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Counseling & Human Development
Courses
Educational Leadership
Teaching & Curriculum Courses
The Warner School offers a number of courses of general interest
to educators and those interested in educational issues, including
research methods and evaluation courses, foundational courses
in the history and philosophy of education, and topical courses
of interest across the professional and scholarly areas. These
courses are taught by faculty in all three departments. All courses are three graduate credits unless otherwise indicated.
School-Wide Course Descriptions:
ED 403 · Disability and Early Childhood
Develops a better understanding of disability, especially as it impacts young children. Addresses the inclusion debate, as well as the diagnosis, classification, and assessment of young children with disabilities. Examines the historical context for early intervention and special education and the institutional approach to disabilities, and utilizes that context to critically examine and discuss current intervention and educational practices for young children with diverse developmental paths and learning abilities. Introduces some strategies for working with young children with disabilities in various contexts and for developing collaborative partnerships and teams to best meet the full range of needs of young children with disabilities.
Prerequisites: None
Offered: Every even summer A
Restrictions: None
Instructor(s): Mock
ED 410 · History of American Education
Explores education broadly as the formal or conscious transmission of culture, in family life, colleges, peer groups, youth agencies, religious and cultural organizations, and the media. Investigates the processes of cultural transmission across four centuries of American history, beginning in the mid-1600s, but the major emphasis is on post-1900 themes. Intended as a first foundation course in the history of American education.
Prerequisites: None
Offered: Most odd falls
Restrictions: None
Instructor(s): Waterman
ED 411 · Philosophy of Education
Examines a range of contemporary controversies and historically influential philosophical theories of education as a vehicle for critical reflection on the political, moral, epistemic, and linguistic aspects of educational practice. Topics include the place of education in a just and stable society; the role of education in promoting human freedom, goodness, and well-being; the nature of knowledge and human excellence, and how they develop; the curriculum and how to teach for understanding and intellectual autonomy; the relative authority and responsibility of family and state in providing and determining the content of education; the issues arising from differences of culture, religion, and ability.
Prerequisites: None
Offered: Every even summer B
Restrictions: None
Instructor(s): Curren
ED 412 · Sociology of Education
Integrates sociological theory, policy studies, and contextual applications in respect to education, schools, communities, and professional practices. Explores and analyzes education as sociocultural, political ideals relative to structures of practice and organization, such as schooling. Matters of social stratification by gender, ethnicity, age and social class are examined in consideration of the reproductive functions of schooling. Practices and policies, within classrooms, schools, and communities to approach social justice and educational values are considered. Also provides educational professionals, counselors, and developmentalists a systematic foundation in sociological theories and studies of education and schooling in a context of multidisciplinary collegiality.
Prerequisites: None
Offered: Most odd springs
Restrictions: None
Instructor(s): Stein; Harris
EDU 416 · Conflict Management in Schools and Universities
Provides emerging educational leaders with effective conflict management skills to optimize the daily performance of faculty, staff, and students to solve problems, make the best decisions, and achieve educational goals. Examines the theoretical underpinnings of conflict resolution; the practice of skills; and the identification of dispositions necessary for successful collaboration, negotiation, and mediation in schools and universities.
Prerequisites: None
Offered: Most Springs (next offered Spring 2008)
Restrictions: None
Instructor (s): Shuherk; Jefferson
ED 421 · Reform in Public Schools
Examining how federal, state, and local reform efforts impact teaching and learning focusing on implications for administrators, teachers, and students in American public schools. Evaluates past and current large-scale strategies to transform the organizational, curricular, and instructional capacity of schools. Considering whether such changes have improved student access, engagement, and outcomes. The influence of race, class, and gender will be addressed. Topics to be covered include Title I, comprehensive school reform, standards-based education, and high-stakes testing.
Prerequisites: None
Offered: Occasionally (next offered Fall 2007)
Instructor(s): Harris
ED 428 · Ethics and Education
Explores the moral dimensions of education and educational leadership in K–12 and higher education settings. Examines a range of ethical problems associated with educational institutions and the moral dimensions of educational leadership. Explores and discusses the many philosophical questions about the nature of morality and professional ethics. Using case scenarios and model analyses, topics include the ethics of grading, academic honesty, academic freedom and censorship, educational research and experimentation, classroom management and discipline, and sexual harassment.
