2017-2018 Graduate Catalog [ARCHIVED CATALOG]
Course Descriptions
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Accounting |
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ACC 555 - Advanced Federal Income Taxation
Students will study and learn how to apply tax statutes to varying fact patterns with the goal of obtaining the most favorable outcome for the taxpayer. Tax research, communication of research results and professional responsibilities of tax practitioners will be integrated throughout the course. Topics include property transactions, corporate organization, capital structure and distributions, partnerships, S corporations, exempt entities, trusts and estates. A case study approach and electronic applications to research, tax planning and compliance will provide the framework for learning.
Prerequisite: ACC 215
3 credits
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ACC 665 - Financial Accounting Theory and Research
This course provides students with an opportunity to research, analyze and discuss advanced financial reporting and disclosure issues. Engagement performance and ethical considerations at both the firm and individual levels will be addressed. Select specialized industry accounting practices and regulatory issues will also be examined.
Prerequisites: ACC 342
3 credits
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ACC 675 - Advanced Auditing
This course provides the student with an opportunity to examine auditing standards and their relationship to recent developments in auditing practice. Financial frauds, their impact on financial reporting and the auditors’ response will be evaluated. Internal and operational auditing, external and compliance auditing and professional ethics will be emphasized. Audit research case studies will provide the framework for learning.
Prerequisites: ACC 320, ACC 342 and ACC 417
3 credits
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Child Study |
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CS 505 - Team Building and Collaborative Decision Making: Parents and Professionals
The purpose of this course is to provide the communication skills required for those engaged in reciprocal relationships with families. Family centered practices, the provision of resources and supports to parents and families, and the inclusion of jointly developed family identified outcomes will be addressed in ways that are responsive to cultural, linguistic and other family characteristics. The components of team building will be practiced in classroom simulations. Students will explore their own strengths and challenges by engaging in self-assessment procedures, reflection and critiques. All of the knowledge base will be addressed in the context of legislation related to providing Infant/Toddler Early Childhood Educational Services.
3 credits. Fall.
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CS 510 - Language Development: Diversity and Disorders
A study of theories of language development and an examination of the effects of language disorders as they relate to mild, moderate and severe disabilities. Discussions and lectures will focus on appropriate on-going assessment procedures as they relate to theories of cognition, perception, information processing and memory. Consideration of cultures and language development and the introduction of a second language will be addressed. Field experiences will relate to language development, assessment, and procedures for reporting data.
3 credits. Fall.
This course requires ten hours of fieldwork.
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CS 525 - Health and Medical Problems: Young Children with Mild, Moderate and Severe Disabilities
This course will focus on the recommended practices for the delivery of service by early intervention and early childhood special educators. It provides an overview of child development principles with the consideration of factors that influence learning, behavior and independence. Attention will be given to rights to privacy, confidentiality and respect for differences in physical, health and behavioral challenges which include the range of moderate to severe with multiple disabilities. Students will access, read and engage in discussion, field experiences and research related to health and medical issues that require Special Education. Experiences are designed to teach students to be reflective and respectful of cultures and learn how culture, language and socioeconomic status influence early childhood development and practices.
3 credits. Spring.
This course requires ten hours of fieldwork.
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CS 540 - Advanced Research Methods
This course has two basic goals: to expose students to the principles of basic educational research methodology and to have students plan and design a research proposal. Emphasis is placed on the role of research for the work of the early interventionist and the early childhood special education teacher. It is expected that students striving to be professional in the field of early childhood will acquire the knowledge and skills necessary to distinguish between legitimate claims and conclusions of research findings and ill-founded ones.
3 credits. Fall.
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CS 541 - Advanced Research Methods in Autism
This course has two basic goals: To expose students to the principles of basic educational research methodology and to have students plan and design a research proposal. Emphasis is placed on the role of research for work of the teacher of students with autism. It is expected that students striving to be professionals in the special education field will acquire the knowledge and skills necessary to distinguish between legitimate claims and conclusions of research findings and ill-founded ones.
3 credits.
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CS 550 - Supervised Practicum and Seminar
The seminar and practicum placement provides an opportunity for the student to apply theories of child development, both typical and atypical, apply current research with emphasis on cognitive, motor, social-emotional, communication, adaptive, and aesthetic development in learning situations, family and communal contexts. Students will plan and implement developmentally and individually appropriate curricula and instructional practices based on knowledge of individual children, the family and curricula goals and content. They will make specific adaptations for children who have learning/developmental needs or disabilities. Students will demonstrate appropriate uses of technology including adaptive and assistive technology as well as the selection of appropriate materials and equipment. During the seminar, students will reflect and engage in discussion on professional practices, analyze and evaluate field experiences, as they work with families and other professionals.
3 credits. Spring and Summer.
This course requires one full semester of student teaching with students birth - age 4.
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CS 560 - Advanced Service Seminar
This course is provided for students who have three or more years of teaching experience in the areas of infant/toddler early childhood special education. During the semester experience, students will explore in depth current theoretical and methodological issues and problems: social, political and cultural, as they relate to families and children receiving services in Infant/Toddler Early Childhood programs. As a way of contributing new information and expertise to the program where they are currently employed, students will conduct a needs assessment and design a staff development program for any level of staff or parents. The curricula for this staff development program would be developed from recently acquired knowledge gained in the graduate program. Skills would include: designing and conducting the needs assessment, implementing the principles of teaching and learning, the selection of appropriate instructional materials, utilization of effective communication skills and the principles of protocol and ethics. The instructional event would be designed for adult learners.
3 credits. Spring.
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CS 570 - Social Studies Early Childhood: Methods and Materials 0-Grade 2
This multi-focused course will emphasize the knowledge base of what young children should learn in the area of Social Studies. Current theories of social studies content that emphasize self-esteem, emotional intelligence, problem solving, and inquiry as they relate to the New York Standards are incorporated. Students will become familiar with relevant content areas such as curriculum integration, and children as researchers. Emphasis will also be on the role of differing culture, nurturing practices, communication style, attitudes of cultures toward disabilities, and how these factors affect the role of the early interventionist. Special Education Law as it pertains to the dominant role of parents, CPSE meetings and transitions, and the role of the interventionist and teacher will be explored.
4 credits. Summer.
This course requires five hours of fieldwork.
