family systems. direct service hours. Candidates make their internship Relational clinical models including developmental, arrangements with the assistance of the clinical systemic, solution-focused, and narrative approaches coordinator. (Prerequisite: CN 558) Six to 12 credits. are reviewed and evaluated. The course examines the (Not offered in the summer) history and methods of treatment models. Issues of social justice are emphasized in a review of socio-cultural CN 595 Independent Study in Counseling and social policy that influence family behaviors and Candidates undertake individual projects in consultation treatment. Cross-referenced as FT 566. (Prerequisites: with a faculty member, based on proposals submitted CN 465) Three credits. one semester in advance. Three to six credits.

CN 566 Research Methodology CN 99-01 Comprehensive Exam in This course covers statistical procedures and research Clinical Mental Health Counseling design for the consumer of human services research, The Counselor Preparation Comprehensive Exam with an emphasis on program evaluation, understanding (CPCE) is a standardized multiple choice exam with the inferential potential of statistical procedures, and 136 questions that requires candidates to demonstrate evaluating published research. Candidates focus understanding and mastery of content reflecting the on research in their respective disciplines (school eight core CACREP areas. It is highly recommended counseling, family therapy, etc.) Three credits. that candidates complete their comprehensive exam during the semester prior to the one in which they plan CN 585 Introduction to Clinical Supervision to graduate. Intended for post-master’s degree practitioners in counseling, marriage and family therapy, psychology, CN 99-02 Comprehensive Exam in or social work, who are engaged in the practice of School Counseling clinical supervision or preparing to become supervisors, The Counselor Preparation Comprehensive Exam this course covers major conceptual approaches (CPCE) is a standardized multiple choice exam with to supervision, supervision methods, evaluation of 136 questions that requires candidates to demonstrate supervisees, ethical and legal issues, and additional understanding and mastery of content reflecting the variables that affect supervision. The course offers eight core CACREP areas. It is highly recommended experiential components to supplement didactic material. that candidates complete their comprehensive exam (Cross-referenced as FT 585) Three credits. during the semester prior to the one in which they plan to graduate. CN 590C Internship: Clinical Mental Health Counseling In community counseling setting placements consistent with their career goals, candidate interns receive individual supervision. University faculty conduct weekly group supervision on campus that includes an emphasis on clinical work, prevention, and consultation, as well as professional issues related to practice. Internship requirements include 600 clock hours, including 240 direct service hours. Candidates arrange their internships with the assistance of the clinical coordinator. (Prerequisite: CN 558) Three to six credits (a total of six credits is required). (Not offered in the summer) 40 Educational Studies and Teacher Preparation Programs of Study in the EDUCATIONAL STUDIES Department of Educational Studies AND TEACHER PREPARATION and Teacher Preparation At the Master’s level, the department offers four dis- tinctive, research-based degree tracks, geared to the Faculty level of professional expertise and experience of the Emily R. Smith (Chair) applicant. The department also offers Certificates of Marsha Alibrandi (Director, Secondary Education) Advanced Study (C.A.S.) in TESOL, World Languages, Aidin Amirshokoohi Bilingual Education, and Foundations of Education. Stephanie Burrell Patricia Calderwood (Advisor, 5-year Programs) Master’s in Teaching and Foundations (TEFO) Anne Campbell (Director, TESOL, World Languages, for Advanced Candidates and Bilingual Education) The M.A. in Teaching and Foundations is an advanced Bryan Crandall (Director, Connecticut Writing Project) professional degree for experienced educational profes- Jennifer Goldberg (Director, Elementary Education) sionals and community educators who wish to deepen Wendy Kohli and expand their knowledge of teaching and learning in Barbara Welles-Nyström a socio-cultural context. Candidates for this degree may select from several possible cluster/concentrations, Affiliated Faculty including: Curriculum Studies; Literacy, Language and Roben Torosyan, Associate Director, Culture; Integrating Technologies; and Early Childhood Center for Academic Excellence Studies. Master’s in Secondary Education with Initial 7-12 Certification The M.A in Secondary Education provides candidates Overview with the theoretical and pedagogical knowledge and skills needed for initial 7-12 licensure in one of five sub- The Educational Studies and Teacher Preparation ject areas: English, Math, Science (Biology, Chemistry, Department offers graduate programs for new and Physics, or General Science), Social Studies/History, experienced teachers and community educators that and World Language (French, German, Latin, or are organized around reflective inquiry and socially Spanish). Through a combination of foundational and responsible professional practice. Guided by the GSEAP subject-specific coursework, field experiences, and a conceptual framework, we are committed to educating culminating Master’s project, candidates earn both their scholar-practitioners who have the knowledge, skills, initial certification and Master’s degree. Candidates and dispositions to: enact meaningful connections can earn their Master’s and certification in Secondary between theory and practice; promote a developmental Education through the post-baccalaureate Master’s model of human growth and learning; exercise ethical degree program or through the Five-Year Integrated professional judgment and leadership; and advocate for Bachelor’s-Master’s degree program. quality education for all learners. Master’s in Elementary Education As members of an inclusive community of learners, we with Initial Elementary Education Certification (faculty, experienced and aspiring classroom teachers, The M.A. in Elementary Education provides candidates and community members and leaders) work together with the theoretical and pedagogical knowledge and skills to create and sustain exemplary learning environments needed for initial certification in Elementary Education that empower preK-12 students to become engaged, (grades K-6) within an advocacy based, culturally productive citizens in their communities. responsive framework. Candidates can earn their Across all programs, our foci for inquiry and action Master’s and certification in Elementary Education include: the socio-cultural and political contexts of through the post-baccalaureate Master’s degree pro- education and schooling; the complexities of teaching gram or through the Five-Year Integrated Bachelor’s- and learning; teacher work and professional cultures; Master’s degree program. culturally relevant understandings of human growth and Certificate of Advanced Study development; and socially responsible uses of technol- in Foundations in Education ogy in schooling and society. The Certificate of Advanced Study (CAS) degree in Applications are reviewed on a rolling basis, between Foundations in Education is an advanced professional Sept. 1st and May 31st. degree for experienced educational professionals and community educators who wish to deepen and expand their knowledge of teaching and learning in a socio- cultural context. Candidates for this degree may select from several possible cluster/concentrations, includ- Educational Studies and Teacher Preparation 41 ing: Curriculum Studies; Educational Studies; Literacy, teacher preparation program, student teaching place- Language, and Culture; and Early Childhood Studies. ment, or state certification. In addition, the Disposition Statement presented in this catalog is applicable to Master’s in TESOL with Initial Certification, this program as it is to all programs in the Graduate a Master’s for Advanced Candidates in TESOL School of Education and Allied Professions. or Bilingual Education with a Cross-Endorsement, and a Master’s without Certification in TESOL Some Additional Information or Bilingual Education about Teaching Certification The M.A. in TESOL and Bilingual Education offers experienced and prospective teachers, educational Prerequisites for Initial Certification: professionals and community educators an opportunity a. Matriculation in the Secondary M.A. program, the to deepen and expand their knowledge of Teaching Elementary Education M.A. program, or the English to Speakers of Other Languages (TESOL) and TESOL and Bilingual Education M.A. program bilingual teaching and learning. Applicants interested following review of all application materials, aca- in the bilingual education cross-endorsement must demic credentials, and an interview with faculty. be certified elementary or secondary teachers and b. Minimum academic credentials for certification demonstrate proficiency in English and at least one include: other language in accordance with current Connecticut 1. An earned bachelor’s degree that includes an State Department of Education regulations. Fairfield appropriate major for the certification sought University is the only university in Connecticut NCATE (additional course requirements are required and TESOL accredited to offer the MA with initial certifi- for some licensure subjects. Consult state cation in TESOL at the graduate level. regulations and program faculty for details.) 2. Additional courses as required for the content Candidates interested in initial certification can earn area their Master’s and certification in TESOL Education 3. Additional general education coursework as through the post-baccalaureate Master’s degree pro- specified in CT state regulations and program gram or through the Five-Year Integrated Bachelor’s- requirements Master’s degree program. 4. A survey course in U.S. history covering at Certificate of Advanced Studies least 50 years in TESOL or Bilingual Education 5. A minimum undergraduate GPA of 2.67 This advanced program offers educators with Master’s 6. Passing score or waiver from the PRAXIS I degrees in Bilingual or TESOL Education and educators exam with extensive experience teaching bilingual students 7. Completion of all required program courses the opportunity for further professional study in Bilingual 8. Passing scores on the appropriate required and TESOL education. PRAXIS II or ACTFL tests (World language candidates must pass the ACTFL OPI with minimum scores of Advanced Low and the WPT with a minimum score of Intermediate Information about Teaching High before progressing to student teaching. It Certifications is recommended that candidates take the tests early in their program in case additional world All candidates for teaching certification programs must language coursework is required.) be matriculated into a degree program. Information 9. Successful completion of all program expecta- about prerequisite requirements for current and pend- tions and recommendation by program faculty ing degree and certification programs is available from for certification. the GSEAP dean’s office, the Office of Graduate and Continuing Studies Admission, the University website (www.fairfield.edu), and from the department faculty. Student Teaching Waivers Potential candidates are encouraged to discuss these Candidates who have completed 10 school months of prerequisites with program faculty or graduate admis- successful teaching within 10 years prior to entry into sions staff before or during the admission process. an approved program (at the grade level, subject or field Information about the most recent certification require- appropriate to the endorsement area, excluding sub- ments and applications for certification can be down- stitute teaching) may apply to the State of Connecticut loaded directly from the Connecticut State Department for a waiver of the student teaching requirements. of Education website at www.state.ct.us/sde. The waiver must be recommended by the candidate’s department. Candidates who qualify should request a In view of the teacher’s role in the school and com- waiver immediately upon admission to the program. munity, candidates whose relevant academic produc- They should submit their requests in writing to the certi- tivity is marginal or inadequate, who do not embody a fication officer in the dean’s office (Dr. Christine Siegel), socially responsible professional disposition, or who with a copy to their advisor, along with a completed copy demonstrate unsuitable personal qualities, will not be of State Department of Education form ED 126. recommended for matriculation, continuation in the

42 Educational Studies and Teacher Preparation Certification Requirements Program Requirements for Bilingual Education Requirements for the M.A. in The Elementary and Secondary Bilingual Cross- Teaching and Foundations Endorsements are for teachers who already have or are completing their Initial Educator certification require- 1. Complete a minimum of 36 graduate credits. ments. To receive a Bilingual Cross-Endorsement with 2. Complete the following foundational core require- initial elementary or secondary teacher certification, ments: (18 credits) the candidate must have completed the institutional a. ED 429 Philosophical Foundations of requirements for initial educator certification in elemen- Education tary education or a middle school/secondary academic b. ED 512 Contemporary Schooling in Society subject (other than a World Language) and complete an c. ED 441 Teaching and Learning within additional 18 hours of Bilingual Education coursework. Multicultural Contexts of Education, OR Language and Testing Requirements ED 493 The Educational Imagination: for Bilingual Education Exploring Multicultural Identities and Praxis I Pre-Professionals Skills Test is required for Curriculum in a Cross-cultural all Initial Educator Certificates. In addition, Bilingual Context, Education Cross-Endorsement candidates must dem- OR onstrate proficiency in English and at least one other ED 536 School Community and Culture world language in accordance with current Connecticut d. ED 565 Principles of Curriculum State Department of Education regulations. The candi- Development and Evaluation date must pass the American Council on the Teaching e. MD 400 Introduction to Educational of Foreign Languages (ACTFL) Oral Proficiency Technology Interview (OPI) in English, as well as the OPI and OR Written Proficiency Test (WPT) in the bilingual pro- an advanced technology course gram’s language of instruction. A score of Intermediate depending on background of the High or higher is required by the State to demonstrate candidate proficiency. f. ED 523 Global and Socio-cultural Perspectives on Learning and Elementary Education Durational Development Shortage Area Permit OR Completion of all prerequisites to student teaching is ED 558 Youth, Identity and Culture. required for University endorsement on the DSAP. 3. Complete a concentration/cluster of 4 courses Candidates will enroll in a two-semester, six-credit (12 credits). sequence of University-supervised teaching and a a. Curriculum Studies three-credit student teaching seminar. ED/ Integrating Technology in the MD 452 Content Areas: Language Arts and Secondary Education Durational Shortage Social Studies ED 502 Promoting Critical Thinking and Area Permit Active Learning: Strategies for the Completion of all prerequisites to student teaching is Professional Teacher required for University endorsement on the DSAP. ED 517 Developing Collaborative Learning Candidates will enroll in a two-semester, six-credit Methods sequence of University-supervised teaching and a ED 530 Assessment and Differentiated three-credit student teaching seminar. Instruction TESOL or Bilingual Education Durational ED 556 Creating Constructivist K-12 Classrooms Shortage Area Permit ED 575 Theory and Practice of Integrated Completion of all prerequisites to student teaching is Curriculum Design required for University endorsement on the DSAP. MD 490 Achieving an Interdisciplinary Candidates will enroll in a two-semester, six-credit Approach to Teaching Through sequence of University-supervised teaching and a Technology three-credit student teaching seminar the first semester b. Literacy, Language and Culture of the DSAP assignment. ED 455 The Literate Learner ED 493 The Educational Imagination ED 529 Critical Literacies Beyond the Classroom Walls ED 542 Literacy Learning in School and Community Settings: Primary Grades Educational Studies and Teacher Preparation 43 ED 543 Literacy Explorations in School and Requirements for M.A. in Secondary Education Community Settings: Grades 3-6 with Initial 7-12 Certification ED 559 Empowering Struggling Readers and Writers in the Elementary Grades 1. Complete all core and discipline-specific course EN 405 Literature for Young Adults work, including: EN 406 Infusing Multicultural Literature in 2. Complete 24 credits in the required Core Elementary and Middle Schools Curriculum: SL 467 Language Acquisition a. ED 429 Philosophical Foundations of c. Integrating Technologies Education ED/ Integrating Technology in the b. ED 441 Teaching and Learning within MD 452 Content Areas: Language Arts and Multicultural Contexts of Education Social Studies c. ED 442 Educational Psychology MD 414 Geospatial Technology in the d. SE 405 Exceptional Learners in the Classroom Mainstream MD 433 Critical Viewing of Television and e. MD 413 Technology Methods for Middle Children’s Safety on Mass Media School and the Internet f. ED 530 Assessment & Differentiated MD 443 Integrating Instructional Instruction Technologies in Elementary g. ED 499 Introduction to Educational Education Research MD 470 Designing for Online Instruction h. ED 512 Contemporary Schooling in Society MD 472 Information Literacy Through Inquiry 3. Complete 18-24 credits in Discipline-Specific MD 490 Achieving an Interdisciplinary coursework (see below) Approach to Teaching Through 4. Complete Master’s project: Product of Learning Technology (ED 599), Capstone Seminar (ED 511), or Thesis ED/MD 546 Integrating the Arts and (ED 498 Thesis Seminar) Technology in the K-8 Curriculum d. Early Childhood Studies Cluster ER 402 Infant and Child Development: Required Discipline-Specific Coursework Cultural Perspectives English ED 405 Context of Education in the Primary EN 405 Literature for Young Adults Grades EN 411 Teaching Writing in the 3-12 Classroom ED 413 Differentiating Learning in Early EN 417 Traditional and Structural Grammar Childhood Settings ED 459 Developmental Reading in the ED 414 Assessment and Observation in Secondary School Early Childhood Education ED 466 English Methods ED 437 Developing Literacy in the ED 581 Directed Observation & Supervised Elementary School: The Primary Student Teaching Grades ED 589 English Seminar SE 465 Early Childhood Special Education FT 430 Contemporary Families Mathematics (n.b. Individualized concentrations/clusters may be Two graduate-level math courses in Statistics and designed with the advice and consent of the Geometry (if taken previously; alternate courses can be Program Director. Also, ED 595 Independent Study taken with advisor approval) Courses taken through and ED 403 Special Topics may be included in a Fairfield’s M.A. program in Math, with advisor approval. concentration/cluster with the consent of the ED 455 The Literate Learner: Using Critical and Program Director.) Strategic Literacy in the Content Areas, Grades 5-12 4. Complete a six-credit Integrative Inquiry/Advocacy ED 464 Math Methods Sequence: ED 581 Directed Observation & Supervised a. ED 552 Participatory Research and Student Teaching Advocacy in School and Community ED 591 Mathematics Seminar Settings b. ED 511 Educating for Social Responsibility Science and Civic Engagement: A Capstone ED 462 Science Methods Seminar ED 572 Guided Research in Science ED 573 Instructional Issues in Teaching Science ED 581 Directed Observation & Supervised Student Teaching ED 592 Science Seminar 44 Educational Studies and Teacher Preparation World Language English Education Track ED 455 The Literate Learner: Using Critical and (51 Credits: 21 undergraduate, 30 graduate) Strategic Literacy in the Content Areas, Grades 5-12 Undergraduate Courses ED 463 World Language Methods ED 200 Explorations in Education: Introduction to SL 467 Language Acquisition Teaching, Learning and Schooling SL 439 Methods of Foreign Language Teaching ED 241 Educational Psychology for Elementary School ED 329 Philosophy of Education: An Introduction ED 581 Directed Observation & Supervised ED 350 Special Learners in the Mainstream Student Teaching Classroom ED 593 World Language Seminarr ED 466 Special Methods in Secondary School English History/Social Studies ED 510 Teaching Cultural & Political Geography EN 311 Teaching Writing in the 3-12 Classroom ED 515 Teaching Economic & Physical Geography (cognate course ED 468 Social Studies/History Methods Diversity course from educational studies minor menu ED 581 Directed Observation & Supervised Student Teaching Graduate Courses ED 594 Social Studies/History Seminar EN 405 Literature for Young Adults EN 417 Traditional and Structural Grammar MD 413 Technology Methods for Middle School Course Requirements for The Five-Year Integrated ED 459 Developmental Reading in the Secondary Bachelor’s-Master’s degree Program in Secondary School Education with Initial 7-12 Certification ED499 Introduction to Educational Research ED 530 Assessment & Differentiated Instruction ED 581 Directed Observation and Supervised Mathematics Education Track Student Teaching (51 Credits: 21 undergraduate, 30 graduate) ED 589 English Seminar

Undergraduate Courses One of the following: ED 200 Explorations in Education: Introduction to ED 511 Educating for Social Responsibility and Teaching, Learning and Schooling Civic Engagement: A Capstone Seminar ED 241 Educational Psychology OR ED 329 Philosophy of Education: An Introduction ED 599 Professional Writing Seminar: ED 350 Special Learners in the Product of Learning (3 credits) Mainstream Classroom ED 464 Math Methods Diversity course from educational studies minor menu World Language Education Track Cognate course from educational studies minor menu (51 Credits, 21 Undergraduate, 30 Graduate)

Graduate Courses Undergraduate Courses MD 413 Technology Methods for Middle School ED 200 Explorations in Education: Introduction to ED 455 The Literate Learner: Using Critical and Teaching, Learning and Schooling Strategic Literacy in the Content Areas, ED 241 Educational Psychology Grades 5-12 ED 329 Philosophy of Education: An Introduction ED 499 Introduction to Educational Research ED 350 Special Learners in the Mainstream ED 530 Assessment & Differentiated Instruction Classroom ED 581 Directed Observation and Supervised SL 467 Language Acquisition Student Teaching Diversity course from educational studies minor menu ED 591 Math Seminar Cognate course from educational studies minor menu Two graduate-level math courses from the graduate math department (must be geometry and statistics if Graduate Courses not taken previously), approved by advisor. MD 413 Technology Methods for Middle School ED 455 The Literate Learner: Using Critical and One of the following: Strategic Literacy in the Content Areas, ED 511 Educating for Social Responsibility and Grades 5-12 Civic Engagement: A Capstone Seminar ED 463 World Language Methods OR SL 439 Methods of Foreign Language Teaching ED 599 Professional Writing Seminar: for Elementary School Product of Learning (3 credits) ED 499 Introduction to Educational Research ED 530 Assessment & Differentiated Instruction Educational Studies and Teacher Preparation 45 ED 581 Directed Observation and Supervised Graduate Courses Student Teaching MD 413 Technology Methods for Middle School ED 593 World Language Seminar ED 455 The Literate Learner: Using Critical and Strategic Literacy in the Content Areas, One of the following: Grades 5-12 ED 511 Educating for Social Responsibility and ED 499 Introduction to Educational Research Civic Engagement: A Capstone Seminar ED 510 Teaching Cultural and Political Geography OR OR ED 599 Professional Writing Seminar: ED 515 Teaching Economic and Physical Product of Learning (3 credits) Geography ED 530 Assessment & Differentiated Instruction One course from menu of approved Science Education Track graduate-level social studies courses (51 Credits: 21 undergraduate, 30 graduate) ED 581 Directed Observation and Supervised Student Teaching Undergraduate Courses ED 594 Social Studies Seminar ED 200 Explorations in Education: Introduction to Teaching, Learning and Schooling One of the following: ED 241 Educational Psychology ED 511 Educating for Social Responsibility and ED 329 Philosophy of Education: An Introduction Civic Engagement: A Capstone Seminar ED 350 Special Learners in the Mainstream OR Classroom ED 599 Professional Writing Seminar: ED 462 Science Methods Product of Learning (3 credits) Diversity course from educational studies minor menu Cognate course from educational studies minor menu Degree requirements for M.A. in Elementary Graduate Courses Education leading to Initial Elementary Education MD 413 Technology Methods for Middle School (K-6) Certification ED 455 The Literate Learner: Using Critical and Strategic Literacy in the Content Areas, 1. Complete a minimum of 51 credits.* Grades 5-12 2. Complete Core Courses (24 credits): ED 499 Introduction to Educational Research ED 405 Contexts of Education in the Primary ED 530 Assessment & Differentiated Instruction Grades ED 572 Guided Research in Science ED 429 Philosophical Foundations of Education ED 573 Instructional Issues in Teaching Science ED 437 Developing Literacy in the Elementary ED 581 Directed Observation and Supervised School: Primary Grades Student Teaching ED 447 Learning Mathematics in the Elementary ED 592 Science Seminar Classroom MD 400 Introduction to Educational Technology One of the following: ED 559 Empowering Struggling Readers and ED 511 Educating for Social Responsibility and Writers in the Elementary Grades Civic Engagement: A Capstone Seminar ED 522 Learning and the Child’s Experience OR SE 405 Exceptional Learners in the Mainstream ED 599 Professional Writing Seminar: 3. Complete Elementary Education Coursework Product of Learning (3 credits) (21 credits) ED 497 Teaching Science in the Elementary Classroom Social Studies Education Track ED 512 Contemporary Schooling in Society (51 Credits: 21 undergraduate, 30 graduate) ED 531 Extending Literacy in the Elementary School: Grades 3-6 Undergraduate Courses ED 545 Developing Integrated Curriculum for ED 200 Explorations in Education: Introduction to Elementary Students: Inquiry and Action Teaching, Learning and Schooling ED 583 Student Teaching: Immersion in a ED 241 Educational Psychology Community of Practice ED 329 Philosophy of Education: An Introduction ED 584 Reflective Practice Seminar: ED 350 Special Learners in the Mainstream Elementary Education Classroom OR ED 465 Social Studies Methods ED 585/586 Supervised Teaching, Parts 1 & 2 Diversity course from educational studies minor menu And Cognate course from educational studies minor menu ED 584 Reflective Practice Seminar: Elementary Education 46 Educational Studies and Teacher Preparation Complete Integrated Inquiry/Advocacy Sequence c. ED 534 Theories of Learning (6 credits): d. ED 565 Principles of Curriculum ED 499 Introduction to Educational Research Development and Evaluation ED 511 Educating for Social Responsibility and 2. Complete a 12-credit concentration in one of the Civic Engagement: A Capstone Seminar following areas: a. Curriculum Studies * Based on elementary education faculty evaluations, teacher ED/MD 452 Integrating Technology in the candidates may also be required to take ED 441 Teaching Content Areas: Language Arts and and Learning within Multicultural Contexts of Education and/ Social Studies or ED 442 Educational Psychology. ED 502 Promoting Critical Thinking and Active Learning: Strategies for the Professional Teacher Course Requirements For The 5-Year Integrated ED 517 Developing Collaborative Learning Bachelor’s-Master’s With Elementary Certification Methods Program ED 530 Assessment and Differentiated (57 Credits: 27 undergraduate, 30 graduate credits) Instruction ED 556 Creating Constructivist K-12 Undergraduate Courses Classrooms ED 200 Explorations in Education: Introduction to ED 547 Leadership in Supporting Teaching, Learning And Schooling. Mathematics Learning in School ED 241 Educational Psychology and Community Settings ED 329 Philosophy of Education: An Introduction ED 571 Leading Science and Health Inquiry ED 350 Special Learners in the Mainstream and Action in School and Classroom Community Settings: Grades K-6 ED 437 Developing Literacy in the Elementary ED 575 Theory and Practice of Integrated School: Primary Grades Curriculum Design ED 447 Learning Mathematics in the Elementary b. Educational Studies Classroom ED 512 Contemporary Schooling in Society MD 300 Introduction to Educational Technology ED 521 Comparative Philosophies of Diversity course from educational studies minor menu Education Cognate course from educational studies minor menu ED 529 Critical Literacies Beyond the Classroom Walls Graduate Courses ED 533 Learning Values: The Intersections ED 405 Contexts of Education in of Individual and Cultural Values the Primary Grades and Morality in Schooling ED 497 Supporting Science and Health-based ED 536 School Community and Culture Inquiry and Action by Elementary Students ED 558 Youth, Identity and Culture ED 499 Introduction to Educational Research FT 430 Contemporary Families ED 531 Extending Literacy in the Elementary (n.b. Individualized concentrations/clusters may be School: Grades 3-6 designed with the advice and consent of the ED 545 Developing Integrated Curriculum for Program Director. Also, ED 595 Independent Study Elementary Students: Inquiry and Action and ED 403 Special Topics may be included in a ED 559 Empowering Struggling Readers And concentration/cluster with the consent of the Writers In The Elementary Grades Program Director.) ED 583 Student Teaching; Immersion in a c. Literacy, Language and Culture Community of Practice ED 529 Critical Literacies Beyond the ED 584 Reflective Practice Seminar: Classroom Walls Elementary Education ED 542 Literacy Learning in School and ED 511 Educating for Social Responsibility and Community Settings: Primary Civic Engagement: A Capstone Seminar Grades ED 543 Literacy Explorations in School and Community Settings: Grades 3-6 Degree Requirements for the C.A.S. in ED 555 Authentic and Formal Assessments i Foundations in Education in Literacies Development Complete a minimum of 30 graduate credits. ED 559 Empowering Struggling Readers and 1. Complete the following foundational core Writers in the Elementary Grades requirements: (12 credits) SL 467 Language Acquisition a. ED 493 The Educational Imagination d. Early Childhood Studies b. ED 540 Ethics and Advocacy in ER 402 Infant and Child Development: Educational Contexts Cultural Perspectives Educational Studies and Teacher Preparation 47 ED 405 Contexts of Education in the 2. Complete Praxis I Pre-Professional Skills Test Primary Grades 3. Complete the following required education courses ED 413 Differentiating Learning in (18 credits): Early Childhood Settings a. ED 429 Philosophical Foundations of ED 414 Assessment and Observation in Education Early Childhood Education b. ED 442 Educational Psychology ED 430 Storytelling in the Classroom c. ED 499 Introduction to Educational ED 437 Developing Literacy in the Research (Prerequisite: at least six Elementary School: The Primary credits towards Master’s degree) Grades; d. MD 400 Introduction to Educational SE 465 Early Childhood Special Education Technology FT 430 Contemporary Families e. ED 512 Contemporary Schooling in Society 3. Complete a 6-credit integrated inquiry/advocacy f. SE 405 Exceptional Learners in the sequence Mainstreamm ED 552 Participatory Research and Advocacy in 4. Complete six required TESOL/Bilingual courses School and Community Settings (18 credits) ED 590 Reflective Research Practicum in Teaching a. SL 423 Principles of Bilingualism OR SL 467 Second Language Acquisition b. SL 467 Second Language Acquisition Requirements for the M.A. and c. SL 436 Methods and Materials for C.A.S. Programs in TESOL, World Second Language Teaching d. SL 441 Teaching and Learning Within Languages & Bilingual Education Multicultural Contexts of Education e. SL 527 Testing and Assessment in Foreign Languages, ESL, and World Languages Program Bilingual Programs f. SL 451 Infusing Content Language Instruction into TESOL/Bilingual (Requirements for the M.A. with initial certification Programs in a World Language are listed under Secondary 5. Complete four additional TESOL/Bilingual courses Education) (12 credits). 6. The combined 10 TESOL/Bilingual courses