Prerequisites: None
Offered: Every odd summer B
Restrictions: None
Instructor(s): Curren
ED 429 · Theories of Human Development
Provides a comprehensive introduction to multidisciplinary approaches to human development within the behavioral and social sciences. Explores theories of human development and the process of individual change over time that occurs in social, cultural, and historical contexts. Examines central theories of transformation and development to gain an understanding of human behavior, the environmental factors that affect both normal and abnormal behavior, and the systems (e.g., school, family, community) that interact to affect an individual’s development.
Prerequisites: None
Offered: Every fall and summer A
Restrictions: None
Instructor(s): Stein; French; Swanson; O’Connor; Peterson
ED 432 · Professional Writing and Communications
Explores a range of writing practices and types of texts to engage candidates in persuasive writing that is aimed at reaching teachers, parents, administrators, and faculty. Examines ways to identify audience, purpose, and styles of writing and speaking used in specific contexts and settings, including schools, organizations, and academic courses. Candidates bring real-world experiences to the course and have assignments to produce particular genres of text.
Prerequisites: None
Offered: Every spring
Restrictions: None
Instructor(s): Vitagliano; King
ED 435 · Critical Thinking and Professional Practice
Examines the nature of critical thinking, its place in education, and its role in good decision-making. Provides a thorough grounding of skills in critical reasoning and argument analysis to use in diverse contexts, as well as ways to teach those skills and integrate the teaching of them into diverse educational programs.
Prerequisites: None
Offered: Occasionally
Restrictions: None
Instructor(s): Curren
ED 438 · Sociology of School Organizations
This course will examine how United States schools organize and stratify students and the implications this has for access to high quality schooling and postsecondary opportunities and jobs. A key focus will center on how schools have commonly dealt with both socio-demographic (i.e. race, social class, and language) and academic differences among students.
Prerequisites: None
Offered: Occasionally (next offered Fall 2007)
Restrictions: None
Instructor(s): Harris
ED 440, 441, 442, 443, 444, and 445 · Urban Teaching and Leadership Seminars (1 credit each)
Students in the Urban Teaching and Leadership (UTL) program participate in a series of monthly seminars offered each semester of their three-year program. Seminars address teaching and learning in urban schools and communities and provide a forum for discussing their practice and consultation with lead teachers in the Rochester City School District.
Prerequisites: None
Offered: ED 440, ED 442, ED 444 every fall; ED 441, ED 443, ED 445 every spring
Restrictions: Students accepted in a UTL program only, or permission of instructor
Instructor(s): James-Wilson
EDU 446 · Entrepreneurial Skills for Educators
Engages students in the development of skills and practices that make traditional entrepreneurs successful and examines how these practices can empower educators to be more effective leaders and agents of change. Course especially focuses on entrepreneurial attitudes and behaviors that can help educators expand their abilities to identify and evaluate opportunities, develop and implement carefully considered plans, build coalitions, secure resources, evaluate and manage risks, and create a culture that encourages creativity and initiative. By so doing, students become more effective in promoting innovations that can improve their institutions and better serve their clients.
Prerequisites: None
Offered: Every fall
Restrictions: None
Instructor(s): Borasi; Vitagliano
EDU 447 · Grant – Writing and Other Funding Strategies for Educators
Implementing change and worthwhile initiatives in education most often requires securing the necessary funding. This course prepares educators and other helping professionals to secure such funding. Includes learning about potential funding sources, how to select funding sources appropriate to a specific project, how to write compelling applications to different types of funding sources (including federal and state grants, national and local foundations, private donors, banks and other lending agencies), and how to appropriately steward the funds when awarded. Students are recommended to come to the course with at least one specific project they want to fund, or otherwise will be assigned such a project by the instructor.