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CS 575 - English Language Arts: The Reading/Writing Connection for Early Childhood Students with Disabilities
This course will focus on the creation of developmentally appropriate activities that are theory based for Infants/Toddlers and early childhood children with diverse learning needs. The course connects with early childhood curriculum as well as the New York State Learning Standards. The course will offer fieldwork opportunities for students where they can implement meaningful hands-on experience and apply theory to practice. The course will include a survey of Literacy approaches used with students with special needs. A review of various levels of age appropriate storybooks and how to use these books with Infants/Toddlers will provide a framework for developmentally appropriate literacy practices.
4 credits. Fall.
This course requires five hours of fieldwork.
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CS 580 - Science, Mathematics and Technology: Curriculum, Methods and Materials for Early Childhood Students with Disabilities
This course is designed to give teachers a basis for presenting the early childhood sciences, mathematics, and technology concepts to young children with special learning needs and their parents. Concepts derived through activities involving water play, magnets, planting, cooking, food and nutrition will be included. Language-building activities and creative arts activities will be integrated as well. Bibliographies and web resources can be among the resources researched and shared by the students. Students will note the connection between the NYS Learning Standards and the curriculum as they plan and implement projects in the fieldwork environment. Concepts related to assistive technology and the adaptation of materials to meet special needs will be presented.
4 credits. Spring and Summer.
This course requires five hours of fieldwork.
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CS 605 - Assessment Infant/Toddler Early Childhood: Children with Special Needs
In this course, students will learn to conceptualize assessment as a flexible, collaborative, decision-making, on-going process where parents and professionals are engaged to make and revise judgments and reach consensus about the medical, educational and mental health service needs of young children. Students will become familiar with various assessment instruments, test administration and the writing of clear reports. Students are encouraged to be mindful that when instruments and procedures accommodate a child’s sensory response, affective and cultural characteristics, they are equitable. Emphasis will focus on linking assessment to individual program planning, instruction, services and progress. In the fieldwork placement, students will learn to rely on authentic measures of problem solving that link directly to New York State Standards and program content goals in natural settings.
3 credits. Spring.
This course requires ten hours of fieldwork.
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CS 625 - Neurological Development
The purpose of this course is to enhance the awareness of the student to sensory motor development and neuro-behavioral organization during infancy/toddler and early childhood. Implications for learning, memory, neurological disorders, assessment and program planning will be considered. Opportunities to practice competencies in field experiences would include: the concept of role release in the transdisciplinary model, modeling, demonstrations, coaching and feedback. The use of instructional technology and the provision of assistive technology as vehicles for more effectively serving children and families will be considered. Students will learn to consider chronological age appropriateness and developmentally appropriate practices for infant/toddlers and young children when selecting types of assistive technology in assessment and intervention.
3 credits. Spring.
This course requires ten hours of fieldwork.
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CS 631 - Issues of Cultural and Ethnic Diversity in Autism Spectrum Disorder
This 3-credit course will explore the differences between cultural and ethnic perceptions of Autism Spectrum Disorder, including deeper notions of the role of disability in society and government. Because ASD is a global issue, understanding how different cultures and ethnicities both conceptualize and address the challenges that accompany ASD contributes to being an overall effective and sensitive professional.
1 semester 3 credits. Course will meet for 4 hours and 40 minutes per week for 8 weeks.
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CS 635 - Autism: Concepts and Principles of Behavior
Applied behavior analysis is the science utilized to change socially significant behavior while experimentally manipulating the environment to determine the function (Cooper, Heron, & Heward, 2007). This course will teach students the basic concepts and principles of the science by utilizing examples from teaching learners with Autism Spectrum Disorders. Students must come prepared with completed weekly assignments to discuss readings and practice concepts in class. Quizzes will be given almost weekly.
1 semester 3 credits. Course will meet for 4 hours and 40 minutes per week for 8 weeks.
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CS 640 - Assessment of Autism Spectrum Disorder
This course provides students with a foundation of knowledge of the ways to assess and measure Autism Spectrum Disorders (ASD). This course will examine diagnostic measures as well as methods of progress monitoring for individuals with ASD. Students will study and become familiarized with assessment tools and techniques.
1 semester 3 credits. Course will meet for 4 hours and 40 minutes per week for 8 weeks.
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CS 704 - Maintenance of Student Records
This course provides a basic overview of the Family Education Rights and Privacy Act as well as how the act applies to various school officials in the maintenance of student records. Professional literature, resources and websites will be examined to inform professionals and current procedures and terminology. This course will explore guidelines consistent with policies, procedures, and practices compliant with the federal Family Educational Rights and Privacy Act (FERPA).
1 semester 2 credits.
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CS 705 - Play and Learning in Early Childhood for Children with Special Needs
This course will introduce students to the ways in which young children develop meaning, by providing a bridge between child development and curriculum studies. Students will learn to build play into curriculum strands as a condition for learning; they will learn the significance of creating inclusive settings that enable all children to participate actively and as independently as possible. Instructional strategies that include large muscle play and opportunities to connect the integrated nature of the children’s development with learning will be modeled on site. Students will be given a strong knowledge base that includes a variety of instructional strategies that integrate with the child’s developmental needs. In the fieldwork experience, students will demonstrate the understanding of skills and a strong knowledge base appropriate to the age group 0-grade 2 in a natural environment. They will engage in, integrate coordinate activities, games and stories that balance cultural and linguistic patterns.
3 credits. Summer.
This course requires seven hours of fieldwork.
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CS 706 - Autism Spectrum Disorders: A Behavioral Persoective
This course provides an overview of autism spectrum disorders including current definitions and core characteristics that impact students’ ability to navigate the world in which they live. Professional literature and resources will be explored to inform professionals and families of current research and ideologies. The unique difficulties and transitions specific to these students throughout their lifespan will also be addressed.
3 credits.
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CS 707 - Basic Principles of Applied Behavior Analysis
This course provides students with a comprehensive description of applied behavior analysis, as well as knowledge of the principles and procedures for systematically changing socially relevant behavior of children with developmental disabilities. Students will be exposed to the technical terminology, and the empirical and conceptual literature common to the field. Students will conduct a functional behavior assessment using both direct and indirect data, which will be provided to the student. Based on the data analysis, students will develop hypotheses regarding the functions of behavior, and create an appropriate behavior intervention plan that is aligned with the identified functions. Students will compile this information in report form, including the graphic display of data, in accordance with New York State Guidelines for Functional Behavior Assessments and Behavior Intervention Plans. Course content will address specific content areas of the Behavior Analyst Certification Board Fourth Edition Task List, including Foundational Knowledge associated with the Task List.
3 credits.
