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Table of Contents

A Brief History of the


Graduate School of Education .. . . . . . . . . . . . . . . . . . . . . . . . . . 4 Academic Policies and Procedures.. . . . . . . . . . . . . . . . . . . . . 20 Academic Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Counseling and School Psychology Programs.. . . . . . . 60
Vision and Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Academic Discipline.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Counseling Psychology Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Accreditation and Memberships.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Reserved Rights of the University .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Interdisciplinary Research Programs. . . . . . . . . . . . . . . . . . . . . . 28
Masters Programs in Counseling .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Teaching in New York State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Maintenance of Matriculation .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 PhD in Contemporary Learning and Doctoral Program in Counseling Psychology . . . . . . . . . . . . . . . . . . . . . . . 63
Dissertation Mentoring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Interdisciplinary Research (CLAIR). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Facilities and Academic Resources.. . . . . . . . . . . . . . . . . . . . . . 8 School Psychology Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Registration Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Graduate School of Education Lincoln Center . . . . . . . . . . . . . . . . . . . . . . . 8 Teaching Programs.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Professional Diploma Programs.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
my.fordham.edu.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Graduate School of Education Westchester Campus. . . . . . . . . . . . . . . . . 8 Initial Teacher Certification Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Master of Science in Education Programs. . . . . . . . . . . . . . . . . . . . . . . . . . 67
Adding or Dropping Courses .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Tk20 HigherEd.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Early Childhood Education Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Bilingual Extension for Certified School Psychologists. . . . . . . . . . . . . . . 69
Grade Point Average . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Libraries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Childhood Education Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Doctoral Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Fitness Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Multigrade (K-12) Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Course Load . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Frequently Offered Courses .. . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Support Services for Students with Disabilities. . . . . . . . . . . . . . . . . . . . . . 9 Adolescence Education Programs.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Independent Studies/Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Administration and Supervision ASGE Courses.. . . . . . . . . . . . . . . . . . . . 73
Information Technology Facilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Adolescence Special Education Programs.. . . . . . . . . . . . . . . . . . . . . . . . . 40
Transfers of Credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Contemporary Learning CLGE Courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Office of Field Education and Accountability. . . . . . . . . . . . . . . . . . . . . . . . 9 Exemption from Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Advanced and Specialist Teacher Education Curriculum and Teaching CTGE Courses.. . . . . . . . . . . . . . . . . . . . . . . . . . 79
The Psychological Services Institute.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Time Limits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Degree Programs.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
EDGE Interdisciplinary Courses.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
The Rosa A. Hagin School Consultation Center and . Leave of Absence .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Early Childhood Special Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Early Childhood Centers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Psychology PSGE Courses.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Childhood Special Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
The Early Childhood Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Urban Education UEGE Courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Transcripts of Record .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Literacy Education (Birth to Grade 6).. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Center for Educational Partnerships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Auditing Privileges. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Literacy Education (Grades 5 through 12). . . . . . . . . . . . . . . . . . . . . . . . . . 45 Administration and Faculty,
Center for Catholic School Leadership and Faith-Based Education. . . . 10
Grievance Procedures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Certification, Extension Teacher Education Programs .. . . . . . . . . . . . 46
Including Their Research Areas.. . . . . . . . . . . . . . . . . . . . . . . 103
Career Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Graduate School of Education Administration .. . . . . . . . . . . . . . . . . . . . 103
The Counseling Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Early Childhood and Childhood Special Education Extensions. . . . . . . . 46
General Program Completion . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Faculty.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Barnes & Noble University Shops. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Bilingual Education Extensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Masters Degree Requirements .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Adjunct Faculty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Community Resources.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Middle Childhood Extension Programs .. . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Professional Diploma and Advanced Certificate Requirements .. . . . . . 23 Officers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Graduate Housing.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Adolescent Extension Program .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Doctoral Degree Requirements .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Graduate School of Education Email Directory.. . . . . . . . . . . . . . . . . . . . 106
Pre-K to 12 Extension Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Enrollment Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Directory of Offices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
University Policies.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Non-Certification Teacher Education Programs . . . . . . . . . . . . . . . . . . 50 Maps and Directions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Admissions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Nondiscrimination Policy.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Curriculum and Teaching.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Requirements for Admissions Applications to . Notice Regarding the Clery Act. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Literacy Leadership.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Graduate Degree Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Affirmative Action Policy.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
TESOL (Track 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Additional Review of Language Proficiency.. . . . . . . . . . . . . . . . . . . . . . . . . 12 Support Services for Students with Disabilities. . . . . . . . . . . . . . . . . . . . . 25
Requirements for Enrollment for Nondegree Graduate Study.. . . . . . . . . 13 Catholic and Jesuit Tradition.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Teacher Certification Programs for Fordham
Admission Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Campus Safety.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Undergraduate Students: Five-Year Integrated
Application Deadlines .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Teacher Education Program (BA/BS/MST). . . . . . . . . . . . . . . . . . . . . . 52
Bulletin Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Applications from Countries Other than the United States.. . . . . . . . . . . 14 Equity in Athletics Disclosure Act.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Leadership Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Tuition and Fees.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Reserved Rights of the University. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Masters Degree Programs in Educational
Refund Policies and Procedures.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Family Educational Rights and Privacy (FERPA) Policy. . . . . . . . . . . . . . . 26
Administration and Supervision and Advanced
Refund Policy Appeal Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Directory Information.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Certificate in School District Leadership. . . . . . . . . . . . . . . . . . . . . . . . . 54
Financial Aid.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Administration and Supervision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Graduate Assistantships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 School District Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Graduate School of Education Scholarship Programs. . . . . . . . . . . . . . . . . 17 Catholic and Faith-Based Educational Leadership. . . . . . . . . . . . . . . . . . . 5 6
Payment Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Doctoral Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Federal Loan Satisfactory Academic Progress (SAP). . . . . . . . . . . . . . . . . 18 Administration and Supervision.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Federal Direct Loan Program.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Church and Faith-Based School Leadership.. . . . . . . . . . . . . . . . . . . . . . . . 58
Private Educational Loans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
A Brief History of the
Graduate School of Education
Within Fordhamthe Jesuit University of New Yorkthe Graduate School of Education has prepared educators and citizens
of the world to be leaders in scholarship and service to the individual for more than 90 years. In keeping with the Universitys
Jesuit values, our students and faculty share a commitment to the professtional development of the whole person.

In the early 1900s, most New Yorkarea teachers were prepared in In 1938, Fordhams Teachers College was formally renamed
normal schools that provided high school graduates with training the School of Education, and the Department of Education
in classroom management, lesson planning, and teaching methods became the Graduate Department of the School of Education.
but did not add to their academic knowledge base. Some teachers In 1943, the school moved from the Woolworth Building to 302
prepared this way were interested in continuing their education Broadway. Programs were continually developed and redesigned
to earn baccalaureate degrees or to accept responsibilities in throughout the years, reflecting the rapidly changing needs
administrative positions. Other teachers who already had of public and nonpublic schools. One area consciously and
baccalaureate degrees needed graduate study to advance. During continually addressed was urban educationthe constellation
this same period, Cardinal John Farley recognized the need to of issues facing students, teachers, administrators, and other
improve Catholic education in New York. In 1916, responding to professionals in multiracial, multilingual, multicultural, and
the needs of the citys teachers and schools, Fordham University economically diverse environments such as New York.
launched a Teachers College and a Department of Education Beginning in the 1960s and continuing in the present, the
within its then-new Graduate School. responses to diversity have included urban-focused courses,
This college and department were unusual for the day as programs research and field experience, partnerships with and support to
were designed for learning while practicing and for accessibility local districts, specialized degree programs, and the infusion of
to students. Professional studies had strong liberal arts cores. diversity-related issues across programs and courses. It was also
Connections to city schools resulted in a genuine awareness of the during this time that Fordham University became part of the
needs of area schools, and educational experiences were molded renaissance of New Yorks West Side by building and relocating
by the Jesuit cura personalisconcern for the whole student. its Manhattan campus to the Lincoln Center area of the city.
The faculty and student body of Fordhams Teachers College and Shortly thereafter, the school changed its name again, becoming
Department of Education were also unique. Men and women who the Graduate School of Education to reflect its focus on graduate
were practicing teachers and key school district administrators professional education.
were appointed as adjunct faculty, division chairpersons, and The Graduate School of Education currently serves students
assistant deans, resulting in a level of professional expertise not who are engaged in preparation or professional development as
often found in university schools of education. Full time faculty teachers, administrators, psychologists, counselors, and other
and administrators who had national reputations were also educators. Masters, advanced certificate, and doctoral degree
recruited to provide anchors for rigorous academic programs and programs are offered.
scholarly research. The students, mostly educational practitioners, Responding to the need for new teachers and other school
attended part time. professionals, the Graduate School of Education has increased
Women were provided unrestricted opportunity to pursue its collaborations with local public and private school systems to
advanced degrees at this coeducational school. The impact on prepare teachers in critical shortage areas, to conceive and design
women was significant: By 1921, women received five of nine schools that work, and to conduct innovative research leading to
doctorates awarded by the school, and by 1926, 16 of 22 AB student success.
degrees, three of seven BS degrees and 12 BS in education degrees. Our graduates include a substantial number of local and regional
Fordhams location in Manhattan was strategic and successful. school superintendents, principals, and assistant principals
Housed in the newly completed Woolworth Building, then the leaders of their respective schools and districts, as well as leaders
worlds tallest skyscraper, it had a prestigious address; it was in national professional organizations.
also easily accessible by all modes of transportation. Over time, We welcome all new and prospective members of the Fordham
programs of study were offered during the day, in the evening, on Graduate School of Education community and invite you to help
Saturdays, and during the summer session to accommodate the continue our mission of scholarship and service, building on
needs of its teacher-students. success in the years ahead.
4
Lowenstein Center entrance, Lincoln Center Campus

The following Vision and Mission statements, unanimously affirmed by the Graduate School of Education School Council .
on May 5, 2008, confirm our beliefs about the Graduate School of Educations purposes and aspirations.

Our Vision Accreditation and Memberships


Fordham University Graduate School of Education will enhance its The challenges of the 21st century are complex, and solutions call
national and international recognition as a leader in the generation for thoughtful, knowledgeable leaders and creative, cooperative Fordham University is accredited by the Middle States Association of Colleges and Secondary Schools and .
and dissemination of knowledge and skills for teachers, counselors, responses. Working with schools, social agencies, and others, is registered with the New York State Board of Regents as a chartered independent university.
psychologists, school administrators, and other educational the Graduate School of Education is proactiveidentifying
practitioners and scholars who serve diverse populations. emerging issues, providing on-target professional preparation and The Graduate School of Education is accredited by the National In addition, the Graduate School of Education is a member of
development programs, and helping practitioners understand and Council for Accreditation of Teacher Education. The doctoral American Association of Colleges of Teacher Education, American
Our Mission apply the most promising theoretical constructs. programs in Counseling and School Psychology are accredited by Educational Research Association, Organization of Institutional
In keeping with the Universitys Jesuit tradition of rigorous the American Psychological Association. The doctoral programs Affiliates, Council of Academic Deans of Research Education
Ideally located in the heart of the New York metropolitan area, the in Administration are approved by the University Council for Institutions, Conference of Teacher Education of the Association of
academic endeavor, service to complex urban and metropolitan Graduate School of Education has forged strong partnerships with
communities, and dedication to the intellectual, moral, and socio- Educational Administration. The School Psychology certificate- Jesuit Colleges and Universities, Council of Counseling Psychology
public and private schools, other schools within Fordham, other level program is approved by the National Association of School Training Programs, Council of Graduate Departments of
emotional development of the individual, the Graduate School of colleges and universities, business and government groups, and
Educations mission is to Psychologists. The masters programs in Mental Health Counseling Psychology, Council of Directors of School Psychology Programs,
human service organizations. and School Counseling are accredited by the Masters in Psychology Council of Graduate Departments of Psychology, Metropolitan
create and nurture an inclusive, dynamic, intellectual, and
The Graduate School of Education reflects the Jesuit tradition and Counseling Accreditation Council. Council of Educational Administration Programs, New York state-
reflective community that generates knowledge and promotes
of academic excellence in a values-laden setting. High standards The Graduate School of Education, as a part of Fordham University, AACTE; Trainers of School Psychologists, and University Council
inquiry and excellence;
of scholarship are evident in all of the schools programs. A is a member of American Council on Education, Association for Educational Administration.
prepare teachers, counselors, psychologists, school administrators, dynamic balance exists between theory and practice, and among of American Colleges, Association of Catholic Colleges and The Graduate School of Education has active chapters of
researchers, and other professionals who are committed to social research, teaching, and community service, maintained through Universities, Association of Jesuit Colleges and Universities, professional honor societies, namely: Kappa Delta Pi and Alpha
justice, personal responsibility, and equity for all learners; careful faculty recruitment and development. Faculty and student Association of Urban Universities, National Association of Upsilon Alpha.
apply and expand the theory and knowledge of their disciplines relationships are mutually supportive and reflect the belief that Graduate Schools, Council of Graduate Schools of the United
through the use of reflective pedagogy to meet the changing education is paramount in shaping the kind of society we desire and Our teacher preparation programs were among the first to be
States, Northeastern Association of Graduate Schools, Association recognized by the U.S. Department of Education for excellence in
educational needs of children and adults from richly diverse making the world a better place for all people. of Graduate Schools in Catholic Colleges and Universities, Council
communities; teacher preparation, based largely on the documented successes of
of Higher Education Institutions in New York City, Association of our graduates.
serve national and international educational communities Universities and Colleges of the State of New York, and the Institute
regardless of race, cultural background, religion, and ethnicity. of International Education.

5
Teaching in New York State
Certification Programs: Many of the degree programs offered by the
Facilities and Academic Resources
Graduate School of Education are registered with the New York State The administrative offices of the Graduate School of Education are located at the Lincoln Center campus in Manhattan. Courses
Education Department for the purpose of enabling students to fulfill
and degree programs are offered primarily at the Lincoln Center and Westchester campuses. In addition, courses are offered at
requirements for initial or professional teacher, counselor, or administrator
certification. Fordham University will endorse for certification those the Universitys Rose Hill campus in the Bronx and at a number of off-campus sites in Brooklyn, Queens, Staten Island, the Bronx,
students who fully meet entrance requirements and who satisfactorily and Long Island, and at partnership schools and other convenient locations.
complete all degree program requirements, including but not limited to
specific coursework and student teaching, internships, or practica. To find Graduate School of Education Lincoln Center
out whether a specific program leads to certification, refer to its program
The Graduate School of Education Lincoln Center campus is to purchase a Tk20 account for the duration of their program at
description in this bulletin. Consult with the admissions office and
located at the corner of Columbus Avenue and West 60th Street a cost of $100. In order to manage student and faculty accounts
financial aid (45 Columbus Avenue, Second Floor) at 212-636-6400 before
in Manhattan, adjacent to Lincoln Center for the Performing uniformly, all user accounts will only use Fordham email addresses
enrolling in a program if you have questions regarding requirements for
Arts. Located here are the offices for the faculty, deans, and for correspondence.
initial or professional New York state certification.
divisions; various centers, including the Center for Catholic
New York state Teacher Certification Examinations (NYSTCE): New York School Leadership and Faith-Based Education, and the Center Libraries
State Education Department (NYSED) requires teacher candidates to for Educational Partnerships; the Gerald M. Quinn Library; Fordham University Libraries are at three major locations: the
demonstrate competency in the content areas they will teach, as well as counseling and psychology laboratory facilities; computer Rose Hill campus in the Bronx, the Lincoln Center campus
in teaching skills. Prospective candidates for certification as teachers for facilities; enrollment services (bursar, registrar, and financial aid in Manhattan, and the Westchester campus in West Harrison.
bilingual childhood education, early childhood education, early childhood offices); and other service and activities centers. The admissions Fordham University Libraries own more than 2 million
special education, childhood education, teachers of English to students of office is across the street, at 45 Columbus Avenue. The Rosa A. volumes and subscribe to more than 15,500 periodicals and
other languages (TESOL), and teachers of adolescence biology, chemistry, Hagin School Consultation Center, the Early Childhood Center, 50,000 electronic journals, and is a depository for United States
English, mathematics, physics, social studies, and special education the Psychological Services Institute, and career services are Government documents. Fordham University Libraries own many
(grades 7-12) seeking initial certification are required to pass tests in also located in this building. All Graduate School of Education special collections of rare books and manuscripts covering a variety
Academic Literacy Skills (ALST), Educating All Students (EAS), Revised programs at the masters, professional diploma, and doctoral of subjects, including Americana, Jesuitica, the French Revolution,
Content Specialty (CST), and edTPA (a performance-based assessment levels are available at the Lincoln Center campus. and Criminology. The library also provides access to more than
process). Other assessments and examinations may be required for specific 60,000 electronic books.
certification areas. Graduate School of Education Westchester Campus
The William D. Walsh Family Library at Rose Hill contains more
Graduates of Fordhams early childhood, childhood, adolescence, and The Graduate School of Education Westchester campus is located than 1 million volumes and 380,000 government documents. It is
TESOL initial teacher education programs are well prepared for these at 400 Westchester Avenue in West Harrison, New York, on named after William Walsh, a Fordham alumnus and member of
certification tests. The student-faculty ratio during supervised student the Westchester campus of Fordham University. This location the University Board of Trustees, who made a major contribution
teaching or teaching internships does not exceed 8-to-1. The table below near White Plains has an office of teacher education, education toward its construction. All Rose Hill library services, including the
shows data reported by the New York State Education Department for leadership, faculty offices, classrooms, enrollment services, and Science Library, Audio Visuals, Electronic Services, Government
students in the year 2011-14 on the certification test results for those library facilities. Degree programs offered on this campus include Documents, Archives, Special Collections, Microforms, and
program graduates who took the certification examinations in New York initial certification programs in Childhood Education, Childhood Fordham Dissertations, are housed here.
state. In fact, there are critical shortages of highly qualified teachers. Special Education, and Bilingual Childhood Education, and
advanced/specialist programs in Literacy (BirthGrade 6) and The Gerald M. Quinn Library at Lincoln Center contains more
Literacy (Grades 5-12). The Accelerated Masters Program than 500,000 volumes and is named in memory of the late Dean
of Fordham College at Lincoln Center. In addition to a general
New York State Certification Exam Pass Rates in Educational Leadership (AMPEL) is also offered at the
Westchester campus. In addition, extension programs in selected collection serving Fordham College at Lincoln Center, the Quinn
Fordham University students who have completed programs
areas are offered. Library also has strong collections in business, education, and
Fordham University Traditional Program Fordham University Alternative Program social service serving the three graduate schools on that campus.
Number Tested | Pass Rate Number Tested | Pass Rate Tk20 HigherEd The Westchester campus library houses more than 30,000 volumes
Lincoln Center/Rose Hill | 2013-14 61 89% 61 100% The Graduate School of Education has adopted a comprehensive and serves Fordhams graduate schools of Business, Education,
assessment platform, Tk20 HigherEd, through which assessment Religious Education, and Social Service. All of Fordham University
Lincoln Center/Rose Hill | 2012-13 112 96% 96 100% Libraries electronic books and databases are available in the
data are collected, stored, and reported. Tk20, as it is generally
Lincoln Center/Rose Hill | 2011-12 128 95% 40 98% called, provides the Graduate School of Education with the Westchester campus library.
ability to: conduct course, program, and unit-level assessments; OneSearch Discovery: Fordhams OneSearch provides access
Westchester | 2013-14 5
issue standards-based, reflective, electronic portfolios; track and not only to the library collections on all campuses but also to
Westchester | 2012-13 16 100% manage field experience and clinical practice; create reports for Fordham Law and many other databases, including journals (index
comprehensive analysis and accreditation support; and store, to academic and popular journals), ABI-INFORM, newspapers
Westchester | 2011-12 26 100% organize, and share documents. (index to major U.S. newspapers), education (ERIC index, both
Tk20 provides a platform for faculty to communicate with current and pre-1983), U.S. Government documents index,
New York State Certification Requirements: For additional information on current and new requirements, students, issue assignments, and post syllabi and other course Petersons College Guide, and Westchester County indexes. Also
visit the New York State Education Department website at bit.ly/NYSCertification. documentation. In addition, faculty may issue portfolios and available are LEXIS-NEXIS, a database of full-text information
Teacher Supply and Demand in New York State: According to the New York State Education Department field experience binders, and make assessmentsincluding sources (newspapers, journals, documents, transcripts, reports,
(NYS Supply and Demand Report, 2013), the number of highly qualified teachers is not sufficient to meet the annotations to videosin conjunction with field personnel. After etc.); Primary Search, a full text of 50 childrens magazines; and
needs in all certification areas or geographic locations in New York state. completing their assignments, portfolios, and field-experience MAS Ultra-School Edition, with full text of 460 journals and
binders, students can readily access final assessments made by other documents designed for use in secondary schools. DIALOG
Detailed information regarding teacher supply and demand in New York state may be found online at
instructors or field supervisors via Tk20. Students are required searches are available from the reference departments at each
regents.nysed.gov/common/regents/files/TeacherSupplyDemandReports%5B1%5D.pdf.

7 8
campus, as well as OCLC (an international database containing Quinn Library. The center has microcomputer rooms equipped with The Rosa A. Hagin School Consultation in nonpublic education are offered in several off-campus sites
more than 2 million bibliographic citations). Apple Macintosh and PC-compatible computers. The terminals also and Early Childhood Centers convenient to teachers and administrators in Catholic and other
In addition to online catalog and database searching services, allow users to access the Internet. The center offers a wide range of The Rosa A. Hagin School Consultation and Early Childhood nonpublic schools. The center has developed and supports a
computers are available for general use. Computer labs at the hardware and software for the academic community, including a Centers, located on the seventh floor at 45 Columbus Avenue, network of administrators in nonpublic education (university and
Lincoln Center campus are located next to the library on the street- variety of programming languages, business application programs, provides psychoeducational services for school-aged children with K-12 settings) to assist them in developing the special knowledge
level floor. An audio-visual room is located in the library. Students utilities, statistical packages, word processing, graphics, and other learning problems. The centers services are designed to support and skills needed to succeed and thrive in the nonpublic sector.
and faculty may access Fordhams OneSearch remotely from their software. The computer center facilities are open to all members of school achievement and adjustment for all students, regardless of These efforts complement the Graduate School of Educations
homes or offices. the Fordham community with a valid ID card. The computer center their school affiliation. The centers also serve young adult clients, masters, professional diploma, and doctoral programs with
is accessible during Lowenstein Center hours. including graduate students from universities in the greater New options focusing on educational leadership and issues in nonpublic
Document Delivery Services: Fordham libraries have access to education through which present and potential leaders pursue
two document delivery services. Through our participation in the On the Rose Hill campus, computer facilities are located in Keating York area.
Hall and the Walsh Library. The Walsh Library has more than comprehensive study in administration. For information about
Westchester Area Library Directors Organization library consortia, Services include screening or assessment of cognitive achievement; these programs, see degree program descriptions for the division of
Fordham faculty and students may order copies of journal articles 450 computers for student and faculty use, computer labs and behavioral, personality, or neuropsychological functioning;
development areas, and an extensive collection of software and Educational Leadership, Administration, and Policy.
through UMI directly from any OneSearch. Full-text, hard-copy consultation regarding educational assessment, placement, and
articles are received within five minutes via a laser printer in each hardware available for use by members of the Fordham community planning; documentation of academic support needs (extended The center contributes to the fostering of anthropological and ethical
library. with a valid ID card. There is an annual technology access charge of time for tests, curricular modifications); and assessment and values, which are necessary in order to build a society that is based
$125 to all enrolled students. consultation for bilingual students. Parent consultation, academic on fraternity and solidarity by promotion of international, national,
Intra and Interlibrary Loans: Fordham students and faculty may and regional workshops, institutes, and conferences for faith-based
remediation, and individual counseling are also available at a
request material shelved at any Fordham library simply by filling out Office of Field Education and Accountability school leaders. The center also fosters the recognition, respect, and
an intralibrary loan request. Books and journal articles are delivered low fee. Referrals may be initiated by parents, teachers, other
The Office of Field Education and Accountability (OFEA) places professionals, or the client. enhancement of diversity. Social, cultural, and religious diversity are
to the requesting library within one to three days. Materials not considered as an opportunity and a gift to encounter one another.
student teachers at various school sites in New York City and in
available in any of the Fordham libraries may be requested through The centers serve as a supervised training facility for students in the These opportunities are buttressed by supporting research on topics
the metropolitan area. Most schools and districts require student
interlibrary loan from other colleges and universities around the school psychology programs. The centers also maintain a library of of particular interest to the nonpublic sector. Individuals from
teachers to be fingerprinted. If not previously fingerprinted,
country. Students wishing to use materials held neither by Fordham test materials from which students in the Division of Psychological Catholic, Protestant, Jewish, Muslim, and independent schools and
student teachers in New York City public schools are required to
nor the New York Public Library but owned by local libraries in the and Educational Services may borrow. For further information, call organizations participate in the centers programs. Thus the center
be fingerprinted by the New York City Department of Education
metropolitan area may be issued a METRO access pass to member 212-636-6483, or visit fordham.edu/gse. provides a unique opportunity for dialogue among these groups. For
(DOE). OFEA will register student teachers assigned to NYC
libraries. The general and special collections of many cultural and further information, call 212-636-6420.
public schools in the NYC DOE PETS System (Personnel Eligibility The Early Childhood Center
research organizations in the New York metropolitan area also are
Tracking System). Once OFEA has registered student teachers, they
available. Exchange courtesies are maintained with the Library of
will receive an email in their Fordham account from the NYC DOE The Early Childhood Center, located on the seventh floor at 45 Career Services
Congress, Washington, D.C., and the New York state Library, Columbus Avenue, is a multiservice community center for young
with instructions to log into the Applicant Gateway. Students click Career resources are available to students and alumni of the
Albany, New York. children and their parents. The center specializes in the assessment
on the link provided in the email to activate their Applicant Gateway Graduate School of Education through Fordhams Career Services.
Consortia and Affiliations: Fordham is a member of Westchester account. When students activate their Applicant Gateway account, and diagnosis of a variety of early childhood disorders, including Services include one-on-one and group counseling, as well as
Area Library Directors Organization (WALDO) and the New they must complete the required forms listed in Applicant Gateway. mental retardation, autism, and developmental disabilities. in-class programming at the request of faculty members. Specialized
York Metropolitan Area Reference and Research Library Agency Once students have completed their Applicant Gateway account, Services include screening or assessment of cognitive, achievement, workshops and events are scheduled during the year. Additionally,
(METRO). they must be fingerprinted by the NYC DOE at 65 Court Street behavioral, personality, or neuropsychological functioning; online and print materials are provided to assist individuals in
in Brooklyn to fully complete the background check process. If consultation with parents, childrens tutors, teachers, and other achieving their professional goals. Counselors are available to
Fitness Center students have been previously fingerprinted by the NYC DOE or by professionals; written reports of the findings of the assessment; address topics including career decision-making, resume and cover-
The fitness center at Fordham Universitys Lincoln Center campus the New York State Education Department, they do not have to get consultation regarding educational placement and planning; letter preparation, interviewing skills, networking techniques, and
is located on the second floor of the residence hall. The center fingerprinted again. documentation of academic support needs; and assessment and job-search strategies. For more information, please call
is equipped with weight equipment, treadmills, and elliptical OFEA collects placement data on student teachers that will be consultation for bilingual students. Referrals may be initiated by 212-636-6280 or 718-817-4350.
machines. The fitness center is free to all students, faculty, staff, and used for teacher certification purposes. OFEA also offers a Teacher parents, teachers, and other professionals.
administrators with a valid Fordham ID. Lockers may be rented for The Counseling Center
Education Support Desk to provide information to teacher
$25 per semester. For more information, call 212-636-7100. Center for Educational Partnerships The Counseling Center at Lincoln Center offers a wide range of
education students. OFEA and the Teacher Education Support Desk
are located in Room 1103 in the Lowenstein Center at the Lincoln The Center for Educational Partnerships adheres to the basic personal development groups and workshops, including time and
Support Services for Students with Disabilities principles of applied research. The centers mission is to provide stress management, study skills development, loss and bereavement,
Center campus. The directors phone number is 212-636-7748.
Fordham University will make reasonable accommodations and services and assistance to teachers, administrators, students, and interpersonal issues, in addition to individual counseling
provide appropriate auxiliary aids and services to assist otherwise The Psychological Services Institute and parents, as well as to education and government agencies for personal, vocational, and academic growth. There are also
qualified individuals with disabilities in achieving access to its The Psychological Services Institute is an advanced psychotherapy designed to enable all children to achieve and succeed. For further counseling support services in Westchester. For further information,
programs, services, and facilities in accordance with Section 504 of training center that takes on special projects related to clinical information, email edpartners@fordham.edu, call 212-636-7729, or call 212-636-6225 or 718-817-3725.
the Federal Rehabilitation Act of 1973 and Title III of the Americans practice. visit fordham.edu/gse.
with Disabilities Act of 1990. Applicants who have been accepted Barnes & Noble University Shops
for admission or current students who would like Fordham to Currently, the institute is administering a major grant from the U.S. Center for Catholic School Leadership and Barnes & Noble University Shops are located on the street level
accommodate a disability are encouraged to contact the director of Department of Health and Human Services entitled Structured Faith-Based Education of the Lowenstein building at the Lincoln Center campus and at
disability services at 718-817-0655 or 212-636-6282. Interventions Program for Inner-City Students and their Parents
For more than 40 years, the Center for Catholic School Leadership the Rose Hill campus, with Internet access for the Westchester
Exposed to Chronic Stress. The mission of this project is to provide
and Faith-Based Education has echoed the mission of our Jesuit campus. The shops sell textbooks and supplies, Fordham-imprinted
Information Technology Facilities short-term trauma treatment to NYC public school students during
mission by being the hub of many significant educational, research, clothing, gifts, trade books, and computer software, and provide
Students and faculty can access the Universitys network 24 hours the school day in their schools and to establish ongoing school-
and service programs supporting individuals and institutions in special-order services and student buyback for textbooks. The shops
a day online or via the computer support centers at the Lincoln based practicum experiences for students in Fordhams doctoral
the nonpublic sector so that they can remain true to their mission have extended hours at the beginning of each semester, including
Center and Rose Hill campuses. The Lincoln Center computer labs program in Counseling Psychology.
while not defending abstract ideologies. Through its outreach Saturdays. For more information, call 212-636-6080.
are located on the third floor of the Lowenstein Building and in the efforts, degree programs with the special focus on skilled leadership

9 10
Enrollment Information
Admissions
Requirements for Admissions Applications to
Graduate Degree Programs
Criteria for admission vary according to degree program and those international students who have successfully completed and
specialty. Consult the program descriptions in this bulletin and been granted an undergraduate or graduate degree at an accredited
our website fordham.edu/gse for special requirements, including college or university in the United States.
prerequisites. In addition to the program-specific criteria, all Minimum Test Scores: The following scores are the recommended
applicants seeking admission to graduate degree programs in minimum test scores* for English Language Proficiency for
the Graduate School of Education must meet the following admission to the Graduate School of Education:
requirements:
IELTS*: 7 for General Test Score, no subtest can be lower than 6
Liberal Arts and Science Background: Applicants must have a TOEFL*: 577 for paper test, 90 for Internet-based (IBT) test
baccalaureate degree from an accredited college or university with
*Note: Scores can be no more than two years old.
a major or appropriate concentration in a liberal arts or science
discipline or other appropriate and equivalent undergraduate Additional Review of English Language Proficiency
preparation. They must also provide evidence of satisfactory
undergraduate scholarship and potential for successful graduate Depending on the review of an application, official transcripts,
study. To qualify for masters or advanced certificate programs, personal statement, and test of English Language Proficiency,
applicants should have earned a minimum undergraduate accepted students might be required to engage in further evaluation
cumulative GPA of approximately 3.0, unless otherwise specified. To and study in English language prior to or in conjunction with
qualify for doctoral or professional diploma programs, applicants admission and matriculation in the Graduate School of Education.
should have earned a minimum cumulative grade point average For further information about the tests, go to ielts.org or
(GPA) of approximately 3.5 (B+). ets.org/toefl.