Prerequisites: None
Offered: Occasionally (next offered Fall 2007)
Restrictions: None
Instructor(s): Borasi
EDU 455 · Policy and Practice in Developmental Differences
Creates opportunities, support, and resources for individuals concerned with developmental differences and normalcy. Welcomes participants from various positions, interests and experiences, including health and human service professionals, educators, family members, persons with developmental differences, and scholars. Oriented by a developmental, life-long, and multi-disciplinary approach, participants work to dispute dominant disability discourses of 'lacks and absences' and to reconsider developmental differences as neither inherent nor ‘less than’ what is needed.
Prerequisites: None
Offered: Most odd springs
Restrictions: None
Instructor(s): Stein; Hetherington; Mock
ED 461 · The Politics of Education
Introduces candidates to the recurrent forces and competing values that shape decision making in local school districts, focusing on the local level of educational politics. Examines the role of school boards, parents, teachers unions, mayors, and others. Provides candidates with the knowledge and skills necessary to work effectively as education leaders in this political environment.
Prerequisites: None
Offered: Most even falls (not offered Fall 2007)
Restrictions: None
Instructor(s): Finnigan
ED 468 · Leadership in Urban Schools
Focuses on teaching, leadership, and administration in urban school settings. Candidates investigate the “realities” and misconceptions of these environments and probe and clarify their own conceptions of and attitudes toward urban schools. Candidates draw on theoretical literature, empirical research, case studies, and the personal experience of others in the class and community to think about ways to apply theory to practice. Engagement with administrators, teachers, students, and community members who work and/or live in the city of Rochester is a requirement of this course, and opportunities for this interaction are made available during and outside of course meetings.
Prerequisites: None
Offered: Every summer B
Restrictions: None
Instructor(s): James-Wilson
ED 470 · Leading Effective Program Design
Develops skills and strategies educational leaders need to become effective program designers. Examines research on instructional theory and practice as connected to improving student achievement. Prepares leaders to address current reform issues through consistent, systemic program design K-12. Explores the use and application of curricular and instructional analysis. Participants design educational programs to meet the needs of specific student populations.
Prerequisites: None
Offered: Occasionally
Restrictions: None
Instructor(s): Vitagliano
ED 481 · School, Family, and Community Relations
Surveys many approaches for uniting schools, families, and community institutions into meaningful partnerships to foster academic success and healthy development in young people. Examines theoretical, political, and practical issues and research associated with these new and traditional forms of collaboration.
Prerequisites: None
Offered: Most even falls
Restrictions: None
Instructor(s): Swanson
ED 483 · Communication and Counseling Skills for Teachers, Administrators, and Other Helping Professionals
Introduces the educating or allied helping professional to the basic skills and core perspectives of counseling as a form of communication. Assists educators in facilitating effective interpersonal interactions by introducing them to basic listening skills, principles of group dynamics, theories of cross-cultural communication, and conflict resolution strategies.
Prerequisites: None
Offered: Even summers B; odd falls
Restrictions: For non-counseling students only
Instructor(s): Guiffrida; Marquis
EDU 497 · Teaching and Learning in Higher Education
Studies theory-based effective teaching, learning, and assessment practices for use in higher education and learning organizations. Stresses teaching, learning, and assessment practices that facilitate meaningful learning. Designed to meet the diverse needs and interests of a broad range of graduate students, teachers, and working professionals interested or currently working in higher education or learning organizations.
Prerequisites: None
Offered: Occasionally
Restrictions: None
Instructor(s): TBD
ED 513 · Academic Writing for Educators
Provides a workshop setting for students to improve academic writing and develop concrete strategies for composing and revising. Reviews principles of effective expository writing at multiple levels: rhetorical, structural, sentential, lexical, grammatical, and mechanical. Explores how academic writing reflects the professional practices of the educational research and publishing communities. Introduces several digital tools that are useful to writers.