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CS 708 - Applying Behavior Analysis Technology
This course is designed to prepare teachers and prospective Behavior Analysts to design and implement behavior change programs. Literature reviews will be conducted to analyze the design and application of behavior change methods. Students will be exposed to assessment procedures as they review and replicate Functional Behavioral assessments methods and preference assessments in and out of class. Students will gain an understanding of research design methods as they develop, design and implement an experimental behavior support plan. Ethical issues related to implanting research projects and behavior change programs will be examined and discussed.
3 credits.
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CS 709 - Ethics for Behavioral Analysis
This course is designed to provide students with a grounded understanding of the ethical behaviors a BCBA must engage in, in order to ethically practice Applied Behavior Analysis.
3 credits.
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CS 730 - Independent Study
Independent Study with guidance from a faculty member includes the expectation that the student will design and present an instructional module in the form of a workshop. The audience may be parents of children at risk for developmental delay, faculty, and students, or the staff at the field placement or where one is employed. The student will be expected to select a topic that is related to the Infant/Toddler Early Childhood program; a relevant issue, method or procedure related to the development of instructional materials. A theoretical basis for the content, supportive research, and bibliography must be included. Arrangements should be made for taping the event.
3 credits. Class offered when needed.
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CS 900 - Intensive Supervised Practicum
This practicum is designed to provide students hands-on experience in implementing, evaluating, and participating in the development and revision of behavior analytically based instruction and related procedures for children with autism, autism spectrum disorders or other related disabilities. This practicum is individualized for each student to ensure that she/he benefits fully from the experience. Formal training will be available in service delivery settings that institute a behavioral approach. A Certified Licensed Behavior Analyst will deliver on-site supervision. A Certified Licensed Behavior Analyst in a group setting will conduct supervision seminar weekly. The practicum curriculum meets part of the requirements set forth by NYS to become a Licensed Behavior Analyst. For students who are also seeking a national certification through the BACB, this course is aligned with the Fourth Edition Task List of the Behavior Analyst Certification Board. Additionally, this course meets the requirements for part of the intensive practicum supervision hours required by the BACB. Students seeking both LBA and BCBA certification, must be supervised on-site by professionals who are dually licensed as an LBA/BCBA.
*** Please note that in New York State, only persons licensed in the professions of psychology, medicine, social work and other mental health professions can practice as a B.C.B.A. after January 1, 2016, along with completing the appropriate requirements.
3 credits.
Required 150 Practicum Hours
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CS 901 - Supervised Practicum I
This practicum is designed to provide students hand-on experience in implementing, evaluating, and participating in the development and revision of behavior analytically based instruction and related procedures with children with an array of behavioral and learning challenges. This practicum is individualized for each student to ensure that she/he benefits fully from the experience. Formal training will be available in early child service delivery settings. On-site supervision will be delivered by a Board Certified Behavior Analysis. Supervision seminar will be conducted weekly by a Board Certified Behavior Analysis in a group setting. The practicum curriculum is based upon the Fourth Edition Task List of the Behavior Analyst Certification Board. This course meets the requirements for the intense practicum supervision hours required by the BACB.
3 credits.
Required 300 Practicum Hours.
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CS 902 - Advanced Supervised Practicum
This practicum is designed to provide students hand-on experience in implementing, evaluating, and participating in the development and revision of behavior analytically based instruction and related procedures with children with an array of behavioral and learning challenges. This practicum is individualized for each student to ensure that she/he benefits fully from the experience. Formal training will be available in early child service delivery settings. On-site supervision will be delivered by a Board Certified Behavior Analysis. Supervision seminar will be conducted weekly by a Board Certified Behavior Analysis in a group setting. The practicum curriculum is based upon the Fourth Edition Task List of the Behavior Analyst Certification Board. This course meets the requirements for the intense practicum supervision hours required by the BACB.
3 credits.
Required 300 Practicum Hours.
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Child Study Literacy and Cognition |
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CSL 500 - Curriculum: Paradigms And Issues
This course explores models of curriculum paradigms and related issues. The course will focus on analysis of conceptual framework principles and modes of inquiry as well as the investigation of past and present concerns related to teaching and learning. Issues such as assessment, core curriculum, grouping practices and conceptions of cognitive theory as it relates to curriculum will be discussed. The role of cultural and societal factors as they relate to the design and implementation of curricula will be demonstrated as students apply concepts of curriculum theory to analyze contemporary issues.
3 credits
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CSL 510 - Reflective Teaching and Learning
This course will focus on the dimensions of the reflective process, as it is integrated into the philosophy of educational leaders and into the practice of teaching. The history and descriptions of this process will be presented. The fundamental elements and tools of reflective process will be modeled and integrated. Students will be given opportunities to become reflective practitioners in their planning for classroom management, curriculum, teaching strategies, assessment, and professional collaboration.
3 credits
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CSL 520 - Leadership: Collaborative Leadership Processes and Staff Development
The purpose of this course is to provide the skills for teachers who will be engaged in learning about the dynamics, techniques and potential for professional collaboration and leadership. Key concepts such as team membership and composition, problem solving procedures, conflict management, and systems theory will be addressed. Students will review research that addresses the forms and basis for inter-professional relationships and collaboration. They will use assessment procedures as a way of understanding self and others as they engage in simulated collaborative situations.
3 credits
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CSL 530 - Research Methods
This course in educational research is designed for the prospective producer of research. Emphasis will be placed upon two basic goals: to expose students to the principles of basic educational research methodology and to have students plan and design a research project. The role of research will be explored with the birth to grade 6 literacy teachers in mind. It is expected that students striving to be professionals in the field of literacy will acquire the knowledge and skills necessary to distinguish between the legitimate claims and conclusions of research findings and ill-founded ones.
3 credits
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CSL 540 - Language And Literacy Acquisition
This course provides an exploration of early language and literacy development, and implications for instruction for young children (ages 2-6). How children learn to read and write will be analyzed from child development and emergent literacy perspectives. Developmentally appropriate teaching practices and family literacy partnerships will be discussed as methods to support children’s learning experiences. An analysis of the cognitive factors including: attention, memory, associative learning, and self-regulation will be studied as they relate to language and reading acquisition. The role of cognitive development and social interaction will be explored as complementary processes that work together to promote the child’s intellectual growth through the application of constructivist approaches. The cognitive processing predictors that lead to language and reading disorders will be studied as a means to early intervention.
