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

2012-13 2 Table of Contents Table of Contents 3 Academic Load ...... 28 TABLE OF CONTENTS Academic Standards ...... 28 Auditing ...... 28 Independent Study ...... 28 Continuation/Academic Probation/Dismissal ...... 28 FAIRFIELD UNIVERSITY Academic Calendar ...... 4 Time to Complete Degree ...... 29 Message from the President ...... 6 Applications for and Awarding of Degrees ...... 29 Mission ...... 7 Graduation and Commencement ...... 29 Overview ...... 8 Disruption of Academic Progress Diversity Vision Statement ...... 8 Course Withdrawal ...... 29 Campus Services ...... 8 Continuous Registration ...... 29 The StagCard ...... 11 Readmission ...... 29 StagWeb ...... 11 Comprehensive Examination ...... 29 Parking ...... 11 Connecticut State Certification ...... 29 Accreditations ...... 12 Course Grading System Compliance Statements and Notifications ...... 13 Grades, Academic Average ...... 30 Campus Map ...... Inside Back Cover Incomplete ...... 30 Transfer of Credit and Waiver ...... 30 Grade Reports ...... 30 THE GRADUATE SCHOOL OF EDUCATION AND ALLIED PROFESSIONS Message from the Dean ...... 16 Academic Grievance Procedures ...... 31 Overview ...... 17 Transcripts ...... 32 Unit Mission and Conceptual Framework ...... 17 Students Records ...... 32 Disposition Statement ...... 18 Scholastic Honors ...... 33 Degree Requirements Overview ...... 18 Master of Arts ...... 18 Counselor Education ...... 35 Certificate of Advanced Study ...... 19 Overview ...... 35 Program Requirements ...... 35 Programs of Study ...... 36 ADMISSION Admission Criteria ...... 20 Course Descriptions ...... 37 Admission Procedures ...... 20 Educational Studies and Teacher Preparation ...... 41 Applicants for Degree or Cross-Endorsement Program ...... 20 Overview ...... 41 Non-Matriculated Applicants ...... 21 Programs of Study ...... 41 Continuing Education (CEU) Credits ...... 21 Teaching Certification ...... 42 Background Check and Fingerprinting ...... 22 Program Requirements ...... 43 Measles and Rubella Immunization ...... 22 Course Descriptions ...... 49 International Applicants ...... 22 Marriage and Family Therapy ...... 66 Students with Disabilities ...... 22 Overview ...... 66 Program Requirements ...... 67 Programs of Study ...... 67 TUITION, FEES, AND FINANCIAL AID Tuition and Fees ...... 23 Kathryn P . Koslow Center for Marriage & Family Therapy ...... 68 Deferred Payment ...... 23 Course Descriptions ...... 68 Reimbursement by Employer ...... 23 Psychological and Educational Consultation ...... 72 Refund of Tuition ...... 23 Overview ...... 72 Assistantships ...... 24 Psychology ...... 72 Scholarships ...... 24 School Psychology ...... 72 Federal Stafford Loans ...... 24 Program Requirements ...... 73 Alternative Loans ...... 25 Program of Study ...... 73 Tax Deductions ...... 25 Applied Psychology ...... 74 Veterans ...... 25 Programs of Study ...... 74 Psychology Course Descriptions ...... 75 Special Education ...... 80 ACADEMIC POLICIES AND GENERAL REGULATIONS Academic Advising and Curriculum Planning ...... 25 Program Requirements ...... 80 Programs of Study ...... 25 Program of Study ...... 81 Durational Shortage Area Permit (DSAP) Study ...... 25 Course Descriptions ...... 83 Academic Freedom and Responsibility ...... 26 Educational Technology ...... 86 Freedom of Expression ...... 26 Program Requirements ...... 86 Student Rights ...... 26 Course Descriptions ...... 87 Student Responsibility ...... 27 Academic Honesty ...... 27 ADMINISTRATION Honor Code ...... 27 GSEAP Administration, Department Chairs, and Faculty ...... 92 University Course Numbering System ...... 28 Faculty Emeriti ...... 93 Option for Graduate Level Courses ...... 28 Advisory Boards ...... 94 Normal Academic Progress Fairfield University Administration ...... 97 Fairfield University Board of Trustees ...... 98 4 Academic Calendar Academic Calendar 5 Spring 2013 GRADUATE SCHOOL OF EDUCATION AND ALLIED PROFESSIONS Jan . 11 Last day to apply for GSEAP non-matriculated status for Spring 2013 Jan . 18 Deadline for Make-up of Fall 2012 Incompletes for GSEAP 2012-13 Academic Calendar Jan . 21 Martin Luther King Day - University Holiday Jan . 22 Classes begin for all schools 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 . Jan . 29 - Feb 4 Late Registration - GSEAP Feb . 1 Last day to register for Comprehensive Exam Courses - GSEAP Feb . 18 President’s Day - University holiday Fall 2012 March 11-March 15 Spring Recess all schools July 5 Registration begins for all Graduate Programs for Fall, 2012 March 18 Classes resume for all schools (except for non-matriculated GSEAP students) March 22 Last day to withdraw (GSEAP) July 9 Application for Degree due for August 30th graduation (All schools) Mar 28-March 31 Easter Recess all Graduate programs July 19 Registration begins for non-matriculated GSEAP students for Fall, 2012 April 1 Registration begins for all Graduate Programs for Summer, 2013 Aug . 31 Last day to apply for GSEAP non-matriculated status for Fall 2012 (except GSEAP non-matriculated students) Sept . 3 Labor Day - University holiday Applications for Degree are due for May graduation-all schools Sept . 4 Classes begin for all graduate programs Classes resume - all Graduate programs Sept . 12 - Sept . 18 Late Registration - GSEAP April 15 Registration begins for non-matriculated GSEAP students for Summer, 2013 Sept . 21 Deadline for make-up of Summer 2012 “Incompletes” - GSEAP April 19 Last day to complete Spring Comprehensive Exams - GSEAP Last day to register for Comprehensive Exam Courses - GSEAP May 10 Last day of classes/exams for all graduate programs Oct . 8 Columbus Day - University holiday (All grades entered on StagWeb 72 hours after final exam is administered) Oct . 31 Last day to withdraw (GSEAP) May 18 Baccalaureate Mass Nov . 21 - Nov . 25 Thanksgiving Recess May 19 63rd Commencement Graduate Ceremony - 3 p .m . Nov . 26 Classes resume for all schools Dec . 3 Applications for Degree are due for January graduation - all schools Registration begins for all Graduate Programs for Spring, 2013 (except non-matriculated GSEAP students) Summer 2013 Dec . 12 Last day to complete Fall comprehensive exam - GSEAP May 20 - June 4 GSEAP Pre Session (Memorial Day Holiday, May 27) Dec . 17 Registration for GSEAP non-matriculated students for Spring, 2013 June 5 - July 5 GSEAP Session I (July 4, Holiday) Dec . 21 Last day of classes/exams for all graduate programs June 5 Deadline for make-up of Spring 2013 “Incompletes” - GSEAP (All grades entered on StagWeb 72 hours after final exam is administered) July 8 Registration begins for all Graduate Programs for Fall, 2013 (except GSEAP non-matriculated students) Application for Degree due for August 30th graduation (All schools) July 8 - Aug . 3 GSEAP Session II July 22 Registration begins for GSEAP non-matriculated students for Fall, 2013 Aug . 5 - Aug . 14 GSEAP Post Session 6 A Message from the 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 a coeducational institution of higher learning whose pri- the broader task of expanding human knowledge and mary objectives are to develop the creative intellectual deepening human understanding, and to this end it A Message from the President potential of its students and to foster in them ethical encourages and supports the scholarly research and and religious values, and a sense of social responsibil- artistic production of its faculty and students . ity . Jesuit education, which began in 1547, is commit- ted today to the service of faith, of which the promotion Fairfield has a further obligation to the wider commu- of justice is an absolute requirement . nity of which it is a part, to share with its neighbors its Dear Student, resources and its special expertise for the betterment Fairfield is Catholic in both tradition and spirit . It cel- of the community as a whole . Faculty and students ebrates the God-given dignity of every human person . are encouraged to participate in the larger community Welcome to Fairfield University, and thank you for your interest in our As a Catholic university, it welcomes those of all beliefs through service and academic activities . But most of graduate and professional programs . and traditions who share its concerns for scholarship, all, Fairfield serves the wider community by educating justice, truth, and freedom, and it values the diversity its students to be socially aware and morally respon- As a student at Fairfield you will learn from our first-class faculty, who that their membership brings to the University com- sible people . are leaders in their fields, with a strong personal commitment to the munity . education of men and women who share their passion for making a dif- Fairfield University values each of its students as ference in the world . Fairfield educates its students through a variety of individuals with unique abilities and potentials, and it scholarly and professional disciplines . All of its schools respects the personal and academic freedom of all Fairfield is consistently ranked as one of the top master’s level univer- share a liberal and humanistic perspective, and a its members . At the same time, it seeks to develop a sities in the Northeast and provides advantages to our graduate and commitment to excellence . Fairfield encourages a greater sense of community within itself, a sense that professional students that lead to success in their future endeavors . respect for all the disciplines —their similarities, their all of its members belong to and are involved in the The graduates of our professional and master’s programs go on to suc- differences, and their interrelationships . In particular, University, sharing common goals and a common com- cessful and fulfilling careers, as global leaders in business, education, in its undergraduate schools, it provides all students mitment to truth and justice, and manifesting in their engineering, nursing, and countless other professions where they are sought after for their intellectual acumen, pro- with a broadly based general education curriculum lives the common concern for others which is the obli- fessional skills, and strength of character . with a special emphasis on the traditional humanities gation of all educated, mature human beings . as a complement to the more specialized preparation What distinguishes Fairfield from many other colleges and universities is that as a Jesuit institution, we are the in disciplines and professions provided by the major inheritor of an almost 500-year-old pedagogical tradition that has always stressed that the purpose of an education programs . Fairfield is also committed to the needs of is to develop students as “whole persons” — in mind, body, and in spirit . These Jesuit values are integral to our society for liberally educated professionals . It meets graduate and professional programs . It is our mission at Fairfield to form men and women who are prepared to be the needs of its students to assume positions in this global citizens, confident in their capacities, trained to excel in any circumstance, and inspired to put their gifts at society through its undergraduate and graduate profes- work to transform the world for the betterment of their fellow men and women . sional schools and programs . A Fairfield education will shape you in this manner, preparing you to meet future challenges . We invite you to A Fairfield education is a liberal education, character- browse through the catalog of courses and take the first step towards your Fairfield education . ized by its breadth and depth . It offers opportunities for individual and common reflection, and it provides training in such essential human skills as analysis, Sincerely, synthesis, and communication . The liberally educated person is able to assimilate and organize facts, to eval- uate knowledge, to identify issues, to use appropriate methods of reasoning, and to convey conclusions per- suasively in written and spoken word . Equally essential Jeffrey P. von Arx, S.J. to liberal education is the development of the aesthetic President 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 9 Fairfield University is committed to promoting dialogue The Rudolph F. Bannow Science Center houses Campus Ministry is committed to the development of Fairfield University Overview among differing points of view in order to realize an advanced instructional and research facilities that fos- the whole person, because a healthy spiritual life is integral understanding of what it is to be human . The ter the development of science learning communities, an essential element of the Fairfield University experi- University recognizes that transcending the nation’s engage students in experiential learning, and invite ence . There are a wide variety of popular programs Fairfield University offers education for an inspired life, political and social divisions is a matter of valuing collaborative faculty and student research in biology, offered including retreats, musical, Eucharistic, and preparing students for leadership and service through diversity and learning respect and reverence for chemistry, computer science, mathematics, physics, lector liturgical ministries, and many social justice broad intellectual inquiry, the pursuit of social justice, individuals, in their similarities and their differences . and psychology . advocacy programs that Fairfield’s graduate students and cultivation of the whole person: body, mind, and Fairfield will continue to integrate diversity in all facets are welcome to join . Urban, national, and interna- spirit . of University life —academic, administrative, social, The John A. Barone Campus Center (BCC) is the tional student volunteer programs take place during social focal point of University activities and offers A comprehensive university built upon the 450-year-old and spiritual —as together, the community seeks to the University’s winter, spring and summer breaks . realize a vision of the common good . students a place to relax, socialize, or study during All students are invited to participate in all programs, Jesuit traditions of scholarship and service, Fairfield the day . Students can pick up a cup of coffee at the University is distinguished by a rigorous curriculum, regardless of their faith tradition . In an effort to meet cafe; shop at the Stag Spirit Shop; visit the StagCard the spiritual needs of our non-Catholic students, close interaction among faculty and students, and a office; watch deejays from the campus radio station, beautiful, 200-acre campus with views of Long Island Campus Ministry co-sponsors a host of services such Campus Services WVOF-FM 88 .5, at work in their glass-enclosed studio; as Shabbat services . A Muslim Chaplain Intern is also Sound . or grab meals at one of the dining facilities . For BCC The DiMenna-Nyselius Library is the intellectual available to provide support to our Muslim students . Since its founding in 1942 by the Society of Jesus (the hours check the University Activities website at www . The staff also offers opportunities for one-on-one heart of Fairfield’s campus and its signature academic fairfield .edu/universityactivities . Jesuits), the University has grown from an all-male building, combining the best of the traditional academic conversation, pastoral counseling, and spiritual school serving 300 to a competitively ranked coeduca- library with the latest access to print and electronic The Fairfield University Bookstore, located at 1499 direction . For more information on events, programs tional institution serving 3,300 undergraduate students, resources . Carrels, leisure seating, and research Post Road in downtown Fairfield, offers students a and a schedule of liturgies, go to 1,300 graduate students, and more than 800 part-time tables provide study space for up to 900 individual stu- unique location to purchase textbooks and other read- www .fairfield .edu/student/cm_about .html336 students enrolled for degree completion programs as dents, while groups meet in team rooms, study areas, ing materials as well as apparel, gifts and supplies . well as personal and professional enrichment courses . Computing Services at Fairfield are state-of-the-art . or convene for conversation in the 24-hour cafe . Other Starbucks adjoins the bookstore and frequent free High-speed fiber-optic cable, with transmission capa- Fairfield offers over 40 undergraduate majors, 17 inter- resources include a 24-hour, open-access computer public events are offered . bilities of 1 gigabit per second, connects classrooms, disciplinary minors, and 38 graduate programs . The lab with Macintosh and Intel-based computers; a sec- residence hall rooms, and faculty and administrative ond computer lab featuring Windows-based computers The Early Learning Center provides an early care University is comprised of five schools: the College and education program based on accepted and offices, providing access to the library collection, of Arts and Sciences, the Charles F . Dolan School of only; two dozen multimedia workstations; an electronic e-mail, various databases, and other on-campus classroom; a 90-seat multimedia auditorium; photo- researched theories of child development; individual- Business, and the schools of Engineering, Graduate ized programs designed to meet the needs of each resources . Education and Allied Professions, Nursing . Students copiers, microform readers, and printers; and audio- visual hardware and software . Workstations for the child; a curriculum that is child-oriented and emergent Twelve computer labs, supported by knowledgeable benefit from small class sizes, an outstanding faculty, by the children; and teaching staff who have special- a rich array of study abroad, internship, and service physically disabled are available throughout the library . lab assistants and open 14 hours a day for walk-in ized educational training in child development and and classroom use, offer hardware and software for opportunities, and the resources and reputation of a The library’s collection includes more than 365,000 developmentally appropriate practice with young school consistently ranked among the top regional the Windows and Macintosh environments . All cam- bound volumes, 290,000 e-books, 528 journal and children, including health, safety, and nutritional guide- pus buildings are connected to the Internet, and all universities in the north by the U .S . News & World newspaper subscriptions, electronic access to 53,000 lines . Report . residence hall rooms have Internet connections, cable full-text journal and newspaper titles, 18,000 audiovi- television, and voicemail . Students are issued indi- sual items, and the equivalent of 110,000 volumes in The Center is open all year from 7:30 a .m .-5:30 p .m . In the past decade, more than 60 Fairfield stu- for children aged 6 weeks to 5 years . Children may vidual accounts in StagWeb, a secure Web site where dents have been named Fulbright scholars, and the microform . To borrow library materials, students must they can check e-mail, register for courses, review present a StagCard at the Circulation Desk . Students be enrolled on a full or part-time basis depending University is among the 12 percent of four-year col- upon space availability . For tuition details, registration their academic and financial records, and stay tuned to leges and universities with membership in Phi Beta can search for materials using an integrated library campus-wide announcements . system and online catalog . Library resources are requirements, or other information, call the Center at Kappa, the nation’s oldest and most prestigious aca- (203) 254-4028 or visit www .fairfield .edu/gseap/elc . demic honor society . accessible from any desktop on or off campus at Administrative Computing (Ellucian) is located in www .fairfield .edu/library . From this site, students use Aloysius P. Kelley, S.J. Center. Located on Loyola Dolan 110 East and provides support for the inte- Fairfield is located one hour north of New York City at their NetID to access their accounts, read full-text Drive, the Kelley Center houses the offices of grated administrative system, Banner . Additionally, the center of a dynamic corridor of educational, cultural journal articles from more than 170 databases, submit Undergraduate and Graduate Admission, the Registrar, Administrative Computing supports StagWeb, the cam- and recreational resources, as well as leading corpo- interlibrary loan forms electronically, or contact a refer- Financial Aid, Enrollment Management, Academic and pus portal that enables students to access their e-mail, rate employers . ence librarian around the clock via IM, e-mail, Skype, Disability Support Services, New Student Programs, grades, calendars, course schedules and other types or “live” chat . of information . Diversity Vision Statement as well as the Career Planning Center . The library has an Information Technology Center The Career Planning Center is open to graduate Computing and Network Services (CNS), (CNS), As a Jesuit and Catholic institution, Fairfield University consisting of a 30-seat, state-of-the-art training room, students and offers career information, online job located on the first and second floors of Dolan strives to be a diverse learning community of cultur- a 12-seat conference/group study room with projec- listings, and career counseling services . The Center Commons, provides lab support, technical advice, ally conscious individuals . The University values and tion capability, and 10 collaborative work areas . Also, also invites leading employers to recruit on campus . classroom technology applications, and personal Web celebrates different perspectives within a commitment the Center for Academic Excellence is housed on the Graduate students who wish to leverage their mas- page assistance . All computing and network infra- to the God-given dignity of the human person . As lower level . ter’s degrees in a career transition should meet with a structure on campus, the telecommunications system, an expression of its dedication to the service of faith career planning counselor one year before graduation . hardware and software support for faculty and staff and the promotion of justice, the Fairfield community During the academic year, the library is open Monday desktops/laptops, and operational support for public seeks to create an environment that fosters a deep through Thursday, 7:45 a .m . to midnight; Friday,7:45 Campus Ministry, located in lower level of the Egan computer labs fall within the jurisdiction of CNS . Office understanding of cultural and human diversity . This a .m . to 10:30 p .m .; Saturday, 9 a .m . to 9 p .m .; and Chapel of St . Ignatius Loyola, strives to be a home hours are 8:30 a .m . to 4:30 p .m . and the Help Desk diversity enriches its members, both as individuals and Sunday, 10:30 a .m . to midnight with an extended for students of all faith traditions who are interested in number is (203) 254-4069 or cns@fairfield .edu . as a community, and witnesses to the truth of human schedule of 24/7 during exam periods . exploring and enriching their spiritual lives . Rooted in solidarity . the Catholic faith and steeped in the Jesuit tradition, 10 Fairfield University Fairfield University 11 The Department of Public Safety (DPS) is respon- Athletics and Recreation Your e-mail address follows this format: netid@student . Parking on Campus sible for the safety of people and property on campus . Fairfield is a Division I member of the National fairfield .edu . If your name is John Smith, and your All vehicles must be registered with the Department Officers patrol campus by bike, foot, and vehicle 24 Collegiate Athletic Association (NCAA) and competes NetID is john .smith, then your e-mail address is john . of Public Safety and display a current vehicle registra- hours a day, 365 days a year . The Department of in conference championship play as a charter member smith@student .fairfield .edu . tion sticker . For graduate students, the fee for this is Public Safety is authorized to prevent, investigate, of the Metro Atlantic Athletic Conference (MAAC) . The included as part of tuition . However, graduate students and report violations of State or Federal Law and men’s and women’s basketball teams play most of their The StagCard must register their vehicle . To do so, students complete All students are required to obtain a StagCard, University regulations . In addition, officers are trained games at Bridgeport’s Webster Bank Arena, consid- and submit the online registration form available on the University’s official identification card . With the to provide emergency first aid and are supplemental ered one of the top facilities in collegiate basketball . StagWeb . Students should then bring a copy of the StagCard, graduate students can gain access to the first responders for the Town of Fairfield . Public Safety Discounted tickets for Fairfield Stags games are avail- submitted application to Public Safety (Loyola Hall, University’s computer labs, the library, StagPrint, and officers also oversee the flow of traffic on campus and able to graduate students . For tickets or other informa- Room 2) with proof of enrollment and their state vehicle much more . Graduate students can also purchase a enforce parking regulations . Any student, faculty mem- tion, call the athletics ticket box office or visit www . registration . A pamphlet detailing traffic and parking membership to the Quick Recreational Complex, which ber, or employee of Fairfield University should report fairfieldstags .com . In addition, soccer, lacrosse, and regulations will be provided with the registration sticker . requires a valid StagCard for entry . any potential criminal act or other emergency to any other athletic events are held on campus and are free Vehicles parked in fire lanes, handicapped spaces, or officer or representative of DPS immediately by calling to graduate students with their StagCard . To obtain a StagCard students need a valid, govern- service vehicle spots are subject to fines and may be (203) 254-4090 or visiting Loyola Hall, Room 2 . ment-issued photo identification card . Also, proof of towed at the owner’s expense . Vehicles of disabled The Leslie C. Quick Jr. Recreation Complex, a multi- course registration will expedite the issuance of the persons must display an official state handicapped purpose facility also known as the RecPlex, features a Arts and Minds Programs card, but is not required . Please note: Returning stu- permit . 25-meter, eight-lane swimming pool; a field house for Fairfield University serves as an important hub for dents can use their existing StagCard . students and visitors from the region seeking enter- various sports; a whirlpool; saunas in the men’s and taining and inspiring cultural events and activities . women’s locker rooms; and racquetball courts . Other The StagCard Office is located in the Barone Campus The Regina A . Quick Center for the Arts houses the amenities are two cardio theatres, a weight room, and Center, Residence Life Suite . Office hours are: Aloyisius P . Kelley, S . J . Theatre, the Lawrence A . group fitness classes . The Department of Recreation Monday, Wednesday, Thursday, and Friday from 8:30 Wien Experimental Theatre, and the Thomas J . Walsh also oversees the outdoor tennis and outdoor basket- a .m . to 4:30 p .m .; Tuesday from 11 a .m . to 7 p .m . Note: Art Gallery . Various departments also host exhibitions, ball courts . Graduate students may join the RecPlex on Summer hours may vary from those listed in this cata- lectures and performance programs throughout the a per-semester basis by presenting a current StagCard, log . For more information, visit the Web site at www . academic year, including the popular lecture series proof of current registration, and paying the appropriate fairfield .edu/stagcard, e-mail stagcard@fairfield .edu, or Open Visions Forum . The new Bellarmine Museum fee . For membership information and hours, call the call (203) 254-4009 . of Art is located in Bellarmine Hall and displays a RecPlex office at (203) 254-4141 . rich and varied collection of paintings, sculpture and StagWeb (http://stagweb.fairfield.edu) decorative arts objects . Not only is the Museum a All graduate students are issued individual accounts showcase for significant art objects, but it serves as a for StagWeb, a secure website used to view course Other Requirements schedules, access library services remotely, register for learning laboratory for students and members of the NetID regional community . All Fairfield students receive free classes and parking permits, view and pay tuition bills, A NetID is your username and password combina- print unofficial transcripts, and much more . or discounted tickets for arts events . For a cultural cal- tion that provides you access to a variety of University endar visit www .fairfield .edu/arts online services, including Gmail and StagWeb . Students may also register their cell phone number for entry into the StagAlert system, Fairfield University’s The Office of Graduate Student Life • Your NetID username is not case sensitive emergency notification system . Click on the “Enter Cell The Office of Graduate Student Life seeks to foster • It is generated from University records, and it is a Phone Number” link in the upper right-hand corner of a sense of community among graduate students by combination of your first, middle, and last names or the My StagWeb tab and follow the prompts . organizing and planning intellectual, cultural, and initials social events, recreational outings, Jesuit service Students can log in to StagWeb with their Net ID and learning and other activities . Each semester the Office • Your NetID is not the same as your Fairfield ID password, and the account will be available within 24 of Graduate Student Life publishes a calendar with a number, which is on the front of your StagCard hours of registering for classes for the first time . For variety of events and programs for graduate students, assistance with StagWeb call the help desk at (203) a graduate student e-newsletter, and keeps students Your NetID will remain active until you graduate . You 254-4069 or e-mail helpdesk@fairfield .edu . involved with updated social media . The Graduate will need to change your password every 90 days . Student Assembly is an advisory board of graduate To activate (or “claim”) your NetID account, you will students from each program, working to assist and need to log in to the Fairfield University NetID Manager advocate for the graduate student experience and Web site: http://netid .fairfield .edu . For more detailed the Jesuit character of our programs . The Graduate information, including step-by-step instructions, visit Student Assembly acts as the liaison between the www .fairfield .edu/netid . graduate student body and the University administra- tion . You will need your eight-digit Fairfield ID number to activate your NetID, which can be found on the front of your StagCard, or in the upper right-hand corner of your student schedule . After claiming your NetID, visit http://mail .student .fair- field .edu to log in . Please check your Gmail account regularly, and be sure to use it to communicate with all University officials (faculty, staff, etc .) . 12 Accreditations Compliance Statements and Notifications 13 1 . The right to inspect and review the student’s educa- ACCREDITATIONS COMPLIANCE STATEMENTS tion records within 45 days of the day the University receives a request for access . Students should Fairfield University is fully accredited by the New England Association of Schools and Colleges, which accredits AND NOTIFICATIONS submit to the registrar, dean, head of the academic schools and colleges in the six New England states . Accreditation by one of the six regional accrediting associa- department, or other appropriate official, written tions in the United States indicates that the school or college has been carefully evaluated and found to meet stan- requests that identify the record(s) they wish to dards agreed upon by qualified educators . Jeanne Clery Disclosure of Campus Security Policy inspect . The University official will make arrange- and Campus Crime Statistics Act ments for access and notify the student of the time Additional accreditations include: Program approvals include: Fairfield University complies with the Jeanne Clery and place where the records may be inspected . If Disclosure of Campus Security Policy and Campus the records are not maintained by the University AACSB International – The Association to Advance Connecticut State Office of Financial and Academic Crime Statistics Act . This report contains a summary of official to whom the request was submitted, that offi- Collegiate Schools of Business Affairs for Higher Education the Fairfield University Department of Public Safety’s cial shall advise the student of the correct official to (Charles F . Dolan School of Business) Elementary and Secondary Teacher policies and procedures along with crime statistics whom the request should be addressed . certification programs as required . A copy of this report may be obtained at Accredited by the Engineering Accreditation Graduate programs leading to certification in the Department of Public Safety office, located on the 2 . The right to request the amendment of the student’s Commission of ABET, http://www .abet .org specialized areas of education ground floor of Loyola Hall, Room 2 or by accessing education records that the student believes are (School of Engineering) School of Nursing programs our website at www .fairfield .edu/clery . The Department inaccurate or misleading . Students may ask the B .S . Mechanical engineering of Public Safety is open 24 hours per day, 365 days a University to amend a record that they believe is Connecticut State Department of Education and B .S . Electrical engineering year . The University is in compliance with the Student inaccurate or misleading . They should write to the National Council for the Accreditation of Teacher B .S . Computer engineering Right to Know and Campus Security Act (PL 103-542) . University official responsible for the record, clearly B .S, Software engineering Educators (NCATE) identify the part of the record they want changed, Elementary and Secondary Education Fairfield is a drug-free campus and workplace . and specify why it is inaccurate or misleading . If American Chemical Society Special Education the University decides not to amend the record as (College of Arts and Sciences) TESOL/Bilingual Education Catalog requested by the student, the University will notify B .S . in Chemistry School Counseling The provisions of this catalog are not to be regarded the student of the decision and advise the student School Library Media as an irrevocable contract between Fairfield University Commission on Accreditation of Marriage and Family of his or her right to a hearing regarding the request School Psychology and the students . The University reserves the right to for amendment . Additional information regarding the Therapy Education of the American Association for change any provision or any requirement at any time . Marriage and Family Therapy Connecticut State Board of Examiners for Nursing hearing procedures will be provided to the student The course listings represent the breadth of the major . when notified of the right to a hearing . (Graduate School of Education and Allied Undergraduate Nursing programs Every course is not necessarily offered each semester . Professions, GSEAP) Council on Accreditation of Nurse Anesthesia 3 . The right to consent to disclosures of personally Marriage and Family Therapy program Non-Discrimination Statement identifiable information contained in the student’s Educational Programs Fairfield University admits students of any sex, race, Commission on Collegiate Nursing Education education records, except to the extent that FERPA color, marital status, sexual orientation, gender identity, authorizes disclosure without consent . (School of Nursing) The University holds memberships in: religion, age, national origin or ancestry, disability or Undergraduate Nursing Programs handicap to all the rights, privileges, programs, and a . One exception that permits disclosure without Masters Nursing Programs AACSB International – The Association to Advance activities generally accorded or made available to stu- consent is disclosure to school officials with legiti- Connecticut State Department of Higher Education Collegiate Schools of Business dents of the University . It does not discriminate on the mate educational interests . A school official is a per- (GSEAP) basis of sex, race, color, marital status, sexual orienta- son employed by the University in an administrative, American Association of Colleges for Teacher tion, gender identity, religion, age, national origin or supervisory, academic or research, or support staff Council for Accreditation of Counseling and Related Education ancestry, disability or handicap in administration of its position (including law enforcement unit personnel Educational Programs American Association of Colleges of Nursing educational policies, admissions policies, employment and health staff); a person or company with whom (GSEAP) policies, scholarship and loan programs, athletic pro- the University has contracted (including but not Counselor Education programs American Council for Higher Education grams, or other University-administered programs . limited to, an attorney, auditor, collection agent, or American Council on Education a provider of e-mail, network or other technological National Association of School Psychologists (NASP) Notification of Rights Under FERPA services (e .g ., Google/Gmail); a person serving on (GSEAP) ASEE – American Society for Engineering Education In accordance with the Family Education Rights and the Board of Trustees; or a student serving on an School Psychology Association of Catholic Colleges and Universities Privacy Act (FERPA) as amended, Fairfield University official committee, such as a disciplinary or griev- provides the following notice to students regarding ance committee, or assisting another school official Association of Jesuit Colleges and Universities certain rights with respect to their educational records . in performing his or her tasks . A school official has Connecticut Association of Colleges and Universities for FERPA rights apply to students “in attendance” a legitimate educational interest if the official needs Teacher Education (regardless of age) and former students . For purposes to review an education record in order to fulfill his or of Fairfield University’s FERPA policy, a student is her professional responsibility . Connecticut Conference of Independent Colleges considered “in attendance” the day the student first Connecticut Council for Higher Education attends a class at Fairfield University . That is the day b . FERPA does make exceptions for disseminating that the FERPA rights described in this policy go into information to students’ parents or legal guardians, National Action Council for Minorities in Engineering effect for the student . including if the student is under 21 years old and National Association of Independent Colleges and the disclosure concerns the student’s violation of Universities The rights afforded to students with respect to their University policy concerning the possession or use education records under FERPA are: of alcohol or a controlled substance . National Catholic Educational Association New England Business and Economic Association 14 Compliance Statements and Notifications c . FERPA permits the non-consensual disclosure of personally identifiable information from education records in connection with a health or safety emer- gency . d . FERPA permits the non-consensual disclosure of education records in compliance with a lawfully issued subpoena or court order . e . Another exception that permits disclosure with- out consent is the disclosure of directory informa- tion, 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 informa- tion for members of athletic teams . This exception related to directory information is sub- ject to the right of the student to object to the designa- tion of any or all of the types of information listed above Graduate School of Education 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 . and Allied Professions 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 Approved by the Connecticut State Department of Education, the Connecticut State Department www .fairfield .edu/titlereport . 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) 16 A Message from the Dean Graduate School Overview 17 Approved Connecticut State Department of Education GRADUATE SCHOOL OF certification programs at the graduate level include: EDUCATION AND ALLIED • Elementary Education PROFESSIONS OVERVIEW • Secondary Education in English, Mathematics, Biology, Chemistry, Physics, General Science, French, German, Latin, Spanish, and Social The Graduate School of Education and Allied Studies/History A Message from the Dean Professions (GSEAP) prepares students for profes- • Special Education sional roles in public and private schools, allied health and human service agencies, and for profit and non- • Bilingual Education (elementary and secondary) profit corporations . Currently, the School enrolls two- On behalf of our staff and faculty, welcome to the Graduate School of • TESOL (K-12) Education and Allied Professions at Fairfield University . For over 50 years, thirds of all graduate students at Fairfield University . Fairfield has offered high-quality graduate programs in education and the Consistent with Fairfield’s Jesuit traditions and mission, • School Counseling human services . Whether your goal is advancement in your current field, GSEAP reaches out to the community — engaging a change in career, professional certification, or an advanced degree, we faculty and students in public service and providing • School Library Media are well positioned to meet your current educational needs and aspira- career development programs to professionals in the • School Psychology tions . Graduates of our programs are exceptionally well qualified to make state and region . Approved Connecticut Department of Higher Education significant contributions in fields serving children, youth, families, and GSEAP offers two levels of professional graduate communities . Advanced Training Certificates at the graduate level degree programs: (1) the Master of Arts in applied include: As a Jesuit institution, our programs are designed to foster your growth psychology, bilingual education, clinical mental health as an individual, your intellectual development, and your commitment counseling, school counseling, curriculum and instruc- • Applied Behavior Analysis tion, educational technology, elementary education, to professional service . We provide a rigorous course of study within a • Early Childhood Studies supportive academic environment, instruction from a caring and commit- marriage and family therapy, family studies, school ted faculty, and a broad range of courses that integrate critical reflection, psychology, secondary education, special education, • Integration of Spirituality & Religion into Counseling practical experience, and the most current research in the field . Our programs are fully accredited and are tailored and TESOL and (2) the Certificate of Advanced Study for working professionals . Classes are scheduled in the evening for fall and spring semesters and in a variety of in bilingual education, clinical mental health counsel- • School-based Marriage & Family Therapy accelerated formats during the summer . ing, school counseling, school psychology, special • Substance Abuse Counseling education, foundations in education, and TESOL . 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 Courses of study leading to a master of arts degree Unit Mission and Conceptual the courses of study that fulfill the requirements for a variety of Connecticut professional certificates . The schedules and/or to a certificate of advanced study include: Framework 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 Graduate School of Education and Allied • Teaching and Foundations Professions advances the mission of Fairfield The faculty and staff of the Graduate School of Education and Allied Professions join me in wishing you every suc- University by providing advanced education and by cess as you pursue your academic and professional goals at Fairfield University . • Elementary Education (M .A . only) preparing professionals to teach, counsel, evaluate, and serve the wider community in ways that reflect • Bilingual Education (elementary and secondary) Jesuit values . The departments within the School • TESOL (K-12) share a commitment to prepare graduates who believe in the inherent worth and dignity of all people; promote • Clinical Mental Health Counseling the well-being of individuals, couples, families, commu- Dr. Susan Douglas Franzosa • School Counseling nities, and organizations; commit to serving a diverse Dean society; possess strong content, pedagogical, and clin- • Marriage and Family Therapy (M .A . only) ical knowledge relevant to their field; understand the impact of informational technologies on the individual, • Applied Psychology: (M .A . only) Human Services family, and community; and uphold the highest stan-