(5 required and 5 elective) must include a mini- TESOL & Bilingual Education Programs mum of 3 credits in each of the following areas: a. English Language Syntax and Composition b. Language Theory Requirements for the M.A. and C.A.S. Degrees c. Culture and Intergroup Relations The TESOL and Bilingual Education programs are d. Linguistic and Academic Assessment designed for teachers and prospective teachers in the e. Methods of TESOL/Second Language areas of teaching English to speakers of other languag- Teaching es (TESOL) and bilingual education. Applicants inter- 7. Complete three courses in areas of bilingualism ested in concentrating in bilingual education must dem- (9 credits) onstrate proficiency in English and at least one other 8. Complete SL 581 Directed Observation and language in accordance with current Connecticut State Supervised Student Teaching TESOL (6 credits) Department of Education regulations. When deemed and SL 582 TESOL Student Teaching and DSAP I appropriate, certain courses will be taught on two levels: Seminar (3 credits) with 7-8 weeks in an elemen- 1) Initial – candidates seeking the M.A. degree with ini- tary education TESOL placement and 7-8 weeks tial educator certification and 2) Advanced – candidates in a secondary TESOL education placement. who are already certified seeking an M.A. degree with 9. Complete SL 99-01 Comprehensive Examination. cross-endorsement or seeking the M.A. degree only. This adjustment will be indicated in the semester course Note: Based on transcript evaluation, some prior brochure. Required courses are outlined below. Some coursework may apply toward the TESOL/Bilingual courses may be substituted at the discretion of the pro- Education certification requirements. gram coordinator.

Requirements for the M.A. with Initial Educator Certificate (TESOL) (66 credits maximum) 1. Complete 39 credits General Education Requirements 48 Educational Studies and Teacher Preparation Course Requirements for The Five-Year OR Integrated Bachelor’s-Master’s with TESOL ED 499 Intro to Educational Research Certification Program c) ED 512 Contemporary Schooling in Society (72 credits; 39 undergraduate, 33 graduate) d) MD 400 Introduction to Educational Technology Undergraduate (39 credits) 2. Complete the following required TESOL/Bilingual ED 200 Explorations in Education: Introduction to courses (15 credits): Teaching, Learning And Schooling a) SL 423 Principles of Bilingualism ED 241 Educational Psychology b) SL 426 Methods and Materials in Bilingual ED 329 Philosophy of Education: An Introduction Programs (K-8) ED 350 Special Learners in the Mainstream OR Classroom SL 450 Second Language Methods for EN 311 Teaching Writing in the 3-12 Classroom Secondary Teachers (6-12) EN 317 Traditional & Structural Grammar OR MD 400 Introduction to Educational Technology SL 528 Second Language Curriculum Diversity course: SO 162 Race, Class & Ethnic Development Relations c) SL 436 Methods and Materials for Cognate courses: Modern Language Study (9 hours of Second Language Teaching credit on transcript) d) SL 441 Teaching and Learning Within 2 additional English courses approved by TESOL advi- Multicultural Contexts of Education sor e) SL 527 Testing and Assessment in ESL/Bilingual Programs. Note: Approved courses for the English major will 3. Complete one additional course in the area of count toward initial certification in TESOL. Strategies for Modifying English Content Area Instruction (3 credits) Graduate (33 credits) 4. One elective (3 credits) SL 423 Bilingualism 5. Pass the American Council of Foreign Language SL 436 Methods and Materials for Second Teachers (ACTFL) Oral Proficiency Interview (OPI) Language Teaching and Written Proficiency Test with a minimum score SL 451 Infusing Content Language Instruction into of “Intermediate High” in the world language of TESOL/Bilingual Programs instruction. SL 467 Second Language Acquisition 6. Complete one of the following options: SL 527 Testing and Assessment in TESOL/ a) Pass SL 99-01 Comprehensive Examination Bilingual Programs b) Complete a Master’s Thesis SL 433 Advanced Practicum in TESOL/Bilingual c) Complete ED 599: Professional Writing Elementary Seminar: Product of Learning (1 credit) OR d) Complete a capstone course ED 511: SL 489 Advanced Practicum in TESOL/Bilingual Capstone Seminar. Secondary SL 581 Directed Observation and Supervised Student Teaching TESOL Requirements for the M.A. in TESOL SL 582 TESOL Student Teaching and DSAP I (Cross-Endorsement or M.A. degree only) Seminar 1a. Complete a minimum of 33 credits (M.A. only) ED 499 Introduction to Education Research 1b. Complete a minimum of 42 credits (M.A. with ED 511 Educating for Social Responsibility and cross-endorsement) Civic Engagement: A Capstone Seminar 2. Complete the following required education courses SL 099 Comprehensive Examination in TESOL (12 credits): and Bilingual Education a. ED 429 Philosophical Foundations of Education b. ED 552 Participatory Research and Requirements for the M.A. with Elementary or Advocacy in School and Community Secondary Bilingual Cross-Endorsement Settings (33 credits) OR (Competence in a second language such as Spanish ED 499 Introduction to Educational or Portuguese is required.) Research 1. Complete the following required education courses c. MD 400 Introduction to Educational (12 credits): Technology (or an advanced a) ED 429 Philosophical Foundations of technology course, depending on Education background in technology) b) ED 552 Participatory Research and d. ED 512 Contemporary Schooling in Society Advocacy in School and Community Settings Educational Studies and Teacher Preparation 49 3. Complete 12 credits from the following area of Advanced Training Certificate in concentration-required courses: Early Childhood Studies a. SL 423 Principles of Bilingualism This advanced training certificate is designed for ele- b. SL 436 Methods and Materials for mentary education teachers currently working in pre-K Second Language Teaching sites who desire advancement in their current employ- c. SL 475 Sociolinguistics ment, candidates in our teacher education programs d. SL 527 Testing and Assessment in who want to enhance their knowledge of early childhood Foreign Languages, ESL, and studies, and child services agencies/daycare providers/ Bilingual Programs preschools who want additional foundational training for 4a. M.A. only: Complete nine credits selected from their bachelor’s qualified staff. The certificate requires program offerings with permission of advisor. completion of 9 credits from among the following course 4b. M.A. with cross-endorsement: Complete 18 credits options: selected from program. 5. Complete one of the following options: ER 402 Infant & Child Development a) Pass the Comprehensive Examination ED 414 Assessment in Early Childhood Education (SL 99-01) SE 465 Early Childhood Special Education b) Complete a Master’s thesis c) Complete ED 599: Professional Writing Alternative early childhood studies electives, with advi- Seminar: Product of Learning (1 credit) sor approval. d) Complete a capstone course ED 511: Capstone Seminar. Course Descriptions for Requirements for the C.A.S. in TESOL or Bilingual Education Teaching and Foundations, Elementary and Secondary 1. Complete a minimum of 30 credits. 2. Complete 12 credits from the following required Education courses: a. ED 540 Ethics and Advocacy in Undergraduate Level Courses Educational Contexts OR ED 200 Explorations in Education: ED 493 The Educational Imagination Introduction to Teaching, Learning b. ED 534 Theories of Learning and Schooling c. ED 565 Principles of Curriculum In this course, students/candidates discover how Development and Evaluation education is accomplished in schools through the d. SL 590 C.A.S. Practicum in Teaching social construction of teaching and learning. Through 3. Complete 18 credits in area of concentration and/ participant observation, service learning, reflections, or approved program electives. assigned readings, class discussions and collaboration, candidates contribute positively to student learning in local schools and communities with diverse (socioeconomic, linguistic, race/ethnicity) populations, Requirements for Cross-Endorsements Only understand the complexities of schooling from multiple TESOL: 30 hours of approved TESOL coursework insider perspectives, and engage in the process of including study in each of the following: English syntax discerning whether to pursue a career in education. and composition, language theory, culture and inter- Successful completion of this course is one of the group relations, linguistic and academic assessment, prerequisites for admission to the teacher education and curriculum and methods of teaching ESL. program, and is open to all interested students. Approximately 25 hours of service in a local school is Bilingual Elementary and Secondary Cross Endorse- required. Three credits. ments: 18 hours of approved coursework including study in each of the following: first and second language ED 241 Educational Psychology acquisition, including language and literacy develop- This course considers a particular application of the ment; linguistic and academic assessment; cross- more important psychological principles to educational cultural sensitivity and communication, and implications theory and practice, embracing a systematic study of for instruction; strategies for modifying English content the educable being, habit formation, phases of learning, area instruction; methods of teaching English as a intellectual and emotional growth, and character second language; and methods of teaching bilingual formation. The course, which includes a 15-hour field education. experience in an approved, ethnically diverse public school setting, also examines individual differences, transfer of training, interest, attention, and motivation insofar as they influence the teaching process. Three credits. 50 Educational Studies and Teacher Preparation ED 329 Philosophy of Education: ED 363 Teaching Methods for Secondary School An Introduction This course includes a comprehensive study of the This course applies the basic concepts of philosophy principles, methods, and materials necessary for to education in general and to contemporary education teaching in the middle, junior, and senior high schools. theory in particular to acquaint educators with Candidates explore effective elements of instruction as philosophical terminology, to improve the clarity of their they relate to practical applications in the classroom. thinking, and to encourage personal commitment to their The course addresses teaching specific subject areas own life philosophies. It also provides the opportunity to through readings, subject-area reports, and the design ask fundamental questions about the aims and purposes of an instructional unit. Candidates practice teaching of education and schooling in a multicultural democratic techniques in videotaped mini-teaching sessions and society; the ethical dimensions of the teaching/learning during field work experiences. The course requires relationship; the effects of poverty and injustice on the a field service component working with a classroom lives of young people, their families and communities; teacher. Guidance on certification issues is provided. and the role of the imagination in transforming the (Prerequisites: Submission of a resume, a one-page world. A range of philosophical perspectives will be philosophy of education writing sample, a data form, and explored including Jesuit Education/Ignatian Pedagogy, permission of the instructor) Three credits. Deweyan Progressive education, and Freirian Critical Pedagogy. This course includes a 20-hour service ED 369 Developmental Reading in learning experience in an approved, ethnically diverse the Secondary School school setting. Three credits. Topics include methods and materials for improving reading and study skills at the secondary level and ED 350 Special Learners in the Mainstream the application of developmental reading skills in all This course familiarizes the mainstream professional curriculum areas. Three credits. with the special learning needs of children and youth with intellectual and developmental disabilities, learning ED 381 Directed Observation and Supervised disabilities, emotional disturbances, severe disabilities, Student Teaching multiple disabilities, and those who are gifted and This course offers a semester-long experience in a local talented. Topics include methods of identifying and public school for qualified candidates for secondary working effectively with children and youth with special teaching. Candidates engage in observation and learning needs in the regular classroom; the roles teaching five days each week. Emphasized concepts and responsibilities of counselors, psychologists, include classroom management dynamics, teaching educators, and ancillary personnel as members of a techniques, lesson plan organization, and faculty duties. multidisciplinary team in planning educational services Candidates participate in group seminars one afternoon for exceptional learners; and laws that impact on each week where they discuss their experiences and assessment, placement, parent and student rights, and issues pertinent to teaching in today’s classrooms. support services. This course may require a fieldwork Candidates participate in individual conferences and component as part of the evaluation process. Note: This receive assistance from their University supervisors course is not for those pursuing an initial certificate or and the cooperating teacher(s) who is BEST trained. cross-endorsement in special education; it is for general Candidates must submit an application for placement educators and students in affiliated fields of study. Three with the director of student teaching placement in the credits. prior semester. (Prerequisite: formal acceptance into the education minor; completion of all pre-practicum ED 362 Special Methods in requirements) Twelve credits. Secondary School English This course focuses on the organizational pattern in ED 382 Student Teaching Seminar which English can best be taught and analyzes the This weekly seminar is taken concurrently with student effectiveness of various methodologies in bringing teaching. The seminar focuses on the issues and about changes in the language usage of young people. problems faced by student teachers and on the culture The course also considers such factors as appropriate and the organization of schools. Although much of the curricula materials; methods of organization; approaches subject matter of the seminar flows from the on-going to the study of literature; and procedures most cogent in student teaching experience, attention is paid to issues the field of grammar, composition, oral communication, such as school governance, codes of professional and dialogue. The course includes required field work conduct, standards for teaching, CMT/CAPT, school and with a practicing English teacher in a secondary school district organizational patterns, classroom management, setting. (Prerequisites: Submission of a resume, a one- conflict resolution, communication with parents, sensitivity page philosophy of education writing sample, a data to multicultural issues, inclusion, and dealing with stress. form, and permission of the instructor) Three credits. The job application process, including résumé writing, interviewing, and the development of a professional portfolio, is supported during the seminar. Three credits. Educational Studies and Teacher Preparation 51 Graduate Level Courses ED 406 Teaching Shakespeare This seminar for secondary school teachers will ED 401 K-12 Teaching Internship Seminar for investigate methods for delivering multimedia Initial Certification Candidates approaches to Shakespeare’s plays. Using as a starting In these sequenced seminars, designed for pre-service point the most commonly taught plays in the curriculum teachers working as teaching interns while pursuing a of the students’ home institutions, we will share graduate degree, candidates engage in the reflective classroom pedagogies for uncovering the heart of each practice and action of Ignatian pedagogy, connect theory play and creating multimedia pathways for secondary and practice, and develop an identity as educators for school students. Three credits. social justice and social responsibility. Seminar faculty will spend time with the teaching interns in their schools. ED 413 Differentiating Learning in Candidates must enroll in the seminar every semester Early Childhood Settings of their teaching internships; the seminar activities The course gives specific ideas and methods for increase in sophistication as the teaching internships developing learning in all content areas based on the progress. Prerequisite: Matriculated status in an initial physical, cognitive and social emotional development of educator certification MA or CAS program the Graduate the young child. Content areas include practical math School of Education and Allied Professions. One credit. activities, appropriate children’s literature, health, social studies, experimental science and creative arts, drama, ED 402 Teaching Internship Seminar for and movement techniques, with a reading readiness Certified Teachers and skill approach. The integrated curriculum focus will In these sequenced seminars, designed for certified include exploration of spatial arrangement, classroom teachers working as teaching interns while pursuing a organization and adaptations for children with special graduate degree, candidates engage in the reflective needs. Course requirements include field experiences practice and action of Ignatian pedagogy, connect theory in culturally diverse early childhood centers or pre-k and practice, and build their professional portfolios as through primary grade school settings approved by the educators for social justice and social responsibility. instructor, for a minimum of 15 hours. Three credits. Seminar faculty will spend time with the teaching interns in their schools. Candidates must enroll in the ED 414 Assessment and Observation in seminar every semester of their teaching internships; Early Childhood Education the seminar activities increase in sophistication as In this course, candidates identify and analyze child the teaching internships progress. Prerequisites: CT behavior for the purposes of assessment with a focus teacher certification or eligibility and matriculated status on observational skills, and gain practical experience in in an advanced educator MA or CAS program in the selecting, evaluating, administering, and interpreting a Graduate School of Education and Allied Professions. variety of assessment devices and instruments. They One credit. practice effective communication with families with children who have special needs, are at risk, or are ED 403 Special Topics in Education developing typically. Laboratory fee and field experience This course provides faculty and candidates the of 20 hours are required. (Prerequisite: ER 402 or opportunity to explore advanced and/or timely topics permission of instructor) Three credits. in education. Guided by the foundational premises of the GSEAP conceptual framework, candidates develop ED 429 Philosophical Foundations of Education knowledge and culturally sensitive professional capacity Drawing on a range of philosophical perspectives, with regard to the specified topic through readings, class this foundational course provides candidates with the discussion, and authentic activity, including advocacy. opportunity to analyze critically some of the recurring Topics may vary each semester and are determined themes in educational thought and connect them to by the Curriculum and Instruction Department as a the contemporary educational context. Fundamental reflection of pertinent and timely themes that are not questions examined include: the meaning of one’s chosen otherwise covered in depth in existing courses. Upon vocation; the purposes of education and schooling faculty advisement, candidates may take two special in a democratic society; the ethical dimensions of the topics courses during their matriculation. Three credits. teaching/learning relationship; and the role of the social imagination in transforming the world. Three credits. ED 405 Contexts of Education in the Primary Grades Based on current theory and practice in multicultural education, learning theory, child development, and classroom management, this course provides the opportunity to learn about and design learning environments in which primary grade children thrive, build supportive learning communities, and develop social conscience. Three credits. 52 Educational Studies and Teacher Preparation ED 430 Storytelling in the Classroom in a culturally diverse school setting approved by the Studies have shown that our brain organizes, retains, instructor for a minimum of 20 hours. (Marriage & Family and accesses information through story. Therefore, Therapy candidates need Dean’s approval.) Three teaching with story allows students to remember what credits. is being taught, access it, and apply it more easily. This course is designed for the school media specialist ED 443 Integrating Instructional Technologies and the regular classroom teacher (K-8) to assist them into Elementary School Education in employing the art of storytelling in teaching. The This course focuses on the applications of a variety course aims at developing candidates’ understanding of of instructional technologies, including the Internet, folklore, fairytale, myth, and legend; discovering stories spreadsheets, databases, graphics programs, multi- from different genres and cultures; learning to select media programs, and audio and video programs to and share stories; learning to incorporate storytelling structure effective learning environments for elementary into the curriculum; and developing strategies to help education students. Emphasis is placed on reviewing children learn to write and tell their own stories. Cross- available teacher resources including lesson plans, referenced as MD 430. Three credits. collaborative projects, and cultural diversity projects. (Prerequisite: MD 400 or permission of instructor) ED 437 Developing Literacy in Cross-referenced as MD 433/CS 443. Lab fee: $45. the Elementary School: Primary Grades Three credits. This course explores developmental literacy, with an emphasis on the primary grades. Guided by current ED 447 Learning Mathematics in research and practice in literacy, pedagogy, human the Elementary Classroom development, and multicultural education, candidates In accordance with the professional standards for assess and develop children’s literacy strategies and teaching mathematics, this course emphasizes the skills; organize and implement group and individual important decisions a teacher makes in teaching: setting instruction in reading and writing; develop a techno- goals, selecting or creating a variety of appropriate logically current, literate classroom environment; and mathematical tasks, supporting classroom discourse; design curriculum to support literacy development and integrating mathematics across the curriculum; social responsibility. Course requirements include: assessing student learning; and creating a supportive collaborative work with peers and cooperating teachers, classroom environment. During this course, candidates an extensive case study, and at least two hours per week explore the relevance of theory in the classroom. In of fieldwork in a priority school district. Three credits. addition, candidates investigate the development of specific concepts such as computation and geometry ED 441 Teaching and Learning within in elementary age children. Candidates engage in Multicultural Contexts of Education adult-level mathematics activities designed to increase This course explores and addresses the multifaceted an understanding of mathematics, examine the latest aspects of multicultural education with the aim of research on how children learn mathematics, and explore engaging in a teaching-learning process where strategies for dealing with diverse learners. Additionally, candidates explore their commitment to the well- as socially responsible educators, candidates examine being and learning of all candidates; develop a deep how mathematical practices and teaching methods are understanding of the needs of all students; develop influenced by underlying theoretical principles linked strategies to promote caring, justice, and equity in to history and the position of the classroom teacher. teaching; learn to respect linguistic, racial, ethnic, Course requirements include on-site fieldwork in an gender, and cultural diversity; investigate how students elementary school for a minimum of two hours per week construct knowledge; demonstrate an understanding during the semester. Three credits. of the relationship between students’ daily life experiences and education; and critique systemic ED 452 Integrating Technology in Content Areas: processes of discrimination that marginalize and Language Arts and Social Studies silence various groups of students. Cross-referenced as This course addresses the infusion of new technologies SL 441. Three credits. in teaching language arts and social studies curricula. Participants study and assess the educational values ED 442 Educational Psychology of innovative teaching strategies that employ a broad Designed to provide an understanding of the psychology range of instructional materials and resources. of teaching and learning, this course emphasizes child Museum-based education and community partnerships and adolescent development, motivation techniques, are an integral part of this course. Based upon a teaching and learning theories, strategies for working sound theoretical framework, instructional models with culturally diverse student populations, student and best practices, participants design and create performance monitoring and assessment, and lesson activities and materials integrating technology current issues in educational psychology. Especially resources including digital archives, digital storytelling, appropriate for those new to the profession, this Geographic Information Systems (GIS) and other online course helps participants develop insights into student and publishing tools. Cross-referenced as MD 452. Lab behavior. Course requirements include field experience fee: $45. Three credits. Educational Studies and Teacher Preparation 53 ED 455 The Literate Learner: ED 464 Mathematics Methods Using Critical and Strategic Literacy in This course includes a comprehensive study of the the Content Areas, Grades 5-12 principles, methods, and materials necessary for teaching In this course, designed for experienced and new middle mathematics at the secondary level. Candidates explore and high school educators, candidates explore and effective elements of instruction as they relate to practical use cutting edge theory and best practices in literacies applications in the classroom. The course addresses to support powerful student learning across curricular teaching mathematics through course readings, lesson areas. Candidates learn a repertoire of research- and unit plan design, and videotaped mini-teaching based strategies and tools to help diverse learners to sessions. This course includes a required field service make meaning from a variety of texts in their subject component consisting of 10 hours of teaching with area, including non-print and media texts. As reflective a practicing mathematics teacher. (Prerequisites: educators who advocate for equity and justice in Submission of a resume, a one-page philosophy of education, candidates will infuse critical and strategic education writing sample, a data form, and permission of literacies into content area curriculum and document the coordinator of Mathematics Education) Three credits. their effect on student learning. Candidates not currently teaching will be expected to work with a teacher in a high ED 466 Special Methods in needs school for about 25 hours in order to complete this Secondary School English aspect of the course. Three credits. Candidates explore the organizational pattern in which English can best be taught and analyze the effectiveness ED 459 Developmental Reading in of various methodology in bringing about changes in the the Secondary School language usage of young people. The course considers This course emphasizes enhancing reading such factors as appropriate curriculum materials, comprehension in all curricular areas at the secondary methods of organization, approaches to literature study, level. Current reading theory and research provide and procedures most cogent in the fields of grammar, the framework for examining a variety of instructional composition, oral communication, and dialogue. The strategies. Additional areas explored include questioning course addresses teaching English through course techniques, concept development, study strategies, and readings, lesson and unit plan design, and videotaped assessment. Three credits. mini-teaching sessions. This course requires a field service component consisting of 10 hours of teaching with ED 462 Science Methods a practicing English teacher. (Prerequisites: Submission This course includes a comprehensive study of the of a resume, a one-page philosophy of education writing principles, methods, and materials necessary for sample, a data form, and permission of the coordinator of teaching science at the secondary level. Candidates English Education) Three credits. explore effective elements of instruction as they relate to practical applications in the classroom. The course ED 468 Social Studies/History Methods addresses teaching science through course readings, This course combines theory, research and practice lesson and unit plan design, and videotaped mini- through a comprehensive application of the principles, teaching sessions. This course includes a required field methods, and materials necessary for teaching social service component consisting of 20 hours of teaching with studies/history at the secondary level. Candidates a practicing science teacher. (Prerequisites: Submission explore effective elements of instruction as they relate of a resume, a one-page philosophy of education writing to practical applications in the classroom. The course sample, a data form, and permission of the coordinator addresses teaching social studies/history through course of Science Education) Three credits. readings and resources, lesson and unit plan design, and videotaped mini-teaching sessions. This course ED 463 World Language Methods includes a required field service component consisting This course includes a comprehensive study of the of 10 hours of teaching with a practicing social studies/ principles, methods, and materials necessary for teaching history teacher. (Prerequisites: Submission of a resume, a world language at the secondary level. Candidates one-page philosophy of education writing sample, a data explore effective elements of instruction as they relate form, and permission of the coordinator of Social Studies/ to practical applications in the classroom. The course History Education) Three credits. addresses teaching world language through course readings, lesson and unit plan design, and mini-teaching ED 472 Information Literacy through Inquiry sessions. This course includes a required field service Inquiry-based learning is a curricular framework that component consisting of 10 hours of teaching with a develops candidates’ information literacy skills by practicing language teacher. (Prerequisites: Submission encouraging rigorous investigation, information retrieval, of a resume, a one-page philosophy of education writing collaboration, and reflection, paired with transformative sample, a data form, and permission of the coordinator learning technologies. Participants learn to locate, of World Language Education). Three credits. evaluate, and use a variety of electronic, print, multimedia, and interpersonal resources, and create a teaching unit using an online learning environment developed by internationally recognized leaders in inquiry-based education. Cross-referenced as MD 472. Three credits. 54 Educational Studies and Teacher Preparation ED 493 The Educational Imagination: research articles. Through discussions, candidates Exploring Multicultural Identities and consider how research can be a valuable tool that helps Curriculum in a Cross-cultural Context teachers systematically reflect on learning and teaching This course explores alternative approaches to practices. During the course, candidates connect an education. Drawing on the works of liberatory educators, area of interest with research methods as they develop such as Paulo Freire and Maxine Greene, as well research paper proposals. (Prerequisite: At least six as the arts and popular culture, this course provides credits toward a master’s degree) Three credits. the basis for dialogue on the transformative power of our imagination. This course views the teacher’s ED 501 Practicum for role as one of empowering students to think critically Literacy Teacher Consultants about themselves and their relation to education and The Practicum for Literacy Teacher Consultants will a multicultural society, and the student’s role as one of focus on the following: research on literacy issues; active participation in the learning process. Connecting exploration of best practices in the teaching of literacy to theory, practice and personal experience in useful and all students; theory and practice of providing leadership ‘imaginative’ ways, we will, in the words of Maxine for teachers who use reading, writing, and thinking in Greene, begin to see: schooling as it could be otherwise; the courses they teach. Students who successfully teaching as it could be otherwise; learning as it could be complete the Practicum will become teacher/ otherwise; culture as it could be otherwise; the world as consultants for the Connecticut Writing Project–Fairfield. it could be otherwise. Three credits. (Prerequisite: ED 561.) Two credits.