3 credits
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CSL 550 - Strategies, Instructional Materials, and Performance Evaluation in Literacy Development
This course encompasses a study and analysis of approaches and materials for literacy instruction focusing on word identification, vocabulary development, comprehension, writing instruction, motivational aspects of instruction, and creating effective and enriched teaching and learning environments for native English speakers and English language learners. Simultaneous and successive cognitive processing techniques will be analyzed and evaluated for their use with diverse learners. Schema theory will serve as the foundation for learning how to scaffold instruction to meet individual needs. Instruction will also be provided in the principles and practices of assessing student literacy performance, including, but not limited to the New York State Performance Evaluation and Standards.
3 credits
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CSL 560 - Diagnosis and Recommendations for Literacy Processes
This course provides an overview of formal and informal assessment tools and practices that measure literacy development of students. Participants will begin to work closely with individual students to assess literacy competencies to plan and implement instruction using ten practicum hours. They will also explore research and practice relating to differential literacy achievement as they begin to synthesize testing data to formulate diagnostic hypotheses for designing an instructional program for individual students based upon the cognitive-constructivist perspective. The role of cognitive modeling will be emphasized as teachers demonstrate how to reason to understand text. Ten practicum hours are required for working with a struggling reader in the primary grades.
3 credits
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CSL 570 - Teaching Literacy In The Content Areas
This course presents the integration of reading and writing processes with content knowledge as a basis for the best teaching strategies in the content area disciplines. The focus is on: (1) improving study skills, (2) levels of comprehension, (3) vocabulary improvement, (4) understanding text patterns and structures, (5) exploring writing as an across the curriculum tool of inquiry, and (6) integrating technology into content-area teaching. Course content will include implementation of classroom structures, multidisciplinary teaching and learning, and the development of research approaches and techniques to meet the needs of individual learners.
3 credits
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CSL 580 - Cultural Literacy
This course is an examination of issues in literacy education from cultural,political, instructional and social perspectives. It explores the social cognition viewpoint within a social or cultural context as they relate to diverse learners acquiring literacy skills. An analysis of the relationship between home and school literacy, and the survey of critical issues in the literacy development of different communities with special attention to cultural linguistic diversity and the strengths of various cultures, will receive major emphasis. Connections to oral language, reading, writing, and children’s literature will be This developed in a literacy framework that focuses on the learner’s cultural background and linguistic understanding. In addition, this course will explore the ways that classroom teachers, literacy specialists, administrators, parents, and teacher educators can provide efficient literacy instruction for students from diverse cultural linguistic backgrounds. Analysis of the pedagogical implications for literacy education in terms of study of the teacher’s role and the impact upon diverse student learning, as well as organizing and the teaching of literacy in the childhood education classroom will be addressed.
3 credits
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CSL 590 - Literacy and Assessment Strategies for Diverse Learners
This course focuses on study and analysis of literacy development, individual differences, and language difficulties experienced by the diverse learner. As a continuation of Diagnosis and Recommendations for Literary Processes, students will learn specialized assessments designed to identify difficulties in literacy performance. Instructional strategies will focus on providing literacy services to students in compensatory and/or special programs, specifically students with learning disabilities and English Language Learners. Students will be required to fulfill ten practicum hours working with a child for the duration of this course. A case study will be produced involving a sequence of cognitive processing for word identification, word analysis, fluency, vocabulary, sentence completion, literal comprehension, non-literal comprehension, and study procedures. Students will be required to fulfill ten practicum hours working with a struggling reader in the intermediate grades.
3 credits
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CSL 600 - Technological Literacy in the Classroom
This course explores the educational use of technology in literacy teaching and learning. Constructivist principles will be applied to discovery learning as a means to foster literacy, as well as a tool for research and presentation. Technological literacy with a focus on developing teaching strategies and learning experiences to facilitate literacy learning in a multimedia context across the curriculum is a goal of this course. Emphasis is on the use and development of computer programs to help students develop vocabulary, listening and speaking abilities, visual literacy, writing and reading skills. The application of word processing to help students improve their writing skills, and analysis and evaluation of selected software designed for teaching Language Arts will also be included. Connections to oral language, reading, writing, and children’s literature will be developed in a literacy framework that focuses on the use of technology for all students including at-risk learners, English language learners and students with special needs.
3 credits
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CSL 610 - Supervised Practicum/Seminar in Literacy and Cognition
This course provides an opportunity to apply knowledge of cognitive processing skills, diagnostic, and prescriptive techniques in classrooms and in individual settings. The seminar sessions will be a forum for students to demonstrate and critique their work and share their level of expertise, as they conference with parents and evaluate the appropriateness of their recommendations with the supervisor and the group. This course is the culmination of the Literacy and Cognition program. Students are required to work with a struggling reader for thirty practicum hours assessing, diagnosing, and planning instruction based upon the child’s needs.
3 credits
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CSL 620 - Assessing and Addressing the Literacy Needs of Readers and Writers in Middle School and High School
This course addresses the literacy needs of middle school and high school students who struggle with reading and writing. There is an emphasis on assessment and instructional practices that promote growth in literacy for a diverse group of students based upon observation, collaboration, and the interpretation of data. The course focuses on current theory of reading and writing processes, and the demands made upon readers and writers in different subject areas and contexts. Students are required to work for ten practicum hours with a struggling reader at the middle school or high school level for students seeking certification in Literacy from Grade 5 – Grade 12.
3 credits
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CSL 630 - Literature and Integrated Technology Resources for Middle School and High School
Literary theory and pedagogy is the foundation for the study of literature in this course. The course will explore ways to encourage critical reading, an appreciation of a variety of genres, the integration of literature in the content areas, and strategies for using writing as a means of literary response. Various forms of technology will be explored that encourage application and interest in literature.
3 credits
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CSL 640 - Supervised Practicum in Literacy and Cogniton—Grade 5–Grade 12
This practicum is designed for those participants who want certification in literacy from Grades 5–12. The graduate student will work with a struggling reader at either the middle school or high school levels. Participants will develop a literacy assessment based upon formal and informal instruments. An intervention model will be developed to meet the needs of the students to further his/her growth in literacy. Students seeking Literacy from Grade 5 through Grade 12 are required to work for thirty hours with a struggling reader at the middle school or high school levels assessing, diagnosing, and planning literacy instruction.