Psychology, Foundations of Advanced Psychology, dards of professional conduct . The School promotes & Industrial/Organizational Psychology and supports the development of intellectual rigor, • School Psychology personal integrity, collaboration, informed decision- making, self-reflection, and social responsibility . • Secondary Education English, Social Studies/ History, Mathematics, Biology, Chemistry, Physics, The knowledge base that informs the Unit’s approach General Science, French, German, Latin, Spanish to professional education, and that is central to its conceptual framework, is rooted in four key tenets of • Special Education the Jesuit tradition that are found in the Mission of the • Educational Technology (M .A . only) University . They are: • Family Studies (M .A . only) 18 Graduate School Overview Graduate School Overview 19 Freedom: Belief in the inherent worth and dignity of • required to successfully complete academic reme- All candidates must register for the comprehensive each person . diation as required and determined by the Dean examination course relevant to their program of study of the Graduate School of Education and Allied at the beginning of the semester during which they plan Scholarship: Intellectual curiosity, rigor, critical thinking, Professions and/or to take the examination . Refer to the graduate school and moral analysis . calendar for the registration deadline . • required to undergo appropriate counseling or Justice: Commitment to greater good through service other intervention as determined by the Dean Certificate of Advanced Study and advocacy as change agents and/or leaders within of the Graduate School of Education and Allied the chosen profession . Professions before being allowed to continue in 1 . Candidates enrolled in a CAS program must com- Truth: Commitment to research and ethical decision- their program of study . plete a minimum of 30 credits in an approved pro- making . gram . Those whose previous program of study was The School in a field other than that selected for the sixth year These four tenets support the fundamental intel- of study will be required to complete certain intro- lectual/ethical commitments that define our various Since its first graduation in 1951, the Graduate School ductory graduate courses before being accepted for courses of study: The Scholar/Practitioner Component; of Education and Allied Professions has awarded 8,792 advanced study . the Developmental Human Growth and Learning master’s degrees and 2,381 certificates of advanced Component; the Reflective Practitioner Component; study (as of August 2008) . The current structure of 2 . Candidates must have a minimum overall grade and the Advocacy for All Children and Families the School consists of four departments that house point average of 3 .00 . Any grade below a B- will not Component . Given the breadth of programs and fac- 17 distinct programs of study . Eight of those programs be credited toward a certificate of advanced study . ulty that comprise the Unit, this knowledge base is are accredited by the Connecticut State Department diverse, drawing on various theoretical and philosophi- of Education for the issuance of certificates to prac- 3 . Candidates must submit an Application for Degree cal perspectives . However, when we look across the tice those professions . In addition to the accreditation (available in the dean’s office) by the scheduled programs, we find that our common philosophy and of state certification programs, the departments of deadline . principles stem from core theories, research, and prac- Marriage and Family Therapy and Counselor Education tical wisdom about how people develop, learn, teach, are nationally accredited by their professional organiza- counsel, and serve others . tions . The School has earned the reputation of being a model of excellence and innovation within its various Disposition Statement professional communities . By engaging in continual internal program assessment, the School is able to cre- Education, psychology, and mental health professionals ate and maintain curricular offerings and clinical field are vested by the public with a trust and responsibil- experiences that keep the GSEAP on the leading edge ity requiring the highest ideals of professional service . of all of our disciplines . Therefore, candidates of the Graduate School of Education and Allied Professions shall be required to Degree Requirements Overview adhere to the highest standards of ethical and profes- sional conduct . All prospective and admitted candi- Master of Arts dates of the Graduate School of Education and Allied Professions shall demonstrate personal and profes- 1 . Candidates must complete the number of credits sional dispositions that are: specified by the department . • embodied in the mission statement of the Graduate 2 . Candidates must complete the number of credits in School of Education and Allied Professions; their major field and approved electives as speci- fied by the department . • outlined in the ethical codes, rules, policies and procedures, administrative regulations, and laws 3 . Candidates are required to pass a written compre- applicable to their chosen profession; and hensive examination or complete other program- specific culminating requirements in the work • mandated by their particular graduate programs and offered for the degree . To be eligible to register departments . for comprehensive examinations, candidates must complete the minimum number of semester hours Candidates who fail to adhere to and comply with these of coursework determined by their program . We personal and professional dispositional requirements recommend that candidates take the comprehen- may, at the discretion of the Dean of the Graduate sive examination at least one semester prior to their School of Education and Allied Professions, be: anticipated semester of graduation . Candidates • denied admission to the Graduate School of who fail the comprehensive examinations twice Education and Allied Professions; may be dismissed from their program . • dismissed from the Graduate School of Education 4 . Candidates must have a minimum grade point and Allied Professions; average of 3 .00 in order to be eligible to graduate . • required to withdraw from Graduate School of 5 . Candidates must submit an Application for Degree Education and Allied Professions courses; (available in the dean’s office) by the scheduled deadline . 20 Admission Admission 21 the program of study, fitness for the field, and potential • A non-refundable $60 application fee 5 . A professional resume for success in the field . The quality of the applicant’s 6 . For the Advanced Training Certificate in School- GRADUATE SCHOOL OF • Official undergraduate and graduate transcripts sent other admission materials (i .e ., letters of recommenda- based Marriage & Family Therapy: Provide docu- from all colleges/universities attended, including any EDUCATION AND ALLIED tion, application essay, faculty interview) will also be mentation of passing scores on the Praxis I or of a study abroad or summer programs PROFESSIONS ADMISSION considered . Praxis I waiver • A personal statement . Students should describe 7 . Prior to registering for any courses in the following Candidates whose GPA is below 2 .4 must complete why they want to undertake graduate studies in the programs provide evidence of having been finger- a GPA waiver request form and schedule an appoint- Admission Criteria program for which they are applying . printed: ment to discuss their academic history with the • Advanced Training Certificate in Individuals may apply to the Graduate School of Department Chair or Program Director in their area of • A professional resume . Applied Behavior Analysis Education and Allied Professions as formal applicants interest prior to review of their application for admis- to pursue a master of arts degree, a certificate of sion . Most students with an undergraduate GPA below • Two recommendation letters accompanied by the • Advanced Training Certificate in advanced study, state certification or licensure, or to 2 .4 will be required to take additional coursework to University recommendation forms, from current Early Childhood Education take courses as non-matriculated candidates seeking improve their academic record and demonstrate readi- employers, supervisors, or professors credits for career enhancement or personal growth . • Advanced Training Certificate in ness for graduate-level study before their application • For programs leading to certification: Provide docu- Applicants for the M .A . must hold a bachelor’s degree School-based Marriage & Family Therapy for formal admission to the program will be considered . mentation of passing scores on the Praxis I or of a from a regionally accredited college or university and Required coursework for elementary, secondary, and Praxis I waiver . C. Non-Matriculated Applicants give promise of meeting the standards set by the Qualified applicants who have not completed the formal School . Applicants for the C .A .S . must hold a master’s TESOL education initial educator certification programs • For programs leading to certification:Prior to regis- includes a minimum of 39 general education credits admission process may apply for permission to enroll degree from a regionally accredited college or uni- tering for any courses provide evidence of having as non-matriculated students and earn up to six credits versity with a 3 00. cumulative quality point average . with coursework in five or six of the following areas, been fingerprinted . depending on the program and certification regula- in a certification program or nine credits in a non-certifi- The master’s degree must be in a major relevant to cation program using the following procedure: the C A. S. . program of interest . In addition, individual tions: mathematics, English, natural sciences, social PLEASE NOTE: departments may set specific requirements concerning studies, foreign language, and fine arts, as well as a In order to be reviewed, applications must be complete • Call the GSEAP Dean’s office at (203) 254-4250 to interviews, adequate scores on tests, course waivers, survey course in U .S . history . This general education on or before the program deadline . For an application schedule an appointment or to be directed to the computer literacy, and distribution of undergraduate coursework is normally completed as part of one’s to be considered complete, all documents noted advisor for the program that interests you . courses . undergraduate program . Applicants with missing pre- above must be received by the Office of Graduate requisite coursework must complete it before student and Continuing Studies Admission by the program • Obtain a copy (official or unofficial) of your under- Dates for admission vary by program . A complete list- teaching . Admission with prerequisite course deficien- deadline. Program deadlines do vary . A complete list- graduate transcript that shows the undergraduate ing of deadlines can be found at www .fairfield .edu/ cies varies by program . Generally, no more than six ing of deadlines can be found at www .fairfield .edu/ degree you have earned . You will need to bring this gseapdeadlines . If a person has been denied admis- credits of subject area and/or prerequisite coursework gseapdeadlines . transcript with you to the University to be reviewed . sion to the School twice, his or her application will not may be deficient to be formally admitted into a cer- (Note: Those who wish to begin an advanced train- be considered again . tification program . Students seeking certification in Additionally, applicants must: ing certificate program of study as a non-matricu- lated student need to produce official or unofficial Applicants must complete the formal application for Secondary Education must have a B (3 .0) average in • Participate in an admissions interview the relevant content area courses . copies of both their undergraduate and graduate admission; provide a current resume and a personal • Consult a faculty advisor about course selection transcripts showing their degrees .) statement; present two recommendations, on the Enrollment as a non-matriculated candidate also appropriate forms, to support their professional poten- requires prior completion of a bachelor’s degree from a If formal admission has not been granted prior to the • Complete the online admission application and pay tial; interview with a faculty panel; and meet other regionally accredited college or university . Candidates beginning of the semester, qualified applicants may the $60 .00 application fee (access at www .fairfield . entry requirements as determined by the Connecticut in this status may take a total of six credits in certi- apply for permission to register as a non-matriculated edu/gradonline) . State Board of Education . Applicants for the School candidate . fication programs or nine credits in non-certification • After you have met with the appropriate advisor and Counseling, School Library Media, School Psychology, programs before matriculation/full admission is and all teacher preparation programs must fulfill the Transfer Students: The School reserves the right to your non-matriculated status has been approved required . Non-matriculated students are not eligible contact the chair and/or director of any programs and processed by the Dean’s office, you may reg- Essential Skills in Mathematics, Reading, and Writing for any tuition aid or financial support . Under these requirements (PRAXIS I PPST pass or waiver) . attended by students who want to transfer into a pro- ister on or after the date when non-matriculated conditions up to nine graduate credits earned as a gram offered by the Graduate School of Education and students may begin registering . Non-matriculated Given that we seek to admit the best qualified candi- non-matriculated candidate may be applied toward Allied Professions . students register in person at the Registrar’s Office dates to our programs and that our candidates must the M .A . or C .A .S . once a student is matriculated . (Kelley Administrative Center) . maintain a GPA of 3 0. in their program of study, we However, successful completion of initial coursework B. Applicants for advanced training certificate pro- generally expect applicants to come with a minimum as a non-matriculated candidate does not guarantee grams: • No recommendations are needed at this time . They undergraduate GPA of 3 .0 . Faculty realize that some formal admission . Those seeking formal admission to an advanced are needed when you apply for full matriculation . otherwise qualified candidates may not possess this Admission Procedure training certificate program must complete the follow- • Courses taken will count toward degree or certifica- minimum GPA, so they carefully review applications to ing procedure . Submit to the Office of Graduate and tion requirements if you later become a matriculated assess candidate qualifications for our programs . A. Applicants for a degree or cross-endorsement Continuing Studies Admission: student, as long as you earn grades of B or better Any applicant whose undergraduate GPA is lower than program: 1 . A completed formal application . Apply online at in them . However, successful completion of course- work does not guarantee formal admission . 2 .67 must complete a GPA waiver request form as part Those seeking formal admission must complete the www .fairfield .edu/atcapp . of the admission process . This form allows candidates following procedure . 2 . A non-refundable $60 application fee D. Continuing Education (CEU) Credits 3 . Official undergraduate and graduate transcripts to explain any extenuating circumstances that may The Graduate School of Education & Allied Professions Submit to the Office of Graduate and Continuing showing degrees earned account for their undergraduate record . The decision is an Approved Continuing Education Unit Provider Studies Admission: 4 . A brief personal statement describing why you want to grant the formal GPA waiver will be made based on with the Connecticut State Department of Education to pursue the advanced training for which you are the candidate’s explanation of the low GPA, demon- (CSDE) . Within the school, the Counselor Education • A completed formal application . Apply online at applying strated ability to meet the academic expectations of www .fairfield .edu/geapp 22 Admission Tuition, Fees, and Financial Aid 23 Department is authorized by the National Board of International Applicants For students taking six credits or more: At registration, Community Counselors to offer continuing education GRADUATE SCHOOL OF the student pays one-fourth of the total tuition due plus for licensed professional counselors and licensed mar- International applicants must also provide a certificate all fees and signs a promissory note to pay the remain- riage and family therapists . The Marriage & Family of finances (evidence of adequate financial resources EDUCATION AND ALLIED ing balance in three consecutive monthly installments . Therapy Department is authorized by the Connecticut in U .S . dollars) and must submit certified English PROFESSIONS TUITION, Association for Marriage and Family Therapy to offer translations and course-by-course evaluations, done Failure to honor the terms of the promissory note will continuing education for marriage and family therapists . by an approved evaluator (found on our website at FEES, AND FINANCIAL AID prevent future deferred payments and affect future www .fairfield .edu/eval), of all academic records . All registrations . Background Check and international students whose native language is not English must demonstrate proficiency in the English Reimbursement by Employer Fingerprinting language by taking either TOEFL or IELTS exams . A Tuition and Fees The schedule of tuition and fees for the academic Many corporations pay their employees’ tuition . TOEFL composite score of 550 for the paper test, 213 In compliance with Connecticut state law effective year: Students should check with their employers . If they are July 1, 2010, applicants whose programs of study for the computer-based, or 84 on the internet based eligible for company reimbursement, students must will require participation in school-based field experi- test with a minimum score of 21 in reading and 23 in Application for matriculation (not refundable) $60 submit, at in-person registration, a letter on company ences (i e. ., observations, practica, student teaching, writing is required for admission to the graduate school . Registration per semester $30 letterhead acknowledging approval of the course internships, etc ). must undergo State and National Scores must be sent directly from the Educational registration and explaining the terms of payment . The criminal history background checks before beginning Testing Service . An IELTS score of 7 .5 is required for Graduate Student Activity Fee per semester $35 terms of this letter, upon approval of the Bursar, will their program of study . The regional educational ser- admission to the graduate school . Scores must be sent be accepted as a reason for deferring that portion of Tuition per credit $630 vice centers (RESCs) that are authorized to conduct directly from IELTS .org . (Fairfield’s ETS code is 3390) tuition covered by the reimbursement . Even if covered TOEFL/IELTS may be waived for those international fingerprinting services and provide the background Continuing Registration Fee $50 by reimbursement, all fees (registration, processing, check results to the Connecticut State Department of students who have earned an undergraduate or gradu- lab, or material) are payable at the time of registration . Education and local school districts are listed at www . ate degree from a regionally accredited U .S . college or Audit fee (per three-credit course) $945 fairfield .edu/documents/admission/ga_fingerprinting . university . International applications and supporting cre- Students will be required to sign a promissory note, pdf . University students who have a history of a federal dentials must be submitted to the Office of Graduate & Computer lab fee $45 which requires a $25 processing fee, acknowledging or state conviction may be barred from participating in Continuing Studies Admission by the admission dead- Student teaching, practicum, and that any outstanding balance must be paid in full prior school-based field work and may be exited from their line for the program to which they are applying . internship fees (each) $25 to registration for future semesters . A guarantee that degree program, depending on the nature of the con- payment will be made must be secured at the time viction . Confirmation of fingerprinting at a RESC must Students with Disabilities Materials fee $15 - $50 of registration with a MasterCard, VISA, or American Express credit card . If the company offers less than be received by the Dean’s office (Canisius 102) prior to Commencement fee Fairfield University is committed to providing quali- 100-percent unconditional reimbursement, the student course registration . (required of all degree recipients) $150 fied students with disabilities an equal opportunity to must pay the difference at the time of registration and access the benefits, rights, and privileges of its ser- The background check is valid for 3 years if the student Transcript fee $4 sign a promissory note for the balance . Letters can remains an active student . It is the student’s responsi- vices, programs, and activities in an accessible setting . only be accepted on a per-semester basis . Failure bility to maintain documentation of current fingerprinting Furthermore, in compliance with Section 504 of the Promissory note fee $25 to pay before the next registration period will prevent on file with the dean’s office . Students whose back- Rehabilitation Act, the Americans with Disabilities Act, future deferred payments and affect future registration . ground check has expired will not be permitted to regis- and Connecticut laws, the University provides reason- Returned check fee $30 ter for courses . Note, too, that school districts and other able accommodations to qualified students to reduce The University’s Trustees reserve the right to change Refund of Tuition clinical sites may have more stringent requirements the impact of disabilities on academic functioning or tuition rates and the fee schedule and to make addi- and may mandate a new background check prior to upon other major life activities . It is important to note tional changes whenever they believe it necessary . All requests for tuition refunds must be submitted students beginning a placement . that the University will not alter the essential elements to the appropriate dean’s office immediately after of its courses or programs . Full payment of tuition and fees, and authorization withdrawal from class . Fees are not refundable . The Measles and Rubella Immunization for billing a company must accompany registration . request must be in writing and all refunds will be made If a student with a disability would like to be considered Payments may be made in the form of cash (in person based on the date notice is received or, if mailed, Connecticut Law requires that students born after for accommodations, he or she must make this request only), check, money order, credit card (MasterCard, on the postmarked date according to the following December 31, 1956 provide proof of Measles and in writing and send the supporting documentation to the VISA, or American Express), or online payment at schedule . Refunds of tuition charged on a MasterCard, Rubella Immunization . This includes two doses of mea- director of Academic and Disability Support Services . www .fairfield .edu/bursar . All checks are payable to VISA, or American Express must be applied as a credit sles vaccine administered at least one month apart (the This should be done prior to the start of the academic Fairfield University . to your charge card account . second dose must be given after December 31, 1979) semester and is strictly voluntary . However, if a student and one dose of rubella vaccine after the student’s first with a disability chooses not to self-identify and provide Degrees will not be conferred and transcripts will not 14-15 Meeting Courses birthday . The exception to this is students who provide the necessary documentation, accommodations need be issued until students have met all financial obliga- Before first scheduled class 100 percent laboratory documentation of immunity to measles and not be provided . All information concerning disabilities tions to the University . Before second scheduled class 90 percent rubella . Although this is not required to complete an is confidential and will be shared only with a student’s Before third scheduled class 80 percent application, you must provide proof of immunization permission . Fairfield University uses the guidelines Deferred Payment Before fourth scheduled class 60 percent suggested by CT AHEAD to determine disabilities and Before fifth scheduled class 40 percent prior to course registration . Please keep in mind that During the fall and spring semesters, eligible students reasonable accommodations . Before sixth scheduled class 20 percent this process can take some time, and that you must may defer payment on tuition as follows be in compliance before registration . Immunization After sixth scheduled class No refund Send letters requesting accommodations to: verification information should be submitted directly to For students taking fewer than six credits: At regis- Director of Academic and Disability Support Services, the University’s Health Center . You can download the tration, the student pays one-half of the total tuition Fairfield University, 1073 North Benson Road, necessary form at www .fairfield .edu/immunization . Any due plus all fees and signs a promissory note for the Fairfield, CT 06824-5195 . questions regarding this policy should be directed to remaining tuition balance . The promissory note pay- the University Health Center by calling (203) 254-4000, ment due date varies according to each semester . ext 2241 . 24 Tuition, Fees, and Financial Aid Academic Policies and General Regulations 25 10-12 Meeting Courses Alumni Scholarships The total amount of the funds (minus any origination Before first scheduled class 100 percent fees) will be outlined in the Notice of Loan Guarantee GSEAP ACADEMIC POLICIES Before second scheduled class 80 percent Dr. Thomas A. O’Meara ‘65, MA ‘67 Memorial and Disclosure Statement forwarded to you by the Before third scheduled class 60 percent Scholarship Department of Education . AND GENERAL Before fourth scheduled class 40 percent Beginning in academic 2005-2006, it was Dr . Thomas REGULATIONS Before fifth scheduled class 20 percent O’Meara’s intent that over a 20-year period one gradu- If you have any questions, please contact the Office of After fifth scheduled class No refund ate secondary English education student annually Financial Aid at (203) 254-4125 or finaid@fairfield .edu . would be awarded a partial tuition scholarship for his or her student teaching course . The recipient will be Alternative Loans 6-8 Meeting Courses These loans help graduate and professional students Academic Advising and Curriculum selected based on recommendations from the program Before first scheduled class 100 percent pay for their education at the University . For further faculty . Please contact Dr . Emily Smith, coordinator Planning Before second scheduled class 60 percent information view online at: www .fairfield .edu/gradloans . for graduate secondary education students, for more Before third scheduled class 30 percent All matriculated candidates have an assigned faculty information . After third scheduled class No refund Tax Deductions advisor . Candidates will be assigned an advisor at the time they are notified of admission . All matriculated Federal Direct Stafford Loans Treasury regulation (1 .162 .5) permits an income tax deduction for educational expenses (registration fees and non-matriculated candidates must meet with their 4-5 Meeting Courses Under this program, graduate students may apply for and the cost of travel, meals, and lodging) undertaken advisors during their first semester to plan a program Before first scheduled class 100 percent up to $20,500 per academic year, depending on their to: maintain or improve skills required in one’s employ- of study . We recommend that the advisor be consulted Before second scheduled class 50 percent educational costs . Beginning July 1, 2012, interest pay- ment or other trade or business; or meet express each semester about course selection . After second scheduled class No refund ments are no longer subsidized by the federal govern- requirements of an employer or a law imposed as a ment during graduate student enrollment . Information about state certification requirements may condition to retention of employment job status or rate be obtained from the certification officer or graduate Refunds take two to three weeks to process . When a loan is unsubsidized, the student is respon- of compensation . faculty advisors . sible for the interest and may pay the interest on a Financial Aid monthly basis or opt to have the interest capitalized Veterans Programs of Study and added to the principal . There is a six-month grace Veterans may apply VA educational benefits to degree Assistantships period following graduation or withdrawal, before loan studies pursued at Fairfield University . Veterans should All programs of study must be planned with an advi- A limited number of part- and full-time University gradu- payments must begin . consult with the Office of Financial Aid regarding the sor . In granting approval, the advisor will consider the ate assistantships are available to assist promising and process and eligibility for possible matching funds candidate’s previous academic record and whether or deserving students . Assistantships are awarded for one How to Apply through Fairfield's Veterans Pride Program . Information not the prerequisites set forth for the specific program semester only and students must reapply each semes- about the program, including free tuition for some vet- have been met . Should a candidate wish to change ter for renewal of an assistantship award . Renewal of erans, is available at www .fairfield .edu/veterans . The his or her track or concentration, this request must be STEP ONE: an award is based on academic performance and pre- University Registrar’s office will complete and submit made in writing on the request for change of major vious service performance, and is at the discretion of • Complete a Free Application for Federal Student the required certification form for all VA benefits . form, which is available in the dean’s office, and must the hiring department . Aid (FAFSA) online at www .fafsa .ed .gov, indicating be approved by the department chair or program direc- your attendance at Fairfield University (Title IV code Consumer Information tor, and the dean . In changing from a non-certification A graduate assistant will be appointed to a curriculum 001385) . Federal regulations require colleges to inform students track or program to one that leads to Connecticut area or to the dean’s office and assigned duties as of their prospects for “gainful employment” when certification, the Praxis I requirement and the minimum determined by the dean and the faculty responsible for STEP TWO: receiving federal financial aid for non-degree programs . undergraduate GPA requirements must be met before the curriculum area . In return for the assistantship, the The disclosures were mandated to assist students any change of program or track is processed . If the student must work a maximum of 20 hours per week • Complete the required Entrance Counseling and in choosing the right program for their needs and to change of major involves a change of department, under the direction of the department chair or program Master Promissory Note (MPN) at www .student- prevent them from taking on debt in exchange for an admission interview is required . Also required are director . In addition, the Disposition Statement present- loans .gov . programs that fail to get them adequate job . To find a personal statement and supplemental application ed on page 17 is applicable to this student position as STEP THREE: more about Gainful Employment Disclosures, go to relevant to the new major . Coursework fulfilling the it is to all students in the Graduate School of Education www .fairfield .edu/about/about_gainful_employ .html requirements of one earned graduate degree cannot and Allied Professions . • Financial Aid administrators at Fairfield University will process your loan when your file is finalized, be used to fulfill the credit requirements for an addi- Applications are available in the dean’s office . entrance counseling has been completed, and the tional graduate degree . There are also assistantships available in other MPN is signed . You will be notified of the approval Durational Shortage Area Permit University departments . A list of known assistantships of the loan via the Notice of Loan Guarantee and is available online at www .fairfield .edu/gradadmission/ Disclosure Statement . (DSAP) Study gfa_assist .html . Loan Disbursement The Durational Shortage Area Permit (DSAP) may be If you are a first time borrower at Fairfield University, available to matriculated candidates who have been your loan will not disburse until you have completed offered a DSAP position by a school district . To be eli- the required entrance loan counseling . Your loan will gible for the DSAP, a candidate must have completed be disbursed according to a schedule established by all prerequisites for student teaching and have passed Fairfield University and federal guidelines . It will be the relevant Praxis II or ACTFL examinations . Once a made in two installments for the year and transferred recommendation has been secured, the candidate may electronically to your University account . present a DSAP application to the associate dean for consideration . DSAP applications will be considered 26 Academic Policies and General Regulations Academic Policies and General Regulations 27 only by the programs leading to certification in elemen- petition that students at other private institutions enjoy Student Responsibilities • Destruction or alteration of another student’s work . tary education, secondary education, school counsel- as accorded by law, and as members of the academic ing, TESOL, world languages, bilingual education, and community, they are subject to the obligations which Freedom of expression enjoyed by students is not • Submitting the same paper or report for assign- school library media . accrue to them by virtue of this membership . Faculty without limitations . The rights set forth herein must be ments in more than one course without the prior members and administration officials should ensure balanced against and considered in the context of the written permission of each instructor . This application must first be completed by the appli- that institutional powers are not employed to deprive following responsibilities: • Appropriating information, ideas, or the language cant and by the employing district . No DSAP applica- students of their rights as accorded to them by law and tions will be endorsed by the associate dean without • Students have the obligation to refrain from interfer- of other people or writers and submitting it as one’s University policy . At the same time, the institution has own to satisfy the requirements of a course - com- a program recommendation . Candidates must be an obligation to clarify those standards which it consid- ing with the freedom of expression of others . enrolled for six credits of University observation and monly known as plagiarism . Plagiarism constitutes ers essential to its educational mission and its com- • Students have the responsibility to respect the theft and deceit . Assignments (compositions, term teaching supervision and a three-credit seminar, which munity life . These expectations and regulations should must be taken during the first year of the DSAP . rights and beliefs of others, including the values papers, computer programs, etc .) acquired either in represent a reasonable regulation of student conduct . and traditions of Fairfield University as a Jesuit, part or in whole from commercial sources, publica- Academic Freedom and As members of the academic community, students Catholic institution . tions, students, or other sources and submitted as should be encouraged to develop the capacity for one’s own original work will be considered plagia- Responsibility • Students have the responsibility to support learn- rism . critical judgment and to engage in a sustained and ing, and when learning, to engage others in a The statement on academic freedom, as formulated independent search for truth . They do this within the respectful dialogue, to never threaten the safety or • Unauthorized recording, sale, or use of lectures in the 1940 Statement of Principles endorsed by the requirements of the curriculum and the courses in security of others, and to comply with all University and other instructional materials . AAUP (American Association of University Professors) which they are enrolled . policies prohibiting harassment, hate crimes, and and incorporating the 1970 interpretive comments, is discrimination . In the event of such dishonesty, professors are to the policy of Fairfield University . Academic freedom The professor in the classroom and in conference award a grade of zero for the project, paper, or exami- and responsibility are here defined as the liberty and should encourage free discussion, inquiry, and expres- All policies in this Handbook and the actions taken nation in question, and may record an F for the course obligation to study, to investigate, to present and sion . Student performance should be evaluated solely under them must support Fairfield University’s Mission itself . When appropriate, expulsion may be recom- interpret, and discuss facts and ideas concerning all on an academic basis, not on opinions or conduct in Statement and the Statement on Academic Freedom . mended and a notation of the event is made in the stu- branches and fields of learning . Academic freedom matters unrelated to academic standards . This means dent’s file in the academic dean’s office . The student is limited only by generally accepted standards of that students are free to take reasoned exception to Academic Honesty will receive a copy . responsible scholarship and by respect for the Catholic the data or views offered in any course of study and to reserve judgment about matters of opinion, but they All members of the Fairfield University community commitment of the institution as expressed in its mis- share responsibility for establishing and maintain- Honor Code sion statement, which provides that Fairfield University are responsible for learning the content of any course of study for which they are enrolled . Students in pro- ing appropriate standards of academic honesty and Fairfield University’s primary purpose is the pursuit “welcomes those of all beliefs and traditions who share integrity . As such, faculty members have an obligation of academic excellence . This is possible only in an its concerns for scholarship, justice, truth, and free- fessional programs are expected to understand and uphold the standards required in their profession . to set high standards of honesty and integrity through atmosphere where discovery and communication of dom, and it values the diversity which their member- personal example and the learning communities they knowledge are marked by scrupulous, unqualified hon- ship brings to the university community .” Students bring to the campus a variety of interests pre- create . It is further expected that students will follow esty . Therefore, it is expected that all students taking viously acquired and develop many new interests as these standards and encourage others to do so . classes at the University adhere to the following Honor Freedom of Expression members of the academic community . They should be Code: “I understand that any violation of academic free to organize and join associations to promote their Students are sometimes unsure of what constitutes integrity wounds the entire community and undermines As an academic institution, Fairfield University exists academic dishonesty . In all academic work, students for the transmission of knowledge, pursuit of truth, common interests . Students and student organizations the trust upon which the discovery and communica- should be free to examine and discuss all questions of are expected to submit materials that are their own tion of knowledge depends . Therefore, as a member development of students, and the general well-being and to include attribution for any ideas or language of society . Free inquiry and free expression are indis- interest to them and to express opinions publicly and of the Fairfield University community, I hereby pledge privately . Students should be allowed to invite and to that is not their own . Examples of dishonest conduct to uphold and maintain these standards of academic pensable to the attainment of these goals . Fairfield include but are not limited to: University recognizes that academic freedom, freedom hear any person of their own choosing . Those proce- honesty and integrity .” of expression, and responsibility are required to real- dures required by an institution before a guest speaker • Falsification of academic records or grades, includ- ize the essential purposes of the University . Academic is invited to appear on campus should be designed ing but not limited to any act of falsifying informa- freedom and responsibility (distinguished from freedom only to ensure that there is orderly scheduling of facili- tion on an official academic document, grade of expression) are herein defined as the liberty and ties and adequate preparation for the event, and that report, class registration document or transcript . obligation to study, to investigate, to present, interpret, the occasion is conducted in a manner appropriate to and discuss facts and ideas concerning all branches an academic community . Guest speakers are subject • Cheating, such as copying examination answers and fields of inquiry . to all applicable laws, and to the University policies on from materials such as crib notes or another stu- harassment and discrimination . dent’s paper . Student Rights Students should always be free to support causes by • Collusion, such as working with another person or As constituents of the academic community, students orderly means which do not disrupt operations of the persons when independent work is prescribed . institution . At the same time, it should be made clear to should be free, individually and collectively, to express • Inappropriate use of notes . their views on issues of institutional policy and on mat- the academic and larger community that in their public ters of general interest to the student body . expressions or demonstrations, students or student • Falsification or fabrication of an assigned project, organizations speak only for themselves and not the data, results, or sources . Fairfield University students are both citizens and institution . members of the academic community . As citizens of a • Giving, receiving, offering, or soliciting information private institution, Fairfield’s students enjoy the same in examinations . freedom of speech, peaceful assembly, and right of • Using previously prepared materials in examina- tions, tests, or quizzes . 28 Academic Policies and General Regulations Academic Policies and General Regulations 29 University Course Numbering Normal Academic Progress Candidates on academic probation must meet with and may result in a penalty grade being recorded for their advisors to make program adjustments to their the course . In general, course withdrawals are not System Academic Load course load . If, at the end of the probationary semes- approved after the posted last day to withdraw . When Undergraduate A full-time graduate candidate will normally carry nine ter, the candidate’s overall average is again below 3 .0, there are extenuating circumstances (e .g ., medical 01-99 Introductory courses credits during the fall or spring semester . Twelve cred- he or she may be dismissed from the University . Also, condition requiring withdrawal) exceptions may be 100-199 Intermediate courses without its is the maximum load permitted . During summer candidates who earn more than one grade below 2 .67 approved by the dean . prerequisites sessions, full-time candidates are permitted to carry or B- may be dismissed from the University, whether or a maximum load of 12 credits . Candidates who work not their GPA is below 3 .0 . Continuous Registration 200-299 Intermediate courses with Graduate students matriculated in a degree program prerequisites full time or attend another school may not be full-time . Continuation in a state certification program requires who choose to interrupt their education for a given 300-399 Advanced courses, normally Such individuals are ordinarily limited to six credits dur- the equivalent of B (3 .0) or better performance in term must file for Continuous Registration status limited to juniors and seniors, ing the fall or spring semesters and nine credits during advanced courses and field experiences, and the rec- with the Registrar’s Office in order to maintain their and open to graduate students the summer sessions . ommendation of the area faculty . active student status . Continuous Registration allows with permission Academic Standards students use of the library, computing facilities and Candidates are required to maintain satisfactory Time to Complete Degree access to faculty advising . Students may remain on Graduate academic standards of scholastic performance . Candidates are to complete all requirements for a Continuous Registration status for up to two suc- 400-499 Master’s and Certificate of Advanced Candidates for a master’s degree or certificate must degree and file an application for graduation within cessive terms . Students who do not register for Study courses, open to undergraduate maintain a 3 .00 grade point average . Because of the a period of six years from the date of enrollment in Continuous Registration status will be assumed to be students with permission clinical nature of graduate programs, department fac- the first course taken for credit toward the degree . inactive . Students deemed inactive are required to 500-599 Master’s and Certificate of Advanced ulty members also require demonstration of personal Candidates should follow the degree requirements secure reinstatement from the dean in order to con- Study courses and dispositional qualities that are conducive to the described in the general catalog in effect on the date tinue their enrollment 600-699 Doctoral courses, open to qualified selected professional role . Attending and participat- on which they are formally admitted to their degree Master’s students ing appropriately in classes is both an academic program . If education is interrupted, a candidate must Readmission requirement and a professional responsibility. apply for readmission . See the “Readmission” section . All inactive students who wish to resume their stud- Instructors may assign a failing grade if a student Over and above the minimum requirements stated in ies must apply for readmission . Students who have Option for Graduate Level Courses misses too many classes or does not participate the catalog, the dean may require additional evidence been inactive for three or more terms must submit a written update to the dean’s office for consideration of Fairfield University undergraduates, with permission, appropriately. of fitness for the degree . reinstatement by the dean and department . Depending could take a graduate course for undergraduate credit Auditing Applications for and Awarding of Degrees on the individual circumstances it may be necessary and as part of their undergraduate load . It would A candidate who wishes to audit a graduate course All candidates must file an application for the master’s for the student to complete a new full application for appear on their undergraduate transcript . A student may do so only in consultation with the course instruc- degree and the certificate of advanced study in the admission . Students who wish to apply for readmis- could later petition to have those courses provide tor . No academic credit is awarded and a grade nota- dean’s office by the published deadline and must suc- sion should contact the dean’s office to find out what advanced standing in their graduate program and it tion of audit (AU) is recorded on the official transcript cessfully complete all requirements for the degree prior they need to submit for review and how they should would be up to the faculty to determine if the credits under the appropriate semester . The tuition for auditing to participating in commencement exercises . Refer to proceed . Degree requirements for readmitted students should apply to the graduate program at that point . is one-half of the credit tuition, except for those hands- the calendar for the degree application deadline . will be those in place at the time of the student’s read- Student might receive credit for these courses as part on courses involving the use of a computer worksta- mission . Also, courses that were taken more than five of a graduate program if the student did not apply the Graduation and Commencement tion . In this case, the audit tuition is the same as the years before the date of readmission and courses for credits to complete the undergraduate degree . An Diplomas are awarded in January, May, and August credit tuition . Conversion from audit to credit status will which the student earned a grade below B may need undergraduate student who has advanced beyond (see calendar for application deadlines) . Candidates be permitted only before the third class and with the to be re-taken . Candidates who receive a master’s degree requirements and also has permission could who have been awarded diplomas in the previous permission of the course instructor and the assistant degree from Fairfield University and who want to begin take a graduate level course for graduate credit as part August and January and those who have completed dean . programs leading to a certificate of advanced study are of their regular undergraduate load . The number of all degree requirements for May graduation are invited required to file a new application of admission and be graduate courses a full time undergraduate could take to participate in the May commencement ceremony . Independent Study approved for admission . All honorably discharged vet- would be limited to two . The five year pre-structured Graduate candidates must successfully complete all The purpose of independent study at the graduate erans who have interrupted their Fairfield education to programs would follow their own required sequence . requirements for the degree prior to participating in level is to broaden student knowledge in a specific serve in the military will be readmitted and may apply Registration for graduate courses is on a space avail- commencement . area of interest . Candidates must submit a preliminary for financial aid . able basis, with preference given to graduate students . proposal using the Independent Study Application Undergraduates with permission to enroll in a graduate form, which is available in the dean’s office, to their Disruption of Academic Progress course may petition to register in late August for the Comprehensive Examination major advisor . A copy of this completed form must be Course Withdrawal fall and early January for the spring . presented to the Registrar upon registration for the The following designations for grading the written com- Candidates who wish to withdraw from a course must course . Frequent consultation with the major advisor is prehensive examination of work offered for the mas- do so in writing or in person at the Registrar’s Office Course Acronyms required . Candidates may earn from one to six credits ter’s degree in the Graduate School of Education and on or before the published last day to withdraw (see for an independent study course . Allied Professions are used: CN Counselor Education academic calendar) . Written withdrawals are effec- ED Education Continuation/Academic Probation/Dismissal tive as of the date received or postmarked . In-person Pass with Distinction EDL Education Literacies To remain in good academic standing, a candidate withdrawals are made in the Registrar’s Office by Pass ELD Education Leadership must maintain a 3 .0 cumulative grade point average . A completing and submitting a Change of Registration Fail ER Early Childhood Studies candidate whose cumulative grade point average falls form . Those who need to withdraw from a course after It is strongly recommended that candidates take the FT Marriage & Family Therapy below 3 .0 in any semester is automatically placed on the posted last day to withdraw must submit a written comprehensive examination at least one semester MD Educational Technology academic probation for the following semester . Formal statement justifying their need to withdraw to the dean before they anticipate graduating . Candidates are eli- PY Psychology notification is not required . Candidates are respon- for approval to withdraw without academic penalty . gible to register for the examination after the comple- SE Special Education sible for monitoring their grades and GPA closely . Failure to attend class or merely giving notice to an tion of prerequisite semester hours defined by their SL TESOL/Bilingual Educationn instructor does not constitute an official withdrawal program . If the first examination is failed, one retake 30 Academic Policies and General Regulations Academic Policies and General Regulations 31 examination is permitted . Passing the comprehensive course and must be recommended in writing to the Documentation (e .g ., syllabus, course description, work would include but not be limited to awarded grade examination may be a requirement for all programs dean by the professor of record within one calendar done) to demonstrate the equivalence or quality of the changes, permission to take make-up examinations or leading to the master of arts . Candidates who fail the year of the final class of the course or before gradua- courses for which transfer credit is requested may be to repeat courses without penalty . comprehensive examination twice may be dismissed tion, whichever comes first . A candidate may request required . Upper-division undergraduate courses and Academic dishonesty appeals are defined as those from their program . an extension of the one-year deadline from the dean graduate courses with grades of B or better may, at the seeking a remedy because of a dispute over whether of their school if he or she can provide documentation discretion of the faculty advisor, be used for waiving plagiarism or cheating occurred . Remedies would that extenuating circumstances warrant an extension prerequisites or for meeting content requirements . A Connecticut State Certification include but not be limited to removal of file letter, of the one-year deadline . Such an extension may course waiver does not reduce the credit requirement change of grade, or submitting new or revised work . Initial certification of any type by the Connecticut be approved only if the professor of record agrees of a degree program; another approved credit-bearing Department of Education requires institutional approval to the extension and an explicit date is stipulated by course must be taken to fulfill degree requirements . Time Limits as to scholarship, professional preparation, qualities which the additional work must be submitted . A can- of dispositions, and personal