Prerequisites: None
Offered: Every spring and summer B
Restrictions: Doctoral students only
Instructor(s): Curry; Callahan; Allen; Dingus
ED 515 · Writing for Scholarly Publications in the Social Sciences (1 credit)
(New course under development)
Prerequisites: None
Offered: Occasionally
Restrictions: Doctoral students only
Instructor(s): Curry
ED 516 · Designing and Evaluating Professional Development
Engages educators, administrators, teacher leaders, curriculum specialists, and professional development providers in examining the issues related to designing and evaluating professional development. Critically examines the research on the role professional development plays in promoting change; the characteristics of effective professional development programs; and methods for evaluating professional development programs and materials. Engages students in designing large- and small-scale professional development programs and in implementing and evaluating professional development initiatives.
Prerequisites: None
Offered: Every odd fall
Restrictions: None
Instructor(s): Fonzi
ED 517 · Schooling and Social Justice
Examines the idea of promoting social justice in and through education, and in doing so provides a grounding in theoretical explorations of the nature of justice, and experience in well-reasoned analysis and writing about educational controversies. Topics include the nature of social justice and what educational institutions and researchers can do to promote it; the nature of educational equality and its relationship to social justice; the tensions between political, social, economic, and cultural aspects of social justice, and how those tensions are reflected in educational policy and practice. Course readings include landmark legal decisions.
Prerequisites: None
Offered: Occasionally
Restrictions: Doctoral students only, or by permission of instructor
Instructor(s): James-Wilson; Curren
ED 539 · Dissertation Proposal Writing Seminar
Helps students write a successful dissertation proposal. Helps students move from topics of general interest to specific researchable questions by examining relevant literatures and assessing their research abilities. Examines the rationale for writing a thesis in a graduate program in education and identifies approaches to defending the proposal and to completing and defending the dissertation. Students draft, share, and discuss proposals and learn strategies for composing and working with dissertation committees.
Prerequisites: None
Offered: Most falls (next offered Fall 2007)
Restrictions: Doctoral students only, with permission of instructor
Instructor(s): Hursh
Research Methods Courses
ED 406 · Master’s Research Methods
Introduces research methods and research design in education and the social and behavioral sciences, emphasizing both qualitative and quantitative research design and analytic thinking. Prepares students to be literate consumers of different types of research that use different methodologies and design features.
Prerequisites: None
Offered: Every fall, spring, and summer B
Restrictions: Master’s candidates only
Instructor(s): Stein; O’Connor; Swanson
ED 504 · Quantitative Research Methods
Provides hands-on experience in conducting research in education with existing data sets. Introduces the basic concepts and mechanics of hypothesis testing, univariate statistics, ANOVA, and linear regression and gives an overview of more complex quantitative methods. Includes conducting a quantitative analysis as a research report, with peer review and instructor input.
Prerequisites: ED 506; ED 528
Offered: Every spring and summer B
Restrictions: Doctoral students only
Instructor(s): DeAngelis; Montes
ED 505 · Advanced Quantitative Research Methods
Trains students to conduct effective research and analysis with large- and small-scale survey information, of the type most commonly generated through state and nationally funded information collecting.
Prerequisites: ED 504; ED 506
Offered: Most even falls (Next offered Fall 2008)
Restrictions: Doctoral students only
Instructor(s):DeAngelis; Montes
ED 506 · Concepts and Issues in Social Science Research
Introduces the beginning doctoral student in education and related disciplines to the issues and processes involved in empirical research. Major alternative approaches to designing and conducting research are explored.
*ED 506 is a required pre-requisite for all doctoral research methods courses. It is open only to doctoral students, except for master’s students in human development who are in that program’s “research” track (they must get instructor approval in advance).
Prerequisites: None
Offered: Every fall and summer B
Restrictions: Doctoral students only
Instructor(s): Ares; O’Connor
ED 507 · Qualitative Research Methods
Introduces doctoral students to qualitative research in education. Offers students an opportunity to explore the theoretical and philosophical foundations of qualitative inquiry while applying these principles to a research project. Students conduct a research study in which they learn the tools of ethnographic data collection, and then analyze these data for the final paper. Course readings and class discussion facilitate students’ understanding of the interpretivist paradigm.