3 credits
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Child Study Special Education |
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CSS 500 - Curriculum Paradigms and Issues
This course explores different curriculum paradigms and frameworks, and the particular issues related to those paradigms. Throughout the course, particular attention will be focused on two areas. The first relates to an analysis of the conceptual frameworks, principles, and modes of inquiry of different disciplines. The second concerns an investigation of past and present issues of teaching and learning, such as assessment, core curriculum, grouping practices, and conceptions of cognition for the purpose of examining their relationship to curriculum frameworks.
3 credits
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CSS 510 - Reflective Teaching and Learning
This course will focus on the dimensions of the reflective process as it is integrated into the philosophy of educational leaders as a worthwhile professional attribute and pivotal in the teaching process. Descriptions of this process as well as guiding principles of the Masters, will be presented. The fundamental elements and tools of reflective process will be modeled and integrated. This course is related to the Research Methods Course where students will probe situations related to teaching, curriculum, behavior and learning to discover realistic problems for examination and investigation, as a result of learning precisely designed models of reflective processes. Students will learn, through reflection, how problems are formed as well as designing appropriate solutions. They will also learn how to reflect on their own behavior while reviewing the underlying dynamics of situations, problems, and issues.
3 credits
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CSS 520 - Leadership: Collaborative Process and Staff Development
This course focuses on the development of collaborative leadership skills. Students will learn how to become effective liaisons with the local and greater school community serving as resource persons between parents, staff, and community. Students will study and develop a variety of collaborative models to be used in designing and implementing staff development, parent involvement, and community integration.
3 credits
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CSS 530 - Research Methods
This course in educational research is designed for the prospective producer of research. Emphasis will be placed upon two basic goals: to expose students to the principles of basic educational research methodology and to have students plan and design a research project. The role of research will be explored with pre-K to grade 12 literacy teachers or pre-K to grade 12 special education teachers in mind. It is expected that students striving to be professionals in the field of literacy or special education will acquire the knowledge and skills necessary to distinguish between the legitimate claims and conclusions of research findings and ill-founded ones.
3 credits
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CSS 540 - Issues in Severe Disabilities
This foundational course provides students with an understanding of individuals who have been diagnosed with severe or multiple disabilities. This course will take a life-span perspective by focusing on childhood, adolescents, and adults, and will include discussions of individuals who have multiple/severe disabilities including those who demonstrate significant behavior challenges and/or autism as well as those who have health care issues. Students will study the psychological, social, and physical characteristics of individuals with severe disabilities. The need for collaboration between teachers, service providers, and families will be emphasized. Theoretical and philosophical foundations underlying current practice will be explored. Students will observe and implement research-based strategies for students with severe disabilities in inclusive schools and community settings. Students will learn to conduct ecological assessments of students.
3 credits
This course requires 10 hours of practica.
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CSS 550 - Assessment: A Practical Approach
This course will cover comprehensive assessment, including formal, informal, and alternative methods that will be used to develop and plan educational programs for students with mild, moderate, and severe disabilities. Students will use psychometrics and descriptive statistics to evaluate and select tests to be used for the measurement of intelligence, personality, achievement, individual interests, and special aptitudes. Students will also develop and use alternative methods of evaluation for students with severe disabilities. Student will use assessment results to plan and design instruction. Students will complete a comprehensive evaluation of a child and write a formal evaluation report that will include interpretation and recommendations in accordance with a standards-based classroom.
3 credits
This course requires 5 hours of practica in childhood or adolescent special education and 5 hours with students who have severe disabilities.
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CSS 560 - Adaptive, Alternative, and Technological Methods for the Instruction of Students with Health and/or Physical Impairments
This course addresses the needs of students with physical and/or health impairments to promote optimal participation and learning in the educational settings. The students will explore a variety of adaptive teaching methodologies and accommodations including modification and adaptation of curriculum and instructional materials. An examination of assistive technological devices and alternatives will be addressed through sign, touch cues, tangible communication systems, graphic communication systems, electronic boards and augmentative communication devices as well as the technology to support these systems. Skills in positioning, handling techniques, motor skills, developing daily living skills, and community skills will be addressed. Opportunities will be provided for practicing the collaborative model while implementing appropriate communication skills. Students will be required to work with an individual or group of students throughout this course.
3 credits
This course requires 10 hours of practica.
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CSS 570 - Techniques and Strategies of Applied Behavior Analysis (ABA) and Behavior Management for Diverse Learners
This course will provide students with a comprehensive review of effective strategies of behavior and classroom management. Emphasis will be placed on behavior techniques for both individual and groups. Students will learn to conduct a functional analysis of behavior and to develop an effective behavioral plan. Behavior modification, maintenance of positive behavior, and transference of new behavior to other environments will be explored in a variety of settings. Applied Behavior Analysis will be studied and then applied and practiced in educational environment, including students with autism. Students will have the opportunity to implement collaborative behavioral methods through class activities and outside assignments.
3 credits
This course requires 5 hours of practica in childhood or adolescent special education and 5 hours with students with severe disabilities.
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CSS 580 - Legal Implications of Special Education and the Application to Families and Schools
The special education process, transition, Section 504, ADA, the law, including legislative enactments and key court decisions related to special education will be studied. The understanding and meaning of decisions and the implementation and implications of related legislation will be explored. Students will analyze the legal and ethical implications of current trends in recent special education revisions of Federal laws. The ability to interpret and explain the relevant laws to educational personnel, parents, and the community will be a focus in this course through the development of an outreach project.
3 credits
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CSS 590 - Advanced Study of Pedagogy Based on Differentiated Instruction for Students with Diverse Needs in Childhood Education
In this foundational course, the development, application, and implementation of differentiated curriculum based on research findings will be utilized. Students will focus on advanced techniques of pedagogical practice, learning styles, multiple intelligences, and the selection and creation of instructional materials to implement an interdisciplinary curriculum and enhance the learning for students in grades 1-6 with diverse needs in an inclusive setting. Students will be required to work with an individual or group of children throughout the course to develop differentiated instruction based on the standards of the curriculum.
3 credits
This course requires 10 hours of fieldwork.
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CSS 595 - Advanced Study of Pedagogy Based on Differentiated Instruction for Adolescent Students with Diverse Needs
In this foundational course, the development, application and implementation of differentiated curriculum based on research findings will be utilized. Students will focus on advanced techniques of pedagogical practice, learning styles, multiple intelligences, and the selection and creation of instructional materials for adolescent students with diverse needs in an inclusive setting. Students will be required to work with an individual or group of adolescents throughout the course to develop differentiated instruction based on the standards of the curricula of ELA, Math, Science and Social Studies.