fitness for teaching . The academic grievance procedures defined here must didate who wants to withdraw from a course without be initiated within one semester after the event that is Application forms for Connecticut certification can academic penalty after the approved deadline must be downloaded directly from the Connecticut State A limited number of courses taken at other institutions the subject of the grievance . request permission from the dean . Generally, however, of higher learning in fields of specialization that are not Department of Education website (www .state .ct .us/ permission to withdraw from a course is not given after Informal Procedure sde/dtl/cert/toccert .htm); student information on the offered at Fairfield University may be accepted after the last day to withdraw unless there are extenuating enrollment as part of the credit requirements, provided Step one: The student attempts to resolve any aca- first page of the short form application for initial certi- circumstances (e .g ., medical condition with physician demic grievance with the faculty member, department fication should be completed before the application is the candidate has written approval of the associate request for withdrawal) . Refunds will not be granted dean before registering for such courses . chair, or other individual or agency involved . If, follow- submitted to the certification officer for completion of without written notice . The amount of tuition refund ing this initial attempt at resolution, the student remains the second page (institutional recommendation) . No will be based upon the date the notice is received . Maximum Credits Allowed Before Formal convinced that a grievance exists, she or he advances recommendation will be issued until at least 15 semes- Fees are not refundable unless a course is canceled . Admission to step two . ter hours have been completed at Fairfield University . Multiplying a grade’s numerical value by the credit The total number of credits earned before formal ad- Step two: The student consults the chair, or other indi- Endorsement for certification depends on fulfillment of value of a course produces the number of quality mission to a program (i .e ., the total number of transfer viduals when appropriate, bringing written documenta- the regulations in effect at the time of application for points earned . The candidate’s grade point average credits plus any credits earned as a non-matriculated tion of the process up to this point . If the student con- state certification . is computed by dividing the number of quality points student) may not exceed 6 (six) credits for applicants to tinues to assert that a grievance exists after attempted earned by the total number of credits completed, certification programs or 9 (nine) credits for applicants Approved certification programs are listed and reconciliation, he or she advances to step three . described in this catalog . All graduates of these including failed courses . The average is rounded to the to non-certification programs . programs who are recommended for certification in nearest second decimal place . A change of an incom- Step three: The student presents the grievance to the Connecticut may be qualified for certification in states plete grade follows the established policy . Grade Reports dean of the school in which the course was offered, Grade reports for all graduate students are issued bringing to this meeting documentation of steps one that are party to the NASTDEC Interstate Contract . Incomplete Candidates seeking initial certification after a five-year electronically by the Registrar via the student’s web and two . If the dean’s attempts at mediation prove An incomplete grade is issued in the rare case when, period from the date of graduation will be required to portal (Stag Web) at the end of each semester . unsuccessful, the student is informed of the right to ini- due to an emergency, a candidate makes arrange- meet current state certification criteria including any tiate formal review procedures . ments - in advance and with the professor’s and the course, testing, or other requirements . Academic Grievance Procedures dean’s permission - to complete some of the course Formal Procedure Course Grading System requirements after the semester ends . All course work Purpose Step one:If the student still believes that the grievance must be completed within 30 days of the end of the Procedures for review of academic grievances protect remains unresolved following informal procedures, she Grades; Academic Average term . Any incomplete grade still outstanding after the the rights of students, faculty, and the University by or he initiates the formal review procedure by making a The work of each candidate is graded on the following 30-day extension will become an F and the candidate providing mechanisms for equitable problem solving . written request through the dean of the school in which basis: may be excluded from the program . Types of Grievances the course was offered for a formal hearing in the A 4 .00 Transfer of Credit and Course Waiver A grievance is defined as a complaint of unfair treat- Senior Vice President for Academic Affairs’ office . Such A- 3 .67 Requests for transfer of graduate credit or course ment for which a specific remedy is sought . It excludes a request should define the grievance and be accom- B+ 3 .33 waiver must be recommended by the faculty advisor or circumstances that may give rise to a complaint for panied by documentation of completion of the informal B 3 .00 department chair and approved by the dean or assis- which explicit redress is neither called for nor sought, process . It should also be accompanied by the dean’s B- 2 .67 tant dean . Transfer of credit from another regionally or for which other structures within the University serve opinion of the grievance . C+ 2 .33 accredited institution of higher learning will be allowed as an agency for resolution . Step two: The Senior Vice President for Academic C 2 .00 if it was applicable to a graduate degree at the institu- Academic grievances relate to procedural appeals or Affairs determines whether the grievance merits further F 0 .00 tion at which it was earned; not used toward another attention . If not, the student is so informed . I Incomplete graduate degree; and completed prior to enrolling at to academic competence appeals, or to issues of aca- W Withdrew without penalty Fairfield University . If this transfer of credit is to be demic dishonesty . Procedural appeals are defined as • If, however, the grievance does merit further atten- applied toward the C .A .S ., only graduate work done those seeking a remedy where no issue of the quality tion, the Senior Vice President for Academic Affairs after completion of a master’s degree and before of the student’s work is involved . For example, a stu- determines whether it is a procedural, competence, The grade of incomplete is given at the discretion of enrolling at Fairfield will be considered . Such work dent might contend that the professor failed to follow or academic dishonesty appeal . individual professors . Normally all coursework must shall have been completed within a period of five years previously announced mechanisms of evaluation . • If it relates to a procedural matter, the Senior Vice be completed within 30 days after the last class in the prior to enrollment, and the grade received for the work Academic competence appeals are defined as those President for Academic Affairs selects a dean (other course for which a student has received an incomplete may not be less than B . For certification programs, as seeking a remedy because the evaluation of the quality than the dean of the involved school) to chair a grade, after which the “I” becomes an F . No change of many as six credits may be transferred if they relate to of a student’s work in a course is disputed . Remedies grievance committee . grade will be processed after a candidate has gradu- the candidate’s present program . For non-certification ated . Any request for the change of an earned letter programs, as many as nine credits may be transferred • If it relates to an academic competence matter, the grade is at the discretion of the original teacher of the if they relate to the candidate’s present program . 32 Academic Policies and General Regulations Academic Policies and General Regulations 33 Senior Vice President for Academic Affairs requests • In the event that a faculty member or student in advance of the date they are needed . Requests from the dean involved the names of two outside selected through the foregoing process is unable to are not processed during examination and registration SCHOLASTIC HONORS experts to serve as a consultant panel in determin- meet, another elected member of the panel serves periods . ing the merit of the student’s grievance . as an alternate . Student Records • If it relates to academic dishonesty, the Senior Vice The committee is chaired by a dean (other than the Scholastic Honors President for Academic Affairs will convene a com- dean of the school in which the course was offered) to Under the Family Educational Rights and Privacy Act mittee comprised of a dean and two faculty from be selected by the Senior Vice President for Academic passed by Congress in 1974, legitimate access to stu- Alpha Sigma Nu outside the department in which the course was Affairs . The dean so selected has no vote except in dent records has been defined . A student at Fairfield Alpha Sigma Nu, the national Jesuit honor society, offered to review the material and the sanctions . the event of a tie, and is responsible for overseeing University, who has not waived that right, may see any serves to reward and encourage scholarship, loyalty, the selection of the review committee, convening and records that directly pertain to the student . Excluded In addition, in some instances it may be possible for and service to the ideals of Jesuit higher education . To conducting the committee meetings, and preparing the by statute from inspection is the parents’ confidential be nominated for membership, graduate candidates the Senior Vice President for Academic Affairs to settle committee’s report(s) and other appropriate documen- statement given to the financial aid office and medical the grievance . must have scholastic rank in the top 15 percent of tation . records supplied by a physician . their class, demonstrate a proven concern for others, Step three: For procedural appeals, the grievance The election of committee members should take into A listing of records maintained, their location, and the and manifest a true concern and commitment to the committee takes whatever steps are deemed appropri- account the possible need for response on 24-hour means of reviewing them is available in the dean’s values and goals of the society . The Fairfield chapter ate to render a recommendation for resolving the griev- notice (particularly at the time of Commencement), and office . Information contained in student files is available was reactivated in 1981 and includes outstanding ance . The committee adheres to due process proce- availability should, in such instances, be a prime con- to others using the guidelines below: undergraduate and graduate students who are encour- dures analogous to those in the Faculty Handbook . sideration in committee member selection . aged to promote service to the University and provide 1 . Confirmation of directory information is available greater understanding of the Jesuit ideals of education . For competence appeals, the Senior Vice President for Due Process Procedure to recognized organizations and agencies . Such Academic Affairs contacts the outside panel members information includes name, date of birth, dates of Chi Sigma Iota and requests that they review the case in relation to its • Both the student and the faculty member have the attendance, address . Chi Sigma Iota is the International Counseling content validity . right to be present and to be accompanied by a per- 2 . Copies of transcripts will be provided to anyone Academic and Professional Honor Society . Fairfield sonal advisor or counsel throughout the hearing . For academic honesty appeals, the Senior Vice upon written request of the student . Cost of pro- University’s chapter, Gamma Lambda Chi, was found- President for Academic Affairs will request that the • Both the student and the faculty member have the viding such information must be assumed by the ed in 1997 . Membership requires a minimum GPA of committee present a written report of its findings relat- right to present and to examine and cross-examine student . 3 .5 in graduate study . The chapter provides a forum ing to the validity of the charge and the sanctions . witnesses . 3 . All other information, excluding medical records, for candidates, alumni, faculty, and local professionals is available to staff members of the University on who together create a community of professionals with Step four: The recommendation from either the griev- • The administration makes available to the student a need-to-know basis; prior to the release of addi- a lifelong commitment to learning about the issues and ance committee or the panel is forwarded to the Senior and the faculty member such authority as it may tional information, a staff member must prove his or best practices relevant to counseling . Vice President for Academic Affairs in written form, possess to require the presence of witnesses . her need to know information to the office respon- accompanied, if necessary, by any supporting data that sible for maintaining the records . Phi Delta Kappa formed the basis of the recommendation . • The hearing committee promptly and forthrightly Phi Delta Kappa, the international professional associ- adjudicates the issues . ation for educators, strives to prepare the next genera- Step five: The Senior Vice President for Academic tion of educators and serve practicing teachers, admin- Affairs renders a final and binding judgment, notifying • The full text of the findings and conclusions of the hearing committee are made available in identical istrators, college educators, and those concerned all involved parties . If the grievance involves a dispute about public education through a wide range of innova- over a course grade given by a faculty member, the form and at the same time to the student and the faculty member . The cost is met by the University . tive initiatives based on visionary leadership, relevant Senior Vice President for Academic Affairs is the only research, and dedicated service . It was founded in University official empowered to change that grade, • In the absence of a defect in procedure, recommen- 1906 and has chapters in the United States, Canada, and then only at the recommendation of the committee dations shall be made to the Senior Vice President and nations in Europe and Asia . or panel . for Academic Affairs by the committee as to possible Structure of the Grievance Committee action in the case . Psi Chi The structure of the Grievance Committee is the same Psi Chi, the national honor society in psychology, was • At any time should the basis for an informal hear- founded in 1929 for the purpose of encouraging, stimu- as the existing Academic Honesty Committee, as fol- ing appear, the procedure may become informal in lows: lating, and maintaining excellence in scholarship and nature . advancing the science of psychology . It inducts both • Two faculty members are selected from a standing undergraduate and graduate members . It currently has panel of eight faculty members elected by the gen- Transcripts 868 chapters nationwide, and during the first 66 years, eral faculty . The faculty member against whom the Graduate transcript requests should be made in writing inducted 287,000 members . The Fairfield University grievance has been directed proposes four names to the University Registrar’s Office in the Kelley Center . chapter celebrated its 20th anniversary on May 4, from that panel; the student strikes two of those There is a $4 fee for each copy (faxed transcripts are 1997 . names, and the two remaining faculty members $6) . Students should include the program and dates serve . that they attended in their requests . In accordance with • Two students are selected from a standing panel of the general practices of colleges and universities, offi- eight students elected by the student government . cial transcripts with the University seal are sent directly The student(s) (grievant(s) propose four names by the University . Requests should be made one week from that panel; the faculty strike two of those names; the two remaining students serve . 34 Academic Policies and General Regulations Counselor Education 35 policies and procedures described in the student hand- COUNSELOR book and to behave in accordance with the American EDUCATION Counseling Association code of ethics . In addition, the disposition statement presented on page 18 is appli- cable to these programs as it is to all programs in the Graduate School of Education and Allied Professions . . Faculty Admission to the Department Diana Hulse (Chair) Virginia A . Kelly Application deadlines are listed online at Bogusia Skudrzyk www.fairfield.edu/gseap/gseap_appdeadlines.html Tracey Robert In addition to the basic admission application, appli- cants are required to complete an application supple- ment . Applicants are notified regarding attending a Overview mandatory admissions day program after a paper The Counselor Education Department offers the mas- review of their credentials . Acceptance into the depart- ter of arts degree in clinical mental health counseling ment includes attending a mandatory new student ori- and school counseling . The Counselor Education entation . Passing or waiving Praxis I testing is required Graduate School of Education Department also offers a certificate of advanced study before formal admission to the School Counseling (C .A .S .) in clinical mental health counseling and school program . Qualified school counseling candidates may counseling . take a maximum of six credits before formal admis- sion; qualified clinical mental health counseling can- The Clinical Mental Health concentration prepares can- didates may take a maximum of nine credits before didates to work in a variety of human service settings, formal admission . including community and mental health counseling and Allied Professions centers, career centers, substance abuse centers, cri- Requirements for the M.A. sis counseling centers, and other community agencies offering counseling services . The school counseling Counselor education candidates in the school coun- concentration prepares candidates to work as coun- seling M .A . program must complete a minimum of 48 Approved by the Connecticut State Department of Education, the Connecticut State Department of selors in elementary, middle, and secondary schools . credits . Candidates in the clinical mental health coun- Higher Education,and fully accredited by Candidates are endorsed for certification and/or job seling M .A . program must complete a minimum of 60 placement only in their area of concentration . credits . Candidates in both programs are expected to • Commission for Accreditation for Marriage and Family Therapy Education (COMFTE) maintain an overall grade point average of 3 .00 . The The M .A . in School Counseling is nationally accredited • Council for the Accreditation of Counseling and Related Educational Programs (CACREP) M .A . program of study in school counseling allows by the Council for Accreditation of Counseling and candidates to complete the state certification require- • National Association of School Psychologists (NASP) Related Educational Programs (CACREP), a spe- ments . cialized accrediting body recognized by the Council • National Council for the Accreditation of Teacher Education (NCATE) on Recognition of Postsecondary accreditation . The Requirements for the C.A.S. 48-hour M .A . in Community Counseling is accredited by CACREP . This program has recently transitioned to The C .A .S . programs in clinical mental health counsel- a 60-hour M .A . in Clinical Mental Health Counseling . ing and school counseling require a minimum of 30 The Clinical Mental Health Counseling program is post-masters’ graduate-level credit hours, including currently accredited under the 2001 standards for clinical courses, and completion of requirements as Community Counseling programs as a Community outlined on an individual plan of study . Counseling program . The CACREP 2009 standards combine the Community Counseling and Mental School Counselor Certification Health Counseling standards into standards for Clinical Candidates who have no prior teaching experience Mental Health Counseling programs . The counseling but wish to be certified in Connecticut as school coun- program intends to seek accreditation for this program selors may do so by completing a full-time, yearlong as a Clinical Mental Health Counseling program when academic internship in a public school setting prior to it comes up for reaccreditation in March of 2017, as completion of the M .A . per CACREP guidlines . In addition, the M .A . degree fulfills some of the requirements for licensure as a licensed professional counselor within the state of Preparation for Connecticut State Connecticut . . Licensure and National Counselor In view of the responsibilities and role of the counselor Certification in school and community settings, candidates whose Candidates who graduate from the clinical mental work is of marginal quality in pertinent courses or who health master’s degree program will have completed demonstrate personal qualities that are not conducive the requirements to sit for the National Counselor to the role of counselor may be terminated from the Exam and the 60 credit hours required to become program . Candidates are expected to abide by the a licensed professional counselor within the State 36 Counselor Education Counselor Education 37 of Connecticut . Candidates who graduate from the Note: Registration is required to sit for the exam . Advanced Training Certificates Course Descriptions school counseling master’s degree program will have completed the requirements to sit for the National * CACREP accredited under the name Community Prior master’s or higher degree in a relevant field Counselor Exam and 48-54 of the 60 credit hours Counseling until next accreditation review . required . CN 400 Special Topics in Counseling required to become a licensed professional counselor ** Grades of B or better are required in all clinical This one-credit weekend course offers candidates a within the State of Connecticut . coursework . Advanced Training Certificate in concentrated examination of one counseling issue . Topics vary, and are publicized on the Fairfield Candidates graduating with a Certificate of Advanced Substance Abuse Counseling (18 credits) University website, through the counselor education Study are not covered under these guidelines and School Counseling (minimum of 48 credits) student distribution list, and in course booklets . One to need to obtain national certification and state licensure The following six courses are based on the competen- Three credits . on an individual basis according to guidelines outlined Social and Cultural Foundations (three credits) cies established by the Connecticut Certificate Board by the National Board of Certified Counselors and CN 433 Multicultural Issues in Counseling for Drug and Alcohol Counseling . Completion of these CN 403 Seminar in Special Topics Connecticut Department of Public Health . courses is required in order to sit for the certification This course explores advanced topics in the field of Human Development (six credits) exam that can lead to credentialing as a Licensed counselor education . Topics vary each term, are deter- CN 447 Lifespan Human Development Programs of Study - M.A. Alcohol/Drug Abuse Counselor (LADC) . mined by the counselor education department chair, PY 436 Psychopathology and Classification I and reflect current trends and themes in the field of Clinical Mental Health Counseling* Professional Orientation (three credits) CN 455 Group Work: Theory & Practice counseling . Three credits . (minimum of 60 credits) CN 468 Professional Issues in Counseling CN 465 Introduction to Substance Abuse & Addictions CN 410 Grief and Loss Counseling Social and Cultural Foundations (three credits) Helping Relationship (six credits) CN 466 Substance Abuse Interventions An introductory course in the exploration of conceptual CN 433 Multicultural Issues in Counseling CN 500 Theories of Counseling and Psychotherapy CN 555 Substance Abuse Counseling: models and clinical interventions related to grief and CN 553 Counseling Relationships and Skills * loss . The focus of this course is on developing sensitiv- Human Development (six credits) Skills & Strategies CN 557 Co-occurring Disorders in Substance Abuse ity, knowledge, and practical skills working with grief, CN 447 Lifespan Human Development Group Work (three credits) bereavement, and end of life issues in counseling and PY 437 Psychopathology and Classification II CN 455 Group Work: Theory and Practice & Addictions Counseling CN 565 Substance Abuse & the Family cross-cultural approaches . It is designed to inform Professional Orientation (three credits) Lifestyle and Career Development (three credits) students how loss is a pervasive, natural process of CN 468 Professional Issues in Counseling CN 457 Career Development: Theory and Practice life and with skilled understanding and intervention can provide healing, meaning, and transformation to Helping Relationship (six credits) Appraisal (three credits) Advanced Training Certificate in the self and others . The impact of religious and spiritual CN 500 Theories of Counseling and Psychotherapy CN 467 Assessment in Counseling belief systems on bereavement, grief, and loss will be CN 553 Counseling Relationships and Skills * Integration of Spirituality & Religion Research and Evaluation (three credits) covered . Family interventions and conceptualizing grief Group Work (three credits) CN 566 Research Methodology in Counseling and loss from a systems perspective will be discussed . CN 455 Group Work: Theory and Practice Clinical Instruction (nine to 15 credits) * (18 credits) Three credits . Lifestyle and Career Development (three credits) CN 558 Counseling Practicum * The following six courses are based on the nine CN 432 Clinical Mental Health Counseling: CN 457 Career Development: Theories and Practice CN 590S Internship: School Counseling * competencies specified by the Association of Management, Delivery,and Evaluation Appraisal (three credits) Specialized Curriculum (nine credits) Spiritual, Ethical, and Religious Values in Counseling Designed to familiarize candidates with the workings of CN 467 Assessment in Counseling CN 531 School Counseling: Procedures, (ASERVIC), a division of the American Counseling community-based human service programs, this course Organization, and Evaluation Association . The Council for the Accreditation focuses on organizational structure, agency goals Research and Evaluation (three credits) ED 429 Philosophical Foundations of Education ** of Counseling & Related Educational Programs and human resources, program development, needs CN 566 Research Methodology SE 405 Exceptional Learners in the Mainstream ** (CACREP) has encouraged all counselor education assessment, grant writing, consultation roles, and pro- Clinical Instruction (nine credits) ** programs to infuse and integrate these competencies gram evaluation . Three credits . CN 558 Counseling Practicum (three credits) ** into the curriculum . CN 99-02 Comprehensive Exam in School Counseling CN 433 Multicultural Issues in Counseling CN 590C Internship: Clinical Mental Health (which may be taken during the last Candidates examine issues in counseling individuals Counseling (six credits) ** CN 410 Grief & Loss Counseling semester of study or one semester prior . ) CN 446 Spirituality & Counseling and families from diverse ethnic, cultural, racial, and Specialized Curriculum (eighteen credits) Note: Registration is required to sit for the exam . CN 515 Trauma & Crisis Intervention socioeconomic backgrounds and discuss the social, CN 432 Clinical Mental Health Counseling: CN 520 Spiritual Interventions: educational, economic, and behavioral factors that Management, Delivery, and Evaluation * Grades of B or better are required in all clinical course- Tools for Competent Practice impact clinical work . The course addresses counseling CN 465 Introduction to Substance Abuse and work. CN 525 Spirituality & Wellness men, women, and couples, and the issues of gender Addictions CN 533 Advanced Multicultural Counseling role stereotyping and changing sex roles, and CN 515 Trauma and Crisis Intervention ** Not required for M.A., but required for school coun- Strategies & Skills integrates professional contributions from individual CN 585 Introduction to Clinical Supervision seling certification when the candidate lacks a valid counseling and family therapy literature . Cross- FT 550 Introduction to Marriage and Connecticut Educator Certificate. referenced as FT 433 . Three credits . Family Therapy PY 480 Consulting Theory and Practice CN 446 Spirituality and Counseling An introductory course in the exploration of develop- Elective courses (three credits) mental models and clinical interventions related to the interface of spirituality and counseling . The focus of this CN 99-01 Comprehensive Exam in Clinical course is on developing knowledge and practical skills Mental Health Counseling, in working with spiritual and religious issues in counsel- (which may be taken during the last ing . Three credits . semester of study or one semester prior) . 38 Counselor Education Counselor Education 39 CN 447 Lifespan Human Development CN 466 Substance Abuse Interventions CN 520 Spiritual Interventions: CN 554 Group Facilitation This course explores the processes of individual and This course uses didactic and experiential techniques Tools for Competent Practice Candidates explore the dynamics of interpersonal family development from childhood through old age . to understand and facilitate interventions with sub- Spiritual interventions tap into the affective domain and relationships in a laboratory setting as participants and Presenting theoretical perspectives for studying child, stance abusers and their families . Topics include the provide counselors and clients with the opportunity to leaders in a group . The course focuses on identifying adolescent, adult, and family development, the course role of motivational counseling and techniques devel- explore their creativity, self-expression, and drive to be the structure and leadership of counseling groups and examines the modification of family structures over time oped by the Johnson Institute . (Prerequisite: CN 465 fully human . This course will allow counselors to learn analyzing the dynamics that render them therapeutic . and psychosocial development within family systems or a basic understanding of the addictions field .) Three the therapeutic benefits and process of using spiritual (Prerequisites: CN 455, CN 553) Three credits . and cultural contexts . Cross-referenced as FT 447 . credits . interventions in counseling that inform the process of Three credits . healing and transformation . Interventions will include CN 555 Substance Abuse Counseling: CN 467 Assessment in Counseling mindfulness meditation, creating mandalas, and guided Skills and Strategies CN 454 Introduction to This course establishes an understanding of principles imagery . Counselors will learn competencies for effec- This course focuses on learning, practice and develop- Counseling Children and Adolescents and procedures associated with standardized and non- tive use of integrating spirituality into the counseling ing counseling skills and strategies as it relates to sub- This course provides an overview of theories and standardized assessment in community and school process, conceptualizing from a systems perspective stance abuse counseling . An overview of assessment, research pertinent to counseling children and ado- settings . Candidates acquire skills necessary for con- and explore several spiritual interventions to enhance treatment planning, relapse prevention and recovery lescents . Candidates examine factors that promote ducting basic assessments and explore principles of self-awareness and improve their ability to be present will be explored . The course addresses theories that and hinder healthy human development and receive diagnosis, individual, group, and environmental assess- and attend to their clients . (Prerequisites: CN 446, are fundamental to addiction counseling with emphasis information regarding assessment, counseling process, ments . The course includes an overview of intelligence, CN 553) Three credits . on the relationship between theory and the practice and evaluation process unique to working with children attitude, interest, motivation, aptitude, achievement, of effective skills . Candidates will reflect on their roles and adolescents . The course addresses multicultural personality, adjustment, and development; examines CN 525 Spirituality and Wellness as counselors and define the qualities, knowledge dynamics and identifies issues relevant to divorce, legal, ethical, and multicultural concerns; and presents This course provides a holistic approach to well- and essential skills to becoming a competent, ethical, grieving, and coping with crisis . Procedures include considerations unique to individuals with special needs . ness integrating mind, body, and spirit interventions culturally aware counselor in training specific to the activities designed to help candidates conceptualize (Prerequisite: CN 553) Three credits . into the counseling process . An overview of wellness treatment of substance abuse . (Prerequisite: CN 465) an ecosystemic framework for the counseling process . models, assessment tools, and spiritual practices Three credits . (Prerequisites: CN 447, CN 500 or permission of the CN 468 Professional Issues in Counseling as strength resources will be explored . Students will instructor, CN 553 .) Three credits . This course provides an orientation to the counsel- explore lifespan and cross cultural influences on well- CN 557 Co-occurring Disorders in Substance ing profession, including the history of professional ness . Development of wellness and prevention plans Abuse and Addictions Counseling CN 455 Group Work: counseling; professional identity; the social, economic, and research on health and spirituality will be a focus . This course will introduce students to major concepts in Theory and Practice and philosophical bases of the profession; the major Three credits . the treatment of co-occurring substance use disorders This course focuses on the broad methodology of legal and ethical issues facing the profession; and cur- and mental health disorders . Students will develop an group work and theories and tasks in interpersonal and rent and future issues and trends in counseling . Three CN 531 School Counseling: Procedures, awareness of the unique challenges that face clients multicultural contexts . Candidates observe the nature credits . Organization, and Evaluation who are struggling with multiple diagnoses . Students of their interactions with others and enhance their This course provides candidates with the informa- will practice conducting assessments, recovery plans, knowledge about the nature of groups and the current CN 500 Theories of Counseling and Psychotherapy tion necessary to apply basic counseling knowledge counseling skills and continuum of care issues relevant theories and models . Understanding of group work with This course examines philosophical bases for coun-sel- and skills in a school setting . The American School to the recovery process for this special population . substance abusers will be explored . (Prerequisites: ing theory, ethical and professional issues, and various Counseling Association (ASCA) and Connecticut school Combines didactic and experiential learning opportuni- matriculation in a counselor education or applied psy- theories that contribute to the practice of professional counseling models are presented, and issues pertinent ties . (Prerequisite: CN 465) Three credits . chology program and either CN 500 and CN 553 for counseling, including psychoanalytic, humanistic/exis- to working in the school system are explored . Three counselor education candidates or PY 435 and PY 471 tential, cognitive/behavioral, and sys-temic approaches . credits . CN 558 Counseling Practicum for applied psychology candidates; or permission of the Three credits . Candidates develop their individual, group, and con- instructor .) Three credits . CN 533 Advanced Multicultural Counseling sultation skills in this course through placement in CN 515 Trauma and Crisis Intervention Strategies and Skills a counseling setting, while receiving individual and This course addresses current theory, research, and CN 457 Career Development: This course provides in-depth opportunities for students group supervision on campus weekly . Participation models relevant to trauma and crisis intervention . Theories and Practice to deepen and expand their multicultural competencies requires video or audio taping at the practicum site for This course explores theories of career development Specific focus will be placed on understanding the role and counseling skills for working with diverse belief supervision and demonstration of diagnosis and treat- across the lifespan and applications used in practice . of spirituality, across cultures, in counseling children, systems and populations . Exploration of diverse spiri- ment planning skills . Additional requirements include Career assessment tools, world of work information, men, women, and families . In addition, skills essential tual, religious, ethnic, and systemic belief systems will 100 clock hours, including 40 direct service hours . and the career counseling process are included . Three for response to trauma while working with groups will allow students to develop cross-cultural competencies Candidates may repeat this course once for credit . credits . be addressed . Conceptualization from a systems per- and understanding of the impact of the cultural context (Prerequisites: Matriculation in Counselor Education, spective will be addressed . Forgiveness, hardiness, on the therapeutic process . Topics included will be ped- completion of core requirements, and practicum review) CN 465 Introduction to resiliency, and the dynamics of violence, religious and agogy of the oppressed, religious violence and trauma, Three credits (Not offered in the summer) . Substance Abuse and Addictions political, will be discussed . Emphasis will be placed refugee and immigration concerns . (Prerequisite: CN Candidates explore basic information about the history on understanding the role of spirituality while working 433 or equivalent and CN 553) Three credits . and current use and abuse of various drugs and with individuals and groups . An overview of the affec- alcohol . Topics include addiction, 12-step programs, tive, behavioral, cognitive, and neurological sequelae CN 553 Counseling Relationships and Skills physiological effects, FAS, COAs, and family systems, in response to trauma and crisis will be discussed, This introductory course equips candidates with various as well as culturally relevant prevention, intervention, with emphasis on skills essential for crisis intervention, techniques of interpersonal communication and assess- and treatment strategies for individuals and families . including assessment of safety and security concerns, ment, and reviews their application in counseling . The Cross-referenced as FT 465 . Three credits . triage, lethality, mass disaster, death notification, sui- course emphasizes role-playing with the use of video- cide, murder, and natural disaster . In addition, models tape and two-way mirror observation . Three credits . essential for the care of the caregiver will be identified . The course’s instructional format will combine experi- ential, demonstration, and discussion methods . Active learning is essential to continued development . Three credits . 40 Counselor Education Educational Studies and Teacher Preparation 41 CN 565 Substance Abuse and the Family CN 590S Internship: School Counseling Programs of Study in the This course brings together substance abuse studies In elementary, middle, and/or secondary school set- EDUCATIONAL STUDIES AND and family systems approaches . Students are pre- ting placements, candidate interns receive individual Department of Educational Studies sented with a knowledge base of skills and methods supervision . University faculty conduct weekly group TEACHER PREPARATION and Teacher Preparation for assessing and treating family systems . The course supervision on campus that includes an emphasis identifies the addictive and intergenerational patterns on clinical work, prevention, and consultation, as well At the Master's level, the department offers four dis- within families . Students are encouraged to reflect upon as professional issues related to practice . Internship Faculty tinctive, research-based degree tracks, geared to the the theoretical frameworks to understand and create requirements include 600 clock hours, including 240 level of professional expertise and experience of the interventions for alcoholic and substance-abusing fam- direct service hours . Candidates make their internship Emily R . Smith (Chair) applicant . The department also offers Certificates ily systems . Relational clinical models including devel- arrangements with the assistance of the clinical coor- Marsha Alibrandi (Director, Secondary Education) of Advanced Study (C .A .S .) in TESOL, Bilingual opmental, systemic, solution-focused, and narrative dinator . Six to 12 credits (Prerequisite: CN 558) (Not Patricia Calderwood (Advisor, 5-year Programs) Education, and Foundations of Education . Anne Campbell (Director, TESOL, World Languages, approaches are reviewed and evaluated . The course offered in the summer) . Master's in Teaching and Foundations (TEFO) for examines the history and methods of treatment models . and Bilingual Education) Issues of social justice are emphasized in a review of CN 595 Independent Study in Counseling Bryan Crandall (Director, Connecticut Writing Project) Advanced Candidates socio-cultural and social policy that influence family Candidates undertake individual projects in consultation Jennifer Goldberg The M .A . in Teaching and Foundations is an advanced behaviors and treatment . Cross-referenced as FT 566 . with a faculty member, based on proposals submitted Wendy Kohli professional degree for experienced educational (Prerequisites: CN 465) Three credits . one semester in advance . Three to six credits . Jennifer Leffers professionals and community educators who wish to deepen and expand their knowledge of teaching and CN 99-01 Comprehensive Exam in Stephanie Burrell Storms CN 566 Research Methodology Barbara Welles-Nyström learning in a socio-cultural context . Candidates for This course covers statistical procedures and research Clinical Mental Health Counseling this degree may select from several possible cluster/ design for the consumer of human services research, The Counselor Preparation Comprehensive Exam concentrations, including: Curriculum Studies; Literacy, with an emphasis on program evaluation, understand- (CPCE) is a standardized multiple choice exam with Overview Language and Culture; Integrating Technologies; and ing the inferential potential of statistical procedures, 136 questions that requires candidates to demonstrate Early Childhood Studies . and evaluating published research . Candidates focus understanding and mastery of content reflecting the The Educational Studies and Teacher Preparation on research in their respective disciplines (school coun- eight core CACREP areas . It is highly recommended Department offers graduate programs for new and Master's in Secondary Education with Initial 7-12 seling, family therapy, etc .) Three credits . that candidates complete their comprehensive exam experienced teachers and community educators that Certification during the semester prior to the one in which they plan are organized around reflective inquiry and socially The M .A in Secondary Education provides candi- CN 585 Introduction to Clinical Supervision to graduate . responsible professional practice . Guided by the dates with the theoretical and pedagogical knowl- Intended for post-master’s degree practitioners in edge and skills needed for initial 7-12 licensure in CN 99-02 Comprehensive Exam in GSEAP conceptual framework, we are committed to counseling, marriage and family therapy, psychology, or one of five subject areas: English, Math, Science School Counseling educating scholar-practitioners who have the knowl- social work, who are engaged in the practice of clinical edge, skills, and dispositions to: enact meaningful (Biology, Chemistry, Physics, or General Science), supervision or preparing to become supervisors, this The Counselor Preparation Comprehensive Exam (CPCE) is a standardized multiple choice exam with connections between theory and practice; promote a Social Studies/History, and World Language (French, course covers major conceptual approaches to supervi- developmental model of human growth and learning; German, Latin, or Spanish) . Through a combination sion, supervision methods, evaluation of supervisees, 136 questions that requires candidates to demonstrate understanding and mastery of content reflecting the exercise ethical professional judgment and leadership; of foundational and subject-specific coursework, field ethical and legal issues, and additional variables that and advocate for quality education for all learners . experiences, and a culminating Master's project, can- affect supervision . The course offers experiential eight core CACREP areas . It is highly recommended that candidates complete their comprehensive exam didates earn both their initial certification and Master’s components to supplement didactic material . (Cross- As members of an inclusive community of learners, we degree . Candidates can earn their Master’s and referenced as FT 585) Three credits . during the semester prior to the one in which they plan (faculty, experienced and aspiring classroom teachers, to graduate . certification in Secondary Education through the post- and community members and leaders) work together baccalaureate Master’s degree program or through CN 590C Internship: to create and sustain exemplary learning environments the Five-Year Integrated Bachelor’s-Master’s degree Clinical Mental Health Counseling that empower preK-12 students to become engaged, program . In community counseling setting placements consis- productive citizens in their communities . tent with their career goals, candidate interns receive Master's in Elementary Education with Initial individual supervision . University faculty conduct Across all programs, our foci for inquiry and action Elementary Education Certification include: the socio-cultural and political contexts of edu- weekly group supervision on campus that includes an The M .A . in Elementary Education provides candi- cation and schooling; the complexities of teaching and emphasis on clinical work, prevention, and consulta- dates with the theoretical and pedagogical knowledge learning; teacher work and professional cultures; cul- tion, as well as professional issues related to practice . and skills needed for initial certification in Elementary turally relevant understandings of human growth and Internship requirements include 600 clock hours, Education (grades K-6) within an advocacy based, development; and socially responsible uses of technol- including 240 direct service hours . Candidates arrange culturally responsive framework . Candidates can earn ogy in schooling and society . their internships with the assistance of the clinical coor- their Master's and certification in Elementary Education dinator . (Prerequisite: CN 558) Three to six credits (a Applications are reviewed on a rolling basis, between through the post-baccalaureate Master's degree pro- total of six credits is required)(Not offered in the sum- Sept . 