Applicants to doctoral programs in the division of Psychological All students are expected to demonstrate a satisfactory level of
and Educational Services are required to submit scores, not older written and spoken English proficiency in coursework and written
than five years, from the verbal/quantitative/analytical writing reports throughout their graduate study. Inability to maintain an
sections of the Graduate Record Examination (GRE). Applicants acceptable level of English is a basis for review of student status
to PhD and EdD in Administration and Supervision (Executive and may result in referral to Fordhams Institute of American
Leadership) programs in the division of Educational Leadership, Language and Culture (ILAC), academic probation, suspension, or
Administration, and Policy must submit scores, not older than five termination of matriculation.
years, from either the Graduate Record Examination (GRE) or the Reference Reports: Two letters of recommendation from
Miller Analogies Test (MAT). respondents familiar with the applicants academic or professional
The required exam(s) should be taken at least two months prior to background are required for application to all graduate degree
the application deadline to ensure timely receipt of scores by GSE programs.
admissions. GRE School Code: 2259. MAT School Code: 1453. Proof of Immunization: New York state law requires all students
Information about the Graduate Record Examination is available born on or after January 1, 1957, to have on file proof of immunity
at the Educational Testing Service, Graduate Record Examinations from measles, mumps, and rubella. These vaccinations must have
Community Resources Graduate Housing website gre.org. Information about the Miller Analogies Test is been given on or after the first birthday. To comply with this law,
available from its website at milleranalogies.com. accepted students must submit proof of immunization signed by
The Graduate School of Education at Lincoln Center is in a truly A limited number of studio and one-bedroom apartments
a physician or other health official. Students who fail to provide
enviable location. Not only is it across the street from the world- are available for Fordham University graduate students. The Applicants to programs leading to fulfillment of state certification proof of immunization are not permitted to register for classes. In
renowned Lincoln Center for the Performing Artsit is also in the apartments are located at 134 West 58th Street. If you are interested or licensing requirements must also meet the states related core and addition, students must either have the meningococcal vaccine or
heart of New York City, which offers opportunities and resources in learning more about these apartments, visit the housing content requirements in the liberal arts and science areas. Programs sign a waiver declining the vaccine. If you have questions regarding
unavailable anywhere else. Students and faculty alike make good website at fordham.edu/info/21875/graduate_housing or email leading to professional certification, or certification annotations or immunization, call the Fordham University Health Center at
use of the cultural offerings of the neighborhood, including free gradhousing@fordham.edu. extensions, require possession of initial or provisional certification 212-636-7160.
concerts and TV-show tapings, as well as discounted tickets to and may require teaching experience.
the theater, concerts, and performances. The city also offers the Admission to the FiveYear Integrated Track for
Applicants Who Must Take the TOEFL: All international students
broadest array of schools, from conventional to experimental, Fordham Undergraduates
for whom English is not the native (first) language are required to
public and nonpublic. These schools, serving unique urban
submit scores for either the TOEFL or IELTS tests. TOEFL School See page 52 in this bulletin for more information.
populations, provide many opportunities for observers, apprentice
Code: 2252.
teachers, beginning teachers, interns, and researchers. Because
Fordham has developed strong ties within the New York City area, Exceptions include
cultural, financial, medical, and social agencies welcome Graduate native English speakers from Canada, Great Britain, Ireland,
School of Education students as visitors, volunteer workers, Australia, New Zealand, Bermuda, Jamaica, Trinidad, Barbados,
researchers, and professional observers. and the West Indies;

11 12
Requirements for Enrollment for Tuition and Fees
Nondegree Graduate Study Nonmatriculated students pay the regular tuition rate plus the
We welcome you to register for classes as a nonmatriculated following additional fees:
student. Here are some particulars that you should be aware University General Fee $90 per term, fall and spring only
of as a nonmatriculated student:
GSE tk20 Assessment Fee $100 one-time-only fee, assessed at
You must provide proof of the following: time of first registration
earned baccalaureate degree from an accredited college Technology Access Fee $125 per term, fall and spring only
or university (A copy of your diploma or transcript is Application Deadlines
acceptable.)
Financial Aid and Scholarships Division Program Start Date Application Deadlines
proof of identity, in the form of a government-issued photo
ID (driver license, passport, etc.) Nonmatriculated students are not eligible for Graduate Contemporary Learning and PhD in CLAIR Fall only March 1.
School of Education scholarships or graduate assistantships. Interdisciplinary Research (CLAIR)
course approval from an academic adviser for your courses
Nonmatriculated students are not eligible for federal
You will have an opportunity to meet with a Fordham Curriculum and Teaching (C&T) All programs Fall, spring, or summer *Continuous review
financial aid.
Graduate School of Education adviser during our in-person MS in TESOL, Track 2 Fall only **February 1
registration hours. Admission Procedures
Educational Leadership, All PhD and EdD programs Fall only February 1: Early admission .
Nonmatriculated Student Status Before applying for admission to any program of the Graduate Admin., and Policy (ELAP) March 1: Final deadline
Prospective students and current applicants for future terms School of Education, carefully review its description, specific
are encouraged to take Graduate School of Education classes admission criteria, and program of study, which are listed in All other programs Fall, spring, or summer *Continuous review
as nonmatriculated students. this bulletin and on our website. Questions about the program,
including issues of eligibility, certification, or requirements, may Psychological and Educational PhD in Counseling Psychology Fall only December 15
In-person registration dates for nonmatriculated students Services (PES) PhD in School Psychology Fall only January 15
be addressed to the program coordinator or the chairperson of the
occur regularly just prior to the start of a new academic PD in School Psychology Fall only January 15
division within which the program is offered. PD in Bilingual School Psychology Fall only January 15
term. See website for dates: fordham.edu/gse.
Applicants are encouraged to register online at fordham.edu/gse to MSE in Counseling and Fall only February 1
Undergraduate seniors already enrolled at Fordham Personnel Services
attend information sessions for more information about programs
University whose programs do not require their full time MSE in Mental Health Counseling Fall only February 1
and procedures.
attendance may register as nonmatriculated students;
written consents from the associate dean for academic Applications are evaluated by faculty committees and will not be *Continuous review programs have term deadlines of July 1 for fall, November 15 for spring, and April 15 for summer terms. Applications
affairs and their schools dean is required. A maximum of six reviewed unless they are complete. An application is complete received after these dates will be processed as quickly as possible. Applicants may apply for nonmatriculated status for that term. Applicants
when the application is submitted; the fee is paid; and all required seeking Graduate School of Education financial aid must apply via the online admissions application.
credits will be allowed.
transcripts, recommendation forms, test scores, fees, and other **Supplemental materials deadline for the MS in TESOL, Track 2 program is April 1.
If individuals are already accepted to another Fordham
materials have been received by the admissions office. Documents
academic program, they must take an official leave of
submitted as part of an application become part of the records
absence from or withdraw from the program prior to
of the Graduate School of Education and will not be returned or Applicants from Countries Other than the United States
seeking nonmatriculated status in the Graduate School of
duplicated for any purpose.
Education. Requirements for applications from persons who are from countries Graduate School of Education scholarships but can apply for
Most Graduate School of Education programs admit students other than the United States are shown below. Required application graduate assistant positions if enrolled fulltime (at least 12 credits).
Applicants who have been denied admission to the
throughout the academic year; however, doctoral programs, materials for non-U.S. applicants include
Graduate School of Education are not eligible to enroll as All students must have oral and written English language skills
Counseling, and the professional diploma programs in School
nonmatriculated students. the completed online application; sufficient for successful completion of their program. If it is
Psychology have special deadlines.
recommendation letters and application fee; determined that a students English skills are insufficient, the student
Credit Limits and Course Limitations
Applicants will be notified of admissions decisions as soon as will be required to improve his or her English skills by taking classes
The Graduate School of Education provides opportunities possible after completed applications are received and reviewed by appropriate test scores (including the TOEFL or IELTS, if
in English as a Second Language.
for nonmatriculated students to take courses for any of our faculty admission committees. Following notification of admission, necessary);
Applicants who expect to use the F-1 or J-1 Student Visa must prove
three academic terms: fall, spring, or summer. students should meet with their assigned faculty advisers to proof of financial support; and
that they have financial support to cover tuition and living expenses
You may not exceed more than 12 credits of discuss their programs and course selection. Admitted students transcript evaluations from World Evaluation Services (WES) that for each year that they will study at the University. International
nonmatriculated study in the Graduate School of Education. must register by the start of the academic term to which they were include a course-by-course evaluation and conversion to a U.S. students must be enrolled full time (12 credits) in order to comply
Enrollment as a nonmatriculated student does not imply admitted or request a deferment (for up to one academic year scale, grade equivalencies to a U.S. scale, and a final grade point with the student visa regulations.
acceptance or eligibility to any degree program in the from the term of acceptance) in writing. Requests are reviewed average converted to a U.S. scale.
and approved pending faculty decision. Application materials of The Affidavit of Support form is available online at fordham.edu/ois,
Graduate School of Education.
nonenrolled accepted students will be destroyed after three years. A certified translation is required for any documents submitted and must be completed and returned with your admission response
Courses taken as a nonmatriculated student do not in languages other than English. Admission procedures require an form and tuition deposit. A Certificate of Eligibility (I-20) cannot be
automatically count toward a graduate degree program. evaluation of prior educational experience to document equivalency issued until this form is completed and returned with the required
Nonmatriculated students are not eligible to take advanced- to a U.S.-earned baccalaureate or masters degree. Information about documentation. Contact the Office of International Students for
level courses (level 7000 or higher), courses requiring pre- or this evaluation may be obtained by contacting World Education additional information at 212-636-6270. For more information on
corequisites, independent studies, tutorials, field placement, Services at wes.org. This is the only company from which we accept the latest visa issues, visit the Department of State website at
practica, or those reserved for a cohort group. evaluations. Persons who are not U.S. citizens are not eligible for http://travel.state.gov/content/visas/en.html.

13 14
20152016 Tuition and Fees Tuition and fees are billed after registration and must be paid on A request for a refund must be submitted to the bursars office.
or before the invoice due date. Checks should be made payable Refund checks are mailed to the students permanent address
The University and its Board of Trustees reserve the right to to Fordham University. There will be a $20 penalty and handling unless otherwise specified in the request. No refunds will be
adjust these charges without notice. Fees and charges during charge if a check is returned from the bank for insufficient processed until the University has actually received funds from
the period covered by this bulletin will change. The charges funds or any other reason. Should this occur, the University may third-party payers (such as employers, governmental agencies,
require settlement of any subsequent obligations with cash or and payment plan service providers).
effective fall semester 2015 are as follows:
certified check. Students who are withdrawing should contact enrollment
The University reserves the right to cancel registration or bar services at 212-636-6700 for counseling regarding the effect the
Tuition further registration and not release any transcript or record until withdrawal has on balances due the University and financial aid.
Tuition per credit $1,302 all financial obligations are satisfied. Delinquency of outstanding The refund calculation is based on the following:
balances, including those from deferred or other payment plans,
Tutorial course, per credit $1,302 First-time and continuing students not receiving Title IV
are subject to collection by the University or a designated agent.
Doctoral Residency Seminar $1,302 (federal) assistance are subject to the Institutional Refund Policy.
Students are liable for any costs incurred in the collection of
PhD Internship PSGE 7667/8 (two semesters) $1,302 delinquent accounts. For continuing students receiving Title IV assistance,
refunds must be calculated using both the federal policy and
College Teaching Internship PSGE 8100 (two semesters) $1,302 Cost of Attendance: The estimated cost of attendance
institutional policy. The calculation that gives the largest refund
per year based on fulltime enrollment for fall and spring
to the federal programs must be applied.
Fees and Other Charges semesters (12 credits each semester) is:
General University fee $90 First-time students attending Fordham University receiving
Tuition (24 credits) $31,248 Title IV assistance and withdrawing during the first nine weeks
Technology access fee $125 of the term are subject to a federal pro rata refund calculation as
General University fee .
Application fee (online) $70 (two semesters) $180 mandated by the Higher Education Amendments (HEA) of 1992.
Auditing fee (equivalent of one credit) $1,302 Technology Access fee . Students who received aid as cash must be placed into
(two semesters) $200 repayment status for those aid programs.
Copyright of dissertation (optional) $55
Books and supplies $1,000 Note: For students who received Title IV assistance, refunds must
Fieldwork/malpractice insurance (one-time fee) $60
be returned to the programs in the following order: unsubsidized
Late registration fee (matriculated students only) $250 Total (exclusive of special fees $32,628.
and living expenses)
Stafford loan, subsidized Stafford loan, Plus loan, Perkins loan,
Campus Tools for Higher Education (TK20) (one-time fee) $100 Pell, SEOF, other Title IV aid, other federal aid, Fordham grants
Refund Policies and Procedures and scholarships, TAP, other aid. Any additional monies will be
Late payment fee: Minimum of $15 or 1.5 percent per month .
returned to the student.
on outstanding balance, whichever is greater The Universitys refund policies and procedures ensure equitable
refunds to students who withdraw from all or a portion of their The following refund policies are based on 100 percent tuition
Maintenance of matriculation fee (regular) for each fall $300.
studies or when payment is in excess of the total charges. payment. The refund period begins with the first day of the term.
or spring semester masters students not registered for .
course work from matriculation to graduation Application and tuition deposit fees are not refundable. Note: The dates and refund portions are determined each year;
Registration, late payment, student activities, laboratory, the information below is approximate and subject to change.
Dissertation seminar $3,906
maintenance of matriculation, and other special fees are not Check the GSE calendar online at fordham.edu/gse for current
Dissertation mentoring $3,906 information.
refundable after classes begin.
Doctoral maintenance of matriculation $4,000 New students who want to withdraw the acceptance of our
Institutional Refund Policy Fall and Spring (Tuition)
Dissertation format review (each review after the first) $500 offer of admission are required to write a letter stating that they
want to withdraw from GSE. Letters should include date of Date of Withdrawal Due Fordham Refund
Child Abuse Identification Training Workshop EDGE 0201 $65
withdrawal, student ID number, and program name. Letters can
Schools Against Violence Education Training Workshop $65 Prior to start of term 0% 100%
be paper copy or emailed from Fordham email accounts. Letters
Second Comprehensive Exam $200 should be directed to the admissions office at Prior to second week of term 15% 85%
gse_admiss@fordham.edu. Prior to third week of term 30% 70%
Second Comprehensive Exam if not registered for a course $500
Continuing GSE students who want to withdraw are required Prior to fourth week of term 45% 55%
to write a letter stating that they want to withdraw from GSE.
Liability Insurance: Students enrolled in programs requiring fieldwork/ Prior to fifth week of term 60% 40%
Letters should include date of withdrawal, student ID number,
practica/student teaching/internship will be charged a one-time insurance
and program name. Letters can be paper copy or emailed Prior to sixth week of term 75% 25%
fee at the beginning of their enrollment in the program that will cover
from Fordham email accounts. Letters should be directed to
them under Fordham Universitys liability insurance policy throughout Thereafter 100% 0%
the academic adviser. Academic advisers will sign off on the
the semesters in which they complete their fieldwork/practica/student withdrawal request and (with division chair approval) forward
teaching/internship. Students are also strongly encouraged to obtain their it to academic records in the enrollment services office on the
own personal policy through professional organizations. second floor of Lowenstein.

15 16
Requirements include 3.5 or higher grade point average in their Payment Plan
Federal Refund Calculation (Tuition) Financial Aid undergraduate and previous graduate academic work for masters The Fordham University Monthly Payment Plan, offered by Tuition
Date of Withdrawal Due Fordham Refund and professional diploma students; 3.5 grade point average or Management Systems (TMS), is a payment plan by which a student
Graduate Assistantships higher in their undergraduate academic work and a 3.75 or higher
Prior to start of term 0% 100% or parent, guardian, or sponsor of a student can make monthly
A limited number of graduate assistantships are awarded each year grade point average in their previous graduate work for doctoral payments for out-of-pocket expenses. Features of the plan include:
Prior to second week of term 10% 90% to qualified individuals who have been admitted to one of the degree students; completion of a Free Application for Federal Student Aid
(FAFSA) form; and completion of scholarship application. Ten monthly payments (for full-year plan)
Prior to fourth week of term 50% 50% programs in the Graduate School of Education. The awards are
made in recognition of academic achievement, special competencies, Five monthly payments (for term-only plan)
Opportunity and Excellence Scholarships: A limited number
Prior to eighth week of term 75% 25% or academic potential. Assistantships provide opportunities for Everyone qualifies
of need-based, competitive scholarships are awarded to qualified
After eighth week of term 100% 0% academic and professional development, as well as financial benefits. persons with financial need and academic merit who are Low-cost enrollment fee
Fulltime students in any degree program may apply. Assistantship admitted to a degree program to prepare for careers in schools
Institutional Refund Policy Summer (Tuition) Sponsors will be able to view their account on line
awards provide tuition remission for courses. The awards carry or professional practice. Masters and professional diploma
Date of Withdrawal Due Fordham Refund with them the obligation to contribute to the Graduate School students must have a 3.5 grade point average or higher in their The plan may be established for any amount. Students can enroll
Prior to start of term 0% 100% of Education through work in one of the Schools offices, or on undergraduate and previous graduate academic work to be online at fordham.afford.com or by mail. If applying by mail,
a special project or assignment. Consequently, student teaching considered. Doctoral students must have a 3.5 grade point average students complete enrollment form with payment and mail it to
Prior to first and second class 5% 95% requirements preclude assistantship eligibility. in their undergraduate academic work and a 3.75 or higher in TMS with the enrollment fee.
Prior to third class 20% 80% The due date for applications is February 1 for the following their previous graduate work to be considered. The awards may be
Prior to fourth class 40% 60% academic year. Applications for renewal of assistantships are due renewed each year if the student maintains at least a 3.5 grade point For the 2016 academic year, TMS enrollment fees are as follows:
February 1 as well. average at the masters level and 3.75 or higher at the doctoral level Application received prior to July 1: $75
Prior to fifth class 60% 40%
Assistantship applications are included in admissions applications and if comparative financial need continues.
Application received between July 1 and July 31: $90
Prior to sixth class 75% 25%
and are also available from the admissions office at Martino Hall, New Horizons Teacher Scholarships: A limited number of
Applications received on or after August 1: $110
Thereafter 100% 0% 45 Columbus Avenue, Room 207; the Office of Teacher Education need-based scholarships are awarded to qualified students who
at our Westchester campus in West Harrison; or online at are leaving established careers to prepare for careers in education Upon receipt of your enrollment form and fee, TMS establishes
HEA Pro Rata Refund Policy (Tuition)
fordham.edu/gse. See assistantship applications for further details, full time. Students must have a minimum undergraduate grade the payment plan account and notifies Fordham University of the
Date of Withdrawal Due Fordham Refund or call 212-636-6400 for information. point average of 3.5. The awards may be renewed each year if students enrollment. For more information, contact the Office
Prior to start of term 0% 100% Assistantship Awards: Graduate assistants are awarded course comparative financial need continues and if the student is enrolled of Student Financial Services located on the second floor of
remission in exchange for work performed for the Graduate School for 12 or more credits each semester. Lowenstein (Lincoln Center) or at 212-636-6700.
Prior to second week of term 10% 90%
of Education. Tuition remission for one course requires 100 hours Scholarships for Catholic School Leaders and Faith-Based
Prior to third week of term 20% 80%
per semester (approximately 6.5 hours of assistance per week for School Personnel: A limited amount of aid is available to Federal Loan Satisfactory Academic Progress (SAP)
Prior to fourth week of term 30% 70% 15 weeks). persons employed as full time professionals in nonpublic, Criteria for federal loans include the following:
religious-affiliated pre-k12 schools who are pursuing masters Students must maintain a minimum grade point average of 3.0 for
Prior to sixth week of term 40% 60%
Graduate School of Education Scholarship Programs programs leading to state certification in teaching, counseling, ADV, ADVN, MS, MSE, MST degree programs, and 3.5 for EdD
Prior to eighth week of term 50% 50% school psychology, or school administration. Students must
All scholarship applicants must complete a Free Application for and PhD degree programs.
Prior to ninth week of term 60% 40% Federal Student Aid (FAFSA) form. This form is available online at have a minimum 3.0 undergraduate grade point average. These
Students must attempt and complete no fewer than six credit
fafsa.ed.gov. Fordhams federal school code is 002722. School-based scholarships cover 40 percent of tuition charges up to a maximum
Thereafter 100% 0% hours per term. The Matriculated Student Status Certificate form
financial support is offered by the Graduate School of Education of six credits per semester or 50 percent if the student is employed
must be completed by a student who may be registered for fewer
A refund is reduced by an administrative fee equal to the lesser of through the scholarship and grant programs described below. at a Jesuit school. Eligible students must be in good academic
credits to qualify for half, three-quarters, or full time certification
5 percent of tuition charges or $100. Students may apply to more than one funding source, but they can standing and provide proof annually with their scholarship
for purposes of Veterans Benefits and federal financial aid
receive support from only one source at a time. For prospective application that they are full time professional employees in a
Refund Policy Appeal Process eligibility.
students, applications for scholarships and grants for fall, spring, nonpublic, religious-affiliated pre-k12 school.
A student may appeal decisions in writing to the associate dean for Maintain active term matriculation status (from term admitted to
and summer awards must be submitted with the completed Scholarships for Partners in Innovation and Excellence:
academic affairs. The request should include all relevant information term graduated).
program application used for admissions decisions, unless otherwise Scholarships are awarded to selected teams and cohorts from
describing the special circumstances upon which the appeal is based. noted. Newly accepted doctoral students will be notified of the Students must complete the course of study within five years for
schools or school districts with which Fordhams Graduate School
scholarship or grant award in their admissions acceptance letters if ADV, ADVN, MS, MSE, MST degree programs and within eight
of Education has a formal partnership agreement for educational
they are eligible. For continuing students, applications for renewal of years for EdD or PhD degree programs.
renewal, curriculum improvement, restructuring, or other school
scholarships and grants are due February 1, unless otherwise noted. innovation or excellence objectives. Application procedures and Students who fail to attain satisfactory progress at the end of
The scholarship and grant programs are competitive, and a limited deadlines, as well as the amount or percentage of the scholarship, each academic year shall lose federal financial aid eligibility. If the
number of awards will be made each year. vary in each partnership. Contact your school principal or the student resumes satisfactory academic progress, the student shall
All GSE scholarship recipients must enroll and maintain the deans office to find out whether your school has a partnership with regain federal financial aid eligibility as long as he/she maintains
enrollment in two courses for the fall, spring, and summer sessions, the Graduate School of Education and whether you may participate satisfactory academic progress.
unless otherwise noted. Awards are made for the full year (summer, in partnership-related courses with scholarship support.
fall, spring) unless otherwise noted. Students not continuously
enrolled each semester of the academic year lose their award for
subsequent semesters and are not guaranteed reinstatement.

17 18
Federal Direct Loan Program
(Unsubsidized Loan and Graduate PLUS) Academic Policies and Procedures
Students matriculated in a degree program who are enrolled at least The Cost of Attendance is an amount used to determine your
half time in each term of the loan period and have filed a valid FAFSA maximum financial aid eligibility for an academic year. The COA All students accepted into a program of study in the Graduate Doctoral students must register for EDGE 9995 Doctoral
may apply for the Federal Direct Unsubsidized loan and Federal consists of standard school expenses (tuition, fees, and books) and School of Education are assigned a faculty adviser. The adviser must Maintenance of Matriculation (not EDGE 0666) for each semester
Direct Graduate PLUS loan. After students file the FAFSA, they must an estimate of a students standard living expenses (housing, food, provide information and counsel on matters related to programs and they are not registered for Dissertation Seminar or Dissertation
review their Student Aid Report for accuracy or missing data. The transportation, and other miscellaneous expenses). Students may Graduate School of Education policies and procedures. Students, Mentoring.
annual limit for the Unsubsidized loan is $20,500. Students who receive aid/loans up to their COA. however, are responsible for being cognizant of and meeting all
plan to borrow the Unsubsidized loan must complete the electronic requirements, including appropriate deadlines and administrative Registration Processes
If a student is involved in other degree requirements (dissertation,
loan request form at fordham.edu/finaid/staffordloanrequest. comprehensive exam preparation, etc.) with a credit equivalency procedures, for the completion of their degrees. Advising and online registration for all students takes place in
The Graduate PLUS loan can be requested at fordham.edu/finaid/ that will raise enrollment to at least half time, s/he can file an All academic programs are designed in keeping the standards October and November for spring semester, in April for summer,
gradplus. The Office of Student Financial Services will review and enrollment certification to become eligible for federal loans. This articulated in the Conceptual Framework of the Graduate School and in May for fall semesters. Consult academic calendars for
certify loan eligibility based on federal guidelines. certification must be processed by academic records before students of Education and are aligned with professional and state standards. exact dates of advising and registration periods each semester.
Interest begins to accrue on these loans at the time of disbursement. can receive funds. The advising period enables students to meet with their advisers
Borrowers are not required to make payment while in school but are Academic Discipline regarding course selection and academic progress. New and
encouraged to make quarterly interest payments to limit the total Private Educational Loans Students are expected to maintain the highest standards with regard nonmatriculated students should register during the registration
amount of interest paid. There are a number of different private educational loans for which to honesty, effort, and performance. Discipline will be enforced if a period (see academic calendar) after meeting with or speaking to an
you may apply. Federal regulations permit a student to apply for student violates the Universitys Code of Conduct or the academic adviser for course selection guidance and approval. Tuition bills are
Federal regulations require that before funds may be disbursed, first- mailed approximately one month before the start of the semester,
time Fordham borrowers must complete a Master Promissory Note non-need-based educational assistance up to the cost of attendance policies of the Graduate School of Education. Please refer to the
minus any other aid. For additional information, visit the Office of dean for the policies and procedures regarding the academic code of and payment is due before classes begin.
(MPN) and Entrance Counseling Session at studentloans.gov. The
counseling sessions provide loan terms as well as the borrowers rights Financial Services website. conduct and disciplinary process. Walk-in and online registration are also available at the start of
and responsibilities. Federal loans can be decreased during the year. each semester for new and nonmatriculated students. Continuing
Reserved Rights of the University students who need to register past deadlines will be assessed a $250
The University reserves the right, at its discretion, at any time, late fee; their courses must be added by advisers and approved by
to deny matriculated status, to cancel a students registration, to the associate dean for academic affairs. Registration materials and
refuse to award academic credits, or to deny or rescind a certificate instructions are sent to all continuing and newly admitted students.
or a degree in accordance with the University Statutes. All forms Materials are also available in the division offices and the admissions
of dishonesty, including cheating and plagiarism, will result in office (45 Columbus Avenue, 2nd Floor). Validation by the bursar
appropriate disciplinary action, including denial or revocation of a and registrar is required before the registration is finalized.
degree or certificate.
my.fordham.edu
Maintenance of Matriculation The website my.fordham.edu is Fordhams Online Access to Student
In order to maintain matriculated status, students must be Information System. This system allows students to register, add or
continuously registered for all semesters (excluding summer) from drop, pay tuition by credit cards, and review their transcripts.
the semester they begin their programs until they graduate. To
maintain matriculation, students must be registered for one of the Adding or Dropping Courses
following: coursework, dissertation seminar, dissertation mentoring, Once a student has registered for a course or courses, changes in
doctoral residency, or EDGE 0666 Maintenance of Matriculation registration (adding or dropping a course or changing sections) can
(for masters level) or EDGE 9995 (for doctoral level). Students be made through our online registration system before or during
must register for EDGE 0666 Maintenance of Matriculation for the the first week of classes.
semester in which they take comprehensive examinations, if they are An add/drop form is required to make changes to registration after
not registering for other coursework during that semester. the first week of classes (see academic calendar for dates). Add/
Students unable to maintain matriculation may apply for a drop forms are available from divisional offices and enrollment
short-term leave of absence. Anyone who fails to register for two services. To add a course, a student must fill out the form and have a
consecutive semesters without having obtained a leave of absence faculty adviser or division chairperson verify that the course is both
will automatically lose matriculated status and must make written open and appropriate for the program of study, and then sign the
application to the director of admissions for readmission. During the form. The add/drop form is sent for approval to the deans office
readmission review, the students records will be evaluated in terms for consideration, and then if approved, on to enrollment services
of admission and program requirements then in effect. As a result, for processing. Notifying Fordham by phone, mail, or speaking in
additional coursework may be required. This readmission review person with a faculty member or any other University personnel is
will be conducted by the faculty and chairperson of the division in not sufficient.
which the student was matriculated. The results of the review will be Tuition charges will be adjusted only up to the sixth week of class;
forwarded to the assistant dean of enrollment services. after that, full tuition will be charged for dropped courses (see
section on Tuition and Fees for prorated schedule of refunds).
Dissertation Mentoring
After completing the dissertation seminar, doctoral students must
register for EDGE 9999 (under the section that has been designated
to their dissertation mentor) in the semester in which they orally
defend their dissertations.
Lowenstein Art Gallery, Lincoln Center Campus
19 20
Grade Point Average To transfer credit, complete a Transfer of Credit form and submit it academic record and does not remove or replace a grade previously
Students in masters and most advanced programs must maintain to your adviser and division chairperson with an official transcript earned. The designations S, Satisfactory; U, Unsatisfactory; P, Pass;
a B (3.0) grade point average (GPA) or higher to continue in their of the credits and grade earned in the course along with a photocopy F, Fail are used to evaluate student work in dissertation seminar,
programs and to graduate, unless otherwise specified. For students of the course description from the offering institutions school internships, practica, and other specified courses. Professors may
in EdD and PhD programs, a B+ (3.5) GPA or higher is required. bulletin. The division chair will forward the documents with a assign a grade of Incomplete (INC) for students whose work is
Students academic records are reviewed throughout their programs. recommendation to the associate dean for academic affairs for incomplete but satisfactory on the last day of the courses. An In
If a students GPA falls below the requirement, the School may approval. Up to six graduate credits may be transferred. It is the Progress (IP) is reserved for yearlong experiences and courses, and
require additional, alternative, or remedial coursework, or other students responsibility to arrange for his or her transcript to be sent must not be used for one-semester experiences or courses.
measures to assist the student to improve academic record. The to the division office to accompany the Transfer of Credit form. Students whose coursework is incomplete but satisfactory on the
student is placed on academic probation, which must be removed Transfer credits do not contribute to a students GPA. Please note last day of the course may receive a grade of INC. To remove an INC
within one academic year. Failure to improve or to maintain the that if transfer credit is granted for a course taken prior to admission and receive credit for the course, the course requirements must be
required GPA may result in termination of a students matriculation. to Fordham, the time limit for program completion is computed completed by the deadline posted in the academic calendar, and
from the semester of the transferred course. faculty members must submit a grade using a Change of Grade
Attendance form. Failure to complete the course requirements by the date posted
Students are expected to attend all scheduled course meetings Exemption from Courses will result in a grade change from INC to F. Change of Grade forms
and complete all assigned work. If extraordinary circumstances Students may request an exemption from a required course if they are available in division offices. Changes to grades require approval
prevent attendance or the timely completion of assignments, the have taken similar coursework previously or if they have equivalent of the division chair and associate dean for academic affairs. All
student should consult the faculty member to make alternate or substantively related professional experience. To request an INCs that convert to a grade of F contribute to the students GPA.
arrangements for meeting the course requirements. These situations exemption, students must submit a completed Application for Note: According to University policy and with the goal to preserve
may require an extension of time to complete a course. Extensions Exemption to their division chairperson. An exemption permits the integrity of academic student records, changes in course grades
(incompletes) must be cleared by the announced date of the a student to take another appropriate course in lieu of a required will, in general, not be permitted. Submission of additional work at
next semester. See academic calendar for last date to remove course. An exemption does not change the minimum number of a later date, desire for an improved academic record, and failure to
incompletes before they convert to administrative F grades. See Fordham-earned credits required for a degree (e.g., 30 for a masters observe academic regulations such as those related to withdrawals,
also Leaves of Absence and School Policy regarding cancellation of and 45 for a doctorate). The application must be accompanied by absences, or incompletes shall not be deemed sufficient reason to
classes for inclement weather. documentary evidence to justify the exemption; for example, an alter a students academic record.
official transcript and photocopy of the course description from
Course Load the institutions bulletin, a copy of a professional certification, Transcripts of Record
Graduate pre-service teacher education programs require a block or a signed statement from a supervisor indicating satisfactory An official transcript is one bearing the seal of the University.
of full time attendance, and involve credit loads as indicated in the completion of an equivalent experience. Associated knowledge and Official transcripts of academic records are not given to students
program descriptions. For all other graduate programs, students are performance assessments may be required, depending on the course. or graduates but are mailed directly to the college, professional or
considered full time if they are enrolled in 12 credits per semester or graduate school, government agency, or business concern designated
their equivalent. Students employed full time must not register for Time Limits
to receive the transcript. An unofficial transcript may be given to the
more than six credits per semester unless granted permission from All requirements for the masters degree or the professional diploma person whose credits are listed thereon and is marked Unofficial.
their academic adviser. Summer session students may take up to six must be completed within five years of the first course applied to the The University accepts no responsibility for the accuracy of an
credits per session for a maximum of 12 credits during June, July, degree. All requirements for the doctorate (PhD or EdD) must be unofficial transcript after it has been issued.
and August, including for-credit institutes and tutorials. completed within eight years of the first course applied to the degree.
Transcripts may be requested from enrollment services in person,
If transfer credit is granted for a course taken prior to admission to
Independent Studies/Tutorials by mail, or online and should be requested at least 10 business days
Fordham, the time limit will be computed from the semester of the
in advance of the date needed. No transcripts or certifications will
Students with good cause may request an independent study transferred course. Students who do not complete their programs
be issued for students who have unpaid financial obligations owed credit course. Institutes that are taken for noncredit are considered
with a full time instructional staff member with expertise in the within the time limits may have their matriculation automatically
to the University. A fee is charged for each transcript, payable at the as audited and may not be changed to a credit experience after the
course content area. The approval of the faculty member, division terminated. Extensions of time to complete a degree may be granted
time of request. institute is over.
chairperson, and the associate dean for academic affairs is required by the associate dean for academic affairs upon the recommendation
prior to beginning the independent study. Independent study of the division chairperson and adviser, and submission of a Fordham University will not assume responsibility for transcripts The University also extends the privilege of auditing courses on
applications must be submitted to the associate dean for academic satisfactory degree completion action plan. However, students are delayed because they were not requested in adequate time. All a space-available basis without payment of fees to scholars with
affairs during the regular registration period. A maximum of six typically allowed only a single, one-year extension. inquiries concerning issuance of transcripts must be made within six doctoral degrees from Fordham or other universities. There are
credits of independent study are permitted during a students months of the original request. some courses, for example upper-level, practica, laboratory, or
academic program. Leave of Absence seminar courses, that are not open to auditors. Application by letter
Auditing Privileges
Students unable to actively pursue their studies and maintain should be made to the associate dean for academic affairs, who will
Transfers of Credit matriculation through registration for a period of time should Individuals who have earned the baccalaureate, masters degree, provide a letter to be presented to the instructor of the course to be
Students may request a transfer of credit for a course completed at request a leave of absence. Time granted for a leave of absence does or professional diploma may apply to audit a course on a space- audited if the application is approved.
another accredited institution provided the course is at the graduate not extend the time limit for completing a degree program. Leaves available basis for the purpose of personal or professional
level and its content is equivalent to course content required/ of absence are typically awarded on a semester-by-semester basis. development. The fee for auditing courses is equal to tuition for Grievance Procedures
permitted for the degree at Fordham. The course may not have Multiple leaves of absence are not typically permitted. one graduate credit. An application for nonmatriculated study and It is the policy of Fordham University to protect the rights of
been used to fulfill requirements for another degree. It must have an add/drop form are used to request the audit privilege. Audits are each student to be free from unlawful discrimination. Students
been completed with a grade of B or better (the grade P is normally Grades approved by the associate dean for academic affairs. who believe they have been discriminated against with respect to
not transferable unless it is the only passing grade given by the The following grades are used to indicate student performance and No grades, credit, or transcripts are given for audited courses. participation in, access to, or benefits of any program or activity
institution). It must have been taken within the five years prior to achievement: A, A-, B+, B, B-, C+, C, and F. If a student receives Audited courses will not be considered in requests for exemptions, within the Graduate School of Education are advised to file a
date of anticipated completion of the degree in-progress at Fordham. a grade of F for a course, it will remain on the students record, transfers, waivers, or advanced standing should the auditor grievance. For additional information, write or call the associate
Associated knowledge or performance assessments may be required, even after the course is retaken and a passing grade is earned subsequently be admitted to a degree program in the Graduate dean for academic affairs or the chairperson of the division in which
depending on the course. subsequently. The grade of a repeated course is also recorded on the School of Education. An audited course may not be changed to a the program is offered.

21 22
General Program Completion
The program of study in effect at the time of admission constitutes the minimum course requirements. Additional courses or .
other work and activities, may be required based on the students prior academic or professional background, on achievement in
the program, or on professional or academic goals. Changes in state certification regulations may also affect a students program.
All coursework is taken under the guidance and approval of an adviser within the students division. Changes to programs of .
study may require the approval of the division chairperson and the associate dean for academic affairs.
In addition to program-specific requirements for courses and activities, the following criteria must be met before degrees .
are awarded.