3 credits
This course requires 10 hours of fieldwork distributed in ELA, Math, Science and Social Studies.
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CSS 600 - Special Issues in Teaching Diverse Students: Family, School and Community
This technology course will help students develop the insights and skills needed to work with families of diverse learners. The culture of the school and its impact on families will be explored. Students will learn to work and collaborate with multicultural communities and differing family structures. Emphasis will be placed on using technology to enhance collaborative approaches, improving communication in culturally and linguistically diverse contexts, skills for conferencing with parents of children with diverse needs, and an understanding of concerns of the parents. Community involvement and resources will also be explored. Student will develop an outreach project to parents and/or the community.
3 credits
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CSS 615 - Advanced Fieldwork In Severe Disabilities
For students with certification in Special Education. This field placement provides an opportunity for students who already possess a New York State initial certification in Childhood Special Education to apply current theories and research findings of effective instruction for students with severe and multiple disabilities in learning situations. Students will be involved in every aspect of the class for a week; a minimum of 20 hours. The students will reflect and analyze practices in the classroom. They will interview teachers, paraprofessionals, administrators, family members, and other specialists to further their own understanding of the needs of students with severe disabilities and the teachers working with the students. They will conduct a needs assessment for the class, school or parents and develop a workshop based on an issue important to the group; the workshop will be presented in the school. This course requires a practicum of 20 hours with students who have severe disabilities.
3 credits
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CSS 620 - Supervised Practicum
For students without special education certification. The seminar and field placement provides an opportunity for the student to apply current theories and research findings in learning situations, as well as parental, school and community settings. Students will plan and implement appropriate standard-based curriculum and instructional practices for students with diverse needs. During the seminar, students will reflect and engage in discussion of professional practices, analyze, and evaluate practicum experiences. Candidates for the SWD 7-12 Certificate will have practica in all areas of the pedagogical core; ELA, math, science, and social studies. This course requires a 20 day practicum plus 20 hours in Severe and Multiple Disabilities.
3 credits
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CSS 640 - Severe Emotional and Behavioral Disorders in Children
CSS 645
This course provides students with knowledge of how to effectively teach students with severe emotional and behavioral disorders. Emotional and behavioral disorders in are examined with an emphasis on child development and personality structure. In this course, students learn and apply principles, laws, and theories that govern how students with emotional and behavioral disorders are educated. Students gain a comprehensive understanding of the characteristics of these students, legal and ethical concerns, the impact of diversity, and related education provisions for students with severe emotional and behavioral disorders. (10 hours fieldwork).
1 semester 3 credits. Fall
10 Hours of Fieldwork.
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CSS 645 - Severe Emotional and Behavioral Disorders in Adolescents
CSS 640
This course provides students with knowledge of how to effectively teach students with severe emotional and behavioral disorders. Emotional and behavioral disorders in are examined with an emphasis on adolescent development and personality structure. In this course, students learn and apply principles, laws, and theories that govern how students with emotional and behavioral disorders are educated. Students gain a comprehensive understanding of the characteristics of these students, legal and ethical concerns, the impact of diversity, and related education provisions for students with severe emotional and behavioral disorders.
1 semester 3 credits. Fall.
10 Hours of Fieldwork.
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Child Study and Education |
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CSED 510 - Educational Leadership: Theory and Practice
This course is designed to provide an introduction to educational leadership including the theoretical and historical development. Educational leadership will be presented in three parts: the abstract as theory, assessed in practice and developed as a personal skill set. Students will address leadership on each of these levels as they collaborate with families, community, and staff to make ethical decisions and effective change. Candidates will examine the political, legal, and cultural structures which impact schools, school administration, and decision making. The beginning of the creation of a study guide for a state comprehensive examination will be included.
3 credits.
10 hours of administrative fieldwork are required.
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CSED 520 - School Administration: Theory and Practice
This course builds on the information learned in CSED 510 by providing an orientation to the field of educational administration. The essential and effective processes of management and human relations within an educational organization are addressed. Such topics as organizational theory, decision making, the nature of effective leadership, the change process, team-building, effective modes of communication, education planning and the evaluation of research studies in school administration will be discussed. There will be the continuation of the comprehensive examination study guide.
3 credits.
10 hours of administrative fieldwork in a high need school are required
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CSED 530 - Educational Law, Policy and Ethics
This course will provide an overview of Educational Law with an emphasis on legal issues relating to public education. It considers the rights and responsibilities of students, teachers, and educational practitioners and relates these rights to school programs and operations as determined by federal, NYS and local laws and court decisions. Legal focus will be added to the comprehensive examination study guide.
Candidates will have the opportunity to study selected federal and state cases affecting the administration of our educational system. School law topics are discussed through a combination of lecture and case law analysis. The goal of this course is to empower the candidate with the knowledge of how laws affect schools as well as how laws are applied to school situations. Throughout the course, the students will explore the relationship between legal and policy decisions that influence teaching, learning, school culture and the organization and operation of schools. A focus on practical aspects of school law is emphasized.
3 credits.
10 hours of administrative fieldwork are required.
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CSED 541 - Curriculum, Assessment and Methods of Teaching English as a Second Language in General and Special Education
This course examines the methods, materials and assessment criteria used to teach English as a second language to limited English proficient students, including those with disabilities, early childhood, elementary, middle grade and secondary education levels to meet the English as a Second Language Learning Standards (listening, speaking, reading and writing) and the assessment requirements in the state of New York.
1 semester. 3 credits.
Ten hours of fieldwork observation.
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CSED 542 - Curriculum, Assessment and Methods of Teaching Native Language Arts in General and Special Education
Methods, material and assessment criteria used to teach native language arts to limited English proficient students, including those with disabilities, at the early childhood, elementary, middle grade and secondary education levels to meet the Native Language Arts Standards (listening, speaking, reading and writing) and assessment requirements in the state of New York.
1 semester. 3 credits.
Ten hours of fieldwork observation.
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CSED 543 - Methods of Teaching Core Subject Areas in the Native Language and English in General and Special Education
Methods, materials and assessment criteria used to teach core subject areas in the native language and English to limited English proficient students, including those with disabilities. Focus will be given to meet the language arts modalities (listening, speaking, reading and writing) for Native Language (NL) and English as a Second Language (ESL) instruction in the content areas of Mathematics, Science, and Social Studies, as indicated in the NYS Common Core Learning Standards for grades Pre K-12.
1 semester. 3 credits.
Ten hours of fieldwork observation.