1st and May 31st . gram or through the Five-Year Integrated Bachelor's- mer) . Master's degree program . Certificate of Advanced Study in Foundations in Education The Certificate of Advanced Study (CAS) degree in Foundations in Education is an advanced professional 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 42 Educational Studies and Teacher Preparation Educational Studies and Teacher Preparation 43 from several possible cluster/concentrations, includ- In view of the teacher's role in the school and com- into an approved program (at the grade level, sub- TESOL or Bilingual Education Durational ing: Curriculum Studies; Educational Studies; Literacy, munity, candidates whose relevant academic productiv- ject or field appropriate to the endorsement area, Shortage Area Permit Language, and Culture; and Early Childhood Studies . ity is marginal or inadequate, who do not embody a excluding substitute teaching) may apply to the State Completion of all prerequisites to student teaching socially responsible professional disposition, or who of Connecticut for a waiver of the student teaching is required for University endorsement on the DSAP . Master's in TESOL with Initial Certification, a demonstrate unsuitable personal qualities, will not be requirements . The waiver must be recommended by Candidates will enroll in a two-semester, six-credit Master's for Advanced Candidates in TESOL or recommended for matriculation, continuation in the the candidate’s department . Candidates who qualify sequence of University-supervised teaching and a Bilingual Education with a Cross-Endorsement, teacher preparation program, student teaching place- should request a waiver immediately upon admission three-credit student teaching seminar the first semester ment, or state certification . In addition, the Disposition and a Master’s without Certification in TESOL or to the program . They should submit their requests in of the DSAP assignment . Bilingual Education Statement presented in this catalog is applicable to this writing to the certification officer in the dean’s office The M .A . in TESOL and Bilingual Education offers program as it is to all programs in the Graduate School (Dr . Christine Siegel), with a copy to their advisor, Program Requirements experienced and prospective teachers, educational of Education and Allied Professions . along with a completed copy of State Department of professionals and community educators an opportunity Education form ED 126 and at least one year’s worth of Requirements for the M.A. in Teaching and Some Additional Information about Teaching to deepen and expand their knowledge of Teaching teaching evaluations from their supervisor . Foundations English to Speakers of Other Languages (TESOL) and Certification 1 . Complete a minimum of 36 graduate credits . bilingual teaching and learning . Applicants interested Prerequisites for Initial Certification: Certification Requirements for Bilingual 2 . Complete 18 credits of foundational core require- in the bilingual education cross-endorsement must a . Matriculation in the Secondary M .A . program, the Education ments: 3 credits in each of the following foundational be certified elementary or secondary teachers and Elementary Education M .A . program, or the TESOL The Elementary and Secondary Bilingual Cross- areas, with approval of faculty advisor . demonstrate proficiency in English and at least one and Bilingual Education M .A . program following Endorsements are for teachers who already have other language in accordance with current Connecticut review of all application materials, academic creden- or are completing their Initial Educator certifica- a . Philosophical Foundations State Department of Education regulations . Fairfield tials, and an interview with faculty . tion requirements . To receive a Bilingual Cross- b . Social Foundations University is the only university in Connecticut NCATE Endorsement with initial elementary or secondary c . Multicultural Foundations b . Minimum academic credentials for certification and TESOL accredited to offer the MA with initial cer- teacher certification, the candidate must have com- d . Curriculum Foundations include: tification in TESOL at the graduate level . Candidates pleted the institutional requirements for initial educa- e . Technology Foundations interested in initial certification can earn their Master’s • An earned bachelor’s degree that includes an tor certification in elementary education or a middle f . Learning and Development Foundations and certification in TESOL Education through the post- appropriate major for the certification sought school/secondary academic subject (other than a World baccalaureate Master’s degree program or through the (additional course requirements are required for Language) and complete an additional 18 hours of 3 . Complete a 12 credit concentration/cluster of 4 Integrated Bachelor’s-Master’s degree program . Given some licensure subjects . Consult state regula- Bilingual Education coursework . courses with approval of faculty advisor . Clusters the requirements for certification in some disciplines, tions and program faculty for details .) include: program completion for the integrated bachelors-mas- Language and Testing Requirements for ters may take 5 1/2 years . • Additional courses as required for the content Bilingual Education a . Curriculum Studies area . Praxis I Pre-Professionals Skills Test is required for b . Literacy, Language and Culture Candidates interested in the Integrated TESOL c . Integrating Technologies Program should consult with Dr . Campbell prior to • Additional general education coursework as all Initial Educator Certificates . In addition, Bilingual Education Cross-Endorsement candidates must dem- d . Early Childhood Studies applying for the program . specified in CT state regulations and program e . Individualized Concentration/Cluster requirements . onstrate proficiency in English and at least one other Certificate of Advanced Studies in TESOL or world language in accordance with current Connecticut Bilingual Education • A survey course in U .S . history covering at least State Department of Education regulations . The candi- 4 . Complete a six-credit Integrative Inquiry/Advocacy This advanced program offers educators with Master's 50 years . date must pass the American Council on the Teaching Sequence: degrees in Bilingual or TESOL Education and educa- of Foreign Languages (ACTFL) Oral Proficiency • A minimum undergraduate GPA of 2 .67 a . ED 552 Participatory Research and Advocacy in tors with extensive experience teaching bilingual stu- Interview (OPI) in English, as well as the OPI and School and Community Settings dents the opportunity for further professional study in • Passing score or waiver from the PRAXIS I Written Proficiency Test (WPT) in the bilingual pro- Bilingual and TESOL education . exam . gram's language of instruction . A score of Intermediate b . ED 511 Educating for Social Responsibility and High or higher is required by the State to demonstrate Civic Engagement: A Capstone Seminar • Completion of all required program courses . Information about Teaching proficiency . Requirements for M.A. in Secondary Education Certifications • Passing scores on the appropriate required with Initial 7-12 Certification PRAXIS II or ACTFL tests (World language can- Elementary Education Durational All candidates for teaching certification programs must didates must pass the ACTFL OPI with minimum Shortage Area Permit be matriculated into a degree program . Information scores of Advanced Low and the WPT with a Completion of all prerequisites to student teaching 1 . Complete all core and discipline-specific course about prerequisite requirements for current and pend- minimum score of Intermediate High before pro- is required for University endorsement on the DSAP . work, including: ing degree and certification programs is available from gressing to student teaching . It is recommended Candidates will enroll in a two-semester, six-credit 2 . Complete 24 credits in the required Core Curriculum: the GSEAP dean's office, the Office of Graduate and that candidates take the tests early in their pro- sequence of University-supervised teaching and a Continuing Studies Admission, the University website gram in case additional world language course- three-credit student teaching seminar . a . ED 429 Philosophical Foundations of Education (www .fairfield .edu), and from the department faculty . work is required) . b . ED 441 Teaching and Learning within Multicultural Potential candidates are encouraged to discuss these Secondary Education Durational Shortage Contexts of Education • Successful completion of all program expecta- prerequisites with program faculty or graduate admis- Area Permit c . ED 442 Educational Psychology tions and recommendation by program faculty for sions staff before or during the admission process . Completion of all prerequisites to student teaching d . SE 405 Exceptional Learners in the Mainstream certification . Information about the most recent certification require- is required for University endorsement on the DSAP . e . MD 413 Technology Methods for Middle School ments and applications for certification can be down- Student Teaching Waivers Candidates will enroll in a two-semester, six-credit f . ED 530 Assessment & Differentiated Instruction loaded directly from the Connecticut State Department sequence of University-supervised teaching and a g . ED 499 Introduction to Educational Research of Education website at www .state .ct .us/sde . Candidates who have completed 10 school months three-credit student teaching seminar . h . ED 512 Contemporary Schooling in Society of successful teaching within 10 years prior to entry 44 Educational Studies and Teacher Preparation Educational Studies and Teacher Preparation 45 3 . Complete 18-24 credits in Discipline-Specific course- ED 581 Directed Observation & Supervised Graduate Courses Science Education Track work (see below) Student Teaching (51 Credits: 21 undergraduate, 30 graduate) ED 594 Social Studies/History Seminar EN 317 or EN 417 Teaching and Learning Grammar 4 . Complete Master’s project: EN 405 Literature for Young Adults Undergraduate Courses ED 459 Developmental Reading in the Secondary Product of Learning (ED 599), Capstone Seminar School ED 200 Explorations in Education: Introduction to (ED 511), Course Requirements for The Five-Year Teaching, Learning and Schooling Integrated Bachelor’s-Master’s degree ED 466 English Methods OR ED 499 Introduction to Educational Research ED 241 Educational Psychology Thesis (ED 498 Thesis Seminar) Program in Secondary Education with ED 530 Assessment & Differentiated Instruction ED 329 Philosophy of Education: An Introduction Initial 7-12 Certification ED 581 Directed Observation and Supervised ED 350 Special Learners in the Required Discipline-Specific Coursework Mainstream Classroom English Student Teaching ED 589 English Seminar MD 413 Technology Methods for Middle School EN 405 Literature for Young Adults Mathematics Education Track EN 411 Teaching Writing in the 3-12 Classroom (51 Credits: 21 undergraduate, 30 graduate) Diversity course from educational studies minor menu EN 417 Teaching and Learning Grammar One of the following: Cognate course from educational studies minor menu ED 459 Developmental Reading in the Undergraduate Courses Secondary School ED 511 Educating for Social Responsibility and ED 200 Explorations in Education: Introduction to ED 466 English Methods Civic Engagement: A Capstone Seminar Graduate Courses Teaching, Learning and Schooling ED 581 Directed Observation & Supervised OR ED 241 Educational Psychology ED 455 The Literate Learner: Using Critical and Student Teaching ED 599 Professional Writing Seminar: Product ED 329 Philosophy of Education: An Introduction Strategic Literacy in the Content Areas, ED 589 English Seminar of Learning (3 credits) ED 350 Special Learners in the Grades 5-12 Mainstream Classroom ED 462 Science Methods Mathematics MD 413 Technology Methods for Middle School World Language Education Track ED 499 Introduction to Educational Research Two graduate-level math courses in Statistics and (51 Credits, 21 Undergraduate, 30 Graduate) ED 530 Assessment & Differentiated Instruction ED 572 Guided Research in Science Geometry (if taken previously; alternate courses can be Diversity course from educational studies minor menu Undergraduate Courses taken with advisor approval) . Courses taken through Cognate course from educational studies minor menu ED 573 Instructional Issues in Teaching Science Fairfield’s M .A . program in Math, with advisor approval . ED 200 Explorations in Education: Introduction to ED 581 Directed Observation and Supervised Graduate Courses Teaching, Learning and Schooling Student Teaching ED 455 The Literate Learner: Using Critical and ED 241 Educational Psychology ED 592 Science Seminar Strategic Literacy in the Content ED 455 The Literate Learner: Using Critical and ED 329 Philosophy of Education: An Introduction Areas, Grades 5-12 Strategic Literacy in the Content Areas, ED 350 Special Learners in the ED 464 Math Methods Grades 5-12 One of the following: Mainstream Classroom ED 511 Educating for Social Responsibility and ED 581 Directed Observation & Supervised ED 464 Math Methods SL 467 Language Acquisition Student Teaching ED 499 Introduction to Educational Research Civic Engagement: A Capstone Seminar ED 591 Mathematics Seminar ED 530 Assessment & Differentiated Instruction OR Diversity course from educational studies minor menu ED 599 Professional Writing Seminar: Product ED 581 Directed Observation and Supervised Cognate course from educational studies minor menu Student Teaching of Learning (3 credits) Science ED 591 Math Seminar ED 462 Science Methods Two graduate-level math courses from the graduate Graduate Courses ED 572 Guided Research in Science Social Studies Education Track math department (must be geometry and statistics if ED 573 Instructional Issues in Teaching Science MD 413 Technology Methods for Middle School (51 Credits: 21 undergraduate, 30 graduate) not taken previously), approved by advisor . ED 581 Directed Observation & Supervised ED 455 The Literate Learner: Using Critical and Undergraduate Courses Student Teaching Strategic Literacy in the Content Areas, And: ED 592 Science Seminar Grades 5-12 or approved World Language ED 200 Explorations in Education: Introduction to ED 599 Professional Writing Seminar: Product of elective (see advisor) Teaching, Learning and Schooling Learning (3 credits) ED 463 World Language Methods ED 241 Educational Psychology World Language SL 439 Methods of Foreign Language Teaching ED 329 Philosophy of Education: An Introduction ED 455 The Literate Learner: Using Critical and English Education Track for Elementary School ED 350 Special Learners in the Strategic Literacy in the Content (51 Credits: 21 undergraduate, 30 graduate) ED 499 Introduction to Educational Research Mainstream Classroom Areas, Grades 5-12 MD 413 Technology Methods for Middle School Undergraduate Courses ED 530 Assessment & Differentiated Instruction ED 463 World Language Methods ED 581 Directed Observation and Supervised SL 467 Language Acquisition ED 200 Explorations in Education: Introduction to Student Teaching SL 439 Methods of Foreign Language Teaching Diversity course from educational studies minor menu Teaching, Learning and Schooling ED 593 World Language Seminar Cognate course from educational studies minor menu for Elementary School ED 241 Educational Psychology ED 581 Directed Observation & Supervised ED 329 Philosophy of Education: An Introduction One of the following: Student Teaching ED 350 Special Learners in the Mainstream Graduate Courses ED 593 World Language Seminar ED 511 Educating for Social Responsibility and Classroom ED 455 The Literate Learner: Using Critical and History/Social Studies EN 311 Teaching Writing in the 3-12 Classroom Civic Engagement: A Capstone Seminar OR Strategic Literacy in the Content Areas, (cognate course) Grades 5-12 MD 413 Technology Methods for Middle School ED 599 Professional Writing Seminar: Product History/Social Studies of Learning (3 credits) ED 468 Social Studies Methods ED 510 Teaching Cultural & Political Geography ED 499 Introduction to Educational Research ED 515 Teaching Economic & Physical Geography Diversity course from educational studies minor menu ED 468 Social Studies/History Methods 46 Educational Studies and Teacher Preparation Educational Studies and Teacher Preparation 47 ED 510 Teaching Cultural and Political Geography * Based on elementary education faculty 2 . Complete a 12-credit concentration in one of the e . ED 499 Introduction to Educational Research OR evaluations, teacher candidates may also be following areas: (Prerequisite: at least six credits towards Master’s ED 515 Teaching Economic and Physical required to take ED 441 Teaching and Learning degree) Geography within Multicultural Contexts of Education and/or a . Curriculum Studies f . ED 512 Contemporary Schooling in Society ED 530 Assessment & Differentiated Instruction ED 442 Educational Psychology . b . Educational Studies 4 . Complete five required TESOL/Bilingual courses One course from menu of approved graduate-level c . Literacy, Language and Culture (15 credits) social studies courses Course Requirements For The 5-Year Integrated d . Early Childhood Studies a . SL 423 Principles of Bilingualism OR SL 467 ED 581 Directed Observation and Supervised Bachelor’s-Master’s With Elementary Certification e . Individualized Concentration/cluster with approval Second Language Acquisition Student Teaching Program of program advisor b . SL 436 Methods and Materials for Second ED 594 Social Studies Seminar (57 Credits: 27 undergraduate, 30 graduate credits) 3 . Complete a 6-credit integrated inquiry/advocacy Language Teaching sequence c . SL 441 Teaching and Learning Within Multicultural Undergraduate Courses One of the following: ED 552 Participatory Research and Contexts of Education ED 200 Explorations in Education: Introduction to d . SL 527 Testing and Assessment in Foreign ED 511 Educating for Social Responsibility and Advocacy in School and Community Teaching, Learning And Schooling Languages, ESL, and Bilingual Programs Civic Engagement: A Capstone Seminar Settings ED 241 Educational Psychology e . SL 451 Infusing Content Language Instruction into OR ED 590 Reflective Research Practicum ED 329 Philosophy of Education: An Introduction TESOL/Bilingual Programs ED 599 Professional Writing Seminar: Product in Teaching ED 350 Special Learners in the 5 . Complete five additional TESOL/Bilingual courses of Learning (3 credits) Mainstream Classroom (15 credits) . ED 437 Developing Literacy in the Requirements for the M.A. and C.A.S. 6 . The combined 10 TESOL/Bilingual courses (5 Degree requirements for M.A. in Elementary Elementary School: Primary Grades Programs in TESOL & Bilingual required and 5 elective) must include a minimum of 3 Education leading to Initial Elementary Education ED 447 Learning Mathematics in the credits in each of the following areas: (K-6) Certification Education a . English Language Syntax and Composition Elementary Classroom (Requirements for the M .A . with initial certification in a b . Language Theory MD 300 Introduction to Educational Technology World Language are listed under Secondary Education) 1 . Complete a minimum of 51 credits .* Diversity course from educational studies minor menu c . Culture and Intergroup Relations 2 . Complete Core Courses (12 credits): Cognate course from educational studies minor menu TESOL & Bilingual Education Programs d . Linguistic and Academic Assessment ED 429 Philosophical Foundations of Education e . Methods of TESOL/Second Language Teaching ED 522 Learning and the Child’s Experience Graduate Courses Requirements for the M.A. and C.A.S. 7 . Complete three courses in areas of bilingualism (9 MD 400 Introduction to Educational Technology credits) SE 405 Exceptional Learners in the Mainstream ED 405 Contexts of Education in the Degrees 8 . Complete SL 581 Directed Observation and 3 . Complete Elementary Education Coursework Primary Grades Supervised Student Teaching TESOL (6 credits) and (33 credits) ED 497 Supporting Science and Health-based The TESOL and Bilingual Education programs are SL 582 TESOL Student Teaching and DSAP I Seminar ED 405 Contexts of Education in the Primary Inquiry and Action by Elementary Students designed for teachers and prospective teachers in the (3 credits) with 7-8 weeks in an elementary educa- Grades ED 499 Introduction to Educational Research areas of teaching English to speakers of other languag- tion TESOL placement and 7-8 weeks in a secondary ED 437 Developing Literacy in the Elementary ED 531 Extending Literacy in the es (TESOL) and bilingual education . Applicants inter- TESOL education placement . School: Primary Grades Elementary School: Grades 3-6 ested in concentrating in bilingual education must dem- ED 447 Learning Mathematics in the Elementary ED 545 Developing Integrated Curriculum for onstrate proficiency in English and at least one other 9 . Complete SL 99-01 Comprehensive Examination . Classroom Elementary Students: Inquiry and Action language in accordance with current Connecticut State Note: Based on transcript evaluation, some prior ED 497 Teaching Science in the Elementary ED 559 Empowering Struggling Readers And Department of Education regulations . When deemed coursework may apply toward the TESOL/Bilingual Classroom Writers In The Elementary Grades appropriate, certain courses will be taught on two lev- Education certification requirements . ED 512 Contemporary Schooling in Society ED 583 Student Teaching; Immersion in a els: 1) Initial - candidates seeking the M .A . degree with Community of Practice initial educator certification and 2) Advanced - candi- Course Requirements for The Integrated ED 531 Extending Literacy in the Elementary Bachelor’s-Master’s with TESOL Certification School: Grades 3-6 ED 584 Reflective Practice Seminar: dates who are already certified seeking an M .A . degree ED 545 Developing Integrated Curriculum for Elementary Education with cross-endorsement or seeking the M .A . degree Program Elementary Students: Inquiry & Action ED 511 Educating for Social Responsibility and only . This adjustment will be indicated in the semester Note: This option requires 5 1/2 years of study . course syllabus . Required courses are outlined below . ED 559 Empowering Struggling Readers and Civic Engagement: A Capstone Seminar The TESOL certification most easily works with a major Some courses may be substituted at the discretion of Writers in the Elementary Grades in English . Those interested in the Integrated TESOL the program coordinator . ED 583 Student Teaching: Immersion in a Degree Requirements for the C.A.S. in Foundations Program should consult with the program advisor prior Community of Practice in Education to applying . ED 584 Reflective Practice Requirements for the M.A. with Initial Educator Seminar: Elementary Education (75 credits; 39 undergraduate, 36 graduate) Certificate (TESOL) OR Complete a minimum of 30 graduate credits . (66 credits maximum) ED 585/586 Supervised Teaching Parts 1 & 2 1 . Complete the following foundational core require- Undergraduate (39 credits) AND ments: (12 credits) 1 . Complete 39 credits General Education ED 200 Explorations in Education: Introduction to ED 584 Reflective Practice Seminar: Elementary Requirements Teaching, Learning and Schooling Education a . ED 493 The Educational Imagination 2 . Complete Praxis I Pre-Professional Skills Test b . ED 540 Ethics and Advocacy in ED 241 Educational Psychology 4 . Complete Integrated Inquiry/Advocacy Sequence 3 . Complete the following required education courses ED 329 Philosophy of Education: An Introduction (6 credits) Educational Contexts (18 credits): c . ED 534 Theories of Learning Diversity course: SO 162 Race, Class & Ethnic ED 499 Introduction to Educational Research a . ED 429 Philosophical Foundations of Education Relations ED 511 Educating for Social Responsibility and d . ED 565 Principles of Curriculum b . ED 442 Educational Psychology Development and Evaluation Cognate course: US History Course Civic Engagement: A Capstone Seminar c . MD 400 Introduction to Educational Technology ED 350 Special Learners in the Mainstream d . SE 405 Exceptional Learners in the Mainstream Classroom 48 Educational Studies and Teacher Preparation Educational Studies and Teacher Preparation 49 Modern Language Study (min . 9 hours of credit on 2 . Complete the following required TESOL/Bilingual d . SL 527 Testing and Assessment in Foreign cate requires completion of 9 credits from among the transcript) courses(15 credits): Languages, ESL, and Bilingual Programs following course options: Undergraduate English Major Coursework required for TESOL a . SL 423 Principles of Bilingualism 4a . M .A . only: Complete nine credits selected from pro- ER 402 Infant & Child Development b . SL 426 Methods and Materials in Bilingual gram offerings with permission of advisor . ED 414 Assessment in Early Childhood Education EN/W 290 Writing and Responding (prerequisite Programs (K-8) SE 465 Early Childhood Special Education for 300-level classes) OR 4b . M .A . with cross-endorsement: Complete 18 credits OR SL 450 Second Language Methods for Secondary selected from program . Alternative early childhood studies electives, with advi- EN/W 295 Composition and Style Teachers (6-12) sor approval . 5 . Complete one of the following options: OR EN 311 Teaching Writing in the 3-12 Classroom SL 528 Second Language Curriculum a . Pass the Comprehensive Examination (SL 99-01) Graduate Courses taken by undergraduates (6 credits) Development b . Complete a Master’s thesis Course Descriptions for Teaching c . SL 436 Methods and Materials for Second c . Complete a capstone course ED 511: Capstone EN 417 Teaching and Learning Grammar Language Teaching Seminar . and Foundations, Elementary and SL 433 Advanced Practicum in TESOL/Bilingual d . SL 441 Teaching and Learning Within Multicultural Elementary Secondary Education Contexts of Education Requirements for the C.A.S. in TESOL or Bilingual OR Undergraduate Level Courses e . SL 527 Testing and Assessment in ESL/Bilingual Education SL 489 Advanced Practicum in TESOL/Bilingual Programs 1 . Complete a minimum of 30 credits . Secondary 3 . Complete one additional course in the area ED 200 Explorations in Education: Introduction Note: EN/W 290 or 295 . EN 311, and EN 417 will of Strategies for Modifying English Content Area 2 . Complete 12 credits from the following required to Teaching, Learning and Schooling count toward initial certification in TESOL . Instruction (3 credits) courses: In this course, students/candidates discover how edu- cation is accomplished in schools through the social Graduate (36 credits) 4 . One elective (3 credits) a . ED 540 Ethics and Advocacy in Educational construction of teaching and learning . Through partici- Contexts MD 400 Educational Technology 5 . Pass the American Council of Foreign Language pant observation, service learning, reflections, assigned OR SL 423 Bilingualism Teachers (ACTFL) Oral Proficiency Interview (OPI) readings, class discussions and collaboration, candi- ED 493 The Educational Imagination SL 436 Methods and Materials for Second and Written Proficiency Test with a minimum score of dates contribute positively to student learning in local b . ED 534 Theories of Learning Language Teaching “Intermediate High” in the world language of instruction . schools and communities with diverse (socioeconomic, SL 441 Teaching and Learning within Multicultural c . ED 565 Principles of Curriculum Development and linguistic, race/ethnicity) populations, understand the Contexts of Education 6 . Complete one of the following options: Evaluation complexities of schooling from multiple insider perspec- d . SL 590 C .A .S . Practicum in Teaching tives, and engage in the process of discerning whether SL 451 Infusing Content Language Instruction into a . Pass SL 99-01 Comprehensive Examination 3 . Complete 18 credits in area of concentration and/ or to pursue a career in education . Successful completion TESOL/Bilingual Programs b . Complete a Master’s Thesis approved program electives . of this course is one of the prerequisites for admission SL 467 Second Language Acquisition c . Complete ED 599: Professional Writing Seminar: to the teacher education program, and is open to all SL 527 Testing and Assessment in TESOL/Bilingual Product of Learning (1 credit) Requirements for Cross-Endorsements Only interested students . Approximately 25 hours of service Programs d . Complete a capstone course ED 511: Capstone TESOL: 30 hours of approved TESOL coursework in a local school is required . Three credits . SL 581 Directed Observation and Supervised Seminar . including study in each of the following: English syntax Student Teaching TESOL and composition, language theory, culture and inter- SL 582 TESOL Student Teaching and DSAP I ED 241 Educational Psychology Requirements for the M.A. in TESOL (Cross- group relations, linguistic and academic assessment, This course considers a particular application of the Seminar and curriculum and methods of teaching ESL . more important psychological principles to educational ED 499 Introduction to Educational Research Endorsement or M.A. degree only) theory and practice, embracing a systematic study of ED 511 Educating for Social Responsibility and Civic 1a . Complete a minimum of 33 credits (M .A . only) Bilingual Elementary and Secondary Cross the educable being, habit formation, phases of learn- Engagement: A Capstone Seminar 1b . Complete a minimum of 42 credits (M .A . with cross- Endorsements: ing, intellectual and emotional growth, and character SL 099 Comprehensive Examination in TESOL and endorsement) 18 hours of approved coursework including study in formation . The course, which includes a 15-hour field Bilingual Education each of the following: first and second language acqui- experience in an approved, ethnically diverse public 2 . Complete the following required TESOL/Bilingual sition, including language and literacy development; courses (12 credits): school setting, also examines individual differences, Requirements for the M.A. with Elementary or linguistic and academic assessment; cross-cultural transfer of training, interest, attention, and motivation Secondary Bilingual Cross-Endorsement a . ED 429 Philosophical Foundations of Education sensitivity and communication, and implications for insofar as they influence the teaching process . Three (33 credits) b . ED 552 Participatory Research and Advocacy in instruction; strategies for modifying English content credits . School and Community Settings OR ED area instruction; methods of teaching English as a (Competence in a second language such as Spanish or 499 Introduction to Educational Research second language; and methods of teaching bilingual Portuguese is required .) c . MD 400 Introduction to Educational Technology (or education . ED 329 Philosophy of Education: an advanced technology course, depend- An Introduction 1 . Complete the following required education courses Advanced Training Certificate in Early This course applies the basic concepts of philosophy (12 credits): ing on background in technology) d . ED 512 Contemporary Schooling in Society Childhood Studies to education in general and to contemporary educa- a . ED 429 Philosophical Foundations of Education This advanced training certificate is designed for tion theory in particular to acquaint educators with b . ED 552 Participatory Research and Advocacy in 3 . Complete 12 credits from the following area of con- elementary education teachers currently working in philosophical terminology, to improve the clarity of their School and Community Settings centration-required courses: pre-K sites who desire advancement in their current thinking, and to encourage personal commitment to OR employment, candidates in our teacher education pro- their own life philosophies . It also provides the opportu- ED 499 Intro to Educational Research a . SL 423 Principles of Bilingualism grams who want to enhance their knowledge of early nity to ask fundamental questions about the aims and c . ED 512 Contemporary Schooling in Society b . SL 436 Methods and Materials for Second childhood studies, and child services agencies/daycare purposes of education and schooling in a multicultural d . MD 400 Introduction to Educational Technology Language Teaching providers/preschools who want additional foundational democratic society; the ethical dimensions of the teach- c . SL 475 Sociolinguistics training for their bachelor’s qualified staff . The certifi- ing/learning relationship; the effects of poverty and injustice on the lives of young people, their families 50 Educational Studies and Teacher Preparation Educational Studies and Teacher Preparation 51 and communities; and the role of the imagination in ED 369 Developmental Reading in ED 402 Teaching Internship Seminar for ED 413 Differentiating Learning in transforming the world . A range of philosophical per- the Secondary School Certified Teachers Early Childhood Settings spectives will be explored including Jesuit Education/ Topics include methods and materials for improving In these sequenced seminars, designed for certified The course gives specific ideas and methods for Ignatian Pedagogy, Deweyan Progressive education, reading and study skills at the secondary level and the teachers working as teaching interns while pursuing a developing learning in all content areas based on the and Freirian Critical Pedagogy . This course includes an application of developmental reading skills in all cur- graduate degree, candidates engage in the reflective physical, cognitive and social emotional development of optional service learning experience in an approved, riculum areas . Three credits . practice and action of Ignatian pedagogy, connect the- the young child . Content areas include practical math ethnically diverse school setting . Three credits . ory and practice, and build their professional portfolios activities, appropriate children’s literature, health, social ED 381 Directed Observation and Supervised as educators for social justice and social responsibil- studies, experimental science and creative arts, drama, ED 350 Special Learners in the Mainstream Student Teaching ity . Seminar faculty will spend time with the teaching and movement techniques, with a reading readiness This course familiarizes the mainstream professional This course offers a semester-long experience in a interns in their schools . Candidates must enroll in the and skill approach . The integrated curriculum focus will with the special learning needs of children and youth local public school for qualified candidates for second- seminar every semester of their teaching internships; include exploration of spatial arrangement, classroom with intellectual and developmental disabilities, learn- ary teaching . Candidates engage in observation and the seminar activities increase in sophistication as organization and adaptations for children with special ing disabilities, emotional disturbances, severe dis- teaching five days each week . Emphasized concepts the teaching internships progress . Prerequisites: CT needs . Course requirements include field experiences abilities, multiple disabilities, and those who are gifted include classroom management dynamics, teach- teacher certification or eligibility and matriculated status in culturally diverse early childhood centers or pre-k and talented . Topics include methods of identifying ing techniques, lesson plan organization, and faculty in an advanced educator MA or CAS program in the through primary grade school settings approved by the and working effectively with children and youth with duties . Candidates participate in group seminars one Graduate School of Education and Allied Professions . instructor, for a minimum of 15 hours . Three credits . special learning needs in the regular classroom; the afternoon each week where they discuss their expe- Equivalent to one credit (may not be used to fulfill roles and responsibilities of counselors, psychologists, riences and issues pertinent to teaching in today’s degree requirements) . ED 414 Assessment and Observation in educators, and ancillary personnel as members of a classrooms . Candidates participate in individual con- Early Childhood Education multidisciplinary team in planning educational services ferences and receive assistance from their University ED 403 Special Topics in Education In this course, candidates identify and analyze child for exceptional learners; and laws that impact on supervisors and the cooperating teacher(s) who is This course provides faculty and candidates the behavior for the purposes of assessment with a focus assessment, placement, parent and student rights, and BEST trained . Candidates must submit an application opportunity to explore advanced and/or timely topics on observational skills, and gain practical experience in support services . This course may require a fieldwork for placement with the director of student teaching in education . Guided by the foundational premises of selecting, evaluating, administering, and interpreting a component as part of the evaluation process . Note: placement in the prior semester . (Prerequisite: formal the GSEAP conceptual framework, candidates develop variety of assessment devices and instruments . They This course is not for those pursuing an initial certifi- acceptance into the education minor; completion of all knowledge and culturally sensitive professional capac- practice effective communication with families with cate or cross-endorsement in special education; it is pre-practicum requirements) Twelve credits . ity with regard to the specified topic through readings, children who have special needs, are at risk, or are for general educators and students in affiliated fields of class discussion, and authentic activity, including advo- developing typically . Laboratory fee and field experi- study . Three credits . ED 382 Student Teaching Seminar cacy . Topics may vary each semester and are deter- ence of 20 hours are required . (Prerequisite: ER 402 or This weekly seminar is taken concurrently with stu- mined by the Curriculum and Instruction Department as permission of instructor) Three credits . ED 362 Special Methods in dent teaching . The seminar focuses on the issues and a reflection of pertinent and timely themes that are not Secondary School English problems faced by student teachers and on the culture otherwise covered in depth in existing courses . Upon ED 429 Philosophical Foundations of Education This course focuses on the organizational pattern in and the organization of schools . Although much of the faculty advisement, candidates may take two special Drawing on a range of philosophical perspectives, which English can best be taught and analyzes the subject matter of the seminar flows from the on-going topics courses during their matriculation . Three credits . this foundational course provides candidates with the effectiveness of various methodologies in bringing student teaching experience, attention is paid to issues opportunity to analyze critically some of the recurring about changes in the language usage of young people . such as school governance, codes of professional ED 405 Contexts of Education in themes in educational thought and connect them to the The course also considers such factors as appropri- conduct, standards for teaching, CMT/CAPT, school the Primary Grades contemporary educational context . Fundamental ques- ate curricula materials; methods of organization; and district organizational patterns, classroom manage- Based on current theory and practice in multicultural tions examined include: the meaning of one’s chosen approaches to the study of literature; and procedures ment, conflict resolution, communication with parents, education, learning theory, child development, and vocation; the purposes of education and schooling most cogent in the field of grammar, composition, oral sensitivity to multicultural issues, inclusion, and deal- classroom management, this course provides the in a democratic society; the ethical dimensions of the communication, and dialogue . The course includes ing with stress . The job application process, including opportunity to learn about and design learning envi- teaching/learning relationship; and the role of the social required field work with a practicing English teacher in résumé writing, interviewing, and the development of a ronments in which primary grade children thrive, build imagination in transforming the world . Three credits . a secondary school setting . (Prerequisites: Submission professional portfolio, is supported during the seminar . supportive learning communities, and develop social of a resume, a one-page philosophy of education writ- Three credits . conscience . Three credits . ED 430 Storytelling in the Classroom ing sample, a data form, and permission of the instruc- Studies have shown that our brain organizes, retains, tor) Three credits . Graduate Level Courses ED 406 Teaching Shakespeare and accesses information through story . Therefore, This seminar for secondary school teachers will inves- teaching with story allows students to remember what ED 401 K-12 Teaching Internship Seminar for tigate methods for delivering multimedia approaches is being taught, access it, and apply it more easily . This ED 363 Teaching Methods for Secondary School Initial Certification Candidates to Shakespeare’s plays . Using as a starting point the course is designed for the school media specialist and This course includes a comprehensive study of the In these sequenced seminars, designed for pre-service most commonly taught plays in the curriculum of the the regular classroom teacher (K-8) to assist them in principles, methods, and materials necessary for teachers working as teaching interns while pursuing students’ home institutions, we will share classroom employing the art of storytelling in teaching . The course teaching in the middle, junior, and senior high schools . a graduate degree, candidates engage in the reflec- pedagogies for uncovering the heart of each play and aims at developing candidates’ understanding of folk- Candidates explore effective elements of instruction as tive practice and action of Ignatian pedagogy, connect creating multimedia pathways for secondary school stu- lore, fairytale, myth, and legend; discovering stories they relate to practical applications in the classroom . theory and practice, and develop an identity as educa- dents . Three credits . from different genres and cultures; learning to select The course addresses teaching specific subject areas tors for social justice and social responsibility . Seminar and share stories; learning to incorporate storytelling through readings, subject-area reports, and the design faculty will spend time with the teaching interns in their into the curriculum; and developing strategies to help of an instructional unit . Candidates practice teaching schools . Candidates must enroll in the seminar every children learn to write and tell their own stories . Cross- techniques in videotaped mini-teaching sessions and semester of their teaching internships; the seminar referenced as MD 430 . Three credits . during field work experiences . The course requires activities increase in sophistication as the teaching a field service component working with a classroom internships progress . Prerequisite: Matriculated status teacher . Guidance on certification issues is provided . in an initial educator certification MA or CAS pro- (Prerequisites: Submission of a resume, a one-page gram in the Graduate School of Education and Allied philosophy of education writing sample, a data form, Professions . Equivalent to one credit (may not be used and permission of the instructor) Three credits . to fulfill degree requirements) . 52 Educational Studies and Teacher Preparation Educational Studies and Teacher Preparation 53 ED 437 Developing Literacy in ED 447 Learning Mathematics in ED 459 Developmental Reading in materials, methods of organization, approaches to the Elementary School: Primary Grades the Elementary Classroom the Secondary School literature study, and procedures most cogent in the This course explores developmental literacy, with an In accordance with the professional standards for This course emphasizes enhancing reading compre- fields of grammar, composition, oral communication, emphasis on the primary grades . Guided by current teaching mathematics, this course emphasizes the hension in all curricular areas at the secondary level . and dialogue . The course addresses teaching English research and practice in literacy, pedagogy, human important decisions a teacher makes in teaching: set- Current reading theory and research provide the through course readings, lesson and unit plan design, development, and multicultural education, candidates ting goals, selecting or creating a variety of appropriate framework for examining a variety of instructional strat- and videotaped mini-teaching sessions . This course assess and develop children’s literacy strategies and mathematical tasks, supporting classroom discourse; egies . Additional areas explored include questioning requires a field service component consisting of 10 skills; organize and implement group and individual integrating mathematics across the curriculum; assess- techniques, concept development, study strategies, and hours of teaching with a practicing English teacher . instruction in reading and writing; develop a techno- ing student learning; and creating a supportive class- assessment . Three credits (Prerequisites: Submission of a resume, a one-page logically current, literate classroom environment; and room environment . During this course, candidates philosophy of education writing sample, a data form, design curriculum to support literacy development and explore the relevance of theory in the classroom . In ED 462 Science Methods and permission of the coordinator of English Education) This course includes a comprehensive study of the social responsibility . Course requirements include: col- addition, candidates investigate the development of Three credits . principles, methods, and materials necessary for teach- laborative work with peers and cooperating teachers, specific concepts such as computation and geometry ing science at the secondary level . Candidates explore an extensive case study, and at least two hours per in elementary age children . Candidates engage in ED 468 Social Studies/History Methods effective elements of instruction as they relate to practi- week of fieldwork in a priority school district . Three adult-level mathematics activities designed to increase This course combines theory, research and practice cal applications in the classroom . The course address- credits . an understanding of mathematics, examine the lat- through a comprehensive application of the principles, es teaching science through course readings, lesson est research on how children learn mathematics, and methods, and materials necessary for teaching social and unit plan design, and videotaped mini-teaching ED 441 Teaching and Learning within explore strategies for dealing with diverse learners . studies/history at the secondary level . Candidates sessions . This course includes a required field service Multicultural Contexts of Education Additionally, as socially responsible educators, candi- explore effective elements of instruction as they relate component consisting of 20 hours of teaching with a This course explores and addresses the multifaceted dates examine how mathematical practices and teach- to practical applications in the classroom . The course practicing science teacher . (Prerequisites: Submission aspects of multicultural education with the aim of ing methods are influenced by underlying theoretical addresses teaching social studies/history through of a resume, a one-page philosophy of education writ- engaging in a teaching-learning process where candi- principles linked to history and the position of the class- course readings and resources, lesson and unit plan ing sample, a data form, and permission of the coordi- dates explore their commitment to the well-being and room teacher . Course requirements include on-site design, and videotaped mini-teaching sessions . This nator of Science Education) Three credits . learning of all candidates; develop a deep understand- fieldwork in an elementary school for a minimum of two course includes a required field service component ing of the needs of all students; develop strategies to hours per week during the semester . Three credits . consisting of 10 hours of teaching with a practic- promote caring, justice, and equity in teaching; learn ED 463 World Language Methods ing social studies/history teacher . (Prerequisites: This course includes a comprehensive study of the to respect linguistic, racial, ethnic, gender, and cultural ED 452 Integrating Technology in Content Areas: Submission of a resume, a one-page philosophy of principles, methods, and materials necessary for teach- diversity; investigate how students construct knowl- Language Arts and Social Studies education writing sample, a data form, and permission ing world language at the secondary level . Candidates edge; demonstrate an understanding of the relationship This course addresses the infusion of new technolo- of the coordinator of Social Studies/History Education) explore effective elements of instruction as they relate between students’daily life experiences and education; gies in teaching language arts and social studies cur- Three credits . to practical applications in the classroom . The course and critique systemic processes of discrimination that ricula . Participants study and assess the educational addresses teaching world language through course marginalize and silence various groups of students . values of innovative teaching strategies that employ a ED 472 Information Literacy through Inquiry readings, lesson and unit plan design, and mini- Cross-referenced as SL 441 . Three credits . broad range of instructional materials and resources . Inquiry-based learning is a curricular framework that teaching sessions . This course includes a required field Museum-based education and community partner- develops candidates’ information literacy skills by service component consisting of 10 hours of teaching ED 442 Educational Psychology ships are an integral part of this course . Based upon encouraging rigorous investigation, information retriev- with a practicing language teacher . (Prerequisites: Designed to provide an understanding of the psychol- a sound theoretical framework, instructional models al, collaboration, and reflection, paired with transforma- Submission of a resume, a one-page philosophy of ogy of teaching and learning, this course emphasizes and best practices, participants design and create tive learning technologies . Participants learn to locate, education writing sample, a data form, and permis- child and adolescent development, motivation tech- lesson activities and materials integrating technology evaluate, and use a variety of electronic, print, multime- sion of the coordinator of World Language Education) . niques, teaching and learning theories, strategies for resources including digital archives, digital storytell- dia, and interpersonal resources, and create a teaching Three credits . working with culturally diverse student populations, ing, Geographic Information Systems (GIS) and other unit using an online learning environment developed by student performance monitoring and assessment, and online and publishing tools . Cross-referenced as MD internationally recognized leaders in inquiry-based edu- current issues in educational psychology . Especially ED 464 Mathematics Methods cation . Cross-referenced as MD 472 . Three credits . 