Masters Degree Requirements


Time Limit and Credit Requirements: A masters degree must register in advance to take these assessments during the semester
be completed within a five-year period, beginning with either the they complete their course requirements or after all coursework is
students initial registration in the program or the date on which a completed. See course registration materials for appropriate call
course accepted for transfer was completed. The number of credits numbers for comprehensive assessments.
required for a masters degree depends on the particular program If students are not registering for other courses during the
and the students academic background; however, the minimum semester in which they plan to take comps, they must register for
number of credits is 30, with no fewer than 24 credits taken at Maintenance of Matriculation. Check the academic calendar for
Fordham University as part of the program. deadlines for comps registration and for their administration dates.
Comprehensive Assessments: Comprehensive, end-of-program Students who are not successful on these assessments may register
assessments, such as the development of a professional portfolio, the to retake them the following semester. If the second assessment is
completion of comprehensive examinations, or the demonstration also unsatisfactory, the students matriculation will be terminated.
of professional competencies, are required in all graduate programs.
Students should consult their advisers or division chairperson Doctoral Degree Requirements
for specific information regarding format and content of Time Limit and Credit Requirements: Students in PhD or EdD
comprehensive examinations/assessments. Students must register programs must complete all the degree requirements for the
to take these assessments during the semester they complete their specific program within an eight-year period, beginning with
course requirements or after all coursework is completed. See the earlier date of either the students initial registration in the
course registration materials for appropriate call numbers for program or the date on which a course accepted for transfer of
comprehensive assessments. credit was completed. All doctoral students must complete a
If students are not registering for other courses during the semester minimum of 45 credits beyond the masters degree at the Graduate
in which they plan to register for this assessment, they must register School of Education.
for Maintenance of Matriculation. Check the academic calendar Permanent Matriculation: Students are admitted to doctoral
for deadlines for registration and for the administration dates. degree programs on a provisional matriculation basis. During the
Students who are not successful on these assessments may register to semester in which provisional doctoral students expect to complete integration of their knowledge of the field of study. Students Dissertation Mentoring: Doctoral candidates must engage
retake them the following semester. If the second assessment is also their 12th to 15th credit of doctoral work, they must apply for must register for the examinations by the date indicated in the in original research under the direction of their mentors and
unsatisfactory, the students matriculation will be terminated. permanent matriculation status by enrolling in either ASGE 0900, academic calendar. After passing the comprehensive examinations dissertation committees. When the candidates committee
CLGE 0900, CTGE 0900, or PSGE 0900. Students will be evaluated or assessments, the students are admitted to candidacy for the determines a dissertation is complete, it is submitted for oral defense
Professional Diploma and Advanced Certificate by the faculty of the appropriate division and will be continued
Requirements doctorate. Students who are not successful on these examinations (EDGE 0990) and then format review (EDGE 0999). Candidates
in the program only on the recommendation of the faculty of the may register to retake them a second time. If the result of must pass a final oral defense focusing on their dissertation and field
Time Limit and Credit Requirements: A professional diploma or division and with the approval of the associate dean for academic the second examination is also unsatisfactory, the students of study. Award of the doctorate requires the satisfactory defense of
advanced certificate must be completed within a five-year period, affairs. Consult your adviser or division chair for additional matriculation will be terminated. the dissertation and the final approval of the dissertation document,
beginning with either the students initial registration in the program information on permanent matriculation. including format review.
or the date on which a course accepted for transfer was completed. Dissertation Seminar: After completing all required courses and
Residency Apprenticeship: After being approved for permanent the comprehensive qualifying examinations, doctoral candidates On completing the dissertation and in anticipation of the oral
The number of credits required for an advanced certificate or matriculation, all doctoral students must apply for residency status
professional diploma depends on the particular program and the must register for the dissertation seminar offered by their division. examination, doctoral students must register for EDGE 9999
and enroll in Residency Apprenticeship, a year-long professional While in seminar, they are expected to develop a dissertation Mentoring (under the section that has been designated for their
students academic background; however, the minimum number development seminar. During this apprenticeship, students will
of credits is 30, with no fewer than 24 credits taken at Fordham proposal that will meet with the approval of seminar faculty. dissertation mentor) for the semester in which they orally defend
participate in monthly seminars at which prominent researchers their dissertations.
University as part of the program. from various disciplines will make scholarly presentations. Students who have not developed an approved proposal after two
Comprehensive Assessments: Comprehensive, end-of-program Students will conduct research under the direction of a full time semesters of seminar may be required to meet with a committee If the dissertation or parts thereof are subsequently published, the
assessments (comps), such as the development of a professional faculty member. of faculty convened by the division chairperson to determine the preliminary matter of the printed copy must contain a statement
portfolio, the completion of comprehensive essays, or the future of their studies. that the book or part thereof was part of a dissertation, presented
Comprehensive Qualifying Examinations: After completing all for the degree of Doctor of Philosophy or Doctor of Education in
demonstration of program competencies, are required in all required courses other than the dissertation seminar, students in Dissertation Proposal: One outcome of the dissertation seminar
graduate programs. Students should consult their advisers or is an approved dissertation proposal, which needs to be noted on the Graduate School of Education, Fordham University.
PhD and EdD degree programs must undergo a comprehensive
division chairperson for specific information regarding format and qualifying examination or equivalent assessment to test the each students transcript as ASGE 0999, CLGE 0999, CTGE 0999,
content of comprehensive examinations/assessments. Students must or PSGE 0999.

23 24
University Policies Notice Regarding the Clery Act
Fordham University is committed to the safety and security of
Campus Safety
The Advisory Committee on Campus Safety will provide, upon
University registrar, or the Law School registrar, clearly identifying
the part of the record he/she wants changed, and specifically why
members of the Fordham community. As part of this commitment request, all campus crime statistics as reported to the U.S. it is inaccurate or misleading. If the University decides not to
University-Wide Nondiscrimination Policy Statement; amend the record as requested by the student, the University will
Designated Title IX Coordinator and in fulfillment of our obligations under the Jeanne Clery Department of Education. The U.S. Department of Education
notify the student of the decision and advise the student of his
Disclosure of Campus Security Policy and Campus Crime Statistics website is ed.gov. Fordham University provides campus crime
Fordham University is an Equal Opportunity Employer or her right to a hearing regarding the request for amendment.
Act, Fordham publishes an annual security and fire safety report. statistics on its website, fordham.edu. Requests for a hard copy
committed to the principle of equal opportunity in education Additional information regarding the hearing procedures will be
The report contains information about the incidence of fires can be directed to the Universitys director of security by phone at
and employment in compliance with Title IX of the Education provided to the student when notified of the right to a hearing.
and certain categories of crime on Fordham campuses as well 718-817-2222 or in writing to the Director of Security at Thebaud
Amendments of 1972, Section 504 of the Rehabilitation Act of The right to consent to disclosures of personally identifiable
as important information about Fordham University safety and Annex, Fordham University, 441 E. Fordham Rd., Bronx, N.Y.
1973, Title VI and Title VII of the Civil Rights Act of 1964, the Age information contained in the students education records, except
security policies, tips for staying safe, and important telephone 10458.
Discrimination Act of 1975, the Violence Against Women Act, and to the extent that FERPA authorizes disclosure without consent.
numbers. Hard copies of the report are available upon request by
other federal, state, and local laws. Bulletin Information One of the exceptions that permits disclosure without consent is
contacting the Universitys Associate Vice President for Safety and
Fordham University does not discriminate on the basis of race, Security at 718-817-2222 or by writing to Associate Vice President While every effort has been made to provide accurate and current disclosure to school officials with legitimate educational interests.
color, creed, religion, age, sex, gender, national origin, marital for Safety and Security, Thebaud Annex, Fordham University, 441 information, the Graduate School of Education reserves the right A school official is a person employed by the University in an
or parental status, sexual orientation, citizenship status, veteran East Fordham Rd., Bronx, NY 10458. The report can also be accessed to withdraw or modify, without notice, any policies, procedures, administrative, supervisory, academic or research, or support
status, disability, genetic predisposition, carrier status, or any other at: fordham.edu/info/20017/public_safety. fees, programs of study, academic calendar, courses, faculty, or staff position (including law enforcement unit personnel and
basis prohibited by law. other items listed in this bulletin, or to make any other changes it health staff); a person or company with whom the University
This policy is strictly enforced by the University, and alleged Affirmative Action Policy considers necessary or desirable. Statements made in this bulletin has contracted (such as an attorney, auditor, collection agent,
violations receive prompt attention and appropriate corrective The Universitys Affirmative Action Program provides the means to are for informational purposes only. Students are responsible for contractor, consultant, volunteer), or other outside parties under
action. The University will take steps to prevent discrimination recruit, employ, and promote women and other underrepresented learning and following all program-related criteria, including the direct cotnrol of the University with respect to the use and
and harassment, to prevent the recurrence of discrimination and minorities in the interest of attaining workplace diversity. The deadlines and graduation requirements and procedures. For maintenance of education records; a person serving on the Board
harassment, and will take appropriate steps to remedy the effects director of equity and equal opportunity is available to all members additional information, write or call the Office of the Dean or the of Trustees; or a student serving on an official committee, such
of discrimination. of the Fordham community for consultation, training, and chairperson of the division in which the program of interest is as on a disciplinary or grievance committee, or assisting another
orientation for those methods and initiatives that advance a more offered. school official in performing his or her tasks. A school official
The Director of Institutional Equity and Compliance is the
diversified workforce and ensure nondiscrimination, access to equal has a legitimate educational interest if the official needs to review
Universitys compliance officer for all forms of discrimination
employment opportunities, and fair treatment of individuals. It is Equity in Athletics Disclosure Act an education record in order to fulfill his or her professional
and is specifically designated as the Universitys 504 Compliance
the responsibility of the director to monitor and report regularly In accordance with the Equity in Athletics Disclosure Act, effective responsibility.
Officer and Title IX Coordinator. The Title IX Coordinator is
responsible for the Universitys Title IX compliance efforts to on the Universitys efforts to achieve diversity and compliance with July 1, 1996, information regarding the intercollegiate athletics Upon the request of officials of another school in which a student
ensure that violations of University policies are properly addressed, all laws pertaining to nondiscrimination. In addition, the director program is available for review upon request to the Director of seeks or intends to enroll, the University may disclose educational
including gender equity in athletics, employment, and admission. is a designated contact person for complaints alleging workplace Athletic Administration, Fordham University, Gym, Bronx, N.Y. records without the students consent.
This also includes all forms of discrimination, limitations on discrimination, including complaints of sexual harassment. 10458; Phone: 718-817-4300. The right to file a complaint with the U.S. Department of Education
consensual relationships, sex and gender discrimination, sexual concerning alleged failures by Fordham University to comply with
Support Services for Students with Disabilities Reserved Rights of the University
harassment, sexual assault/rape, exploitation, and other sexual the requirements of FERPA. The name and address of the Office
misconduct, stalking, dating violence, and domestic violence, and Fordham University treats students with disabilities in The University reserves the right, at its discretion, at any time, to that administers FERPA is:
intimidation and retaliation for filing such complaints. Title IX a nondiscriminatory manner and will make reasonable deny matriculated status, to cancel a students registration, to refuse
Family Policy Compliance Office | U.S. Department of Education
prohibits discrimination on the basis of sex in education programs accommodations, and provide appropriate auxiliary aids and to award academic credit, or to deny or rescind a certificate or a
400 Maryland Avenue, SW | Washington, D.C. 20202-4605
or activities and extends to employment and admission. services, to assist otherwise qualified individuals with disabilities in degree in accordance with the University statutes and its academic
achieving success in programs by providing services and facilities policies. All forms of dishonesty, including cheating and plagiarism, Directory Information
Inquiries concerning the application of Title IX and its
in accordance with Section 504 of the Federal Rehabilitation Act of may result in appropriate disciplinary action, including denial or
implementing regulation may be referred to the Universitys The University, at its discretion, may provide the following directory
1973 and the Americans with Disabilities Act of 1990. revocation of a degree or certificate.
designated Title IX Coordinator listed below or to the Assistant information: students name, address, telephone number, electronic
Secretary of the Office for Civil Rights (OCR), U.S. Department Applicants who have been accepted for admission or current mail address, photograph, date and place of birth, major field
Family Educational Rights and Privacy Act (FERPA) Policy
of Education, Lyndon Baines Johnson Department of Education students who are seeking accommodation for a disability should of study, dates of attendance, grade level, enrollment status (e.g.
Building, 400 Maryland Avenue SW, Washington, DC 20202-1100. contact the director of disability services at the following locations: The Family Educational Rights and Privacy Act (FERPA) affords
undergraduate or graduate; full time or part time), participation
Call the OCR toll free at 800-421-3481 or 800-877-8339 (TDD), students certain rights with respect to their education records.
Lincoln Center Campus | 45 Columbus Ave., Room 106 in officially recognized activities and sports, weight and height of
or contact the OCRs New York office at ocr.newyork@ed.gov or They are:
212-636-6282 members of athletic teams, degrees, honors and awards received,
646-428-3800. The right to inspect and review the students education records and the most recent educational agency or institution attended,
Westchester Campus | 914-367-3230
within 45 days of the day the University receives a written request and other such similar information. A student who wishes the
Fordhams Title IX coordinator may be contacted at 718-817-3112 Rose Hill Campus | OHare Hall | 718-817-0655 for access. A student should submit to the Office of Academic University to withhold directory information from disclosure must
or TitleIX@fordham.edu.
Records-Fordham University Enrollment Group at the Rose Hill notify the University registrar or Law School registrar in writing
Anastasia Coleman Catholic and Jesuit Tradition campus, the Lincoln Center campus, or the Law School registrar, within 10 days after the first day of class each semester.
Director of Institutional Equity and Compliance The distinctive Catholic and Jesuit tradition of Fordham University if applicable, a written request that identifies the record(s) he/she
Title IX Coordinator and 504 / ADA Compliance Officer is an important part of its present identity and mission. For this Additional information can be found at fordham.edu/info/21366/
wishes to inspect. The Office of Academic Records-Enrollment
Cunniffe House, Room 114 | Rose Hill Campus reason, the University considers it a priority to recruit qualified policies/2781/family_educational_rights_and_privacy_act_ferpa_
Group will make arrangements for access and notify the student
718-817-3112 | TitleIX@fordham.edu Jesuits from the existing pool of Jesuit scholar-teachers. Any policy.
of the time and place where the records may be inspected.
initiatives the University takes in pursuit of this priority will always The right to request the amendment of the students education
take into consideration the needs of individual departments and the records that the student believes are inaccurate or misleading.
appropriate University procedures for hiring faculty. A student may ask the University to amend a record that he/she
believes is inaccurate or misleading. The student should write the

25 26
Academic Programs Interdisciplinary Research Programs
The Graduate School of Education offers many education-related programs. Some programs
lead to masters-level degrees, some to doctoral-level (PhD and EdD) degrees, and some lead to
certification in specific areas. For convenience, we organize this information into five sections:
PhD in Contemporary Learning and Interdisciplinary Research (CLAIR)

Interdisciplinary Research Programs NYSED 35223, HEGIS 0899.00

Teaching Programs Through interdisciplinary teaching, learning, and research, the CLAIR includes a research core that engages students in
PhD program in Contemporary Learning and Interdisciplinary authentic research. Through the perspective of multiple
Educational Leadership Programs Research (CLAIR) is committed to finding innovative solutions paradigms and the use of multiple methodologies, research
Counseling Psychology Programs that address the multifaceted challenges of education in a
technologically complex, globalized world. Guided by the belief
teams of University faculty and CLAIR students generate new
knowledge, test hypotheses, and solve problems related to
School Psychology Programs that education should be transformative, this unique program contemporary learning. Drawing from multiple disciplines,
fosters ethical, versatile, and collaborative scholars who embrace CLAIR students may design their own specialization or
A brief introduction to each academic program area is followed by specific descriptions of program multiple paradigms of inquiry to understand and improve select from several specializations, including Contemporary
activities, and admission and graduation requirements. The multiple programs with specializations contemporary learning environments. The PhD program in Literacies; Language, Culture, and Equity; Learning Sciences; or
and electives acknowledge the expertise and interests of faculty and students. CLAIR follows Fordham Universitys Jesuit tradition of rigorous Special Education. All specializations focus on learning in the
academic endeavor, service to complex urban and metropolitan 21st century.
communities, and dedication to the intellectual, moral, and Graduates of the program are prepared for a variety of
socioemotional development of the individual. CLAIR epitomizes roles, including instructional leader, teacher educator, program
the Graduate School of Educations mission to create and nurture evaluator, educational researcher, academician, diversity
an inclusive, dynamic, intellectual, and reflective community that trainer/multicultural educator, and industry professional
generates knowledge and promotes inquiry and excellence. designing educational materials, curriculum, and assessments.

Coodinator: Kristen Hawley Turner, PhD than five years, from either the Graduate Students are admitted to the doctoral
Office: Room 1120A Record Examination (GRE) or the Miller program on a provisional basis, and
Analogies Test (MAT). Information about their progress is monitored through the
Phone: 646-312-8766 the Graduate Record Examination is matriculation review process and through
Professors: Brause, Houtz, Rabinowitz, available at the Educational Testing Service periodic review by their mentor, adviser, the
Zhang Graduate Record Examination website CLAIR director, and CLAIR faculty.
Associate Professors: Blumberg, Bolgatz, at gre.org. Information about the Miller
Analogies Test is available from its website at Matriculation Requirements
Brobst, Cho, Craven, Jackson, McCray,
Ness, Nevarez-LaTorre, Rodriguez, Zusho milleranalogies.com. Doctoral students are not fully matriculated
Personal and Professional Goals until they have successfully completed the
Assistant Professor: Bondie
Appropriate to Program: Applicants must initial phase of the program. During the
submit a personal statement as part of their semester in which provisional doctoral
application to the program. students expect to complete their 12th to
Academic/Professional References: A 15th credits of doctoral work, they must
Admission Requirements obtain permanent matriculation status.
minimum of two references are required
Applicants seeking admission to the PhD with the application. The purpose of these In CLAIR, the review is conducted after
program in CLAIR must meet the general references is to establish suitability for students have completed at least one course
requirements for admission to doctoral doctoral study in this program. Therefore, in the research core and at least 15 credits.
study in the Graduate School of Education references should be from persons qualified CLAIR faculty evaluate each students
and these specific requirements: to assess academic and professional portfolio to determine whether permanent
potential. References who can speak to the matriculation will be granted. Candidates
Masters Degree: Applicants must have a
applicants research interests and abilities are for matriculation must
masters degree from an accredited college
or university with a major or concentration also encouraged. complete at least one course in the research
in an appropriate field. To qualify for Interview: An in-person, phone, or virtual core and 15 credits;
doctoral program, applicants must have interview will be required. hold a 3.7 or higher GPA in CLAIR
earned a minimum graduate cumulative Academic Writing Samples: Applicants coursework at the time of review;
GPA of approximately 3.5 (B+). are required to submit one academic writing receive satisfactory evaluations from course
Graduate Record Examination (GRE)/ sample with their application. A second, instructors on a knowledge, skills, and
Miller Analogies Test (MAT): Applicants brief writing sample will be completed as dispositions assessment;
are required to submit scores, not older part of the interview.

27 28
demonstrate competence in APA style; Contemporary Learning Core (6 credits) Language, Culture, and Equity DIVISION OF CURRICULUM AND TEACHING
submit an updated personal statement Sociopolitical Dimensions of Education . The specialization of Language, Culture, and
(3 credits)
related to research in contemporary
learning; and Research or Content Modules (3 credits)
Equity (LCE) prepares leaders in educational
research and action-oriented practice who Teaching Programs
submit a course plan, a specialization focus, have an expansive understanding of the
Specialization (minimum 12 credits)
and a request for a research mentor. cultural, linguistic, political, and social
Courses that count toward specialization are structures that impact equity and excellence The programs of the Division of Curriculum and Teaching our elementary education program is nationally recognized
Completion Requirements selected in consultation with the academic in education. Students in this specialization (C&T) prepare and develop teachers, at the initial and by the Association of Childhood Education International
To complete the Doctor of Philosophy adviser. Courses may be taken from any GSE analyze, critique, and contribute to advanced levels, who are committed to personal and (ACEI); our programs in special education are nationally
degree in Contemporary Learning and division with approval from adviser. the knowledge base needed to advance school excellence. The programs are designed to develop recognized by the Council for Exceptional Children (CEC); our
Interdisciplinary Research (CLAIR), Cognates and Electives (9 credits) educational achievement for all students.
teachers knowledge, understanding, and skills to enable literacy programs are recognized by the International Reading
students must meet the GSE general degree LCE students explore issues of advocacy
completion requirements and these specific
Cognates include courses outside of
and transformation in education, including them to be successful, reflective practitioners. Our programs Association (IRA); and our teaching English to speakers of other
specialization and can be taken from content validate students language and culture, and respect the languages program is recognized by the Teachers of English
program requirements: the achievement/opportunity gap, building
modules or other course offerings. Students multiple voices of the urban classroom. They encourage to Speakers of Other Languages International Association
complete the prescribed program of study, bridges across diverse communities, and
may also take elective courses that enhance
including a minimum of 45 credits (beyond developing multilingual and multicultural and guide teachers to collaborate with fellow teachers, (TESOL). In addition, our adolescence education programs are
an interdisciplinary specialization or focus
the masters degree) taken at Fordham competencies. The specialization aims to administrators, students, parents, and community members nationally recognized by the National Council of Teachers of
on research methodology. Courses may be
Graduate School of Education, under the develop education professionals whose in strengthening curriculum and learning environments. English (NCTE), the National Council of Social Studies (NCSS),
taken from any GSE division with approval
direction and approval of an adviser work is relevant and strategic in the creation
from adviser. the National Council of Teachers of Mathematics (NCTM),
of learning opportunities for students The Fordham Graduate School of Education is accredited
maintain a minimum overall graduate GPA and the National Science Teachers Association (NSTA).
Capstone Project (0 credits) across different cultural, social, linguistic,
of 3.5 (B+ or better) by the National Council for the Accreditation of Teacher Our offerings are organized in four sections: Initial Teacher
Must be enrolled for three consecutive economic, and political contexts.
complete a minimum of a one-year Education (NCATE). In addition, our programs in early Education Certification Programs, Specialist Certification
independent research project (3 semesters. The Capstone Project carries a Learning Sciences childhood are nationally recognized by the National Programs, Non-Certification Programs, and Five-Year Programs.
consecutive semesters) one-time fee and is non-credit bearing.
The goal of this specialization is to prepare Association for the Education of Young Children (NAEYC);
develop and defend in an oral Dissertation Seminar (3 credits doctoral students to conduct rigorous,
examination an original dissertation every semester enrolled) scientifically based research in informal
related to contemporary learning and Must be enrolled for duration of dissertation and formal learning settings. Graduates of
interdisciplinary research with approval of phase until successfully defended. this program will be prepared for careers Chair: Chun Zhang, PhD The initial teacher education programs include Students with Disabilities 7-12 Generalist
the CLAIR faculty in academia or other research-based (for undergraduates, see Five-year Integrated with Extensions
Associate Chair: Teacher Education Track on pp. 62 to 63):
Specializations organizations that study issues in the applied Patricia Shea-Bischoff, PhD Adolescence and Students with Disabilities
Program of Study areas of educational psychology and human Early Childhood Programs 7-12 Generalist with an extension (dual
CLAIR students are in a unique position to Office: Room 1102A
All students in CLAIR are required to development. Students in this specialization certification)
select from one of four specializations or to Early Childhood Education
complete 45 credits of coursework prior will acquire knowledge in educational Phone: 212-636-6450
design a multidisciplinary specialization that Early Childhood Special Education (dual TESOL Education
to achieving candidacy (i.e., beginning blends these four. contexts of development, cognition and Distinguished Professors: Baratta certification) Teaching English to Speakers of Other
dissertation work), which includes a research learning sciences, motivation, resilience, (Retired), Carrasquillo (Retired)
Contemporary Literacies Early Childhood and Childhood Education Languages (TESOL Track 1 and Track 2)
core, a contemporary learning core, a and advanced quantitative methodologies.
Professors: Baecher (Emeritus), Brause, (dual certification)
specialization core, and electives. Electives The goal of this specialization is to prepare Intrinsic to each area is an emphasis on The Advanced Teacher Education Programs
Cicchelli (Emeritus), Hughes (Emeritus),
must be taken within the CLAIR program candidates for careers as instructional current and emerging learning technologies. Childhood Education Programs Childhood Special Education
Hedley (Emerita), London (Emeritus),
or be approved by CLAIR advisers. Students leaders and researchers in a variety of Childhood Education Curriculum and Teaching
Special Education Uhry (Emeritus), Vinci (Emeritus), Zhang
are required to complete an independent educational settings. While in the program, Childhood Special Education (dual Early Childhood Special Education
research project (Capstone Project) that students will consider multiple perspectives The Special Education specialization Associate Professors: Bolgatz, Cho, certification)
prepares doctoral students for careers Craven, Ness, Nevrez- LaTorre, Literacy Education Birth-Grade 6
serves as a comprehensive assessment and on what it means to be literate in the Bilingual Childhood Education (certification
in higher education, school districts, Rodriguez, Turner Literacy Education Grades 5-12
the final gateway to doctoral candidacy. contemporary world by exploring print and and bilingual extension)
Once students achieve candidacy, they traditional literacies, new literacies, digital government agencies, and private Assistant Professors: Bondie, TESOL Advanced Certificate
Childhood Education with Middle School
are also required to enroll in Dissertation literacies, multimodal literacies, media organizations. Students in this specialization
Clinical Faculty: Bisberg, Caballero, Extension Extensions
Seminar, which is credit bearing (3 credits/ literacy, critical literacy, and language study will explore the profound effects of human
exceptionalities, current policies in special Huber, Moliterno, Shea-Bischoff Adolescence Special Education Extension
semester enrolled), until they successfully (e.g., sociolinguistics, psycholinguistics). Adolescence Education Programs
education, and research-based assessments Office of Field-based Accountability: Elia (Grades 712) (biology, chemistry, earth science, English,
defend the dissertation. The coursework By making connections between theory mathematics, physics, social studies)
requirements are as follows: and practice, and engaging in research in and interventions targeted for exceptional Office of Alternative Teacher Adolescence Biology
children and their families. Topics include  Bilingual Education Extension (early
this dynamic and emerging field, students Certification: Pogue Adolescence Chemistry
Research Core (18 credits) risk/resilience, collaboration, and advocacy. childhood, childhood, and adolescence)
will gain and contribute knowledge to the Adjunct Faculty: Appel, Bongiorno, Adolescence Earth Science
Foundations of Interdisciplinary . Through teaching, research, and mentoring, Bilingual Special Education Extension (early
phenomenon that is literacy in the Donovan, Elia, El Frank-Dana, Evans, Adolescence English
Research I & II (6 credits) the faculty strive to promote an enduring childhood, childhood, and adolescence)
21st century. Ferreri, Fusaro, Gerson, Kelley, Kurstedt,
commitment to learning, research, and Adolescence Math ESL Special Education Extension (early
Critique of Research (3 credits)
Kvilesz, Lamb, Laura, Lee, J. Maher, Adolescence Physics childhood, childhood, and adolescence)
Advanced Seminar in Interdisciplinary excellence, which leads to a positive influence
R. Maher, Marmolejos, Marr, Rotello,
Research I, II, & III (3 credits) on students, family, community, academia, Adolescence Social Studies Middle Childhood Extension (biology,
Schneider, Selby, Valerio, Watson chemistry, earth science, English,
Advanced Qualitative Methods (3 credits) and policymaking.
Adolescence Special Education
mathematics, physics, social studies)
Advanced Quantitative Methods (3 credits) Students with Disabilities 7-12 Generalist

29 30
The Division of Curriculum and Teaching a teaching certificate and who want to grow model. With continuous individual Candidates for whom English is a second qualified instructor to teach this workshop advanced certificate and the bilingual
offers a broad range of graduate degree and professionally by developing skills in a new advisement, candidates pursue programs language are required to take and achieve on campus; a fee for this workshop is extension programs. Each program has full
nondegree programs in initial and advanced area or qualifying for an extension or second of study that prepare them to address a passing score in one of two tests: the paid directly to the agency providing the time and part-time options at the Lincoln
teacher education. certification. These programs also meet current educational challenges and to act TOEFL (Test of English as a Foreign instruction.), Center campus.
The initial teacher education programs the requirement for a masters degree for in leadership roles. Interdivisional and Language) or the IELT (International gained
 mastery of content in drug and Admission Requirements
(ITE) are for persons preparing to become permanent or professional certification. interdisciplinary program components English Language Test). The following alcohol education (EDGE 0220) introduced
provide a flexible basis for meeting scores are the recommended minimum Applicants to all early childhood programs
teachers for the first time or who are seeking In addition, the Division of Curriculum through workshops arranged at Fordham
candidates professional needs and goals. current* test scores for English language must meet the general requirements for
initial certification. The programs have and Teaching offers a program in teaching for no additional fee,
proficiency for admission to the Graduate admission to graduate degree study on page
been designed to meet the needs of those English to speakers of other languages, for The Division of Curriculum and completed
 fingerprint requirements,
School of Education: 12 and the requirements for admission to
preparing for second careers, as well as for persons who are not seeking a teaching Teaching also offers a five-year-track
completed
 a three-hour workshop in initial teacher education programs on pages
recent college graduates. Graduates of these certificate (TESOL Track 2). The programs teacher education program for Fordham IELTS*: 7 for General Test Score, no
autism (for special education certification), 34 and 35. In addition, applicants for any of
programs are eligible for endorsement for reflect our commitment to the study of undergraduates, allowing them to complete subtest can be lower than 6
the early childhood programs must have
New York state teacher certification. contemporary issues in curriculum and their undergraduate degree and at the same TOEFL*: 577 for paper test, 90 for completed
 a Dignity for All six-hour
teaching and to the solution of educational time become eligible for endorsement Internet-based (IBT) test workshop taught by a qualified New York an undergraduate degree in one of the
The advanced teacher education (ATE)
problems through excellence in teacher for a teaching certificate in their field of instructor. liberal arts or sciences related to the areas
programs are for persons who already hold *Scores can be no more than two
education using a reflective practitioner specialization. of the New York state student learning
years old. See program descriptions
standards: for example, English, American,
for additional program-specific Early Childhood or comparative literature; mathematics; an
requirements. Education Programs area of science; modern languages; media
Initial Teacher Certification Programs (Master of Science in Teaching - MST) Matriculation Requirements Early childhood, from birth through studies; womens studies; political science;
computer science; information science;
Once admitted, teacher candidates must grade two, is a critical period for childrens
meet these requirements for matriculation: learning and development. The Early communications; history; sociology;
The Initial Teacher Education (ITE) professionals, and field supervisors/mentors. In addition, a 9- to 12-credit Middle anthropology; economics; the arts; or
Childhood Programs prepare teachers to
programs described in this bulletin leads Each semester, teacher candidates increase Childhood Extension option is also available proof of immunization against measles, psychology;
work effectively with all children in early
to eligibility for Fordham endorsement for their time in schools and meet regularly for candidates in any of the five programs meningitis, mumps, and rubella, to be
childhood education settings. The programs college-level study in the following general
initial teacher certification in New York state. with academic and field advisers. Part-time leading to childhood education certification. submitted to Fordham University Office of
combine rigorous academic work with education core areas: artistic expression,
A broad array of initial teacher education students initial courses and field experiences This option enables graduates to teach a Student Health Services
field experiences and student teaching concepts in history and social sciences, a
programs is offered for college graduates are scheduled late in the day; however, content subject in grades 7 through 9, based proof of baccalaureate degree in cases to develop the knowledge, skills, and language other than English, scientific and
who have strong academic backgrounds final student teaching requires a full time on the discipline area of the candidates where student is admitted to the dispositions needed to succeed as beginning mathematical processes, written analysis,
in the liberal arts and sciences and who commitment during the regular school day. undergraduate major. Graduate School of Education during the teachers in early childhood general and and expression and communication;
want to prepare for careers in teaching. Candidates are expected to document their Candidates preparing to be secondary undergraduate senior year, to be submitted special education settings. The Division at least one college-level course in English
The programs are designed for persons impact on student learning during their teachers (grades 712) have a choice of nine to the Graduate School of Education, of Curriculum and Teaching offers three or American literature as a foundation for
preparing for teaching as a second career, student teaching and field experiences. discipline specializations in Adolescence admissions office programs for persons preparing for initial the use of literature in teaching emergent
as well as those who are recent college Pass rates for Fordhams initial teacher Education: biology, chemistry, earth science, proof of registration for the first semester teacher certification in early childhood
graduates. These programs lead to Fordham education program graduates on the New mathematics, English, social studies, special literacy and reading in childhood education.
of coursework, under advisement of the (birthgrade 2) classroom teaching.
endorsement for initial teacher certification York State Teacher Certification Examinations education, mathematics, or physics. In appropriate ITE program coordinator These courses may be part of or in addition to
Early Childhood Education (a single- a liberal arts major/concentration.
in New York State. Most programs have full- (NYSTCE) are higher than 95 percent. See addition, we offer a bilingual extension in
NYS Certification Requirements certificate program in general education)
and part-time options. page 7 for additional information. Adolescence Education.
Teacher candidates who meet all program Early Childhood Special Education (a dual- Early Childhood Education
The ITE programs are based on the Candidates preparing to be early childhood Full- and part-time options are offered at the
requirements, complete the course of study, certificate program in general and special Master of Science in Teaching Early
reflective practitioner model with cohorts classroom teachers (birthgrade 2) have a Lincoln Center campus for these programs.
and meet established field experience education) Childhood Education (36 credits)
of students forming communities for choice of three programs: Early Childhood At times, some courses for these programs
reflection on learning and teaching. Each Education, Early Childhood Special may be available at the Westchester campus. competencies are eligible for and will receive Early Childhood and Childhood Education NYSED 25484/25487, HEGIS 0802.00
cohort progresses through a sequence of Education (a dual-certificate program), or Fordham Universitys endorsement for (a dual-certificate program in general and
Admission Requirements New York state initial certification in their special education) The 36-credit masters degree program
coordinated courses and field experiences Early Childhood and Childhood Education
Applicants for any of the initial teacher program area provided they also have in early childhood education combines
designed to link theory and practice. (a dual-certificate program). Full- and These programs provide candidates with the
education programs must meet the general coursework in child development, effective
Graduates of the programs are highly part-time options are offered at the Lincoln earned a passing score on the relevant New special knowledge, skills, and experiences
requirements for admission to graduate instructional practices for young children,
qualified teachers who respect individuals Center campus. At times, selected courses York state teacher examinations (ALST, needed for working effectively with all
study listed on page 12, as well as these ITE professional studies, and related field
in a multicultural/multilingual society, excel for these programs may be available at the EAS, CST, AND edTPA), children in the early childhood years (birth
requirements: experiences and student teaching, which
in academic disciplines, acquire a broad Westchester campus for these programs. completed a workshop in child abuse grade 2). The programs emphasize preschool provide a beginning teacher with the
knowledge base, demonstrate concern for Candidates preparing to be childhood baccalaureate degree from an accredited identification and reporting (EDGE 0210) and primary education. Coursework knowledge and skills needed to be an
the individual, learn in meaningful contexts, classroom teachers (grades 16) have college or university with a major or taught by a New York state qualified includes current topics, research, and effective early childhood teacher. Graduates
become reflective practitioners, and engage a choice of five programs: Childhood concentration in one of the liberal arts or instructor (Fordham routinely arranges strategies that prepare beginning teachers for of the program are endorsed for New York
in lifelong learning. Education, Early Childhood and Childhood sciences for a state-qualified instructor to teach contemporary classrooms, current mandates, state teacher certification in early childhood
The ITE programs are characterized by Education (a dual-certificate program), a minimum undergraduate grade point this workshop on campus; a fee for this and the needs of children particular to education.
carefully coordinated and sequenced courses Childhood Special Education (a dual- average of approximately 3.0 (B or better) workshop is paid directly to the agency the New York City metropolitan area. The
programs focus on teacher preparation The program is approved by the National
progressing from foundations and teaching certificate program), Bilingual Childhood two reference reports: academic and providing the instruction),
and address topics and strategies such as Association for the Education of Young
methods to the development of an exit Education, and Childhood Education with professional completed a workshop in school safety and
managing childrens behavior, assessment, Children (NAEYC), the national professional
project. The programs are distinguished Middle School Extension. Full- and part- satisfactory command of oral and violence education (EDGE 0230) taught
working with families, and including all organization in early childhood education.
by exceptionally strong field experiences time options for these programs are offered written English as evidenced through an by a New York state qualified instructor
supported by program faculty, school-based at the Lincoln Center campus. children. In addition, we offer TESOL
admissions essay or interview (Fordham routinely arranges for a state-