ED 497 Teaching Science in ED 510 Cultural & Political Geography the Elementary Classroom Cultural and political geography can be at once overlaid This course includes a comprehensive study of the and in conflict. Geographer Bernard Nietschmann’s principles, methods, and materials necessary for analysis of indigenous ‘nation peoples’ conflicts with teaching science at the elementary level. Candidates past and current political states describes many of explore effective elements of instruction as they relate today’s extant political conflicts. Within virtually every to practical applications in the classroom. The course political state, ‘multi-national’ (i.e. multicultural) groups addresses teaching science through readings, active struggle for identity, independence, autonomy, territory, participation in class activities, lesson/unit plan design and rights. This course provides a framework for and microteaching, class discussions, and individual understanding the dual centrifugal and centripetal forces reflections. Guided by current research and practice acting on political states, the fragility of the notion of in science education, candidates in this course design ‘nation-states,’ sovereignty, boundary, alliances, cartels, science curricula for the elementary grades that develop and organizations of states as functions of human cultural content knowledge, science inquiry skills, critical thinking, and political geography. Appropriate technologies and problem solving, social responsibility, and technological activities for 7-12 students are demonstrated. Three competence. This course includes a required 20-hour credits. field component. Three credits. ED 511 Educating for Social Responsibility ED 498 Thesis Seminar and Civic Engagement: This elective seminar is for candidates wishing to A Capstone Seminar pursue advanced study or conduct original research Drawing on contemporary educational theory and in an area relevant to their M.A. degree. The thesis is best practices, and inspired by the Jesuit educational expected to make a scholarly or practical contribution to goal of “forming men and women for others,” this the candidate’s field. Credit for this course is contingent capstone seminar is the culminating, integrative upon the approval of the completed thesis. Prior to experience for candidates in the Master’s in Teaching beginning this course, candidates must consult with their and Foundations program for certified teachers and advisor and complete the prerequisite steps, including for the Master’s in Childhood Education program the preparation and acceptance of a thesis proposal. leading to initial certification (Upon advisor approval, (Prerequisites: 15-30 credits toward the M.A. degree secondary candidates also may take ED 511 to fulfill including either ED 499 or ED 552, and permission of their Master’s project). As participants in a community advisor). Three credits. of learners, candidates demonstrate their capacities as reflective scholar-practitioners who synthesize program ED 499 Introduction to Educational Research learnings to produce an Integrative Master’s Project. In this course, candidates develop critical perspectives This capstone seminar explores the ways educational on research about education. Guided by current theory professionals can promote social responsibility in their and practice in educational research, candidates reflect work with schools, communities, and families. It includes on ethical considerations of the researcher as well as a participatory research dimension that builds on their the methodological tools that are used in educational prior research course, ED 552, leading to advocacy and research. Candidates are introduced to a wide range service. (Prerequisite: All other degree requirements) of qualitative and quantitative methods, which they use Three credits. in analyzing data and reviewing current educational Educational Studies and Teacher Preparation 55 ED 512 Contemporary Schooling in Society knowledge of how children and young adolescents, Candidates investigate and discuss current issues think, and interact as social beings. Candidates consider important to education, seeking to understand the the development of individual children within the larger relationship between the systemic nature of particular context of educational institutions and communities. issues and their specific manifestations in local, national, Beginning with an introduction of Piaget’s and Vygotsky’s and global arenas. In addition, candidates identify the frameworks for the understanding of development, ways that they, as educators and as citizens, attend to candidates further explore socio-historical cultural these issues at the local level. Three credits. views of learning as they consider the relevance of theory for everyday teaching practices and professional ED 515 Economic & Physical Geography development. (Prerequisite: Advanced course for those Economic geography is closely connected to physical already certified or for M.A. degree-only candidates.) geography—the central issue being uneven distribution Three credits. of resources on a global scale. These resources, be they natural, human or capital resources, constitute the ED 529 Critical Literacies economic interactions of not only nations, but of the past, Beyond the Classroom Walls present, and future of human activities and planetary Designed for K-12 teachers and community leaders, resource and environmental issues. Therefore, issues this course explores socio-cultural and developmental of development, poverty and wealth, environmental models of how varied literacies are constructed, concerns that will affect the lives of today’s students, understood and used in and outside schools in the their children, and their environment are addressed. United States. Through the design of extra-curricular and Appropriate technologies and activities for 7-12 students in-school projects and activities for students, families are demonstrated. Three credits. and community members, candidates in this course will recognize, value and employ culturally sensitive ED 517 Developing Collaborative Learning understandings of literacies and their powerful role in Methods our society. (Prerequisites: Teaching certification or This workshop allows the participant to develop permission of the instructor.) Three credits. collaborative learning exercises within his or her curriculum. The workshop, which is predominately ED 530 Assessment and Differentiated hands-on, ultimately aims to integrate collaborative Instruction exercises into the syllabi for the upcoming school year. Teacher candidates in this course will become familiar Three credits. with principles and techniques necessary to plan, select, administer, interpret, and assess a differentiated range ED 521 Comparative Philosophies of Education of student learning activities and instructional methods. This course offers a comparison of philosophical systems Candidates will learn to use traditional norm-referenced influential in education. Three credits. instruments, curriculum-based assessments, formal observations, interviews, criterion-referenced assess- ED 522 Learning and the Child’s Experience ments, and other alternative assessments to guide Drawing from classic and current cross-disciplinary differentiated planning and instruction. Three credits. theory and practice, candidates in this course gain a comprehensive, culturally sensitive knowledge of how ED 531 Extending Literacy in children and young adolescents in the elementary the Elementary School: Grades 3-6 grades learn, think, and interact as social beings. This course explores the continuation of literacy Candidates consider the development of individual development and learning, with emphasis on content- children within the larger context of educational area literacy development in the later elementary institutions. Beginning with an introduction of Piaget’s grades. Guided by current research and practice and Vygotsky’s frameworks for the understanding of in literacy, pedagogy, human development, and development, candidates further explore constructivism multicultural education, candidates learn to assess and and socio-historical cultural views of learning as they develop children’s literacy strategies and skills, organize consider the relevance of theory for teaching practices. and facilitate group and individual learning in reading (Prerequisites: At least one of the following: ED 405, and writing, and design and carry out content-based ED 437, ED 447, or ED 497) Three credits. curriculum to support continued literacy development and social responsibility. The course addresses the ED 523 Global and Socio-cultural Perspectives integration of visual and performing arts and appropriate on Learning and Development use of electronic technology, includes collaborative work Designed for advanced candidates in curriculum and with cooperating teachers, and requires at least two teaching, candidates in this course explore theoretical hours per week of fieldwork in priority school districts. views on learning and development in local and global (Prerequisite: ED 437 or permission of instructor) Three contexts and connect these views to specific teaching credits. practices and student learning. Guided by current research and practice in cognitive development, candidates gain a comprehensive, culturally sensitive 56 Educational Studies and Teacher Preparation ED 533 Learning Values: ED 543 Literacy Explorations in The Intersections of Individual and School and Community Settings: Cultural Values and Morality in Schooling Grades 3-6 In this course, candidates examine the enculturation Developed for certified elementary educators and those processes that transmit and create values and morality seeking cross-endorsement in elementary education, in individuals. They examine how schools incorporate remedial reading or language arts, this course explores values and morality throughout formal and informal the continuation of critical literacy development, with curricula. Through the examination of theoretical emphasis on writer’s workshop, content-area literacy frameworks and case studies, candidates develop a development in the later elementary and middle grades, critique of schooling as a normative institution, locate and differentiated instruction for second language individual moral development within a cultural context, learners and students with varied learning needs. and examine the intersections of individual and cultural Candidates assess and develop student’s literacy values and morality in schooling. Three credits. strategies and skills, organize and facilitate group and individual learning in reading and writing, and design and ED 534 Theories of Learning carry out content-based curriculum to support continued This course presents a detailed consideration of the literacy development and social responsibility. The course positions on the nature and conditions of human emphasizes the integration of visual and performing arts learning found in the principal schools of psychology and appropriate use of electronic technology, responsible and in contemporary research. Cross-referenced as test preparation, and professional teaming. Course PY 534. Three credits. requirements include extensive literacy teaching in an elementary school or community-based setting serving ED 536 School Community and Culture students in grades 3-6, responsible test preparation, an This course explores two phenomena, community and author or genre study integrating arts and technology, culture, with regard to their importance to meaningful and written reflections. Three credits. education and schooling from kindergarten through higher education. Candidates critically examine the ED 545 Developing Integrated Curriculum concepts of culture and community in elementary, for Elementary Students: secondary, and post-secondary schools through Inquiry and Action assigned readings, class discussions, case studies, Guided by current research and practice in pedagogy, collaborative work, and field-based projects. In addition, human development, and multicultural education, candidates in this course examine some of the ways candidates in this course design socially responsible, that community and culture are constructed at Fairfield inquiry and action-oriented, interdisciplinary curriculum University. Three credits. units that develop content knowledge, inquiry tools, technological competence, social responsibility, and ED 540 Ethics and Advocacy critical thinking. Fieldwork in local 3-6 classrooms in Educational Contexts required.(Prerequisites: At least two of the following: This course examines key ethical theories and their ED 437, ED 447, ED 497, or ED 531) Three credits. application in authentic educational settings. Case studies of real and potential ethical dilemmas are ED 546 Integrating the Arts and Technology analyzed from a social justice advocacy perspective, into the K-8 Curriculum highlighting the individual, professional and social This course demonstrates that music and the arts are dimensions of ethical reasoning, decision-making and an integral part of the school curriculum and that they action. Three credits. can be utilized to promote awareness, acceptance, and respect for diverse cultures. Properly conceived, ED 542 Literacy Learning in the arts constitute a great integrating force if viewed School and Community Settings: as a component of every discipline. New art forms Primary Grades and techniques of electronic artistic expressions have Developed for certified elementary educators and those emerged with the advent of the new information age. seeking cross-endorsement in elementary education, Teachers and school media specialists must develop remedial reading or language arts, this course explores their awareness of conventional forms of art as well developmental literacy in the primary grades in depth, as electronic formats, their abundant resources, and with an emphasis on differentiated instruction for second their potential infusion within the K-8 school curriculum. language learners and students with varied learning Cross-referenced as MD 546. Three credits. needs. Requirements include literacy teaching in a primary grade classroom or community-based setting serving children in grades K-2, including a case study of two learners, one of whom is an English Language Learner. (Prerequisite: Advanced course for those already certified or M.A. degree-only candidates) Three credits. Educational Studies and Teacher Preparation 57 ED 547 Leadership in Supporting Mathematics ED 559 Empowering Struggling Readers Learning in School and Community and Writers in the Elementary Grades Settings In this course, elementary teacher candidates work to In accordance with the professional standards for meet the literacy learning needs of struggling learners. teaching mathematics, this course provides certified Under the guidance of certified literacy specialists, elementary educators and candidates for cross- candidates assess learning needs, and, in collaboration endorsement in elementary education opportunities with classroom teachers and appropriate specialists, to plan, design and carry out theoretically informed, provide instructional interventions for individuals or small developmentally appropriate and culturally responsive groups of struggling readers and writers. A minimum mathematics education for elementary students with of 25 hours of fieldwork are required. (Prerequisites: varied learning needs. Candidates have the opportunity ED 437 and ED 531, or a current teaching certification to take a leadership role in team planning, the design and permission of the instructor) Three credits. of responsible test preparation, and in school and community-based opportunities for students to ED 561 Summer Institute in explore mathematical concepts, skills, and strategies. the Teaching of Writing Requirements include extensive teaching and team This institute is for experienced teachers, grades K-13, planning for mathematics learning in an elementary in all disciplines. Participants will become familiar with school and/or community setting. Three credits. contemporary theory regarding all aspects of literacy with emphasis on composition theory. In addition, ED 552 Participatory Research and Advocacy participants will explore best practices that extend theory in School and Community Settings into the classroom. A primary focus for inquiry will be This course is designed for certified teachers, on language of students for whom English is a second community leaders and professionals from allied language and for low income students. In addition, fields. Through engagement in authentic participatory participants will explore literary issues through their own projects in schools or community settings, and through writing and through independent research in an area of engagement with the literature on participatory research study that is appropriate to their professional needs. All and advocacy, candidates in this course gain knowledge participants who want advanced training as presenters and competence in designing and implementing socially and literacy leaders in Fairfield and New Haven school responsible research and advocacy projects with districts will be encourage to apply for the practicum and for students, clients and community members. following the institute. Fellows will earn four (4) credits (Prerequisites: Matriculation and six completed credits in for the institute. the M.A. program in Teaching and Foundations) Three credits. ED 565 Principles of Curriculum Development and Evaluation ED 555 Authentic and Formal Assessments Candidates examine the principles, problems, theories, in Literacies Development and critical issues in curriculum organization. The In this course, candidates will use literacies assessments course emphasizes gaining practical knowledge about suitable for diverse learners, including individual curriculum development and improvement, with a focus reading/writing/language assessments, and authentic on the identification and systematic study of concerns and alternative assessments in reading, writing and and new directions in curriculum development and language development. (formerly ED 555 Techniques in improvement based on current research and thought. Diagnosing Reading Problems) Lab fee. Three credits. Three credits.