452 . Lab fee: $45 . Three credits . This course includes a comprehensive study of the appropriate for those new to the profession, this principles, methods, and materials necessary for teach- course helps participants develop insights into student ED 455 The Literate Learner: ED 493 The Educational Imagination: ing mathematics at the secondary level . Candidates behavior . Course requirements include field experi- Using Critical and Strategic Literacy in Exploring Multicultural Identities and explore effective elements of instruction as they relate ence in a culturally diverse school setting approved the Content Areas, Grades 5-12 Curriculum in a Cross-cultural Context to practical applications in the classroom . The course by the instructor for a minimum of 20 hours . (Marriage In this course, designed for experienced and new mid- This course explores alternative approaches to educa- addresses teaching mathematics through course read- & Family Therapy candidates need Dean’s approval .) dle and high school educators, candidates explore and tion . Drawing on the works of liberatory educators, ings, lesson and unit plan design, and videotaped mini- Three credits . use cutting edge theory and best practices in literacies such as Paulo Freire and Maxine Greene, as well as teaching sessions . This course includes a required field to support powerful student learning across curricular the arts and popular culture, this course provides the service component consisting of 10 hours of teaching ED 443 Integrating Instructional Technologies areas . Candidates learn a repertoire of research-based basis for dialogue on the transformative power of our with a practicing mathematics teacher . (Prerequisites: into Elementary School Education strategies and tools to help diverse learners to make imagination . This course views the teacher’s role as Submission of a resume, a one-page philosophy of This course focuses on the applications of a variety meaning from a variety of texts in their subject area, one of empowering students to think critically about education writing sample, a data form, and permission of instructional technologies, including the Internet, including non-print and media texts . As reflective edu- themselves and their relation to education and a multi- of the coordinator of Mathematics Education) Three spreadsheets, databases, graphics programs, multi- cators who advocate for equity and justice in education, cultural society, and the student’s role as one of active credits . media programs, and audio and video programs to candidates will infuse critical and strategic literacies participation in the learning process . Connecting theory, structure effective learning environments for elementary into content area curriculum and document their effect practice and personal experience in useful and ‘imagi- education students . Emphasis is placed on reviewing ED 466 English Methods native’ ways, we will, in the words of Maxine Greene, on student learning . Candidates not currently teaching Candidates explore the organizational pattern in which available teacher resources including lesson plans, begin to see: schooling as it could be otherwise; teach- will be expected to work with a teacher in a high needs English can best be taught and analyze the effective- collaborative projects, and cultural diversity projects . ing as it could be otherwise; learning as it could be school for about 25 hours in order to complete this ness of various methodology in bringing about changes (Prerequisite: MD 400 or permission of instructor) otherwise; culture as it could be otherwise; the world as aspect of the course . Three credits . in the language usage of young people . The course Cross-referenced as MD 433/CS 443 . Lab fee: $45 . it could be otherwise . Three credits . considers such factors as appropriate curriculum Three credits . 54 Educational Studies and Teacher Preparation Educational Studies and Teacher Preparation 55 ED 497 Teaching Science in ED 510 Cultural & Political Geography ED 517 Developing Collaborative Learning ED 530 Assessment and Differentiated the Elementary Classroom Cultural and political geography can be at once overlaid Methods Instruction This course includes a comprehensive study of the and in conflict . Geographer Bernard Nietschmann’s This workshop allows the participant to develop collab- Teacher candidates in this course will become famil- principles, methods, and materials necessary for analysis of indigenous ‘nation peoples’ conflicts with orative learning exercises within his or her curriculum . iar with principles and techniques necessary to plan, teaching science at the elementary level . Candidates past and current political states describes many of The workshop, which is predominately hands-on, ulti- select, administer, interpret, and assess a differentiated explore effective elements of instruction as they relate today’s extant political conflicts . Within virtually every mately aims to integrate collaborative exercises into the range of student learning activities and instructional to practical applications in the classroom . The course political state, ‘multi-national’ (i .e . multicultural) groups syllabi for the upcoming school year . Three credits . methods . Candidates will learn to use traditional norm- addresses teaching science through readings, active struggle for identity, independence, autonomy, territory, referenced instruments, curriculum-based assess- participation in class activities, lesson/unit plan design and rights . This course provides a framework for under- ED 521 Comparative Philosophies of Education ments, formal observations, interviews, criterion- and microteaching, class discussions, and individual standing the dual centrifugal and centripetal forces This course offers a comparison of philosophical sys- referenced assess-ments, and other alternative assess- reflections . Guided by current research and practice in acting on political states, the fragility of the notion of tems influential in education . Three credits . ments to guide differentiated planning and instruction . science education, candidates in this course design sci- ‘nation-states,’ sovereignty, boundary, alliances, car- ED 522 Learning and the Child’s Experience Three credits . ence curricula for the elementary grades that develop tels, and organizations of states as functions of human Drawing from classic and current cross-disciplinary ED 531 Extending Literacy in content knowledge, science inquiry skills, critical think- cultural and political geography . Appropriate technolo- theory and practice, candidates in this course gain ing, problem solving, social responsibility, and techno- gies and activities for 7-12 students are demonstrated . the Elementary School: Grades 3-6 a comprehensive, culturally sensitive knowledge of This course explores the continuation of literacy devel- logical competence . This course includes a required Three credits . how children and young adolescents in the elemen- 20-hour field component . Three credits . opment and learning, with emphasis on content-area ED 511 Educating for Social Responsibility tary grades learn, think, and interact as social beings . literacy development in the later elementary grades . ED 498 Thesis Seminar and Civic Engagement: Candidates consider the development of individual Guided by current research and practice in literacy, This elective seminar is for candidates wishing to A Capstone Seminar children within the larger context of educational insti- pedagogy, human development, and multicultural pursue advanced study or conduct original research Drawing on contemporary educational theory and best tutions . Beginning with an introduction of Piaget’s education, candidates learn to assess and develop in an area relevant to their M .A . degree . The thesis practices, and inspired by the Jesuit educational goal and Vygotsky’s frameworks for the understanding of children’s literacy strategies and skills, organize and is expected to make a scholarly or practical contribu- of “forming men and women for others,” this capstone development, candidates further explore constructivism facilitate group and individual learning in reading and tion to the candidate’s field . Credit for this course is seminar is the culminating, integrative experience for and socio-historical cultural views of learning as they writing, and design and carry out content-based cur- contingent upon the approval of the completed thesis . approved candidates in the Master’s in Teaching and consider the relevance of theory for teaching practices . riculum to support continued literacy development and Prior to beginning this course, candidates must consult Foundations, the Master’s in Childhood Education, (Prerequisites: At least one of the following: ED 405, social responsibility . The course addresses the integra- with their advisor and complete the prerequisite steps, and the Master’s in Secondary Education to fill their ED 437, ED 447, or ED 497) Three credits . tion of visual and performing arts and appropriate use including the preparation and acceptance of a thesis Master’s project . As participants in a community of ED 523 Global and Socio-cultural Perspectives of electronic technology, includes collaborative work proposal . (Prerequisites: 15-30 credits toward the M .A . learners, candidates demonstrate their capacities as on Learning and Development with cooperating teachers, and requires at least two degree including either ED 499 or ED 552, and permis- reflective scholar-practitioners who synthesize program Designed for advanced candidates in curriculum and hours per week of fieldwork in priority school districts . sion of advisor) . Three credits . learnings to produce an Integrative Master’s Project . teaching, candidates in this course explore theoreti- (Prerequisite: ED 437 or permission of instructor) Three This capstone seminar explores the ways educational credits . ED 499 Introduction to Educational Research cal views on learning and development in local and professionals can promote social responsibility in global contexts and connect these views to specific In this course, candidates develop critical perspectives their work with schools, communities, and families . It ED 533 Learning Values: The Intersections on research about education . Guided by current theory teaching practices and student learning . Guided by cur- of Individual and Cultural Values and includes a participatory research dimension that builds rent research and practice in cognitive development, and practice in educational research, candidates reflect on their prior research course, ED 552, leading to Morality in Schooling on ethical considerations of the researcher as well as candidates gain a comprehensive, culturally sensitive In this course, candidates examine the enculturation advocacy and service . (Prerequisite: All other degree knowledge of how children and young adolescents, the methodological tools that are used in educational requirements) Three credits . processes that transmit and create values and morality research . Candidates are introduced to a wide range think, and interact as social beings . Candidates con- in individuals . They examine how schools incorporate of qualitative and quantitative methods, which they use ED 512 Contemporary Schooling in Society sider the development of individual children within the values and morality throughout formal and informal in analyzing data and reviewing current educational Candidates investigate and discuss current issues larger context of educational institutions and commu- curricula . Through the examination of theoretical frame- research articles . Through discussions, candidates con- important to education, seeking to understand the nities . Beginning with an introduction of Piaget’s and works and case studies, candidates develop a critique sider how research can be a valuable tool that helps relationship between the systemic nature of particular Vygotsky’s frameworks for the understanding of devel- of schooling as a normative institution, locate individual teachers systematically reflect on learning and teaching issues and their specific manifestations in local, nation- opment, candidates further explore socio-historical cul- moral development within a cultural context, and exam- practices . During the course, candidates connect an al, and global arenas . In addition, candidates identify tural views of learning as they consider the relevance ine the intersections of individual and cultural values area of interest with research methods as they develop the ways that they, as educators and as citizens, attend of theory for everyday teaching practices and profes- and morality in schooling . Three credits . research paper proposals . (Prerequisite: At least six to these issues at the local level . Three credits . sional development . (Prerequisite: Advanced course for credits toward a master’s degree) Three credits . those already certified or for M .A . degree-only candi- ED 534 Theories of Learning ED 515 Economic & Physical Geography dates .) Three credits . This course presents a detailed consideration of the ED 501 Practicum for Literacy Teacher Economic geography is closely connected to physical positions on the nature and conditions of human learn- Consultants geography—the central issue being uneven distribu- ED 529 Critical Literacies ing found in the principal schools of psychology and in The Practicum for Literacy Teacher Consultants will tion of resources on a global scale . These resources, Beyond the Classroom Walls contemporary research . Cross-referenced as PY 534 . focus on the following: research on literacy issues; be they natural, human or capital resources, constitute Designed for K-12 teachers and community leaders, Three credits . exploration of best practices in the teaching of literacy the economic interactions of not only nations, but of the this course explores socio-cultural and developmental to all students; theory and practice of providing leader- past, present, and future of human activities and plan- models of how varied literacies are constructed, under- ED 536 School Community and Culture ship for teachers who use reading, writing, and thinking etary resource and environmental issues . Therefore, stood and used in and outside schools in the United This course explores two phenomena, community and in the courses they teach . Students who successfully issues of development, poverty and wealth, environ- States . Through the design of extra-curricular and culture, with regard to their importance to meaningful complete the Practicum will become teacher/consul- mental concerns that will affect the lives of today’s in-school projects and activities for students, families education and schooling from kindergarten through tants for the Connecticut Writing Project–Fairfield . students, their children, and their environment are and community members, candidates in this course will higher education . Candidates critically examine the (Prerequisite: ED 561 .) Two credits . addressed . Appropriate technologies and activities for recognize, value and employ culturally sensitive under- concepts of culture and community in elementary, sec- 7-12 students are demonstrated . Three credits . standings of literacies and their powerful role in our ondary, and post-secondary schools through assigned society . (Prerequisites: Teaching certification or permis- readings, class discussions, case studies, collaborative sion of the instructor .) Three credits . work, and field-based projects . In addition, candidates 56 Educational Studies and Teacher Preparation Educational Studies and Teacher Preparation 57 in this course examine some of the ways that commu- thinking . Fieldwork in local 3-6 classrooms required . ED 556 Creating Constructivist K-12 Classrooms: ED 571 Leading Science and Health Inquiry and nity and culture are constructed at Fairfield University . (Prerequisites: At least two of the following: Connecting Theory and Practices Action in School and Community Three credits . ED 437, ED 447, ED 497, or ED 531) Three credits . This course offers an interdisciplinary, project- Settings: Grades K-6 based approach to constructivism for the classroom . Developed for certified elementary educators and those ED 540 Ethics and Advocacy in Educational ED 546 Integrating the Arts and Technology Candidates explore issues of planning, implementing, seeking cross-endorsement in elementary education, Contexts into the K-8 Curriculum and assessing constructivist-based instructional units this course explores inquiry and action in science and This course examines key ethical theories and their This course demonstrates that music and the arts are and learn about classroom management and equity health learning in the elementary grades in depth . application in authentic educational settings . Case stud- an integral part of the school curriculum and that they issues related to constructivist teaching and learning . Guided by current research and practice in science ies of real and potential ethical dilemmas are analyzed can be utilized to promote awareness, acceptance, and The course provides an opportunity for participants to and health education, pedagogy, human development, from a social justice advocacy perspective, highlighting respect for diverse cultures . Properly conceived, the engage in hand-on activities that help candidates con- and multicultural education, candidates in this course the individual, professional and social dimensions of arts constitute a great integrating force if viewed as a struct their own knowledge . Three credits . design and implement socially responsible, inquiry- ethical reasoning, decision-making and action . Three component of every discipline . New art forms and tech- oriented science and health curricula for the elementary credits . niques of electronic artistic expressions have emerged ED 558 Youth, Identity and Culture grades that develop content knowledge, inquiry tools, with the advent of the new information age . Teachers This course explores contemporary adolescent identity technological competence, social responsibility, and ED 542 Literacy Learning in School and and school media specialists must develop their aware- and development . Drawing on current research, theory Community Settings: Primary Grades critical thinking . The course requires leadership, collab- ness of conventional forms of art as well as electronic and practice, candidates explore the creative potential oration and teaching in a school or community based Developed for certified elementary educators and those formats, their abundant resources, and their potential and challenges of adolescence . Three credits . seeking cross-endorsement in elementary education, setting serving students in grades K-6 . (Prerequisite: infusion within the K-8 school curriculum . Cross- Advanced course for those already certified or M .A . remedial reading or language arts, this course explores referenced as MD 546 . Three credits . ED 559 Empowering Struggling Readers and developmental literacy in the primary grades in depth, Writers in the Elementary Grades degree-only candidates) Three credits . with an emphasis on differentiated instruction for sec- ED 547 Leadership in Supporting Mathematics In this course, elementary teacher candidates work to ED 572 Guided Research in Science ond language learners and students with varied learn- Learning in School and Community meet the literacy learning needs of struggling learners . Working closely with both a science education and fac- ing needs . Requirements include literacy teaching in a Settings Under the guidance of certified literacy specialists, can- ulty member in Physics, Chemistry or Biology (depend- primary grade classroom or community-based setting In accordance with the professional standards for didates assess learning needs, and, in collaboration ing on licensure field), science education candidates serving children in grades K-2, including a case study teaching mathematics, this course provides certi- with classroom teachers and appropriate specialists, engage in a guided research project . Candidates learn of two learners, one of whom is an English Language fied elementary educators and candidates for cross- provide instructional interventions for individuals and use the most recent skills and tools of research in Learner . (Prerequisite: Advanced course for those endorsement in elementary education opportunities or small groups of struggling readers and writers . their certification area and demonstrate their ability to already certified or M .A . degree-only candidates) Three to plan, design and carry out theoretically informed, A minimum of 25 hours of fieldwork are required . understand research and successfully design, conduct, credits . developmentally appropriate and culturally responsive (Prerequisites: ED 437 and ED 531, or a current teach- report, and evaluate investigations in science . As part mathematics education for elementary students with ing certification and permission of the instructor) Three of their course requirements, candidates synthesize ED 543 Literacy Explorations in School and varied learning needs . Candidates have the oppor- credits . Community Settings: Grades 3-6 their research in the form of a scientific paper and tunity to take a leadership role in team planning, the develop a unit of instruction that integrates findings Developed for certified elementary educators and design of responsible test preparation, and in school ED 561 Summer Institute in the Teaching of those seeking cross-endorsement in elementary edu- Writing from their research and engages 7-12 students in the and community-based opportunities for students to processes of research in the field . Three credits . cation, remedial reading or language arts, this course explore mathematical concepts, skills, and strategies . This institute is for experienced teachers, grades K-13, explores the continuation of critical literacy develop- Requirements include extensive teaching and team in all disciplines . Participants will become familiar with ED 573 Instructional Issues in Teaching Science ment, with emphasis on writer’s workshop, content- planning for mathematics learning in an elementary contemporary theory regarding all aspects of literacy Teacher candidates seeking secondary science certi- area literacy development in the later elementary and school and/or community setting . Three credits . with emphasis on composition theory . In addition, par- fication must enroll in an advanced science methods middle grades, and differentiated instruction for second ticipants will explore best practices that extend theory course focusing on contemporary issues in science language learners and students with varied learn- ED 552 Participatory Research and Advocacy in into the classroom . A primary focus for inquiry will be education . This course will provide candidates with the ing needs . Candidates assess and develop student’s School and Community Settings on language of students for whom English is a second opportunity to learn the conceptual foundations of cur- literacy strategies and skills, organize and facilitate This course is designed for certified teachers, com- language and for low income students . In addition, par- rent approaches to science instruction and professional group and individual learning in reading and writing, munity leaders and professionals from allied fields . ticipants will explore literary issues through their own development especially as related to student learning and design and carry out content-based curriculum Through engagement in authentic participatory projects writing and through independent research in an area of at the secondary level . Contemporary issues central to support continued literacy development and social in schools or community settings, and through engage- study that is appropriate to their professional needs . All to the course include but are not limited to: science responsibility . The course emphasizes the integration ment with the literature on participatory research and participants who want advanced training as presenters education standards, science education reform efforts, of visual and performing arts and appropriate use of advocacy, candidates in this course gain knowledge and literacy leaders in Fairfield and New Haven school equity in science education, teaching through inquiry electronic technology, responsible test preparation, and and competence in designing and implementing districts will be encourage to apply for the practicum and assessment strategies in science education . professional teaming . Course requirements include socially responsible research and advocacy projects following the institute . Fellows will earn four (4) credits The course will offer students opportunities for active extensive literacy teaching in an elementary school or with and for students, clients and community members . for the institute . learning and reflection and the construction of new community-based setting serving students in grades (Prerequisites: Matriculation and six completed credits understanding regarding science teaching and learning . 3-6, responsible test preparation, an author or genre in the M .A . program in Teaching and Foundations) ED 565 Principles of Curriculum Development and Evaluation This course will also require students to take part in a study integrating arts and technology, and written Three credits . research component focusing on a particular science reflections . Three credits . Candidates examine the principles, problems, theo- ED 555 Authentic and Formal Assessments in ries, and critical issues in curriculum organization . The education issue of their choice . They will begin a litera- ED 545 Developing Integrated Curriculum for Literacies Development course emphasizes gaining practical knowledge about ture review and propose a research project which they Elementary Students: Inquiry and Action In this course, candidates will use literacies assess- curriculum development and improvement, with a focus may complete if they chose the Master’s thesis option . Guided by current research and practice in pedagogy, ments suitable for diverse learners, including individual on the identification and systematic study of concerns Three credits . human development, and multicultural education, can- reading/writing/language assessments, and authentic and new directions in curriculum development and didates in this course design socially responsible, inqui- and alternative assessments in reading, writing and improvement based on current research and thought . ry and action-oriented, interdisciplinary curriculum units language development . (formerly ED 555 Techniques in Three credits . that develop content knowledge, inquiry tools, techno- Diagnosing Reading Problems) Lab fee . Three credits . logical competence, social responsibility, and critical 58 Educational Studies and Teacher Preparation Educational Studies and Teacher Preparation 59 ED 575 Theory and Practice of Integrated ED 581 Directed Observation and Supervised permission of the elementary education program direc- ED 586 Supervised Teaching, Learning and Curriculum Design Student Teaching: Secondary Education tor, and an interview with the director of student teach- Reflection in a Community of Practice: In this course candidates explore theories of critical This course offers a semester-long experience in a ing placements) Six credits . Part 2 pedagogy design and teaching . They develop and local school for qualified candidates in secondary This course is the second of a two-semester super- implement differentiated, culturally sensitive inquiry and teaching . Participants engage in observation and teach- ED 584 Reflective Practice Seminar: Elementary vised experience designed for candidates for whom action-oriented interdisciplinary curriculum units . ing five days each week . Emphasized concepts include Education traditional student teaching is not appropriate because Candidates learn to develop students’ content knowl- classroom management dynamics, teaching tech- Participants take this weekly seminar concurrently they are currently teaching in an elementary school . edge, inquiry tools, technological competence, social niques, lesson plan organization, and faculty duties . with student teaching . Although much of the seminar’s Part one must be taken during the preceding semester . responsibility, and critical thinking . Current emphasis Candidates receive assistance from their University subject matter flows from the ongoing student-teaching The evaluative tools used align with those used for in this course is on integrating science, social studies supervisors and the cooperating teacher(s), who experience, it deliberately addresses issues such as student teaching and BEST assessment . In addition, and health curricula . (Prerequisite: Advanced course for also observe and evaluate each student . Candidates socially responsible teaching, professional disposition the course incorporates monthly seminar meetings . those already certified or M .A . degree-only candidates) must register with the director of student teaching and habits of mind, teacher research, school gov- Although much of the seminar’s subject matter flows Three credits . placement at the beginning of the previous semes- ernance, mandated Connecticut testing, classroom from the ongoing teaching experience, it deliberately ter . (Prerequisites: Formal acceptance into Teacher management, conflict resolution, communication with addresses issues such as socially responsible teach- ED 579 Directed Observations for Secondary Preparation program and completion of all certification parents/caregivers, sensitivity to multicultural issues, ing, professional disposition and habits of mind, teacher DSAP Candidates: Part I course requirements) Six credits . and special education . The course stresses contin- research, school governance, classroom management, This is part one of a two-semester course designed ued reflective practice and professional development, conflict resolution, communication with parents/caregiv- for those candidates working in the public secondary ED 582 Secondary Student Teaching Seminar including development of a professional portfolio, con- ers, and sensitivity to multicultural issues and inclu- schools under a DSAP . Each course offers a semester- Candidates take this weekly seminar concurrently with tinued study and research, and establishing a support- sion . Continued professional development is stressed, long experience in a public secondary school for quali- student teaching or during the first semester of full-time ive collegial network . Three credits . including development of a professional portfolio, con- fied candidates . Participants engage in teaching five teaching as a DSAP teacher . The seminar supports ED 585 Supervised Teaching, Learning and tinued study and research, and establishing a support- days each week . Emphasized concepts include class- secondary teacher candidates to enact best practices ive collegial network . Under the guidance of University room management dynamics, teaching techniques, les- in secondary education, helping them to select and Reflection in a Community of Practice: Part 1 supervision, teacher candidates assume full teaching son plan organization, and faculty duties . Candidates review curricula, develop lessons and assessments responsibilities including curriculum and lesson plan- receive assistance from their University supervisor who for diverse learners, and work with struggling or dif- This course is the first of a two-semester supervised experience designed for candidates for whom tradi- ning anchored in the principles of multicultural educa- observes and evaluates each candidate a minimum ficult students . Weekly discussions draw on the teach- tion and social responsibility, differentiated instruction, of three times . The instructor collaborates with the ing issues and problems faced by secondary teacher tional student teaching is not appropriate because they are currently teaching in an elementary school . The and effective organization and management; while candidate to keep a line of communication open with candidates . The seminar also addresses more general carrying out other faculty duties, including participation the mentor for the candidate and with those assigned school issues, such as the culture and organization evaluative tools used align with those used for student teaching and BEST assessment . In addition, the course in school governance and professional development . to assess the candidate at the district level . District schools, mandated Connecticut group-wide testing, As educators for social justice and social responsibil- evaluations are submitted to the instructor . Candidates classroom management, conflict resolution, com- incorporates monthly seminar meetings . Although much of the seminar’s subject matter flows from the ongoing ity, they engage in related school and community- must obtain permission to take this course from their munication with parents and caregivers, sensitivity to based activities with students, families and community program coordinator at the beginning of the previous multicultural issues, and issues of inclusion . The job teaching experience, it deliberately addresses issues such as socially responsible teaching, professional dis- members . (Prerequisites: Completion of “Supervised semester . (Prerequisites: Approval of the department application process, including resume writing, interview- Teaching: Part 1,” performance-based assessment, and the Dean ). Three credits . ing skills, and developing a teaching portfolio, are also position and habits of mind, teacher research, school governance, classroom management, conflict resolu- including but not limited to successful completion of at addressed . Candidates receive information on the certi- least 30 prerequisite certification track credits and relat- ED 580 Directed Observations for Secondary fication process . Three credits . tion, communication with parents/caregivers, and sen- DSAP Candidates: Part II sitivity to multicultural issues and inclusion . Continued ed course requirements while a matriculated candidate This is part two of a two-semester course designed ED 583 Elementary Student Teaching: Immersion professional development is stressed, including devel- in the Elementary Education M .A . program, permission for those candidates working in the public secondary in a Community of Practice opment of a professional portfolio, continued study of the Elementary Education program director) Three schools under a DSAP . Each course offers a semester- This course offers a stimulating semester-long experi- and research, and establishing a supportive collegial credits . long experience in a public secondary school for quali- ence consisting of two seven-week placements (one network . Under the guidance of University supervision, ED 589 English Seminar fied candidates . Participants engage in teaching five in a primary grade, one in an upper-elementary grade) teacher candidates assume full teaching responsibili- Candidates take this weekly seminar concurrently with days each week . Emphasized concepts include class- in a local priority school district . Under the guidance ties, including curriculum and lesson planning anchored student teaching or during the first semester of full-time room management dynamics, teaching techniques, les- of University supervision and intensive mentoring by in the principles of multicultural education and social teaching as a DSAP teacher . The Seminar supports son plan organization, and faculty duties . Candidates cooperating teachers, participants quickly assume responsibility, differentiated instruction, and effective English teacher candidates to enact best practices in receive assistance from their University supervisor who full teaching responsibilities, including curriculum and organization and management, while carrying out English education, helping them to select and review observes and evaluates each candidate a minimum lesson planning anchored in the principles of multicul- other faculty duties, including participation in school curricula, develop lessons and assessments for diverse of three times . The instructor collaborates with the tural education and social responsibility, differentiated governance and professional development . As educa- learners, and work with struggling or difficult students . candidate to keep a line of communication open with instruction, and effective organization and manage- tors for social justice and social responsibility, they Weekly discussions draw on the teaching issues and the mentor for the candidate and with those assigned ment, while carrying out other faculty duties, including engage in related school and community-based activi- problems faced by the English teacher candidates . The to assess the candidate at the district level . District participation in school governance and professional ties with students, families, and community members . Seminar also addresses more general school issues, evaluations are submitted to the instructor . Candidates development . As educators for social justice and (Prerequisites: State approved waiver of student teach- such as the culture and organization schools, mandat- must obtain permission to take this course from their social responsibility, they engage in related school and ing; performance-based assessment, including but ed Connecticut group-wide testing, classroom manage- program coordinator at the beginning of the previous community-based activities with students, families, not limited to successful completion of at least 27 pre- ment, conflict resolution, communication with parents semester . (Prerequisites: Formal acceptance into the and community members . Participants must register requisite certification track credits and related course and caregivers, sensitivity to multicultural issues, and Teacher Preparation program, completion of certifica- with the director of student teaching placement at the requirements while a matriculated candidate in the issues of inclusion . The job application process, includ- tion course requirements and all subject area require- beginning of the previous semester . (Prerequisites: per- Elementary Education M .A . program, permission of the ing resume writing, interviewing skills, and developing ments, completion of ED 579) Three credits . formance-based assessment including, but not limited Elementary Education program director .) Three credits . a professional portfolio and teaching portfolio, are also to, successful completion of all prerequisite certification addressed . Candidates receive information on the certi- track courses and requirements while a matriculated fication process . Three credits . candidate in the Elementary Education M .A . program, 60 Educational Studies and Teacher Preparation Educational Studies and Teacher Preparation 61 ED 590 Reflective Research Practicum Connecticut group-wide testing, classroom manage- ucts . Students will be encouraged to work alongside EDL 590 Reflective Practice in Literacies: in Teaching ment, conflict resolution, communication with parents peers who are also completing the Product of Learning . A Capstone Seminar Participants solve a practical problem in classroom and caregivers, sensitivity to multicultural issues, and (Prerequisite: Completion of student teaching .) One to Drawing on contemporary literacies theory and best teaching by applying educational research to a specific issues of inclusion . The job application process, includ- Three credits . practices, and inspired by the Jesuit educational goal school situation . Three credits . ing resume writing, interviewing skills, and developing of “forming men and women for others,” this capstone a professional portfolio and teaching portfolio, are also EDL 501 Introduction to Literacies Studies participatory research seminar will be the culminating, In this course, candidates develop a foundational ED 591 Mathematics Seminar addressed . Candidates receive information on the certi- integrative experience for candidates in the CAS in Candidates take this weekly seminar concurrently with understanding of literacies from anthropological, histori- fication process . Three credits . Literacies Studies program . In this course, candidates student teaching or during the first semester of full-time cal, linguistic, psychological, and educational perspec- will produce an integrative, participatory literacies teaching as a DSAP teacher . The seminar supports tives . Three credits . ED 594 Social Studies/History Seminar advocacy project for and with local high need students, mathematics teacher candidates to enact best practices Candidates take this weekly seminar concurrently with families, schools or communities with whom they in mathematics education, helping them to select and student teaching or during the first semester of full-time EDL 510 Literacies and Diversity work . Candidates are eligible to take this course once review curricula, develop lessons and assessments for teaching as a DSAP teacher . The seminar supports in Local and Global Contexts they have completed all other degree requirements . diverse learners, and work with struggling or difficult social studies/history teacher candidates to enact best In this course, candidates examine how literacies, lan- (Prerequisite: Permission of advisor) Three credits . students . Weekly discussions draw on the teaching practices in social studies/history education, helping guage and culture-in-contact are developed, defined and used across local and global contexts, examine issues and problems faced by the mathematics teacher them to select and review curricula, develop lessons EN 405 Literature for Young Adults literacies-relevant issues related to migration across candidates . The seminar also addresses more general and assessments for diverse learners, and work with During the past two decades, adolescent literature has cultures and countries, and apply this knowledge in an school issues, such as the culture and organization struggling or difficult students . Weekly discussions proliferated, grown more diverse, and improved in rich- examination of local school and community-based con- schools, mandated Connecticut group-wide testing, draw on the teaching issues and problems faced by the ness and quality . The course explores the major cur- texts that serve diverse populations . Three credits . classroom management, conflict resolution, com- social studies/history teacher candidates . The semi- rent authors, poets, and illustrators of works written for munication with parents and caregivers, sensitivity to nar also addresses more general school issues, such EDL 557 Literacies Program Design young adults . Topics include theories and purposes of multicultural issues, and issues of inclusion . The job as the culture and organization schools, mandated and Supervision: P-12 reading literature in the classroom; criteria development application process, including resume writing, inter- Connecticut group-wide testing, classroom manage- In this course, candidates assist school administrators for evaluating adolescent literature; reader response in viewing skills, and developing a professional portfolio ment, conflict resolution, communication with parents and classroom teachers in the design, implementa- the classroom; reading workshop; and adolescent lit- and teaching portfolio, are also addressed . Candidates and caregivers, sensitivity to multicultural issues, and tion and evaluation of effective, culturally responsive erature integration across the curriculum . Three credits . receive information on the certification process . Three issues of inclusion . The job application process, includ- reading, writing and language arts curricula for diverse EN 406 Infusing Multicultural Literature in credits . ing resume writing, interviewing skills, and developing learners . Depending on their teaching experience, can- Elementary and Middle Schools a professional portfolio and teaching portfolio, are also didates will shadow and assist a literacies coach work- ED 592 Science Seminar In this course, candidates examine literature written addressed . Candidates receive information on the certi- ing in a high-needs school at the elementary or sec- Candidates take this weekly seminar concurrently with for children and young adolescents that supports the fication process . Three credits . ondary level, or work as a remedial reading/remedial student teaching or during the first semester of full-time principles of multicultural education and social respon- language arts specialist in an elementary or secondary teaching as a DSAP teacher . The seminar supports ED 595 Independent Study in sibility . Through assigned and self-selected projects, school . Weekly seminar meetings and 60 hours of field- science teacher candidates to enact best practices in Curriculum and Teaching participants design curricula and examine issues rel- work required . Three credits . science education, helping them to select and review This course requires self-selected activity by qualified evant to the intersections of literature and multicultural curricula, develop lessons and assessments for diverse candidates under faculty supervision . Options include EDL 581 Supervised Practice in education and social responsibility . Three credits . learners, and work with struggling or difficult students . field studies or library research with in-depth study of a Literacies in Inclusive K-12 Classrooms EN 411 Teaching Writing in the 3-12 Classroom Weekly discussions draw on the teaching issues and problem for a specified time . Each candidate submits In this course, candidates will consult with classroom This course provides teachers and prospective teach- problems faced by the science teacher candidates . The a preliminary proposal, detailed research design, and teachers, literacy specialists, special educators and ers with a theoretical background in writing process as seminar also addresses more general school issues, a comprehensive report and evaluation . The course other specialists to design, implement and assess daily well as practical techniques for applying the theory . The such as the culture and organization schools, mandat- requires frequent consultation with the faculty advisor . literacy block instruction, interventions and learning course helps teachers develop awareness of their own ed Connecticut group-wide testing, classroom manage- Three credits . for diverse learners in an inclusive elementary or sec- composing processes and the processes of others . ment, conflict resolution, communication with parents ondary school . Incorporation of appropriate curricular ED 599 Professional Writing Seminar: Topics include writing needs of diverse populations, and caregivers, sensitivity to multicultural issues, and elements, including interventions, informal and formal Product of Learning the reading/writing relationship, writing of different issues of inclusion . The job application process, includ- assessments, a literate environment, and provision for During this variable-credit (1-3) seminar, candidates genres, mini-lessons, conferencing techniques, revision ing resume writing, interviewing skills, and developing the literacy learning needs of struggling, advanced and complete a self-designed Product of Learning . Under techniques, writing across the curriculum, publishing a professional portfolio and teaching portfolio are also English Language Learners are required . A minimum of advisement of the program faculty, candidates produce alternatives, portfolios, and other forms of assessment . addressed . Candidates receive information on the certi- 75 field hours are required, plus weekly seminar meet- a learning outcome that relates directly to their future Underlying the class is the premise that in sharing their fication process . Three credits . ings . (Prerequisite: EDL 557) Three credits . work as an educator (i .e ., design an elective course in perspectives, teachers at the elementary and second- ED 593 World Language Seminar their field, submit a manuscript for publication, deliver a EDL 582 The Literacy Specialist and Coach: ary levels enhance each other’s performance as writing Candidates take this weekly seminar concurrently presentation at a regional or national conference, etc . Practicum educators and as writers . Three credits . with student teaching or during the first semester of Math candidates must complete the problem-solving In this course, candidates serve as literacies specialists EN 417 Teaching and Learning Grammar full-time teaching as a DSAP teacher . The seminar portfolio for their product . Consult with advisor for infor- and coaches for one or more teachers in an elementary Designed for English education majors and for experi- supports world language teacher candidates to enact mation) Candidates are expected to develop authentic or secondary school, design and lead one professional enced English teachers, this course presents an intro- best practices in world language education, helping educational products, with the expectation that candi- development session . A minimum of 50% of a candi- duction to the principles of modern descriptive linguis- them to select and review curricula, develop lessons date-generated products will become contributions to date’s teaching and mentoring duties are to be devoted tics, especially as it relates to present-day English, its and assessments for diverse learners, and work with the candidate’s specialty area (i .e ., English Education, to this work . Bi-weekly seminar meetings and full-time grammatical structure, its sound and spelling systems, struggling or difficult students . Weekly discussions Social Studies Education, etc) . The process for this teaching . Prerequisites: EDL 557 and EDL 581) Three and its vocabulary and rules of usage . The course draw on the teaching issues and problems faced by product will be supported in a 10-hour writing seminar credits . the world language teacher candidates . The seminar course that, with substantial independent work, would approaches modern English grammar from struc- also addresses more general school issues, such be supervised by faculty editorial and revision input tural and transformational viewpoints, placing special as the culture and organization schools, mandated toward the development of worthy professional prod- emphasis on the teaching of language arts, including composition and stylistic analysis . Three credits . 