Prerequisites: ED 506 recommended
Offered: Every spring and summer B
Restrictions: Doctoral students only
Instructor(s): Larson; Ares; O’Connor; Allen; Waterman
ED 520 · Program Evaluation
Introduces students to the various approaches for evaluating educational and community programs. Program evaluation helps decision makers work with data to assess community needs, launch a new program, follow the progress of an existing program, and summarize program outcomes. Students will complete a proposal for a program evaluation by the end of this course.
Prerequisite: ED 506 for doctoral students; ED 406 or equivalent for other students
Offered: Every fall and summer A
Restrictions: Doctoral students, or students in program evaluation certification, or permission of instructor
Instructor(s): Lauver; Montes
ED 521 · Advanced Program Evaluation
Guides students through the data collection, analysis, and reporting stages of a program evaluation. Students should have access and permission from a school or agency to conduct a program evaluation and an approved proposal for the evaluation before registering for this course.
Prerequisite: ED 520 or permission of instructor
Offered: Every spring
Restrictions: Doctoral students or students in program evaluation certification
Instructor(s): Lauver; Wall
ED 523 · Mixed Research Methods
The strength of a mixed-method approach to educational and psychological research is in its "triangulation" of multiple sources of data. The method provides an opportunity to explore various strategies for combining qualitative and quantitative approaches. This course is designed to introduce doctoral students to the benefits and limitations of mixed methods research: appropriate research problems, designs for data collection, and integration within the broader field of basic and applied social science research.
Prerequisites: ED 504; ED 506; ED 507
Offered: Most odd falls (next offered Fall 2007)
Restrictions: Doctoral students only
Instructor(s): Finnigan; Swanson
ED 524 · Survey Design (1 credit)
Covers a range of issues relating to survey design, including choosing the mode of data collection (phone, online, mail), identifying the appropriate respondent, developing the questionnaire, and collecting data. Through discussion and experiential exercises, students will acquire practical knowledge and skills relating to survey design.
Prerequisites: None
Offered: Every fall and most summers A
Restrictions: None
Instructor(s): Finnigan; Lauver
ED 525 · Interview and Focus Group Techniques (1 credit)
Introduces the methods involved in conducting interviews and focus groups and in managing and interpreting the data they generate. Covers a range of issues from developing protocols and identifying participants to reporting results.
Prerequisites: None
Offered: Every spring (but offered Fall 2007 instead of Spring 2008) and most summers A
Restrictions: None
Instructor (s): Finnigan; Lauver
ED 527 · Advanced Qualitative Research Methods
Builds on ED 507, Qualitative Research Methods, to provide a deeper examination of theory and method in qualitative research. Explores specific qualitative research methodologies as frameworks for understanding human activity. Students conduct a research project that is related to their dissertation topic.
Prerequisites: ED 506; ED 507
Offered: Most falls (next offered Fall 2007)
Restrictions: Doctoral students only
Instructor(s): Larson; Ares; O’Connor; Allen
ED 528 · Using Quantitative Data Analysis Software (1 credit)
Introduces students to statistical analysis software. Through hands-on opportunities on the computers, students learn how to import and transform quantitative data sets. The course usually focuses on SPSS software, allowing students the opportunity to modify data files, conduct basic statistical analysis, and create charts and graphs. Occasionally the course will focus on other software (see course title on the schedule for clarification). Open to students at all points in their academic programs. Course does not cover the concepts and mechanics taught in ED 504.
Prerequisites: ED 506 (or concurrently)
Offered: Every fall and summer A
Restrictions: Students must take this course prior to enrolling in ED 504 (students with experience using the software package may contact the professor to apply for a waiver from this requirement)
Instructor(s): Finnigan; Ames
ED 529 · Using Qualitative Data Analysis Software (1 credit)
Introduces students to qualitative analysis software. Through hands-on opportunities on the computers, students learn how to import and code qualitative data (e.g., interview transcripts, speeches, etc.). The course frequently focuses on N6 and NVIVO 7 software packages, allowing students the opportunity to code text thematically, conduct basic qualitative analysis, and create coded reports. Occasionally the course will focus on other software (see course title on the schedule for clarification). Open to doctoral students at all points in their academic programs.