31 32
knowledge and instructional practices
Program of Study Program of Study Childhood an undergraduate degree in one of the liberal CTGE 5534 Beginning Reading and Writing
effective in the early years of childhood and arts or sciences related to the areas of the in Inclusive Classrooms .
UEGE 5102 Historical, Philosophical, and UEGE 5102 Historical, Philosophical, and
those appropriate and effective for children
Education Programs (3 credits)
Multicultural Foundations of Multicultural Foundations of New York state student learning standards,
American Education (3 credits) American Education (3 credits) in grades 1 through 6. The program of study Childhood Education (grades 1-6) is the including English, American, or comparative CTGE 5548 Literacy Across the Curriculum
PSGE 5316 Psychology of Child Development PSGE 5316 Psychology of Child Development is carefully coordinated and sequenced, foundation for lifelong learning, as well as literature; mathematics; an area of science; in Inclusive Classrooms .
and Learning (3 credits) and Learning (3 credits) progressing from foundations and teaching for personal growth and achievement. To modern languages; media studies; womens (3 credits)
methods through the development of a prepare candidates to teach children in these studies; political science; computer science;
CTGE 5245 Childrens Literature in a CTGE 5245 Childrens Literature in a CTGE 5227 Teaching Mathematics to
professional portfolio. Field experiences grades, the Division of Curriculum and information science; communications; Children (3 credits)
Multicultural Society (3 credits) Multicultural Society (3 credits)
linked to courses provide guided Teaching offers five childhood education history; sociology; anthropology; economics;
CTGE 5247 Teaching Linguistically and CTGE 5247 Teaching Linguistically and CTGE 5242 Teaching Science and
development throughout the program and programs in initial teacher education: the arts; or psychology
Culturally Diverse Students . Culturally Diverse Students . Technology to Children .
(3 credits) (3 credits) culminate in full time student teaching. Childhood Education college-level study in the following general (3 credits)
Experience in both early childhood and Childhood Special Education (a dual- education core areas: artistic expression, CTGE 5212 The Arts in Childhood Education
CTGE 5534 Beginning Reading and Writing in CTGE 5534 Beginning Reading and Writing in
childhood settings is included. certificate program) concepts in history and social sciences, a (1 credit)
Inclusive Classrooms (3 credits) Inclusive Classrooms (3 credits)
CTGE 5230 Framework for Educating All CTGE 5230 Framework for Educating All Program of Study Early Childhood and Childhood Education language other than English, scientific and CTGE 5065 Teaching Technology to Children
Young Children (3 credits) Young Children (3 credits) UEGE 5102 Historical, Philosophical, and (a dual-certificate program) mathematical processes, written analysis and (1 credit)
CTGE 5232 Early Childhood Curriculum and CTGE 5232 Early Childhood Curriculum and Multicultural Foundations of expression, and communication CTGE 5066 Teaching Social Studies to
Bilingual Childhood Education (a dual-
Assessment (3 credits) Assessment (3 credits) American Education (3 credits) certificate program) In addition, candidates for the bilingual Children (3 credits)
CTGE 5233 Early Learning Through Play . CTGE 5233 Early Learning Through Play . PSGE 5316 Psychology of Child Development Childhood Education with Middle School extension must provide evidence of their CTGE 5245 Children Literature in a
(3 credits) (3 credits) and Learning (3 credits) competence in a language other than English Multicultural Society (3 credits)
Extension
CTGE 5234 Family, Community, and All CTGE 5234 Family, Community, and All CTGE 5155 Special Education Foundations: by fulfilling one of the following three CTGE 5150 Special Education Foundations:
Past, Present, and Future .
The childhood education programs place options: Past, Present, and Future
Young Children (3 credits) Young Children (3 credits)
(3 credits) an emphasis on developing literacy and
CTGE 5155 Special Education Foundations: CTGE 5850 Observing and Documenting 1. T
 aking and obtaining a passing score on the CTGE 5551 Reflective Practice and Field
providing effective instructional programs
Past, Present, and Future . Childrens Learning: Reflective CTGE 5247 Teaching Linguistically and ACTFL Language Test (oral and written) in Experience I in an Inclusive
for all children in the elementary classroom
(3 credits) and Effective Early Childhood Culturally Diverse Students . the target language; Childhood Classroom (1 credit)
(3 credits) (grades 1-6). The Childhood Special
CTGE 5850 Observing and Documenting Practices (3 credits) CTGE 5552 Reflective Practice and Field
Education program leads to endorsement 2. D
 ocumentation in transcripts of having
Childrens Learning: Reflective CTGE 5411 Perspectives & Issues in Early CTGE 5534 Beginning Reading and Writing in Experience II in an Inclusive
for New York state teacher certification completed undergraduate studies in the
and Effective Early Childhood Childhood Special Education . Inclusive Classrooms . Childhood Classroom (1 credit)
(3 credits)
in childhood education and in teaching target language; or
Practices (3 credits) (3 credits) CTGE 5553 Reflective Practice and Student
children with disabilities in childhood 3. Agreeing to complete successfully two
CTGE 5200 Student Teaching Seminar: Issues PSGE 5301 Psychological Factors in Young CTGE 5227 Teaching Math to Children . Teaching I in an Inclusive
education . The Early Childhood and courses in the target language.
in Reflective Practice (0 credits) Children with Disabilities . (3 credits) Childhood Classroom (1 credit)
Childhood Education program leads to
CTGE 5201 Student Teaching Seminar: Issues (3 credits) CTGE 5242 Teaching Science and Technology CTGE 5554 Reflective Practice and Student
certification in early childhood (birth-grade Childhood Education
in Reflective Practice (3 credits) CTGE 5157 Assessment Strategies for Young to Children . Teaching II in an Inclusive
2) and childhood education (grades 1-6).
CTGE 0707 Early Childhood Education Children with Disabilities . (3 credits) Master of Science in Teaching Childhood Childhood Classroom (1 credit)
The Bilingual Childhood Education program
Portfolio (0 credits) (3 credits) CTGE 5066 Teaching Social Studies . Education (36 credits) CTGE 0704 Childhood Education Portfolio .
leads to endorsement for New York state
CTGE 5421 Planning Instruction for Young (3 credits) NYSED 25431/25441, HEGIS 0802 (0 credits)
certification as a childhood teacher with an
Early Childhood Special Education Children with Disabilities . CTGE 5548 Literacy Across the Curriculum extension certificate for teaching in bilingual The 36-credit masters degree program in Childhood Special Education
(dual certification) (3 credits) (3 credits) settings. childhood education combines coursework
Master of Science in Teaching Early CTGE 5200 Student Teaching Seminar: Issues CTGE 5212 The Arts in Childhood Education Master of Science in Teaching Childhood
in Reflective Practice . In addition, a 9- to 12-credit Middle in child development, effective instructional
Childhood Special Education (45 credits) (1 credits) Special Education (45 credits)
(0 credits) School Extension option is also available practices for inclusive elementary classrooms,
CTGE 5065 Integrating Technology . professional studies, and related field NYSED 25433/25443, HEGIS 0808
NYSED 25485/25488, HEGIS 0808 for candidates in any of the five programs
CTGE 5201 Student Teaching Seminar: Issues (1 credits)
The 45-credit masters degree program in Reflective Practice . leading to childhood education certification. experiences, which provide a beginning The 45-credit masters degree program
CTGE 5230 Framework for Educating All This option enables graduates to teach a teacher with the knowledge and skills needed
in early childhood special education is an (3 credits) in childhood special education is an
Young Children (3 credits) to be effective. The program has been cited
integrated, dual-certificate program that leads CTGE 0707 Early Childhood Education
content subject in grades 7 through 9, based integrated dual-certificate program, and
CTGE 5232 Early Childhood Curriculum and on the discipline area of the candidates for its exceptionally strong field experience
to endorsement for New York state teacher Portfolio (0 credits) leads to endorsement for New York state
Assessment (3 credits) undergraduate major or the equivalent. component, which begins early in the
certification as an early childhood teacher teacher certification as a childhood teacher
Early Childhood and Childhood CTGE 5233 Early Learning through Play . Other options offered are the TESOL program and increases time in the classroom (grade 1-6) and as a teacher of children
and as a teacher of children with disabilities
Education (dual certification) (3 credits) advanced certificate and the bilingual as candidates progress. Graduates of the
in early childhood education (birthgrade with disabilities in childhood education.
2). The program includes coursework in CTGE 5234 Family, Community, and All extension programs. Each program has full program are endorsed for New York state The program includes coursework in child
Master of Science in Teaching Early Young Children (3 credits) teacher certification in childhood education.
child development, instructional practices time and part-time options at the Lincoln development, instructional practices for
Childhood and Childhood Education CTGE
for children in regular and special-education (45 credits) Center campus. children in regular and special-education
5551/5553 Reflective Practice and Field Program of Study
settings, and professional studies. The field Experience I in an Inclusive Admission Requirements UEGE 5102 Historical, Philosophical, and
settings, and professional studies. The
NYSED 25435/25445, HEGIS 0802
experiences are coordinated with courses Childhood Classroom (2 credits) Multicultural Foundations of field experiences are coordinated with
The 45-credit masters degree program in CTGE Applicants to all childhood programs must courses to help candidates understand and
to help candidates understand and apply American Education (3 credits)
early childhood and childhood education 5552/5554 Reflective Practice and Field meet the general requirements for admission apply theory in effective practice. Student-
theory in effective practice. Student teaching PSGE 5316 Psychology of Child Development
is an integrated, dual-certificate program Experience II in an Inclusive to graduate degree study on pages page 12, teaching experience is gained in both
experience is gained in regular and special- and Learning (3 credits)
that leads to New York state certification as Childhood Classroom (2 credits) and the requirements for admission to initial regular and special-education settings. This
education settings. This program is approved CTGE 5247 Teaching Linguistically and
an early childhood teacher (birthgrade 2) CTGE 0704 Early Childhood Education teacher education programs on page 34-35. program is nationally recognized by the
by the Council for Exceptional Children Culturally Diverse Students .
and a childhood education teacher (grades Capstone Portfolio (0 credits) In addition, applicants for any of the childhood Council for Exceptional Children.
(CEC) and NAEYC (National Association for (3 credits)
Education of Young Children). 16). The program includes specialized programs must have the following:

33 34
Program of Study Early Childhood and Childhood CTGE 5230 Frameworks for Educating All CTGE 5155 Special Education Foundations: Multigrade (K-12) Program 12 college credits in a language other than
UEGE 5102 Historical, Philosophical, and Education Young Children (3 credits) Past, Present, and Future . English
(3 credits) A unique, 36-credit comprehensive masters
Multicultural Foundations of CTGE 5232 Early Childhood Curriculum and college-level study in the following general
Master of Science in Teaching Early degree program for individuals seeking to
American Education (3 credits) Assessment (3 credits) CTGE 5534 Beginning Reading and Writing education core areas: artistic expression,
Childhood and Childhood Education obtain initial certification in TESOL to be a
PSGE 5316 Psychology of Child Development (45 credits) CTGE 5233 Early Learning Thru Play . in Inclusive Classrooms . communication and information retrieval,
(3 credits) teacher of students for whom English is not
and Learning (3 credits) (3 credits) concepts in history and social sciences,
NYSED 25435/25445, HEGIS 0802 their first language is offered for full time
CTGE 5245 Childrens Literature in a CTGE 5234 Family, Community, and All CTGE 5548 Literacy Across the Curriculum humanities, a language other than English,
in Inclusive Classrooms .
and part-time students.
Multicultural Society (3 credits) The 45-credit masters degree program in Young Children (3 credits) scientific and mathematical processes,
early childhood and childhood education (3 credits) This program is not available to individuals English written analysis and expression,
CTGE 5247 Teaching Linguistically and CTGE 5551 Reflective Practice and Field
Culturally Diverse Students . is an integrated dual-certificate program Experience I in an Inclusive CTGE 5227 Teaching Mathematics to with an F-1 visa status. Individuals and at least one college-level course in
(3 credits) and leads to endorsement for New York Childhood Classroom . Children (3 credits) interested in a masters degree in TESOL English. These courses may be part of or
state teacher certification as a childhood (1 credit) CTGE 5242 Teaching Science and without initial teaching certification should taken in addition to a liberal arts major/
CTGE 5534 Beginning Reading and Writing in
Inclusive Classrooms . education teacher (grades 1-6) and an early CTGE 5552 Reflective Practice and Field Technology to Children . refer to the TESOL (Track 2) program in concentration.
(3 credits) childhood teacher (birth-grade 2). The Experience II in an Inclusive (3 credits) the section on Noncertification Programs.
Program of Study
CTGE 5548 Literacy Across the Curriculum in program includes specialized knowledge Childhood Classroom . CTGE 5212 Teaching the Arts in Childhood
and instructional practices effective in (1 credit) Education (3 credits)
Teaching English to Speakers of Other EDGE 6101 Race and Multicultural
Inclusive Classrooms . Languages TESOL Grades Pre-K12
the early years of childhood, and those Education
(3 credits) CTGE 5553 Reflective Practice and Student CTGE 5065 Teaching Technology to Children
(Track 1) or
CTGE 5227 Teaching Mathematics to appropriate and effective for children in Teaching I in an Inclusive (3 credits)
UEGE 5102 Historical, Philosophical, and
Children (3 credits) grades 1 through 6. The program of study Childhood Classroom . CTGE 5066 Teaching Social Studies to Master of Science in Teaching: Teaching
Multicultural Foundations of
is carefully coordinated and sequenced, (1 credit) Children (3 credits) English to Speakers of Other Languages
CTGE 5242 Teaching Science and Technology American Education (3 credits)
progressing from foundations and teaching CTGE 5554 Reflective Practice and Student (36 credits)
to Children (3 credits) *CTGE 5842 Second Language Acquisition CTGE 5155 Special Education Foundations:
methods through the development of a Teaching II in an Inclusive and Assessment (3 credits) NYSED 25421/25419, HEGIS 1508
CTGE 5212 The Arts in Childhood Education Past, Present, and Future .
professional portfolio or a student work Childhood Classroom .
(1 credit) *CTGE 5841 Principles of Bilingual Education The 36-credit masters degree program (3 credits)
sample. Field experiences linked to courses (1 credit)
CTGE 5065 Teaching Technology to Children (3 credits) in teaching English as a new language CTGE 5245 Childrens Literature in a
provide guided development throughout CTGE 0704 Childhood Education Portfolio .
(1 credit) *CTGE 5844 Development of Communication to speakers of other languages prepares Multicultural Society (3 credits)
the program and culminate in full time (0 credits)
CTGE 5066 Teaching Social Studies to Skills in ELL Students (3 credits) candidates to teach English language *CTGE 5842 Second Language Acquisition
student teaching. Clinical experience is
Children (3 credits) Bilingual Childhood Education *CTGE 5851 Bilingual Curriculum Materials learners in pre-kindergarten through grade and Assessment (3 credits)
provided in both early childhood and
CTGE 5155 Special Education Foundations: Workshop: Content Areas . 12. The program includes courses in child *CTGE 5845 Integrating English Language
childhood settings. Master of Science in Teaching in Bilingual
Past, Present, and Future . (3 credits) and adolescent development, instructional Arts Across the Content Areas
Program of Study Childhood Education (45 credits)
(3 credits) *CTGE 5852 Bil/ESL Curriculum practices for English language learners and in the ESL Classroom (3 credits)
CTGE 5159 Assessment of All Children with UEGE 5102 Historical, Philosophical, and NYSED 25432/25442, HEGIS 0899 Development: Reading & for content subjects, as well as a strong field *CTGE 5846 Teaching English Literacy to
Disabilities (3 credits) Multicultural Foundations of Language (3 credits) component linking theory to practice in Culturally and Linguistically
The 45-credit masters degree program
CTGE 5161 Differentiating Instruction for American Education (3 credits) CTGE 5551 Reflective Practice and Field the classroom. Graduates of the program Diverse Students (3 credits)
in bilingual childhood education leads to
Children with Diverse Needs . PSGE 5316 Psychology of Child endorsement for New York state teacher Experience I in an Inclusive are endorsed for New York state teacher *CTGE 6401 Teaching the Structure of the
(3 credits) Development and Learning . Childhood Classroom (1 credit) certification as a Teacher of English to English Language (3 credits)
certification as a childhood education
PSGE 6324 Environments for Managing (3 credits) CTGE 5552 Reflective Practice and Field Speakers of Other Languages.
teacher and an extension to the certificate PSGE 5316 Psychology of Child
Challenging Behavior (3 credits) CTGE 5247 Teaching Linguistically and for bilingual education. Experience II in an Inclusive Development and Learning
Specific Admission Requirements
Culturally Diverse Students . Childhood Classroom (1 credit) or
CTGE 5551 Reflective Practice and Field Specific admission requirement: Candidates
(3 credits) **CTGE 5553 Reflective Practice and Student In addition to the general requirements PSGE 5318 Human Development and
Experience I in an Inclusive for the Bilingual Childhood Education
CTGE 5155 Special Education Foundations: Teaching I in an Inclusive for graduate study and for initial teacher Learning: Pre-School to Grade 12
Childhood Classroom (1 credit)
Past, Present, and Future .
program must demonstrate proficiency in Childhood Classroom (1 credit) education programs listed on pages 12 and (3 credits)
CTGE 5552 Reflective Practice and Field a language other than English by fulfilling
(3 credits) **CTGE 5554 Reflective Practice and Student 34 to 35, candidates for the TESOL program
Experience II in an Inclusive one of the following three options: Technology 3 credits from:
CTGE 5534 Beginning Reading and Writing Teaching II in an Inclusive must have the following:
Childhood Classroom (1 credit)
1. T
 aking and obtaining a passing score Childhood Classroom (1 credit) Candidates for whom English is a second CTGE 5910 Computers and Technology for
CTGE 5553 Reflective Practice and Student in Inclusive Classrooms .
in the ACTFL Language Test (oral and Educators (3 credits)
Teaching I in an Inclusive (3 credits) CTGE 0704 Childhood Education Portfolio . language are required to take and achieve
written) in the target language; (0 credits) a passing score in one of two tests: the CTGE 5912 Internet Applications and
Childhood Classroom (1 credit) CTGE 5548 Literacy Across the Curriculum
TOEFL (Test of English as a Foreign Distance Education (3 credits)
CTGE 5554 Reflective Practice and Student in Inclusive Classrooms . 2. D
 ocumentation in transcripts of *Courses requiring a minimum of 15 hours
(3 credits) having completed undergraduate of fieldwork in a school that has a bilingual Language) or the IELT (International CTGE 6261 Media Literacy Technology .
Teaching II in an Inclusive
studies in the target language; or program. English Language Test). The following (3 credits)
Childhood Classroom (1 credit) CTGE 5227 Teaching Mathematics to
Children (3 credits) **One of the required student-teaching scores are the recommended minimum CTGE 6265 Emerging Issues in Technology .
CTGE 0718 Childhood Special Education 3. Agreeing to complete successfully two
experiences must be completed in a current* test scores for English language (3 credits)
Portfolio (0 credits) CTGE 5242 Teaching Science and courses in the target language.
Technology to Children . bilingual education classroom (grades 1-6). proficiency for admission to the Graduate CTGE 6495 Communication Media and
(3 credits) Program of Study School of Education: Education (3 credits)
CTGE 5212 The Arts in Childhood Education UEGE 5102 Historical, Philosophical, and IELTS*: 7 for General Test score, no PSGE 6565 Media and Technology:
(1 credit) Multicultural Foundations of subtest can be lower than 6 Applications to Instruction .
American Education . (3 credits)
CTGE 5065 Teaching Technology to Children TOEFL*: 577 for paper test, 90 for
(3 credits)
(1 credit) Internet-based (IBT) test Electives 3 credits from:
PSGE 5316  Psychology of Child
CTGE 5066 Teaching Social Studies to *Scores can be no more than two years old. *CTGE 5841 Principles of Bilingual Education
Development and Learning .
Children (3 credits) (3 credits)
(3 credits)

35 36
Clinical Experience and Student Teaching at an Adolescence MST information CTGE 5634 Community Based Resources specified area may be admitted conditionally Adolescence Earth Science Education CTGE 6203 Cyber Communities for STEM .
CTGE 5848 Student Teaching Seminar I: session, is recommended. for Science (3 credits) but must make up the content deficit prior (1 credit)
Master of Science in Teaching Adolescence or
Issues in Reflective Practice . CTGE 6201 Developing Digital Literacies . to completion of the program. An interview,
Adolescence Biology Earth Science (36 credits) CTGE 5547 Literacy and Learning Across the
(1 credit) (1 credit) as well as attendance at an Adolescence MST
information session, is recommended. NYSED 34419/34421, HEGIS 1917.01 Curriculum (1 credit)
CTGE 5848 Student Teaching Seminar II: Master of Science in Teaching CTGE 6203 Cyber Communities for STEM .
Issues in Reflective Practice . Adolescence Biology (36 credits) (1 credit) CTGE 5402 Teaching and Learning with
Program of Study This clinically-rich, 36-credit masters
(2 credits) or Diverse Adolescents 2:
NYSED 25525/25534, HEGIS 0401.01
degree program in adolescence earth science
UEGE 5102 Historical, Philosophical, and Assessment & Planning .
*CTGE 5849 Observing and Documenting CTGE 5547 Literacy and Learning Across education prepares candidates to teach earth
This clinically-rich, 36-credit masters Multicultural Foundations of (2 credits)
Childrens Learning: Reflective the Curriculum (1 credit) science as a content-area subject in grades
American Education (3 credits) CTGE 5166 Collaboration and Co-Teaching
and Effective English as a degree program in adolescence biology CTGE 5402 Teaching and Learning with 7 through 12. Graduates of the program
Second Language Practices prepares candidates to teach biology as a CTGE 5305 Teaching Linguistically and in Classroom Learning
Diverse Adolescents 2: qualify and are endorsed for New York state
Comprehensive Assessment . content-area subject in grades 7 through 12. Culturally Diverse Adolescents . Environments (2 credits)
Assessment & Planning . certification as teacher of Earth Science
(3 credits) (3 credits) CTGE 5272 Teaching and Assessing Science
Graduates of the program qualify and are (2 credits) 712. There is also an option to add an Earth
endorsed for New York state certification CTGE 5631 Science Curriculum and (3 credits)
Completion of Program Assessment CTGE 5166 Collaboration and Co-Teaching Science 5-6 Extension.
in Biology 712. There is also an option to Instruction (2 credits) CTGE 5403 Teaching and Learning with
in Classroom Learning
CTGE 0712 TESOL Portfolio (0 credits) CTGE 0709 Adolescence Education Portfolio Specific admissions requirements: In Diverse Adolescents 3:
add a Biology 5-6 Extension. Environments (2 credits)
*Courses require a minimum of 20 to 25 hours (0 credits) addition to the general requirements for Differentiated Instruction .
Specific admissions requirements: In CTGE 5272 Teaching and Assessing Science
of fieldwork per course in a school that has an EDGE 0210 Child Abuse Identification graduate study and for initial teacher (3 credits)
addition to the general requirements for (3 credits)
ESL program. Training (0 credits) education programs listed on page 12, CTGE 6200 Special Topics in Educational
graduate study and for initial teacher CTGE 5403 Teaching and Learning with candidates for the adolescence earth science
Diverse Adolescents 3: CTGE 5275 Integrating Math, Science, and Technology (3 credits)
education programs listed on pages program must have an earned degree in
Adolescence 12 and 34 to 35, candidates for the Differentiated Instruction . Technology Education .
geology (or a related field, for example,
CTGE 5404 Teaching and Learning with
(3 credits) Diverse Adolescents 4:
Education Programs adolescence biology program must have (3 credits)
geological sciences), with a minimum of 30 Reflection & Innovation .
an earned degree in biology (or a related CTGE 6200 Special Topics in Educational CTGE 5155 Special Education Foundations:
The division of Curriculum and Teaching Past, Present, and Future . credits in earth science coursework. This (2 credits)
field, for example, biological sciences), Technology (3 credits)
offers several clinically-rich teacher (3 credits) content must include study in the following Dignity for All Students Act (DASA)
with a minimum of 30 credits in biology CTGE 5404 Teaching and Learning with areas: scientific methods, space systems,
preparation programs for persons CTGE 5401 Teaching and Learning Workshop (0 credits)
coursework. This content must include Diverse Adolescents 4: atmospheric systems, geological systems,
preparing to teach adolescents in middle with Diverse Adolescents:
study in the following areas: anatomy, Reflection & Innovation .
and secondary school (grades 512). The Development and Communities and water systems. Otherwise qualified Adolescence English
physiology, ecology, behavior, evolution, (2 credits)
programs build on previously acquired (2 credits) candidates who lack coursework in a
genetics, cell biology, microbiology, Dignity for All Students Act (DASA) Master of Science in Teaching
subject-matter knowledge, and provide specified area may be admitted conditionally
diversity, growth, and human biology. Workshop (0 credits) CTGE 5634 Community Based Resources for Adolescence English (36 credits)
candidates with the knowledge and skills Science (3 credits) but must make up the content deficit prior
Otherwise qualified candidates who lack to completion of the program. An interview, NYSED 25527/25531, HEGIS 1501.00
they need in adolescent development, Adolescence Chemistry CTGE 6201 Developing Digital Literacies .
coursework in a specified area may be as well as attendance at an Adolescence MST
research-based instructional strategies and (1 credit) This clinically-rich, 36-credit masters
admitted conditionally but must make up Master of Science in Teaching information session, is recommended.
methods related to their subject matter, and degree program in adolescence English
the content deficit prior to completion Adolescence Chemistry (36 credits) CTGE 6203 Cyber Communities for STEM .
professional studies. The programs include Program of Study prepares candidates to teach English as a
of the program. An interview, as well (1 credit)
an exceptionally strong field placement NYSED 25526/25533, HEGIS 1905.01 or content-area subject in grades 7 through 12.
as attendance at an Adolescence MST UEGE 5102 Historical, Philosophical, and
component, which links theory to practice CTGE 5547 Literacy and Learning Across the Graduates of the program qualify and are
information session, is recommended. This clinically-rich, 36 credit masters Multicultural Foundations of
from the beginning of the program Curriculum (1 credit) endorsed for New York state certification in
degree program in adolescence chemistry American Education (3 credits)
through the completion of full time Program of Study CTGE 5402 Teaching and Learning with English 712. There is also an option to add
prepares candidates to teach chemistry as CTGE 5305 Teaching Linguistically and
student teaching, and the development of a UEGE 5102 Historical, Philosophical, and Diverse Adolescents 2: an English 5-6 Extension.
a content-area subject in grades 7 through Culturally Diverse Adolescents .
professional portfolio. Multicultural Foundations of Assessment & Planning .
12. Graduates of the program qualify and (3 credits) Specific admissions requirements: In
Each program requires a minimum of 30 American Education (3 credits) are endorsed for New York state teaching (2 credits) addition to the general requirements for
CTGE 5631 Science Curriculum and
or 36 credits (a major or equivalent) in the CTGE 5305 Teaching Linguistically and certification in Chemistry 712. There CTGE 5166 Collaboration and Co-Teaching Instruction (2 credits) graduate study and for initial teacher
area of anticipated certification, as well Culturally Diverse Adolescents is also an option to add a Chemistry 5-6 in Classroom Learning education programs listed on pages 12 and
CTGE 0709 Adolescence Education Portfolio
as specific content prerequisites within (3 credits) Extension. Environments (2 credits) 34 to 35, candidates for the adolescence
(0 credits)
the content area. In addition, candidates CTGE 5631 Science Curriculum and CTGE 5272 Teaching and Assessing Science English program must have an earned
Specific admissions requirements: In EDGE 0210 Child Abuse Identification
must have completed college-level study Instruction (2 credits) (3 credits) degree in English or its equivalent, with a
addition to the general requirements for Training (0 credits)
in the following general education core CTGE 0709 Adolescence Education Portfolio CTGE 5403 Teaching and Learning with minimum of 36 credits in English language
graduate study and for initial teacher CTGE 5275 Integrating Math, Science, and
areas: artistic expression, communication, (0 credits) Diverse Adolescents 3: arts coursework. This content must include
education programs listed on pages 12 and Technology Education .
information retrieval, concepts in EDGE 0210 Child Abuse Identification Differentiated Instruction . study in the following areas: American
34 to 35, candidates for the adolescence (3 credits)
history and social sciences, humanities, a Training (0 credits) (3 credits) literature, British literature, multicultural
chemistry program must have an earned CTGE 5155 Special Education Foundations:
language other than English, scientific and CTGE 5275 Integrating Math, Science, and CTGE 6200 Special Topics in Educational literature, written composition, literary
degree in chemistry (or a related field, for Past, Present, and Future .
mathematical processes, literature, and Technology Education . Technology (3 credits) criticism, women writers, and media
example, applied chemical science), with (3 credits)
written analysis and expression. Otherwise (3 credits) CTGE 5404 Teaching and Learning with studies. Otherwise qualified candidates who
a minimum of 30 credits in chemistry CTGE 5401 Teaching and Learning
qualified candidates who lack coursework CTGE 5155 Special Education Foundations: Diverse Adolescents 4: Reflection lack coursework in a specified area may
coursework. This content must include with Diverse Adolescents:
in a specified area may be admitted Past, Present, and Future . & Innovation (2 credits) be admitted conditionally but must make
study in the following areas: principles Development and Communities
conditionally but must complete the (3 credits) Dignity for All Students Act (DASA) . (2 credits) up the content deficit prior to completion
of chemistry, including concepts in
content deficit prior to completion of the CTGE 5401 Teaching and Learning Workshop (0 credits) of the program. An interview, as well
inorganic, organic, analytical, physical, CTGE 5634 Community Based Resources for
program. An interview, as well as attendance with Diverse Adolescents: as attendance at an Adolescence MST
and biochemistry. Otherwise qualified Science (3 credits)
Development and Communities candidates who lack coursework in a information session, is recommended.
CTGE 6201 Developing Digital Literacies .
(2 credits)
(1 credit)
37 38
Program of Study Graduates of the program qualify and are CTGE 5402 Teaching and Learning with at an Adolescence MST information session, Specific admissions requirements: In CTGE 5404 Teaching and Learning with
UEGE 5102 Historical, Philosophical, and endorsed for New York sstate certification in Diverse Adolescents 2: is recommended. addition to the general requirement for Diverse Adolescent 4: Reflection
Multicultural Foundations of Physics 712. There is also an option to add Assessment & Planning . graduate study and for initial teacher & Innovation (2 credits)
(2 credits) Program of Study
American Education (3 credits) a Physics 5-6 Extension. education programs listed on pages 12 and CTGE 6201 Developing Digital Literacies .
CTGE 5166 Collaboration and Co-Teaching UEGE 5102 Historical, Philosophical, and 34 to 35, candidates for the adolescence (1 credit)
CTGE 5305 Teaching Linguistically and Specific admissions requirements: In
in Classroom Learning Multicultural Foundations of
Culturally Diverse Adolescents mathematics program must have an
addition to the general requirements for Environments (2 credits) American Education (3 credits)
(3 credits) undergraduate major in mathematics
graduate study and for initial teacher
CTGE 5272 Teaching and Assessing Science CTGE 5305 Teaching Linguistically and or its equivalent with a minimum of 27
Adolescence Special
CTGE 5531 Foundations of Adolescent
Literacy and English Language
education programs listed on pages 12 and
(3 credits) Culturally Diverse Adolescents .
credits in specific mathematics content Education Programs
34 to 35, candidates for the adolescence (2 credits)
(2 credits) CTGE 5403 Teaching and Learning with areas. Otherwise qualified candidates who Educating with Equity for Exceptional
physics program must have an earned CTGE 0709 Adolescence Education Portfolio
CTGE 0709 Adolescence Education Portfolio Diverse Adolescents 3: lack coursework in a specified area may be Adolescents
degree in physics or related area (for (0 credits)
(0 credits) Differentiated Instruction . admitted conditionally, but must make up
example, physical science) with a minimum CTGE 5155 Special Education Foundations:
The Division of Curriculum and Teaching
(3 credits) the content deficit prior to completion of the
CTGE 5155 Special Education Foundations: of 30 credits in physics coursework and offers four programs to prepare educators
CTGE 6200 Special Topics in Educational Past, Present, and Future . program. An interview, as well as attendance
Past, Present, and Future . 16 credits distributed among biology, for different roles in adolescence special
Technology (3 credits) (3 credits) at an Adolescence MST information session,
(3 credits) earth science, and chemistry. Included education. These clinically-rich programs
CTGE 5404 Teaching and Learning with CTGE 5401 Teaching and Learning is recommended.
CTGE 5401 Teaching and Learning in the 30 credits must be coursework in prepare teachers with the knowledge, skills,
Diverse Adolescents 4: Reflection with Diverse Adolescents:
with Diverse Adolescents: the following areas: principles of physics, Program of Study and dispositions to provide accessible,
& Innovation (2 credits) Development and Communities
Development and Communities including concepts in mechanics, electricity, rigorous, and effective learning for all
(2 credits) UEGE 5102 Historical, Philosophical, and
(2 credits) magnetism, thermodynamics, waves, Dignity for All Students Act (DASA) . students in multicultural, urban settings.
CTGE 5790 Introduction to Historical Multicultural Foundations of
CTGE 5531 Language and Culture: Workshop (0 credits) Equity and excellence are themes that
optics, and atomic and nuclear physics; Thinking (3 credits) American Education (3 credits)
Adolescence English Language radioactivity; relativity; and quantum frame the courses and support educators in
Adolescence Social Studies CTGE 5791 Social Studies Curriculum and CTGE 5305 Teaching Linguistically and
Arts (2 credits) mechanics. Otherwise qualified candidates learning how to be collaborative teacher-
Instruction (3 credits) Culturally Diverse Adolescents .
CTGE 6201  Developing Digital Literacies . who lack coursework in a specified area Master of Science in Teaching Adolescence (3 credits) leaders where diversity strengthens the
(1 credit) Social Studies (36 credits) CTGE 5547 Literacy and Learning Across the
may be admitted conditionally but must CTGE 5286 Teaching and Assessing learning community.
Curriculum (3 credits)
CTGE 6405 Teaching and Assessing make up the content deficit prior to NYSED 25529/25530, HEGIS 2201.00 Mathematics: Adolescents .
CTGE 5402 Teaching and Learning with Admission Requirements
Composition (3 credits) completion of the program. An interview, as (3 credits)
This clinically-rich 36-credit masters degree Diverse Adolescents 2: A prerequisite for acceptance into all
CTGE 5547 Literacy and Learning Across the well as attendance at an Adolescence MST CTGE 0709 Adolescence Education Portfolio
program in adolescence social studies Assessment & Planning . Educating with Equity for Exceptional
Curriculum (3 credits) information session, is recommended. (0 credits)
prepares candidates to teach social studies as (2 credits) Adolescents programs is successful
CTGE 5402 Teaching and Learning with CTGE 5155 Special Education Foundations:
Program of Study a content-area subject in grades 7 through CTGE 5261 Teaching and Assessing Social completion of college-level study in the
Diverse Adolescents 2: Past, Present, and Future .
UEGE 5102 Historical, Philosophical, and 12. Graduates of the program qualify and Studies (3 credits) liberal arts and sciences. Sequential study in a
Assessment & Planning . (3 credits)
(3 credits) Multicultural Foundations of are endorsed for New York state certification CTGE 5403 Teaching and Learning with subject or interdisciplinary field of at least 30
American Education (3 credits) as Teacher of Social Studies 712. There is Diverse Adolescents 3: CTGE 5401 Teaching and Learning semester hours providing breadth and depth
CTGE 5166 Collaboration and Co-Teaching with Diverse Adolescents:
CTGE 5305 Teaching Linguistically and also an option to add a Social Studies 5-6 Differentiated Instruction . in a subject is required. This essential general
in Classroom Learning Development and Communities
Culturally Diverse Adolescents Extension. (3 credits) education foundation is assured at the time of
Environments (2 credits) (2 credits)
(3 credits) Specific admissions requirements: In CTGE 6200 Special Topic in Educational application through transcript review and an
CTGE 6410 Teaching and Assessing Reading CTGE 5283 Teaching and Learning Math in
CTGE 5631 Science Curriculum and addition to the general requirements for Technology (1 credit) admission criterion of an undergraduate GPA
and Literature (3 credits) the Middle Grades (2 credits)
Instruction (2 credits) graduate study and for initial teacher CTGE 5404 Teaching and Learning with of 3.0 in addition to the college major and the
CTGE 5403 Teaching and Learning with CTGE 5284 Teaching and Learning
CTGE 0709 Adolescence Education Portfolio education programs listed on pages 12 and Diverse Adolescents 4: Reflection general requirements for graduate study and
Diverse Adolescents 3: Foundational Topics and Math .
(0 credits) 34 to 35, candidates for the adolescence & Innovation (2 credits) for initial teacher education. Candidates must
Differentiated Instruction . (3 credits)
(3 credits) EDGE 0210 Child Abuse Identification social studies program must have an earned CTGE 5793 Topics in History, Geography, and have completed college-level study in the
Training (0 credits) Economics (3 credits) CTGE 5547 Literacy and Learning Across the following general education core areas: artistic
CTGE 6200 Special Topics in Educational major in history or its equivalent with a
Curriculum (3 credits) expression, communication, information
Technology (1 credit) CTGE 5275 Integrating Math, Science, and minimum of 30 credits in social studies CTGE 6794 Social Studies Scope and
Technology Education . coursework. This content must include Sequence (1 credit) CTGE 5402 Teaching and Learning with retrieval, concepts in history and social
CTGE 5793 Integrated Instruction in ELA . Diverse Adolescents 2:
(3 credits) coursework related to: U.S. history, non- CTGE 6201 Developing Digital Literacies . sciences (6 credits), humanities, a language
(3 credits) Assessment & Planning .
CTGE 5155 Special Education Foundations: U.S. history, anthropology or cultural (1 credit) other than English, scientific processes (6
CTGE 5404 Teaching and Learning with (3 credits)
Past, Present, and Future . studies, political science, government or credits), mathematical processes (6 credits),
Diverse Adolescents 4:
(3 credits) civics, economics, sociology, geography, Adolescence Mathematics CTGE 5166 Collaboration and Co-Teaching literature analysis (3 credits), and written
Reflection & Innovation . in Classroom Learning
(2 credits) CTGE 5401 Teaching and Learning psychology, global connections, and the Master of Science in Teaching Adolescence analysis and expression (3 credits). Otherwise
Environments (2 credits)
with Diverse Adolescents: impact of science and technology on society. Mathematics 712 (36 credits) qualified candidates who lack coursework in
Adolescence Physics Development and Communities Of these, at least 21 credits must be in the CTGE 5285 Teaching and Learning Advanced specified areas may be admitted conditionally
(2 credits) NYSED 28439/30606, HEGIS 1701.01 Topics in Math (3 credits) but must make up the content deficit prior to
study of history or geography. A grade of
Master of Science in Teaching CTGE 5403 Teaching and Learning with program completion.
CTGE 5634 Community Based Resources for C+ or above is required for a course to be This clinically-rich, 36-credit masters
Adolescence Physics (36 credits) Diverse Adolescents 3:
Science (3 credits) counted toward these totals, and an average degree program in adolescence mathematics
NYSED 25528/25532, HEGIS 1902.01 prepares candidates to teach mathematics as Differentiated Instruction .
CTGE 6201  Developing Digital Literacies . of B or above is required for all social studies
(3 credits)
This clinically-rich, 36-credit masters (1 credit) coursework. Otherwise qualified candidates a content-area subject in grades 7 through
who lack coursework in a specified area may 12. Graduates of the program qualify and are CTGE 6200 Special Topic in Educational
degree program in adolescence physics CTGE 6203 Cyber Communities for STEM .
be admitted conditionally but must make up endorsed for New York state certification in Technology (1 credit)
prepares candidates to teach physics as a (1 credit)
content-area subject in grades 7 through 12. or the content deficit prior to completion of the Mathematics 712. There is also an option to
CTGE 5547 Literacy and Learning Across the program. An interview, as well as attendance add a Mathematics 5-6 Extension.
Curriculum (1 credit)
39 40
Adolescence Special Education CTGE 5404 Teaching and Learning with inorganic chemistry, organic chemistry, *CTGE 5167 Behavior Interventions and Master of Science in Teaching principles of physics, including concepts
(Grades 7-12) Diverse Adolescents 4: Reflection analytic chemistry, physical chemistry, and Effective Classroom Management. General and Exceptional Adolescents in mechanics, electricity, magnetism,
& Innovation (3 credits) biochemistry. (3 credits) (Dual Certification) (45 credits) thermodynamics, waves, optics, atomic and
Master of Science in Teaching
CTGE 5200 Adolescence Education Portfolio Earth Science Extension: Complete or have CTGE 5547 Learning and Literacy Across the NYSED 34668/64675, HEGIS 0808.00 nuclear physics, radioactivity, relativity, and
Exceptional Adolescents (36 credits)
(0 credits) Curriculum (3 credits) quantum mechanics.
completed 18 credits or more in an earth This clinically-rich 45-credit masters
Students with Disabilities 7-12 Generalist *CTGE 5166 Collaboration and Co-Teaching CTGE 5401 Teaching and Learning with Diverse
science major or concentration, including degree program in adolescence and special Adolescence English 7-12, Students with
NYSED 34664/34671, HEGIS 0808.00 in the Classroom: Learning coursework in these areas: scientific Adolescents 1: Development and Disabilities Generalist 7-12English:
education is an integrated, dual-certification
Environment (2 credits) methods, space systems, atmospheric Communities (3 credits) Have an earned degree in English or its
This clinically-rich, 36-credit masters program leading to New York state
*CTGE 5167 Behavior Interventions and systems, geological systems, and water CTGE 5402 Teaching and Learning with equivalent with a minimum of 30 credits
degree program in adolescence special certification as both education classroom
Effective Classroom Management. systems. Diverse Adolescents 2: in English language arts coursework.
education prepares teachers for support teacher for adolescents grades 7-12 in
(3 credits) Assessment & Planning . This content must include study in the
roles in special education such as consultant Physics Extension: Complete or have (3 credits)
biology, chemistry, physics, earth science,
CTGE 6201 Developing Digital Literacies . following areas: American literature, British
teacher, resource room service providers, completed 18 credits or more in a social studies, mathematics, or English
(1 credit) CTGE 5403 Teaching and Learning with literature, multicultural literature, written
and integrated co-teachers. The coursework physics major or concentration including language arts, and Students with Disabilities
*Requires eight to 10 fieldwork hours with Diverse Adolescents 3: composition, literary criticism, women
and field experiences develop competencies coursework in these areas: mathematics, Differentiated Instruction .
7-12 Generalist with an extension in the
students with disabilities. writers, and media studies.
in understanding principles and policies electricity, waves, optics, atomic and nuclear (3 credits) related subject area. There is an option to
of special education, and proficiency in Master of Science in Teaching Exceptional physics, radio activity, and quantum extend the certificate to include middle Adolescence Math 7-12, Students with
CTGE 5404 Teaching and Learning with
assessing and providing evidenced-based Adolescents with Subject Extension mechanics. school grades 5-6. The principles of equity, Disabilities Generalist 7-12Math: Have
Diverse Adolescents 4: Reflection
intervention and instruction for culturally (42 credits) access, and rigor frame the coursework, and an undergraduate major in mathematics or
English Extension: Complete or have & Innovation (3 credits)
diverse adolescents with a range of NYSED 34666/34673, HEGIS 0808.00 completed 18 credits or more in an field experiences are designed to develop its equivalent with a minimum of 30 credits
CTGE 6201 Developing Digital Literacy .
disabilities. This program leads to New York English major or concentration, including competencies in both general and special in specific mathematics content areas.
This clinically-rich, 42-credit masters degree (1 credit)
state certification as a teacher of Students coursework in these areas: British literature, education in a specific subject area. Adolescence Social Studies 7-12, Students
program in adolescence special education CTGE 0790 Adolescence Education Portfolio.
with Disabilities 7-12 Generalist with an American literature, multicultural writers, with Disabilities Generalist 7-12Social
prepares teachers to be the teacher of (0 credits) Dual-Certification Content-Core
option to add an embedded middle grades women writers, literary criticism, and Studies: Have an earned degree in history
5-6 extension.
record for a special class in the subject area *Courses require eight to 10 fieldwork hours . Requirements
of the extension. In addition, candidates written composition. with students with disabilities. or its equivalent with a minimum of
In addition to the content-core 30 credits in social studies coursework.
Program of Study will also be qualified for support roles Mathematics Extension: Complete or In addition to the content-core courses, requirements, applicants for the dual- This content must include coursework
UEGE 5102 Historical, Philosophical, and in special education such as consultant have completed 18 credits or more in a candidates for this degree must complete certification programs must complete these related to: anthropology or cultural
Multicultural Foundations of teacher, resource room service providers, mathematics major or concentration. related subject-area requirements to obtain content-core requirements: studies, political science, government or
American Education (3 credits) and integrated co-teachers. The coursework the extension. The course of study includes
Social Studies Extension: Complete Adolescence Biology 7-12, Students with civics, economics, sociology, geography,
CTGE 5305 Teaching Linguistically and and field experiences emphasize the subject or have completed the 18 semester six additional credits in the extensions
Culturally Diverse Adolescents area of the extension while developing Disabilities Generalist 7-12Biology: Have psychology, global connections, and the
hours through a combination of study subject area.
(3 credits) competencies in understanding principles an earned degree in biology (or a related impact of science and technology on
in United States history, world history, Biology, Chemistry, Physics, field, for example, biological sciences) society. In all, at least 21 credits must be in
*CTGE 5155 Special Education Foundations: and policies of special education, and and geography including coursework
proficiency in assessing and providing Earth Science Extension with a minimum of 30 credits in biology the study of history and geography.
Past, Present, Future . related to anthropology or cultural
(3 credits) evidenced-based intervention and CTGE 5272 Teaching and Assessing Science . coursework. This content must include study
studies, economics, sociology, geography, Program of Study
instruction for culturally diverse adolescents (3 credits) in the following areas: anatomy, physiology,
CTGE 5547 Literacy and Learning Across the psychology, global connections, and the UEGE 5102 Historical, Philosophical, and
Curriculum (3 credits) with a range of disabilities. This program CTGE 5631 Science Curriculum and ecology, behavior, evolution, genetics, cell
impact of science and technology on Multicultural Foundations of
leads to New York state certification as a Assessment (2 credits) biology, microbiology, diversity, growth, and
*CTGE 5170 Assessment of All Learners with society. American Education (3 credits)
teacher of Students with Disabilities 7-12 CTGE 6203 Cyber Communities for STEM . human biology.
Disabilities CTGE 5305 Teaching Linguistically and
generalist with an extension in biology, Program of Study (1 credit) Adolescence Chemistry 7-12, Students with
*CTGE 5175 Teaching English Language Culturally Diverse Students .
Arts and History in Inclusive chemistry, physics, earth science, social UEGE 5102 Historical, Philosophical, and Disabilities Generalist 7-12Chemistry: (3 credits)
Social Studies Extension
Adolescence Classrooms . studies, mathematics, or English language Multicultural Foundations of Have an earned degree in chemistry (or a
CTGE 5261 Teaching Assessing Social Studies: *CTGE 5155 Special Education Foundations:
(3 credits) arts with an option to extend the certificate American Education (3 credits) related field, for example, applied chemical
Adolescents (3 credits) Past, Present, Future (3 credits)
*CTGE 5176 Teaching Math and Science to include grades 5-6. CTGE 5305 Teaching Linguistically and science) with a minimum of 30 credits in
CTGE 5791 Social Studies Curriculum . *CTGE 5166 Collaboration and Co-Teaching
in Inclusive Adolescence In addition to the content-core Culturally Diverse Adolescents chemistry coursework.
(3 credits) in Classroom/Learning
Classrooms (3 credits) (3 credits)
requirements, applicants for an extension Adolescence Earth Science 7-12, Students Environments (2 credits)
CTGE 5401 Teaching and Learning with certification must complete these *CTGE 5155 Special Education Foundations: Mathematics Extension with Disabilities Generalist 7-12Earth *CTGE 5167 Behavior Interventions
Diverse Adolescents 1: prerequisite content core requirements: Past, Present, Future (3 credits) CTGE 5286 Teaching and Assessing Science: Have an earned degree in earth and Effective Classroom
Development and Communities *CTGE 5170 Assessment of All Learners with Mathematics: Adolescents . science (or a related field, for example, Management (3 credits)
Biology Extension: Complete or have
(2 credits) Disabilities (1 credit) applied chemical science) with a minimum
completed 18 credits or more in a biology *CTGE 5170 Assessment of All Learners with
CTGE 5402 Teaching and Learning with *CTGE 5175 Teaching English Language CTGE 5283 Teaching and Learning Math in . of 30 credits in earth science coursework. Disabilities (3 credits)
major or concentration, including
Diverse Adolescents 2: Arts and History in Inclusive the Middle Grades (2 credits)
coursework in these areas: anatomy and Adolescence Physics 7-12, Students with *CTGE 5175 Teaching English Language
Assessment and Planning . Adolescence Classrooms . CTGE 5284 Teaching Foundational Topics in
physiology, ecology, evolution, genetics, cell Disabilities Generalist 7-12Physics: Arts and History in Inclusive
(3 credits) (3 credits) Mathematics (3 credits)
biology, microbiology, behavior, diversity, Have an earned degree in physics or Adolescence Classrooms .
CTGE 5403 Teaching and Learning with *CTGE 5176 Teaching Math and Science (3 credits)
growth, and human biology. English Language Arts Extension related area (for example, physical
Diverse Adolescents 3: in Inclusive Adolescence
Chemistry Extension: Complete or CTGE 6405 Teaching and Assessing science) with a minimum of 30 credits *CTGE 5176 Teaching Math and Science
Differentiated Instruction . Classrooms (3 credits)
Composition Adolescents . in physics coursework and 16 credits in Inclusive Adolescence
(3 credits) have completed 18 credits or more in *CTGE 5166 Collaboration and Co-Teaching
(3 credits) distributed among biology, earth science, Classrooms (3 credits)
a chemistry major or concentration, in Classroom/Learning
including coursework in these areas: CTGE 6410 Teaching and Assessing Reading and chemistry. Included in the 30 credits CTGE 5547 Literacy and Learning Across
Environments (2 credits)
and Literature Adolescents . must be coursework in the following areas: the Curriculum (3 credits)
(3 credits)
41 42
Advanced and Specialist Teacher Education
Degree Programs (Master of Science in Education - MSE)
Several programs are designed for certified teachers who seek to develop professional competencies in specialized areas. These programs lead
to a masters degree in education and certification in a specialization. The programs address the following areas: Early Childhood Special
Education, Childhood Special Education, Literacy Education: BirthGrade 6, and Literacy Education: Grades 5-12.