62 Educational Studies and Teacher Preparation Educational Studies and Teacher Preparation 63 ER 402 Infant and Child Development: ancillary personnel as members of a multidisciplinary SL 426 Methods and Materials in SL 441 Teaching and Learning within Cultural Perspectives team in planning educational services for exceptional Bilingual Programs Multicultural Contexts of Education This course examines the child’s cognitive and psycho- learners; and laws that impact on assessment, place- Designed for elementary and secondary bilingual This course explores and addresses the multifaceted social development from conception through the third ment, parent and student rights, and support services . teachers and prospective teachers, this course aspects of multicultural education with the aim of grade in school . Children and families are considered This course may require a fieldwork component as part explores methods, techniques, strategies, and instruc- engaging in a teaching-learning process where partici- within their immediate and extended contexts within of the evaluation process . Note: This course is not for tional media relevant to bilingual learners . Participants pants explore their commitment to the well-being and the community and larger cultural milieu . Students will those pursuing an initial certificate or cross-endorse- examine a variety of bilingual education program learning of all students; develop a deep understand- master general and specific developmental concepts ment in special education; it is for general educators models, analyze frequently used methods and materi- ing of the needs of all students; develop strategies to and milestones relating the infant’s prenatal and early and students in affiliated fields of study . Three credits . als, and discuss the adaptation and development of promote caring, justice, and equity in teaching; learn development to subsequent development in the pre- effective bilingual instructional materials and assess- to respect linguistic, racial, ethnic, gender, and cultural school and elementary school years . Social and cul- TESOL and Bilingual/Multicultural ment instruments and the implementation of alternative diversity; investigate how students construct knowl- tural issues that affect the development of children in Education Course Descriptions methods . Three credits . edge; demonstrate an understanding of the relationship today’s diverse and ever-changing world will be exam- between students’ daily life experiences and education; ined . Course requirements include field experience in SL 433 TESOL/Bilingual Advanced Practicum: and critique systematic processes of discrimination that culturally diverse settings, approved by the instructor, SL 419 Special Learners in Elementary marginalize and silence various groups of students . for approximately 10 hours . Three credits . the Bilingual/ESL Classroom This course provides TESOL/Bilingual Education can- Cross-referenced as ED 441 . Three credits . Designed to familiarize bilingual and ESL teachers didates with opportunities for supervised internships ER 497 Practicum in Early Childhood Education with the developmental learning needs of children and in TESOL or bilingual elementary classroom settings . SL 445 Comprehending and Communicating in The Practicum in Early Childhood Education provides adolescents who are exceptional, this course examines Students complete a minimum of 48 hours fieldwork a Second Language candidates with opportunities for supervised intern- the special learning needs of linguistically and cultur- in classroom settings where they will observe instruc- Designed for second/foreign language and bilingual ships in infant and toddler programs, pre-school and ally diverse children, exploring methods of identifying tional practices and interact with and plan instruction teachers, this course examines current theory and kindergarten classroom settings . Through participation and working effectively with exceptional children and for students learning English as a second language . research underlying the acquisition of speaking and in a wide range of responsibilities associated with being adolescents in bilingual or ESL classrooms . Cross- In Practicum Seminar, candidates will reflect on and listening skills in a second language, as well as strate- an early childhood educator, candidates develop and referenced as SE 419 . Three credits . deepen their understanding of the ways in which the gies for assessing student performance, evaluating implement instructional methods and materials used in educational context and diverse educational needs of and adapting materials, and enhancing communicative pre-kindergarten and kindergarten settings . Students SL 421 Linguistics for Language Teachers students have an impact on their learning and aca- competence in the classroom . Three credits . enrolled in the Practicum will meet together in a weekly This course provides language teachers with a basic demic progress . (Prerequisite: SL 436 or SL 451) Three seminar, where they will deepen their understanding of introduction to the principles and methods of linguistic credits . SL 450 Second Language Methods for the ways in which the cultural, familial and educational theory, with an emphasis on semantics, syntax, mor- Secondary Teachers (6-12) context, and diverse educational needs of students, phology, and phonology . Additional topics include prag- SL 436 TESOL Methods and Materials This course provides an overview of second language impact students’ learning and their socio-emotional, matics and written language . The investigation of first Development theory and methods, curriculum models, materials cognitive, and physical progress . and second language acquisition gives language teach- Designed for second language teachers and prospec- selection and development, and content-based ESL (Pre-requisites: ER 402, ED 437, ED 522, SL 522 and ers an insight into the development of language for ELL tive teachers, this course explores methods, tech- for teaching secondary English language learners . The ED 413) Three credits . students . Three credits . niques, strategies, and instructional media relevant role of literacy in second language acquisition and the to teaching English language learners, emphasizing appropriate integration of technology to enhance sec- HI 400 United States History for Educators SL 422 Teaching Grammar in Second Language the development and enhancement of communicative ond language This course provides candidates seeking Connecticut Settings environments in language classrooms . Participants teaching certification with an understanding of U .S . Grammar is a necessary component of language pro- examine a variety of innovative methods and discuss SL 451 Infusing Content Language Instruction history . Candidates who successfully complete this grams . This course provides foreign/second language the adaptation and development of materials and into TESOL/Bilingual Programs course gain a complex and culturally sensitive under- and bilingual teachers with techniques to facilitate their assessment instruments . This course meets the state Designed for ESL and bilingual teachers, this course standing of the rich social history of the individuals and students’ acquisition of grammar, to illustrate effec- requirement for the certificate for teaching English to explores teaching strategies that enable the English groups who are the peoples of the United States of tive contextualization of grammatical principles, and to adult speakers of other languages . Three credits . language learner to understand the discourse of con- America . Candidates explore and use the central con- examine instructional strategies that draw the learner’s tent subjects . Topics include strategies to develop cepts and tools of inquiry of historians as they develop attention to specifically structural regularities . The SL 439 Methods of Foreign Language Teaching academic language, oral presentation skills, content their knowledge . Guided by current theory and practice course also analyzes the theoretical considerations of for Elementary School specific syntax and grammar, and writing . Participants in culturally sensitive pedagogy, human development, second language grammar teaching . Three credits . This course is designed for pre- and in-service World will examine textbooks and develop materials that and multicultural education, candidates, as socially Language teachers seeking the Elementary World infuse content-area language into the ESL program . SL 423 Principles of Bilingualism Languages cross-endorsement . Candidates will gain Procedures for assessing student progress in con- responsible, critically informed educators, consider how This foundation course examines research and theories to facilitate K-12 students’ responsible and effective an understanding of current theory and methods of tent area language development will be discussed . underlying bilingualism . Candidates gain an under- teaching foreign languages in the elementary school (Prerequisites: SL 423 or SL 467, and SL 436) Three participation in a pluralistic democratic society . Three standing of the concepts and issues involved in using credits . (FLES) grades K-6 . They will examine similarities credits . the principles of bilingualism in educational settings . and differences between FLES program models and SE 405 Exceptional Learners in the Mainstream The course also includes an overview of the histori- develop and understand of the issues related to pro- SL 453 Differentiated Instruction for This course familiarizes the mainstream professional cal development of bilingual education in the United gram development . Topics will include the selection of English Language Learners with the special learning needs of children and youth States and other countries and a discussion of major developmentally appropriate strategies and materials Designed for foreign/second language/TESOL and with intellectual and developmental disabilities, learning programs and social models for bilingual education . for elementary foreign language teaching, lesson plan- bilingual teachers, this course will also assist content disabilities, emotional disturbances, severe disabilities, Three credits . ning and curriculum development, and use of technol- area and classroom teachers . Its purpose is to explore multiple disabilities, and/or who are gifted and talented . ogy-assisted instruction . Candidates will develop their the basic concepts, research, and principles of differen- Topics include methods of identifying and working ability to integrate the ACTFL and CT World Languages tiated instruction as a means to meet the diverse needs effectively with children and youth with special learning Standards into FLES instructional program develop- of students in today’s classrooms . Participants will be needs in the regular classroom; the roles and respon- ment and lesson planning . Three credits . able to align the concepts to their present teaching sibilities of counselors, psychologists, educators, and environments . Three credits . 64 Educational Studies and Teacher Preparation Educational Studies and Teacher Preparation 65 SL 461 Reading and Writing in SL 498 Thesis Seminar SL 527 Testing and Assessment in TESOL and SL 588 Directed Observation for a Second Language Candidates who have selected the thesis option for Bilingual Programs TESOL/Bilingual DSAP Candidates: Part I Designed for second/foreign language and bilingual completion of the M .A . degree develop their research Designed for TESOL and bilingual teachers, this course This course is designed for candidates working in a teachers, this course examines current theory and proposals, carry out the research, and complete their provides an overview of formal and authentic tech- public elementary or secondary school under a DSAP . research underlying first- and second-language read- theses during this seminar . An approved thesis must niques for assessing second language and bilingual Two semesters of observation are required . Candidates ing and composing processes . Additional topics include be submitted to fulfill this degree requirement . Three proficiency . Participants evaluate standardized instru- are observed and evaluated by a University supervisor procedures for understanding and analyzing the prob- credits . ments currently in use; analyze techniques for assess- a minimum of three times each semester . The supervi- lems that characterize second language readers and ing factors relevant to second language and bilingual sor collaborates with the candidate, his/her mentor, and writers; strategies for assessing student performance; SL 504 The English Language Learner in the proficiency such as academic achievement, language with school personnel who are assigned to assess the evaluating and adapting materials; and enhancing the Regular Classroom aptitude, and competence in reading, writing, speaking, candidate at the district level . Concurrent participation comprehension and creation of written second lan- Designed to familiarize the mainstream teacher with and listening; and discuss controversial issues affecting in a collegial reflective seminar is an element for this guage discourse . Three credits . the learning needs of children and adolescents who are language assessment . (Prerequisites: SL 423 OR SL field experience . (Prerequisite: All prerequisites to stu- linguistically and culturally diverse, this course employs 467; and SL 436) Three credits . dent teaching; Approval of program director and dean .) SL 467 Language Acquisition an overview of second language acquisition theory as Three credits . This course introduces the core hypotheses of current the framework for discussing ways to meet the needs SL 528 Second Language Curriculum theory on language acquisition . Participants learn to of English language learners . Teachers also learn strat- Development SL 589 Directed Observation for recognize fundamental patterns of social and cultural egies for developing and adapting materials for creating This course familiarizes foreign/second language TESOL/Bilingual DSAP Candidates: Part II contexts that facilitate language acquisition, build upon communicative classroom environments and assessing and bilingual teachers with the theory underlying the These courses are designed for candidates working the processes and stages of language acquisition student performance . Three credits . development of second language curricula . The course in a public elementary or secondary school under a and literacy to provide comprehensible input, facilitate emphasizes devising curricula in accordance with the DSAP . Two semesters of observation are required . communicative competence and evaluate teaching SL 520 Foundations of needs of learners and presents strategies for analyzing Candidates are observed and evaluated by a University and learning strategies across ability levels and within Dual Language Instruction needs, developing curricula that focus on communica- supervisor a minimum of three times each semester . discipline-specific content areas . Approved for the This course provides a theoretical foundation and prac- tion, and evaluating and choosing appropriate materials The supervisor collaborates with the candidate, his/her Elementary Foreign Language cross-endorsement . tical application of dual language instruction to teachers and assessment instruments . Three credits . mentor, and with school personnel who are assigned Three credits . of first and second language learners, K-12 . It presents to assess the candidate at the district level . Concurrent linguistic, educational, cognitive, socio-cultural, and SL 581 TESOL Directed Observation and participation in a collegial reflective seminar is an ele- SL 475 Sociolinguistics economic benefits of knowing two or more languages . Supervised Student Teaching ment for this field experience . Three credits each . This course examines variability in language use It provides practical opportunities to implement the This course for candidates who have been approved according to region, race or ethnic background, gender, instructional process - oral language development, as qualified candidates for teaching in TESOL or bilin- SL 590 SL 590 C.A.S. Advanced Practicum in and personality with the goal of developing sensitivity teaching literacy and content in two languages . The gual education involves candidates in observation and TESOL/Bilingual to variation in one’s own language and that of others, course also focuses on assessment procedures and teaching five days a week for one semester . In accor- Candidates solve a practical problem in classroom and examining language variation using the methods resources . Three credits . dance with certification regulations, candidates spend teaching, applying educational research to a specific and insights of contemporary linguistics . Three credits . half of the student-teaching period in an elementary ESL/bilingual school situation . Three credits . SL 522 Emergent Literacy in setting and half in a secondary setting . The course SL 477 Culture and Second Language Bilingual Early Childhood Education emphasizes classroom management dynamics, teach- Acquisition This course is designed to prepared teachers of early ing techniques, lesson plan organization, and faculty SL 595 Independent Study Designed for second language and bilingual teachers, childhood education (pre-k to 3) to work effectively with duties . Candidates participate in group seminars and Candidates complete individual study with the written this course treats culture and language as interde- culturally diverse children who are learning English as individual conferences; the University supervisor(s) and permission of the department chair, having submitted pendent phenomena, exploring the basic concepts, an additional language in pre-school and school con- the cooperating teacher(s) assist, observe, and evalu- their proposals prior to registration . Three credits . research, and principles applicable to culture and lan- texts . The course focus is on first and second language ate each candidate . (Prerequisites: Formal acceptance guage learning with an emphasis on the practical appli- development in the young child with implications for SL 99 Comprehensive Exam in TESOL and into teacher preparation program and completion of all Bilingual/Multicultural Education cation of these concepts to the language classroom . emergent literacy teaching and learning . Culture and certification requirements) Six credits . Participants also gain an enhanced awareness of their childrearing practices, their impact on schooling, and Candidates are strongly encouraged to register for the comprehensive examination the semester prior to their assumptions regarding their own and other cultures, strategies to build successful partnerships with families SL 582 TESOL Student Teaching & DSAP I anticipated semester of graduation . and an understanding of how these assumptions influ- and communities will also be discussed . (Prerequisites: Seminar ence language teaching and learning . Three credits . ER 402 or ED 523) Three credits . Candidates take this weekly seminar concurrently with student teaching or DSAP: Part I . The seminar focuses SL 489 TESOL/Bilingual Advanced Practicum: SL 526 Historical and Sociopolitical Issues in on the issues and problems faced by student teach- Secondary Bilingual/Multicultural/ESL Education ers and on the culture and organization of the schools . This practicum provides TESOL/Bilingual Education This course, which is conducted as a seminar, provides Although much of the seminar’s subject matter flows candidates with opportunities for supervised intern- an overview of the historical events and philosophical from the on-going student teaching experience, it ships in the TESOL or bilingual secondary classroom issues underlying bilingual/multicultural/ESL education address issues such as school governance, school and settings . Students complete a minimum of 48 hours of and discusses contemporary socio-political controver- district organizational patterns in TESOL and bilingual fieldwork where they will observe instructional prac- sies surrounding bilingual/multicultural and ESL instruc- programs, classroom management, conflict resolution, tices and interact with and plan instruction for students tion . 3 credits . communication with parents, and sensitivity to multicul- learning English as a second language . In practicum tural issues and inclusion, as well as the job application seminar, candidates will reflect on and deepen their process, including resume writing, interviewing, and the understanding of the ways in which the educational development of professional and teaching portfolios . context and diverse educational needs of students Three credits . have an impact on their learning and academic prog- ress . (Prerequisite: SL 436 or SL 451) Three credits . 66 Marriage and Family Therapy Marriage and Family Therapy 67 The curriculum is designed to prepare the candidate All potential candidates will be required to participate in Program of Study in Marriage & MARRIAGE AND to pursue doctoral studies in related areas to become a mandatory group interview as part of the admission educators and researchers . The program also provides process and will be notified in writing of their eligibility Family Therapy FAMILY THERAPY an advanced educational track for the candidate who for the group interview . Theoretical Foundations (six credits) wishes to seek employment in the non-clinical areas Given the professional responsibility one assumes as FT 550 Introduction to Marriage and Family Therapy of social service delivery, research, family policy and FT 555 Foundations of Marital and Family Therapy family law, parenting and family life education, health a marriage and family therapist, candidates whose Faculty work continues to be of marginal academic quality Rona Preli (Chair) and well-being, prevention and program evaluation . Clinical Practice (27 credits) The curriculum covers theory, research and practice despite remedial efforts or who demonstrate personal Nicole O’Brien (Clinical Director) qualities that are not conducive to the role of the mar- FT 525 Divorce, Single-Parenting, and Remarriage Maryann H . LaBella (Koslow Center Administrator) with individuals and families across the life span . The FT 552 Intervention in Structural and Strategic curriculum strives to address diversity, power, privilege riage and family therapist as cited in the Marriage and Diana Mille Family Therapy Program Student Handbook, or after Family Therapy and social justice with the goal of creating an environ- FT 553 Family Therapy Pre-Practicum ment that welcomes and provides mentorship to a an unsuccessful attempt to maintain or to be placed in a Practicum or internship site, may be terminated from FT 561 Advanced Interventions in Family Therapy Overview diverse student body by a diverse group of faculty and FT 567 Couples Therapy instructors . the program . All candidates are required to adhere The department offers two master’s degree (M .A .) to the AAMFT Code of Ethics and the Marriage and FT 569 Assessment Techniques in Marriage programs: one in Marriage & Family Therapy and one Family Therapy Program policies and procedures . In and Family Therapy in Family Studies . The master of arts (M .A .) degree in Marriage and Family Therapy addition, the disposition statement presented in this FT 433 Multicultural Issues in Counseling marriage and family therapy prepares candidates for Program Mission Statement catalog is applicable to this program as it is to all pro- FT 562 Human Sexuality and Sexual Dysfunction careers as marriage and family therapists . The curricu- grams in the Graduate School of Education and Allied FT 465 Introduction to Substance Abuse lum and clinical training at Fairfield University focuses The Marriage and Family Therapy program at Fairfield Professions . and Addictions on preparing the candidate to work in a wide variety University is designed to prepare students for careers of professional settings with diverse populations who as competent professional marriage and family thera- Requirements for the M.A. in Individual Development and Family Relations are experiencing a broad range of problems . The pro- pists by providing them with a solid conceptual knowl- (three credits) gram is dedicated to providing a learning context that edge base and the clinical skills necessary for effective Marriage & Family Therapy FT 447 Lifespan Human Development practice . Students are exposed to the broad range of fundamentally values diversity and nondiscrimination . The M .A . degree in marriage and family therapy The core curriculum, the clinical training component of family systems theories and models with a particu- Professional Identity and Ethics (three credits) lar emphasis on the utilization of the Structural and requires completion of 57 credits . Candidates must the program and the faculty and supervisors strive to FT 565 Ethical, Legal, and Professional Issues Strategic approaches . maintain an overall grade point average of 3 .0, com- address diversity, power, privilege, and social justice in plete a five-semester clinical training sequence which in Family Therapy all aspects of training and education . Toward that end, The program is dedicated to providing a learning con- is continuous and uninterrupted, in which they provide the faculty is committed to creating an environment text that fundamentally values diversity, nondiscrimina- a minimum of 500 direct contact hours of clinical treat- Research (three credits) that welcomes and provides mentorship to a diverse tion, and the promotion of justice ., The program seeks ment (250 of which must be relational hours) and FT 556 Research in Marriage and Family Therapy student body by a diverse group of faculty, instructors, to educate students to be socially aware and ethically receive 100 hours of supervision (50 of which must and supervisors . responsible professionals . be individual supervision using direct observation of Supervised Clinical Practice (12 credits; courses The program is accredited by the Commission for candidates’ clinical work) . Candidates must evidence must be taken in sequence and without interrup- Accreditation for Marriage and Family Therapy Marriage and Family Therapy required clinical, ethical, and conceptual competencies tion) and pass a comprehensive examination at the end of Education of the American Association for Marriage FT 559 Practicum in Family Therapy I Program Philosophy Statement the program . and Family Therapy . Upon completion of the planned FT 560 Practicum in Family Therapy II program of study, candidates may apply for pre-clinical The philosophy statement of the Marriage and Family The 57-credit master’s degree program is typically FT 580 Internship in Family Therapy I fellow membership in AAMFT . Upon completion of Therapy program is an extension of the Mission completed within a 3 .5 year period, although students FT 581 Internship in Family Therapy II additional required clinical experience and supervi- Statement and incorporates the Conceptual Scholar- may attend on a full-time basis which will enable them FT 99-01 Comprehensive Examination in Marriage sion, according to Connecticut statutes, graduates may Practitioner Framework of the Graduate School of to complete the program more quickly . A personal- and Family Therapy apply for Connecticut licensure in marriage and family Education and Allied Professions and the Ignatian ized program of study is designed for candidates upon therapy and clinical membership in AAMFT . Jesuit values of the university . The Marriage and Family admission to determine their progression through the Additional learning can be chosen from any graduate Therapy program prepares graduates to believe in the program . The M . A . degree program in Family Studies is an inherent worth and dignity of all people and promotes course offering and include the following to complete advanced educational track in early childhood, human the wellbeing of individuals, couples, families and com- the 57-credit requirement if waivers are accepted: development, interpersonal relations, and family stud- munities, is committed to serving a diverse society; ies . Graduates of the program may enter a variety CN 500 Theories of Counseling and Psychotherapy possesses strong conceptual and clinical knowledge CN 466 Spirituality and Counseling of human services vocations and/or pursue further and upholds the highest standards of professional advanced degrees in human and family development SE 441 Parents and Families of Individuals with conduct . The program supports the development of Disabilities including early childhood, adolescence, marriage and intellectual rigor, personal integrity, multidisciplinary geriatrics . FT 401 Family Therapy and the Creative Arts collaboration, informed decision-making, self reflection FT 430 Contemporary Families: Culture, The Family Studies program focuses on basic human and social responsibility . Childrearing & Community developmental and behavioral characteristics of the FT 540 Fundamentals of Mediation & Conflict individual within the context of the family system . The Admission to the Department Resolution curriculum includes instruction in the conditions that FT 568 Special Topics in Family Therapy influence human growth and development; strategies Application deadlines are listed online at www .fairfield . that promote growth and development across the life edu/gseap/gseap_appdeadlines .html . span; and the study of family systems . 68 Marriage and Family Therapy Marriage and Family Therapy 69 Requirements for the M.A. in and efficiently within the context of the school system FT 430 Contemporary Families: Culture, FT 540 Mediation and Conflict Resolution to enhance and support student learning . Childrearing and Community The course is an elective course that provides students Family Studies This course will provide a comparative investigation of with exposure to areas of practice and clinical skills that Required Courses The M .A . in Family Studies requires completion of a family life with young children in diverse communities will be helpful in their work with individuals, couples ED 442 Educational Psychology minimum of 33 credits . Candidates must maintain an from social justice framework . Parental values, goals and families . The course acquaints students as well, ED/PY 534 Theories of Learning overall grade point average of 3 .0 and pass a compre- and childrearing practices will be studied in respect with a specialized area of clinical practice that is rela- FT 447 Lifespan Human Development hensive examination and/or master’s thesis at the end to broader cultural and community contexts, primar- tively new and in great demand . The course addresses FT 555 Foundations of Marriage and of the program . ily within the USA but also across the world . Theories cross disciplinary collaboration between lawyers and Family Therapy of family development, and family systems, will be therapists in the areas of divorce mediation, child cus- Program of Study in Family Studies SE 405 Exceptional Learners in the Mainstream explored from marriage through childbirth and the tody and dispute resolution which are issues of critical SE/SL 419 Special Learners in the early years of family life . Students will integrate theory importance that are frequently encountered by mental (minimum of 33 credits from among the courses listed Bilingual/ESL Classroom in respect to cultural context and meaning of parental health professions . Three credits . below . Required courses are FT 99-02 Comprehensive OR behaviors and beliefs, reproductive issues, socializa- Examination in Family Studies, PY 433 Behavioral SL 477 Culture and Second Language Acquisition tion of the child, and the organization of everyday lives FT 550 Introduction to Marriage and Family Statistics, PY 571 Research in Psychology, and PY 475 FT 570 School-based Practicum in Marriage for young children . Course requirements may include Therapy Program Evaluation) . and Family Therapy field experience in a culturally diverse center or school This course provides an overview of the historical Kathryn P. Koslow Center for Marriage & setting approved by the instructor, for a minimum of 10 development of the field of family therapy, acquainting hours . Three credits . candidates with the models developed by Minuchin, Family Therapy at Fairfield University Haley, Madanes, Satir, Bowen, Whitaker, and others . FT 447 Lifespan Human Development The Marriage and Family Therapy program operates The course focuses on distinguishing between the sys- FT 550 Introduction to Marriage and Family Therapy FT 433 Multicultural Issues in Counseling a clinical service on the campus of Fairfield University . Students examine issues in counseling individuals and temic approaches in terms of assessment, conceptu- FT 555 Foundations of Marital and Family Therapy The Kathryn P . Koslow Center for Marriage & Family families from diverse ethnic, cultural, racial, and socio- alization, diagnosis, treatment, and theoretical founda- FT 552 Intervention in Structural and Strategic Therapy is a new, state-of-the-art facility that was economic backgrounds and discuss the social, edu- tions, and explores contemporary directions of the field . Family Therapy made possible through a generous gift . The Center cational, economic, and behavioral factors that impact Three credits . FT 525 Divorce, Single-parenting and Remarriage is a beautiful facility that is equipped with the latest in clinical work . The course addresses counseling men, FT 561 Advanced Interventions in Family Therapy technology which enables advanced master’s degree women, and couples, and the issues of gender role FT 552 Intervention in Structural and Strategic FT 433 Multicultural Issues in Counseling candidates to receive the finest professional training stereotyping and changing sex roles, and integrates Family Therapy FT 562 Human Sexuality and Sexual Dysfunction for students entering the profession . The Center offers professional contributions from individual counseling This course focuses on the models of Minuchin, Haley, FT 465 Introduction to Substance Abuse a wide range of clinical services available to the com- and family therapy literature . Cross-referenced as Madanes, and MRI, with an emphasis on developing a and Addictions munity, as well as new and exciting opportunities for CN 433 . Three credits . substantive understanding of diagnosis, assessment, FT 430 Contemporary Families: Culture, Religion, students to engage in research, grants, and commu- and intervention design . The course addresses the Childbearing and Community nity partnerships . FT 447 Lifespan Human Development range of techniques associated with each orientation, FT 565 Ethical, Legal and Professional Issues This course explores the processes of individual and indications and contra-indications for using specific in Family Therapy The Koslow Center for Marriage and Family Therapy is family development from childhood through old age . techniques, rationale development for intervention, and FT 556 Research in Marriage and Family Therapy dedicated to providing therapeutic services to individu- Presenting theoretical perspectives for studying child, the role of the therapist . (Prerequisite: FT 550) Three FT 568 Special Topics in Family Therapy als, couples, and families; to excellence in the training adult, and family development, the course examines credits . PY 433 Behavioral Statistics (required) of professional marriage and family therapists; and the modifications of family structures over time and PY 571 Research in Psychology (required) to creating a community of professionals where both psycho-social development within family systems and FT 553 Family Therapy Pre-Practicum PY 475 Program Evaluation (required) graduates and current students can be engaged and cultural contexts . Cross-referenced as CN 447 . Three Taken after FT 552 and with the approval of the clini- SE 441 Parents and Families of Children remain connected . In keeping with Fairfield University’s credits . cal director, this course provides simulated experi- with Disabilities identity as a Jesuit and Catholic institution of higher ences in the practice of family therapy and focuses on FT 99-02 Comprehensive Examination in learning, the Center is committed to the ideals of FT 465 Introduction to Substance Abuse developing skills in joining and forming a therapeutic Family Studies (required) embracing difference, examining social systems criti- and Addictions relationship, designing and implementing interventions, cally, and becoming directly involved with those who Candidates explore basic information about the history and the use of self at the various stages of therapy . are underprivileged and underserved . and current use/abuse of various drugs and alcohol . The course emphasizes the structural, strategic, and Advanced Training Certificate in Topics include addiction, the 12-step programs, physi- systemic family therapy models and addresses cultur- Course Descriptions ological effects, FAS, COAs, and family systems as ally sensitive practice, management, and treatment of School-based Marriage and Family well as culturally relevant prevention, intervention, and cases of suicide, child abuse, domestic violence, and Therapy treatment strategies for individuals and families . Cross- incest . Successful completion of this course and the FT 401 Family Therapy and the Creative Arts referenced as CN 465 . Three credits . requirements determines readiness for clinical practice . The course work and clinical experience required in Family Therapy and the Creative Arts is a graduate (Prerequisites: FT 550, FT 552; candidates must have the area of specialization prepares candidates to utilize level course designed for both undergraduate and FT 525 Divorce, Single-Parenting, and a signed clinical training agreement on file before regis- their professional knowledge and training as marriage graduate students . It is designed to introduce gradu- Remarriage tration) Three credits . and family therapists to work within school systems in ate students to the possibilities for utilizing the creative This course considers the implications of divorce, fulfillment of the certification requirements established arts in their own training and work with clients . It is single parenting, remarriage, and step-parenting for by the Connecticut State Board of Education . This pro- also designed to introduce undergraduate students to families experiencing these transitions and for society gram is available to current marriage and family ther- the possibilities of utilizing their respective talents in at large . Specific topics include boundary issues during apy students and graduates of COAMFTE-accredited the creative arts as an entry point for considering pur- transition, legal aspects of divorce custody decisions, programs who wish to pursue certification with the suing graduate work in family therapy . Three credits . school issues for children of divorce, and the complexi- Connecticut State Board of Education . This area of ties of single-parenting and blending families, with an specialized study is designed to ensure that school emphasis on recent research regarding divorce and its marriage and family therapists have the education and aftermath . Three credits . training necessary to enable to them function effectively 70 Marriage and Family Therapy Marriage and Family Therapy 71 FT 555 Foundations of Marital and Family FT 562 Human Sexuality and Sexual Dysfunction FT 570 School-based Practicum in Marriage & Therapy This course examines issues related to sexuality in Family Therapy This course exposes candidates to the theories upon human life and treatment of sexual problems . Issues This course is a requirement in the Area of which the models of family therapy are based, explor- include sexual value systems, cultural context, sexual Specialization in School Marriage & Family Therapy ing the critical epistemological issues in family therapy identity and orientation, gender issues and develop- and provides an opportunity for candidates to apply theory . Furthermore, it helps candidates think about ment of gender identity, forms of sexual conduct, sexu- theory to practice in the context of the public school therapy theoretically applying systems theory to an ality across the life span, and sexual issues in couple system . The practicum is an advanced level clinical understanding of the variety of contexts in which mar- relationships . Three credits . experience that is specifically designed to meet the riage and family therapists work, including mental requirements established by the Connecticut State health systems, medical systems, etc . The course pre- FT 565 Ethical, Legal, and Professional Issues Board of Education for certification in School Marriage pares candidates to understand and contribute to cur- in Family Therapy & Family Therapy .(Prerequisite: Permission of advisor rent thinking in the field in regard to theory and prac- This course examines issues specific to the clinical and Dean’s approval) Three credits . tice . Topics include general systems theory, cyberatics, practice and profession of marriage and family therapy . FT 580 Internship in Family Therapy I communication theory, constructivism, and current Areas of study include ethical decision-making and During internship candidates provide 10 to 15 hours of developments in epistemology . Three credits . the code of ethics; professional socialization and the role of professional organizations; licensure and cer- clinical services at an off-campus internship site . They FT 556 Research in tification; legal responsibilities and liabilities of clinical receive weekly individual and group supervision by an Marriage and Family Therapy practice; research, family law, confidentiality issues, approved site supervisor and weekly group supervision This course covers the methodology, design, and sta- AAMFT Code of Ethics, interprofessional cooperation, by University faculty . (Prerequisites: FT 560) Three tistical procedures for research in marriage and family and mental health care delivery systems . (Prerequisite: credits . therapy . The course addresses selecting appropriate FT 550) Three credits . FT 581 Internship in Family Therapy II experimental designs, data analysis and understanding Continuation of FT 580 . Candidates must complete all the inferential potential of statistical procedures, and FT 566 Substance Abuse and the Family clinical and supervisory hours by the close of the grad- evaluating published research, including efficacy and This course brings together substance abuse studies ing period to be eligible for graduation . (Prerequisite: outcome studies in marriage and family therapy . The and family systems approaches . Students are pre- FT 580) Three credits . course content includes quantitative and qualitative sented with a knowledge base of skills and methods for assessing and treating family systems . The course research in the field with recognition of cultural factors FT 595 Independent Study in Marriage and identifies the addictive and intergenerational patterns in research design and methodology . Three credits . Family Therapy within families . Students are encouraged to reflect Candidates undertake individual projects in consultation FT 559 Practicum in Family Therapy I upon the theoretical frameworks to understand and with a faculty member based on proposals submitted This course provides clinical experience working with create interventions for alcoholic and substance abus- one semester in advance of course registration . Three families and meets the standards for training estab- ing family systems . Relational clinical models including to six credits . lished by the American Association for Marriage and developmental, systemic, solution-focused and nar- Family Therapy and the Connecticut Department of rative approaches are reviewed and evaluated . The FT 99-01 Comprehensive Exam in Marriage and Health and Addiction Services . Candidates provide five course examines the history and methods of treatment Family Therapy hours per week of service in the Koslow Center plus models . Issues of social justice are emphasized in a Candidates are strongly encouraged to register for the five to 10 hours per week of service in a community review of socio-cultural and social policy that influence comprehensive examination the semester prior to their agency offering family therapy treatment under super- family behaviors and treatment . Cross-referenced as anticipated semester of graduation . vision . The practicum follows consecutively after FT CN 565 . (Prerequisite: FT 465) . Three credits . 553 . (Prerequisites: FT 550, FT 552, FT 553, FT, 565) FT 99-02 Comprehensive Exam in Family Studies Three credits . FT 567 Couples Therapy Students are to register for the comprehensive exam This course reviews a variety of approaches to under- at the beginning of the semester when they apply to FT 560 Practicum in Family Therapy II standing, conceptualizing, and treating couple relation- graduate . Continuation of FT 559 . (Prerequisite: FT 559) Three ships and conflicts with cultural sensitivity, addressing credits . special problems such as interracial and same-gender relationships, extramarital affairs, alcoholism, and eth- FT 561 Advanced Interventions in Family ics in couples work . Three credits . Therapy This course explores in depth the theory and tech- FT 568 Special Topics in Family Therapy niques of postmodern models of family therapy . It This course explores advanced topics in the field of focuses on developing a substantive understanding family therapy . Topics may vary each semester and of the theoretical assumptions and clinical applica- are determined by the marriage and family therapy tions of solution-focused and narrative therapies and faculty as a reflection of pertinent themes of interest in provides opportunities to apply techniques and explore the field . One to Three credits . the therapist’s use of self through role-play and clinical FT 569 Assessment Techniques in Marriage and observations . (Prerequisites: FT 550, FT 552, FT 553, Family Therapy FT 559) Three credits . This advanced family therapy course addresses clini- cal diagnosis and assessment in the treatment pro- cess . Topics include major family therapy assessment methods and instruments, familiarity with the DSM IV, pharmacological treatments, and recognition and criti- cal assessment of cultural factors . Three credits . 