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CSED 550 - School Building Leader Internship
This course seminar complements a minimum of 15 weeks of practical experience as a school building administrator in a school setting. The seminar is intended to provide a specific forum through which each intern can discuss, analyze, and synthesize the experiences in vision strategies, strategic planning, budgetary processes, curriculum perspectives, faculty and pupil interactions and community relations at the building level. Summaries of the comprehensive examination study guide will be reviewed.
3 credits.
A minimum of 20 hours spent working with the school budget officer is required.
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CSED 555 - School District Internship
This course seminar complements a minimum of 15 weeks of practical experience as a school district administrator in a school setting. The seminar is intended to provide a specific forum through which each intern can discuss, analyze, and synthesize the experiences in visioning strategies, strategic planning, budgetary processes, curriculum perspectives, state and federal requirements, faculty and pupil interactions and community relations at the district level. Summaries of the comprehensive examination study guide will be reviewed.
3 credits.
15 weeks of administrative internship
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CSED 560 - School Business Administration
The course is designed to provide candidates with an overview of the areas of budgeting and financial planning for K–‐12 schools/school districts. Various topics will be introduced and discussed such as: State School Fund Formula, differing approaches to building a budget, responsibilities of the budget, budget planning, forecasting, budget adjustments, long–‐term planning, other funding sources, and ethics (related to finance). Financial support for public schools from local, state, and federal governments will be emphasized. Fiscal planning, budgeting, plant management, accounting and purchasing procedures, distribution of supplies and services, transportation and food service will be examined. The impact of effective and efficient school business administration on successful student learning will be highlighted. Study guide is continued.
3 credits.
10 hours of administrative financial fieldwork are required.
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CSED 570 - The Administrator and Pupil Personnel Services
The fundamental role of the Pupil Personnel Administrator is to ensure that optimum teaching and learning conditions are provided for all students. This course is a survey course which provides the necessary background and basic understandings of pupil personnel services to equip the candidate with the specific skills needed to implement, supervise, and evaluate those legally required services that enable students to benefit from the instructional program. Working independently and in groups, candidates will have the opportunity to become familiar with the mandated deliverance of pupil personnel services in New York State. Candidates will learn the “language” of pupil personnel services as related to special education, academic intervention services, testing and assessments, nursing, psychology, social work, and guidance services. Candidates will identify their own administrative skills and demonstrate these skills through class presentations. Candidates will continue to revise their comprehensive examination study guide.
Topics include: role of the administrator, mandated delivery mechanisms and the “language” of PPS as it relates to special education, academic intervention services, curriculum development, counseling services, state mandates/testing, and any other area pertinent to the needs and interest of the candidates.
3 credits.
10 hours of administrative fieldwork are required
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CSED 580 - Supervision of Curriculum and Instruction
This course is designed to provide students with multiple opportunities to critically analyze and apply contemporary theories of effective curriculum development, implementation, and evaluation. Students will analyze philosophical orientations, identify societal and community expectations, and design curriculum plans that are responsive to the needs of diverse student populations. Students will also develop, implement, and assess curricula that incorporate not only the acquisition of skills, but also take into account the political, social, and ethical concerns that affect teachers, students, and families. The identification of evidence-based instructional principles to guide and supervise teaching for understanding, appreciation, and application will be explored. Danielson’s Framework for Professional Practice will be used as a focal point for these supervisory discussions, and highlighted in study guide. Formal, intended, enacted, hidden, and experienced curriculum will be explored.
3 credits.
10 hours of administrative fieldwork are required.
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CSED 610 - Educational Assessment
This course provides an overview of strategies for assessing student performance including the use of selected-response items and various performance-based techniques, and the role of an educational leader in this process. Students will learn and incorporate strategies used to assess various literacy and other strategies in the content area in a secondary school classroom. The impact of multiple intelligences, differentiated instruction, and learning styles on assessment processes will be investigated. Topics such as standardized testing, New York State assessments, portfolios and electronic portfolios will be discussed.
3 credits.
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CSED 620 - Educational Leadership and Special Education
Federal law demands that schools provide all students with disabilities a free and appropriate education in the least restrictive environment. This course examines the myriad of responsibilities that a school leader has in regard to special education. The candidate will examine special education law, special education settings, Individual Education Plans (IEP), the Committee for Special Education, inclusive education, discipline within special education, overrepresentation of minority students receiving services, collaboration, and working with parents and community.
3 credits.
10 hours of administrative fieldwork in special education are required.
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CSED 630 - Educational Research and Analysis
This course focuses on the role of the educational leader in designing school-based research as a means of achieving effective school improvement and professional development. To do that, the course examines the principles and methods of educational research. Topics covered include correlational, experimental and quasi-experimental methods, survey design, construct validity, basic statistics and research ethics. Emphasis is placed on both the design and implementation of educational research as well as on interpreting the research of others and being a good consumer of research. The course culminates in each student preparing a research proposal.
3 credits.
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Creative Writing |
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MFA 500 - The Master Literature Lectures
Every semester six distinguished authors visit the program to deliver master lectures on a notable work of writing from the classical or contemporary canon. Each visiting lecturer is asked to speak, one-writer-to-another, on literary concerns of the featured book, and also to answer questions that their presentations raise.
6 evening sessions 2 credits
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MFA 510 - Inventive Writing Practicum
The pedagogical core of the St. Joseph’s Writer’s Foundry education, this course studies and practices the forms and modes of rhetoric upon which all literature depends. Writers work with their instructor to publically apply the five essential skills that every writer can practice: writing prolifically–at will and on command; identifying, selecting and writing from whole structures; making observations based on close reading of text and separating them from inferences and opinion; writing both abstractly and concretely, rewriting not as correction but as discovery.
There are two parts to this approach to writing, the prolific and the structured, and the class will demonstrate through practice how both emerge through each other. In addition, each week the class introduces and reviews specific craft topics including: rhythm, tenses, person, tone, meter and other prosodic devices, rhetorical forms, symbol, metaphor, physical description, dramatic dialogue, narrative, humor, motive, aim, province, & archetype, and how to engage them all in rewriting & revision.
Readings and discussions are focused to provide companionable reference to other parts of the program.
15 evening sessions 3 credits
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MFA 520 - Literature Workshop 1st
In this class writers bring new and ongoing literary projects, long and short, for presentation to their peers, each to be closely examined in the form of written comments from fellow students and discussion guided by a core faculty member. The texts for this course are based primarily upon the writing that the class itself generates, but can be frequently supplemented by additional readings and lessons via handout.