Early Childhood CTGE 5421 Planning Instruction for Young CTGE 6340 Contemporary Interventions for
Children with Disabilities . Struggling Readers and Writers
Special Education (3 credits) CTGE 6350 Positive Behavior Supports .
Master of Science in Education Early CTGE 6350 Positive Behavior Supports . (3 credits)
Childhood Special Education (30 credits) (3 credits) CTGE 6781 Teaching the Bilingual Special
NYSED 2548 6/25489, HEGIS 0808.00 CTGE 5222 Practicum for In-Service Teachers Education Student (3 credits)
(3 credits) CTGE 5222 Practicum for In-Service
The 30-credit masters degree program in
early childhood special education prepares CTGE 0707 Early Childhood Portfolio . Teachers (3 credits)
teachers who already have early childhood (0 credits) CTGE 0718 Childhood Special Education
(birthgrade 2) or elementary certification Portfolio (0 credits)
(pre-k6), offering the knowledge and skills Childhood Special Education
needed for teaching special education in
Master of Science in Education Childhood
Literacy Education
programs for children from birth through
grade 2, and placing special emphasis on Special Education (30 credits) (BirthGrade 6)
children with disabilities in preschool and NYSED 25434/25444, HEGIS 0808.00 Master of Science in Education Literacy
the primary grades. The coursework and Education BirthGrade 6 (36 credits)
The 30-credit masters degree program
field experiences develop competencies in NYSED 25425/25423, HEGIS 0830.1
in Childhood Special Education prepares
understanding, assessing, and instructing
teachers who already have childhood Graduates of the program are qualified and
children with disabilities and lead to
(grades 16) or elementary certification endorsed for New York state certification
New York state certification as a teacher
(pre-k6), offering the knowledge and skills as a literacy specialist birth through grade
of Children with Disabilities in Early
needed for teaching special education in 6 and meet the degree requirement for
Childhood Education.
grades 1 through 6. The coursework and professional certification in the area of their
Specific admission requirements: In field experiences develop competencies in initial certification.
addition to the general admission and understanding, assessing, and instructing
completion requirements for masters-level The 36-credit masters degree in literacy
children with mild disabilities and lead to
graduate study listed on page 12, candidates education birth through grade 6 is
New York state certification as a teacher of
must provide evidence of their initial/ designed for certified early childhood,
Children with Disabilities in Childhood
CTGE 5401 Teaching and Learning with includes nine additional credits in the dual Mathematics provisional or permanent/professional childhood, special education, or TESOL
Education.
Diverse Adolescents 1: subject area. certification as an early childhood or teachers who are preparing for professional
CTGE 5284 Teaching and Learning Specific admission requirements: In
Development and Communities Foundational Topics and Math elementary teacher. responsibilities designing, implementing,
(3 credits) Biology, Chemistry, Physics, Earth Science addition to the general admission and and assessing reading and literacy programs
(3 credits)
CTGE 5402 Teaching and Learning with CTGE 5272 Teaching and Assessing Science . Program of Study completion requirements for masters-level (through grade 6). It enhances teachers
CTGE 5286 Teaching and Assessing graduate study listed on pages 12 and 34
Diverse Adolescents 2: (3 credits) CTGE 6192 Research in the Teaching Process understanding of reading-writing-learning
Mathematics: Adolescents . to 35, candidates must provide evidence
Assessment & Planning . CTGE 5631 Science Curriculum and (3 credits) connections and promotes their skills to
(3 credits)
(3 credits) Assessment (2 credits) CTGE 6330 Communication Supported by of their initial/provisional or permanent/ help students from diverse backgrounds
CTGE 5283 Teaching and Learning Math in professional certification as a childhood or
CTGE 5403 Teaching and Learning with CTGE 5275 Integrating, Math, Science, and Technology and Arts (3 credits) become confident, successful, lifelong
the Middle Grades (3 credits) elementary teacher.
Diverse Adolescents 3: Technology (3 credits) CTGE 5157 Assessment Strategies for Young learners, drawing on their literacy
Differentiated Instruction . CTGE 6203 Cyber Communities for STEM . English Language Arts Children with Disabilities . Program of Study proficiencies. The program is based on a
(3 credits) (1 credit) CTGE 5793 Integrated Instruction ELA . (3 credits) reflective-practitioner model and theory-
CTGE 5159 Assessment of All Children with
CTGE 5404 Teaching and Learning with (1 credit) CTGE 6002 Beginning Literacy Development Disabilities (3 credits) driven practice. Fifty hours of practicum
Diverse Adolescents 4: Social Studies experience is a required for New York state
CTGE 5531 Language/Culture Adolescent in Inclusive Classrooms .
CTGE 5261 Teaching Assessment in Social CTGE 5161 Differentiating Instruction for
Reflection & Innovation . ELA (2 credits) (3 credits) certification as a Literacy Specialist.
Studies: Adolescents (3 credits) or Children with Disabilities .
(3 credits)
CTGE 6405 Teaching and Assessing (3 credits) Specific admission requirements: In
CTGE 6201 Developing Digital Literacy . CTGE 5791 Social Studies Curriculum . Composition (3 credits) CTGE 6781 Teaching the Bilingual Special
CTGE 6192 Research in Teaching Process . addition to the general admission and
(1 credit) (3 credits) Education Student (3 credits)
CTGE 6410 Teaching and Assessing Reading (3 credits) completion requirements for masters level
CTGE 0709 Adolescence Education Portfolio CTGE 5790 Introduction to Historical and Literature (3 credits) CTGE 6320 Collaboration and Consultation graduate study listed on pages 12 and 34
Thinking (3 credits) with Families and Professionals CTGE 6310 Educating Exceptional Students
(0 credits) to 35, candidates must provide evidence
(3 credits) in Elementary School (3 credits)
*Courses require eight to 10 fieldwork hours CTGE 6794 Social Studies Scope and of their initial/provisional or permanent/
Sequence (1 credit) CTGE 6340 Contemporary Interventions for CTGE 6320 Collaboration and Consultation
with students with disabilities. professional certification as an early
Struggling Readers and Writers with Families and Professionals
In addition to the content-core courses, (3 credits) childhood, childhood, or P12 teacher
(3 credits)
candidates for this degree must complete CTGE 6330 Communication Supported by
(nine credits in Literacy Education and six
CTGE 6300 Developmental Delays in Young credits in Inclusion/Special Education).
related subject-area requirements to obtain Technology and the Arts .
Children and Early Intervention
the dual-certification. The course of study (3 credits)
(3 credits)
43 44
The program is organized for students to
enroll in specific experiences in a faculty-
CTGE 5846 Teaching Reading and Writing to
English Language Learners .
course. Students admitted are required
to confer with their faculty adviser each
Certification, Extension Teacher Education Programs (Nondegree)
determined sequence; specifically CTGE (3 credits) semester during registration. The extension programs listed below are available to certified teachers seeking extensions beyond the area in which they are initially certified.
6500, typically the first course in the CTGE 6261 Computers in Reading, Writing, These are also available to current students matriculated in initial certification programs who want to add an extension certificate to their
Program of Study
program, precedes CTGE 6501; CTGE 6012 and Social Studies (3 credits) current program. All lead to Fordham University endorsement for NYS certification in these extension areas. The extension areas include:
precedes CTGE 6016. CTGE 6551 is the final CTGE 7593 Administration and Supervision Required courses (30 credits) Bilingual Education, Bilingual Special Education, ESL Special Education, and TESOL (pre-K-Grade 12); Middle Childhood extensions
course in the program, taken with at most of Literacy Programs (3 credits) CTGE 0710 Portfolio for Reading and Literacy (Grades 7-9) in Biology, Chemistry, English, Physics, Social Studies, and Mathematics; and Exceptional Adolescents with Subject Extensions.
one elective course. Students are required CTGE 6402 Reading, Writing, and Literature Education (0 credits)
to confer with their faculty adviser each in ESL Classrooms Pre-K-12 . CTGE 6500 Cognitive and Linguistic Early Childhood and Childhood Special Education Bilingual Education Extensions
semester during advance registration. (3 credits) Dimensions of Literacy . Childhood Special Certificate in Childhood Special Education Extension to Early Childhood, Childhood,
(3 credits)
Program of Study Education Extensions (15 credits) and Adolescence Certificate Programs
CTGE 6501 Sociocultural and Developmental
Required courses (30 credits) Literacy Education Dimensions of Literacy . Certificate in Early Childhood Special NYSED 36085/35086, HEGIS 0808.00
(15 credits)
CTGE 0710 Portfolio for Reading and Literacy (Grades 5 through 12) (3 credits) Education (15 credits) The Childhood Special Education Advanced NYSED 32678/32794, HEGIS 0899.60:
Education (0 credits) Bilingual Education: ITI
Master of Science in Education Literacy CTGE 6326 Perspectives on Standardized NYSED 36085/35086, HEGIS 0808.00 Certificate program is for teachers who
CTGE 6500 Linguistic and Cognitive Education Grades 512 (36 credits) Language and Literacy already possess initial, provisional, NYSED 32679/32795, HEGIS 0899.00:
Dimensions of Literacy . Assessments: Policy and Practice The Early Childhood Special Education
permanent, or professional certification Bilingual Education
(3 credits) NYSED 25426/25424, HEGIS 0830.1 Advanced Certificate program is for
(3 credits) in Childhood (grades 1-6) or Elementary
CTGE 6501 Sociocultural and Developmental Graduates of the program are qualified and teachers who already possess initial, The Bilingual Education Extension
CTGE 5840 Second Language Acquisition . Education (pre-k-6). The 15-credit program
Dimensions of Literacy . endorsed for New York state certification as provisional, permanent, or professional Program in Early Childhood, Childhood,
(3 credits) leads to New York State certificate for
(3 credits) a literacy specialist grades 5 through 12 and certification in Early Childhood (birth- or Adolescence Education (any adolescence
CTGE 6014 Assessment and Development teaching Students with Disabilities (grades certification) is for teachers who already
CTGE 6326 Perspectives on Standardized meet the degree requirement for professional grade 2), or Childhood (Grades 1-6) or
of Literacy Processes, 512: 1-6). The program does not lead to a degree. possess initial, provisional, permanent,
Language and Literary certification in the area of their initial Practicum I (3 credits) Elementary Education (pre-k-6). The
The coursework and field experiences or professional certification in Early
Assessments: Policy and Practice certification. 15-credit program leads to New York state
CTGE 6532 Developing Literacy in develop competencies in understanding, Childhood (birthgrade 2), Childhood
(3 credits) certification for teaching Students with
The 36-credit masters degree in literacy Intermediate-Level Inclusive assessing, and instructing students in special (grades 16), or Adolescence (grades 712).
CTGE 5840 Second Language Acquisition . Classrooms (3 credits)
Disabilities (Birth to Second Grade). The
education grades 5 through 12 is designed education. Individuals who do not possess an initial
(3 credits) program does not lead to a degree.
for certified middle childhood, subject CTGE 6010 Critical Literacy, Inquiry, and Specific admission requirements: In teaching certification but are matriculated
CTGE 6012 Assessment and Development of specialist teachers 712 and those preparing Literatures for Adolescents . Specific admission requirements: In
Literacy Processes, BirthGrade addition to the general admission and in an initial teacher education program at
for professional responsibilities designing, (3 credits) addition to the general admission and
6: Practicum I (3 credits) completion requirements for masters level Fordham University may also apply. The
implementing, and assessing reading and CTGE 6006 Instructional Practices for Writing completion requirements for masters-level
graduate study listed on pages 12 and 34 15-credit program leads to an endorsement
CTGE 6002 Beginning Literacy Development literacy programs for grades 5 through Across the 512 Curriculum . graduate study listed on page 12 and 34
in Inclusive Classrooms . to 35, candidates must provide evidence for an extension to the Early Childhood,
12. It enhances teachers understanding of (3 credits) to 35, candidates must provide evidence
(3 credits) of their initial/provisional or permanent/ Childhood, or Adolescence Certification to
reading-writing-learning connections and CTGE 6018 Research and Practice for of their initial/provisional or permanent/
professional certification as a childhood or teach bilingual education. The program does
CTGE 6008 Critical Literacy, Inquiry, and promotes their skills to help students from Struggling Readers and Writers, professional certification as an early
Literatures for Children . elementary teacher. not lead to an academic degree.
diverse backgrounds become confident, Grades 512: Practicum II . childhood or elementary teacher.
(3 credits) (3 credits) Program of Study Admission Requirements
successful, lifelong learners, drawing on Program of Study
CTGE 6004 Practices for Writing Across the their literacy proficiencies. The program is CTGE 6551 Reflective Seminar for Literacy CTGE 5159 Assessment of All Children with In addition to the general admissions
K6 Curriculum (3 credits) CTGE 5157 Assessment Strategies for
based on a reflective-practitioner model and Leaders (3 credits) Disabilities (3 credits) requirements, applicants must meet the
Young Children with Disabilities
CTGE 6016 Research and Practice for theory-driven practice. Cohort programs Note: Completion of CTGE 6551, CTGE 6014, CTGE 5161 Differentiating Instruction for following requirements:
(3 credits)
Struggling Readers and Writers, for part-time and full time students and CTGE 6018 require satisfying Gateway Children with Diverse Needs .
Grades 16: Practicum II . CTGE 5421 Planning Instruction for Young hold New York state initial/provisional/
are available. Fifty hours of practicum assignments that are explained in the Program (3 credits)
(3 credits) Children with Disabilities . professional or permanent certification
experience is a required for New York state Handbook. CTGE 6340 Contemporary Interventions for as a classroom teacher (early childhood,
(3 credits)
CTGE 6551 Reflective Seminar for Literacy certification as a Literacy Specialist. Struggling Readers and Writers
Electives (6 credits) by advisement CTGE 6340 Contemporary Interventions for childhood, or adolescence) or proof of
Leaders (3 credits) (3 credits)
Specific admission requirements: In CTGE 5455 Teaching Reading Skills Struggling Readers and Writers matriculation in a teacher education
Note: Completion of CTGE 6551, CTGE 6012, CTGE 6350 Positive Behavior Supports .
addition to the general admission and to Children with Learning (3 credits) program (early childhood, childhood, or
and CTGE 6016 require satisfying Gateway (3 credits)
completion requirements for masters level Disabilities (3 credits) CTGE 6350 Positive Behavior Supports . adolescence)
assignments that are explained in the Program
graduate study listed on pages 12 and 34 to (3 credits) CTGE 5222 Practicum for In-Service competence in a language other than
Handbook. CTGE 5540 Adolescent Literature in a
35, candidates must provide evidence of their Teachers (3 credits)
Multicultural Society (3 credits) CTGE 5222 Practicum for In-Service English, as demonstrated by fulfilling
Electives (6 credits) by advisement initial/provisional or permanent/ professional Candidates who did not take a special
CTGE 5547 Reading and Writing in Content Teachers (3 credits) one of the following three options: (1)
CTGE 6600 Emerging Literacy Development certification as a middle childhood or Areas (3 credits) education foundation course prior to taking and obtaining a passing score
(3 credits)
Candidates who did not take a special
specialist teacher grades 7 through 12, six admission can take a foundation course in the ACTFL Language Test (oral and
CTGE 6608 Literacy Institute (3 credits) education foundation course prior to
CTGE 5455 Teaching Reading Skills credits in Literacy Education, and six credits concurrently with required courses for the written) in the target language; (2)
CTGE 5846 Teaching Reading and Writing to admission can take a foundation course
to Children with Learning in Inclusion/Special Education. extension program. documentation in transcripts of having
English Language Learners . (or CTGE 6300 Developmental Delays in
Disabilities (3 credits) The program is organized for students to completed undergraduate studies in the
(3 credits) Young Children and Early Intervention)
CTGE 6532 Developing Literacy in enroll in courses in a faculty-determined target language; or (3) agreeing to complete
CTGE 6261 Technology in Reading, Writing, concurrently with required courses for the
Intermediate-Level Inclusive sequence; specifically CTGE 6500, typically successfully two courses in the target
and Social Studies (3 credits) advanced certificate program.
Classrooms (3 credits) the first course in the program, precedes language
CTGE 6401 Teaching the Structure of the
CTGE 6608 Literacy Institute (3 credits) CTGE 6501; CTGE 6014 precedes CTGE candidates for whom English is a second
English Language (3 credits)
CTGE 5833 Reading, Writing, and the Arts . 6018. CTGE 6551 is the final course in the language are required to take and achieve
CTGE 7593 Administration and Supervision
(3 credits) program, taken with at most one elective a passing score in one of two tests: the
of Literacy Programs (3 credits)
45 46
TOEFL (Test of English as a Foreign Specific Admission Requirements Specific Admission Requirements Middle Childhood Certificate in Middle Childhood Chemistry Certificate in Middle Childhood Physics
79 (12 credits) 79 (12 credits)
Language) or the IELT (International In addition to the general admissions In addition to the general admissions Extension Programs
English Language Test). The following requirements, applicants must have the requirements, applicants must have the NYSED 25439/25449, HEGIS 5503 NYSED 25440/25450, HEGIS 5503
scores are the recommended minimum The Middle Childhood Extension programs
following: following:
current* test scores for English language are open to persons who are completing Admission Requirements Admission Requirements
IELTS*: 7 for General Test Score; no a copy of NYS initial/provisional/ the MST in childhood education or
proficiency for admission to the Graduate Provide evidence of teacher certification Provide evidence of teacher certification
subtest can be lower than 6 professional or permanent certification as who already possess initial/professional
School of Education as outlined below. in childhood or elementary education, or in childhood or elementary education, or
a classroom teacher (special education) certification in childhood education or
IELTS*: 7 for General Test Score; no TOEFL*: 577 for paper test, 90 for concurrent pursuit of one of Fordhams concurrent pursuit of one of Fordhams
or proof of matriculation in a teacher provisional/permanent certification in
subtest can be lower than 6 Internet-based (IBT) test childhood education degree programs. childhood education degree programs.
education program (special education) at elementary education (pre-k6). The
TOEFL*: 577 for paper test, 90 for *Scores can be no more than Fordham University Complete or have completed 30 credits Complete or have completed 30 credits or
two years old. 12-credit programs lead to a certificate and
Internet-based (IBT) test or more in a chemistry major or more in a physics major or concentration,
competence in a language other than to endorsement for an extension to the
minimum of 3.0 GPA in graduate work concentration, including coursework in including coursework in these areas:
*Scores can be no more than English, as demonstrated by an oral and childhood certificate to teach the specific
two professional/academic these areas: inorganic chemistry, organic mathematics, electricity, waves, optics,
two years old. written assessment content subject in grades 7 through 9. The
recommendations chemistry, analytic chemistry, physical atomic and nuclear physics, radioactivity,
minimum of 3.0 GPA in graduate work candidates for whom English is a second programs build on previous coursework
chemistry, and biochemistry. and quantum mechanics.
Program of Study language are required to take and achieve in childhood education. Candidates for
two professional/academic Take a minimum of nine credits with Take a minimum of nine credits with
a passing score in one of two tests: the the program must consult their program
recommendations *CTGE 5252 Bilingual/ESL Curriculum middle childhood focus. middle childhood focus.
Development: Reading and TOEFL (Test of English as a Foreign adviser to select the appropriate courses
Program of Study Language) or the IELT (International to meet New York state certification Program of study Program of study
Language Arts (3 credits)
*CTGE 5841 Principles of Bilingual Education English Language Test). The following requirements.
*CTGE 5841 Principles of Bilingual Education PSGE 5302 Psychology of Adolescent PSGE 5302 Psychology of Adolescent
(3 credits) scores are the recommended minimum Development and Learning . Development and Learning (3 credits)
(3 credits) Certificate in Middle Childhood
*CTGE 5842 Second Language Acquisition current* test scores for English language Biology 79 (12 credits) (3 credits) CTGE 5279 Contemporary Science
*CTGE 5844 Development of Communications
and Assessment (3 credits) proficiency for admission to the Graduate CTGE 5279 Contemporary Science Education (3 credits)
Skills in the Native and Second NYSED 25438/25448, HEGIS 5503.00
*CTGE 5844 Development of Language Arts (3 credits) School of Education: Education (3 credits) CTGE 5290 Teaching and Assessing Physics:
Communication Skills in the IELTS*: 7 for General Test Score; no Admission Requirements CTGE 5280 Teaching Chemistry to Adolescents (3 credits)
*CTGE 5851 Bilingual Curriculum Materials
Native and Second Language . subtest can be lower than 6 Adolescents (3 credits)
Workshop: Content Areas . Provide evidence of teacher certification CTGE 5547 Literacy Across the Curriculum (3
(3 credits)
(3 credits) TOEFL*: 577 for paper test, 90 for in childhood or elementary education, or CTGE 5547 Literacy Across the Curriculum credits)
*CTGE 5851 Bilingual Curriculum Materials concurrent pursuit of one of Fordhams (3 credits)
*CTGE 6781 Instructing the Bilingual Special Internet-based (IBT) test
Workshop: Content Areas . Certificate in Middle Childhood Social
Education Student (3 credits) *Scores can be no more than childhood education degree programs.
(3 credits) Certificate in Middle Childhood English Studies 79 (12 credits)
*Requires completion of 15-20 hours of two years old. Complete or have completed 30 79 (12 credits)
*CTGE 5852 Bilingual/ESL Curriculum NYSED 25437/25447, HEGIS 5503
fieldwork in a school that has a bilingual credits or more in a biology major or
Development: Reading and minimum of 3.0 GPA in graduate work NYSED 25436/25446, HEGIS 5503
education program. concentration, including coursework
Language Arts (3 credits) two professional/academic Admission Requirements
TESOL Extension to Special Education Early in these areas: anatomy and physiology, Admission Requirements Provide evidence of teacher certification
*Requires completion of 15-20 hours of recommendations
Childhood, Childhood, and Adolescence ecology, evolution, genetics, cell biology, Provide evidence of teacher certification
fieldwork in a school that has a bilingual in childhood or elementary education, or
education program. Certificate Programs Program of Study microbiology, behavior, diversity, growth, in childhood or elementary education, or concurrent pursuit of one of Fordhams
(15 credits) *CTGE 5841 Principles of Bilingual Education and human biology. concurrent pursuit of one of Fordhams childhood education degree programs.
Bilingual Extension to Special Education (3 credits)
NYSED 34103/34104, HEGIS 0899.60 Take a minimum of nine credits with childhood education degree programs.
Early Childhood, Childhood, and Complete or have completed 21 credits
Adolescence Certificate Programs *CTGE 5842 Second Language Acquisition middle childhood focus. Complete or have completed 30 credits or more in history or geography, and
The Special Education English as a Second
(15 credits) and Assessment (3 credits) or more in an English major or
Language Extension Program in Early Program of study coursework in the following areas:
Childhood, Childhood, or Adolescence *CTGE 5846 Teaching English Literacy to concentration, including coursework in U.S. history, non-U.S. history, civics/
NYSED 32725/32799, HEGIS 0899.60 PSGE 6302 Psychology of Adolescent
Culturally and Linguistically these areas: British literature, American government/political science, economics,
Education (any adolescence certification) Development and Learning .
The Special Education Bilingual Education Diverse Students (3 credits) literature, multicultural (non-Anglo)
is for teachers who already possess initial, (3 credits) geography, anthropology/culture,
Extension Program in Early Childhood, *CTGE 6401 Teaching the Structure of the writers, women writers, study of multiple sociology, and psychology.
provisional, permanent, or professional CTGE 5279 Contemporary Science
Childhood, or Adolescence Education (any English Language (3 credits) genres, and written composition.
certification in special education. Individuals Education (3 credits) T
 ake a minimum of nine credits with
adolescence certification) is for teachers *CTGE 5845 Integrating English Language
who are matriculated in an initial teacher CTGE 5270 Teaching Biology to Adolescents Take a minimum of nine credits with middle childhood focus.
who already possess initial, provisional, Arts Across the Content Areas
education program in special education at (3 credits) middle childhood focus.
permanent, or professional certification in in the ESL Classroom (3 credits) Program of study
Fordham University may apply. Individuals CTGE 5547 Literacy Across the Curriculum
special education. The 15-credit program *Requires completion of 15-20 hours of Program of study CTGE 5791 Social Studies Curriculum .
who do not possess an initial teaching (3 credits)
leads to an endorsement for an extension to fieldwork in a school that has a bilingual PSGE 5302 Psychology of Adolescent (3 credits)
certification but are matriculated in an
the special education certification to teach education program. Development and Learning . CTGE 5260 Teaching and Assessing Social
initial teacher education program in special
bilingual special education. The program (3 credits) Studies: Adolescents (3 credits
education at Fordham University may also
does not lead to an academic degree. CTGE 5547 Literacy Across the Curriculum
apply. The 15-credit program leads to an and one or both of the following:
Individuals who are matriculated in an endorsement for an extension to the special (3 credits)
CTGE 5547 Literacy Across the Curriculum
initial teacher education program in special education certification to teach ESL special CTGE 5540 Adolescent Literature in a (3 credits)
education at Fordham University may education. The program does not lead to an Multicultural Society (3 credits)
PSGE 5302 Psychology of the Adolescent
apply. academic degree. CTGE 5838 Teaching and Assessing English Development and Learning .
Language Arts: Adolescents . (3 credits)
(3 credits)