ED 556 Creating Constructivist K-12 ED 571 Leading Science and Health Inquiry Classrooms: and Action in School and Community Connecting Theory and Practices Settings: Grades K-6 This course offers an interdisciplinary, project-based Developed for certified elementary educators and approach to constructivism for the classroom. Candidates those seeking cross-endorsement in elementary explore issues of planning, implementing, and assessing education, this course explores inquiry and action in constructivist-based instructional units and learn about science and health learning in the elementary grades classroom management and equity issues related in depth. Guided by current research and practice to constructivist teaching and learning. The course in science and health education, pedagogy, human provides an opportunity for participants to engage in development, and multicultural education, candidates in hand-on activities that help candidates construct their this course design and implement socially responsible, own knowledge. Three credits. inquiry-oriented science and health curricula for the elementary grades that develop content knowledge, ED 558 Youth, Identity and Culture inquiry tools, technological competence, social This course explores contemporary adolescent identity responsibility, and critical thinking. The course requires and development. Drawing on current research, theory leadership, collaboration and teaching in a school or and practice, candidates explore the creative potential community based setting serving students in grades and challenges of adolescence. Three credits. K-6. (Prerequisite: Advanced course for those already certified or M.A. degree-only candidates) Three credits. 58 Educational Studies and Teacher Preparation ED 572 Guided Research in Science ED 579 Directed Observations for Working closely with both a science education and faculty Secondary DSAP Candidates: Part I member in Physics, Chemistry or Biology (depending This is part one of a two-semester course designed on licensure field), science education candidates for those candidates working in the public secondary engage in a guided research project. Candidates learn schools under a DSAP. Each course offers a semester- and use the most recent skills and tools of research in long experience in a public secondary school for their certification area and demonstrate their ability to qualified candidates. Participants engage in teaching understand research and successfully design, conduct, five days each week. Emphasized concepts include report, and evaluate investigations in science. As part of classroom management dynamics, teaching techniques, their course requirements, candidates synthesize their lesson plan organization, and faculty duties. Candidates research in the form of a scientific paper and develop receive assistance from their University supervisor who a unit of instruction that integrates findings from their observes and evaluates each candidate a minimum research and engages 7-12 students in the processes of of three times. The instructor collaborates with the research in the field. Three credits. candidate to keep a line of communication open with the mentor for the candidate and with those assigned ED 573 Instructional Issues in Teaching Science to assess the candidate at the district level. District Teacher candidates seeking secondary science evaluations are submitted to the instructor. Candidates certification must enroll in an advanced science methods must obtain permission to take this course from their course focusing on contemporary issues in science program coordinator at the beginning of the previous education. This course will provide candidates with the semester. (Prerequisites: Approval of the department opportunity to learn the conceptual foundations of current and the Dean.) Three credits. approaches to science instruction and professional development especially as related to student learning ED 580 Directed Observations for at the secondary level. Contemporary issues central Secondary DSAP Candidates: Part II to the course include but are not limited to: science This is part two of a two-semester course designed education standards, science education reform efforts, for those candidates working in the public secondary equity in science education, teaching through inquiry and schools under a DSAP. Each course offers a semester- assessment strategies in science education. The course long experience in a public secondary school for will offer students opportunities for active learning and qualified candidates. Participants engage in teaching reflection and the construction of new understanding five days each week. Emphasized concepts include regarding science teaching and learning. This course classroom management dynamics, teaching techniques, will also require students to take part in a research lesson plan organization, and faculty duties. Candidates component focusing on a particular science education receive assistance from their University supervisor who issue of their choice. They will begin a literature review observes and evaluates each candidate a minimum and propose a research project which they may complete of three times. The instructor collaborates with the if they chose the Master’s thesis option. Three credits. candidate to keep a line of communication open with the mentor for the candidate and with those assigned ED 575 Theory and Practice of to assess the candidate at the district level. District Integrated Curriculum Design evaluations are submitted to the instructor. Candidates In this course candidates explore theories of critical must obtain permission to take this course from their pedagogy design and teaching. They develop and program coordinator at the beginning of the previous implement differentiated, culturally sensitive inquiry semester. (Prerequisites: Formal acceptance into the and action-oriented interdisciplinary curriculum units. Teacher Preparation program, completion of certification Candidates learn to develop students’ content course requirements and all subject area requirements, knowledge, inquiry tools, technological competence, completion of ED 579) Three credits. social responsibility, and critical thinking. Current emphasis in this course is on integrating science, social ED 581 Directed Observation and studies and health curricula. (Prerequisite: Advanced Supervised Student Teaching: course for those already certified or M.A. degree-only Secondary Education candidates) Three credits. This course offers a semester-long experience in a local school for qualified candidates in secondary teaching. Participants engage in observation and teaching five days each week. Emphasized concepts include classroom management dynamics, teaching techniques, lesson plan organization, and faculty duties. Candidates receive assistance from their University supervisors and the cooperating teacher(s), who also observe and evaluate each student. Candidates must register with the director of student teaching placement at the beginning of the previous semester. (Prerequisites: Formal acceptance into Teacher Preparation program and completion of all certification course requirements) Six credits. Educational Studies and Teacher Preparation 59 ED 582 Secondary Student Teaching Seminar ED 584 Reflective Practice Seminar: Candidates take this weekly seminar concurrently with Elementary Education student teaching or during the first semester of full-time Participants take this weekly seminar concurrently teaching as a DSAP teacher. The seminar supports with student teaching. Although much of the seminar’s secondary teacher candidates to enact best practices in subject matter flows from the ongoing student-teaching secondary education, helping them to select and review experience, it deliberately addresses issues such as curricula, develop lessons and assessments for diverse socially responsible teaching, professional disposition learners, and work with struggling or difficult students. and habits of mind, teacher research, school governance, Weekly discussions draw on the teaching issues and mandated Connecticut testing, classroom management, problems faced by secondary teacher candidates. conflict resolution, communication with parents/ The seminar also addresses more general school caregivers, sensitivity to multicultural issues, and special issues, such as the culture and organization schools, education. The course stresses continued reflective mandated Connecticut group-wide testing, classroom practice and professional development, including management, conflict resolution, communication with development of a professional portfolio, continued study parents and caregivers, sensitivity to multicultural and research, and establishing a supportive collegial issues, and issues of inclusion. The job application network. Three credits. process, including resume writing, interviewing skills, and developing a teaching portfolio, are also addressed. ED 585 Supervised Teaching, Learning and Candidates receive information on the certification Reflection in a Community of Practice: process. Three credits. Part 1 This course is the first of a two-semester supervised ED 583 Elementary Student Teaching: experience designed for candidates for whom traditional Immersion in a Community of Practice student teaching is not appropriate because they This course offers a stimulating semester-long are currently teaching in an elementary school. The experience consisting of two seven-week placements evaluative tools used align with those used for student (one in a primary grade, one in an upper-elementary teaching and BEST assessment. In addition, the course grade) in a local priority school district. Under the incorporates monthly seminar meetings. Although much guidance of University supervision and intensive of the seminar’s subject matter flows from the ongoing mentoring by cooperating teachers, participants teaching experience, it deliberately addresses issues quickly assume full teaching responsibilities, including such as socially responsible teaching, professional curriculum and lesson planning anchored in the principles disposition and habits of mind, teacher research, school of multicultural education and social responsibility, governance, classroom management, conflict resolution, differentiated instruction, and effective organization communication with parents/caregivers, and sensitivity and management, while carrying out other faculty to multicultural issues and inclusion. Continued duties, including participation in school governance and professional development is stressed, including professional development. As educators for social justice development of a professional portfolio, continued study and social responsibility, they engage in related school and research, and establishing a supportive collegial and community-based activities with students, families, network. Under the guidance of University supervision, and community members. Participants must register teacher candidates assume full teaching responsibilities, with the director of student teaching placement at the including curriculum and lesson planning anchored beginning of the previous semester. (Prerequisites: in the principles of multicultural education and social performance-based assessment including, but not responsibility, differentiated instruction, and effective limited to, successful completion of all prerequisite organization and management, while carrying out certification track courses and requirements while a other faculty duties, including participation in school matriculated candidate in the Elementary Education governance and professional development. As M.A. program, permission of the elementary education educators for social justice and social responsibility, they program director, and an interview with the director of engage in related school and community-based activities student teaching placements) Six credits. with students, families, and community members. (Prerequisites: State approved waiver of student teaching; performance-based assessment, including but not limited to successful completion of at least 27 prerequisite certification track credits and related course requirements while a matriculated candidate in the Elementary Education M.A. program, permission of the Elementary Education program director.) Three credits. 60 Educational Studies and Teacher Preparation ED 586 Supervised Teaching, Learning and ED 590 Reflective Research Practicum Reflection in a Community of Practice: in Teaching Part 2 Participants solve a practical problem in classroom This course is the second of a two-semester supervised teaching by applying educational research to a specific experience designed for candidates for whom traditional school situation. Three credits. student teaching is not appropriate because they are currently teaching in an elementary school. Part one ED 591 Mathematics Seminar must be taken during the preceding semester. The Candidates take this weekly seminar concurrently evaluative tools used align with those used for student with student teaching or during the first semester of teaching and BEST assessment. In addition, the course full-time teaching as a DSAP teacher. The seminar incorporates monthly seminar meetings. Although much supports mathematics teacher candidates to enact of the seminar’s subject matter flows from the ongoing best practices in mathematics education, helping teaching experience, it deliberately addresses issues them to select and review curricula, develop lessons such as socially responsible teaching, professional and assessments for diverse learners, and work with disposition and habits of mind, teacher research, school struggling or difficult students. Weekly discussions governance, classroom management, conflict resolution, draw on the teaching issues and problems faced by communication with parents/caregivers, and sensitivity to the mathematics teacher candidates. The seminar also multicultural issues and inclusion. Continued professional addresses more general school issues, such as the development is stressed, including development of a culture and organization schools, mandated Connecticut professional portfolio, continued study and research, and group-wide testing, classroom management, conflict establishing a supportive collegial network. Under the resolution, communication with parents and caregivers, guidance of University supervision, teacher candidates sensitivity to multicultural issues, and issues of inclusion. assume full teaching responsibilities including curriculum The job application process, including resume writing, and lesson planning anchored in the principles of interviewing skills, and developing a professional portfolio multicultural education and social responsibility, and teaching portfolio, are also addressed. Candidates differentiated instruction, and effective organization receive information on the certification process. Three and management; while carrying out other faculty credits. duties, including participation in school governance and professional development. As educators for social justice ED 592 Science Seminar and social responsibility, they engage in related school Candidates take this weekly seminar concurrently with and community-based activities with students, families student teaching or during the first semester of full-time and community members. (Prerequisites: Completion teaching as a DSAP teacher. The seminar supports of “Supervised Teaching: Part 1,” performance-based science teacher candidates to enact best practices in assessment, including but not limited to successful science education, helping them to select and review completion of at least 30 prerequisite certification curricula, develop lessons and assessments for diverse track credits and related course requirements while a learners, and work with struggling or difficult students. matriculated candidate in the Elementary Education Weekly discussions draw on the teaching issues and M.A. program, permission of the Elementary Education problems faced by the science teacher candidates. program director) Three credits. The seminar also addresses more general school issues, such as the culture and organization schools, ED 589 English Seminar mandated Connecticut group-wide testing, classroom Candidates take this weekly seminar concurrently with management, conflict resolution, communication with student teaching or during the first semester of full-time parents and caregivers, sensitivity to multicultural issues, teaching as a DSAP teacher. The Seminar supports and issues of inclusion. The job application process, English teacher candidates to enact best practices in including resume writing, interviewing skills, and English education, helping them to select and review developing a professional portfolio and teaching portfolio curricula, develop lessons and assessments for diverse are also addressed. Candidates receive information on learners, and work with struggling or difficult students. the certification process. Three credits. Weekly discussions draw on the teaching issues and problems faced by the English teacher candidates. The Seminar also addresses more general school issues, such as the culture and organization schools, mandated Connecticut group-wide testing, classroom management, conflict resolution, communication with parents and caregivers, sensitivity to multicultural issues, and issues of inclusion. The job application process, including resume writing, interviewing skills, and developing a professional portfolio and teaching portfolio, are also addressed. Candidates receive information on the certification process. Three credits. Educational Studies and Teacher Preparation 61 ED 593 World Language Seminar ED 599 Professional Writing Seminar: Candidates take this weekly seminar concurrently Product of Learning with student teaching or during the first semester of During this variable-credit (1-3) seminar, candidates full-time teaching as a DSAP teacher. The seminar complete a self-designed Product of Learning. Under supports world language teacher candidates to enact advisement of the program faculty, candidates produce best practices in world language education, helping a learning outcome that relates directly to their future them to select and review curricula, develop lessons work as an educator (i.e., design an elective course in and assessments for diverse learners, and work with their field, submit a manuscript for publication, deliver struggling or difficult students. Weekly discussions a presentation at a regional or national conference, draw on the teaching issues and problems faced by the etc. Math candidates must complete the problem- world language teacher candidates. The seminar also solving portfolio for their product. Consult with advisor addresses more general school issues, such as the for information) Candidates are expected to develop culture and organization schools, mandated Connecticut authentic educational products, with the expectation that group-wide testing, classroom management, conflict candidate-generated products will become contributions resolution, communication with parents and caregivers, to the candidate’s specialty area (i.e., English Education, sensitivity to multicultural issues, and issues of inclusion. Social Studies Education, etc). The process for this The job application process, including resume writing, product will be supported in a 10-hour writing seminar interviewing skills, and developing a professional portfolio course that, with substantial independent work, would and teaching portfolio, are also addressed. Candidates be supervised by faculty editorial and revision input receive information on the certification process. Three toward the development of worthy professional products. credits. Students will be encouraged to work alongside peers who are also completing the Product of Learning. ED 594 Social Studies/History Seminar (Prerequisite: Completion of student teaching.) One to Candidates take this weekly seminar concurrently with three credits. student teaching or during the first semester of full-time teaching as a DSAP teacher. The seminar supports EDL 501 Introduction to Literacies Studies social studies/history teacher candidates to enact best In this course, candidates develop a foundational practices in social studies/history education, helping understanding of literacies from anthropological, them to select and review curricula, develop lessons historical, linguistic, psychological, and educational and assessments for diverse learners, and work with perspectives. Three credits. struggling or difficult students. Weekly discussions draw on the teaching issues and problems faced by the social EDL 510 Literacies and Diversity studies/history teacher candidates. The seminar also in Local and Global Contexts addresses more general school issues, such as the In this course, candidates examine how literacies, culture and organization schools, mandated Connecticut language and culture-in-contact are developed, defined group-wide testing, classroom management, conflict and used across local and global contexts, examine resolution, communication with parents and caregivers, literacies-relevant issues related to migration across sensitivity to multicultural issues, and issues of inclusion. cultures and countries, and apply this knowledge in The job application process, including resume writing, an examination of local school and community-based interviewing skills, and developing a professional portfolio contexts that serve diverse populations. Three credits. and teaching portfolio, are also addressed. Candidates receive information on the certification process. Three EDL 557 Literacies Program Design credits. and Supervision: P-12 ED 595 Independent Study in In this course, candidates assist school administrators Curriculum and Teaching and classroom teachers in the design, implementation This course requires self-selected activity by qualified and evaluation of effective, culturally responsive reading, candidates under faculty supervision. Options include writing and language arts curricula for diverse learners. field studies or library research with in-depth study of Depending on their teaching experience, candidates a problem for a specified time. Each candidate submits will shadow and assist a literacies coach working in a a preliminary proposal, detailed research design, and high-needs school at the elementary or secondary level, a comprehensive report and evaluation. The course or work as a remedial reading/remedial language arts requires frequent consultation with the faculty advisor. specialist in an elementary or secondary school. Weekly Three credits. seminar meetings and 60 hours of fieldwork required. Three credits. 62 Educational Studies and Teacher Preparation EDL 581 Supervised Practice in EN 411 Teaching Writing in the 3-12 Classroom Literacies in Inclusive K-12 Classrooms This course provides teachers and prospective teachers In this course, candidates will consult with classroom with a theoretical background in writing process as well teachers, literacy specialists, special educators and as practical techniques for applying the theory. The other specialists to design, implement and assess daily course helps teachers develop awareness of their own literacy block instruction, interventions and learning composing processes and the processes of others. for diverse learners in an inclusive elementary or Topics include writing needs of diverse populations, secondary school. Incorporation of appropriate curricular the reading/writing relationship, writing of different elements, including interventions, informal and formal genres, mini-lessons, conferencing techniques, revision assessments, a literate environment, and provision for techniques, writing across the curriculum, publishing the literacy learning needs of struggling, advanced and alternatives, portfolios, and other forms of assessment. English Language Learners are required. A minimum Underlying the class is the premise that in sharing their of 75 field hours are required, plus weekly seminar perspectives, teachers at the elementary and secondary meetings. (Prerequisite: EDL 557) Three credits. levels enhance each other’s performance as writing educators and as writers. Three credits. EDL 582 The Literacy Specialist and Coach: Practicum EN 417 Traditional and Structural Grammar In this course, candidates serve as literacies specialists Designed for English education majors and for and coaches for one or more teachers in an elementary experienced English teachers, this course presents or secondary school, design and lead one professional an introduction to the principles of modern descriptive development session. A minimum of 50% of a candidate’s linguistics, especially as it relates to present-day English, teaching and mentoring duties are to be devoted to this its grammatical structure, its sound and spelling systems, work. Bi-weekly seminar meetings and full-time teaching. and its vocabulary and rules of usage. The course Prerequisites: EDL 557 and EDL 581) Three credits. approaches modern English grammar from structural and transformational viewpoints, placing special emphasis EDL 590 Reflective Practice in Literacies: on the teaching of language arts, including composition A Capstone Seminar and stylistic analysis. Three credits. Drawing on contemporary literacies theory and best practices, and inspired by the Jesuit educational goal ER 402 Infant and Child Development: of “forming men and women for others,” this capstone Cultural Perspectives participatory research seminar will be the culminating, This course examines the child’s cognitive and integrative experience for candidates in the CAS in psychosocial development from conception through Literacies Studies program. In this course, candidates the third grade in school. Children and families are will produce an integrative, participatory literacies considered within their immediate and extended advocacy project for and with local high need students, contexts within the community and larger cultural milieu. families, schools or communities with whom they work. Students will master general and specific developmental Candidates are eligible to take this course once they have concepts and milestones relating the infant’s prenatal completed all other degree requirements. (Prerequisite: and early development to subsequent development in Permission of advisor) Three credits. the pre-school and elementary school years. Social and cultural issues that affect the development of children EN 405 Literature for Young Adults in today’s diverse and ever-changing world will be During the past two decades, adolescent literature examined. Course requirements include field experience has proliferated, grown more diverse, and improved in culturally diverse settings, approved by the instructor, in richness and quality. The course explores the major for approximately 10 hours. Three credits. current authors, poets, and illustrators of works written for young adults. Topics include theories and purposes of ER 497 Practicum in Early Childhood Education reading literature in the classroom; criteria development The Practicum in Early Childhood Education provides for evaluating adolescent literature; reader response candidates with opportunities for supervised internships in the classroom; reading workshop; and adolescent in infant and toddler programs, pre-school and literature integration across the curriculum. Three credits. kindergarten classroom settings. Through participation in a wide range of responsibilities associated with EN 406 Infusing Multicultural Literature in being an early childhood educator, candidates develop Elementary and Middle Schools and implement instructional methods and materials In this course, candidates examine literature written used in pre-kindergarten and kindergarten settings. for children and young adolescents that supports Students enrolled in the Practicum will meet together the principles of multicultural education and social in a weekly seminar, where they will deepen their responsibility. Through assigned and self-selected understanding of the ways in which the cultural, familial projects, participants design curricula and examine and educational context, and diverse educational issues relevant to the intersections of literature and needs of students, impact students’ learning and their multicultural education and social responsibility. Three socio-emotional, cognitive, and physical progress. credits. (Pre-requisites: ER 402, ED 437, ED 522, SL 522 and ED 413) Three credits. Educational Studies and Teacher Preparation 63 SE 405 Exceptional Learners in the Mainstream TESOL and Bilingual/Multicultural This course familiarizes the mainstream professional with the special learning needs of children and youth Education Course Descriptions who have intellectual or developmental disabilities, learning disabilities, emotional disturbances, severe SL 419 Special Learners in disabilities, multiple disabilities, and/or who are gifted the Bilingual/ESL Classroom and talented. Topics include methods of identifying Designed to familiarize bilingual and ESL teachers and working effectively with children and youth with with the developmental learning needs of children and special learning needs in the regular classroom; the adolescents who are exceptional, this course examines roles and responsibilities of counselors, psychologists, the special learning needs of linguistically and culturally educators, and ancillary personnel as members of a diverse children, exploring methods of identifying multidisciplinary team in planning educational services and working effectively with exceptional children and for exceptional learners; and laws that impact on adolescents in bilingual or ESL classrooms. Cross- assessment, placement, parent and student rights, and referenced as SE 419. Three credits. support services. This course may require a fieldwork component as part of the evaluation process. Note: This SL 421 Linguistics for Language Teachers course is not for those pursuing an initial certificate or This course provides language teachers with a basic cross-endorsement in special education; it is for general introduction to the principles and methods of linguistic educators and students in affiliated fields of study. theory, with an emphasis on semantics, syntax, Cross-referenced as SE 430. Note: This course is not for morphology, and phonology. Additional topics include those pursuing an initial certificate or cross-endorsement pragmatics and written language. The investigation of in special education; it is for general educators and first and second language acquisition gives language students in affiliated fields of study. Three credits. teachers an insight into the development of language for ELL students. Three credits. SE 430 Special Learners in the Regular Classroom SL 422 Teaching Grammar in This course familiarizes school personnel with the special Second Language Settings learning needs of children and youth who have intellectual Grammar is a necessary component of language or developmental disabilities, learning disabilities, programs. This course provides foreign/second language emotional disturbances, severe disabilities, multiple and bilingual teachers with techniques to facilitate their disabilities, and/or who are gifted and talented. Topics students’ acquisition of grammar, to illustrate effective include methods of identifying and working effectively contextualization of grammatical principles, and to with children and youth with special learning needs in examine instructional strategies that draw the learner’s the regular classroom; the roles and responsibilities attention to specifically structural regularities. The course of counselors, psychologists, educators, and ancillary also analyzes the theoretical considerations of second personnel as members of a multidisciplinary team in language grammar teaching. Three credits. planning educational services for exceptional learners; SL 423 Principles of Bilingualism and laws that impact on assessment, placement, parent This foundation course examines research and and student rights, and support services. The course may theories underlying bilingualism. Candidates gain an require a fieldwork component as part of the evaluation understanding of the concepts and issues involved in process. Note: This course is not for those pursuing using the principles of bilingualism in educational settings. an initial certificate or cross-endorsement in special The course also includes an overview of the historical education; it is for general educators and candidates in development of bilingual education in the United States affiliated fields of study. Cross-referenced as SE 405. and other countries and a discussion of major programs Three credits. and social models for bilingual education. Three credits. HI 400 United States History for Educators SL 426 Methods and Materials in This course provides candidates seeking Connecticut Bilingual Programs teaching certification with an understanding of U.S. Designed for elementary and secondary bilingual history. Candidates who successfully complete teachers and prospective teachers, this course explores this course gain a complex and culturally sensitive methods, techniques, strategies, and instructional media understanding of the rich social history of the individuals relevant to bilingual learners. Participants examine a and groups who are the peoples of the United States variety of bilingual education program models, analyze of America. Candidates explore and use the central frequently used methods and materials, and discuss concepts and tools of inquiry of historians as they the adaptation and development of effective bilingual develop their knowledge. Guided by current theory instructional materials and assessment instruments and practice in culturally sensitive pedagogy, human and the implementation of alternative methods. Three development, and multicultural education, candidates, credits. as socially responsible, critically informed educators, consider how to facilitate K-12 students’ responsible and effective participation in a pluralistic democratic society. Three credits. 64 Educational Studies and Teacher Preparation SL 433 TESOL/Bilingual Advanced Practicum systematic processes of discrimination that marginalize Elementary and silence various groups of students. Cross-referenced This course provides TESOL/Bilingual Education as ED 441. Three credits. candidates with opportunities for supervised internships in TESOL or bilingual elementary classroom settings. SL 445 Comprehending and Communicating in Students complete a minimum of 48 hours fieldwork in a Second Language classroom settings where they will observe instructional Designed for second/foreign language and bilingual practices and interact with and plan instruction for teachers, this course examines current theory and students learning English as a second language. In research underlying the acquisition of speaking Practicum Seminar, candidates will reflect on and and listening skills in a second language, as well as deepen their understanding of the ways in which the strategies for assessing student performance, evaluating educational context and diverse educational needs of and adapting materials, and enhancing communicative students have an impact on their learning and academic competence in the classroom. Three credits. progress. (Prerequisite: SL 436 or SL 451) Three credits. SL 450 Second Language Methods for SL 436 Methods and Materials for Secondary Teachers (6-12) Second Language Teaching This course provides an overview of second language Designed for second language teachers and prospective theory and methods, curriculum models, materials teachers, this course explores methods, techniques, selection and development, and content-based ESL strategies, and instructional media relevant to teaching for teaching secondary English language learners. The English language learners, emphasizing the development role of literacy in second language acquisition and the and enhancement of communicative environments in appropriate integration of technology to enhance second language classrooms. Participants examine a variety language teaching and promote secondary students’ of innovative methods and discuss the adaptation and learning will be examined. Culture, language, dialect development of materials and assessment instruments. variation, and diversity and their implications for the This course meets the state requirement for the secondary school curriculum will also be addressed. certificate for teaching English to adult speakers of other (Prerequisites: SL 423 and SL 527, or permission of languages. Three credits. the instructor. SL 527 can be taken concurrently.) Three credits. SL 439 Methods of Foreign Language Teaching for Elementary School SL 451 Infusing Content Language Instruction This course is designed for pre- and in-service World into TESOL/Bilingual Programs Language teachers seeking the Elementary World Designed for ESL and bilingual teachers, this course Languages cross-endorsement. Candidates will gain explores teaching strategies that enable the English an understanding of current theory and methods of language learner to understand the discourse of content teaching foreign languages in the elementary school subjects. Topics include strategies to develop academic (FLES) grades K-6. They will examine similarities language, oral presentation skills, content specific syntax and differences between FLES program models and and grammar, and writing. Participants will examine develop and understand of the issues related to program textbooks and develop materials that infuse content- development. Topics will include the selection of area language into the ESL program. Procedures for developmentally appropriate strategies and materials for assessing student progress in content area language elementary foreign language teaching, lesson planning development will be discussed. (Prerequisites: SL 423 or and curriculum development, and use of technology- SL 467, and SL 436) Three credits. assisted instruction. Candidates will develop their ability to integrate the ACTFL and CT World Languages SL 453 Differentiated Instruction for Standards into FLES instructional program development English Language Learners and lesson planning. Three credits. Designed for foreign/second language/TESOL and bilingual teachers, this course will also assist content SL 441 Teaching and Learning within area and classroom teachers. Its purpose is to explore Multicultural Contexts of Education the basic concepts, research, and principles of This course explores and addresses the multifaceted differentiated instruction as a means to meet the diverse aspects of multicultural education with the aim of engaging needs of students in today’s classrooms. Participants will in a teaching-learning process where participants explore be able to align the concepts to their present teaching their commitment to the well-being and learning of all environments. Three credits. students; develop a deep understanding of the needs of all students; develop strategies to promote caring, SL 461 Reading and Writing in justice, and equity in teaching; learn to respect linguistic, a Second Language racial, ethnic, gender, and cultural diversity; investigate Designed for second/foreign language and bilingual how students construct knowledge; demonstrate an teachers, this course examines current theory and understanding of the relationship between students’ research underlying first- and second-language reading daily life experiences and education; and critique and composing processes. Additional topics include Educational Studies and Teacher Preparation 65 procedures for understanding and analyzing the be submitted to fulfill this degree requirement. Three problems that characterize second language readers and credits. writers; strategies for assessing student performance; evaluating and adapting materials; and enhancing the SL 504 The English Language Learner in comprehension and creation of written second language the Regular Classroom discourse. Three credits. Designed to familiarize the mainstream teacher with the learning needs of children and adolescents who are SL 467 Language Acquisition linguistically and culturally diverse, this course employs This course introduces the core hypotheses of current an overview of second language acquisition theory as theory on language acquisition. Participants learn to the framework for discussing ways to meet the needs recognize fundamental patterns of social and cultural of English language learners. Teachers also learn contexts that facilitate language acquisition, build upon strategies for developing and adapting materials for the processes and stages of language acquisition and creating communicative classroom environments and literacy to provide comprehensible input, facilitate assessing student performance. Three credits. communicative competence and evaluate teaching and learning strategies across ability levels and within SL 520 Foundations of discipline-specific content areas. Approved for the Dual Language Instruction Elementary Foreign Language cross-endorsement. This course provides a theoretical foundation and Three credits. practical application of dual language instruction to teachers of first and second language learners, K-12. SL 475 Sociolinguistics It presents linguistic, educational, cognitive, socio- This course examines variability in language use cultural, and economic benefits of knowing two or according to region, race or ethnic background, gender, more languages. It provides practical opportunities to and personality with the goal of developing sensitivity to implement the instructional process – oral language variation in one’s own language and that of others, and development, teaching literacy and content in two examining language variation using the methods and languages. The course also focuses on assessment insights of contemporary linguistics. Three credits. procedures and resources. Three credits.