Prerequisites: None
Offered: Occasionally (next offered Summer 2007)
Restrictions: None
Instructor(s): Vitagliano; Ames
ED 531 · Case Study Design and Analysis (1 credit)
Introduces students to case study research design and prepares them to use case study methods in their own research. Provides students with the skills needed to analyze articles and books using case study methods and familiarizes them with research design issues, as well as data collection, analysis, and writing strategies.
Prerequisites: ED 506
Offered: Occasionally
Restrictions: None
Instructor(s): Finnigan
ED 532 · Action Research Methods
Defines action research and provides a theoretical and practical base for students to conduct a pilot project in their own educational work setting.
Prerequisites: ED 506
Offered: Every Fall
Restrictions: ED 506
Instructor(s): Callahan; Curry; Hursh
ED 533 · Research Strategies Series
Research strategies series is for students interested in taking any three 1-credit mini-courses on specific research strategies (i.e. ED 526, ED 525, ED 528, ED 529, ED 531, ED 532) , who can register for this 3-credit course instead. NOTE: Students registered for this course will also need to register as “audit” to the mini-courses of their choice (for no fee).
Prerequisites: ED 506
Offered: Each semester
Restrictions: None
Instructor(s): Finnigan
ED 581 – Discourse Analysis
(New course under development)
Prerequisites: ED 506; ED 507
Offered: Occasionally (next offered Fall 2007)
Restrictions: None
Instructor(s): Larson, O’Connor, Allen
Independent Work
Warner School students in all doctoral programs and some master’s programs can benefit from the opportunity to study topics of interest to them under the supervision of a faculty member. Depending on the type of independent work, students are expected to register for one of the following courses (students must identify the faculty member that has agreed to supervise the work and the number of credits agreed upon):
ED 491· Independent Study in Education—Master’s Level (variable credits)
This option is the one most commonly used by students who are interested in studying a particular topic through independent readings and other activities. The specific nature of the study and criteria for evaluation need to be articulated in writing within the first two weeks of the semester by using a specific Independent Study Form that requires the signature of the faculty member supervising the study, as well as the program chair and associate dean of graduate studies.
ED 492 · Field Study in Education—Master’s Level (variable credits)
This option can be used by master’s students who are interested in engaging in a supervised project or field experience relevant to their program.
ED 493 · Master’s Research (Master’s Thesis, Master’s Essay) (variable credits)
Master’s students who have chosen to fulfill this requirement by preparing a master’s thesis can enroll in this course. (Note: students have the option to register for 0–6 credits)
ED 496 · Research Apprenticeship—Master’s Level (variable credits)
This option should be used by master’s students who are engaging in a research apprenticeship by participating in a scaffolded role in an existing research project directed by a Warner faculty member (with permission and under the supervision of that faculty member).
ED 591 · Independent Study in Education—Doctoral Level (variable credits)
This option is the one most commonly used by doctoral students who are interested in studying a particular topic through independent readings and other activities. The specific nature of the study and criteria for evaluation need to be articulated in writing within the first two weeks of the semester by using a specific Independent Study Form, which requires the signature of the faculty member supervising the study as well as the program chair and associate dean of graduate studies.
ED 592 · Field Study in Education—Doctoral Level (variable credits)
This option can be used by doctoral students who are interested in engaging in a supervised project or field experience relevant to their program.
ED 593 · Ed.D. Research (Dissertation) (variable credits)
Ed.D. students working on their dissertation should register for this course. Please note: Registration in this course is limited to students who have filed for their doctoral comprehensive exam.
ED 595 · Ph.D. Research (Dissertation) (variable credits)
Ph.D. students working on their dissertation should register for this course. Please note that registration in this course is limited to students who have filed for their doctoral comprehensive exam.
ED 596 · Research Apprenticeship—Doctoral Level (variable credits)
This option should be used by doctoral students who are engaging in a research apprenticeship by participating in a scaffolded role in an existing research project directed by a Warner faculty member (with permission and under the supervision of that faculty member). The research apprenticeship is a requirement for all Ph.D. students but is open to other Warner students as well.
To view more courses, go to:
Master List
Counseling & Human Development
Courses
Educational Leadership
Teaching & Curriculum Courses
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