47 48
Certificate in Middle Childhood
Mathematics 79 (12 credits)
Specific Admission Requirements Admission Requirements
Non-Certification Teacher Education Programs
Candidates must hold current general In addition to the general admissions
For candidates who are not seeking initial or additional NYS certification, there are several programs offered, namely: Curriculum and Teaching
NYSED 28443, HEGIS 0804.03 education initial, provisional, permanent, or requirements, applicants must have the
leading to a Master of Science degree in Education; Literacy Coaching for previously certified teachers and Literacy/Reading specialists; and a
professional certificate in a subject area and following:
Admission Requirements Master of Science degree with a specialization in Teaching English to Speakers of Other Languages, Track 2.
a masters degree. a copy of New York State initial/
Provide evidence of teacher certification
Program of Study provisional/professional or permanent
in childhood or elementary education, or
certification as a classroom teacher (early
*CTGE 5155 Special Education Foundations:
concurrent pursuit of one of Fordhams
Past, Present, Future (3 credits) childhood, childhood, or adolescence) Curriculum and Teaching Specialization Courses (18 credits) Elective (3 credits from the following advanced
childhood education degree programs. Six courses (18 credits), selected in courses):
or proof of matriculation in a teacher Master of Science in Education Curriculum
Complete or have completed 30 credits *CTGE 5170 Assessment of All Learners with consultation with a faculty adviser, which CTGE7000 Literacy Institute (3 credits)
education program (early childhood, and Teaching (30 credits)
or more in a mathematics major or Disabilities (3 credits) are appropriate to the students professional CLGE7220 Closing the Opportunity/
childhood, or adolescence) at Fordham
concentration. *CTGE 5165 Consultation and Co-Teaching in NYSED 80001/77596, HEGIS 0829.00 needs. Achievement Gap (3 credits)
University
Collaborative Classrooms . Comprehensive Assessment (0 credits) CLGE7340 Contemporary Interventions for
Take a minimum of nine credits with 12 credits in a language other than English The curriculum and teaching program
(3 credits) CTGE 0701 Comps-Core (0 credits) Struggling Readers and Writers .
middle childhood focus. provides a core of knowledge in
*CTGE 5175 Teaching English Language Arts candidates for whom English is a second (3 credits)
professional studies and the opportunity to CTGE 0702 Comps-Specialization .
This extension certificate is available. For and Social Studies in Inclusive language are required to take and achieve
design, with an academic adviser, unique (0 credits) CLGE6380 Standardized and Alternate
more information, contact the division of Adolescence Classrooms . a passing score in one of two tests: the Test
programs of study or specializations related Assessments for Students at Risk
Curriculum and Teaching, vice chairperson (3 credits) of English as a Foreign Language (TOEFL) or with Disabilities (3 credits)
to professional needs and interests. The
for Initial Teacher Education, at 212-636- *CTGE 5176 Teaching Math and Science or the International English Language
program leads to a Master of Science degree
Literacy Leadership CLGE6440 Understanding Contemporary
7176 or 6446. in Inclusive Adolescence Test (IELT). The following scores are the
in education but does not lead to initial Advanced Certificate in Literacy Literacies (3 credits)
Classrooms (3 credits) recommended minimum current* test
Program of Study certification. Leadership/Literacy Coaching Others selected in consultation with academic
*Courses require eight to 10 fieldwork hours scores for English language proficiency
PSGE 5302 Psychology of Adolescent Specific admission requirements: In adviser.
with students with disabilities. for admission to the Graduate School of NYSED 32704/32706, HEGIS 0899.00
Development and Learning . addition to the general admission and
Education: The 15-credit program in Advanced Literacy
(3 credits)
IELTS*: 7 for General Test Score; no completion requirements for masters-level Leadership Certificate is designed for the TESOL Not for Teaching
CTGE 5275 Integrating Math, Science, and Pre-K to 12 subtest can be lower than 6 graduate study listed on page 12, candidates experienced teacher or administrator Certification (Track 2) Non-
Technology Education .
Extension Program must provide evidence of their initial/ who has a masters degree and teaching Certification Programs
(3 credits) TOEFL*: 577 for paper test, 90 for provisional or permanent/professional certification as a literacy/reading specialist, a
CTGE 5286 Teaching and Assessing Advanced Certificate in Teaching Internet based (IBT) test
English to Speakers of Other Languages
certification. classroom teacher, or a school administrator. Master of Science in Teaching English to
Mathematics: Adolescents . *Scores can be no more than two years old. Speakers of Other Languages
(3 credits) (15 credits) Program of Study The program design provides candidates
minimum 3.0 GPA in graduate work (33 credits)
NYSED 32677/32793, HEGIS Professional Core (12 credits) with a core of knowledge in literacy
CTGE 5547 Literacy Across the Curriculum
1508.00/0899.50 two professional/academic leadership and the opportunity to select NYSED 25422/25420, HEGIS 1508.00
(3 credits) 3 credits in curriculum theory:
recommendations literacy courses related to their professional This 33-credit Master of Science degree
The Advanced TESOL Certificate Program CTGE 6195 Theory and Practice in
needs and interests. Candidates engage in program in teaching English to speakers
Program of Study Curriculum and Teaching .
Adolescent in Early Childhood, Childhood, and
(3 credits)
research and reflect on evolving professional of other languages is designed for persons
Adolescence Education is for teachers *CTGE 5841 Principles of Bilingual Education
Extension Program holding an initial, provisional, permanent, (3 credits) 3 credits in cultural diversity from among:
philosophies and proficiencies related to who want to develop expertise in teaching
literacy leadership and instruction. The English to speakers of other languages but
Certificate in Teaching Exceptional or professional certificate in early childhood *CTGE 5842 Second Language Acquisition CTGE 6810 Sociopolitical Dimensions of program enables candidates to explore
Adolescents with Subject Extension (birthgrade 2), childhood (grades 16), and Assessment (3 credits) are not pursuing a state teaching certificate.
Education (3 credits) approaches to developing, organizing, and
(15 credits) or adolescence (grades 712 in any one It is appropriate for those who work in adult,
*CTGE 5845 Integrating the English Language EDGE 6101 Race and Multicultural evaluating literacy programs and acquire
of the subject areas offered at Fordham) corporate, or community education, and for
NYSED 34670/34677, HEGIS 0808.00 Arts across the Content Areas in Education in American Society knowledge of supervision, coordination,
who are interested in expanding their the ESL Classroom (3 credits)
international educators preparing to teach
(3 credits) and support of school personnel who are
The Students with Disabilities 7-12 English as a foreign language.
knowledge about working with Emergent *CTGE 5846 Teaching English Literacy to 3 credits in individual diversity from among:
Generalist extension is for teachers associated with literacy programs. (The
Bilinguals (EBs). Individuals who do not Culturally and Linguistically Specific admission requirements: In addition
who already possess initial, provisional, CTGE 5155 Special Education Foundations: Advanced Certificate in Literacy Leadership
possess an initial teaching certification Diverse Students (3 credits) to the general admission and completion
permanent, or professional certification Past, Present, and Future . serves as a supplement for individuals who
but are matriculated in an initial teacher *CTGE 6401 Teaching the Structure of the (3 credits)
requirements for masters-level graduate study
as a Classroom Teacher, Grades 7-12, in at already possess New York state certification
education program at Fordham University English Language (3 credits) listed on pages 12 and 34 to 35, candidates
least one Subject Area (biology, chemistry, CTGE 5247 Teaching Linguistically and as a Literacy Specialist Birth-Grade 6 or
may also apply. The 15-credit program *Requires a minimum of 15-20 hours of must have the following:
physics, earth science, social studies, Culturally Diverse Students . Grades 5-12).
leads to a certificate and to endorsement for fieldwork in a school that has an ESL program. (3 credits) a 30-credit major or concentration in
mathematics, or English language arts). Program of Study
an extension to teach English as a second English language arts, social studies, science,
The 15-credit program leads to certification CTGE 5455 Teaching Reading to Children
language. The program does not lead to an Content Core Requirements (12 credits) technology, or mathematics
to become the teacher of record for a with Learning Disabilities .
academic degree. (3 credits) CTGE 5920 Adult Development & Adult
special class in the candidates certification candidates for whom English is a second
Learning Theory (3 credits) language are required to take and achieve
subject area or support, consultant, and CTGE 5534 Beginning Reading and Writing
collaborative roles. This program does in Inclusive Classrooms . CTGE 6991 Internship in Curriculum & a passing score in one of two tests: the
not lead to a degree. The coursework (3 credits) Teaching (3 credits) TOEFL (Test of English as a Foreign
develops competencies in understanding 3 credits in research from among: CLGE6340 Designing, Implementing, and Language) or the IELT (International
principles and policies of special Evaluating Studies and Programs English Language Test). The following scores
PSGE 5203 Introduction to Research .
education, and proficiency in assessing and (3 credits) are the recommended minimum, current*
(3 credits)
providing evidenced-based intervention CLGE Learning Through Language (3 credits) test scores for English language proficiency
CTGE 6192 Research in the Teaching
and instruction for culturally diverse Process (3 credits) for admission to the Graduate School of
adolescents with a range of disabilities. Education:

49 50
Teacher Certification Programs for Fordham Undergraduate Students:
Five-Year Integrated Teacher Education Program (BA/BS/MST)
Master of Science in Teaching:
Early Childhood Education; Early Childhood Special Education; Childhood Education; Childhood Special Education;
Early Childhood/Childhood Education; Bilingual Childhood Education; Teaching English to Speakers of Other Languages, and Adolescence
Education (English, Social Studies, Mathematics, Biology, Physics, or Chemistry)

The Graduate School of Education offers and practice. A professional portfolio of earned a passing score on the relevant
a Five-Year Integrated Teacher Education teaching proficiencies based on approved New York state teacher examinations
Track for students enrolled in one of the professional standards is submitted at (edTPA, ALST, CST, EAS, et. al.); and
undergraduate colleges of the University. the end of the program. Graduates of the completed workshops in child abuse
Qualified students receive early admission programs are highly qualified teachers who identification, Dignity for All Students
during junior year to a graduate program respect individuals in a multicultural society, Act (DASA), schools against violence
that results in a 36- or 45-credit masters excel in academic disciplines, acquire a education, drug and alcohol abuse, and
degree (MST) after the fifth year. After broad knowledge base, learn in meaningful health and physical education.
completion of all program requirements, contexts, become reflective practitioners, and
students are eligible for institutional engage in lifelong learning. Undergraduate Core and Content
recommendations for New York state initial Requirements
Admission Requirements for the Five-Year
teacher certification. Integrated Teacher Education Program Teacher preparation for state certification
The Five-Year Integrated Teacher Education includes requirements for general
There are two application stages to the Five- education and pedagogical core courses,
Track provides opportunities for students Year Integrated Teacher Education Track.
to complete a BA/BS in a liberal arts and as well as specific content courses related
The first stage is a preliminary declaration to the grade(s) and subjects the candidate
science major, and a Master of Science of interest that results in core and major
degree in one of the above-listed programs. will teach. The requirements differ across
guidance: certification areas and are complex.
Dual certification and extensions may also
Complete a Declaration of Interest They affect the choices that are made to
be pursued in special education, middle
Form and submit to the Five-Year Track meet the undergraduate core curriculum
childhood education, TESOL, TESOL
coordinator at the Graduate School of distribution, as well as selections and
special education, bilingual education, and
Education. scheduling of courses within the major.
bilingual special education. The programs
are offered at the Lincoln Center campus. Plan to seek program advisement about For example, to meet state certification
core courses. Fordham core must include requirements in the general education
Early advisement and coordination are core, teacher education candidates need
the courses and content required by
important features of the integrated the following liberal arts and science
NYSED for teacher candidates; some core
track. Students declare interest as early requirements: artistic expression,
courses may fulfill more than one NYSED
as freshman year and apply to GSE in communication, or written analysis and
requirement.
the spring semester of junior year for expression; concepts in history and social
early admission. Core and major courses Meet with Five-Year Track coordinator.
sciences; a language other than English;
should be chosen with the advice of The second stage is the formal application
scientific and mathematical processes;
both the University and Graduate School to the appropriate graduate program of the
and literature. These core/content
of Education advisers. In senior year, Graduate School of Education:
IELTS*: 7 for General Test Score; no CTGE 5840 Second Language Acquisition . CTGE 62702 Technology and Data Inquiry . requirements do not replace Fordhams
students integrate up to 12 GSE credits Complete a GSE admissions application requirements.
subset can be lower than 6 and Assessment (3 credits) (3 credits)
while completing Fordham University in the spring of the junior year (available
TOEFL*: 577 for paper test, 90 for CTGE 5845 Integrating English Language Arts Electives 6 credits: requirements. Fieldwork begins in Students must also meet the admissions
online).
Internet based (IBT) test Across the Content Areas in the CTGE 5841 Principles of Bilingual Education sophomore year while participating in a prerequisites for their chosen masters
ESL Classroom (3 credits) Provide a letter from the undergraduate program. For example, students pursuing
*Scores can be no more than two years (3 credits) reflective seminar and continues through adviser indicating that 12 GSE credits will adolescence education must have the
old. CTGE 5846 Teaching English Literacy to CTGE 5849 Observing and Documenting senior year. During the fifth year, students
Culturally and Linguistically be completed during senior year, including required 30 credits in specific content areas.
Childrens Learning: Reflective complete the remaining graduate credits
12 college credits in a language other Diverse Students (3 credits) field experience and reflective seminar. More information about the requirements
and Effective English as a Second along with two semesters of full time
than English Maintain a minimum grade point average for each certification and major can be
CTGE 6401 Teaching the Structure of the Language Practices (3 credits) students teaching. Full course descriptions
Program of Study English Language (3 credits) Practicum can be found in the Graduate School of of 3.0 (B or better). obtained from the coordinator of the
UEGE 5102 Historical, Philosophical, and Technology 3 credits: Education Bulletin. NYS Certification Requirements
Five-Year Integrated Track at 212-636-
CTGE 5847 Practicum in Teaching English
Multicultural Foundations of CTGE 5910 Computers and Technology for to Speakers of Other Languages 7546. To meet all requirements for the
The Five-Year Integrated Teacher Education Students who meet all program baccalaureate degree and a masters degree,
American Education (3 credits) Educators (3 credits) Comprehensive Assessment . Track is based on a reflective-practitioner requirements, complete the course of study, candidates work closely with their Fordham
CTGE 5155 Special Education Foundations: CTGE 5912 Internet Applications and . (3 credits)
model with cohorts of students forming and meet established field experience undergraduate advisers and the GSE
Past, Present, and Future . Distance Education (3 credits) CTGE0712 TESOL Portfolio (0 credits) communities for reflection on teaching and competencies are eligible to receive Fordham adviser.
(3 credits) CTGE 6057 Media and Technology: learning. Each cohort progresses through Universitys endorsement for New York state
CTGE 5245 Childrens Literature in a Applications to Instruction . a sequence of coordinated courses and initial certification in their program area
Multicultural Society (3 credits) (3 credits) field experiences designed to link theory provided they also have

51 52
D I V I S I O N O F E D U C AT I O N A L L E A D E R S H I P, A D M I N I S T R AT I O N , A N D P O L I C Y The Division of Educational Leadership, Administration, and The division serves the constituencies of the New York City
Policy (ELAP) offers graduate degree programs in educational metropolitan area with programs at the Lincoln Center
administration at the masters and doctoral levels for future (Manhattan), Westchester, and Rose Hill (Bronx) campuses, and at
Leadership Programs administrators, supervisors, principals, superintendents, and other a number of off-campus locations. The Center for Catholic School
leaders in public and nonpublic schools and faith-based settings, Leadership and Faith-Based Education coordinates the church
and for educators and trainers of adults in nonschool settings, for leadership programs, including its programs for international
example, business, industry, government, hospitals, museums, and students (see Church Leadership section).
The Path to Leadership libraries. Within the general program are specialties in pre-K12
education, higher education, and church and religious organizations.
Leaders are called upon to have vision, a sense of the politics Leaders work in a changing world, one that is becoming
and financing of their institutions, means for making their vision complex, multicultural, and more technologically oriented.
come to life, and a sense of the spiritual and moral dimensions Industrial models of leadership based on centralized,
of their organizations. Whether leaders work in public, authoritarian, bureaucratic, top-down methods are giving Masters Degree Programs in Educational Administration and Supervision
religious, or private schools, universities and colleges, business, way to more democratic, collaborative, team-oriented styles. and Advanced Certificate in School District Leadership
or other settings, they need an understanding of how their roles Research and practices in management and leadership need
and institutions fit into a larger context, and how their actions to keep pace. By studying, teaching, and practicing the latest The Division of Educational Leadership, group projects, action research, critical for school-building-level leadership
Administration, and Policy offers a reflection, clinical applications at fieldwork positions in all New York state public
affect colleagues, students, and the community in which they models of organizational reform, the Division of Educational
masters degree program and an advanced sites in various educational settings, case schools and, increasingly, in faith-based
work. With good instruction, opportunities to learn the theories Leadership, Administration, and Policy is committed to certificate program for current and aspiring studies and simulations, and policy analysis. and nonpublic schools as well. Given the
and practices of their art, and proper mentoring, leadership can creating an exciting environment in which to prepare and administrators and supervisors in public individual background, education, and
Our masters degree program in educational
be taught and expanded. promote the leaders of the future. and nonpublic schools and school districts. administration is a 30-credit, 10-course experiences of each candidate, prospective
The programs of study reflect the context program. Students who successfully students must consult with their respective
and challenges faced by leaders in settings. complete the program will earn a masters state education department to determine
Chair: John Craven, PhD The work of educational leadership, even degree in educational administration and whether they meet qualifications for
for the beginning administrator, must be supervision. We offer both our regular two- their state certification. Many states have
Associate Chair: John Lee, EdD
seen in the larger framework of educational year model (either MSE in Administration reciprocity with New York state regarding
Office: Room 1119 renewal, restructuring, and reform. Current leadership certification. Individuals seeking
and Supervision or MSE in Administration
Phone: 212-636-7670 New York state certification guidelines call and SupervisionCatholic Education NYSED School Building Leader certification
for evidence that candidates at both the Leadership) with classes meeting in the late must meet all state requirements for the
Fax: 212-636-7875
school-building and school-district levels afternoons and evening during the week certification and should visit the NYSED
Professors: Cattaro, Marcus, Tetenbaum website to review these. Currently, NYSED
can exercise visionary and instructional and an intensive, one-year cohort model
Associate Professor: McCray leadership, as well as manage traditional (MSE in Administration and Supervision requires that candidates for School Building
administrative concerns such as personnel, AMPEL) with classes meeting during the Leader certification take and pass the SBL
Clinical Faculty: Lee
budget, and scheduling. In a time of higher summer and on weekends. Both models are certification exam (Parts 1 & 2), take and
Visiting Professor: Huang pass the Educating All Students exam, and
standards and increased accountability, considered part-time programs.
Field Supervisor: Kaminsky all educational leaders and administrators complete the mandated Dignity for All
Our advanced certificate program is a Students Act (DASA) workshop.
Senior Secretary: Negron will need to place considerably more 15-credit, five-course program specifically
emphasis on the core operations of teaching for those seeking to qualify for the New The Division of Educational Leadership,
Adjunct Faculty: Annucci, Beale, Beirne,
and learning, on teacher leadership York State Education Departments School Administration, and Policy also offers an
Bernstein, Biscone, Bleasdale, Brennan,
development, on the schools/districts District Leader (SDL) certification. Courses accelerated one-year masters program
Carielli, Cheeseman, Cohen, Coppola,
responsiveness to diversity of talent and meet on weekends with the exception of the in educational leadership (AMPEL) for
Diaz-Burgos, Dougherty, Fale, Fiorentino,
culture within the student body, faculty, district-level internship. This is considered a highly motivated and capable individuals.
Frangella, Graham, Grassi, Hagan,
and staff, and on school-home relations. part-time program. This program is offered as a cohort model
Hawthorne, Hickey, Holloway, Jaffie,
This leadership for the 21st century will beginning in July followed by intensive
Kelly-Stiles, Kilbride, Lagas, Lynch, Maher, New York State School Building Leader
involve integrating action and reflection, weekend courses and a full-year internship.
Maldonado-Torres, McCue, McGill, Certification
meaningful and relevant knowledge In order to seek NYSED school building
Miserandino, Murphy, Mussi-Nolan,
production, civic responsibility, and Our masters program in educational certification, applicants to this accelerated
Napolitano, OConnor, Pasadino, Patelis,
learning and living. These skills are critical administration and supervision is approved program should already have a minimum
Pizzingrillo,Quinn, Raubvogel, Russo,
to those seeking to become transformative and recognized by the New York State of two years of paid, full time teaching
Smith, Treadwell, Vega, Walsh
leaders irrespective of educational setting. Education Department as an approved experience in order to meet the three-
In the process of teaching this kind of School Building Leader preparation year teaching requirement at the time
leadership of schools and districts, the program. Graduates of this two-year of application for SBL certifications.
faculty believes that it should model, program will be prepared to take the In addition to the official online GSE
through its own curriculum and pedagogy, examination for New York State School application, there is a supplemental
the very learning environment that it is Building Leader (SBL) certification. application requirement for applicants to
asking the students to create in their own This certification is appropriate for this rigorous program. Contact the division
schools, districts, and workplaces. Most of such positions as principal, supervisor, for additional information.
our masters degree programs are organized department chairperson, assistant principal,
into cohorts to promote learning through coordinator, and unit head and required