SL 477 Culture and Second Language SL 522 Emergent Literacy in Acquisition Bilingual Early Childhood Education Designed for second language and bilingual teachers, This course is designed to prepared teachers of early this course treats culture and language as interdependent childhood education (pre-k to 3) to work effectively with phenomena, exploring the basic concepts, research, and culturally diverse children who are learning English as an principles applicable to culture and language learning additional language in pre-school and school contexts. with an emphasis on the practical application of these The course focus is on first and second language concepts to the language classroom. Participants also development in the young child with implications for gain an enhanced awareness of their assumptions emergent literacy teaching and learning. Culture and regarding their own and other cultures, and an childrearing practices, their impact on schooling, and understanding of how these assumptions influence strategies to build successful partnerships with families language teaching and learning. Three credits. and communities will also be discussed. (Prerequisites: ER 402 or ED 523) Three credits. SL 489 TESOL/Bilingual Advanced Practicum Secondary SL 526 Historical and Sociopolitical Issues in This practicum provides TESOL/Bilingual Education Bilingual/Multicultural/ESL Education candidates with opportunities for supervised internships This course, which is conducted as a seminar, provides in the TESOL or bilingual secondary classroom settings. an overview of the historical events and philosophical Students complete a minimum of 48 hours of fieldwork issues underlying bilingual/multicultural/ESL education where they will observe instructional practices and and discusses contemporary socio-political controversies interact with and plan instruction for students learning surrounding bilingual/multicultural and ESL instruction. 3 English as a second language. In practicum seminar, credits. candidates will reflect on and deepen their understanding of the ways in which the educational context and diverse SL 527 Testing and Assessment in Foreign educational needs of students have an impact on their Language, ESL, and Bilingual Programs learning and academic progress. (Prerequisite: SL 436 Designed for foreign/second language and bilingual or SL 451) Three credits. teachers, this course provides an overview of techniques for assessing second language and bilingual proficiency. SL 498 Thesis Seminar Participants evaluate standardized instruments currently Candidates who have selected the thesis option for in use; analyze techniques for assessing factors relevant completion of the M.A. degree develop their research to second language and bilingual proficiency such as proposals, carry out the research, and complete their I.Q., academic achievement, language aptitude, and theses during this seminar. An approved thesis must competence in reading, writing, speaking, and listening; and discuss controversial issues affecting language 66 Educational Studies and Teacher Preparation assessment. (Prerequisites: SL 423 OR SL 467; and experience. (Prerequisite: All prerequisites to student SL 436) Three credits. teaching; Approval of program director and dean.) Three credits. SL 528 Second Language Curriculum Development SL 589 Directed Observation for This course familiarizes foreign/second language TESOL/Bilingual DSAP Candidates: and bilingual teachers with the theory underlying the Part II development of second language curricula. The course These courses are designed for candidates working in emphasizes devising curricula in accordance with the a public elementary or secondary school under a DSAP. needs of learners and presents strategies for analyzing Two semesters of observation are required. Candidates needs, developing curricula that focus on communication, are observed and evaluated by a University supervisor a and evaluating and choosing appropriate materials and minimum of three times each semester. The supervisor assessment instruments. Three credits. collaborates with the candidate, his/her mentor, and with school personnel who are assigned to assess the SL 581 TESOL Directed Observation candidate at the district level. Concurrent participation in and Supervised Student Teaching a collegial reflective seminar is an element for this field This course for candidates who have been approved experience. Three credits each. as qualified candidates for teaching in TESOL or bilingual education involves candidates in observation SL 590 C.A.S. Advanced Practicum and teaching five days a week for one semester. In Candidates solve a practical problem in classroom accordance with certification regulations, candidates teaching, applying educational research to a specific spend half of the student-teaching period in an ESL/bilingual school situation. Three credits. elementary setting and half in a secondary setting. The course emphasizes classroom management dynamics, SL 595 Independent Study teaching techniques, lesson plan organization, and Candidates complete individual study with the written faculty duties. Candidates participate in group seminars permission of the department chair, having submitted and individual conferences; the University supervisor(s) their proposals prior to registration. Three credits. and the cooperating teacher(s) assist, observe, and evaluate each candidate. (Prerequisites: Formal HI 400 United States History for Educators acceptance into teacher preparation program and This course provides candidates seeking Connecticut completion of all certification requirements) Six credits. teaching certification with an understanding of U.S. history. Candidates who successfully complete SL 582 TESOL/Bilingual Student Teaching this course gain a complex and culturally sensitive & DSAP I Seminar understanding of the rich social history of the individuals Candidates take this weekly seminar concurrently and groups who are the peoples of the United States with student teaching or DSAP: Part I. The seminar of America. Candidates explore and use the central focuses on the issues and problems faced by student concepts and tools of inquiry of historians as they teachers and on the culture and organization of the develop their knowledge. Guided by current theory schools. Although much of the seminar’s subject matter and practice in culturally sensitive pedagogy, human flows from the on-going student teaching experience, development, and multicultural education, candidates, it address issues such as school governance, school as socially responsible, critically informed educators, and district organizational patterns in TESOL and consider how to facilitate K-12 students’ responsible and bilingual programs, classroom management, conflict effective participation in a pluralistic democratic society. resolution, communication with parents, and sensitivity Three credits. to multicultural issues and inclusion, as well as the job application process, including resume writing, SL 99-01 Comprehensive Exam in interviewing, and the development of professional and TESOL and Bilingual/Multicultural teaching portfolios. Three credits. Education Candidates are strongly encouraged to register for the SL 588 Directed Observation for comprehensive examination the semester prior to their TESOL/Bilingual DSAP Candidates: anticipated semester of graduation. Part I This course is designed for candidates working in a public elementary or secondary school under a DSAP. Two semesters of observation are required. Candidates are observed and evaluated by a University supervisor a minimum of three times each semester. The supervisor collaborates with the candidate, his/her mentor, and with school personnel who are assigned to assess the candidate at the district level. Concurrent participation in a collegial reflective seminar is an element for this field Marriage and Family Therapy 67 that promote growth and development across the life MARRIAGE AND span; and the study of family systems. FAMILY THERAPY The curriculum is designed to prepare the candidate to pursue doctoral studies in related areas to become educators and researchers. The program also provides an advanced educational track for the candidate who Faculty wishes to seek employment in the non-clinical areas of Rona Preli (Chair) social service delivery, research, family policy and family Nicole O’Brien (Koslow Center Administrator) law, parenting and family life education, health and well- Anibal Torres Bernal being, prevention and program evaluation. The curriculum covers theory, research and practice with individuals and families across the life span. The curriculum strives to address diversity, power, privilege and social justice with the goal of creating an environment that welcomes Overview and provides mentorship to a diverse student body by a diverse group of faculty and instructors. The department offers two master’s degree (M.A.) programs: one in Marriage & Family Therapy and one in Family Studies. Admission to the Department The master of arts (M.A.) degree in marriage and family therapy prepares candidates for careers as marriage Application deadlines are listed online at www.fairfield. and family therapists. The curriculum and clinical train- edu/gseap/gseap_appdeadlines.html. ing at Fairfield University focuses on preparing the All potential candidates will be required to participate in candidate to work in a wide variety of professional set- a mandatory group interview as part of the admission tings with diverse populations who are experiencing a process and will be notified in writing of their eligibility broad range of problems. The program is dedicated to for the group interview. providing a learning context that fundamentally values diversity and nondiscrimination. The core curriculum, Given the professional responsibility one assumes as a the clinical training component of the program and marriage and family therapist, candidates whose work the faculty and supervisors strive to address diversity, continues to be of marginal academic quality despite power, privilege, and social justice in all aspects of remedial efforts or who demonstrate personal qualities training and education. Toward that end, the faculty is that are not conducive to the role of the marriage and committed to creating an environment that welcomes family therapist as cited in the Marriage and Family and provides mentorship to a diverse student body by Therapy Program Student Handbook, may be termi- a diverse group of faculty, instructors, and supervisors. nated from the program. All candidates are required to adhere to the AAMFT Code of Ethics and the Marriage The program is accredited by the Commission for and Family Therapy Program policies and procedures. Accreditation for Marriage and Family Therapy In addition, the disposition statement presented in this Education of the American Association for Marriage catalog is applicable to this program as it is to all pro- and Family Therapy. Upon completion of the planned grams in the Graduate School of Education and Allied program of study, candidates may apply for associate Professions. membership in AAMFT. Upon completion of additional required clinical experience and supervision, according to Connecticut statutes, graduates may apply for Connecticut licensure in marriage and family therapy Requirements for the M.A. and clinical membership in AAMFT. in Marriage & Family Therapy The M. A. degree program in Family Studies is an The M.A. degree in marriage and family therapy requires advanced educational track in early childhood, human completion of 57 credits. Candidates must maintain an development, interpersonal relations, and family stud- overall grade point average of 3.0, complete a five- ies. Graduates of the program may enter a variety semester clinical training sequence which is continuous of human services vocations and/or pursue further and uninterrupted, in which they provide a minimum of advanced degrees in human and family development 500 direct contact hours of clinical treatment (250 of including early childhood, adolescence, marriage and which must be relational hours) and receive 100 hours of geriatrics. supervision (50 of which must be individual supervision The Family Studies program focuses on basic human using direct observation of candidates’ clinical work). developmental and behavioral characteristics of the Candidates must evidence required clinical, ethical, and individual within the context of the family system. The conceptual competencies and pass a comprehensive curriculum includes instruction in the conditions that examination at the end of the program. influence human growth and development; strategies 68 Marriage and Family Therapy The 57-credit master’s degree program is typically Requirements for the M.A. completed within a 3.5 year period, although students may attend on a full-time basis which will enable them to in Family Studies complete the program more quickly. A personalized pro- The M.A. in Family Studies requires completion of a gram of study is designed for candidates upon admis- minimum of 33 credits. Candidates must maintain an sion to determine their progression through the program. overall grade point average of 3.0 and pass a comprehensive examination and/or master’s thesis at the end of the program. Program of Study Theoretical Foundations (six credits) FT 550 Introduction to Marriage and Family Therapy Program of Study FT 555 Foundations of Marital and Family Therapy (minimum of 33 credits from among the courses listed below. Required courses are FT 99-02 Comprehensive Clinical Practice (27 credits) Examination in Family Studies, PY 433 Behavioral FT 525 Divorce, Single-Parenting, and Remarriage Statistics, PY 571 Research in Psychology, and PY 475 FT 552 Intervention in Structural and Program Evaluation). Strategic Family Therapy FT 553 Family Therapy Pre-Practicum • FT 447 Lifespan Human Development FT 561 Advanced Interventions in Family Therapy • FT 550 Introduction to Marriage and Family Therapy FT 567 Couples Therapy FT 569 Assessment Techniques in • FT 555 Foundations of Marital and Family Therapy Marriage and Family Therapy FT 433 Multicultural Issues in Counseling • FT 552 Intervention in Structural and Strategic FT 562 Human Sexuality and Sexual Dysfunction Family Therapy FT 465 Introduction to Substance Abuse • FT 525 Divorce, Single-parenting and Remarriage and Addictions • FT 561 Advanced Interventions in Family Therapy Individual Development and Family Relations • FT 433 Multicultural Issues in Counseling (three credits) FT 447 Lifespan Human Development • FT 562 Human Sexuality and Sexual Dysfunction

Professional Identity and Ethics (three credits) • FT 465 Introduction to Substance Abuse and FT 565 Ethical, Legal, and Professional Issues in Addictions Family Therapy • FT 430 Contemporary Families: Culture, Religion, Childbearing and Community Research (three credits) FT 556 Research in Marriage and Family Therapy • FT 565 Ethical, Legal and Professional Issues in Family Therapy Supervised Clinical Practice (12 credits; courses • FT 556 Research in Marriage and Family Therapy must be taken in sequence and without interruption) FT 559 Practicum in Family Therapy I • FT 568 Special Topics in Family Therapy FT 560 Practicum in Family Therapy II FT 580 Internship in Family Therapy I • PY 433 Behavioral Statistics (required) FT 581 Internship in Family Therapy II • PY 571 Research in Psychology (required) Additional learning can include the following to com- • PY 475 Program Evaluation (required) plete the 57-credit requirement if waivers are accepted: • SE 441 Parents and Families of Children with CN 500 Theories of Counseling and Psychotherapy Disabilities CN 466 Spirituality and Counseling SE 441 Parents and Families of Individuals • FT 99-02 Comprehensive Examination with Disabilities in Family Studies (required) FT 568 Special Topics in Family Therapy FT 99 Comprehensive Exam in Marriage & Family Therapy Marriage and Family Therapy 69 Advanced Training Certificate uates and current students can be engaged and remain connected. In keeping with Fairfield University’s identity in School-based Marriage as a Jesuit and Catholic institution of higher learning, and Family Therapy the Center is committed to the ideals of embracing difference, examining social systems critically, and The course work and clinical experience required in the becoming directly involved with those who are under- area of specialization prepares candidates to utilize their privileged and underserved. professional knowledge and training as marriage and family therapists to work within school systems in fulfillment of the certification requirements established by the Connecticut State Board of Education. This program is available to current marriage and family therapy stu- Course Descriptions dents and graduates of COAMFTE-accredited programs who wish to pursue certification with the Connecticut FT 430 Contemporary Families: State Board of Education. This area of specialized study Culture, Childrearing and Community is designed to ensure that school marriage and family- This course will provide a comparative investigation of therapists have the education and training necessary to family life with young children in diverse communities. enable to them function effectively and efficiently within Parental values, goals and childrearing practices will be the context of the school system to enhance and support studied in respect to broader cultural and community student learning. contexts, primarily within the USA but also across the world. Theories of family development, and family Required Courses systems, will be explored from marriage through • ED 442 Educational Psychology childbirth and the early years of family life. Students • ED/PY 534 Theories of Learning will integrate theory in respect to cultural context and meaning of parental behaviors and beliefs, reproductive • FT 447 Lifespan Human Development issues, socialization of the child, and the organization of everyday lives for young children. Course requirements • FT 555 Foundations of Marriage and Family Therapy include field experience in a culturally diverse center or • SE 405 Exceptional Learners in the Mainstream school setting approved by the instructor, for a minimum of 10 hours. Three credits. • SE/SL 419 Special Learners in the Bilingual/ESL Classroom FT 433 Multicultural Issues in Counseling OR Students examine issues in counseling individuals SL 477 Culture and Second Language Acquisition and families from diverse ethnic, cultural, racial, and socioeconomic backgrounds and discuss the social, • FT 570 School-based Practicum in educational, economic, and behavioral factors that Marriage and Family Therapy impact clinical work. The course addresses counseling men, women, and couples, and the issues of gender role stereotyping and changing sex roles, and integrates professional contributions from individual counseling Kathryn P. Koslow Center for and family therapy literature. Cross-referenced as Marriage & Family Therapy CN 433. Three credits. at Fairfield University FT 447 Lifespan Human Development The Marriage and Family Therapy program operates This course explores the processes of individual and a clinical service on the campus of Fairfield University. family development from childhood through old age. The Kathryn P. Koslow Center for Marriage & Family Presenting theoretical perspectives for studying child, Therapy is a new, state-of-the-art facility that was made adult, and family development, the course examines the possible through a generous gift. The Center is a beauti- modifications of family structures over time and psycho- ful facility that is equipped with the latest in technology social development within family systems and cultural which enables advanced master’s degree candidates contexts. Cross-referenced as CN 447. Three credits. to receive the finest professional training for students entering the profession. The Center offers a wide range FT 465 Introduction to of clinical services available to the community, as well as Substance Abuse and Addictions new and exciting opportunities for students to engage in Candidates explore basic information about the history research, grants, and community partnerships. and current use/abuse of various drugs and alcohol. Topics include addiction, the 12-step programs, The Koslow Center for Marriage and Family Therapy is physiological effects, FAS, COAs, and family systems dedicated to providing therapeutic services to individu- as well as culturally relevant prevention, intervention, als, couples, and families; to excellence in the training and treatment strategies for individuals and families. of professional marriage and family therapists; and to Cross-referenced as CN 465. Three credits. creating a community of professionals where both grad- 70 Marriage and Family Therapy FT 525 Divorce, Single-Parenting, FT 555 Foundations of and Remarriage Marital and Family Therapy This course considers the implications of divorce, single This course exposes candidates to the theories parenting, remarriage, and step-parenting for families upon which the models of family therapy are based, experiencing these transitions and for society at large. exploring the critical epistemological issues in family Specific topics include boundary issues during transition, therapy theory. Furthermore, it helps candidates think legal aspects of divorce custody decisions, school issues about therapy theoretically applying systems theory for children of divorce, and the complexities of single- to an understanding of the variety of contexts in which parenting and blending families, with an emphasis on marriage and family therapists work, including mental recent research regarding divorce and its aftermath. health systems, medical systems, etc. The course Three credits. prepares candidates to understand and contribute to current thinking in the field in regard to theory FT 550 Introduction to and practice. Topics include general systems theory, Marriage and Family Therapy cyberatics, communication theory, constructivism, and This course provides an overview of the historical current developments in epistemology. Three credits. development of the field of family therapy, acquainting candidates with the models developed by Minuchin, FT 556 Research in Haley, Madanes, Satir, Bowen, Whitaker, and others. The Marriage and Family Therapy course focuses on distinguishing between the systemic This course covers the methodology, design, and approaches in terms of assessment, conceptualization, statistical procedures for research in marriage and family diagnosis, treatment, and theoretical foundations, and therapy. The course addresses selecting appropriate explores contemporary directions of the field. Three experimental designs, data analysis and understanding credits. the inferential potential of statistical procedures, and evaluating published research, including efficacy and FT 552 Intervention in outcome studies in marriage and family therapy. The Structural and Strategic Family Therapy course content includes quantitative and qualitative This course focuses on the models of Minuchin, Haley, research in the field with recognition of cultural factors in Madanes, and MRI, with an emphasis on developing a research design and methodology. Three credits. substantive understanding of diagnosis, assessment, and intervention design. The course addresses the FT 559 Practicum in Family Therapy I range of techniques associated with each orientation, This course provides clinical experience working with indications and contra-indications for using specific families and meets the standards for training established techniques, rationale development for intervention, and by the American Association for Marriage and Family the role of the therapist. (Prerequisite: FT 550) Three Therapy and the Connecticut Department of Health credits. and Addiction Services. Candidates provide five hours per week of service in the Koslow Center plus five to FT 553 Family Therapy Pre-Practicum 10 hours per week of service in a community agency Taken after FT 552 and with the approval of the clinical offering family therapy treatment under super-vision. director, this course provides simulated experiences in The practicum follows consecutively after FT 553. the practice of family therapy and focuses on developing (Prerequisites: FT 550, FT 552, FT 553, FT, 565) Three skills in joining and forming a therapeutic relationship, credits. designing and implementing interventions, and the use of self at the various stages of therapy. The course FT 560 Practicum in Family Therapy II emphasizes the structural, strategic, and systemic Continuation of FT 559. (Prerequisite: FT 559) Three family therapy models and addresses culturally sensitive credits. practice, management, and treatment of cases of suicide, child abuse, domestic violence, and incest. Successful FT 561 Advanced Interventions in completion of this course and the requirements Family Therapy determines readiness for clinical practice. (Prerequisites: This course explores in depth the theory and techniques FT 550, FT 552; candidates must have a signed clinical of postmodern models of family therapy. It focuses on training agreement on file before registration) Three developing a substantive understanding of the theoretical credits. assumptions and clinical applications of solution-focused and narrative therapies and provides opportunities to apply techniques and explore the therapist’s use of self through role-play and clinical observations. (Prerequisites: FT 550, FT 552, FT 553, FT 559) Three credits. Marriage and Family Therapy 71 FT 562 Human Sexuality and Sexual Dysfunction FT 569 Assessment Techniques in This course examines issues related to sexuality in human Marriage and Family Therapy life and treatment of sexual problems. Issues include This advanced family therapy course addresses clinical sexual value systems, cultural context, sexual identity and diagnosis and assessment in the treatment process. orientation, gender issues and development of gender Topics include major family therapy assessment identity, forms of sexual conduct, sexuality across the methods and instruments, familiarity with the DSM IV, life span, and sexual issues in couple relationships. pharmacological treatments, and recognition and critical Three credits. assessment of cultural factors. Three credits.

FT 565 Ethical, Legal, and Professional Issues FT 570 School-based Practicum in in Family Therapy Marriage & Family Therapy This course examines issues specific to the clinical This course is a requirement in the Area of Specialization practice and profession of marriage and family therapy. in School Marriage & Family Therapy and provides an Areas of study include ethical decision-making and the opportunity for candidates to apply theory to practice in code of ethics; professional socialization and the role of the context of the public school system. The practicum is professional organizations; licensure and certification; an advanced level clinical experience that is specifically legal responsibilities and liabilities of clinical practice; designed to meet the requirements established by the research, family law, confidentiality issues, AAMFT Code Connecticut State Board of Education for certification of Ethics, interprofessional cooperation, and mental in School Marriage & Family Therapy.(Prerequisite: health care delivery systems. (Prerequisite: FT 550) Permission of advisor and Dean’s approval) Three Three credits. credits.

FT 566 Substance Abuse and the Family FT 580 Internship in Family Therapy I This course brings together substance abuse studies During internship candidates provide 10 to 15 hours of and family systems approaches. Students are clinical services at an off-campus internship site. They presented with a knowledge base of skills and methods receive weekly individual and group supervision by an for assessing and treating family systems. The course approved site supervisor and weekly group supervision identifies the addictive and intergenerational patterns by University faculty. (Prerequisites: FT 560) Three within families. Students are encouraged to reflect upon credits. the theoretical frameworks to understand and create interventions for alcoholic and substance abusing FT 581 Internship in Family Therapy II family systems. Relational clinical models including Continuation of FT 580. Candidates must complete all developmental, systemic, solution-focused and narrative clinical and supervisory hours by the close of the grading approaches are reviewed and evaluated. The course period to be eligible for graduation. (Prerequisite: examines the history and methods of treatment models. FT 580) Three credits. Issues of social justice are emphasized in a review of socio-cultural and social policy that influence family FT 595 Independent Study in behaviors and treatment. Cross-referenced as CN 565. Marriage and Family Therapy (Prerequisite: FT 465). Three credits. Candidates undertake individual projects in consultation with a faculty member based on proposals submitted FT 567 Couples Therapy one semester in advance of course registration. Three This course reviews a variety of approaches to to six credits. understanding, conceptualizing, and treating couple relationships and conflicts with cultural sensitivity, FT 99-01 Comprehensive Exam in addressing special problems such as interracial Marriage and Family Therapy and same-gender relationships, extramarital affairs, Candidates are strongly encouraged to register for the alcoholism, and ethics in couples work. Three credits. comprehensive examination the semester prior to their anticipated semester of graduation. FT 568 Special Topics in Family Therapy This course explores advanced topics in the field of FT 99-02 Comprehensive Exam in family therapy. Topics may vary each semester and are Family Studies determined by the marriage and family therapy faculty Students are to register for the comprehensive exam as a reflection of pertinent themes of interest in the field. at the beginning of the semester when they apply to One to three credits. graduate. 72 Psychological and Educational Consultation Psychology PSYCHOLOGICAL Candidates may choose from one of several sequences AND EDUCATIONAL of study. They may pursue certification preparation CONSULTATION in school psychology; elect a program in psychology that finds application in the promotion of organizational effectiveness and work productivity; select courses that enrich competencies required in human services Faculty and community work; or strengthen their knowledge of psychology in preparation for further graduate study. All Paula Gill Lopez (Chair and Director, School Psychology) of the programs provide for the development of a basic Evelyn Bilias Lolis foundation of knowledge in psychology and related Gayle Bogel fields, as well as emphasize the application of knowl- Faith-Anne Dohm (Director, Applied Psychology) edge in assessing and understanding others. Hyun Uk Kim Elizabeth Langran (Director, Educational To supplement course work, the faculty has estab- Technology) lished working relationships within the settings where Paul Maloney psychological skills are applied. These settings include Christine Siegel schools, child and family mental health and rehabilita- David Aloyzy Zera (Director, Special Education) tion services, corporate training and development settings, and organizations in the private sector. These relationships provide for the coordination of real life experiences with academic training and serve dual pur- Overview poses. First, candidates have the opportunity to practice The Department of Psychological and Educational newly acquired skills in real settings with experienced Consultation offers concentrations in studies that pre- supervisors supported by University faculty. Second, pare candidates for careers in a variety of human the addition of graduate candidates to established staff service and consultative areas. The department has, enhances the resources available in the community. as its primary objective, a collaborative approach to contributing to the quality of life in our changing schools, organizations, and society. The department is dedicated to making significant contributions to the: School Psychology • Enhancement of self-understanding; The School Psychology program at Fairfield University • Improvement of service delivery options to children, is a 63-credit program approved by the National adolescents, and adults; Association of School Psychologists (NASP). The tripartite model of school psychology espoused by the • Enrichment of child-parent relationships; program includes consultation, assessment, and direct intervention. The program is shaped by the belief that • Improvement of teacher-teacher, teacher-child, teach- school psychologists are best prepared when they are er-parent, and employer-employee relationships; instilled with a scientist/practitioner problem-solving ori- • Increased effectiveness of interventions in schools, entation, encouraged to think reflectively, motivated to organizations, and community support agencies; intervene at the primary prevention level, and inspired to be proactive agents of change. Candidates evolve • Leadership in schools and community agencies in the as professionals through classroom experiences and areas of theory, assessment, and understanding of opportunities to apply their growing knowledge and skills differences among children, youth, adults, and those in school and mental health settings. The program cul- with disabilities, with special emphasis on differentiat- minates in an internship experience, consisting of 1200 ing typical cultural characteristics from pathology; hours. Throughout the program, candidates develop • Development of effective strategies in curricular, portfolios documenting their personal and professional behavioral, technological, therapeutic, and organiza- growth, which assist them in finding employment. To be tional interventions; endorsed for state certification, a student must complete both the M.A. and C.A.S. degree requirements. Upon • Enhancement of human potential, facilitation of completing the M.A., students must submit a formal healthy development, and primary prevention of prob- application for entry into the C.A.S. program. Those lems in school, at home, in organizations, and in the wishing to enter the program initially at the C.A.S. level community; must hold a relevant master’s degree, with a GPA of at least 3.0, and must complete a minimum of 30 credits • Development and implementation of a wide and effec- at Fairfield University. tive range or instructional and telecommunication technologies. Psychological and Educational Consultation 73 Admission to the School Psychology Program School Psychologist Certification The application deadline is listed online at www.fairfield. A graduate candidate who successfully completes this edu/gseap/gseap_appdeadlines.html. course of study earns an M.A. degree and a sixth year C.A.S. and meets the Connecticut certification require- After an initial paper review, successful applicants are ments. When the entire program has been completed invited to campus for a group interview. The interview (63 credits), the candidate must apply for an endorse- is intended to clarify applicants’ understanding of the ment from the Graduate School of Education and program and the profession, and to assess applicants’ Allied Professions for Connecticut’s Initial Educator’s potential for success in the program. After admission, Certificate in school psychology. each candidate is expected to meet with a faculty advisor to outline a planned program of study before beginning In view of the essential responsibility of the program to coursework. Candidates must complete requirements assure the protection of the healthy development of chil- for both the M.A. and C.A.S. degrees to be eligible for dren and youth served by school psychologists, the fac- Connecticut State Certification as a school psychologist. ulty reserves the right to discontinue the program of any candidate, at any time in the program, whose academic performance is marginal, whose comprehensive exami- Requirements for the M.A. nation results are not rated as passing, or whose per- All candidates admitted to the School Psychology pro- sonal qualities are not appropriate to the field. Practica gram must satisfy the requirements for the M.A. degree and internship candidates are also expected to dem- as listed in the program of study. Those candidates onstrate the NASP Professional Work Characteristics admitted into the M.A. program who did not complete an (Section 4.5, Standards for the Credentialing of School undergraduate major in psychology may be required to Psychologists, 2000). A candidate may be denied rec- take additional coursework as identified by their advisor. ommendation of certification for not demonstrating the NASP Professional Work Characteristics. In addition, Before candidates take the comprehensive examination the Disposition Statement presented in this catalog is they must complete, or be in the process of completing, applicable to this program as it is to all programs in the 24 credits. These credits must include PY 430, PY 433, Graduate School of Education and Allied Professions. PY 435, PY 436, PY 438, and PY 446.