72 Psychological and Educational Consultation Psychological and Educational Consultation 73 Psychology Admission to the School Psychology Program entering at the C .A .S . level is required for university PSYCHOLOGICAL AND The application deadline is listed online at endorsement for state certification as a school psy- Candidates may choose from one of several sequenc- chologist . EDUCATIONAL CONSULTATION es of study . They may pursue certification preparation www.fairfield.edu/gseap/gseap_appdeadlines.html. In view of the essential responsibility of the program in school psychology; elect a program in psychology After an initial paper review, successful applicants are that finds application in the promotion of organizational to assure the protection of the healthy development invited to campus for a group interview . The interview of children and youth served by school psycholo- Faculty effectiveness and work productivity; select courses that is intended to clarify applicants’ understanding of the enrich competencies required in human services and gists, the faculty reserve the right to discontinue the program and the profession, and to assess applicants’ program of any candidate, at any time in the program, Paula Gill Lopez (Department Chair and Director, community work; or strengthen their knowledge of psy- potential for success in the program . After admission, School Psychology) chology in preparation for further graduate study . All of whose academic performance is marginal, whose each candidate is expected to meet with a faculty advi- comprehensive examination results are not rated as Evelyn Bilias Lolis the programs provide for the development of a basic sor to outline a planned program of study before begin- Gayle Bogel (Director, Educational Technology) foundation of knowledge in psychology and related passing, or whose personal qualities are not appropri- ning coursework . Candidates must complete require- ate to the field . Practica and internship candidates are Faith-Anne Dohm (Director, Applied Psychology) fields, as well as emphasize the application of knowl- ments for both the M .A . and C .A .S . degrees to be Deborah Edelman (Director, Special Education) edge in assessing and understanding others . also expected to demonstrate the NASP Professional eligible for Connecticut State Certification as a school Work Characteristics (Section 4 .5, Standards for the Hyun Uk Kim psychologist . Paul Maloney To supplement course work, the faculty has estab- Credentialing of School Psychologists, 2000) . A can- Christine Siegel lished working relationships within the settings where Requirements for the M.A. didate may be denied recommendation of certification David Aloyzy Zera psychological skills are applied . These settings include All candidates admitted to the School Psychology pro- for not demonstrating the NASP Professional Work schools, child and family mental health and rehabilita- gram must satisfy the requirements for the M .A . degree Characteristics . In addition, the Disposition Statement Overview tion services, corporate training and development set- as listed in the program of study . Those candidates presented in this catalog is applicable to this program tings, and organizations in the private sector . These admitted into the M .A . program who did not complete as it is to all programs in the Graduate School of The Department of Psychological and Educational relationships provide for the coordination of real life an undergraduate major in psychology may be required Education and Allied Professions . Consultation offers concentrations in studies that experiences with academic training and serve dual to take additional coursework as identified by their prepare candidates for careers in a variety of human purposes . First, candidates have the opportunity to advisor . School Psychology Program of Study service and consultative areas . The department has, practice newly acquired skills in real settings with as its primary objective, a collaborative approach experienced supervisors supported by University fac- Before candidates take the comprehensive examination M.A. in School Psychology (33 credits) to contributing to the quality of life in our changing ulty . Second, the addition of graduate candidates to they must complete, or be in the process of completing, schools, organizations, and society . The department is established staff enhances the resources available in 24 credits . These credits must include PY 430, PY 433, CN 433 Multicultural Issues on Counseling dedicated to making significant contributions to the: the community . PY 435, PY 436, PY 438, and PY 446 . PY 430 Issues in Professional Practice in School Psychology • Enhancement of self-understanding; School Psychology Requirements for the C.A.S. PY 433 Behavioral Statistics • Improvement of service delivery options to children, A separate admission application for the C .A .S . must PY 435 Psychology of Personality The School Psychology program at Fairfield University adolescents, and adults; be submitted . Those wishing to be accepted for PY 436 Psychopathology and Classification I is a 63-credit program approved by the National matriculation at the C .A .S . level must first complete PY 438 Treatment Models for School-Age Youth • Amelioration of problems through effective consul- Association of School Psychologists (NASP) . The tri- all the M .A . course requirements in school psychology . PY 446 Developmental Psychology I: Theory and tation skills partite model of school psychology espoused by the Applicants with related M .A . degrees may be consid- Application in Professional Practice program includes consultation, assessment, and direct ered for admission into the C .A .S . program . However, PY 534 Theories of Learning • Promotion of effective working relationships and indirect intervention . The program is shaped by all M .A . degree requirements in the School Psychology PY 537 Psychoeducational Assessment I: • Increased effectiveness of interventions in schools, the belief that school psychologists are best prepared program must be completed . Behavioral Approaches when they are instilled with a scientist/practitioner PY 99 Comprehensive Examination in School organizations, and community support agencies; Candidates must submit their e-Portfolio before the problem-solving orientation, encouraged to think reflec- Psychology completion of PY 599 Internship in School Psychology • Leadership in schools and community agencies in tively, motivated to intervene at the primary prevention SE 405 Exceptional Learners in the Mainstream II . Additionally, candidates must pass the Praxis II test the areas of theory, assessment, and understand- level, and inspired to be proactive agents of change . SE 429 Developmental and Remedial Reading and in School Psychology . ing of differences among children, youth, adults, Candidates evolve as professionals through classroom Language Arts and those with disabilities, with special emphasis experiences and opportunities to apply their grow- Candidates who are accepted into the C .A .S . program on differentiating typical cultural characteristics from ing knowledge and skills in school and mental health with related degrees must fulfill all program course C.A.S. in School Psychology (30 credits) pathology; settings . The program culminates in an internship requirements . They must also develop and submit experience, consisting of 1200 hours . Throughout the PY 449 Introduction to Clinical Child • Development of effective strategies in curricular, their e-Portfolios . A minimum of 30 credits must be program, candidates develop portfolios documenting Neuropsychology behavioral, technological, therapeutic, and organi- completed at Fairfield University to receive institutional their personal and professional growth, which assist PY 535 Collaborative Consultation zational interventions; endorsement for the state certification . them in finding employment . To be endorsed for state PY 538 Psychoeducational Assessment II: • Enhancement of human potential, facilitation of certification, a student must complete both the M .A . School Psychologist Certification Standardized Approaches healthy development, and primary prevention of and C .A .S . degree requirements . Upon completing the A graduate candidate who successfully completes PY 540 Psychoeducational Assessment III: problems in school, at home, in organizations, and M .A ., students must submit a formal application for this course of study meets the Connecticut certifica- Clinical Approaches in the community; entry into the C .A .S . program . Those wishing to enter tion requirements . When the entire program has been PY 544 Psychoeducational Assessment IV: the program initially at the C .A .S . level must hold a completed (63 credits), the candidate must apply for an Integrated Assessment • Development and implementation of a wide and relevant master’s degree, with a GPA of at least 3 .0, endorsement from the Graduate School of Education PY 548 Psychotherapeutic Techniques for effective range of instructional and telecommunica- and must complete a minimum of 30 credits at Fairfield and Allied Professions for Connecticut’s Initial School-Age Youth tion technologies . University . Educator’s Certificate in School Psychology . PY 576 Practicum I: Assessment and Group Process Completion of all M .A . and C .A .S . degree requirements PY 577 Practicum II: Counseling and Group Process for those entering at the M .A . level, or completion of a PY 598 Internship in School Psychology I minimum of 30 credits at Fairfield University for those PY 599 Internship in School Psychology II 74 Psychological and Educational Consultation Psychological and Educational Consultation 75 Applied Psychology Candidates in the Applied Psychology program are Human Services Psychology (39 credits) PY 420 Introduction to Different concentrations of study are available to candi- expected to act in accordance with the American Industrial/Organizational Psychology dates seeking a master’s degree in applied psychology . Psychological Association’s ethical principles . This course introduces the application of psychological Some candidates are interested in developing the skills Candidates who behave unethically may be dismissed Core (required) concepts, principles, and methods to process issues necessary for work as industrial-organizational psychol- from the program . The ethical principles are available CN 433 Multicultural Issues in Counseling and problems in the work environment . Topics include ogy specialists in organizational settings . Others wish at www .apa .org/ethics . In addition, the Disposition PY 435 Psychology of Personality* personnel selection, training and development, work to strengthen their academic background in psychology Statement presented in this catalog is applicable to PY 436 Psychopathology and Classification I motivation, job satisfaction and effectiveness, work before pursuing further graduate studies at another this program as it is to all programs in the Graduate PY 437 Psychopathology and Classification II design, and organizational theory . Three credits . institution or to prepare themselves to be entry-level School of Education and Allied Profession . PY 446 Developmental Psychology I PY 430 Issues in Professional Practice in research assistants in psychological research settings . Industrial/Organizational Psychology PY 534 Theories of Learning School Psychology Still others seek to increase their understanding of PY 536 Educational and Psychological Testing Among the first courses that should be taken in the human behavior in order to enhance their current work (39 credits) PY 597 Seminar in Psychology School Psychology program, this course presents a in community settings . PY 98 Comprehensive Examination in Applied realistic view of school psychology, permitting par- Psychology (non-credit course) Admission to the Applied Psychology Program Core (required) ticipants to interview school psychologists and other Applications are reviewed when they are complete, school personnel in the field about the role of the PY 406 Organizational Development Electives (15 credits) between September 1st and May 31st . school psychologist . It serves as a vehicle to affect PY 420 Introduction to Industrial/Organizational Electives must be approved by Dr . Dohm . the future of school psychology by empowering future An interview with one or more faculty members is Psychology school psychologists, and it introduces the issues pri- required for admission to the Applied Psychology pro- PY 433 Behavioral Statistics* * Students who earn less than a B (3 .0) in these cours- mary to the profession and practice of school psychol- gram . The interview is intended to clarify the applicant’s PY 435 Psychology of Personality* es will be required to retake the course to earn credit ogy . Topics include special education law; professional understanding of the program and the profession, PY 471 Effective Interviewing towards their degree . ethics; the history of school psychology; a tripartite and to evaluate the applicant’s potential success as a PY 475 Program Evaluation model of service delivery; the “scientific practitioner” candidate . After admission, each candidate is required PY 480 Consulting Theory and Practice Course Descriptions approach; consultation; child development and system to meet with a faculty advisor to outline a planned PY 485 Performance Coaching theory as a basis for practice; advocacy for and educa- program of study . Prior to registering for courses each PY 536 Educational and Psychological Testing PY 401 Special Topics in Psychology tion about the school psychologist’s role; and an intro- semester, candidates are encouraged to meet with their PY 545 Designing Development and This course explores various topics in psychology . duction to federal and state educational systems within advisor . Students may be required to take one or more Training Programs Topics vary from semester to semester and will be which the profession operates . Three credits . English writing courses if their writing skills do not meet PY 571 Research in Psychology chosen by faculty to address issues of current rele- graduate level standards . PY 578 Field Work in Applied Psychology PY 433 Behavioral Statistics* vance that are not addressed in other course offerings . Participants study descriptive and inferential statistics PY 597 Seminar in Psychology One to Three credits . The Applied Psychology program offers three programs PY 98 Comprehensive Examination in Applied with an emphasis on methodological and technologi- of study: industrial/organizational psychology, founda- Psychology (non-credit course) PY 403 Introduction to Play Therapy cal applications in the behavioral sciences . Topics tions of advanced psychology, and human services This course provides candidates with instruction in range from measures of central tendency to paramet- psychology . Requirements for the different programs client-centered play therapy . Course objectives include ric and nonparametric tests of significance . Applied include: Foundations of Advanced Psychology enhancing sensitivity to children’s issues, develop- Psychology students must earn at least a B in the course for the course to count toward their degree . 1 . Industrial/Organizational Psychology - requires the (36 credits) ing an awareness of the world as viewed by children, (Candidates with a prior course in statistics may try to completion of 39 credits of approved courses . increasing the ability to communicate effectively with children using play techniques, understanding test out of PY 433 before the first class . Contact the 2 . Foundations of Advanced Psychology - requires Core (required) children’s behavior, communicating effectively with instructor well in advance of the first class to make completion of 36 credits of approved courses . PY 433 Behavioral Statistics* parents, and developing basic play therapy skills . arrangements . Candidates who successfully test out of Twenty-seven of these credits must be in psychology . PY 435 Psychology of Personality* Candidates also view demonstrations of actual play this course will substitute another approved three-cred- therapy sessions and gain experience applying play it course appropriate to their program .) Three credits . 3 . Human Services Psychology - requires completion PY 436 Psychopathology and Classification I therapy strategies with children . (Prerequisite: This of 39 credits of required courses . Twenty-seven of PY 437 Psychopathology and Classification II PY 435 Psychology of Personality* course is available to candidates enrolled in a certifica- these credits must be in psychology . PY 446 Developmental Psychology I This course takes a comprehensive approach to PY 475 Program Evaluation tion program or those who are already certified .) Three understanding theories of personality formation Comprehensive Examination PY 534 Theories of Learning credits . through an in-depth survey and critique of major and Successful completion of the master’s comprehensive PY 536 Educational and Psychological Testing PY 406 Organizational Development minor theories of personality . The course emphasizes examination is required of all candidates . PY 571 Research in Psychology This course explores and analyzes the various developing a critical understanding of the similarities PY 597 Seminar in Psychology The comprehensive examination in psychology requires methods and techniques for effective organizational and differences among the theories and the contribu- PY 98 Comprehensive Examination in Applied development in contemporary organizations . The tion of each theory to conceptualizations of normal candidates to demonstrate understanding and mastery Psychology (non-credit course) of relevant knowledge in psychology, as well as the course focuses on models, case studies, and candi- and abnormal behavior, with application to the under- Electives (six credits) ability to synthesize this knowledge in the creation of date examination of organizations with which they are standing of current research in personality psychol- sophisticated essays . Electives must be approved by Dr . Dohm . affiliated . Candidates identify and study key success ogy . Cross-cultural issues are addressed . Applied factors such as organizational culture, leadership, and Psychology students must earn at least a B in the Candidates are eligible to take the master’s compre- history . (Prerequisites: PY 420, PY 435, and PY 545) course for the course to count toward their degree . hensive examination after successful completion of 24 Three credits . Three credits . credits, 18 of which must be specifically in psychology . Candidates have a maximum of two opportunities to pass the examination . 76 Psychological and Educational Consultation Psychological and Educational Consultation 77 PY 436 Psychopathology and Classification I PY 449 Introduction to PY 480 Consulting Theory and Practice of an understanding of what makes a test or assess- This course introduces candidates to advanced child Clinical Child Neuropsychology This course is designed to assist candidates in devel- ment measure psychometrically sound is emphasized . and adolescent psychopathology . It provides the nec- This course introduces candidates to brain structure, oping an understanding of and skills in the practice of Three credits . essary foundation for undertaking subsequent courses development, and function as the child grows to adult- consultation in both internal and external roles . The PY 537 Psychoeducational Assessment I: or supervised practical training focused on the actual hood . Discussion topics include cognitive, academic, core psychological principles and techniques apply Behavioral Approaches practice of formulating diagnoses and treating chil- and behavioral sequelae of commonly encountered equally well in business, non-profit, and educational Designed for school psychology candidates, this dren and adolescents who are experiencing mental neuropathologies of childhood and adolescence, with settings . The course focuses upon the psychological course is the first in a four-course sequence in the disorders . The course includes in-depth exposure to case illustrations . Because of the emphasis placed on concepts, models, and principles for effective consulta- psycho-educational evaluation of school-aged children . and discussion of the DSM-IV and current research in educational outcomes of neuropathology, the course tion . A variety of contemporary models are examined . It covers the key concepts and procedures used in psychopathology, and emphasizes understanding and addresses dyslexia, attention deficit disorder, and Candidates are expected to develop insight into their the behavioral assessment of individuals with a dual identifying mental disorder symptoms and syndromes . non-verbal learning disability . (Prerequisites: PY 538, own consultation approaches and their strengths and emphasis on functional behavioral assessment and Three credits . PY 540) Three credits . needs . (Prerequisites: For applied psychology candi- dates - PY 420, PY 545, and PY 435; for counseling progress monitoring within a response-to-intervention PY 437 Psychopathology and Classification II PY 450 Theories of Child Psychotherapy candidates - matriculation in the Clinical Mental Health model . Topics covered include direct observation proce- This course introduces candidates to advanced adult This course introduces the major models of individual Counseling program) Three credits . . dures, indirect assessment procedures, data collection psychopathology . It provides the necessary founda- and group child psychotherapies, emphasizing the the- and progress monitoring, functional analysis, reinforcer tion for undertaking subsequent courses or supervised oretical bases, research support, and differential value PY 485 Performance Coaching assessment, social validity assessment, direct behavior practical training focused on the actual practice of of current treatment modalities . Topics include specific This course focuses upon the models, strategies and ratings, inter-observer reliability, and linking assess- formulating diagnoses and treating people who are child psychotherapies such as play therapy, behavior techniques for coaching and mentoring managers and ment results to behavior intervention and support plans . experiencing mental disorders . The course includes in- therapy, parent training, chemotherapy, and family employees in contemporary organizations . Students Applications at all three tiers of a response-to-inter- depth exposure to and discussion of the DSM-IV and therapy; and the ethics, rights, and confidentiality of are introduced to research on interpersonal and lead- vention model will be discussed . This course is also current research in psychopathology, and emphasizes child evaluation and treatment . Demonstrations incor- ership style issues that have been shown to play key the first course in the three course program: Advanced understanding and identifying mental disorder symp- porate a variety of actual case materials . Three credits . roles in leadership success or failure . Students are also Training in Applied Behavior Analysis . Three credits . toms and syndromes . Three credits . introduced to research related to leadership “derail- PY 455 Group Work: Theory and Practice ment,” or failure patterns observed in managers and PY 538 Psychoeducational Assessment II: PY 438 Treatment Models for School-Age Youth This course focuses on the broad methodology of employees who have been previously assessed as Standardized Approaches In this course, candidates learn to develop treatment group work and theories and tasks in interpersonal being moderate to high-potential leaders . Within this For school psychology candidates, this course is plans for children and adolescents in schools . Various and multicultural contexts . Candidates observe the course, students learn about the most common perfor- designed to advance their knowledge and skills of psychotherapy models bridge the gap between theory nature of their interactions with others and enhance mance coaching challenges and practice conducting standardized assessment instruments commonly used and practice . Case studies serve as the primary learn- their knowledge about the nature of groups and performance coaching sessions . Three credits . by school psychologists in practice . This course will ing vehicle . Given that children and adolescents fre- the current theories and models . (Prerequisite: include (a) review of psychometric constructs relevant quently demonstrate emotional difficulties in the school Matriculation in the applied psychology program . Pre- PY 534 Theories of Learning to the measurement of intelligence and achievement, setting, the course highlights theoretically informed or co-requisites: PY 435 and PY 471) Three credits . This course considers, in detail, the conditions of (b) review of cross-battery assessment, (c) practice therapeutic interventions that are pragmatic for use in human learning found in the principal schools of in the administration and scoring of standardized the school setting, and emphasizes the importance of PY 471 Effective Interviewing psychology on the contemporary scene . Candidates measures of intelligence, achievement and behavior, recognizing individual differences (cognitive, cultural, This course trains individuals whose work requires a investigate other theories for individual reports . Cross- and (d) practice in the interpretation of test scores, (e) etc .) when designing interventions . (Prerequisite: PY high skill level in communication . The course empha- referenced as ED 534 . Three credits . practice in the preparation of written reports summariz- 435 . Pre- or co-requisite: PY 436) Three credits . sizes defining the goals of the interview and the best ing test results, (f) exploration of multicultural issues means for achieving these goals, attending to overt PY 535 Collaborative Consultation related to assessment, and (g) review of the application PY 446 Developmental Psychology I: Theory and and covert language and non-language messages, Designed to give candidates knowledge and consulta- of intelligence testing in school and clinical settings . Application in Professional Practice and dealing with the emotional dimensions of the inter- tion skills, this course presents consultation as a col- (Prerequisite: completion of all M .A . degree require- Candidates study human development from birth view . Candidates learn and experiment with a variety laborative problem-solving process that is empowering ments; co-requisite: PY 540) Lab fee: $45 . Three cred- through adolescence . Designed for graduate candi- of interviews in different contexts . Three credits . and prevention-oriented . The course focuses on mental its . dates pursuing careers as clinical practitioners, this health consultation as described by Gerald Caplan . course helps participants develop the basic skills nec- PY 475 Program Evaluation Candidates learn the major models of consultation, the PY 540 Psychoeducational Assessment III: essary to understand their clients in the context of the This course focuses on concepts and principles in generic stages of consultation, and four levels of con- Clinical Approaches various domains of human development . Candidates performing evaluations of psychological and social sultation service . The course also addresses practice This course provides an introduction to clinical learn to identify deviations in development and craft programs . Evaluations are an amalgam of political and issues, such as consultee resistance, consultee per- approaches to assessment for candidates in the school corresponding intervention plans . The course also scientific perspectives that require numerous skills and spective, and consultant self-awareness . The course psychology program . A variety of assessment tech- emphasizes cultural competence, providing candidates talents . A number of topics and models of evaluation includes a practicum component in which candidates niques will be presented and critically reviewed, includ- with an understanding of individuals and families within are presented . However, no two evaluations are alike . consult with a teacher at a school site once a week ing clinical interview, clinical observation, and projective a cultural context . Three credits . Therefore, solid training in methodology and technical for approximately 10 weeks . (Prerequisites: PY 430, techniques commonly used by school psychologists techniques is imperative for performing evaluations . PY 548) Three credits . to assess students in school settings . Candidates will PY 448 History & Systems in Psychology The objectives of this course are to develop skills in gain practice in the administration and interpretation The purpose of this course is to introduce candidates designing evaluations, to develop survey instruments, PY 536 Educational and Psychological Testing of clinical assessments as well as basic report-writing . to various systems of thought in psychology and to an to develop proposals, and to communicate evalua- This course examines, in depth, the basic concepts (Prerequisite: completion of all M .A . degree require- historical perspective on the development of the field . tion results . In each of these areas, ethical issues are and principles of psychological and educational assess- ments; co-requisite: PY 538) Lab fee: $45 . Three cred- The course uses an approach that covers major histor- addressed . Quantitative methods are emphasized, but ment, including issues related to the assessment of its . ical figures, relevant themes, and schools of psychol- qualitative approaches are presented . (Prerequisites: special and diverse populations . The course provides ogy . The course relies upon Internet-based resources, PY 433, PY 571) . Three credits . the conceptual foundation for subsequent courses that library work, readings, and class discussion to convey train candidates how to do assessments and empha- this body of knowledge . Three credits . sizes the ethical practice of assessment . Development 78 Psychological and Educational Consultation Psychological and Educational Consultation 79 PY 541 Behavior Change Procedures PY 545 Designing and Developing Training PY 578 Field Work in Applied Psychology PY 599 Internship in School Psychology II This course will present behavior change procedures Programs Advanced candidates matriculated in the industrial/ This course provides weekly supervision and sup- for use with individual and group clients . Antecedent, Designed for prospective trainers, training specialists, organizational/personnel track undertake approved, port at the University for candidates during the consequence, and alternative behavior interventions personnel generalists, or line personnel in business supervised fieldwork in an area related to their profes- spring semester of the school psychology internship . will be discussed . Procedures to learn include the use and industry, this course focuses on designing and sional interests and program content . Course require- (Prerequisite: PY 598) Three credits . of: reinforcement and punishment (including differen- developing training programs for administrative profes- ments include a site supervisor and a faculty supervi- PY 98 Comprehensive Examination in Applied tial reinforcement), modeling, shaping, chaining, etc . sionals, management employees, and school person- sor for each candidate, and a fieldwork placement that Specific topics will include discrimination training, con- involves at least 13 full days of on-site experience . Psychology nel . Course assignments provide individualization and The comprehensive examination in applied psychol- tingency contracting, and group contingencies, among (Prerequisites: Completion of 21 credits in psychology allow content to be tailored to participant needs and ogy requires candidates to demonstrate understanding others . Basics of working with verbal behavior also including PY 433, PY 435, PY 420, PY 545, PY 406, working environments . (Prerequisites: PY 420 and and mastery of a broad body of relevant knowledge will be introduced . This course is the second course in PY 571; B or better cumulative GPA; submission and matriculation in the IOPE program) Cross-referenced in psychology, as well as the ability to synthesize this the three-course Applied Behavior Analysis Advanced approval of proposal by course instructor; approval of as MD 545 . Three credits . knowledge in the creation of sophisticated essays . Training Certificate program .(Prerequisite: PY 537) program director) Three credits . Candidates are eligible to take the master’s compre- Three credits . PY 548 Psychotherapeutic Techniques for School-Age Youth PY 595 Independent Study in Psychology hensive examination after successful completion of 24 PY 542 Measurement, Data Analysis, and This course provides school psychology, school coun- Candidates conduct individual projects in consulta- credits, 18 of which must be specifically in psychol- Experimental Design in Applied Behavior Analysis selor, and social work candidates with a first exposure tion with a faculty member from the Department of ogy . B or better cumulative GPA required to sit for the This course will present the concepts, principles, and to psychotherapeutic techniques . Topics include the Psychology and Special Education . (Prerequisite: exam . Previously listed as PY 99-01 . tools of measurement used for assessment and inter- purposes and rationale for such techniques, selection Approval of faculty advisor) Three credits . PY 99 Comprehensive Examination in School vention within applied behavior analysis . Topics cov- of appropriate methodologies, ethical considerations, ered will include defining target behaviors, choosing PY 596 Master’s Thesis in Psychology Psychology and practice skills . (Prerequisites: The comprehensive examination in school psychology measurement strategies and procedures for various Part-time candidates matriculated in school psychology PY 430, PY 435, PY 438, PY 446) Three credits . requires candidates to demonstrate understanding and dimensions of behavior, single-case design, graphi- may engage in a master’s thesis project . The candi- mastery of a broad body of relevant knowledge in psy- cal presentation of data, and applications within a PY 571 Research in Psychology date’s project must demonstrate an advanced, sophis- chology, as well as the ability to synthesize this knowl- response-to-intervention framework . This course is the This course emphasizes developing a critical under- ticated knowledge of psychology and be considered a edge in the creation of sophisticated essays . Before final course in the three course program: Advanced standing of the essential issues involved in designing, contribution to the field . Activities in the development candidates take the comprehensive examination, they Training in Applied Behavior Analysis . (Prerequisites: conducting, and reporting the results of psychological of the thesis include an initial outline of the project, must have completed, or be in the process of complet- PY 537 and PY 541) Three credits . research . It provides the foundation necessary for proposal (including a review of the related literature more advanced courses in research design and data and proposed thesis), and final report . Candidates ing, 24 credits . These credits must include PY 430, PY PY 544 Psychoeducational Assessment IV: analysis or for developing a master’s thesis proposal . submit proposals in the semester preceding regis- 433, PY 435, PY 436, PY 438, and PY 446 . Integrated Assessment (Prerequisite: PY 433) Three credits . tration for this thesis course and may register only For school psychology majors only, this is the fourth during the normal registration period preceding each and final course in the advanced study of applied PY 576 Practicum I: semester . (Prerequisites: PY 433, PY 571, approval of psychoeducational assessment . Designed for gradu- Assessment and Group Process the candidate’s advisor, and agreement of a psychol- ate candidates who are in the final stages of prepar- This course provides support and university supervi- ogy faculty member to serve as thesis advisor) Three ing for on-site professional assessment, this course sion for candidates in their semester long school- credits . focuses on continuing instruction in the administration based practicum . Taken concurrently with PY 544, this and interpretation of various assessment techniques, course primarily provides opportunities to gain practice PY 597 Seminar in Applied Psychology emphasizing cognitive measures, academic assess- and facility in testing and report writing . Additionally, The culminating experience for candidates preparing ment, academic achievement tests, and projective the course provides students with an in-class oppor- for roles in settings where graduate candidates synthe- techniques, as well as psychological report-writing that tunity to experientially learn group process from the size their psychological knowledge and skill, this semi- integrates all assessment data into clear, accurate, perspective of a group member, as well as group nar examines the issues of role definition, professional written psychological reports . The course also stresses facilitator . Candidates also learn how to develop lesson responsibility, ethics, confidentiality, and professional cultural and ethical competence in order to meet the plans and conduct whole class lessons . (Prerequisite: communications . (Prerequisite: Completion of 21 cred- need to synthesize and integrate assessment data Permission of instructor) Three credits its in Applied Psychology) Three credits . into comprehensive, non-biased psychological evalu- PY 577 Practicum II: PY 598 Internship in School Psychology I ations of children and youth . Candidates administer Counseling and Group Process This course provides weekly supervision and support comprehensive psychoeducational batteries within a This course provides support and university supervi- at the University for candidates during the fall semes- school or agency in preparation for their internship in sion for candidates in their eight-week long mental ter of the school psychology internship . This internship school psychology . Formerly “Integrated Assessment .” health practicum . The primary purpose of this course is allows candidates to integrate the skills they have (Prerequisites: PY 538, PY 540) Three credits . to provide opportunities to gain practice and facility in acquired in the program, build confidence using those individual and group counseling, behavior modification, skills, and develop a sense of professional identity . and interviewing in a mental health setting . Candidates The course stresses a tripartite approach to school typically work with challenging cases, which enables psychology, with equal emphasis on assessment, them to act as better liaisons to acute care facilities direct intervention, and consultation . (Prerequisite: when in the schools . Additionally, the course provides All course work and approval of program coordinator) students an in-class opportunity to experientially learn Three credits . group process from the perspective of a group mem- ber, as well as group facilitator . Candidates take this course the summer before internship . (Prerequisite: PY 576) Three credits . 80 Special Education Special Education 81 Requirements for the M.A. and C.A.S. • Program planning and education of children and Initial Educator Certification Sequence of youth with disabilities SPECIAL EDUCATION The M .A . and C .A .S . programs in special education Courses are individually planned according to each candidate's Courses survey, analyze, and evaluate programs The following list of courses is designed to reflect the Special education has, as its primary objective, the needs, interests, and background . The M .A . and the available for children with disabilities . Theory, current plan of study required for Connecticut certifica- education and training of professional educators to C .A .S . each require completion of a minimum of 30 development, diagnostic procedures, curricula, tion as an initial educator in comprehensive special serve children and adolescents who have exceptional credits . and methods are used as the baseline for com- education (48 credits) . To be considered for an initial challenges and require specialized support through parison and for the development of individualized certificate and/or to receive an institutional endorse- Once a sequence of study is identified, the following educational, social, cognitive, rehabilitative, and/or education plans designed to meet each student's ment from the Connecticut Department of Education, a are the requirements for the M .A . and C .A .S: behavioral management approaches to attain their needs . candidate must successfully complete all coursework maximum learning potential . In line with this primary in the planned program, pass all PRAXIS assessments Program for Master of Arts for those holding an • Curriculum and methods of teaching children objective, special education sees its role as contribut- required by the state for the intended certification, and Initial Certificate (30 credits) and youth with disabilities ing leadership in the areas of theory; assessment; pass the program's Comprehensive Examination in understanding differences among children and youth The teaching process, although based upon sound Special Education . The program for those seeking an with disabilities; the development and implementa- • CN 433 Multicultural Issues in Counseling (or an diagnosis and expert knowledge of developmen- initial certificate in special education is designed so tion of curriculum and intervention strategies; and the equivalent course) tal sequences of education, must deal with each that candidates first earn a Master of Arts degree (30 improvement of teacher-teacher, teacher-child, and credits in 400-level courses) . During the final semester • SE Electives (27 credits determined in consultation child's unique ways of functioning . The teacher teacher-parent relationships . of the M .A . degree program, candidates complete an with the candidate’s advisor) cannot proceed without knowledge of the child's style of learning, tolerance for anxiety, attention, abbreviated application to the C .A .S . program . Faculty Graduate candidates may choose one of several • SE 99 Comprehensive Examination (no credit) pace of cognitive processing, capacity for organi- then determine whether candidates are academically sequences of study leading to certification, includ- zation, and capability for developing appropriate and dispositionally eligible to pursue the initial certifi- ing the master of arts degree and the certificate of Program for Certificate of Advanced Study for relationships . Opportunity is provided within the cate and the C .A .S . The first 18 credits of the C .A .S . advanced study degree . These programs provide those holding a Master of Arts in Special Education special education program for future professional program may be taken in such a way to fulfill require- the preparation required by the Connecticut State (30 credits) educators to be exposed to such variables . The ments for initial certification . Candidates who complete Department of Higher Education, the Connecticut future professional educator is expected to learn the requirements for initial certification prior to com- State Department of Education, and the Council to observe children, to understand them, and pleting all requirements for the C .A .S . may request an for Exceptional Children . Candidates may pursue • PY 534 Theories of Learning to modify programs and plans to address the endorsement for certification prior to fulfilling the bal- a program leading to a Connecticut Initial Educator variables, as well as be able to shift gears, shift ance of the C .A .S . degree requirements . Certificate in teaching children and youth with disabili- • SE Electives (27 credits determined in consultation areas, and use several alternative approaches to ties in grades K through 12 (Comprehensive Special with the candidate's advisor) achieve the same end goal . Programs of Study in Special Education Education) or to a cross-endorsement in comprehen- Certification Requirements sive special education when certification in classroom • Practica or Student Teaching in Special teaching has already been earned . The certification program in comprehensive special Education Special Education Program for Master of Arts education at Fairfield University is sequentially orga- (30 credits) In view of the essential responsibility of the program nized across categories, providing participants with a The practica or student teaching experiences are to assure the protection of the healthy development frame of reference for evaluating the learning strengths designed to provide opportunities for the graduate CN 433 Multicultural Issues in Counseling of children and adolescents served by special educa- and weaknesses of each child and, therefore, a basis candidate to engage in professional practice as (or an equivalent course) tors, the faculty reserve the right to discontinue the from which to derive a prescriptive curriculum for the a special education teacher under the supervi- MD 400 Introduction to Educational Technology program of any candidate, at any time during his or student with disabilities . sion of University, school, and educational agency SE 403 Psychoeducational Issues in her program, whose academic performance is mar- personnel . The experience offers the graduate Special Education ginal, whose comprehensive examination results are The planned professional comprehensive program in candidate exposure in various settings to observe, SE 411 Introduction to Individuals with not rated as passing, or whose personal qualities are special education is presented according to the format evaluate, plan, instruct, and interact with pupils Intellectual Disabilities deemed not appropriate to the field . Such a candidate of Connecticut certification law and includes courses in having special learning needs and challeng- SE 413 Theories of and Introduction to may be denied recommendation for certification . In the following areas: ing behaviors . Requirements are detailed in the Learning Disabilities addition, the Disposition Statement presented in this Special Education Program Student Teaching • Psychoeducational theory and development of SE 417 Introduction to Children and catalog is applicable to the special education programs Handbook . Placements are coordinated through children with disabilities Youth with Emotional Disturbances as it is to all programs offered by the Graduate School the director of student teaching placements . An SE 429 Developmental and Remedial Reading of Education and Allied Professions . Developmental growth from infancy to adulthood is application for student teaching must be submitted and Language Arts a baseline against which children with disabilities to the director of student teaching placements in SE 432 Management Techniques in Admission to the Special Education Program are viewed . Various theories pertaining to areas of the semester prior to beginning the first practicum Application deadlines are listed online at Special Education disability are also presented and explored . or beginning student teaching . Candidates work SE 436 Administration of Educational Tests www.fairfield.edu/gseap/gseap_appdeadlines.html with a minimum of two different exceptionality cat- • Diagnosis of children and youth with disabilities SE 441 Parents and Families of Individuals egories and may have experiences at two different with Disabilities A group or individual interview with faculty members Graduate candidates possessing developmental grade levels . SE 99 Comprehensive examination (no credits) is required for admission to the Special Education information and theoretical foundations can view • Course plans and institutional endorsement program . The interview is intended to clarify the appli- each child with a disability against this background cant’s understanding of the program and the profes- and thereby assess developmental strengths and Special education course planning is in concert sion, and to evaluate the applicant's potential success weaknesses, and identify disabling conditions . with the candidate's advisor . as a candidate . After admission, each candidate is required to meet with a faculty advisor to outline a The certification regulations in effect at the time of planned program of study . application for Connecticut certification must be met for the University to issue an institutional endorsement . 82 Special Education Special Education 83 Program for C.A.S. Degree with Initial Electives Course Descriptions SE 429 Developmental and Remedial Reading Certification SE 403 Psychoeducational Issues in Special and Language Arts (18 credits to complete initial certification sequence Education This course delineates a conceptual framework of and an additional 12 credits to complete the C .A .S . SE 429 Developmental and Remedial Reading and SE 403 Psychoeducational Issues in Special reading and language arts as being not only related degree) Language Arts Education to decoding, syntax, and comprehension, but also its SE 432 Management Techniques in Special Designed to introduce special educators, school psy- relationship to the associated constructs of executive SE 534 Skill Development for Individualized Education chologists, and other related pupil service providers to functions, working memory, and attention . Candidates Education Plans SE 436 Administration of Educational Tests a variety of complex issues and problems that affect explore current research regarding reading, language SE 537 Curriculum and Methods for Students SE 441 Parents and Families of Individuals with children and adolescents with exceptional learning development, and associated constructs; examine case with Mild to Moderate Disabilities Disabilities needs . This course emphasizes themes such as public studies; become familiar with specific reading methods SE 550 Collaboration and Consultation for the SE 550 Collaboration and Consultation for the laws, psychological planning and placement of children and affiliated assessment instruments; practice admin- Special Educator Special Educator and youth, inclusive education, multicultural and family istering various instruments; examine and use various SE 561 Diagnostic Procedures in Special Education issues, ethics and professional standards, and stress- reading programs currently available; become acquaint- of Youth with Disabilities The MA degree with cross-endorsement requires the ors affecting professional performance . Three credits . ed with assistive, interactive technological tools; and SE 593 Student Teaching in Special Education following courses in addition to those listed above: CN explore specific websites . Three credits . (6 credits) 433 (or its equivalent), PY 534, SE 599, and SE 99 . SE 411 Introduction to Individuals with Intellectual Disabilities SE 432 Management Techniques in Special [Candidates are eligible to request an endorsement Candidates develop an understanding and working Education for initial certification after successfully completing the knowledge of intellectual and developmental disabilities Designed to offer training in techniques for improving above courses ]. in this course, which emphasizes the definitional, medi- the academic and social behavior of students with cal, psychosocial, and educational issues that affect PY 534 Theories of Learning behavior problems, this course, which is open to those the lives of people who have been diagnosed as hav- SE Electives (9 credits: may be from other depart- who work with people to effect positive behavioral ing intellectual and/or developmental disabilities . This ments – determined in consultation with candidate’s change, includes such topics as behavioral observation course may require a fieldwork component as part of advisor) and analysis, task analysis, intervention strategies, and the evaluation process . Three credits . behavior change measurement and recording . Pre- or co-requisite: SE 417 . Three credits . Cross-Endorsement Certification SE 413 Theories of and Introduction to Learning in Special Education Disabilities SE 436 Administration of Educational Tests Cross endorsement in special education is 30 credits This course introduces candidates to the area of learn- This course includes selection, administration, scoring, and is in alignment with the state of CT guidelines . ing disabilities, exploring various theoretical constructs and interpretation of individually administered cogni- All courses in each of the following content areas pertaining to numerous facets of the disorder (cogni- tive processing and academic achievement diagnostic specified under the current Connecticut state cross- tion, executive function, attention deficits, etc .) by instruments . Pre- or co-requisite: SE 413 . endorsement regulations must be taken . Candidates examining their development and discussing the past Three credits . will also take 2 elective courses in consultation with and current issues about the definition . Candidates their advisor . examine educational and social emotional sequelae SE 441 Parents and Families of Individuals with and implications of processing impairments using Disabilities Psycho-educational theory and development of actual case evaluations . This course may require a This course introduces candidates to the dynamic fam- handicapped children fieldwork component as part of the evaluation process . ily network of persons with disabilities, emphasizing the SE 411 Introduction to Individuals with Three credits . psychosocial stages of family structure and systemic Intellectual Disabilities interaction . Topics include family systems theories and SE 413 Theories of and Introduction to SE 417 Introduction to Children and Youth with their clinical applications; the grief process; family cop- Learning Disabilities Social and Emotional Disturbances ing strategies; and significant professional issues for SE 417 Introduction to Children and Youth This course addresses social and emotional distur- family therapists, counselors, special educators, psy- with Emotional Disturbances bance in children by comparing normal and atypical chologists, nurses, and other human service personnel . patterns of personality growth from infancy through Three credits . adolescence . Three credits . Diagnosis of handicapped children SE 465 Early Childhood Special Education SE 561 Diagnostic Procedures in Special Education SE 419 Special Learners in the Bilingual/ESL This course is designed to develop an understanding of Youth with Disabilities Classroom and working knowledge of special education interven- Designed to familiarize bilingual and ESL teachers tions designed for preschool children with disabilities . Program planning and evaluation of handicapped with the developmental learning needs of children and Major topics will include the history of and legislative children adolescents who are exceptional, this course examines milestones related to young children with disabilities; SE 534 Skill Development for Individual the special learning needs of linguistically and culturally awareness of children at risk for developmental disabili- Education Plans diverse children and adolescents in bilingual or ESL ties; screening, assessment and evaluation processes; Curriculum and methods of teaching handicapped classrooms . Cross-referenced as SL 419 . (Marriage & strategies for effective interventions; educational alter- children Family Therapy students need Dean’s approval .) Three natives for young children with disabilities; and aware- credits . SE 537 Curriculum and Methods for Students ness of the impact of the young children with disabili- with Mild to Moderate Disabilities ties on the family . Three credits .