53 54
a satisfactory command of oral and
New York State School District Leader (SDL)
Certification written English
ASGE 6145 Leading in a Diverse Society . Catholic and Faith-Based Catholic/Faith-Based Educational REGR 6460 Catholic Identity and Mission .
(3 credits) Leadership (Certification Eligibility) (3 credits)
Educational Leadership
The Division of Educational Leadership three years of paid, full time approved, ASGE 6322 School Finance (3 credits) UEGE 6276 History of Education (3 credits)
For more than 40 years, the Center for Admission Requirements
Administration and Policy also offers an and successful teaching experience by ASGE 6325 School Law (3 credits) Comprehensive Assessment Exam (0 credits)
advanced certificate program for qualified completion of the degree if seeking state Catholic Leadership and Faith-Based Applicants seeking admission to the masters
ASGE 6333 Professional Development . ASGE 0705 Comps (0 credits)
individuals seeking New York State School SBL or SDL certification Education has been an international degree program for Catholic/Faith-Based
(3 credits)
pioneer and leader of significant research, Educational Leadership must meet the
District Leader (SDL) certification. SDL supplementary essays, work sample, and ASGE 6361 Strategic Planning/Change . Catholic/Faith-Based Educational
certification is required by the New York innovative programs, partnerships with general requirements for admission to Leadership (No Certification)
interview for applicants to our intensive (0 credits)
State Education Department for anyone dioceses, collaborative endeavors with graduate study in the Graduate School
one-year masters degree program ASGE 6461 Critical Issues in Administration Admission Requirements
seeking school-district-level positions, other colleges and universities, and of Education and the requirements for
Completion Requirements and Supervision (3 credits) site of ground-breaking international
such as superintendent, assistant deputy the Master of Science in education in Applicants seeking admission to the
ASGE 6520 Internship I (required of conferences in the service of the sacred administration and supervision. masters degree program for Catholic/
superintendent, district supervisor, etc. in a In addition to the general degree-
candidates seeking SBL mission of Catholic education. It counts
New York state public school district. completion requirements of the Graduate Faith-Based Educational Leadership and are
certification) (3 credits) Completion Requirements
School of Education, candidates for the among its alumni principals, presidents, not seeking state certification must meet
Students must consult with their state ASGE 6521 Internship II (required of superintendents, vicars of education, In addition to the general degree
MSE in administration and supervision or the general requirements for admission to
education department as to whether or not candidates seeking SBL and other diocesan personnel around the requirements of the Graduate School of
the advanced certificate in school district graduate study in the Graduate School of
these experiences, as well as their respective certification) (3 credits) country, and other Catholic/faith-based Education, candidates for the MSE in
leadership must meet these requirements: Education:
educational and professional backgrounds, ASGE 6541 Perspectives on Leadership . educational leaders around the world. administration and supervision (Catholic/
are acceptable for their state certification. complete the prescribed program of possess a baccalaureate degree from an
(3 credits) Today, Catholic education demands leaders Faith-Based Educational Leadership)
Candidates seeking SDL certification are study, which includes 30 credits in the accredited college or university in an
ASGE 6720 Program Evaluation and Research who are authentically spiritual, deeply must meet the requirements for programs
responsible for determining New York masters degree program in educational appropriate field
(0 credits) rooted in the teachings and wisdom of in administration and supervision, and
State Education Department requirements administration and supervision or 15 complete the specified program of study have a minimum earned undergraduate
ASGE 0701 Comprehensive Assessment Catholicism, exceptionally educated, highly
for qualifying for NYS School District credits in the advanced certificate program below. Students must consult with their state grade point average of approximately 3.0
Examination (0 credits) creative and imaginative, relationally and
Leadership certification. However, currently, in school district leadership education department as to whether or not (B or better)
politically astute, and exceptionally global
these include a total of 60 graduate credits maintain a minimum overall graduate in thought and action. Under the auspices these experiences are acceptable for their provide two references
that must include a masters degree, a grade point average of 3.0 (B or better) School District Leadership of the Graduate School of Education, the state certification. provide proof of immunization against
NYSED-approved school-district-leader if seeking the SBL certification, complete center offers a masters degree program
Advanced CertificateSchool District Master of Science in Education measles, mumps, meningitis, and rubella
preparation program, taking and passing the a year-long, six-credit internship, which is Leader (SDL) (15 credits) in administration and supervision crafted Administration and Supervision have satisfactory command of oral and
two-part School District Leader certification generally done in the candidates specifically through the lens of Catholic
NYSED 29021/29022, HEGIS 0827.00 Catholic/Faith-Based Educational written English
exam, taking and passing the Educating All own school identity, mission, and culture for those Leadership (30 credits)
Students exam, and completing the NYSED Candidates seeking SDL certification must committed to such leadership. The Completion Requirements
if seeking the SDL certification, complete NYSED 14856, HEGIS 0828
mandated Dignity for All Students Act take the following five courses, in addition to, center welcomes educators of all faith-
a one-semester, three-credit, district-level (School Building Leader) In addition to the general degree
(DASA) workshop. or beyond, a masters degree: based organizations to participate in our
internship requirements of the Graduate School of
Applicants seeking admission to the ASGE 6224 The Superintendency (3 credits) programs. Through Fordham Universitys Sample Program of Study Education, candidates for the MSEd in
for the masters degree program, pass
advanced-certificate program in School ASGE 6225 Boards of Education (3 credits) commitment to ecumenism and inclusivity, Students must take 30 credits (10 courses) administration and supervision (Catholic/
a masters comprehensive examination
District Leadership must meet the general ASGE 6227 Cases and Simulations in a partial-tuition scholarship is offered to from the following courses: Faith Based Education Leadership without
(Students must register in advance for
requirements for admission to graduate Administration and Supervision . educators from Catholic, Protestant, Jewish, ASGE 5112 Fundamentals of Educational certification) must meet the requirements
this during the semester in which they
study in the Graduate School of Education, (3 credits) Muslim, and other religious groups. Administration and Management for programs in administration and
complete their course work. See programs
as well as possess a masters degree. ASGE 7444 Leading a Learning Organization Two masters degree programs are offered ASGE 5119 Fundamentals of Educational supervision and complete the specified
of study.) for the masters degree program,
Admission Requirements apply for graduation at the appropriate (3 credits) in Catholic/faith-based education. Supervision (3 credits) program of study as follows.
point in time ASGE 7530 Clinical Practice in Administration They provide current and aspiring ASGE 6130 Instructional Leadership . Master of Science in Education in
Applicants seeking admission to the masters
and Supervision (Internship administrators the opportunity to study (3 credits) Administration and SupervisionCatholic/
degree program in educational leadership or
District Level) (3 credits) educational leadership in a religiously ASGE 6145 Leading in a Diverse Society. Faith-Based Educational Leadership
the advanced certificate program in school Administration and oriented school environment. The (3 credits) (30 credits)
district leadership must meet the general
Supervision first program described will prepare ASGE 6322 School Finance (3 credits) NYSED 14864, HEGIS 0828
requirements for admission to graduate
Master of Science in Education in graduates to take the examination for ASGE 6325 School Law (3 credits)
study in the Graduate School of Education, Program of Study
Administration and Supervision New York State School Building Leader
as well as the following program-specific ASGE 6333 Professional Development .
(30 credits) (SBL) certification. This certification is Students must take 30 credits (10 Courses)
admissions requirements: (3 credits)
appropriate for such positions as principal, from the following courses:
an initial or professional state certificate NYSED 29020/29019, HEGIS 0828.00 (School ASGE 6338 Ethics of School Administration
supervisor, department chair, assistant ASGE 5112 Fundamentals of Educational
in teaching or other appropriate and Building Leader Preparation Program) (3 credits)
principal, coordinator, and unit head. An Administration and
acceptable educational specialty Sample Program of Study advanced certificate program is also offered ASGE 6361 Strategic Planning/Change . Management (3 credits)
a minimum earned undergraduate (3 credits)
Students must take 30 credits (10 courses) for candidates who will also seek SDL ASGE 5119 Fundamentals of Educational
and graduate grade point averages of from the following courses: certification. ASGE 6461 Critical Issues in Administration Supervision (3 credits)
approximately 3.0 (B or better) and Supervision (3 credits)
ASGE 5112 Fundamentals of Educational The second masters degree program is ASGE 6130 Instructional Leadership .
two references (if currently working in a Administration and Management ASGE 6520 Internship I (3 credits) (3 credits)
for candidates who are not seeking state
pre-K-12 setting, one reference should be (3 credits) certification but wish to develop their ASGE 6521 Internship II (3 credits) ASGE 6145 Leading in a Diverse Society .
from your current school principal) ASGE 5119 Fundamentals of Educational knowledge and skills for a leadership role ASGE 6541 Perspectives on Leadership . (3 credits)
proof of immunization against measles, Supervision (0 credits) in Catholic/faith-based education. This (3 credits) ASGE 6322 School Finance (3 credits)
meningitis, mumps, and rubella ASGE 6130 Instructional Leadership . program does not require prior teacher ASGE 6720 Program Evaluation and ASGE 6325 School Law (3 credits)
(3 credits) certification for admission. Research (3 credits)
55 56
show proof of immunization against faculty interaction in the development of UEGE 6276 History of Education .
ASGE 6333 Professional Development . measles, meningitis, mumps, and rubella a dissertation proposal for the EdD (No (1 to 3 credits)
(3 credits) more than three credits of dissertation UEGE 6330 Urban Sociology and Education .
show evidence of academic ability,
ASGE 6338 Ethics of School Administration seminar may be applied toward the (3 credits)
effective communication skills, leadership
(3 credits) program total credit requirement.)
potential, and seriousness of purpose Research Component (9 credits) from the
ASGE 6361 Strategic Planning/Change . develop and successfully defend in an
If the admissions committee determines following courses:
(3 credits) oral examination an original dissertation
that a deficiency exists in one or more areas ASGE 6620 Advanced Statistics in
ASGE 6461 Critical Issues in Administration related to the application of research to
of prior graduate study or in the applicants Administration and Supervision .
and Supervision (3 credits) the solution of field-specific problems
background, the committee will specify (3 credits)
ASGE 6520 Internship I (optional) . in educational leadership/educational
prerequisites that must be fulfilled by ASGE 7531 Field Research in Administration
(3 credits) administration and supervision
the student for admission to the doctoral and Supervision (0 credits)
ASGE 6521 Internship II (optional) . all requirements for the doctorate within
program. Prerequisites must be completed ASGE 7721 Research in Administration and
(3 credits) eight years of initial registration for the
prior to permanent matriculation. Supervision I (3 credits)
ASGE 6531 Clinic for School Administrators program ASGE 7731 Research in Administration and
(3 credits) Completion Requirements
Program of Study Supervision II (3 credits)
ASGE 6541 Perspectives on Leadership . Students are admitted to the EdD program
ASGE 8750 Dissertation Seminar: EdD .
(3 credits) on a provisional basis, and their progress Students must take 33 credits (11 courses) (3 credits maximum toward
ASGE 6720 Program Evaluation and is monitored through the matriculation from among the following courses:
degree) (3 credits)
Research (3 credits) review process and periodic review by their ASGE 6331 Educational Management and
adviser, program coordinator, chairperson, Public Policy (3 credits) Other requirements:
REGR 6460 Catholic Identity and Mission .
(3 credits) and division faculty in dissertation seminar. ASGE 6359 Administration of Post- EDGE 8001 Doctoral Residency Seminar .
As part of the matriculation review process Secondary Education (3 credits) (0 credits)
UEGE 6276 History of Education (3 credits)
in the Division of Educational Leadership, ASGE 6461 Critical Issues in Administration ASGE 0901 Comprehensive Assessment Exam
Comprehensive Assessment Exam (0 credits)
Administration, and Policy, students must and Supervision (3 credits) (0 credits)
ASGE 0701 Comps (0 credits)
write a qualifying paper during the semester ASGE 6531 Clinic for School Administrators ASGE 0900 Permanent Matriculation Status .
in which they complete 12 to 15 credits of (1.5 to 3 credits) (0 credits)
coursework satisfactorily and demonstrate
Doctoral Programs satisfactory progress toward permanent
ASGE 7322 Economics and Finance of ASGE 0999 Proposal Acceptance (0 credits)
Education (3 credits)
The Division of Educational Leadership, of education. The goal of the curriculum Admission Requirements matriculation status.
Administration, and Policy offers a Doctor is to help administrators construct a To complete the Executive Leadership
ASGE 7333 Data Analysis and Church and Faith-Based
Accountability (3 credits)
of Education (EdD) degree for Pre-K12 new approach to the organization and
Applicants seeking admission to the Doctor
Program for the EdD in administration and School Leadership
and higher education administrators. of Education degree program in executive ASGE 7428 Seminar in Leadership .
administration of schools: one that supervision or the Urban School Leadership Doctor of Philosophy in Administration and
leadership or urban leadership must meet (3 credits)
It offers a Doctor of Philosophy (PhD) understands the need to prepare todays program, students must meet the general Supervision (57 credits)
degree for church and religious school the general requirements for admission to ASGE 7429 Social Theories and Educational
youth, in all their diversity, to live and work degree-completion requirements and meet
leaders. The PhD requires 12 credits graduate study in the Graduate School of Institutions (3 credits) NYSED 06066, HEGIS 0827.00
in a world of ideas and ideals, a world of these specific requirements:
beyond the requirements for the EdD Education, and the following program- ASGE 7430 Political Factors in
constant change and the redefinition of The primary focus of the Church and Faith-
specific requirements: complete the prescribed program of study, Administration and Supervision
Applicants may apply for either the EdD community amidst plurality, a world that Based School Leadership Program is the
have completed at least three years of including a minimum of 45 credits beyond (3 credits)
or the PhD, but they cannot apply to both requires lifelong learning. The Executive preparation and development of researchers,
appropriate administrative experience the masters degree, under the direction ASGE 7431 Administration and Supervision
programs. Leadership Program leads to the Doctor professors, leaders, and key administrators
in a metropolitan setting (preferred) or and approval of an adviser Seminar (3 credits)
of Education degree in administration and in church and faith-based universities,
supervision. three years of professional administrative maintain a minimum overall graduate ASGE 7432 Seminar in Organizational colleges, school systems, and schools. This
Administration and experience in an educational institution grade point average of 3.5 (B+ or better) Theory (3 credits) doctoral program qualifies present and
Supervision The Urban School Leadership Cohort
possess appropriate professional complete a minimum of one-year doctoral ASGE 7435 Strategic Thinking, Planning, and potential leaders to complement their studies
is a parallel program to our Executive
Doctor of Education in Administration administrative certification residency seminar (two consecutive Implementation (3 credits) in administration with courses taken in the
Leadership Program (see above) leading
and Supervision (EdD) (45 credits) to a Doctor of Education (EdD) degree possess a masters degree, including semesters and a summer), including ASGE 7440 Seminar in Organizational Graduate School of Religion and Religious
fundamental and intermediate courses participation in EDGE 8001 (0 credits), Behavior (1 to 3 credits) Education.
NYSED 06067, 14372; HEGIS 0827.00 in administration and supervision. The
equivalent to those required by the which meets monthly (Seminar students ASGE 7442 Leading Organizational Change
ULP is specifically designed for current Admission Requirements
The Executive Leadership Cohort (ELP) is are required to work with a faculty (3 credits)
New York City school-building leaders division
designed to prepare transformative leaders member to complete a project that ASGE 7444 Leading a Learning Organization Applicants seeking admission to the PhD
who are interested in a doctoral program have earned a minimum graduate grade
who understand the social, political, demonstrates the students ability to do (3 credits) program in administration and supervision
with a focus on urban education. Building point average of approximately 3.5 (B+
economic, and cultural changes that will doctoral work.) must meet the general requirements for
on the leadership experience of cohort or better) and a 3.0 or better on the ASGE 7446 Seminar in Organizational
alter, in irreversible ways, traditional complete a qualifying exam and academic Culture (1 to 3 credits) admission to doctoral study in the Graduate
members, this program seeks to challenge undergraduate level
conceptions of American society. The review for permanent matriculation School of Education and these program-
urban school leaders to examine enduring ASGE 7448 Seminar in Ethics and Social
program is based on the recognition that have earned satisfactory scores on the specific requirements:
problems of practice faced by our nations complete an end-of-program Justice (3 credits)
administration must be an intellectual Graduate Record Exam (GRE) or the have completed at least three years
urban school leaders in providing effective Miller Analogies Test (MAT); test scores comprehensive assessment (ASGE 0901) UEGE 6001 Philosophy of Education .
and moral practice as well as craft. The (preferred) of appropriate professional
and transformative leadership. Current must be less than five years old complete ASGE 8750, the three-credit (1 or 3 credits)
sequence of core experiences is related to administrative experience
trends and research in urban education will dissertation seminar offered by the UEGE 6241 Urban Education: Problems and
school leadership, organizational design, provide two reference reports
be considered as cohort members seek to Division of Educational Leadership, Perspectives (3 credits) possess a masters degree or its equivalent
educational policy, diversity, critical demonstrate satisfactory command of oral
contribute new knowledge, understanding, Administration, and Policy for EdD UEGE 6243 Impact of Prejudice on Minority from an accredited college or university with
theory, the change process, ethics, and and written English
and practices to urban school leadership. candidates, which facilitates student/ Groups in America (3 credits) a major or concentration in a related area
the history, philosophy, and sociology
57 58
have earned a minimum graduate grade complete ASGE 8751, the three-credit ASGE 7448 Seminar in Ethics and Social D I V I S I O N O F P S Y C H O L O G I C A L A N D E D U C AT I O N A L S E R V I C E S
point average of approximately 3.5 dissertation seminar for PhD candidates Justice (3 credits)
(B+ or better) offered by the Division of Educational ASGE 7450 Seminar in the Spirituality of
show evidence of academic ability, Leadership, Administration, and Policy, Leadership (3 credits) Counseling and School Psychology Programs
effective communication skills, leadership which facilitates student/faculty interaction UEGE 6001 Philosophy of Education .
potential, and seriousness of purpose in the development of a dissertation (3 credits)
proposal for the PhD. (No more than three UEGE 6241 Urban Education: Problems and The programs of the Division of Psychological and Educational the ability of the practicing psychologist to continue to expand
demonstrate satisfactory command of oral
credits of dissertation seminar may be Perspectives (3 credits) Services (PES) are integral for counselors, psychologists, and his or her professional work.
and written English
applied toward the program total credit UEGE 6243 The Impact of Prejudice on other health service providers who will serve an increasingly
provide two references requirement.) Minority Groups in America . diverse population. The programs are based on the concept of Programs in PES hold that academic scholarship and research
have earned a satisfactory score on the develop and successfully defend in an oral (3 credits) inform and are enhanced by professional practice. An active
Graduate Record Exam (GRE) or the psychology as a science and a profession, integrating subfields
examination an original dissertation that UEGE 6276 History of Education (3 credits) program of research and inquiry, rich in theory and testable
Miller Analogies Test (MAT); test scores emphasizes the refinement of theological, of psychology throughout, and building on the scientist-
must be less than five years old UEGE 6330 Urban Sociology and Education
practitioner model. hypotheses concerning human behavior, supports each program
humanistic, and social science concepts, (3 credits)
provide proof of immunization against of psychotherapeutic or psychoeducational intervention. By the
methodologies, and findings as they relate
measles, mumps, meningitis, and rubella to faith-based educational institutions, Research Component (9-12 credits) The scientist-practitioner model offers students wide same token, practitioners who are skilled in the methods and
religious organizations, or other faith-based ASGE 6371 Historical and Descriptive opportunity for creative development of knowledge of their techniques of typical services, such as program development,
Completion Requirements
organizations Research (3 credits) field, as well as the skills to apply this knowledge to solve consultation, intervention, assessment, and evaluation, are
Students are admitted to the PhD program ASGE 6620 Advanced Statistics in
Program of Study human problems. It promotes professional self-development actively involved in theory building and hypothesis generation.
on a provisional basis, and their progress Administration and Supervision
is monitored through the matriculation Students must take 33 credits (11 courses) (3 credits)
review process and periodic review by their from the following: ASGE 7531 Field Research in Administration Chair: Anthony Cancelli, EdD for positions in Pre-K12 schools, for the masters for doctoral degree programs.
adviser, program coordinator, chairperson, ASGE 6331 Educational Management and and Supervision (3 credits)
Office: Room 1008 psychological services to children in health- With approval, students may take some of
and division faculty in dissertation seminar. Policy (3 credits) ASGE 7721 Research in Educational service settings, for academic and research these credits in other schools of Fordham
As part of the matriculation review Administration I (3 credits) Phone: 212-636-6460 or 6461
ASGE 6359 Administration of Post- careers, and for independent psychological University. Exemptions from any courses
process in the Division of Educational Secondary Education (3 credits) ASGE 7731 Research in Educational Professors: Cancelli, Esquivel, Hennessy, practice. will follow existing GSE procedures.
Leadership, Administration, and Policy,
ASGE 6461 Critical Issues in Administration Administration II (3 credits) Houtz, Jackson, Keitel, Ponterotto,
during the semester in which students General Requirements Students who are certified school
and Supervision (3 credits) ASGE 8505 Directed Research in Rabinowitz, Weiner (Emeritus)
complete 12 to 15 credits, they must psychologists when they enter the Fordham
ASGE 6531 Clinic for School Administrators Administration and Supervision PES applicants must meet the general and
demonstrate satisfactory performance Associate Professors: Blumberg, Brobst, school psychology doctoral program may
(3 credits) (3 credits) specific program requirements described
on the matriculation-qualifying paper Chen, Ding, Harris, Park-Taylor, Zusho be exempted from some of the practice-
ASGE 7322 Economics and Finance of ASGE 8751 Dissertation Seminar: PhD in this bulletin. An interview may also
and satisfactory progress in the first 12 to Clinical Faculty: DOnofrio, Kiraly, related coursework, but they are expected to
Education (3 credits) (3 credits maximum toward be required to reveal more about the
15 credits of coursework, which lead to Laracuenta enhance their skills by completing at least
ASGE 7333 Data Analysis and Accountability degree) (3 credits) applicants personal and professional goals
permanent matriculation status. 60 graduate-level credits at Fordham.
(3 credits) Adjunct Faculty: Aaronson, Doherty, and qualifications.
Collateral Component (12 credits) All PES students must pass a comprehensive
To complete the PhD in administration and Fontan, Galley, Grimes, Haubner, Kang, All students accepted into a PES program are
ASGE 7428 Seminar in Leadership (3 credits)
supervision, students must meet the general The 12 credits of collateral study compose Klaver, Kugler, Maier, Mance, Ng, Patelis, assessment before graduation. All students
ASGE 7429 Social Theories and Educational assigned a faculty adviser. Students, however,
PhD completion requirements and these the programs social science component. Selby, Stack, Teta, Wynne should consult with their advisers regarding
Institutions (3 credits) are responsible for meeting all requirements
program-specific requirements: Candidates in the Church and Faith-Based the timing and nature of comprehensive
ASGE 7430 Political Factors in Affiliated Faculty: Takooshian, Whitten II and deadlines for the completion of their
complete the prescribed program of study, School Leadership Program may take assessments.
Administration and Supervision Director of Field-Based Experience and studies in a satisfactory manner.
including 57 credits beyond the masters courses for their collateral component
(3 credits) All PhD students in the division must file Doctoral Core
in the Graduate School of Religion and Accountability: Elizabeth Casey
degree, under the direction and approval
ASGE 7431 Administration and Supervision Religious Education. Four courses (12 for evaluation for permanent matriculation Psychology Core (18-21 credits):
of an adviser
Seminar (3 credits) credits) in religious education are required; status during the semester after they have
maintain a minimum overall graduate All doctoral students in PES must complete
ASGE 7432 Seminar in Organizational however, students with an advanced degree completed their first 12 to 15 credits at
grade point average of 3.5 (B+ or better) courses in the following six areas. Courses
Theory (3 credits) in this area may substitute a combination of The Division of Psychological and Fordham.
highlighted by an asterisk must be
complete a minimum of one-year doctoral ASGE 7435 Strategic Thinking, Planning, and other courses, with an advisers approval. Educational Services offers masters and Admission to any of the PES programs also satisfactorily completed prior to sitting for
residency seminar (two consecutive Implementation (3 credits) doctoral programs in two areas: Counseling obligates students to uphold the appropriate
Other Requirements: the PhD comprehensive examination.
semesters and a summer), including Psychology and School Psychology. ethical standards of the professional
ASGE 7439 Advanced Seminar for Nonpublic
participation in EDGE 8001 (0 credits), EDGE 8001 Doctoral Residency Seminar . Cognitive/Affective Aspects of Behavior
School Administration . Programs in counseling develop knowledge organizations, such as the American
which meets monthly. (Seminar students (0 credits) (3 credits)
(3 credits) and expertise for individuals for positions Psychological Association, and professions
are required to undertake research or ASGE 0901 Comprehensive Assessment in Pre-K12 schools and in mental health for which students are preparing. PSGE 6312 Psychology of Cognition and
ASGE 7440 Seminar in Organizational
other activities with a faculty member, Exam (0 credits) Affect
Behavior (3 credits) settings for counseling services. At the Credit for previous graduate work may be
culminating in a project that demonstrates ASGE 0900 Permanent Matriculation . doctoral level, the program leads to
ASGE 7442 Leading Organizational Change granted depending upon its relevance to Social Aspects of Behavior (3 credits)
the students ability to do doctoral (0 credits) academic careers in teaching and research,
(3 credits) the students program at Fordham. The PSGE 6345 Social Psychology
research.) ASGE 0999 Proposal Acceptance (0 credits) college counseling centers, hospitals,
ASGE 7444 Leading a Learning Organization following minimum number of credits must
complete a qualifying exam and academic mental health settings, and independent Biological Aspects of Behavior (3 credits)
(3 credits) be completed in the Fordham Graduate
review for permanent matriculation psychological practice. PSGE 7435 Foundations of Neuropsychology
ASGE 7446 Seminar in Organizational School of Education: 24 for all masters
complete an end-of-program Culture (3 credits) Programs in school psychology develop programs; 24 beyond the masters for all
comprehensive assessment (ASGE 0901) knowledge and expertise for individuals professional diploma programs; 45 beyond

59 60
History and Systems of Psychology/Ethical is Experimental Design (PSGE 7210). (PSGE 7900), which serves as an orientation PSGE 5620/5622, 5630/5632, 6630/6632, Area VI: Professional Issues (21 credits) Master of Science in Education in Mental
Issues in Psychology (3-6 credits) Successful completion of Statistical to the research process, allows students to 6640/6641, and 6630/6632. In addition to PSGE 5204 Research Methods in Counseling Health Counseling (60 Credits)
Select the appropriate course or courses in Methods in Education and Psychology learn about faculty research interests, and the 60 course credits (in semester hours), (3 credits) NYSED 31303, HEGIS 2104.10
consultation with your program adviser. (PSGE 5210) or a passing score on the encourages discussion of research topics. students must complete a minimum of 480 PSGE 6605 Counseling Program
divisions statistics competency exam is a It constitutes an initial developmental step hours in an approved school counseling The MSEd program in mental health
Requirements in this core area differ by Development and Evaluation .
prerequisite to the Experimental Design in the research process and is linked to the field experience. Students are required to (3 credits)
counseling is designed to prepare mental
program.
Course. Completing Fundamentals Experimental Design and Statistics Methods obtain their own placements for PSGE 6652 health counselors who will work in
PSGE 6656 Multicultural Counseling .
Multicultural Issues in Psychology mental health clinics, community mental
of Educational and Psychological courses. The course starts in September and PSGE 6654, Field Experience in School (3 credits)
(3 credits) health centers, hospitals, nonprofit
Measurement (PSGE 6702) or a passing and runs through the end of the spring Counseling I and II. Full time students must No prerequisites needed for courses in Area
Select the appropriate course or courses in score on the divisions competency exam semester of that academic year. Satisfactory take one summer module in order to satisfy counseling agencies, college and university
VI. Full time students typically take these
consultation with your program adviser. is prerequisite to the Experimental Design completion of the proseminar is a all prerequisites to their field experience. counseling centers, and corporate mental
courses in their second year of study.
course. Fundamentals of Educational and prerequisite to permanent matriculation. health services (e.g., employee assistance
Individual Differences/Human Development Area I: Foundations of Counseling
Psychological Measurement is required of These bimonthly meetings provide a Comprehensive Assessment (0 credits) programs, personnel departments, mental
(3 credits) (12 credits)
all students taking Psychometric Theory forum to exchange ideas about psychology PSGE 0705 Masters Comprehensive Exam/ health support units) and are eligible to
Select the appropriate course or courses in PSGE 5620 Introduction to Counseling I . Assessment (0 credits) open independent private practices after
(PSGE 7711). and the application of scientific methods
consultation with your program adviser. (3 credits) licensure. This rigorous, applied training
to the study of human behavior, while Field Experiences
Doctoral Proseminar (0 credits): PSGE 5622 Prepracticum in Counseling I . program includes 60 course credits (in
Research Core (12-21 credits) helping foster an identity as a professional
(3 credits) PSGE 6652 Field Experience I in School semester hours) plus a minimum 600-
All first-year doctoral students are psychologist within the framework of the
Doctoral students are required to take Counseling - minimum of 240
required to be registered in Proseminar scientistpractitioner model. PSGE 5630 Introduction to Counseling II . hour mental health counseling internship.
advanced-level courses in research, (3 credits) hours (3 credits)
in Psychological and Educational Services The program has a practitioner-scientist
measurement, and statistics. The first PSGE 6654 Field Experience II in School
PSGE 5632 Prepracticum in Counseling II . orientation and includes a strong
course in the research core sequence Counseling - minimum of 240
(3 credits) multicultural and social justice counseling
hours (3 credits)
emphasis. The program can be completed
Area II: Understanding the Individual
(6 credits) Bilingual Extension Option (15 credits) full time in two years (with summers) or
Counseling Psychology Programs PSGE 5625 Theories of Family Counseling Students wishing to qualify for the bilingual
part time in three years (with summers).
Graduates of the program are eligible to
and Assessment (3 credits) extension to their certification must meet
sit for the New York state Mental Health
New York state requirements for field
Masters Programs in during the fall and spring semesters; some Completion Requirements PSGE 6417 Developmental Disorder/Mental
Counseling Licensure exam after the
Retardation (3 credits) experience in a bilingual context, study of
Counseling of the courses are offered during the two To complete the MSEd in counseling,
cultural perspectives, the theory/practice
completion of 3,000 hours of supervised
summer sessions. students must meet the following PSGE 6602 Human Development (3 credits) post-degree mental health counseling
The Division of Psychological and of bilingual/multicultural education, and
Admission Requirements requirements: PSGE 6607 Assessment in Counseling . practice.
Educational Services offers three programs methods of providing service in native
(3 credits)
in counseling: a Master of Science in Applicants seeking admission to the MSEd strictly adhere to the principles of language by demonstrating proficiency in Admission Requirements
education degree (MSEd) in school academic integrity of Fordham University PSGE 6645 General Psychopathology .
program in school counseling must meet a second language on state-administered Applicants seeking admission to the MSEd
Graduate School of Education and to the (3 credits)
counseling, which leads to eligibility for the general requirements for admission exams. Students must complete a total of 15 program in mental health counseling
provisional New York state certification to graduate study in the Graduate School ethical principles of the profession Area III: Working with Groups (6 credits) credits in the areas outlined below: must meet the general requirements
as a school counselor; a Master of Science of Education and these program-specific complete the prescribed program of Area III requires PSGE 5620 and PSGE 5622 PSGE 6656 Multicultural Counseling . for admission to graduate study in the
in education degree (MSEd) in mental admission criteria: study, including 60 credits beyond the as prerequisites. (3 credits) Graduate School of Education and these
health counseling, which leads to eligibility baccalaureate degree, with a minimum of or
possess a baccalaureate degree from an PSGE 6630 Group Counseling (3 credits) program-specific admission criteria:
for a New York state license as a mental 54 graduate credits taken at Fordham. All PSGE 6603 Multicultural Issues in
accredited college or university PSGE 6632 Prepracticum in Group possess a baccalaureate degree from an
health counselor; and a PhD program transfer credits need to be approved by the Professional Psychology .
show evidence of professional promise Counseling (3 credits) accredited college or university
in counseling psychology that leads to students adviser and program (3 credits)
licensure as a psychologist. (personal, interpersonal, and intellectual Area IV: Career Development and Counseling show evidence of professional promise
maintain a minimum overall graduate CTGE 5841 Principles of Bilingual Education
characteristics appropriate to the (6 credits) (3 credits) (personal, interpersonal, and intellectual
Master of Science in Education in School profession and the ability to communicate grade point average of 3.0 (B or better) or
Area IV requires PSGE 5620 and PSGE 5622 characteristics appropriate to the
Counseling (60 credits) effectively); evidence may be contained in complete an end-of-program as prerequisites. CTGE 6782 Bilingual Special Education . profession and the ability to communicate
NYSED 32851/14369, HEGIS 0826.01 the students application for admission, comprehensive assessment (3 credits) effectively); evidence may be contained in
PSGE 6640 Career Counseling (3 credits)
or may be sought in an interview with a complete any required related practica or EDGE 6101 Race and Multicultural the students application for admission,
The MSEd program in school counseling PSGE 6641 Practicum in Career Assessment
member of the program faculty, if deemed school counseling internship Education (3 credits) or may be sought in an interview with a
is designed to prepare school counselors and Counseling (3 credits)
appropriate or member of the program faculty, if deemed
who will work in Pre-K and K-12 schools. Students may be terminated from the
have earned a minimum undergraduate Area V: The Counselor: Role and Function PSGE 6401 Seminar in the Psychology of appropriate
This program meets the requirements program if they fail to complete any of these (9 credits)
grade point average of approximately 3.3 Bilingual Students (3 credits)
for provisional/initial certification as steps. have earned a minimum graduate and
on a 4.0 scale Area V may be taken only after students have PSE 6652 Field Experience in Counseling I
a school counselor in New York state, completed Areas I, II, III, and IV.
undergraduate grade point average of
Program of Study (Bilingual) (3 credits)
and students that successfully complete provide two reference reports approximately 3.0 (B or better)
This 60-credit program includes 54 credits PSGE 5627 College Counseling and Post and
all of the program requirements will be demonstrate satisfactory command of oral provide two reference reports
in five basic areas and a two-semester High School Planning (3 credits) PSGE 6654 Field Experience in Counseling II
recommended as eligible for certification as and written English
field experience. The following courses PSGE 6650 Ethical and Professional Issues (Bilingual) (3 credits) demonstrate proof of immunization
a school counselor. provide proof of immunization against are offered as six-credit modules (two in Counseling (3 credits) against measles, mumps, meningitis, and
The required courses in this degree program To qualify for the bilingual extension, field
measles, mumps, meningitis, and rubella courses taken together, a didactic course rubella
are only offered at the Lincoln Center experience must be in a K12 school setting
paired with a relevant practice course): working with bilingual children under the
campus. All of the courses are offered
supervision of a bilingual school counselor.

61 62
Completion Requirements PSGE 6650 Ethical/Professional Issues in have academic and professional goals Ethics in Professional Practice (3 credits) Doctoral Counseling Psychology Requirements
To complete the MSEd in mental health Counseling (3 credits) consistent with the objectives and PSGE 8672 Social and Ethical Career Development (3 credits)
counseling, students must meet the PSGE 6651 Field Experience I in Mental purposes of the program Responsibilities in Counseling
PSGE 7640 Psychology of Career
following requirements: Health Counseling I (240 hours show evidence of professional promise Psychology (3 credits)
Development (3 credits)
2 days per week or 300 hours (personal, interpersonal, and intellectual (This course must be taken in the students
strictly adhere to the principles of 2.5 days per week) (3 credits) characteristics appropriate to the first semester of study.) Assessment (9 credits)
academic integrity of Fordham University
PSGE 6655 Field Experience in Mental profession and the ability to communicate PSGE 6645 General Psychopathology .
Graduate School of Education and to the Cognitive/Affective Aspects of Behavior
Health Counseling III (120 hours effectively). Such evidence may be (3 credits)
ethical principles of the profession (3 credits)
2 days per week) (3 credits) contained in the students application for PSGE 7611 Assessment of Intelligence .
complete the prescribed program of PSGE 6312 psychology of Cognition and
PSGE 6656 Multicultural Counseling . admission or be sought in an interview (3 credits)
study, including 60 credits beyond the Affect (3 credits)
(3 credits) with the program faculty PSGE 7612 Assessment of Personality .
baccalaureate degree, with a minimum of Social Aspects of Behavior (3 credits)
PSGE 6653 Field Experience II in Mental have earned a minimum undergraduate (3 credits)
54 graduate credits taken at Fordham with Health Counseling (240 hours 2 PSGE 6345 Social Psychology (3 credits)
the approval of an adviser grade point average of 3.0 (B or better) or Intervention Procedures (12 credits)
days per week or 300 hours 2.5
a minimum graduate grade point average Biological Bases (3 credits)
maintain a minimum overall graduate days per week) (3 credits) PSGE 7654 Counseling Psychology I:
of 3.5 (B+ or better) PSGE 7435 Foundations of Neuropsychology
grade point average of 3.0 (B or better) PSGE 7639 Theories of Family Intervention Humanistic (3 credits)
provide a minimum of two reference PSGE 7655 Counseling Psychology II:
complete an end-of-program and Counseling (3 credits) History and Systems of Psychology (3 credits)
reports Cognitive Behavioral (3 credits)
comprehensive assessment PSGE 6615 History and Systems of
have earned satisfactory scores on the PSGE 7656 Counseling Psychology III:
complete a 600-hour mental health Doctoral Program in Graduate Record Exam (GRE) Aptitude
Psychology (3 credits)
Psychodynamic (3 credits)
counseling internship
Counseling Psychology Section; test scores must be less than five Multicultural Issues in Psychology (3 credits) PSGE 7658 Counseling Psychology IV:
Students may be terminated from the years old PSGE 6603 Multicultural Issues in Integrative (3 credits)
Doctor of Philosophy (PhD) in Counseling
program if they fail to complete any of these demonstrate satisfactory command of oral Professional Psychology .
Psychology
steps. (3 credits) Consultation and Supervision (6 credits)
and written English
NYSED 86174, HEGIS 2004.00 or PSGE 7649 Clinical Supervision and
Program of Study provide proof of immunization against
The PhD degree program in counseling PSGE 6656 Multicultural Counseling . Consultation in Counseling .
The 60-credit program includes a 600-hour, measles, mumps, meningitis, and rubella (3 credits)
psychology is based on the scientist- (3 credits)
on-site, supervised internship completed Completion Requirements PSGE 7657 Practicum in Supervision in
practitioner model and is fully accredited Individual Differences/Human Development
during the fall and spring (PSGE 6651 and see PhD student handbook for more Counseling Psychology .
by the American Psychological Association Students are admitted into the doctoral (3 credits)
6653 courses) semesters. One elective course information) will be required (3 credits)
APAOffice of Program Consultation and program on a provisional basis, and
is required and must be from the Division PSGE 7301 Advanced Developmental
Accreditation (Address: 750 First St. NE, their progress is monitored through the maintain a minimum overall graduate Psychology (3 credits) Comprehensive Assessment (0 credits)
of Psychological and Educational Services
Washington, D.C. 20002.) Upon completion matriculation review process and through grade point average of 3.5 (B+ or better) PSGE 0905 PhD Comps Couns Psych I
and must be approved by the mental health Doctoral Research Core (12 to 24 credits)
of all requirements for the PhD degree, periodic review by their mentor, adviser, complete a one-year doctoral research (clinical practice) (0 credits)
counseling program faculty. The curriculum
students are qualified for practice either program coordinator, chairperson, and apprenticeship project (two consecutive Students are required to take the proseminar,
includes the following courses: PSGE 0910 PhD Comps Couns Psych II
independently or in colleges, agencies, division faculty in dissertation seminar. semesters and a summer), including advanced research, measurement, and
(research) (0 credits)
PSGE 0705 Comprehensive Examination . clinics, hospitals, or other settings and are statistics courses. If students need the
Students apply for permanent matriculation participation in PSGE 8001 (0 credits),
(0 credits) introductory-level courses in these areas, Dissertation Seminar
also prepared for research or academic during the semester after they complete 12 which includes monthly seminars, as well
PSGE5620 Foundations of Professional careers. In addition, program graduates will those courses also become part of this core. PSGE 8999 Dissertation Seminar (required)
to 15 credits. as a research apprenticeship under the
Counseling and Consultation/ have satisfied the academic and internship The number of required credits in the research (3 credits)
Acceptance into the program carries supervision of a member of the faculty
Intro I (3 credits) core, accordingly, ranges from 12 to 24.
requirements for licensing as a psychologist complete an end-of-program Students register for Dissertation Seminar
PSGE 5622 Pre-Practicum in Counseling
with it the responsibility to uphold the PSGE 5204 Research Methods in Counseling
in New York state. each fall and spring semester until the
Process, Skills, and Techniques/ published ethical standards of the American comprehensive assessment (3 credits) semester of their oral defense.
Pre-Prac I (3 credits) The program is structured so that it is Psychological Association. Violation of complete PSGE 8999 Dissertation PSGE 5210 Statistical Methods in Education EDGE 9999 Dissertation Mentoring.
open both to those who have already ethical standards may result in termination Seminar, including the preparation of an
PSGE 6602 Human Development (3 credits) and Psychology I (3 credits) (0 credits)
completed an appropriate masters degree from the program. The program reserves original dissertation under the direction of
PSGE 6607 Assessment in Counseling . PSGE 6607 Assessment in Counseling . Students register for this course for the
or professional diploma program in the right to review the progress of students a mentor and committee of faculty
(3 credits) (3 credits) semester when they anticipate their oral
counseling and to those who have had no and to terminate students from the program
PSGE 6630 Group Counseling (3 credits) develop and defend in an oral examination PSGE 7210 Experimental Design (3 credits) defense.
previous graduate work in the field. on the basis of inability to meet academic,
PSGE 6632 Practicum in Groups (3 credits)
an original dissertation in the area of PSGE 7211 Correlational Design and
Admission Requirements
personal, or professional standards. Full time Internship (0 credits)
counseling psychology Analysis (3 credits)
PSGE 5630 Counseling Theory and Practice To complete the PhD in counseling PSGE 7667/68/69 Internship in Counseling
(3 credits) Applicants seeking admission to the complete a predoctoral internship PSGE 7680 Qualitative Research Methods in
psychology, students must meet the Psychology I, II and III .
PSGE 5632 Pre-Practicum in Applications of PhD program in counseling psychology complete all the requirements for the Counseling Psychology .
following requirements: (0 credits)
Counseling Theory to Practice . must meet the general requirements degree within eight years of initial (3 credits)
complete the prescribed program of A one-year, full time APPIC internship
(3 credits) for admission to graduate study in the registration in the program PSGE 7213 Application of Multivariate
study, including a minimum of 96 credits must be completed. The internship occurs
PSGE 6640 Career Counseling (3 credits)
Graduate School of Education and these Statistical Techniques in
Program of Study following completion of all coursework and
program-specific admission criteria: beyond the baccalaureate, or 45 credits Education and Psychology .
PSGE 6641 Practicum in Career Counseling comprehensive exams. Students must have
possess a baccalaureate or a masters beyond a masters degree in counseling or Psychology Core (18-21 credits) (3 credits)
(3 credits) an approved dissertation proposal prior to
a collateral field. Additional courses (such PSGE 7711 Psychometric Theory (3 credits)
degree from an accredited college or All doctoral students in the PES program applying for their internship. Prior approval
PSGE 6645 General Psychopathology . as masters degree prerequisite courses;
university must complete courses in the following six PSGE 7900 Proseminar in Psychological and must be obtained from the program faculty
(3 credits)
areas: Educational Services (0 credits) before internship. Completing an APA-
accredited internship is strongly encouraged.