School Psychology Program of Study Requirements for the C.A.S. M.A. in School Psychology (33 credits) Those wishing to be accepted for matriculation at the CN 433 Multicultural Issues in Counseling C.A.S. level and/or those wishing to be endorsed by the University for state certification as a school psychologist SE 429 Developmental and Remedial Reading must first complete all the M.A. course requirements in and Language Arts school psychology. Applicants with related M.A. degrees PY 430 Issues in Professional Practice may be considered for admission into the C.A.S. pro- in School Psychology gram. However, all M.A. degree requirements in the PY 433 Behavioral Statistics School Psychology program must be completed. PY 435 Psychology of Personality PY 436 Psychopathology and Classification I A separate admission application for the C.A.S. must PY 438 Treatment Models for School-Age Youth be submitted. PY 446 Developmental Psychology I: Theory and Candidates must submit their e-Portfolio before the Application in Professional Practice completion of PY 599 Internship in School Psychology PY 534 Theories of Learning II. Additionally, candidates must take the Praxis II test in PY 537 Psychoeducational Assessment I: School Psychology. Behavioral Approaches SE 403 Psychoeducational Issues in Candidates who are accepted into the C.A.S. program Special Education with related degrees must fulfill all program course OR requirements. They must also develop and submit their SE 405 Exceptional Learners in the Mainstream e-Portfolios. A minimum of 30 credits must be completed PY 99-02 Comprehensive Examination in School at Fairfield University in order to receive an institutional Psychology endorsement for state certification.

74 Psychological and Educational Consultation C.A.S. in School Psychology (30 credits) 3. Industrial/Organizational Psychology – This program PY 449 Introduction to Clinical Child of study requires completion of 39 credits of required Neuropsychology courses. Thirty-six of these credits must be in psy- PY 535 Collaborative Consultation chology. PY 538 Psychoeducational Assessment II: Standardized Approaches PY 540 Psychoeducational Assessment III: Comprehensive Examination Clinical Approaches Successful completion of the master’s comprehensive PY 544 Psychoeducational Assessment IV: examination is required of all candidates. Integrated Assessment PY 548 Psychotherapeutic Techniques The comprehensive examination in psychology requires for School-Age Youth candidates to demonstrate understanding and mastery PY 576 Practicum I: Assessment and of relevant knowledge in psychology, as well as the Group Process ability to synthesize this knowledge in the creation of PY 577 Practicum II: Counseling and Group Process sophisticated essays. PY 598 Internship in School Psychology I Candidates are eligible to take the master’s compre- PY 599 Internship in School Psychology II hensive examination after successful completion of 24 credits, 18 of which must be specifically in psychology. Candidates have a maximum of two opportunities to Applied Psychology pass the examination. Different concentrations of study are available to candi- Candidates in the Applied Psychology program are dates seeking a master’s degree in applied psychology. expected to act in accordance with the American Some candidates are interested in developing the skills Psychological Association’s ethical principles. necessary for work as industrial-organizational psychol- Candidates who behave unethically may be dismissed ogy specialists in organizational settings. Others wish from the program. The ethical principles are available to strengthen their academic background in psychol- at www.apa.org/ethics. In addition, the Disposition ogy before pursuing further graduate studies at another Statement presented in this catalog is applicable to this institution or to prepare themselves to be entry-level program as it is to all programs in the Graduate School research assistants in psychological research settings. of Education and Allied Profession. Still others seek to increase their understanding of human behavior in order to enhance their current work in community settings. Applied Psychology Program of Study Track I – Human Services Psychology Admission to the Applied Psychology Program (39 credits) Applications are reviewed when they are complete, between September 1st and May 31st. Core (required) CN 433 Multicultural Issues in Counseling An interview with one or more faculty members is PY 435 Psychology of Personality required for admission to the Applied Psychology pro- PY 436 Psychopathology and Classification I gram. The interview is intended to clarify the applicant’s PY 437 Psychopathology and Classification II understanding of the program and the profession, and PY 446 Developmental Psychology I to evaluate the applicant’s potential success as a can- PY 534 Theories of Learning didate. After admission, each candidate is required to PY 536 Educational and Psychological Testing meet with a faculty advisor to outline a planned program PY 597 Seminar in Psychology of study. Prior to registering for courses each semester, PY 99-01 Comprehensive Examination in candidates are encouraged to meet with their advisor. Applied Psychology (non-credit course)

The Applied Psychology program offers three tracks Electives (12 credits) of study: human services psychology, foundations of Electives must be approved by Dr. Dohm. advanced psychology, and industrial/organizational/ per- Recommended electives for Track I are: sonnel psychology. Requirements for the different tracks SE 411 Introduction to Mental Retardation include: SE 413 Introduction to Learning Disabilities 1. Human Services Psychology – This track requires SE 441 Parents and Families with Disabilities the completion of 39 credits of approved courses. Twenty-seven of these credits must be in psychology. 2. Foundations of Advanced Psychology – This program of study requires completion of 36 credits of approved courses. Twenty-seven of these credits must be in psychology. Psychological and Educational Consultation 75 Track II – Foundations of Advanced Psychology Course Descriptions (36 credits) PY 401 Special Topics in Psychology Core (required) This course explores various topics in psychology. PY 433 Behavioral Statistics Topics vary from semester to semester and will be PY 435 Psychology of Personality chosen by faculty to address issues of current relevance PY 436 Psychopathology and Classification I that are not addressed in other course offerings. One to PY 437 Psychopathology and Classification II three credits. PY 446 Developmental Psychology I PY 475 Program Evaluation PY 403 Introduction to Play Therapy PY 534 Theories of Learning This course provides candidates with instruction in PY 536 Educational and Psychological Testing client-centered play therapy. Course objectives include PY 571 Research in Psychology enhancing sensitivity to children’s issues, developing PY 597 Seminar in Psychology an awareness of the world as viewed by children, PY 99-01 Comprehensive Examination in increasing the ability to communicate effectively with Applied Psychology (non-credit course) children using play techniques, understanding children’s behavior, communicating effectively with parents, and Electives (six credits) developing basic play therapy skills. Candidates also Electives must be approved by Dr. Dohm. view demonstrations of actual play therapy sessions Recommended electives for Track II are: and gain experience applying play therapy strategies PY 448 History & Systems in Psychology with children. (Prerequisite: This course is available to SE 411 Introduction to Mental Retardation candidates enrolled in a certification program or those SE 413 Introduction to Learning Disabilities who are already certified.) Three credits.

PY 406 Organizational Development Track III – Industrial/Organizational Psychology This course explores and analyzes the various methods (39 credits) and techniques for effective organizational development in contemporary organizations. The course focuses Core (required) on models, case studies, and candidate examination PY 406 Organizational Development of organizations with which they are affiliated. PY 420 Introduction to Industrial/Organizational Candidates identify and study key success factors Psychology such as organizational culture, leadership, and history. PY 433 Behavioral Statistics (Prerequisites: PY 420, PY 435, and PY 545) Three PY 435 Psychology of Personality credits. PY 471 Effective Interviewing PY 475 Program Evaluation PY 420 Introduction to PY 480 Consulting Theory and Practice Industrial/Organizational Psychology PY 536 Educational and Psychological Testing This course introduces the application of psychological PY 545 Designing Development and Training concepts, principles, and methods to process issues Programs and problems in the work environment. Topics include PY 571 Research in Psychology personnel selection, training and development, work PY 578 Field Work in Applied Psychology motivation, job satisfaction and effectiveness, work PY 597 Seminar in Psychology design, and organizational theory. Three credits. PY 99-01 Comprehensive Examination in Applied Psychology (non-credit course) PY 430 Issues in Professional Practice in School Psychology Electives (3 credits) Among the first courses that should be taken in the School Psychology program, this course presents a realistic view of school psychology, permitting participants to interview school psychologists and other school personnel in the field about the role of the school psychologist. It serves as a vehicle to affect the future of school psychology by empowering future school psychologists, and it introduces the issues primary to the profession and practice of school psychology. Topics include special education law; professional ethics; the history of school psychology; a tripartite model of service delivery; the “scientific practitioner” approach; consultation; child development and system theory as a basis for practice; advocacy for and education about the school psychologist’s role; and an introduction to federal and state educational systems within which the profession operates. Three credits. 76 Psychological and Educational Consultation PY 433 Behavioral Statistics PY 438 Treatment Models for School-Age Youth Participants study descriptive and inferential statistics In this course, candidates learn to develop treatment with an emphasis on methodological and technological plans for children and adolescents in schools. Various applications in the behavioral sciences. Topics range psychotherapy models bridge the gap between theory from measures of central tendency to parametric and and practice. Case studies serve as the primary learning nonparametric tests of significance. Applied Psychology vehicle. Given that children and adolescents frequently students must earn at least a B in the course for the demonstrate emotional difficulties in the school setting, course to count toward their degree.(Candidates with the course highlights theoretically informed therapeutic a prior course in statistics may try to test out of PY interventions that are pragmatic for use in the school 433 before the first class. Contact the instructor well setting, and emphasizes the importance of recognizing in advance of the first class to make arrangements. individual differences (cognitive, cultural, etc.) when Candidates who successfully test out of this course designing interventions. (Prerequisite: PY 435. Pre- or will substitute another approved three-credit course co-requisite: PY 436) Three credits. appropriate to their program.) Three credits. PY 446 Developmental Psychology I: Theory and PY 435 Psychology of Personality Application in Professional Practice This course takes a comprehensive approach to Candidates study human development from birth understanding theories of personality formation through adolescence. Designed for graduate candidates through an in-depth survey and critique of major and pursuing careers as clinical practitioners, this course minor theories of personality. The course emphasizes helps participants develop the basic skills necessary developing a critical understanding of the similarities to understand their clients in the context of the and differences among the theories and the contribution various domains of human development. Candidates of each theory to conceptualizations of normal and learn to identify deviations in development and craft abnormal behavior, with application to the understanding corresponding intervention plans. The course also of current research in personality psychology. Cross- emphasizes cultural competence, providing candidates cultural issues are addressed. Applied Psychology with an understanding of individuals and families within students must earn at least a B in the course for the a cultural context. Three credits. course to count toward their degree. Three credits. PY 448 History & Systems in Psychology PY 436 Psychopathology and Classification I The purpose of this course is to introduce candidates This course introduces candidates to advanced child and to various systems of thought in psychology and to adolescent psychopathology. It provides the necessary an historical perspective on the development of the foundation for undertaking subsequent courses or field. The course uses an approach that covers major supervised practical training focused on the actual historical figures, relevant themes, and schools of practice of formulating diagnoses and treating children psychology. The course relies upon Internet-based and adolescents who are experiencing mental resources, library work, readings, and class discussion disorders. The course includes in-depth exposure to to convey this body of knowledge. Three credits. and discussion of the DSM-IV and current research in psychopathology, and emphasizes understanding and PY 449 Introduction to identifying mental disorder symptoms and syndromes. Clinical Child Neuropsychology Three credits. This course introduces candidates to brain structure, development, and function as the child grows to adult- PY 437 Psychopathology and Classification II hood. Discussion topics include cognitive, academic, This course introduces candidates to advanced adult and behavioral sequelae of commonly encountered psychopathology. It provides the necessary foundation neuropathologies of childhood and adolescence, with for undertaking subsequent courses or supervised case illustrations. Because of the emphasis placed on practical training focused on the actual practice of educational outcomes of neuropathology, the course formulating diagnoses and treating people who are addresses dyslexia, attention deficit disorder, and experiencing mental disorders. The course includes in- non-verbal learning disability. (Prerequisites: PY 538, depth exposure to and discussion of the DSM-IV and PY 540) Three credits. current research in psychopathology, and emphasizes understanding and identifying mental disorder symptoms PY 450 Theories of Child Psychotherapy and syndromes. Three credits. This course introduces the major models of individual and group child psychotherapies, emphasizing the theoretical bases, research support, and differential value of current treatment modalities. Topics include specific child psychotherapies such as play therapy, behavior therapy, parent training, chemotherapy, and family therapy; and the ethics, rights, and confidentiality of child evaluation and treatment. Demonstrations incorporate a variety of actual case materials. Three credits. Psychological and Educational Consultation 77 PY 455 Group Work: Theory and Practice PY 534 Theories of Learning This course focuses on the broad methodology of This course considers, in detail, the conditions of human group work and theories and tasks in interpersonal learning found in the principal schools of psychology on and multicultural contexts. Candidates observe the the contemporary scene. Candidates investigate other nature of their interactions with others and enhance theories for individual reports. Cross-referenced as their knowledge about the nature of groups and the ED 534. Three credits. current theories and models. (Prerequisite: Matriculation in the applied psychology program. Pre- or co-requisites: PY 535 Collaborative Consultation PY 435 and PY 471) Three credits. Designed to give candidates knowledge and consultation skills, this course presents consultation as a collaborative PY 471 Effective Interviewing problem-solving process that is empowering and This course trains individuals whose work requires a high prevention-oriented. The course focuses on mental skill level in communication. The course emphasizes health consultation as described by Gerald Caplan. defining the goals of the interview and the best means Candidates learn the major models of consultation, for achieving these goals, attending to overt and covert the generic stages of consultation, and four levels language and non-language messages, and dealing with of consultation service. The course also addresses the emotional dimensions of the interview. Candidates practice issues, such as consultee resistance, consultee learn and experiment with a variety of interviews in perspective, and consultant self-awareness. The course different contexts. Three credits. includes a practicum component in which candidates consult with a teacher at a school site once a week PY 475 Program Evaluation for approximately 10 weeks. (Prerequisites: PY 430, This course focuses on concepts and principles in PY 548) Three credits. performing evaluations of psychological and social programs. Evaluations are an amalgam of political and PY 536 Educational and Psychological Testing scientific perspectives that require numerous skills and This course examines, in depth, the basic concepts and talents. A number of topics and models of evaluation principles of psychological and educational assessment, are presented. However, no two evaluations are alike. including issues related to the assessment of special Therefore, solid training in methodology and technical and diverse populations. The course provides the techniques is imperative for performing evaluations. The conceptual foundation for subsequent courses that train objectives of this course are to develop skills in designing candidates how to do assessments and emphasizes evaluations, to develop survey instruments, to develop the ethical practice of assessment. Development of proposals, and to communicate evaluation results. In an understanding of what makes a test or assessment each of these areas, ethical issues are addressed. measure psychometrically sound is emphasized. Three Quantitative methods are emphasized, but qualitative credits. approaches are presented. (Prerequisites: PY 433, PY 571). Three credits. PY 537 Psychoeducational Assessment I: Behavioral Approaches PY 480 Consulting Theory and Practice Designed for school psychology candidates, this This course is designed to assist candidates in developing course is the first in a four-course sequence in the an understanding of and skills in the practice of psycho-educational evaluation of school-aged children. consultation in both internal and external roles. The core It covers the key concepts and procedures used in psychological principles and techniques apply equally the behavioral assessment of individuals with a dual well in business, non-profit, and educational settings. emphasis on functional behavioral assessment and The course focuses upon the psychological concepts, progress monitoring within a response-to-intervention models, and principles for effective consultation. model. Topics covered include direct observation A variety of contemporary models are examined. procedures, indirect assessment procedures, data Candidates are expected to develop insight into their own collection and progress monitoring, functional analysis, consultation approaches and their strengths and needs. reinforcer assessment, social validity assessment, direct (Prerequisites: For applied psychology candidates--PY behavior ratings, inter-observer reliability, and linking 420, PY 545, and PY 435; for counseling candidates-- assessment results to behavior intervention and support matriculation in the Clinical Mental Health Counseling plans. Applications at all three tiers of a response-to- program) Three credits. intervention model will be discussed. This course is also the first course in the three course program: Advanced PY 530 Behavior Therapy Training in Applied Behavior Analysis. Three credits. This introductory course on the origins, assumptions, learning theories, and techniques of behavior therapies focuses on respondent and operant therapies, while integrating some recent methodologies such as rational- emotive and cognitive therapies. (Pre-requisites: PY 435, PY 436, and matriculation in the School Psychology program) Three credits. 78 Psychological and Educational Consultation PY 538 Psychoeducational Assessment II: a response-to-intervention framework. This course is Standardized Approaches the final course in the three course program: Advanced For school psychology candidates, this course is Training in Applied Behavior Analysis. (Prerequisites: designed to advance their knowledge and skills of PY 537 and PY 541) Three credits. standardized assessment instruments commonly used by school psychologists in practice. This course will PY 544 Psychoeducational Assessment IV: include (a) review of psychometric constructs relevant Integrated Assessment to the measurement of intelligence and achievement, (b) For school psychology majors only, this is the fourth review of cross-battery assessment, (c) practice in the and final course in the advanced study of applied administration and scoring of standardized measures of psychoeducational assessment. Designed for graduate intelligence, achievement and behavior, and (d) practice candidates who are in the final stages of preparing for in the interpretation of test scores, (e) practice in the on-site professional assessment, this course focuses preparation of written reports summarizing test results, (f) on continuing instruction in the administration and exploration of multicultural issues related to assessment, interpretation of various assessment techniques, and (g) review of the application of intelligence testing in emphasizing cognitive measures, academic school and clinical settings. (Prerequisite: completion of assessment, academic achievement tests, and all M.A. degree requirements; co-requisite: PY 540) Lab projective techniques, as well as psychological report- fee: $45. Three credits. writing that integrates all assessment data into clear, accurate, written psychological reports. The course also PY 540 Psychoeducational Assessment III: stresses cultural and ethical competence in order to Clinical Approaches meet the need to synthesize and integrate assessment This course provides an introduction to clinical data into comprehensive, non-biased psychological approaches to assessment for candidates in the evaluations of children and youth. Candidates administer school psychology program. A variety of assessment comprehensive psychoeducational batteries within a techniques will be presented and critically reviewed, school or agency in preparation for their internship in including clinical interview, clinical observation, and school psychology. Formerly “Integrated Assessment.” projective techniques commonly used by school (Prerequisites: PY 538, PY 540) Three credits. psychologists to assess students in school settings. Candidates will gain practice in the administration and PY 545 Designing and Developing Training interpretation of clinical assessments as well as basic Programs report-writing. (Prerequisite: completion of all M.A. Designed for prospective trainers, training specialists, degree requirements; co-requisite: PY 538) Lab fee: personnel generalists, or line personnel in business $45. Three credits. and industry, this course focuses on designing and developing training programs for administrative PY 541 Behavior Change Procedures professionals, management employees, and school This course will present behavior change procedures personnel. Course assignments provide individualization for use with individual and group clients. Antecedent, and allow content to be tailored to participant needs consequence, and alternative behavior interventions and working environments. (Prerequisites: PY 420 and will be discussed. Procedures to learn include the use matriculation in the IOPE program) Cross-referenced as of: reinforcement and punishment (including differential MD 545. Three credits. reinforcement), modeling, shaping, chaining, etc. Specific topics will include discrimination training, PY 548 Psychotherapeutic Techniques for contingency contracting, and group contingencies, School-Age Youth among others. Basics of working with verbal behavior This course provides school psychology, school also will be introduced. This course is the second course counselor, and social work candidates with a first in the three-course Applied Behavior Analysis Advanced exposure to psychotherapeutic techniques. Topics Training Certificate program.(Prerequisite: PY 537) include the purposes and rationale for such techniques, Three credits. selection of appropriate methodologies, ethical considerations, and practice skills. (Prerequisites: PY 542 Measurement, Data Analysis, PY 430, PY 435, PY 438, PY 446) Three credits. and Experimental Design in Applied Behavior Analysis PY 571 Research in Psychology This course will present the concepts, principles, This course emphasizes developing a critical under- and tools of measurement used for assessment standing of the essential issues involved in designing, and intervention within applied behavior analysis. conducting, and reporting the results of psychological Topics covered will include defining target behaviors, research. It provides the foundation necessary for choosing measurement strategies and procedures for more advanced courses in research design and data various dimensions of behavior, single-case design, analysis or for developing a master’s thesis proposal. graphical presentation of data, and applications within (Prerequisite: PY 433) Three credits. Psychological and Educational Consultation 79 PY 576 Practicum I: in the semester preceding registration for this thesis Assessment and Group Process course and may register only during the normal registration This course provides support and university supervision period preceding each semester. (Prerequisites: for candidates in their semester long school-based PY 433, PY 571, approval of the candidate’s advisor, practicum. Taken concurrently with PY 544, this course and agreement of a psychology faculty member to serve primarily provides opportunities to gain practice and as thesis advisor) Three credits. facility in testing and report writing. Additionally, the course provides students with an in-class opportunity to PY 597 Seminar in Applied Psychology experientially learn group process from the perspective The culminating experience for candidates preparing for of a group member, as well as group facilitator. roles in settings where graduate candidates synthesize Candidates also learn how to develop lesson plans and their psychological knowledge and skill, this seminar conduct whole class lessons. (Prerequisite: Permission examines the issues of role definition, professional of instructor) Three credits. responsibility, ethics, confidentiality, and professional communications. (Prerequisite: Completion of 21 credits PY 577 Practicum II: in Applied Psychology) Three credits. Counseling and Group Process This course provides support and university supervision PY 598 Internship in School Psychology I for candidates in their eight-week long mental health This course provides weekly supervision and support at practicum. The primary purpose of this course is to the University for candidates during the fall semester of provide opportunities to gain practice and facility in the school psychology internship. This internship allows individual and group counseling, behavior modification, candidates to integrate the skills they have acquired in and interviewing in a mental health setting. Candidates the program, build confidence using those skills, and typically work with challenging cases, which enables develop a sense of professional identity. The course them to act as better liaisons to acute care facilities stresses a tripartite approach to school psychology, with when in the schools. Additionally, the course provides equal emphasis on assessment, direct intervention, and students an in-class opportunity to experientially learn consultation. (Prerequisite: All course work and approval group process from the perspective of a group member, of program coordinator) Three credits. as well as group facilitator. Candidates take this course the summer before internship. (Prerequisite: PY 576) PY 599 Internship in School Psychology II Three credits. This course provides weekly supervision and support at the University for candidates during the spring semester PY 578 Field Work in Applied Psychology of the school psychology internship. (Prerequisite: Advanced candidates matriculated in the industrial/ PY 598) Three credits. organizational/personnel track undertake approved, supervised fieldwork in an area related to their PY 99-01 Comprehensive Examination in professional interests and program content. Course Applied Psychology requirements include a site supervisor and a faculty The comprehensive examination in applied psychology supervisor for each candidate, and a fieldwork placement requires candidates to demonstrate understanding and that involves at least 13 full days of on-site experience. mastery of a broad body of relevant knowledge in (Prerequisites: Completion of 21 credits in psychology psychology, as well as the ability to synthesize this including PY 433, PY 435, PY 420, PY 545, PY 406, knowledge in the creation of sophisticated essays. PY 571; B or better cumulative GPA; submission and Candidates are eligible to take the master’s compre- approval of proposal by course instructor; approval of hensive examination after successful completion of 24 program director) Three credits. credits, 18 of which must be specifically in psychology. B or better cumulative GPA required to sit for the exam. PY 595 Independent Study in Psychology (Pre- or co-requisite: PY 594 or PY 597). Candidates conduct individual projects in consultation with a faculty member from the Department of PY 99-02 Comprehensive Examination in Psychology and Special Education. (Prerequisite: School Psychology Approval of faculty advisor) Three credits. The comprehensive examination in school psychology requires candidates to demonstrate understanding and PY 596 Master’s Thesis in Psychology mastery of a broad body of relevant knowledge in psych- Part-time candidates matriculated in school psychology ology, as well as the ability to synthesize this knowledge may engage in a master’s thesis project. The candidate’s in the creation of sophisticated essays. Before candi- project must demonstrate an advanced, sophisticated dates take the comprehensive examination, they must knowledge of psychology and be considered a have completed, or be in the process of completing, contribution to the field. Activities in the development of 24 credits. These credits must include PY 430, PY 433, the thesis include an initial outline of the project, proposal PY 435, PY 436, PY 438, and PY 446. (including a review of the related literature and proposed thesis), and final report. Candidates submit proposals 80 Psychological and Educational Consultation Special Education Requirements for the M.A. and C.A.S. The M.A. and C.A.S. programs in special education Special education has, as its primary objective, the edu- are individually planned according to each candidate’s cation and training of professional educators to serve needs, interests, and background. The M.A. and the children and adolescents who have exceptional chal- C.A.S. each require completion of a minimum of 30 lenges and require specialized support through educa- credits. tional, social, cognitive, rehabilitative, and/or behavioral management approaches to attain their maximum learn- Once a sequence of study is identified, the following are ing potential. In line with this primary objective, special the requirements for the M.A. and C.A.S: education sees its role as contributing leadership in the Program for Master of Arts for those holding an areas of theory; assessment; understanding differences Initial Certificate (30 credits) among children and youth with disabilities; the development and implementation of curriculum and intervention 1. CN 433 Multicultural Issues in Counseling (or an strategies; and the improvement of teacher-teacher, equivalent course) teacher-child, and teacher-parent relationships. 2. SE Electives (27 credits in 400-level courses in special education - determined in consultation with Graduate candidates may choose one of several the candidate’s advisor) sequences of study leading to certification, including the 3. SE 99 Comprehensive Examination (no credit) master of arts degree and the certificate of advanced study degree. These programs provide the prepara- Program for Certificate of Advanced Study for those tion required by the Connecticut State Department of holding a Master of Arts in Special Education Higher Education, the Connecticut State Department (30 credits) of Education, and the Council for Exceptional Children. Candidates may pursue a program leading to a 1. PY 534 Theories of Learning Connecticut Initial Educator Certificate in teaching chil- 2. SE Electives (27 credits in 500-level courses in dren and youth with disabilities in grades K through special education – determined in consultation with 12 (Comprehensive Special Education) or to a cross- the candidate’s advisor) endorsement in comprehensive special education when certification in classroom teaching has already been Certification Requirements earned. The certification program in comprehensive special edu- In view of the essential responsibility of the program cation at Fairfield University is sequentially organized to assure the protection of the healthy development across categories, providing participants with a frame of children and adolescents served by special educa- of reference for evaluating the learning strengths and tors, the faculty reserve the right to discontinue the weaknesses of each child and, therefore, a basis from program of any candidate, at any time during his or her which to derive a prescriptive curriculum for the student program, whose academic performance is marginal, with disabilities. whose comprehensive examination results are not rated The planned professional comprehensive program in as passing, or whose personal qualities are deemed special education is presented according to the format not appropriate to the field. Such a candidate may be of Connecticut certification law and includes courses in denied recommendation for certification. In addition, the the following areas: Disposition Statement presented in this catalog is applicable to the special education programs as it is to all 1. Psychoeducational theory and development of programs offered by the Graduate School of Education children with disabilities and Allied Professions. Developmental growth from infancy to adulthood is a baseline against which children with disabilities are viewed. Various theories pertaining to areas of Admission to the Special Education Program disability are also presented and explored. Application deadlines are listed online at www.fairfield. 2. Diagnosis of children and youth with disabilities edu/gseap/gseap_appdeadlines.html. Graduate candidates possessing developmental information and theoretical foundations can view A group or individual interview with faculty members is each child with a disability against this background required for admission to the Special Education pro- and thereby assess developmental strengths and gram. The interview is intended to clarify the applicant’s weaknesses, and identify disabling conditions. understanding of the program and the profession, and to evaluate the applicant’s potential success as a can- 3. Program planning and education of children didate. After admission, each candidate is required to and youth with disabilities meet with a faculty advisor to outline a planned program Courses survey, analyze, and evaluate programs of study. available for children with disabilities. Theory, development, diagnostic procedures, curricula, and methods are used as the baseline for comparison and for the development of individualized education plans designed to meet each student’s needs. Psychological and Educational Consultation 81 4. Curriculum and methods of teaching children candidates first earn a Master of Arts degree (30 credits and youth with disabilities in 400-level courses). During the final semester of the The teaching process, although based upon sound M.A. degree program, candidates complete an abbrevi- diagnosis and expert knowledge of developmental ated application to the C.A.S. program. Faculty then sequences of education, must deal with each child’s determine whether candidates are academically and unique ways of functioning. The teacher cannot pro- dispositionally eligible to pursue the initial certificate and ceed without knowledge of the child’s style of learn- the C.A.S. The first 18 credits of the C.A.S. program may ing, tolerance for anxiety, attention, pace of cognitive be taken in such a way to fulfill requirements for initial processing, capacity for organization, and capability certification. Candidates who complete the requirements for developing appropriate relationships. Opportunity for initial certification prior to completing all requirements is provided within the special education program for the C.A.S. may request an endorsement for certifica- for future professional educators to be exposed to tion prior to fulfilling the balance of the C.A.S. degree such variables. The future professional educator is requirements. expected to learn to observe children, to understand them, and to modify programs and plans to address the variables, as well as be able to shift gears, shift Program for Master of Arts (30 credits) areas, and use several alternative approaches to CN 433 Multicultural Issues in Counseling achieve the same end goal. (or an equivalent course) 5. Practica or Student Teaching in Special Education MD 400 Introduction to Educational Technology The practica or student teaching experiences are SE 403 Psychoeducational Issues designed to provide opportunities for the graduate in Special Education candidate to engage in professional practice as a SE 411 Introduction to Individuals special education teacher under the supervision of with Intellectual Disabilities University, school, and educational agency person- SE 413 Theories of and Introduction to nel. The experience offers the graduate candidate Learning Disabilities exposure in various settings to observe, evalu- SE 417 Introduction to Children and Youth ate, plan, instruct, and interact with pupils having with Emotional Disturbances special learning needs and challenging behaviors. SE 429 Developmental and Remedial Reading Requirements are detailed in the Special Education and Language Arts Program Student Teaching Handbook. Placements SE 432 Management Techniques are coordinated through the director of student in Special Education teaching placements. An application for student SE 436 Administration of Educational Tests teaching must be submitted to the director of student SE 441 Parents and Families of Individuals teaching placements in the semester prior to begin- with Disabilities ning the first practicum or beginning student teach- SE 99 Comprehensive examination (no credits) ing. Candidates work with a minimum of two different exceptionality categories and may have experiences Program for C.A.S. Degree with Initial Certification at two different grade levels. (18 credits to complete initial certification sequence 6. Course plans and institutional endorsement and an additional 12 credits to complete the C.A.S. Special education course planning is in concert with degree) the candidate’s advisor. SE 534 Skill Development for The certification regulations in effect at the time of appli- Individualized Education Plans cation for Connecticut certification must be met for the SE 537 Curriculum and Methods for Students University to issue an institutional endorsement. with Mild to Moderate Disabilities SE 550 Collaboration and Consultation for the Special Educator Initial Educator Certification Sequence of Courses SE 561 Diagnostic Procedures in The following list of courses is designed to reflect the Special Education of Youth with Disabilities current plan of study required for Connecticut certifica- SE 593 Student Teaching in Special Education tion as an initial educator in comprehensive special (6 credits) education (48 credits). To be considered for an initial certificate and/or to receive an institutional endorse- [Candidates are eligible to request an endorsement ment from the Connecticut Department of Education, for initial certification after successfully completing a candidate must successfully complete all coursework the above courses.] in the planned program, pass all PRAXIS assessments required by the state for the intended certification, and PY 534 Theories of Learning pass the program’s Comprehensive Examination in SE Electives (9 credits: may be from other depart- Special Education. The program for those seeking an ments – determined in consultation with candidate’s initial certificate in special education is designed so that advisor)