Two practica in special education SE 591 Practica in Special Education SE 592 Practica in Special Education 84 Special Education Special Education 85 SE 500 Autism Spectrum Disorders: Theories SE 550 Collaboration and Consultation for the to start this course in the semester prior to their antici- and Interventions Special Educator pated student teaching experience . For initial certifica- This course highlights current research on theories This course presents an overview of models that sup- tion candidates only .) Six credits . of etiology in Autism Spectrum Disorders (ASD) . port the role of the consulting teacher as a facilitator Candidates examine characteristics and behaviors and collaborator in the process of service delivery to SE 595 Independent Study in Special Education associated with ASD . Specific diagnostic assessment children, youth, and young adults with special learning The course provides opportunities for advanced can- and screening tools are reviewed to examine how needs . Major topics include the application of consulta- didates to pursue their interests in diverse aspects of these tools are utilized to identify infants and children tion models to systems change, in-service education, special education under the guidance of a faculty mem- with ASD . This course also focuses on providing the and classroom consultation . Three credits . ber . (Prerequisite: Permission of the instructor) Three to candidates with understanding of the role of families . six credits . SE 561 Diagnostic Procedures in Special The course helps create a framework for implement- SE 599 Seminar in Special Education ing effective pedagogical interventions, profiling the Education of Youth with Disabilities This course provides candidates with detailed informa- This advanced synthesizing seminar directs the can- strengths and challenges of various interventions . didate toward an in-depth study of special topics in Three credits . tion/data as it pertains to interpreting and understand- ing varied diagnostic procedures by using various mod- the field, using a research-oriented approach . Three SE 534 Skill Development for Individualized els of interpretation and theoretical foundations . Also, credits . Educational Plans the course provides a foundation for understanding SE 99 Comprehensive Exam in Special This course is designed to develop the skills neces- the strengths and weaknesses of students undergoing Education sary for creating comprehensive diagnostic educational diagnostic evaluations . (Pre- or co-requisite: SE 413) The comprehensive examination is taken after suc- profiles for students with identified learning needs Three credits . cessful completion of at least 21 credits in the program and utilizes comprehensive cognitive processing and in special education and is designed to assess a can- academic achievement evaluations as a foundation . A SE 591-592 Practica in Special Education Each of these three-credit courses consists of an expe- didate’s understanding, skills and knowledge base in non-categorical approach is utilized and topics of explo- the four areas associated with the State of Connecticut ration include: the identification of patterns of strengths riential opportunity for candidates pursuing a cross- endorsement in special education . Each practicum is certification law: a .) Psychoeducational theory and and weaknesses and resultant development of goals development of children with disabilities; b .) Diagnosis and objectives; determination of appropriate method- individually designed to meet the candidate’s needs and fulfill the certification requirement of working with of children and youth with disabilities; c .) Program ologies, programs, and strategies; selection and orga- planning and education of children and youth with dis- nizational sequence of materials; and consideration at least two different disabilities . Practicum require- ments include seminar attendance in conjunction with abilities, and; d .) Curriculum and methods of teaching of various educational environments in which services children and youth with disabilities . may be provided . (Prerequisite SE 413; pre- or co- the on-site experience and supervision . Candidates requisite SE 561) . Three credits . fulfilling the cross-endorsement in comprehensive spe- cial education confirm placements in conjunction with SE 537 Curriculum and Methods for Students the candidate’s University advisor and the Director of with Mild to Moderate Disabilities Student Teaching Placement . (Minimum prerequisites: This course presents curriculum and methods for use permission of the candidate’s University advisor and with students having mild to moderate disabilities in successful completion of SE 411, SE 413, SE 417, SE learning . (Prerequisites: SE 411, SE 413, SE 417) 534, SE 537, and SE 561 . Candidates must notify their Three credits . University advisor of their intent to start these courses in the semester prior to their anticipated practicum SE 540 C.A.S. Practicum placement .) Three credits per course; six credits for Candidates complete a project involving fieldwork and/ both courses . or research in special education . This course cannot be used to fulfill certification requirements . (Prerequisite: SE 593 Student Teaching in Special Education Permission of the instructor) Three credits . This six-credit course consists of a semester-long, SE 545 Assessment in Autism Spectrum fulltime placement in a public school or an approved Disorders setting working with a trained cooperating teacher who This course is designed to investigate the theoreti- supervises the candidate pursuing an initial certificate cal concepts of assessment and program evaluation in special education as he or she works with students in early intervention and to apply this knowledge of identified with at least two different disabilities . Student assessment instruments, curriculum and instruc- teaching requirements include seminar attendance in tional strategies and program evaluation methods to conjunction with the on-site experience and supervi- intervention settings . It also provides candidates with sion . Candidates fulfilling the initial certificate in special knowledge in processes of diagnosis and identification education coordinate their site placements with their of children and youth with ASD and in collecting and academic advisor, University supervisor, and/or the reviewing assessment data . Candidates develop skills director of Student Teaching Placement . (Minimum in utilizing procedures and instruments to screen and prerequisites: permission of the candidate’s University evaluate for ASD eligibility and determine needs based advisor and successful completion of CN 433 or its on the assessment results . Three credits . equivalent, MD 400, SE 403, SE 411, SE 413, SE 417, SE 429, SE 432, SE 436, SE 441, SE 534, SE 537, SE 550, SE 561, and SE 99 . Candidates must notify their academic advisor, University supervisor, and the Director of Student Teaching Placement of their intent 86 Educational Technology Educational Technology 87 Requirements for the M.A. in Educational Electives (9 credits) Course Descriptions EDUCATIONAL TECHNOLOGY Technology 36 credits Complete 9 credits in courses planned and approved by faculty advisor . MD 300 Introduction to Educational Technology The Educational Technology program welcomes poten- Foundations (12 credits): Comprehensive exam: This course covers the principles and applications of tial candidates from all teaching disciplines and those technology literacy in education . Topics include design- contemplating a career change or an enhancement MD 500 Technology and Transformational Culture in Education MD 99-02 Comprehensive Exam in School Library ing effective teaching strategies and environments to their existing professional skills . Our programs are Media (including Praxis 0310) conducive to learning, and the application of media and tailored to the needs of working professionals, and ED 400 Introduction to Educational Technology ED 441/SL 441 Multicultural Contexts of computer technologies in teaching . Lab fee: $45 . Three provide initial and advanced training in integrating Taken in the last two semesters/after 24 credits com- credits . technology in a wide variety of teaching and training Teaching/Learning pleted . Offered Fall and Spring . environments . We offer on campus-based, online and MD 503 Research/Evaluation in K-12 MD 400 Introduction to Educational Technology blended courses each semester . Consultation and Leadership Requirements for the M.A. in Educational This foundation course in our Educational Technology OR Technology with initial endorsement as a School program offers a hands-on overview of effective teach- The Master’s in Educational Technology is designed MD 499 Research in Educational Technology Media Specialist (062) ing methods using digital technologies . Candidates to enhance and transform teaching through technol- (for potential candidates not currently certified as learn to articulate a vision of educational reform in the ogy integration - training candidates as teachers, Core (12 credits) teachers) information age and understand the potential applica- co-teachers and consultants in schools, agencies and 45 credits tions of educational technology in enriching the educa- organizational professional development . MD 433 Critical Viewing of Mass Media MD 460 Principles of Instructional Development tion of every student . The course develops students’ (12 credits) K-12 classroom teachers often add the MA in MD 470 Designing for Online Instruction Foundations understanding of and skills in using digital technologies MD 500 Technology and Transformational Educational Technology to their existing graduate MD 545/PY 545 Designing and Developing to design and implement effective learning environ- Culture in Education education degrees . The MA in Educational Technology Training Programs ments . Lab fee: $45 . Three credits . ED 400 Introduction to Educational Technology with School Library Media Specialization is offered as MD 401 Special Topics In a K-12 cross endorsement for certified teachers, and Electives (12 credits): ED 441/SL 441 Multicultural Contexts of Teaching/Learning Educational Technology as a K-12 initial endorsement for those who are begin- Complete 12 credits in courses planned and approved This course explores contemporary issues in educa- ning their career in education . MD 503 Research/Evaluation in K-12 by faculty advisor . Consultation and Leadership tional technology . Topics vary from semester to semes- ter and will be chosen by faculty to address issues Admission Comprehensive exam: Applications are reviewed when they are complete, Core (15 credits): of current relevance that are not addressed in other between September 1st and May 31st . MD 99-01 Comprehensive Exam in Educational MD 403A The School Library course offerings . One to three credits . Technology MD 403B The School Library MD 403A / MD 403B The School Library After an initial paper review, successful applicants are MD 405 Management of School Library Resources Taken in the last two semesters/after 24 credits com- This two semester course provides an introduction to invited to campus for an interview . The purpose of the MD 406 Introduction to Reference interview is twofold: to offer applicants an opportunity pleted . Offered Fall and Spring . the current policies and practices of effective school MD 409 The Literate Environment: PK-12 library programs . Candidates will examine the profes- to review the program with an advisor, and help the Literature/Reading advisor assess the applicant’s potential for success as sional skills, dispositions and responsibilities related to the roles of the school library media specialist as a graduate candidate . If a formal admission letter is Requirements for the M.A. in Educational Pedagogy (18 credits required) received, each candidate is expected to contact their defined in AASL standards: instructional partner, teach- Technology with preparation for Connecticut state ED 429 Philosophical Foundations of Education er, information specialist, program administrator and assigned faculty advisor to outline a planned program cross-endorsement as a School Library Media ED 442 Educational Psychology of study . technology leader . Six credits . (MD 403A is a prerequi- Specialist (062) SE 405/430 Exceptional Learners in the Mainstream site for MD 403B) . Admission to the School Media Specialist Certification This program is for currently certified teachers . MD 565 Methods in the School Library program requires passing or obtaining a waiver for the 36 credits MD 581 Student Teaching MD 405 Management of School Library Praxis I exam . Resources for Teaching and Learning Foundations (12 credits): Comprehensive exam: This course provides candidates with hands-on experi- Any candidate whose relevant academic productivity MD 99-02 Comprehensive Exam in School ence in managing print and digital resources . Topics is marginal or inadequate, who does not embody a MD 500 Technology and Transformational Library Media (including Praxis 0310) include: approaches to supporting curriculum through socially responsible professional disposition, or who Culture in Education collection development; strategies for purchasing demonstrates unsuitable personal qualities, will not MD 400 Introduction to Educational Technology Taken in the last two semesters/after 24 credits com- and acquisition of databases, books, and multimedia be recommended for matriculation, continuation in ED 441/SL 441 Multicultural Contexts of pleted . Offered in the Fall and Spring . materials; cataloging and creating MARC records to the program, student teaching placement, or state Teaching/Learning provide effective access . Each candidate will create a certification . Candidates are expected to behave in MD 503 Research/Evaluation in K-12 fully functioning circulation/catalog system complete accordance with the State of Connecticut’s Teachers Consultation and Leadership with overdue books, statistics reporting, reserve and Code of Professional Responsibility . In addition, the temporary items and special collection groups . Recent Disposition Statement presented in this catalog is Core (15 credits) trends in web-based access to library resources will be applicable to this program as it is to all programs in the explored . Lab fee: $45 . Three credits . Graduate School of Education and Allied Professions . MD 403A The School Library MD 403B The School Library MD 406 Introduction to Reference MD 405 Management of School Library Candidates will explore print and online resources, and Media Resources develop competency in selecting, acquiring and evalu- MD 406 Introduction to Reference ating resources to meet student needs . Course activi- MD 409 The Literate Environment: PK -12 ties will emphasize communication skills and instruc- Literature/Reading tional strategies needed to provide effective reference services in school libraries . Three credits . 88 Educational Technology Educational Technology 89 MD 409 The Literate Environment: P-12 Literature MD 431 Video Production I MD 452 Integrating Technology in Content Areas: MD 469 Establishing Worldwide Learning and Reading Using a single-camera videotape-recorder system, Language Arts and Social Studies Communities through Technology Candidates will explore factors related to creating this course explores simple and creative production This course addresses the infusion of new technolo- Worldwide developments continue to heighten aware- a literate environment and the roles of school and techniques and the use of television in education and gies in teaching language arts and social studies cur- ness of the importance of linkages among peoples in classroom libraries . This course includes an overview training . Candidates also learn basic analog and digi- ricula . Participants study and assess the educational different nations . When we consider our world from of P-12 literature, an analysis of approaches to read- tal video postproduction and have an opportunity to values of innovative teaching strategies that employ a such a perspective, the need for understanding and ing instruction and an examination of collaboration become familiar with multiple-camera systems using broad range of instructional materials and resources . education becomes glaringly apparent . Technologically between reading professionals - literacy coaches, read- the University’s color television studio . Lab fee: $45 . Museum-based education and community partner- connected learning communities around the globe ing specialists and school library media specialists . Three credits . ships are an integral part of this course . Based upon occur through students forming partnerships to learn Three credits . a sound theoretical framework, instructional models about each others’ customs, languages, and cultures; MD 433 Critical Viewing of Television and and best practices, participants design and create teachers collaborating on teaching strategies and MD 413 Technology Methods for Middle School Children’s Safety on Mass Media and lesson activities and materials integrating technology curriculum development; or administrators and poli- This interdepartmental course introduces students the Internet resources including digital archives, digital storytell- cymakers exchanging views on educational issues . to the philosophy and organization of middle level Children without discriminating parents and teachers ing, Geographic Information Systems (GIS) and other Candidates in this course examine the instructional education in the digital age . Students learn and apply lack models for intelligent use of the television pro- online and publishing tools . Cross-referenced as ED issues and concerns for connecting communities of instructional strategies and planning methods to inte- gramming they view for long hours each day . Critical 452 . Lab fee: $45 . Three credits . learning worldwide along with the related technologi- grate technology appropriate for middle-level learners television viewing skills can, however, be taught . This cal tools and techniques . To complement classroom from diverse academic and social backgrounds . During course enhances candidates understanding of televi- MD 460 Principles of Instructional Development instruction, candidates apply course concepts via the required 25-hour field work experience, students sion and critical viewing skills, and presents methods This course covers the principles and application of select online assignments . Lab fee: $45 . Three cred- are partnered with a classroom teacher to design and and curricula for developing critical viewing skills in chil- systemic design of instruction in multimedia curricula its . implement a technology-enhanced instructional mod- dren and teenagers . The course also examines issues design . Topics include designing, developing, and ule . (Prerequisites: formal acceptance into secondary of children’s safety on the Internet, applying information evaluating instructional materials; selecting media; MD 470 Designing for Online Instruction education or educational technology program, or advi- about critical viewing of motion pictures and television conducting needs assessment and learner analysis; This course examines the nature of teaching online, sor approval) Lab fee: $45 . Three credits . to this issue . Three credits . writing instructional objectives; and assessing learner the development of online teaching courses and activi- performance . Candidates analyze, evaluate, and pro- ties, and the use of integrated media resources in MD 414 Geospatial Technologies in the MD 442 Design and Development of pose potential solutions to selected case studies and online learning in K-12, higher education, and profes- Classroom Multimedia Programs conduct a needs assessment . (Prerequisite: MD 400) sional development settings . Three credits . In this course, we will explore geospatial technologies Participants will explore how multimedia can best Three credits . both outdoors and in the computer lab using GPS and be adapted to create an entire learning experience . MD 472 Information Literacy through Inquiry GIS, and apply “community games” such as geocach- Candidates of all levels of experience will develop a MD 463 Methods for School Library Media Inquiry-based learning is a curricular framework that ing and protocols for conducting “real world” research comfortable working knowledge of developing a train- Students will explore effective implementation of the develops candidates’ information literacy skills by with students . Participants will develop skills and appli- ing module using Flash and web design . Topics will school library media program, integrating current encouraging rigorous investigation, information retriev- cations of geospatial technologies for curricular integra- be directed toward where new media technologies are research and actualizing best practices in the field . al, collaboration, and reflection, paired with transfor- tion . Lab fee: $45 . Three credits . taking the development of open-architected learning Topics will include strategies for teaching and learning mative learning technologies . Participants learn to modules, as well as how they can best be developed in multimedia environments, organizing information locate, evaluate, and use a variety of electronic, print, MD 429 Teaching & Training with toward intuitive “out of the box” thinking and learning . and support for K-12 classrooms and structured focus multimedia, and interpersonal resources, and create Online Environment Lab fee: $45 . Three credits . to help the future school library media specialist devel- a teaching unit using an online learning environment This course will focus on ways in which teachers, train- op the skills and dispositions necessary to manage the developed by internationally recognized leaders in ers, and technology support professionals can use a MD 443 Integrating Instructional Technologies roles and responsibilities of teacher and instructional inquiry-based education . Cross-referenced as ED 472 . variety of online tools to engage learners of all types . in Elementary School Education partner . Three credits . One to Three credits . Students will explore ways to effectively employ webi- This course focuses on the application of a variety nars, podcasts, screen captures, and videos to support of instructional technologies including the Internet, MD 467 Networking for Educational Computing MD 475 Empowering Computers for Best online and blended learning environments, as well as spreadsheets, databases, graphic programs, and This course examines the application of computers Educational Practices how to consider relevant technological issues such multimedia programs to structure effective learning and computer networks in educational settings to Society has positioned computers as an integral part as bandwidth, file types, policies, and mobile device environments for elementary education students . The enhance communication, share ideas, and retrieve and of the educational process . This course considers access . Three credits . course also emphasizes reviewing available teachers’ send information . It addresses the basics of a com- the development of the computer as an agency for resources including lesson plans, collaborative projects, puter network, including computer network planning, learning, the role of computers in today’s educational MD 430 Storytelling in the Classroom and cultural diversity projects . Cross-referenced as trouble-shooting, and issues of security . The class also settings, and the methods used to improve the func- Studies have shown that our brain organizes, retains, ED 443 . Lab fee: $45 . Three credits . will explore the components of a computer and com- tioning of computers in learning . Candidates study and accesses information through story . Therefore, mon trouble-shooting tips . Lab fee: $45 . Three credits . the documented computer technology practices and teaching with story allows students to remember what results useful in identifying strategic elements that can is being taught, access it, and apply it more easily . This assist in creating best computing practices in a variety course is designed for the school media specialist and of educational environments . The course addresses the regular classroom teacher (K-8) to assist them in the issue of the digital divide and identifies viable employing the art of storytelling in teaching . The course strategies for assisting schools that lack the necessary aims at developing candidates’ understanding of folk- hardware, software, and staff development plans . Lab lore, fairytale, myth, and legend; discovering stories fee: $45 . Three credits . 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 . 90 Educational Technology Educational Technology 91 MD 490 Achieving an Interdisciplinary Approach MD 545 Designing and Developing Training MD 581 Directed Observation and Supervised to Teaching through Technology Programs Student Teaching for School Library Achieving an interdisciplinary approach to teaching is Designed for prospective training specialists, personnel Media Specialists a challenge facing many of today’s educators . It is a generalists, school media specialists or line person- Under the supervision of the school library media spe- set of complex tasks that involves integrating content nel in business and industry, this course focuses on cialist, candidates gain experience in the full spectrum across disciplines, good instructional design, effective designing and developing training programs for admin- of library media, including design, implementation, planning, and creative pedagogical strategies while at istrative professionals, management employees, and delivery, and evaluation of media services . They par- the same time realizing educational equity among a school personnel . Course assignments provide individ- ticipate in teaching and assisting teachers and stu- diverse student population . Fortunately, technologies ualization and tailoring of course content to candidate dents with technology applications and uses . Faculty of instruction can help with the realization of these needs and working environments . Cross-referenced as members and the cooperating media librarian assist, tasks . In preparation for the interdisciplinary challenge, PY 545 . Three credits . observe, and evaluate each student teacher . Six cred- teachers need exceptional instruction in the stages of its . MD 546 Integrating the Arts and Technology interdisciplinary curriculum development with technol- in K-12 Teaching and Learning MD 590 Internship in School Media ogy . This course addresses the selection, use, modi- The value of the visual and performing arts in sup- This internship provides full-time candidates with first- fications, design, integration, and implementation of porting essential critical thinking is well documented hand experience in school media management . Credit interdisciplinary curricula using technology in a cultur- in recent research . Arts education is closely linked to by arrangement . ally diverse environment . It aims at helping candidates every goal of school reform, academic achievement, in the course to develop their understanding of the social and emotional development, civic engagement, MD 591 Internship in Television Production potential use of technologies of instruction in achieving and equitable opportunity . Candidates will examine Credit by arrangement . an interdisciplinary cross-cultural approach to educa- integration of the arts in content areas, and the robust tion . Lab fee: $45 . Three credits . MD 592 Internship in Multimedia Production opportunities in both formal and informal learning envi- Credit by arrangement . MD 499 Research in Educational Technology I ronments offered by technology applications and digital Open to all M .A . students . (Prerequisite: 24 credit resources . (Cross referenced as ED 546) Three credits MD 595 Independent Study in Educational hours in educational technology) Three credits . Technology MD 579 Directed Observation for Library Media Candidates complete individual study in educational MD 500 Technology and Transformational Specialists DSAP (Durational Shortage technology with a faculty member after submitting a Culture in Education Area) Candidates (Part One) proposal for independent study prior to registration . Candidates will explore contemporary philosophies This is part one of a two-semester course designed Three to six credits . in learning and information technologies . Recent for those library media specialist candidates work- research that supports effective approaches to tech- ing in the public schools under a DSAP . Participants MD 99-01 Comprehensive Exam in Educational nology integration, and the implications for evidence engage in working as a library media specialist five Technology based practice in instructional settings in schools, days each week . Candidates receive assistance from Nearing degree completion candidates take a written agencies and professional development environments their University supervisor who observe and evaluate comprehensive examination which aims at assessing will be emphasized . Optional opportunities for field each candidate . The instructor collaborates with the their mastery of the content knowledge in Educational work based on individual professional goals . Three candidate to keep a line of communication open with Technology . Candidates are eligible to take the compre- credits those assigned to assess the candidate at the district hensive exam after successful completion of 24 credits . level . Candidates must obtain permission to take this Registration takes place within the first three weeks of MD 503 Research and Evaluation in K-12 course from the Educational Technology Director at the the fall and spring semesters . Consultation and Leadership beginning of the previous semester . Only candidates Candidates will examine methods of empirical MD 99-02 Comprehensive Exam in School Library who have completed all coursework except for student Media research and measurement, the role of descriptive and teaching will be approved for this course . Three credits . inferential statistics in data assessment and will per- Prior to student teaching and nearing certification/ form critical analyses of effective quantitative, qualita- MD 580 Directed Observation for Library Media degree completion candidates take a written compre- tive, and mixed methods research approaches . Topics Specialists DSAP (Durational Shortage hensive examination which aims at assessing their will include: evaluation of current research studies and Area) Candidates (Part Two) mastery of the content knowledge in school library implications for professional practice; data assess- This is part two of a two-semester course designed media, including the Praxis II Exam for school library ment; the roles of the K-12 specialist, co-teacher and/ for those library media specialist candidates work- media specialists . Candidates are eligible to take the or consultant in providing support for general educa- ing in the public schools under a DSAP . Participants comprehensive exam after successful completion of 24 tion teachers and a diversified student population, and engage in working as a library media specialist five credits . Registration takes place within the first three the skills needed for effective data-based decision days each week . Candidates receive assistance from weeks of the fall and spring semesters . making in school leadership . Three credits . their University supervisor who observe and evaluate each candidate . The instructor collaborates with the MD 531 Video Production II candidate to keep a line of communication open with Students examine the picture element in television, those assigned to assess the candidate at the district pictorial composition, visual continuity, lighting, audio, level . Candidates must obtain permission to take this video editing, script-writing basics, and production of a course from the Educational Technology Director at the training/instructional television program . (Prerequisite: beginning of the previous semester . Only candidates MD 431) Lab fee: $45 . Three credits . who have completed all coursework except for student teaching will be approved for this course . Three credits . 92 Graduate School Administration and Faculty Graduate School Administration and Faculty 93 Paula Gill Lopez Rona Preli GRADUATE SCHOOL FACULTY Associate Professor of School Psychology Associate Professor of Marriage and Family Therapy B .A ., California State University, Fullerton B .S ., University of Connecticut OF EDUCATION AND M .A ., Ph .D ., University of California, Berkley M .S ., University of Pennsylvania Ph .D ., Virginia Polytechnic Institute and State ALLIED PROFESSIONS Marsha Alibrandi ADMINISTRATION Associate Professor of Curriculum and Instruction Jennifer Goldberg University B . .A ,. Boston University Associate Professor of Curriculum and Instruction M . Ed ., Ed .D ., University of Massachusetts B .A ., Purdue University Tracey Robert M .S ., Spertus Institute of Jewish Studies Associate Professor of Counselor Education Susan D. Franzosa, Ph.D. Ph .D ., University of California, Los Angeles B .A ., Dunbarton College of the Holy Cross Dean and Professor Evelyn Bilias Lolis Assistant Professor of Psychology and Special M .A ., Fairfield University Education Diana Hulse Ph .D ., Mississippi State University B .A ., Fordham University Professor of Counselor Education Faith-Anne Dohm, Ph.D. B .Mus ,. Oberlin Conservatory of Music Christine Siegel Senior Associate Dean & Professor M .A ., Fairfield University Ph .D ., University of Connecticut M .S ., Ed .D ., Indiana University Associate Dean Associate Professor of School Psychology B .S ., M .A ., Marist College Gayle Bogel Virginia Kelly Christine Siegel, Ph.D. Associate Professor of Counselor Education C .A .S ., Ph .D ., SUNY, Albany Associate Dean & Associate Professor Assistant Professor of Educational Technology B .A ., California State University, Chico B .S ., State University of New York, Geneseo M .A .T ., Sacred Heart University M .Ed ., Pennsylvania State University Bogusia Skudrzyk M .L .S ., Southern Connecticut State University Ph .D ., University of North Carolina, Greensboro Associate Professor of Counselor Education Ph .D ., University of North Texas B .S ., M .S .Ed ., Ph .D ., Southern Illinois University Hyun Uk Kim Assistant Professor of Special Education Patricia Calderwood Emily Smith DEPARTMENT CHAIRS Professor of Curriculum and Instruction B .A ., M .A ., Southern Illinois University at Carbondale Associate Professor of Curriculum and Instruction B .S ., Fordham University Ph .D ., University of California, Los Angeles B .A ., Swarthmore College M .S .Ed ., Lehman College, City University of New York Ph .D ., Michigan State University Wendy Kohli Diana Hulse, Ed.D. Ph .D ., University of Pennsylvania Professor of Curriculum and Instruction Counselor Education Stephanie Burrell Storms B .S ., M .S ., State University of New York, Cortland Assistant Professor of Curriculum and Instruction Anne Campbell Ph .D ., Syracuse University Ed .D ., University of Massachusetts Emily R. Smith, Ph.D. Associate Professor of TESOL & Bilingual/Multicultural Educational Studies and Teacher Education Preparation B .A ., University of New Hampshire Maryann LaBella Barbara Welles-Nyström M .Ed ., University of Hartford Instructor of the Practice of Marriage and Family Associate Professor of Curriculum and Instruction Therapy Ed .M ., Ed .D ., Harvard University Rona Preli, Ph.D. Ph .D ., University of Florida B .S ., University of Bridgeport Marriage and Family Therapy M .A ., Fairfield University Bryan Crandall David Aloyzy Zera Associate Professor of Special Education Paula Gill Lopez, Ph.D. Assistant Professor of the Practice, B .S ., Southern Connecticut State University Psychological & Educational Consultation Connecticut Writing Project Jennifer Leffers Ph .D ., Syracuse University Visiting Instructor in Educational Studies M .A ., C .A .S ., Fairfield University and Teacher Preparation Ph .D ., University of Connecticut M .A ., Teacher’s College, Columbia University Faith-Anne Dohm Senior Associate Dean B .S ., University of South Dakota Faculty Emeriti Professor of Psychology B .S ., Christopher Newport College Paul Maloney Marguerite R. Carroll M .A ., Ph .D ., University of Maryland, Baltimore Assistant Professor of the Practice, Applied Psychology Professor of Education, Emerita Ed .D ., University of Virginia Deborah Edelman Rosalie M. Colman Associate Professor Diana Mille Associate Professor of Education, Emeritus B .A ., University of Hartford Visiting Instructor of Marriage and Family Therapy M .Ed ., Western Maryland College Ph .D ., City University of New York Anthony Costa Ph .D ., University of Maryland M .A ., Fairfield University Assistant Professor of Education, Emeritus M .A ., Hunter College, City University of New York B .A ., Rutgers College Susan Douglas Franzosa Robert Dubroff Dean Assistant Professor of Education, Emeritus Professor of Curriculum and Instruction Nicole O’Brien B .A ., University of Connecticut Instructor, Marriage & Family Therapy Daniel Geller M .Ed ., Ph .D ., State University of New York, Buffalo M .A ., Fairfield University Professor of Psychology and Special Education, Emeritus 94 Advisory Boards Advisory Boards 95 Ingeborg Haug Judy Primavera Judy Nessel Associate Professor of Marriage and Family Therapy, ADVISORY BOARDS Professor and Bridgeport Community Outreach Clinical Supervisor Emerita Psychology Department Fairfield Public Schools Fairfield University Ibrahim M. Hefzallah JoAnn O’Connell Professor of Educational Technology, Emeritus Advisory Board For The Graduate School Allison Rivera Retired School Counseling Professional of Education & Allied Professions President Julianna Poole, S.S.N.D. St . Martin de Porres Academy Lucy Roberts Assistant Professor of TESOL, Foreign Language, and Counselor in private practice Bilingual/Multicultural Education, Emerita Theresa Tillinger, Chair MA ‘02 Hector Sanchez Helen Nayden Burland ‘80 Principal Bob Schmidt Jerome J. Schiller Susan Carroll Cesar Batalla School Retired School Counseling Professional Professor of Psychology and Special Education, Emeritus Judith Conk Kathryn Price Koslow BA ‘05 Harry Seltzer Susan Unger John J. Schurdak Sharon Lauer Social Worker Director of Guidance Associate Professor of Education, Emeritus Louise Levin, MA ‘00 High Horizons and Multicultural Magnet School Joseph Foran High School, Milford, CT Denise Lewis, J .D . Martin A. Stader Matthew Longcore, MA ‘98 Kathy Sochacki Advisory Board in Industrial- Associate Professor of Education, Emeritus Katie Jacobs Robinson ‘89 District Facilitator Eileen Ward ‘80, MA ‘88 Bridgeport Public Schools Organizational Psychology Alexander Tolor Laura Wrinn, MA ‘09 Theresa Clifford-Addison, M .A . Professor of Psychology and Education, Emeritus Michael Xirinachs, MA ‘83 Joan Weiss Director of Volunteer Resources Professor and Secondary Education Liaison American Red Cross Faculty members College of Arts and Sciences, Math Department Fairfield University Paul Connolly, Ph .D . Susan D . Franzosa, Ph .D ., Dean President Christine Siegel, Ph .D . Ana C . Zobler Performance Programs , Inc . Tracy Robert, Ph .D . World Language Teacher Wendy Kohli, Ph .D . Wilton High School Suzanne Jean, M .A . Associate HR Consultant Advisory Board in Educational Studies Advisory Board in Counselor Education Bank of Montreal (BMO) Capital Markets and Teacher Preparation Pam Anderson Stephen J . Koch, M .A . Kathleen D’Amico Retired School Counseling Professional Chief Operating Officer Elementary Teacher Global Vision Hotels Lordship Elementary School Tomy Aprame Clinical Supervisor Susan O’Connor, M .A . Steve Autieri FSW, Inc . Bridgeport, CT Career Architect & Coach Science Teacher & Alumnus College 2 Corporate, LLC East Haven High School Nancy DeKraker Counselor Allison (Sullivan) Voss, M .A . Linda Chehy Sacred Heart University Wellness Center Brand Experience Expert Lead ESOL Teacher Gap/Gap Body Store Stratford High School Juanita Hall Director of Guidance Steve Winkel, PRC, M .A . Edward Feldheim Ridgefield High School, Ridgefield Director, Global Organizational Leadership Social Studies Teacher & Alumnus Development & Training Central High School, Bridgeport Bill Kovachi Survey Sampling International Retired School Counseling Professional Michelle Frank-Rankin Advisory Board in Marriage and Family Elementary Teacher and Alumna Richard Madwid Bryant Elementary School, Bridgeport Counselor in private practice, Adjunct faculty Therapy Director for Behavorial Health at Catholic Charities, Michael Becker, J .D ., M .A . Kelly O’Leary Bridgeport, CT President/Owner Principal Michael Becker Divorce Mediation St . Martin de Porres Academy Tara Blackwell Malone Assistant Director of Career Services Trevor Crow, M .A ., LMFT Elizabeth Olbrych SUNY Purchase, N .Y . Therapist/Radio Show Host English Teacher and Alumna Keeping Connected with Trevor Crow Staples High School, Westport 96 Advisory Boards Fairfield University Administration 97 Laura Fishman, M .A ., MFT Advisory Board in TESOL and Bilingual Rama Sudhakar, M .A . Marriage and Family Therapist Education FAIRFIELD UNIVERSITY Vice President for Marketing and Communications Mid Fairfield Child Guidance ADMINISTRATION 2012-13 Helene Becker Karen A . Pellegrino, M .A . Henrietta Harrison, M .A ., L .M .F .T . Instructional Specialist-Bilingual/ESOL Dean of Enrollment Marriage and Family Therapist/Coach/Business Norwalk Public Schools Consultant Jeffrey P . von Arx, S .J ,. Ph .D . Henrietta Harrison: Focus for Change President Yvette De Feo Administrators Emeriti Director of Bilingual Services & World Languages Kevin Knight, M .S . Mark C . Reed ‘96, Ed .D ., MBA Bridgeport Public Schools Founder/Owner/Marketing Consultant Vice President for Administration and Chief of Staff Aloysius P . Kelley, S .J ,. Ph .D . The K Group, LTD . 1979-2004 Marie Salazar Glowski Charles H . Allen, S .J ,. M .A . President Emeritus English Language Learner/Bilingual Consultant Kathryn Koslow, M .A . Candidate Special Assistant to the President and Alumni Chaplain Connecticut State Department of Education Intern Therapist Jeanne M . Novotny, Ph .D . Jewish Family Service Paul J . Fitzgerald, S .J ., D . ès L ., S .T .D . 2002-2011 Augosto Gomes Senior Vice President for Academic Affairs Dean, School of Nursing, Emerita District Coordinator, ESL/Bilingual Education Program Louise Levin, M .A . LMFT Danbury Public Schools Founder/Owner/Therapist Mary Frances A .H . Malone, Ph .D . Phyllis E . Porter, MSN ADD Student Leadership Associate Vice President for Academic Affairs 1970-1989 Kristi Lawson Associate Professor of Nursing, Emerita Director of ELL and World Language Programs Lisa Schwartz, M .A ., MFT Elizabeth H . Boquet, Ph .D . Dean, School of Nursing, Emerita Stamford Public Schools Principal/Owner Associate Vice President for Academic Affairs Lisa Schwartz, LLC António Simões, Ed .D . Fernando Tiago Robbin D . Crabtree, Ph .D . 1991-2006 Supervisor of Bilingual and Compensatory Programs Jeffrey Schutz, M .A . ORD Dean, College of Arts and Sciences Dean, Graduate School of Education and Allied Meriden Public Schools Principal/Owner Professions, Emeritus Family Therapeutic Counseling Matters, LLC Donald E . Gibson, Ph .D . Dean, Charles F . Dolan School of Business

Advisory Board in School Psychology Jack W . Beal, Ph .D . Dean, School of Engineering Melissa Cohen School Psychologist Lynn Babington, Ph .D . West Haven Public Schools Dean, School of Nursing John Desrochers Susan D . Franzosa, Ph .D . School Psychologist Dean, Graduate School of Education and Allied Westport Public Schools Professions Carla D’Orio David W . Frassinelli, M .S . ‘92 Coordinator of Psychological Services Associate Vice President of Facilities Management Bridgeport Public Schools Eugene P . Doris, M .A .T . Brian Farrell Director of Athletics Director of Special Education Services Redding Public Schools Thomas C . Pellegrino ‘90, Ph .D ., J .D . Vice President for Student Affairs Barbara Fischetti School Psychologist George E . Collins, S .J ., Former Director of Psychological Services, K-8 Director of Campus Ministry Westport Public Schools Karen Donoghue, M .A . Kathryn Min Dean of Students Doctoral Candidate University of Hartford Julie L . Dolan, MBA Vice President for Finance and Treasurer Mike Regan Director of Special Education Stephanie B . Frost, M .A . Newtown Public Schools Vice President for University Advancement Amy Underhill School Psychologist Windsor Locks Public Schools 98 Fairfield University Board of Trustees 99

FAIRFIELD UNIVERSITY BOARD OF TRUSTEES

William L . Atwell, P’08 John F . Baldovin, S .J . Terrence A . Baum, S .J . Thomas G . Benz, S .J . Stephen E . Bepler Joseph R . Bronson ‘70 Frank J . Carroll III ‘89 David H . Chafey Jr . ‘76 Kevin M . Conlisk ‘66, P’91 Timothy J . Conway ‘76 Wiliam C . Crager ‘86 Sheila K . Davidson, ‘83 William P . Egan ‘67, P’99 Thomas A . Franko ‘69 Peter J . Gillen ‘68 Patricia E . 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 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 The Most Reverend George V . Murry, S .J . Biff J . O’Reilly ‘80, P’11 Stephen A . Privett, S .J . Christopher C . Quick ‘79 Rosellen W . Schnurr ‘74 Jeffrey P . von Arx, S .J ., President

Trustees Emeriti

Dr . E . Gerald Corrigan ‘63 Charles F . Dolan, P’85, P’86 Aloysius P . Kelley, S .J . Roger M . Lynch ‘63, P’95