3 credits.
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MFA 521 - Literature Workshop 2nd
In this class writers bring longer prose projects and present them to their peers for observation and discussion guided by a core faculty member. The curriculum for this course is primarily based upon the works that the class itself generates, but is on occasion also supplemented by various
examples and lessons via handout. A workshop is offered every semester, with a different writer/teacher.
3 credits.
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MFA 530 - Writing Practicum
In this session, students practice generative fluidity, writing at will and on command, using a variety of guided adventures and responding to literature though form.
Students are required to sign up and attend a minimum of 4 sessions 1 credit
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MFA 540 - Creative Thesis
Following the successful completion of three semesters of coursework with a total of 27 credits earned, students advance to the fourth and final semester and will have selected one of the faculty to work closely, through regular conference and reading designed and tailored to advise the thesis project of each student, which consists of a 70 (minimum) page creative thesis, and a 20 (minimum) page critical thesis. Each project upon reaching fruition is assigned a final grade by the advisor and is then submitted to the department for final approval.
4 credits
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MFA 550 - Critical Thesis
Ideally, the critical paper focuses on authors or aspects of literature that connect to the thesis writer’s creative work. The critical paper might be academic in tone, but it might also take the form of a series of interviews, or profiles, or book reviews, or a literary essay, all suitable for publication. An emphasis should be placed on research, not just secondary sources, but also primary and original explorations, and on sifting evidence to find original points of view. The critical paper should be viewed as additional testament to a student’s range, flair and mastery of writing.
3 credits
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Criminal Justice |
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FCM 500 - Ethics and the Criminal Justice System
This course will discuss the issues related to ethics, the law, morality and decision making by criminal justice professionals. The course will focus on the legal authority, responsibility, accountability and unique discretionary powers of criminal justice professionals and how these powers can impact individuals accused of crimes and the criminal justice system as an institution.
1 semester 3 credits.
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FCM 501 - Criminal Procedure and Legal Rights
This course is an examination of significant Supreme Court decisions that impact and determine the parameters of acceptable police conduct and individual rights in their interaction with the police during the investigative process and the criminal courts. The conceptual framework of the course will be based on the balance of individual rights versus public safety and how that balance is continually evolving in society and how the law responds to this evolution.
1 semester 3 credits.
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FCM 503 - Cyber Crime
This course will discuss the evolution of cybercrime and crimes of information and how crime using information technology has become prevalent in the US and throughout the world. The course will discuss the types of cybercrimes and contemporary theories of cyber criminality and how cyber criminality compares to traditional theories of crime. Additionally, the course will examine how the criminal justice system has responded to changing crime contexts and specifically the migration of crime to cyber space.
1 semester 3 credits.
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FCM 505 - Professional - Capstone
This course focuses on the design and management of an overall organizational system that they are employed with or have significant knowledge consisting of three interacting subsystems involved in the IT strategy; the enterprise, the IT function and the IT architecture. The student will discuss how the integration and syntheses of these three aspects are interwoven into the IT security strategy and make recommendations to better achieve the organizational goals relative to the IT security strategy.
6 credits.
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FCM 506 - Non-Professionals - Internship
The objective of this course is to have the student engage in practical working and professional environments in Information Security. The Student will be placed in the organizations Information Technology security department in the public, private and not-for-profit sectors. Students will interact with IT Security professionals in these organizations and will make daily and weekly log entries and be required to submit a term paper outlining the Internship experience.
6 credits.
Full Time - 240 Hours.
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FCM 520 - Mobile Applications, Services and Security
This course gives students the skills necessary to implement secure mobile device services and applications. Students will gain a strong technical background in the security features and limitations of modern mobile operating systems including, but not limited to, Android and iOS. Students will learn about the architectural strengths and weaknesses of each platform, examine the threats and vulnerabilities affecting mobile devices and identify countermeasures and risk mitigation tactics to protect against security threats.
1 semester 3 credits.
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FCM 550 - Fraud Examination
ACC 565 FCM 565
This course will provide a master’s level view of the principles to prevent and detect fraud. A complex network of social factors lies behind fraudulent behavior and criminal conduct. The course will examine the field of fraud examination-including what fraud is, and how it is committed, detected, and deterred. The goal is to enhance the student’s ability to recognize, detect, and prevent financial frauds in governmental, public or private organizations.
This course will be a substitute for FCM/ACC 565 Forensic Accounting which was approved in the original MSFC Master of Science in Forensic Computing proposal. After extensive discussion, it became apparent that the non-accounting undergraduate major would need a minimum of four accounting courses as prerequisites in order to take the Accounting 565 master’s level course. FCM 550 Fraud Examination is more suited for the MSFC population’s needs and will more appropriately prepare them for careers in forensic investigation
1 semester 3 credits.
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FCM 560 - Network Security
This course will discuss the security issues in wired and wireless network security systems. The foundation of the security analysis will focus on the OSI security model and classic network attacks such Denial of Service and Man in the Middle Attacks. The course will also analyze other methods of attacks and controls implemented to prevent attacks such as encryption and firewalls. The course will examine methods of security such as public key encryption algorithms such as RSA and also stenography algorithms. Additionally, security standards used for email, LAN and WLAN systems will be discussed.
1 semester 3 credits.
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FCM 561 - Software Security
This course will discuss the foundation of the Software Developmental Life Cycle and the integration of security models in the cycle, from development to implementation and operation. Vulnerabilities and threats to software will be discussed and analyzed such as memory protection, access control, file protection, authentication and malware. The student will also test software security in a practical environment using dynamic and static code analysis.
1 semester 3 credits.
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FCM 570 - Computer Forensics Investigation and Response
The objectives of this course are to understand the computer forensic cycle from acquisition, retention, maintenance, analysis and reporting. It is an integrated discipline combining the theories underlying forensic accounting, operating systems, network design, and data structures. The following topics will be discussed: electronic evidence in fraud investigation, data acquisition methodologies, analysis of digital evidence, evidence tampering rules, case management software, and writing expert reports.
1 semester 3 credits.
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FCM 575 - Practical Applications of Computer Forensics
The objectives of this course are to understand the technical aspects of data acquisition, interrogation of data collection, and data analysis. The focus is on the practical application of forensic computing tools for imaging, statistical analysis, keyword search, use of electronic-discovery software, simulation of cases and understanding of the complementary roles of the forensic team: forensic accounting, e-discovery specialists, legal team, client and others.
1 semester 3 credits.
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