82 Psychological and Educational Consultation Cross-Endorsement Certification Course Descriptions in Special Education Cross endorsement in special education is 30 credits SE 403 Psychoeducational Issues and is in alignment with the state of CT guidelines. All in Special Education courses in each of the following content areas specified Designed to introduce special educators, school under the current Connecticut state cross-endorsement psychologists, and other related pupil service providers regulations must be taken. Candidates will also take 2 to a variety of complex issues and problems that affect elective courses in consultation with their advisor. children and adolescents with exceptional learning needs. This course emphasizes themes such as public Psychoeducational theory and development laws, psychological planning and placement of children of handicapped children and youth, inclusive education, multicultural and family SE 411 Introduction to Individuals issues, ethics and professional standards, and stressors with Intellectual Disabilities affecting professional performance. Three credits. SE 413 Theories of and Introduction to Learning Disabilities SE 405 Exceptional Learners in the Mainstream SE 417 Introduction to Children and Youth This course familiarizes the mainstream professional with Emotional Disturbances with the special learning needs of children and youth who have intellectual or developmental disabilities, Diagnosis of handicapped children learning disabilities, emotional disturbances, severe SE 561 Diagnostic Procedures in disabilities, multiple disabilities, and/or who are gifted Special Education of Youth with Disabilities and talented. Topics include methods of identifying and working effectively with children and youth with Program planning and evaluation special learning needs in the regular classroom; the of handicapped children roles and responsibilities of counselors, psychologists, SE 534 Skill Development for educators, and ancillary personnel as members of a Individual Education Plans multidisciplinary team in planning educational services for exceptional learners; and laws that impact on Curriculum and methods of assessment, placement, parent and student rights, and teaching handicapped children support services. This course may require a fieldwork SE 537 Curriculum and Methods for component as part of the evaluation process. Note: This Students with Mild to Moderate Disabilities course is not for those pursuing an initial certificate or cross-endorsement in special education; it is for general Two or more practica in special education educators and students in affiliated fields of study. Cross- SE 591 Practica in Special Education referenced as SE 430. Note: This course is not for those SE 592 Practica in Special Education pursuing an initial certificate or cross-endorsement in special education; it is for general educators and Electives students in affiliated fields of study. Three credits. SE 403 Psychoeducational Issues in Special Education SE 411 Introduction to Individuals with SE 429 Developmental and Remedial Reading Intellectual Disabilities and Language Arts Candidates develop an understanding and working SE 432 Management Techniques in knowledge of intellectual and developmental disabilities Special Education in this course, which emphasizes the definitional, SE 436 Administration of Educational Tests medical, psychosocial, and educational issues that SE 441 Parents and Families of Individuals affect the lives of people who have been diagnosed as with Disabilities having intellectual and/or developmental disabilities. SE 550 Collaboration and Consultation This course may require a fieldwork component as part for the Special Educator of the evaluation process. Three credits.

SE 413 Theories of and Introduction The MA degree with cross-endorsement requires the to Learning Disabilities following courses in addition to those listed above: This course introduces candidates to the area of CN 433 (or its equivalent), PY 534, SE 599, and SE 99. learning disabilities, exploring various theoretical constructs pertaining to numerous facets of the disorder (cognition, executive function, attention deficits, etc.) by examining their development and discussing the past and current issues about the definition. Candidates examine educational and social emotional sequelae and implications of processing impairments using actual case evaluations. This course may require a fieldwork component as part of the evaluation process. Three credits. Psychological and Educational Consultation 83 SE 417 Introduction to Children and Youth SE 432 Management Techniques in with Social and Emotional Disturbances Special Education This course addresses social and emotional disturbance Designed to offer training in techniques for improving in children by comparing normal and atypical patterns the academic and social behavior of students with of personality growth from infancy through adolescence. behavior problems, this course, which is open to those Three credits. who work with people to effect positive behavioral change, includes such topics as behavioral observation SE 419 Special Learners in and analysis, task analysis, intervention strategies, and the Bilingual/ESL Classroom behavior change measurement and recording. Pre- or Designed to familiarize bilingual and ESL teachers co-requisite: SE 417. Three credits. with the developmental learning needs of children and adolescents who are exceptional, this course examines SE 436 Administration of Educational Tests the special learning needs of linguistically and culturally This course includes selection, administration, scoring, diverse children and adolescents in bilingual or ESL and interpretation of individually administered cognitive classrooms. Cross-referenced as SL 419. (Marriage & processing and academic achievement diagnostic Family Therapy students need Dean’s approval.) Three instruments. Pre- or co-requisite: SE 413. Three credits. credits. SE 441 Parents and Families of SE 429 Developmental and Remedial Reading Individuals with Disabilities and Language Arts This course introduces candidates to the dynamic family This course delineates a conceptual framework of network of persons with disabilities, emphasizing the reading and language arts as being not only related psychosocial stages of family structure and systemic to decoding, syntax, and comprehension, but also its interaction. Topics include family systems theories relationship to the associated constructs of executive and their clinical applications; the grief process; family functions, working memory, and attention. Candidates coping strategies; and significant professional issues explore current research regarding reading, language for family therapists, counselors, special educators, development, and associated constructs; examine case psychologists, nurses, and other human service studies; become familiar with specific reading methods personnel. Three credits. and affiliated assessment instruments; practice administering various instruments; examine and use SE 465 Early Childhood Special Education various reading programs currently available; become This course is designed to develop an understanding and acquainted with assistive, interactive technological working knowledge of special education interventions tools; and explore specific websites. Three credits. designed for preschool children with disabilities. Major topics will include the history of and legislative milestones SE 430 Special Learners in related to young children with disabilities; awareness of the Regular Classroom children at risk for developmental disabilities; screening, This course familiarizes school personnel with the assessment and evaluation processes; strategies for special learning needs of children and youth who effective interventions; educational alternatives for have intellectual or developmental disabilities, young children with disabilities; and awareness of the learning disabilities, emotional disturbances, severe impact of the young children with disabilities on the disabilities, multiple disabilities, and/or who are gifted family. Three credits. and talented. Topics include methods of identifying and working effectively with children and youth with SE 500 Autism Spectrum Disorders: special learning needs in the regular classroom; the Theories and Interventions roles and responsibilities of counselors, psychologists, This course will highlight current research on theories educators, and ancillary personnel as members of a of etiology in Autism Spectrum Disorders (ASD). multidisciplinary team in planning educational services Candidates will examine characteristics and behaviors for exceptional learners; and laws that impact on associated with ASD. Specific diagnostic assessment assessment, placement, parent and student rights, and and screening tools such as ADOS, ADI-R, and M-CHAT support services. The course may require a fieldwork will be reviewed to identify infants and children with ASD. component as part of the evaluation process. Note: This The course also will focus on providing the candidates course is not for those pursuing an initial certificate or with understanding of the role of families. Further, the cross-endorsement in special education; it is for general course will create a framework for implementing effective educators and candidates in affiliated fields of study. pedagogical interventions, profiling the strengths and Cross-referenced as SE 405. Three credits. challenges of various interventions. Three credits. 84 Psychological and Educational Consultation SE 534 Skill Development for cross-endorsement in comprehensive special education Individualized Educational Plans confirm placements in conjunction with the candidate’s This course is designed to develop the skills necessary University advisor and the Director of Student Teaching for creating comprehensive diagnostic educational Placement. (Minimum prerequisites: permission of the profiles for students with identified learning needs candidate’s University advisor and successful completion and utilizes comprehensive cognitive processing and of SE 411, SE 413, SE 417, SE 534, SE 537, and SE academic achievement evaluations as a foundation. 561. Candidates must notify their University advisor of A non-categorical approach is utilized and topics of their intent to start these courses in the semester prior to exploration include: the identification of patterns of their anticipated practicum placement.) Three credits per strengths and weaknesses and resultant development course; six credits for both courses. of goals and objectives; determination of appropriate methodologies, programs, and strategies; selection and SE 593 Student Teaching in Special Education organizational sequence of materials; and consideration This six-credit course consists of a semester-long, of various educational environments in which services fulltime placement in a public school or an approved may be provided. (Prerequisite SE 413; pre- or co- setting working with a trained cooperating teacher who requisite SE 561). Three credits. supervises the candidate pursuing an initial certificate in special education as he or she works with students SE 537 Curriculum and Methods for Students identified with at least two different disabilities. Student with Mild to Moderate Disabilities teaching requirements include seminar attendance in This course presents curriculum and methods for use conjunction with the on-site experience and supervision. with students having mild to moderate disabilities in Candidates fulfilling the initial certificate in special learning. (Prerequisites: SE 411, SE 413, SE 417) Three education coordinate their site placements with their credits. academic advisor, University supervisor, and/or the director of Student Teaching Placement. (Minimum SE 540 C.A.S. Practicum prerequisites: permission of the candidate’s University Candidates complete a project involving fieldwork and/ advisor and successful completion of CN 433 or its or research in special education. This course cannot be equivalent, MD 400, SE 403, SE 411, SE 413, SE 417, used to fulfill certification requirements. (Prerequisite: SE 429, SE 432, SE 436, SE 441, SE 534, SE 537, Permission of the instructor) Three credits. SE 550, SE 561, and SE 99. Candidates must notify their academic advisor, University supervisor, and the Director SE 550 Collaboration and Consultation of Student Teaching Placement of their intent to start this for the Special Educator course in the semester prior to their anticipated student This course presents an overview of models that support teaching experience. For initial certification candidates the role of the consulting teacher as a facilitator and only.) Six credits. collaborator in the process of service delivery to children, youth, and young adults with special learning needs. SE 595 Independent Study in Special Education Major topics include the application of consultation The course provides opportunities for advanced models to systems change, in-service education, and candidates to pursue their interests in diverse aspects classroom consultation. Three credits. of special education under the guidance of a faculty member. (Prerequisite: Permission of the instructor) SE 561 Diagnostic Procedures in Three to six credits. Special Education of Youth with Disabilities SE 599 Seminar in Special Education This course provides candidates with detailed This advanced synthesizing seminar directs the information/data as it pertains to interpreting and candidate toward an in-depth study of special topics in understanding varied diagnostic procedures by using the field, using a research-oriented approach. Three various models of interpretation and theoretical credits. foundations. Also, the course provides a foundation for understanding the strengths and weaknesses of SE 99-01 Comprehensive Exam in students undergoing diagnostic evaluations. (Pre- or co- Special Education requisite: SE 413) Three credits. The comprehensive examination is taken after successful completion of at least 21 credits in the SE 591-592 Practica in Special Education program in special education and is designed to assess Each of these three-credit courses consists of an a candidate’s understanding, skills and knowledge base experiential opportunity for candidates pursuing a cross- in the four areas associated with the State of Connecticut endorsement in special education. Each practicum is certification law: a.) Psychoeducational theory and individually designed to meet the candidate’s needs development of children with disabilities; b.) Diagnosis of and fulfill the certification requirement of working with at children and youth with disabilities; c.) Program planning least two different disabilities. Practicum requirements and education of children and youth with disabilities, include seminar attendance in conjunction with the on- and; d.) Curriculum and methods of teaching children site experience and supervision. Candidates fulfilling the and youth with disabilities. Psychological and Educational Consultation 85 Educational Technology Requirements for the M.A. in Educational Technology The Educational Technology program empowers teach- The major in educational technology requires a mini- ers to teach and students to learn in today’s information mum of 33 credits. Some courses may be substituted at age. The program emphasizes theory, production, and the discretion of the program director. applications of instructional technologies in education. Graduates of the Fairfield program are well regarded Foundations (12 credits): and much in demand in K-12 education. A number of ED 429 Philosophical Foundations of Education graduates hold positions in the instructional/training ED 441 Teaching and Learning within and multimedia departments of major corporations and Multicultural Contexts of Learning production houses. MD 400 Introduction to Educational Technology MD 499 Research in Educational Technology Candidates earn a master of arts degree in Educational OR Technology, and additionally may choose to pursue a With permission of the program director, candidates specialization in School Media Specialist. Certification may substitute one of the following courses for as a School Library Media Specialist is offered for both MD 499: initial educator candidates and those already holding a MD 590 Internship in School Media* Connecticut educator certificate. MD 591 Internship in TV Production* MD 592 Internship in Multimedia Production* *Must be arranged at the beginning of the previous Admission semester. Application deadlines are listed online at www.fairfield. edu/gseap/gseap_appdeadlines.html. Choose one of the following: Media Production (3 credits): After an initial paper review, successful applicants are MD 431 Video Production I invited to campus for a group interview. The interview MD 442 Design & Development of Multimedia is intended to clarify applicants’ understanding of the Programs program and the profession, and to assess applicants’ or other advisor-approved media production course potential for success as candidates. After admission, each candidate is expected to meet with a faculty advisor to outline a planned program of study before begin- Media Literacy (3 credits): ning coursework. MD 403 The School Library MD 472 Information Literacy through Inquiry Passing or waiving Praxis I is required for formal admis- or other advisor-approved media literacy course sion to the School Media Specialist Certification area. Electives (15 credits): Considering the role of the school media specialist in Complete 15 credits in approved MD courses. the school and community, any candidate whose relevant academic productivity is marginal or inadequate, Comprehensive exam: who does not embody a socially responsible profession- MD 99-01 Comprehensive Exam in Educational al disposition, or who demonstrates unsuitable personal Technology qualities, will not be recommended for matriculation, Pass the comprehensive exam, offered in the fall continuation in the program, student teaching place- and spring semesters. Registration for the compre- ment, or state certification. Candidates are expected to hensive exam is in the first weeks of the fall and behave in accordance with the State of Connecticut’s spring semesters. Teachers Code of Professional Responsibility. In addition, the Disposition Statement presented in this catalog is applicable to this program as it is to all programs in the Graduate School of Education and Allied Professions. Requirements for the M.A. in Educational Technology with School Media Specialist certification The M.A. in Educational Technology with specialization in School Media Specialist requires a minimum of 33 credits. Additional coursework is required for certification. Foundations (12 credits): ED 429 Philosophical Foundations of Education ED 441 Teaching and Learning within Multicultural Contexts of Learning MD 400 Introduction to Educational Technology and one of the following: 86 Psychological and Educational Consultation MD 499 Research in Educational Technology* Course Descriptions OR MD 590 Internship in School Media* CS 429 The World Wide Web *Must be arranged at the beginning of the previous in Education and in Training semester. Teachers learn to use the services and resources offered by the Internet and the World Wide Web. They Library Core (12 credits): study ways in which schools and training institutions MD 403 The School Library use the Internet, becoming familiar with Internet-based MD 405 School Library Automation resources that are of particular value to K-12 education. MD 406 Introduction to Reference Participants also learn the basics of designing and and one of the following: developing school homepages. Lab fee: $45. Three EN 405 Literature for Young Adults credits. EN 406 Multicultural Literature K-8 MD 300 Introduction to Educational Technology Electives (9 credits): This course covers the principles and applications Complete 9 credits in approved school media- of technology literacy in education. Topics include related MD courses. designing effective teaching strategies and environments conducive to learning, and the application of media and Comprehensive exam: computer technologies in teaching. Lab fee: $45. Three MD 99-02 Comprehensive Exam in School Library credits. Media Pass the comprehensive exam, offered in the fall MD 400 Introduction to Educational Technology and spring semesters. Registration for the compre- This foundation course in our Educational Technology hensive exam is in the first weeks of the fall and program offers a hands-on overview of effective teaching spring semesters. methods using digital technologies. Candidates learn to articulate a vision of educational reform in the information age and understand the potential applications of educational technology in enriching the education of Requirements for every student. The course develops students’ understanding of and skills in using digital technologies to School Library Media Specialist Certification design and implement effective learning environments. 1. Candidates holding a Connecticut educator cer- Lab fee: $45. Three credits. tificate with at least one year of successful teaching must complete a minimum of 30 credits of approved MD 403 The School Library school media courses. The advisor will plan an This course provides an introduction to the current appropriate program of courses with each candidate. policies and practices of effective school library 2. Candidates without an educator certificate who wish programs. Candidates will examine the professional to earn initial educator certification must complete skills, dispositions and responsibilities related to the roles a minimum of 12 credits in Educational Technology of the school library media specialist as defined in AASL Foundations, 12 credits in the Library Core, 9 credits standards: instructional partner, teacher, information in approved school-media electives, and 15 credits specialist, program administrator and technology leader. from the following required pedagogy courses: Three credits. ED 442 Educational Psychology ED 465 Teaching Methods for Secondary MD 405 School Library Automation Schools This course provides candidates with the hands-on OR experiences needed to implement a circulation and ED 565 Principles of Curriculum Development catalog automation system in a library. Topics include SE 405 Exceptional Learners in the Mainstream barcoding, MARC records, retrospective conversion, OR catalog searching, and networking. Each candidate SE 430 Special Learners in the Regular creates a fully functional circulation/catalog system, Classroom complete with overdue books, statistics reporting, MD 581 Directed Observation and Supervised reserve and temporary items, and special collection Student Teaching in Media groups. No previous computer or automation skills are required. Lab fee: $45. Three credits. To be considered an initial certification program com- MD 406 Introduction to Reference pleter and/or to receive an institutional endorsement Candidates will explore print and online resources, when applying for initial educator certification from the and develop competency in selecting, acquiring and Connecticut Department of Education, a candidate must evaluating resources to meet student needs. Course have completed all coursework and assessments in the activities will emphasize communication skills and planned program required by the state for the intended instructional strategies needed to provide effective certification. reference services in school libraries. Three credits. Psychological and Educational Consultation 87 MD 409 The Literate Environment: MD 431 Video Production I P-12 Literature and Reading Using a single-camera videotape-recorder system, Candidates will explore factors related to creating this course explores simple and creative production a literate environment and the roles of school and techniques and the use of television in education classroom libraries. This course includes an overview and training. Candidates also learn basic analog and of P-12 literature, an analysis of approaches to reading digital video postproduction and have an opportunity to instruction and an examination of collaboration between become familiar with multiple-camera systems using the reading professionals — literacy coaches, reading University’s color television studio. Lab fee: $45. Three specialists and school library media specialists. Three credits. credits. MD 433 Critical Viewing of Television MD 413 Technology Methods for Middle School and Children’s Safety on Mass Media This interdepartmental course introduces students to the and the Internet philosophy and organization of middle level education Children without discriminating parents and teachers in the digital age. Students learn and apply instructional lack models for intelligent use of the television strategies and planning methods to integrate programming they view for long hours each day. Critical technology appropriate for middle-level learners from television viewing skills can, however, be taught. This diverse academic and social backgrounds. During course enhances candidates understanding of television the required 25-hour field work experience, students and critical viewing skills, and presents methods and are partnered with a classroom teacher to design and curricula for developing critical viewing skills in children implement a technology-enhanced instructional module. and teenagers. The course also examines issues of (Prerequisites: formal acceptance into secondary children’s safety on the Internet, applying information education or educational technology program, or advisor about critical viewing of motion pictures and television to approval) Lab fee: $45. Three credits. this issue. Three credits.

MD 414 Geospatial Technologies MD 442 Design and Development in the Classroom of Multimedia Programs In this course, we will explore geospatial technologies Participants will explore how multimedia can best both outdoors and in the computer lab using GPS and be adapted to create an entire learning experience. GIS, and apply “community games” such as geocaching Candidates of all levels of experience will develop a and protocols for conducting “real world” research with comfortable working knowledge of developing a training students. Participants will develop skills and applications module using Flash and web design. Topics will be of geospatial technologies for curricular integration. Lab directed toward where new media technologies are fee: $45. Three credits. taking the development of open-architected learning modules, as well as how they can best be developed MD 429 Teaching & Training toward intuitive “out of the box” thinking and learning. with Online Environment Lab fee: $45. Three credits. This course will focus on ways in which teachers, trainers, and technology support professionals can MD 443 Integrating Instructional Technologies use a variety of online tools to engage learners of all in Elementary School Education types. Students will explore ways to effectively employ This course focuses on the application of a variety webinars, podcasts, screen captures, and videos to of instructional technologies including the Internet, support online and blended learning environments, as spreadsheets, databases, graphic programs, and well as how to consider relevant technological issues multimedia programs to structure effective learning such as bandwidth, file types, policies, and mobile device environments for elementary education students. The access. Three credits. course also emphasizes reviewing available teachers’ resources including lesson plans, collaborative projects, MD 430 Storytelling in the Classroom and cultural diversity projects. Cross-referenced as Studies have shown that our brain organizes, retains, ED 443. Lab fee: $45. Three credits. and accesses information through story. Therefore, teaching with story allows students to remember what is being taught, access it, and apply it more easily. This course is designed for the school media specialist and the regular classroom teacher (K-8) to assist them in employing the art of storytelling in teaching. The course aims at developing candidates’ understanding of folklore, fairytale, myth, and legend; discovering stories from different genres and cultures; learning to select and share stories; learning to incorporate storytelling into the curriculum; and developing strategies to help children learn to write and tell their own stories. Cross-referenced as ED 430. Three credits. 88 Psychological and Educational Consultation MD 452 Integrating Technology in Content Areas: MD 469 Establishing Worldwide Learning Language Arts and Social Studies Communities through Technology This course addresses the infusion of new technologies Worldwide developments continue to heighten in teaching language arts and social studies curricula. awareness of the importance of linkages among peoples Participants study and assess the educational values in different nations. When we consider our world from of innovative teaching strategies that employ a broad such a perspective, the need for understanding and range of instructional materials and resources. education becomes glaringly apparent. Technologically Museum-based education and community partnerships connected learning communities around the globe occur are an integral part of this course. Based upon a through students forming partnerships to learn about sound theoretical framework, instructional models each others’ customs, languages, and cultures; teachers and best practices, participants design and create collaborating on teaching strategies and curriculum lesson activities and materials integrating technology development; or administrators and policymakers resources including digital archives, digital storytelling, exchanging views on educational issues. Candidates Geographic Information Systems (GIS) and other online in this course examine the instructional issues and and publishing tools. Cross-referenced as ED 452. Lab concerns for connecting communities of learning fee: $45. Three credits. worldwide along with the related technological tools and techniques. To complement classroom instruction, MD 460 Principles of Instructional Development candidates apply course concepts via select online This course covers the principles and application of assignments. Lab fee: $45. Three credits. systemic design of instruction in multimedia curricula design. Topics include designing, developing, and MD 470 Designing for Online Instruction evaluating instructional materials; selecting media; This course examines the nature of teaching online, the conducting needs assessment and learner analysis; development of online teaching courses and activities, writing instructional objectives; and assessing learner and the use of integrated media resources in online performance. Candidates analyze, evaluate, and learning in K-12, higher education, and professional propose potential solutions to selected case studies and development settings. Three credits. conduct a needs assessment. (Prerequisite: MD 400) Three credits. MD 472 Information Literacy through Inquiry Inquiry-based learning is a curricular framework MD 463 Methods for School Library Media that develops candidates’ information literacy skills Students will explore effective implementation of the by encouraging rigorous investigation, information school library media program, integrating current retrieval, collaboration, and reflection, paired with research and actualizing best practices in the field. transformative learning technologies. Participants learn Topics will include strategies for teaching and learning to locate, evaluate, and use a variety of electronic, print, in multimedia environments, organizing information and multimedia, and interpersonal resources, and create support for K-12 classrooms and structured focus to a teaching unit using an online learning environment help the future school library media specialist develop developed by internationally recognized leaders in the skills and dispositions necessary to manage the inquiry-based education. Cross-referenced as ED 472. roles and responsibilities of teacher and instructional One to three credits. partner. Three credits. MD 475 Empowering Computers for MD 467 Networking for Educational Computing Best Educational Practices This course examines the application of computers and Society has positioned computers as an integral part computer networks in educational settings to enhance of the educational process. This course considers communication, share ideas, and retrieve and send the development of the computer as an agency for information. It addresses the basics of a computer learning, the role of computers in today’s educational network, including computer network planning, trouble- settings, and the methods used to improve the shooting, and issues of security. The class also will functioning of computers in learning. Candidates study explore the components of a computer and common the documented computer technology practices and trouble-shooting tips. Lab fee: $45. Three credits. results useful in identifying strategic elements that can assist in creating best computing practices in a variety of educational environments. The course addresses the issue of the digital divide and identifies viable strategies for assisting schools that lack the necessary hardware, software, and staff development plans. Lab fee: $45. Three credits. Psychological and Educational Consultation 89 MD 490 Achieving an Interdisciplinary Approach MD 579 Directed Observation for Library Media to Teaching through Technology Specialists DSAP (Durational Shortage Achieving an interdisciplinary approach to teaching is Area) Candidates (Part One) a challenge facing many of today’s educators. It is a This is part one of a two-semester course designed set of complex tasks that involves integrating content for those library media specialist candidates working across disciplines, good instructional design, effective in the public schools under a DSAP. Participants planning, and creative pedagogical strategies while at engage in working as a library media specialist five the same time realizing educational equity among a days each week. Candidates receive assistance from diverse student population. Fortunately, technologies their University supervisor who observe and evaluate of instruction can help with the realization of these each candidate. The instructor collaborates with the tasks. In preparation for the interdisciplinary challenge, candidate to keep a line of communication open with teachers need exceptional instruction in the stages those assigned to assess the candidate at the district of interdisciplinary curriculum development with level. Candidates must obtain permission to take this technology. This course addresses the selection, use, course from the Educational Technology Director at the modifications, design, integration, and implementation of beginning of the previous semester. Only candidates interdisciplinary curricula using technology in a culturally who have completed all coursework except for student diverse environment. It aims at helping candidates in the teaching will be approved for this course. Three credits. course to develop their understanding of the potential use of technologies of instruction in achieving an MD 580 Directed Observation for Library Media interdisciplinary cross-cultural approach to education. Specialists DSAP (Durational Shortage Lab fee: $45. Three credits. Area) Candidates (Part Two) This is part two of a two-semester course designed MD 499 Research in Educational Technology I for those library media specialist candidates working Open to M.A. students. (Prerequisite: 24 credit hours in in the public schools under a DSAP. Participants educational technology) Three credits. engage in working as a library media specialist five days each week. Candidates receive assistance from MD 531 Video Production II their University supervisor who observe and evaluate Students examine the picture element in television, each candidate. The instructor collaborates with the pictorial composition, visual continuity, lighting, audio, candidate to keep a line of communication open with video editing, script-writing basics, and production of a those assigned to assess the candidate at the district training/instructional television program. (Prerequisite: level. Candidates must obtain permission to take this MD 431) Lab fee: $45. Three credits. course from the Educational Technology Director at the beginning of the previous semester. Only candidates MD 545 Designing and Developing who have completed all coursework except for student Training Programs teaching will be approved for this course. Three credits. Designed for prospective training specialists, personnel generalists, school media specialists or line personnel in MD 581 Directed Observation and Supervised business and industry, this course focuses on designing Student Teaching in Media and developing training programs for administrative Under the supervision of the media librarian, candidates professionals, management employees, and school gain experience in the full spectrum of library media, personnel. Course assignments provide individualization including design, implementation, delivery, and and tailoring of course content to candidate needs and evaluation of media services. They participate in working environments. Cross-referenced as PY 545. teaching and assisting teachers and students with Three credits. technology applications and uses. Faculty members and the cooperating media librarian assist, observe, and MD 546 Integrating the Arts and Technology evaluate each student teacher. Six credits. into the K-8 School Curriculum This course demonstrates that music and the arts are MD 582 Student Teaching Seminar an integral part of the school curriculum and that they This seminar focuses on the issues and problems can be utilized to promote awareness, acceptance, faced by student teachers and on the culture and and respect for diverse cultures. Properly conceived, organization of the schools. Although much of the the arts constitute a great integrating force if viewed seminar’s subject matter flows from the ongoing student as a component of every discipline. New art forms teaching experience, it addresses issues such as and techniques of electronic artistic expressions have school governance, school and district organizational emerged with the advent of the new information age. patterns, classroom management, conflict resolution, Teachers and school media specialists must develop communication with parents, sensitivity to multicultural their awareness of conventional forms of arts as well issues and inclusion, as well as the job application as electronic formats, their abundant resources, and process, including résumé writing, interviewing skills, their potential infusion within the K-8 school curriculum. and developing a professional portfolio. Three credits. Cross-referenced as ED 546. Three credits. 90 Psychological and Educational Consultation MD 590 Internship in School Media This internship provides full-time candidates with firsthand experience in school media management. Credit by arrangement.

MD 591 Internship in Television Production Credit by arrangement.

MD 592 Internship in Multimedia Production Credit by arrangement.

MD 595 Independent Study in Educational Technology Candidates complete individual study in educational technology with a faculty member after submitting a proposal for independent study prior to registration. Three to six credits.

MD 99-01 Comprehensive Exam in Educational Technology Nearing degree completion candidates take a written comprehensive examination which aims at assessing their mastery of the content knowledge in Educational Technology. Candidates are eligible to take the comprehensive exam after successful completion of 24 credits. Registration takes place within the first three weeks of the fall and spring semesters.

MD 99-02 Comprehensive Exam in School Library Media Prior to student teaching and nearing certification/degree completion candidates take a written comprehensive examination which aims at assessing their mastery of the content knowledge in school library media. Candidates are eligible to take the comprehensive exam after successful completion of 24 credits, 18 of which must be in Media (MD) or English Education (EN). Registration takes place within the first three weeks of the fall and spring semesters. Graduate School Administration and Faculty 91

GRADUATE SCHOOL FACULTY OF EDUCATION AND ALLIED PROFESSIONS Marsha Alibrandi ADMINISTRATION Associate Professor of Curriculum and Instruction B..A., Boston University M. Ed., Ed.D., University of Massachusetts Susan D. Franzosa, Ph.D. Dean and Professor Aidin Amirshokoohi Assistant Professor of Curriculum and Instruction Faith-Anne Dohm, Ph.D. B.S., M.A.T., University of Iowa Senior Associate Dean & Professor Ph.D., Indiana University

Christine Siegel, Ph.D. Evelyn Bilias Lolis Associate Dean & Associate Professor Assistant Professor of Psychology & Special Education B.A., Fordham University M.A., Fairfield University Ph.D., University of Connecticut

DEPARTMENT CHAIRS Gayle Bogel Assistant Professor of Educational Technology B.A., California State University, Chico M.A.T, Sacred Heart University Diana Hulse, Ed.D. M.L.S., Southern Connecticut State University Counselor Education Ph.D., University of North Texas

Emily R. Smith, Ph.D. Stephanie Burrell Educational Studies and Teacher Preparation Assistant Professor of Curriculum and Instruction Ed.D., University of Massachusetts Rona Preli, Ph.D. Marriage and Family Therapy Patricia E. Calderwood Professor of Curriculum and Instruction Paula Gill Lopez, Ph.D. B.S., Fordham University Psychological & Educational Consultation M.S.Ed., Lehman College, City University of New York Ph.D., University of Pennsylvania

Anne Campbell Associate Professor of TESOL & Bilingual/ Multicultural Education B.A., University of New Hampshire M.Ed., University of Hartford Ph.D., University of Florida

Bryan Crandall Assistant Professor of the Practice, Connecticut Writing Project Ph.D., Syracuse University (expected Sept. 2011)

Faith-Anne Dohm Professor of Psychology and Senior Associate Dean B.S., Christopher Newport College M.A., Ph.D., University of Maryland Baltimore County

Susan Douglas Franzosa Professor of Curriculum and Instruction and Dean B.A., University of Connecticut M.Ed., Ph.D., State University of New York, Buffalo 92 Graduate School Administration and Faculty Paula Gill Lopez Tracey Robert Associate Professor of School Psychology Associate Professor of Counselor Education B.A., California State University, Fullerton B.A., Dunbarton College of the Holy Cross M.A., Ph.D., University of California, Berkeley M.A., Fairfield University Ph.D., Mississippi State University Jennifer S. Goldberg Associate Professor of Curriculum and Instruction Christine Siegel B.A., Purdue University Associate Professor of School Psychology M.S., Spertus Institute of Jewish Studies and Associate Dean Ph.D., University of California, Los Angeles B.S., M.A., Marist College C.A.S., Ph.D., SUNY, Albany Diana Hulse Professor of Counselor Education Bogusia Skudrzyk B.Mus., Oberlin Conservatory of Music Associate Professor of Counselor Education M.S., Ed.D., Indiana University B.S., M.S.Ed., Ph.D., Southern Illinois University

Virginia Ann Kelly Emily R. Smith Associate Professor of Counselor Education Associate Professor of Curriculum and Instruction B.S., State University of New York, Geneseo B.A., Swarthmore College M.Ed., Pennsylvania State University Ph.D., Michigan State University Ph.D., University of North Carolina, Greensboro Anibal Torres Bernal Hyun Uk Kim Assistant Professor of Marriage and Family Therapy Assistant Professor of Special Education B.A., Inter-American University, San German, PR B.A., M.A., Southern Illinois University M.A., Ph.D., Syracuse University at Carbondale Ph.D., University of California, Los Angeles Barbara Welles-Nyström Associate Professor of Curriculum & Instruction Wendy R. Kohli Ed.M, Ed.D., Harvard University Professor of Curriculum and Instruction B.S., M.S., State University of New York, Cortland David Aloyzy Zera Ph.D., Syracuse University Associate Professor of Special Education B.S., Southern Connecticut State University Elizabeth Langran M.A., C.A.S., Fairfield University Assistant Professor of Educational Technology Ph.D., University of Connecticut B.A., Villanova University M.A.T., Trinity College, Washington Ph.D., University of Virginia Paul Maloney Affiliated Faculty Assistant Professor of the Practice, Applied Psychology Ed.D., University of Virginia Roben Torosyan Associate Director, Center for Academic Nicole O’Brien Excellence Instructor of the Practice, Marriage & Family Therapy M.A., Fairfield University

Rona Preli Associate Professor of Marriage and Family Therapy B.S., University of Connecticut M.S., University of Pennsylvania Ph.D., Virginia Polytechnic Institute and State University Advisory Boards 93 Faculty Emeriti ADVISORY BOARDS

Marguerite R. Carroll Professor of Education, Emerita ADVISORY BOARD FOR THE GRADUATE SCHOOL OF EDUCATION Rosalie M. Colman & ALLIED PROFESSIONS Associate Professor of Education, Emerita Theresa Tillinger, Chair MA ’02 Anthony Costa Helen Nayden Burland, ’80 Assistant Professor of Education, Emeritus Susan Carroll Dana Cavallo, Ph.D., MA ’95 Robert Dubroff Judith Conk Associate Professor of Education, Emeritus Michael Jehle Kathryn Price Koslow BA ’05 Daniel Geller Louise Levin, MA ’00 Professor of Psychology and Special Education, Denise Lewis, J.D. Emeritus Matthew Longcore, MA ’98 Katie Jacobs Robinson, ’89 Ibrahim M. Hefzallah Pamela Rosenberg Professor of Educational Technology, Emeritus Eileen Ward, ’80, MA ’88 Laura Wrinn, MA ’09 Julianna Poole, S.S.N.D. Michael Xirinachs, MA ’83 Assistant Professor of TESOL, Foreign Language, and Bilingual/Multicultural Education, Emerita FACULTY MEMBERS

Jerome J. Schiller Susan D. Franzosa, Ph.D., Dean Professor of Psychology and Special Education, Christine Siegel, Ph.D. Emeritus Anibal Torres, Ph.D. Wendy Kohli, Ph.D. John J. Schurdak Associate Professor of Education, Emeritus

Martin A. Stader ADVISORY BOARD IN Associate Professor of Education, Emeritus EDUCATIONAL STUDIES AND TEACHER PREPARATION Alexander Tolor Professor of Psychology and Education, Emeritus Kathleen D’Amico Steve Autieri Science Teacher & Alumnus East Haven High School

Linda Chehy Lead ESOL Teacher Stratford High School

Edward Feldheim Social Studies Teacher & Alumnus Central High School, Bridgeport

Michelle Frank-Rankin Elementary Teacher and Alumna Bryant Elementary School, Bridgeport

Faye Gage Former Director of the Connecticut Writing Project Fairfield University 94 Advisory Boards Jack Kioichi Hasegawa Judy Nessel Bureau of Curriculum & Instruction Clinical Supervisor Connecticut State Department of Education Fairfield Public Schools

John Honey Susan Unger Cooperating Science Teacher and Alumnus Director of Guidance Fairfield Ludlow High School Joseph Foran High School, Milford

Kelly O’Leary Tara Blackwell Malone St. Martin de Porres Academy Assistant Director of Career Services SUNY Purchase, N.Y. Elizabeth Olbrych English Teacher and Alumna Tomy Aprame Staples High School, Westport Clinical Supervisor FSW, Inc., Bridgeport Judy Primavera Professor and Bridgeport Community Outreach Pam Anderson Psychology Department School Counselor Fairfield University Sunnyside School, Shelton

John Ramos Sr. Richard Madwid Superintendent Counselor in private practice, Adjunct faculty Bridgeport Public Schools Juanita Hall John Reynolds Director of Guidance Principal Ridgefield High School, Ridgefield Jefferson School, Norwalk

Allison Rivera St. Martin de Porres Academy ADVISORY BOARD IN INDUSTRIAL-ORGANIZATIONAL PSYCHOLOGY Kathy Sochacki District Facilitator Theresa Clifford-Addison, M. A. Bridgeport Public Schools Director of Volunteer Resources American Red Cross Joan Weiss Professor and Secondary Education Liaison Paul Connolly, Ph.D. College of Arts and Sciences, Math Department President Fairfield University Performance Programs , Inc.

Ana C. Zobler Suzanne Jean, M.A. World Language Teacher Associate HR Consultant Wilton High School Bank of Montreal (BMO) Capital Markets

Stephen J. Koch, M.A. Chief Operating Officer ADVISORY BOARD IN Global Vision Hotels COUNSELOR EDUCATION Susan O’Connor, M.A. Gretchen Collins Vice President, Talent Management Counselor in Private Practice Cengage Learning

Nancy DeKraker Allison (Sullivan) Voss, M.A. Counselor Brand Experience Expert Sacred Heart University Wellness Center Gap/Gap Body Store

Bill Kovachi Steve Winkel, PRC, M.A. Retired School Counseling Professional Director, Knowledge & Corporate Education Survey Sampling International Lucy Roberts Counselor in Private Practice Advisory Boards 95 ADVISORY BOARD IN Eileen Montgomery MARRIAGE AND FAMILY THERAPY School Psychologist Fairfield Public Schools Betty Anson, M.A., L.M.F.T. Marriage and Family Therapist Michael Myers Genesis Behavioral Health Director of Student Support Services Stamford Public Schools Chuck Berke, M.A., L.M.F.T. President/Owner/Executive Coach Leonard Tavormina Berke Associates, LLC Headmaster Eagle Hill School, Southport Michael Becker, J.D., M.A. President/Owner Michael Becker Divorce Mediation ADVISORY BOARD IN Henrietta Harrison, M.A., L.M.F.T. TESOL, FOREIGN LANGUAGE, AND Marriage and Family Therapist/Coach/Business BILINGUAL EDUCATION Consultant Henrietta Harrison: Focus for Change Helene Becker Instructional Specialist-Bilingual/ESOL Andrea Hirsch, B.A. Norwalk Public Schools Vice President of Account Services Sanovia Corporation Guadalupe Dauplaise Bilingual Program Director Kevin Knight, M.S. Stamford Public Schools Founder/Owner/Marketing Consultant The K Group, LTD. Yvette De Feo Director of Bilingual Services & World Languages Kathryn Koslow, M.A. Candidate Bridgeport Public Schools Intern Therapist Jewish Family Service Augosto Gomes District Coordinator, ESL/Bilingual Education Loren Smith, M.A., J.D. Program Marriage and Family Therapist Danbury Public Schools

Fernando Tiago Supervisor of Bilingual and Compensatory ADVISORY BOARD IN Programs SCHOOL PSYCHOLOGY AND SPECIAL EDUCATION Meriden Public Schools

Sister Carol Ann Nawracha Principal Villa Maria Education Center

David Abby Superintendent New Canaan Public Schools

Brian Farrell Coordinator of Psychological Services Wolcott Public Schools

Barbara Fischetti School Psychologist Director of Psychological Services, K-8 Westport Public Schools

Beatrice Krawiecki Assistant Supervisor of Special Education Norwalk Public Schools 96 Fairfield University Administration Julie L. Dolan, MBA FAIRFIELD UNIVERSITY Vice President for Finance and Treasurer Michael S. Maccarone, M.S. ADMINISTRATION Associate Vice President for Finance 2011-12 Stephanie B. Frost, M.A. Vice President for University Advancement Jeffrey P. von Arx, S.J., Ph.D. President Rama Sudhakar, M.A. William H. Weitzer, Ph.D. Vice President for Marketing and Communications Executive Vice President Charles H. Allen, S.J., M.A. Executive Assistant to the President Gerald R. Blaszczak, S.J., Ph.D. Administrators Emeriti Vice President for Mission and Identity and University Chaplain Aloysius P. Kelley, S.J., Ph.D. Paul J. Fitzgerald, S.J., D. ès L., S.T.D. 1979-2004 Senior Vice President for Academic Affairs President Emeritus Mary Frances A.H. Malone, Ph.D. Associate Vice President for Academic Affairs Barbara D. Bryan, M.S. Judith Dobai, M.A. 1965-1996 Associate Academic Vice President for University Librarian, Emerita Enrollment Management Robbin D. Crabtree, Ph.D. Phyllis E. Porter, MSN Dean, College of Arts and Sciences 1970-1989 Donald E. Gibson, Ph.D. Associate Professor of Nursing, Emerita Dean, Charles F. Dolan School of Business Dean, School of Nursing, Emerita Susan D. Franzosa, Ph.D. Dean, Graduate School of Education António Simões, Ed.D. and Allied Professions 1991-2006 Robbin D. Crabtree, Ph.D. Dean, Graduate School of Education Dean, University College and Allied Professions, Emeritus Jack Beal, Ph.D. Dean, School of Engineering Suzanne Campbell, Ph.D., RN Dean, School of Nursing

Mark C. Reed ’96, Ed.D., MBA Vice President for Administration and Student Affairs Thomas C. Pellegrino ’90, Ph.D., J.D. Associate Vice President for Student Affairs and Dean of Students David W. Frassinelli, M.S. ’92 Assistant Vice President and Director of Facilities Management Michael J. Doody, S.J., M.Div., MBA Director of Campus Ministry Eugene P. Doris, M.A.T. Director of Athletics Fairfield University Board of Trustees 97 Trustees Emeriti FAIRFIELD UNIVERSITY Gerald E. Corrigan ’63 BOARD OF TRUSTEES Charles F. Dolan, P’85, P’86 Aloysius P. Kelley, S.J. Roger M. Lynch, ’63, P’95 William L. Atwell, P’08 Francis J. McNamara Jr. John F. Baldovin, S.J. Terrence A. Baum, S.J. Thomas G. Benz, S.J. Stephen E. Bepler Joseph F. Berardino ’72 Joseph R. Bronson ’70 Frank J. Carroll III ’89 David H. Chafey Jr. ’76 Kevin M. Conlisk ’66, P’91 Timothy J. Conway ’76 Sheila K. Davidson ’83 Thomas A. Franko ’69 Michael J. Garanzini, S.J. Peter Gillen ’68 Patricia Glassford ’85 Brian P. Hull ’80, P’13 Paul J. Huston ’82, Chairman Jack L. Kelly ’67, P’96 Susan Robinson King, M.A. ’73 Katherine N. Lapp ’78 Ned C. Lautenbach Stephen M. Lessing ’76 William K. Lisecky Michael E. McGuinness ’82, P’09 Andrew J. McMahon ’89, P’13 John C. Meditz ’70 Elner L. Morrell ’81, P’03 Bishop George V. Murry, S.J. Christopher C. Quick ’79 Eileen P. Rominger ’76 Rosellen W. Schnurr ’74 Jeffrey P. von Arx, S.J., President 98