63 64
School Psychology Programs Professional Diploma psychology, educational psychology,
abnormal psychology, and psychology
successfully complete an end-of-program
comprehensive assessment;
Programs
of personality. (Applicants who lack one successfully complete any required related
The mission of Fordhams school on the needs of the student and the semester of the year before the start of the There are two professional diploma or more of these prerequisites may be practica or field experiences.
psychology programs is to educate appropriateness of the setting. doctoral internship. Students participating (PD) programs in school psychology at admitted to the program; however, all
professional psychologists who are capable The Consultation Practicum is designed to in the APPIC Match work closely with Fordham University. Both programs lead Consistent with accreditation guidelines
but two prerequisites must be completed
of linking knowledge gained through provide students with the opportunity to the supervisor of field experiences in the to certification as a school psychologist. of the National Association of School
prior to taking any program coursework.
psychological science to educational gain supervised experiences in consultation. preparation of their application, and they One of these programs, the bilingual PD Psychologists (NASP), students earning a
These two prerequisites may be taken
efforts in contemporary society. The Working with teachers and other must have defended their dissertation program, leads specifically to a school Professional Diploma in School Psychology
concurrently with program coursework. It
programs emphasize training to maximize professionals on the classroom problems of proposal by October 30 and prior to psychology certificate with a bilingual at Fordham University must take the
is preferred that missing prerequisites be
the educational and social-emotional children is the focus of this practicum. submitting their APPIC application. extension. It offers training to prepare National Certification in school psychology
taken at Fordham)
development of children in urban settings, Some doctoral students elect not to psychologists who are bilingual with a Exam and request that their scores be
especially children from culturally and The third practicum experience, Integration choose to take and pass a minimum
participate in the APPIC Match, often specialty in working with culturally and submitted to the program director prior
linguistically diverse backgrounds. of Assessment Techniques, is designed competency examination in psychological
because of familial or geographical linguistically diverse children and families. to graduation. Although a passing score
to provide students with supervised and educational measurement. (Students
The major impact of these programs constraints. In these instances, the student Currently, the bilingual PD program offers on the test is not required for graduation,
experiences in psycho-educational who do not meet the criterion level
occurs in the New York metropolitan area, must secure an internship that meets the a multilingual specialization that includes a students are encouraged but not required
assessment. Many students in this or choose not to take the exam will be
a diverse community of people ranging Doctoral Internship Guidelines of the diversity of language backgrounds. to seek national certification. Because the
practicum gain experience by providing required to enroll in PSGE 6702 during
from the economically disadvantaged to Council of Directors of School Psychology Fordham school psychology program is
assessment services through the Rosa A. Both professional diploma programs their first semester at Fordham)
the wealthy. It is a large community that Programs (CDSPP) and has been approved fully approved by NASP, students who
Hagin School Consultation Center and prepare students to serve as practicing
demands many varied psychological and by the program faculty. All doctoral students have academic and professional goals successfully complete the program and
Early Childhood Center. school psychologists. Beginning with a
educational services. Through coursework must have an approved dissertation proposal consistent with the objectives and obtain passing scores on the national
Externships: The school psychology foundation in undergraduate psychology purposes of the program
and field experiences, the programs attempt by no later than February 1 of the year they certification exam are eligible for national
program includes an externship course so coursework, the student completes a
to provide students with a sensitivity and expect to begin internship and prior to show evidence of a high degree of certification as a school psychologist.
students who wish to continue to broaden minimum of 66 graduate credits of
understanding of the special needs of those accepting an internship position. academic study, including one year of emotional stability, as well as personal and Acceptance into the program carries
whose cultural backgrounds or language their experiences can do so. The supervisor social maturity as indicated by both the
Prior to applying for internship placement, supervised internship. The student is then with it the responsibility to uphold the
skills make their quality of education a of field experiences for the school students record and by an interview with
students must file for approval with the awarded the professional diploma, and published ethical standards of the American
particular challenge. psychology program determines student school psychology faculty
supervisor of field experiences in school is recommended to New York state for Psychological Association. Violation of
eligibility, approves sites, and provides
Students and graduates of Fordhams school psychology. The program attempts to place certification as a school psychologist if he or have earned a minimum undergraduate ethical standards may result in termination
University supervision. Doctoral students
psychology programs are expected to be qualified students in approved internships she is a U.S. citizen. grade point average of 3.0 (B or better) or from the program. The program reserves
are required to complete an additional 200
guided in their professional conduct by but does not assume responsibility to do a minimum graduate grade point average the right to review the progress of students
hours of pre-internship field experiences. The bilingual program is designed to go
ethical principles, such as those described so. The program will assist by providing of 3.5 (B+ or better) and to terminate students from the program
Internships: All students in the school beyond simply training bilingual/bicultural
in the code of the American Psychological information about available placement sites. provide two letters of reference on the basis of inability to meet academic,
psychology programs are required to individuals to offer school psychological
Association. They must exercise personal The school psychology program faculty personal, or professional standards.
complete an approved internship. The services. The bilingual program offers an demonstrate satisfactory command of oral
responsibility for continuing self- must approve all internship placements prior Students may be terminated from the
internship consists of a comprehensive integrated training program to prepare and written English
evaluation, and personal and professional to the start of the internship placement. program if they fail to complete any of these
experience in professional psychology psychologists with specialized competencies provide proof of immunization against
development. Internships for students in the bilingual requirements.
through which students have the for working with children who are second- measles, mumps, meningitis, and rubella
The Fordham University school psychology program must provide experience working language learners. Graduates of this Professional Diploma Program in School
opportunity to apply and integrate the with bilingual/bicultural children and Applicants for the bilingual program must
programs are fully accredited by the program who complete the masters in the Psychology (66 credits)
knowledge acquired through coursework families consistent with the students chosen also demonstrate competency in both
American Psychological Association and and practice experience. The length of the psychology of the bilingual student are NYSED 14379, HEGIS 2099
language specialization. English and a second language through:
approved by the National Association of internship is one full academic year or a eligible for New York state certification
(a) a license as a bilingual teacher; or Program of Study
School Psychologists through the National minimum of 1,500 hours. Students must The internship is designed to occur at as bilingual school psychologists (i.e.
(b) a successful rating on a test of dual
Council for Accreditation of Teacher complete at least 750 internship/externship the end of a students program of study. certification as a school psychologist with a Assessment (9 credits)
language proficiency (for example, New
Education. hours in a school setting. All coursework (with the exception of bilingual extension).
York state Education Department Language PSGE 7412 Personality Assessment .
the doctoral clinical supervision course
Practica and Internships Doctoral students who completed a Admission Requirements Proficiency Examination). (3 credits)
and dissertation mentoring) should be
Practica and an internship are required in school-based internship and were certified Applicants seeking admission to one of PSGE 7418 Non-Biased Assessment and
completed before the internship. Students Completion Requirements
the school psychology programs. These school psychologists prior to entering the the professional diploma programs in Decision Making (3 credits)
may request to complete their internship To complete a PD in school psychology or
experiences follow the fieldwork associated Fordham University doctoral program must prior to the completion of their coursework. school psychology must meet the general PSGE 7508 Cognitive Assessment .
still complete a 1,500-hour doctoral-level bilingual school psychology, students must (3 credits)
with a variety of courses. In such cases, the faculty will determine the requirements for admission to graduate
internship. However they are waived from study in the Graduate School of Education complete the prescribed program of study,
Practica: Three semesters of practica are importance of the remaining coursework Intervention (15 credits)
completing the requirement of 750 hours in and these program-specific criteria: including a minimum of 66 credits beyond
required as a prerequisite to internships to the internship and decide accordingly. If PSGE 6311 Applications of Behavioral
a school setting. the baccalaureate degree, with a minimum
in all school psychology programs. Each permission is granted, remaining coursework possess a baccalaureate or a masters Analysis in Educational Settings
Doctoral students are strongly encouraged of 30 graduate credits taken at Fordham
practicum involves a minimum of an must be completed concurrently with the degree from an accredited college or (3 credits)
to seek an internship accredited by the with the approval of an adviser (credit
eight-hour-a-week experience for one internship. university with a suitable foundation PSGE 7422 Instructional Consultation .
American Psychological Association (APA) for previous graduate work is granted
semester. The Clinical Practicum provides Supervision in the doctoral internship in the behavioral sciences, including (3 credits)
obtained through the APPIC (Association depending on its relation to the program);
opportunities to gain supervised experience may be arranged with a doctoral-level successful completion of courses or their PSGE 7423 Therapeutic Interventions in
in counseling/clinical intervention with of Postdoctoral and Internship Centers) equivalent in the following areas, at either maintain a minimum overall graduate
psychologist in any of the professional Schools (3 credits)
children and youth. This practicum may be Match process. Applications for the APPIC the undergraduate or graduate level: grade point average of 3.25 (between B
specialties recognized by the APA. PSGE 7445 Theories of School-Based
in either an agency or school, depending Match are submitted during the fall general psychology, child/developmental and B+);
Consultation (3 credits)

65 66
PSGE 7620 Theories of Counseling . Intervention (15 credits) Cognate (9 credits) The masters degree programs offered Foundational Knowledge for Specialization in Master of Science Degree in the
(3 credits) PSGE 6311 Applications of Behavioral PSGE 6312 Psychology of Cognition and through the school psychology program are Educational Evaluation and Intervention Psychology of Bilingual Students
Analysis in Educational Settings Affect (3 credits)
(12 credits) (39 credits)
Professional Role (3 credits) Educational Psychology: Educational
(3 credits) PSGE 6312 Psychology of Cognition and
PSGE 6417 Developmental and Intellectual Evaluation and Intervention NYSED 93020, HEGIS 2099.00
PSGE 7442 Role and Function of the School Affect (3 credits)
Psychologist (3 credits) PSGE 7422 Instructional Consultation . Disabilities (3 credits) Psychology of Bilingual Students
PSGE 6320 Psychology of Motivation . Program of Study
(3 credits) PSGE 6418 Emotional Disorders of Childhood
Research (3 credits)
Therapeutic Interventions (3 credits)
PSGE 7423 Therapeutic Interventions in and Adolescence (3 credits) Masters Core (6 credits)
PSGE 5203 Introduction to Research . Schools (3 credits) Admission Requirements PSGE 6308 Cognition and Instruction I . EDGE 6100 Issues and Trends in American
(3 credits) Urban Education (6 credits) (3 credits)
PSGE 7445 Theories of School-Based Admission to one of these three MSEd Education (3 credits)
EDGE 6100 Issues and Trends in American PSGE 7456 Evaluation of Psychological
Fieldwork (15 credits) Consultation (3 credits) programs is limited to students already EDGE 6101 Race and Multicultural
Education (3 credits) Service Delivery (doctoral only)
PSGE 7620 Theories of Counseling . admitted to the PD in school psychology, Education in American Society
PSGE 7429 Integration of Assessment EDGE 6101 Race and Multicultural Education (3 credits)
(3 credits) the bilingual PD in school psychology, or (3 credits)
Techniques (3 credits) in American Society (3 credits)
the PhD in school psychology. Enrollment ASGE 6720 Program Evaluation and
PSGE 7480 Professional Diploma Internship Professional Role (3 credits) Research (0 credits) Foundational Knowledge (3 credits)
in School Psychology I . Comprehensive Assessment (0 credits) in one of these programs is sufficient for
PSGE 7442 Role and Function of the School CTGE 6270 Data, Inquiry, and Technology . CTGE 5841 Principles of Bilingual Education
(3 credits) PSGE 0815 Professional Practice in School admission to a masters program. Applicants
Psychologist (3 credits) (3 credits) (3 credits)
Psychology Comprehensive do not need to be bilingual for admission
PSGE 7481 Professional Diploma Internship
Research (3 credits) Assessment (0 credits) to the MSEd in the psychology of bilingual CTGE 5245 Childrens Literature in a Assessment (3 credits)
in School Psychology II .
students. However, students in the bilingual Multicultural Society (3 credits) PSGE 7418 Non-Biased Assessment and
(3 credits) PSGE 5203 Introduction to Research .
(3 credits) PD in school psychology who lack a CTGE 5534 Beginning Reading and Writing Decision Making (3 credits)
PSGE 7500 Clinical Practicum in School Master of Science in masters degree must complete the masters (3 credits)
Psychology (3 credits) Bilingualism in Education (6 credits with Education Programs in the psychology of bilingual students.
Intervention (12 credits)
PSGE 7502 Consultation Practicum in guidance to meet NYSED certification Assessment and Intervention (15 credits) PSGE 6311 Application of Behavioral
School Psychology (3 credits) requirements) Students who are admitted to the To apply, students need to complete an PSGE 6311 Applications in Applied Behavior Analysis in Educational Settings
CTGE 5841 Principles of Bilingual Education
professional diploma program in school interprogram application form, which is Analysis (3 credits) (3 credits)
Cognate (9 credits) psychology or to the professional diploma available from the division or deans offices.
(3 credits) PSGE 7445 Theories of School-Based PSGE 7423 Therapeutic Interventions in
PSGE 6312 Psychology of Cognition and program in bilingual school psychology, and
CTGE 7843 Second Language Proficiency . Completion Requirements Consultation (3 credits) Schools (3 credits)
Affect (3 credits) who do not have a relevant masters degree,
(3 credits) PSGE 7422 Instructional Consultation . PSGE 7445 Theories of School-Based
PSGE 6417 Developmental and Intellectual must complete a masters degree (MSEd) To complete the MSEd in the psychology
CTGE 7844 Language and Educational (3 credits) Consultation (3 credits)
Disabilities (3 credits) while matriculated in the professional of bilingual students, or therapeutic
Assessment in Multiple PSGE 7418 Non-Biased Assessment and PSGE 7620 Theories of Counseling .
PSGE 6418 Emotional Disorders of diploma program in order to be eligible interventions, or the MSEd in educational
Language Settings (3 credits) Decision Making (3 credits) (3 credits)
Childhood and Adolescence . for permanent professional New York state psychology-educational evaluation,
PSGE 6401 Seminar in the Psychology of PSGE 7426 Advanced Seminar in
(3 credits) certification as a school psychologist or students must Research (3 credits)
Bilingual Students (required) . Intervention: Instructional
school psychologist certification with a complete the prescribed program of study, PSGE 5203 Introduction to Research .
Urban Education (6 credits) (3 credits) Interventions (required) .
bilingual extension. including the four courses (12 credits) that (3 credits)
EDGE 6100 Issues and Trends in American PSGE 6603 Multicultural Issues in (3 credits)
Professional Psychology . The Division of Psychological and do not overlap with the PD or bilingual
Education (3 credits) Cognate (3 credits)
Educational Services offers three Master PD programs prior to or concurrently Fieldwork (6 credits)
EDGE 6101 Race and Multicultural (3 credits)
with completing the PD PSGE 7429 Integration of Assessment PSGE 6418 Emotional Disorders of
PSGE 7425 Advanced Seminar in of Science in Education (MSEd) degree
Education in American Society Childhood and Adolescence .
programs or areas of specialty that may maintain a minimum overall graduate Techniques (3 credits)
(3 credits) Intervention: Bilingual School (3 credits)
Psychology (3 credits) be completed only in conjunction with grade point average of 3.25 (B or better) PSGE 7502 Consultation Practicum in
Electives (6 credits under advisement) the professional diploma, the bilingual School Psychology (3 credits) Bilingualism in Education and Psychology
PSGE 7424 Advanced Assessment Seminar: complete an end-of-program
professional diploma, or the doctor of (9 credits from among the following courses):
Comprehensive Assessment (0 credits) Bilingual Assessment (required) comprehensive assessment Research (3 credits)
(3 credits) philosophy (PhD) programs in school CTGE 5841 Principles of Bilingual Education
PSGE 0810 Professional Practice in School PSGE 5203 Introduction to Research .
psychology. These MSEd programs are Master of Science Degree in Educational (3 credits)
Psychology Comprehensive Fieldwork (15 credits) Psychology: School Psychology (3 credits)
Assessment (0 credits) designed to provide additional studies in CTGE 6782 Bilingual Special Education:
PSGE 7429 Integration of Assessment Specialization in Educational Evaluation PSGE 5210 Statistical Methods in
areas that complement the practice of school Issues and Trends (3 credits)
Professional Diploma (PD) Program in Techniques (3 credits) and Intervention (39 credits) Psychology and Education .
psychology. These are captured programs CTGE 7843 Second Language Proficiency .
Bilingual School Psychology (66 credits) (3 credits)
PSGE 7482 Professional Diploma Internship that overlap with the PD program. Students NYSED 14862, HEGIS 2099.00 (3 credits)
NYSED 83196, HEGIS 2099.00 in Bilingual School Psychology I who complete a masters degree in one Comprehensive Assessment (0 credits)
Program of Study CTGE 7844 Language and Educational
(3 credits) of the four areas are considered to have a PSGE 0735 Masters Comprehensive Assessment in Multiple-
Program of Study PSGE 7483 Professional Diploma Internship specialization in that area. Multicultural Core (3 credits) Assessment (portfolio Language Setting (3 credits)
Assessment (9 credits) in Bilingual School Psychology II EDGE 6101 Race and Multicultural assessment) (0 credits)
Note: These masters degree programs PSGE 6401 Seminar in the Psychology of
(3 credits) Education in American Society
PSGE 7412 Personality Assessment . or specialization areas do not in and of Bilingual Students (required) .
(3 credits) PSGE 7501 Clinical Practicum in Bilingual themselves lead to eligibility as a school (3 credits) (3 credits)
School Psychology (3 credits) PSGE 6401 Seminar in Psychology of
PSGE 7418 Non-Biased Assessment and psychologist or bilingual school psychologist. PSGE 6603 Multicultural Issues in
Decision Making (3 credits) PSGE 7503 Consultation Practicum in Students must complete the PD, Bilingual Bilingual Students (3 credits) Professional Psychology
Bilingual School Psychology . PD, or PhD in school psychology to meet PSGE 6603 Multicultural Issues in (required) (3 credits)
PSGE 7508 Cognitive Assessment .
(3 credits) Professional Psychology .
(3 credits) New York states requirements for eligibility PSGE 7427 Advanced Seminar in
as a certified school psychologist. (3 credits) Interventions: Bilingual School
Psychology (required) .
(3 credits)

67 68
PSGE 7424 Advanced Assessment Seminar: Bilingual Extension therapeutic interventions) . Admission Requirements Acceptance into the program carries Program of Study
Bilingual Assessment . (3 credits) with it the responsibility to uphold the
(0 to 3 credits)
for Certified School or Applicants seeking admission to the PhD Psychology Core (18-21 credits)
published ethical standards of the American
Psychologists (15 credits) PSGE 7503 Bilingual Consultation Practicum
program in school psychology must meet
Psychological Association and the National All doctoral students in the PES program
Comprehensive Assessment (0 credits) the general requirements for admission
(to enroll in this practicum, Association of School Psychologists. Violation must complete courses in the following areas:
Admission Requirements to graduate study in the Graduate School
PSGE 0730 Masters Comprehensive students must show evidence
of Education and these program-specific of ethical standards may result in termination Cognitive/Affective Aspects of Behavior
Assessment (portfolio Applicants seeking admission to the of graduate-level background
assessment) admission criteria: from the program. The program reserves the
Bilingual Extension program for Certified in theories of consultation and PSGE 6312 Psychology of Cognition and .
School Psychologists have to fulfill the right to review the progress of students and to Affect (3 credits)
instructional consultation/ possess a baccalaureate or a masters degree
Master of Science Degree in Therapeutic terminate students from the program on the
Interventions (39 credits) following prerequisites for the program: interventions) (3 credits) from an accredited college or university
basis of inability to meet academic, personal, Social Aspects of Behavior
one of the following: proof of New York with a suitable foundation in the behavioral
NYSED 21374, HEGIS 0826.02 or professional standards. PSGE 6345 Social Psychology (3 credits)
sciences, including successful completion of
state certification as a school psychologist Doctoral Program the following courses or their equivalent at To complete the PhD in school psychology, Biological Aspects of Behavior
Program of Study (provisional or permanent); proof of
National CertificationSchool Psychology Doctor of Philosophy in School Psychology either the undergraduate or graduate level: students must PSGE 7435 Foundations of Neuropsychology .
Masters Core (6 credits) general psychology, child/developmental
(NCSP); proof of certification as a school complete a predoctoral internship consistent (3 credits)
EDGE 6100 Issues and Trends in American NYSED 76113, HEGIS 0826.00
psychologist, having earned certification psychology, educational psychology or with internship guidelines of the Council of PSGE 7444 History and Systems of
Education (3 credits) The Doctor of Philosophy in School the psychology of learning, abnormal Directors of School Psychology Programs;
from a NASP-approved or APA-university- Psychology/Ethical Issues in
EDGE 6101 Race and Multicultural accredited program; proof of language Psychology program is open to individuals psychology, and psychology of personality. Psychology (3 credits)
complete the prescribed program of study,
Education in American Society competence (evidence of passing score on who already have state certification in (Applicants who lack one or more of these including a minimum of 99 credits beyond Select the appropriate course or courses in
(3 credits) the NYS BEA) school psychology and to those without prerequisites may still be admitted to the baccalaureate or 45 credits beyond a consultation with your program adviser.
previous training in school psychology. It the program; however, all but two of the
Foundations (3 credits) GPA of 3.2 or better in graduate studies masters degree in school psychology or a Requirements in this core area differ by
is the philosophy of the program to work prerequisites must be completed prior to
PSGE 6341 Psychology of Personality and leading to certification collateral field. Additional courses may be program.
with both types of students, upgrading the taking any program coursework. These two
Individual Differences (3 credits) proof of completion of the Child Abuse required based on academic and experiential
skills of practicing school psychologists prerequisites may be taken concurrently with Doctoral Research Core (1221 credits)
Prevention/Reporting Workshop and the background. A minimum of 60 graduate
Research (3 credits) and developing those skills in beginning program coursework. It is preferred that
Violence Prevention Workshop (these credits must be taken at Fordham University; Students are required to take the proseminar,
PSGE 5203 Introduction to Research . students. These two objectives are viewed missing prerequisites be taken at Fordham.)
workshops can be taken at Fordham within the context of the urban focus of maintain a minimum overall graduate grade advanced research, measurement, and statistics
(3 credits) have academic and professional goals courses. If students need the introductory-
concurrently with other coursework) the program. The program espouses the point average of 3.5 (B+ or better);
Intervention (12 credits) consistent with the objectives and purposes level courses in these areas, those courses
competency in both English and a second scientist-practitioner model, which is complete a two-semester doctoral
PSGE 6311 Application of Behavioral
of the program; also become part of this core. The number
language through: (a) a license as a viewed as most appropriate for achieving proseminar (PSGE 7900). Students register
Analysis in Educational Settings evidence of a high degree of emotional of required credits in the research core,
bilingual teacher; or (b) a successful rating our students goals. once for the proseminar in the fall of their
(3 credits) stability and personal and social maturity as accordingly, ranges from 12 to 21.
on a test of dual language proficiency first semester. The course starts in September
The program provides the training and indicated by a study of the students record PSGE 5210 Statistical Methods in Education
PSGE 6446 Consultation with Families . (for example, New York state Education and runs through the end of the spring
experiences necessary for its graduates to and an interview with school psychology and Psychology I (3 credits)
(3 credits) Department Language Proficiency semester of that academic year;
function in many leadership positions, faculty PSGE 6702 Fundamentals of Educational and
PSGE 7428 Advanced Seminar in Examination) complete a one-year doctoral residency
and in urban or nonurban settings. These Psychological Measurement .
Interventions: Counseling (must have earned a minimum undergraduate seminar (two consecutive semesters and
Program of Study positions include, but are not limited to: (3 credits)
be taken in the first semester of grade point average of 3.0 (B or better) or a a summer), including participation in the
the internship) (3 credits)
(a) scientist-practitioner, providing direct PSGE 7210 Experimental Design (required) .
Foundations Theory and Practice in Bilingual minimum graduate grade point average of PSGE 8001 (0 credits) Research Apprenceship,
services to children and indirect services (3 credits)
PSGE 7620 Theories of Counseling . Education (3 credits) 3.5 (B+ or better) which includes seminars, as well as a research
through socializing agents such as school/
(3 credits) CTGE 5841 Principles of Bilingual Education provide two reference reports PSGE 7211 Correlational Design and Analysis
clinic personnel and parents (b) supervisor, apprenticeship under the supervision of a
(3 credits) (required) (3 credits)
Fieldwork (6 credits) responsible for the effectiveness of other have earned satisfactory scores on the member of the faculty;
PSGE 7213 Application of Multivariate
PSGE 7500 Clinical Practicum in School Theory and Practices in Bilingual and Bilingual school psychologists; (c) administrator, Graduate Record Exam (GRE) Aptitude complete comprehensive assessments
Techniques in Education and
Psychology (3 credits) Special Education (3 credits) responsible for developing, implementing, Section; test scores must be less than five covering the psychology core, research core, Psychology (required) (3 credits)
PSGE 7502 Consultation Practicum in PSGE 6401 Seminar in the Psychology of and evaluating educational psychological years old and professional practice;
PSGE 7711 Psychometric Theory (required) .
School Psychology (3 credits) Bilingual Students (3 credits) programs; (d) researcher, advancing the demonstrate satisfactory command of oral complete the three-credit PSGE 8999 (3 credits)
state of scientific knowledge; and (e) and written English Dissertation Seminar, including the
Cognate (9 credits) Multicultural Theory and Knowledge PSGE 7900 Proseminar (required) .
educator, functioning in institutions of preparation and oral defense of an original
(3 credits) provide proof of immunization against (0 credits)
PSGE 6418 Emotional Disorders of higher education.
PSGE 6603 Multicultural Issues in measles, mumps, meningitis, and rubella dissertation proposal under the direction of a
Childhood and Adolescence . Advanced Studies
Professional Psychology . The school psychology doctoral program mentor and committee of faculty;
(3 credits) Completion Requirements
(3 credits) is fully accredited by the American develop and defend in an oral examination Exceptional Developmental Differences
PSGE 7423 Therapeutic Interventions in
Psychological Association and approved Students are admitted to the doctoral an original dissertation in the area of school (6 credits)
Schools (3 credits) Assessment (3 credits)
by the National Association of School program on a provisional basis, and psychology; and PSGE 6417 Developmental and Intellectual
PSGE 7630 Psychology of Small Groups . PSGE 7418 Non-biased Assessment and their progress is monitored through the
Psychologists, and is registered with the complete all the requirements for the degree Disabilities (required) .
(3 credits) Decision Making (3 credits) New York State Education Department for matriculation review process and through (3 credits)
within eight years of initial registration in the
Comprehensive Assessment (0 credits) Fieldwork (3 credits) purposes of school psychology certification periodic review by their mentor, adviser, PSGE 6418 Emotional Disorders of Childhood
program.
PSGE 0720 Masters Comprehensive and professional licensing in psychology. program director, chairperson, and division and Adolescence (required) .
PSGE 7501 Bilingual Clinical Practicum Students may be terminated from the
Assessment (portfolio (to enroll in this practicum, faculty in dissertation seminar. Students (3 credits)
assessment) (0 credits) apply for permanent matriculation once they program if they fail to complete any of these
students must show evidence
complete 12 to 15 credits and PSGE 7900 requirements.
of graduate-level background
in theories of counseling and Proseminar.

69 70
Professional School Psychology Core PSGE 7502 Consultation Practicum in School if they choose to declare the area in which
(51 credits) Psychology (3 credits) they received their masters as their area of
Assessment (9 credits) PSGE 7520 School Psychology Externship . specialty, and if the area is approved by the
(2 credits) adviser as relevant. The remaining three
PSGE 7609 Advanced Personality
credits of study in the cognate should be
Assessment (3 credits) Supervision (3 credits)
chosen to enhance expertise in the area.
PSGE 7418 Non-Biased Assessment and PSGE 7452 Clinical Supervision of School
Decision Making (3 credits) Psychologists (3 credits) Doctoral students who complete a masters
PSGE 7508 Cognitive Assessment . degree as part of their PD program
Program Evaluation (3 credits) are exempt entirely from the cognate
(3 credits)
PSGE 7456 Evaluation of Psychological requirement.
Intervention (15 credits) Services Delivery Systems .
Doctoral students who completed the
PSGE 6311 Applications of Behavioral (3 credits)
PSGE 0810 Professional Practice in School
Analysis in Educational Settings
Research Seminar (3 credits) Psychology Comprehensive Assessment as
(3 credits)
PSGE 7507 Research Seminar in the Practice part of the Fordham PD program do not
PSGE 7422 Instructional Consultation .
of Professional School Psychology need to retake this comprehensive exam.
(3 credits)
(3 credits) Students who entered the Fordham
PSGE 7423 Therapeutic Interventions in
Schools (3 credits) Comprehensive Assessment (0 credits) School Psychology Doctoral Program
PSGE 0930 PhD Comps School Psych I
as certified school psychologists may be
PSGE 7445 Theories of School-Based
(Psychology Core) (0 credits) exempted from some of the practice-
Consultation (3 credits)
related coursework. Entering students
PSGE 7620 Theories of Counseling . PSGE 0935 PhD Comps School Psych II
meet with their faculty advisers to review
(3 credits) (Research Core) (0 credits)
prior relevant coursework and experiences
PSGE 0810 Professional Practice in School
Professional Issues (3 credits) and to identify possible exemptions. The
Psychology Comprehensive
PSGE 7442 Role and Function of the School student is responsible for following GSE
Assessment (0 credits)
Psychologist (3 credits) exemption procedures. If the exemptions
Cognate Areas of Studies (9 credits) are approved, the student is waived from
Fieldwork and Internship (16.5 credits)
Study in a cognate area (such as special the specific Fordham course requirement
Students must complete a total of 650 hours and guided to appropriate advanced-level
education, sociology, writing as a
of pre-internship fieldwork. courses to enhance professional skills and
psycholinguistic process, administration,
PSGE 7429 Integration of Assessment meet the requirement for completing
or counseling), designed in consultation
Techniques (3 credits) at least 60 graduate-level credits at
with the students adviser, is required. The
PSGE 7490 Doctoral Internship in School cognate is designed to provide advanced Fordham. Advanced-level students who
Psychology I (3 credits) exempt all of the courses in one of the
study in an area of student interest and need.
PSGE 7492 Doctoral Internship in School three professional tracks (consultation,
Doctoral students who received a masters
Psychology II (3 credits) counseling, assessment) must take at least
degree prior to admittance may be exempt
PSGE 7500 Clinical Practicum in School one advanced-level class in that area.
from six credits of the cognate requirement
Psychology (3 credits)

71
Frequently Offered Courses
The prefixes used for Graduate School of ASGE 5119 Fundamentals of Educational ASGE 6132 Organizational Behavior ASGE 6227 Cases and Simulations in ASGE 6322 School Finance (3 credits) ASGE 6359 Administration of
Education courses are: Supervision (3 credits) (FUND OF EDUC (3 credits) (ORG BEHAV) Administration and Supervision (3 credits) (SCHOOL FINANCE) Post-Secondary Education (3 credits)
SUPERVISION) Focuses on social/psychological forces (CASES SIMULA A & S) Theory and practice of property taxation, tax (ADM POST SEC ED)
ASGE Administration and Supervision
CLGE Contemporary Learning Considers the human, technical, educational, influencing the behavior of the individual. This course uses a variety of cases and and educational equity issues, understanding The course examines the variety of educational
CTGE Curriculum and Teaching and moral aspects of supervision; possible Topics include communication, perception, simulations to provide situational data state school aid, and alternatives to existing institutions beyond secondary education,
EDGE Interdisciplinary Research arrangements and alternatives for supervision; motivation, attitudes, values, adult for analysis of issues, problem solving, and funding patterns. It also considers the including colleges and universities, community
PSGE Psychology effective practices in supervision; and development, leadership, power, and influence. leadership development. management of financial resources at the colleges, professional schools, and career
UEGE Urban Education needed involvement of supervision in school district and site level. preparation institutes from an organizational
ASGE 6133 Groups in Organizations ASGE 6240 School Financial Accounting
restructuring. Students will develop K12 and management perspective. Beginning with an
The numbering system is the key to the course (3 credits) (GRPS/ORGS) (3 credits) (SCH FIN ACCTG) ASGE 6323 School Business Administration
curricula as part of their studies. overview of the history and philosophy of post-
levels, specifically: Focuses on social/psychological forces This course is designed to provide students (3 credits) (SCH BUSINESS ADMIN)
secondary education, this course will consider
ASGE 5124 Funding and Grants (3 credits) influencing the behavior of the individual in with a functional knowledge of educational The principles and practices of business
5000 series Graduate courses and institutes how purpose, structure, function, budget, and
(FUNDING AND GRANTS) groups and within the larger organization. financial accounting. Sessions will cover administration in the fields of teacher
6000 series Graduates courses and advanced operations have developed and changed to meet
institutes This course analyzes the technical skills of Topics include: group dynamics, team building, accounting procedures and policies relating personnel, plant, supplies, equipment, and the changing needs of and demands on post-
7000 series Advanced graduate courses grant writing, data gatherings effect on funding group facilitation, conflict management, to generally accepted accounting principles, student funds in elementary and secondary secondary education in the 21st century.
8000 series Seminars and guided tutorials sources, and the politics of grant-proposal organizational culture, and organizational the recording of revenues and expenditures, schools.
9000 series Special courses and process submission. change. capital and general fund project accounting, ASGE 6361 Planning/Change (3 credits)
registrations debt services, financial statement preparation ASGE 6325 School Law (3 credits) (STRATEGIC PLNG/CHNGE)
ASGE 5902 Management of Continuing and ASGE 6145 Leading in a Diverse Society (SCHOOL LAW)
and presentations, internal control procedures, The basic elements and dynamics of planned
Adult Education Programs (3 credits) (MGMT (3 credits) (LDG DIVERSE SOCIETY) The legal status of the pupil, the teacher, and
and relationships with auditing agencies. change are examined. Emphasis is on strategies
Administration and CONTIN & ADULT ED PRGMS) Provides understanding and knowledge of the superintendent; liabilities of school boards; for achieving change in urban schools, including
ASGE 6241 Management of Schools
Supervision ASGE Courses This course is designed to provide an the various cultural and ethnic groups in
Information Systems (3 credits)
interrelationships of the school and the state. examples of successful innovation. The course
understanding of current behavior concepts, America and how they have impacted society The interrelationships of the school board and focuses on how school leaders use data and
An outline of the proposed work must theories, and processes of management and (MNGMT SCH INFO SYS)
and vice versa; explores concepts, issues, municipality, as well as labor laws. budgets to drive their instruction plans in a K12
be approved by the adviser. Registration supervision as applied to adult-education and dilemmas related to a multicultural, This course introduces educational environment.
requires the approval of professor directing organizations and agencies. administrators to the basic principles of data ASGE 6330 Assessment of Personnel
diverse society from both a historical and
study, the division chairperson, and the processing and management information Performance in Educational Institutions ASGE 6362 Understanding and Managing
contemporary perspective; develops strategies
ASGE 6105 HR I: The Generalist (3 credits) (3 credits) (ASSESS PERSONNEL PERFORM) Change (3 credits)
director of graduate studies. to understand dynamics of the school systems. Sessions will include basic concepts
(HR I) The examination and application of principles (UNDRSTND/MANAG CHNGE)
community; and proposes solutions to meet and terminology in data processing, logic, and
ASGE 0701 Masters Comprehensive Exam/ This course begins the program, introducing equipment; tools of analysis for determining and practices in evaluation processes to Students learn to scan the internal and
challenges of a diverse society.
Assessment (0 credits) (MASTERS COMPS) current issues faced by organizations personnel employed in educational systems.
school districts needs; the application of external environments to identify challenges
Masters comprehensive exam or assessment and by HR departments in particular. We ASGE 6224 The Superintendency (3 credits) information systems to financial, human Strategies for implementing evaluation and constraints, to understand stakeholders
for programs in the Division of Educational examine those functions typically enacted (THE SUPERINTENDENCY) resource, and administrative decision-making; processes are included. investments in maintaining or challenging the
Leadership, Administration, and Policy. by HR generalists, including recruitment and Consideration of the chief roles of the the implications of computer-automated status quo, to understand and manage change
retention, employee relations, and legal issues ASGE 6331 Shaping Educational Policy
superintendent of schools, such as school systems; and mainframe and PC-based in the context of various change models, and
ASGE 0705 HRE Masters Comps (0 credits) (3 credits) (SHAPING EDUCATIONAL
germane to HR (e.g., ADA, AFMA, OSHA, fire- board relationships; personnel; finance and applications for school district reporting and to align business strategies with organizational
(HRE MASTERS COMPS) POLICY)
at-will, sexual harassment). budgeting; program planning; community management needs systems and structures.
relationships; local, state, and federal A study of educational management as
ASGE 0900 Permanent Matriculation Status
ASGE 6110 HR II: The Specialist (3 credits) ASGE 6245 Financial Management of affected by public policies. Focus on political ASGE 6371 Historical and Descriptive Research
(0 credits) (PERMANENT MATRICULATION relationships; and evaluation.
(HR II) Nonpublic Schools (3 credits) environments, decision-making processes, (3 credits) (HIST & DESCRIP RESEARCH)
STATUS)
This course explores the functions typically ASGE 6225 Boards of Education (3 credits) (FIN MGMT OF NONPUB SCHS) and legislation influencing education, as well Techniques in the use of archival materials,
Student demonstrates satisfactory progress
enacted by HR specialists, including benefits, (BOARDS OF EDUCATION) This course will examine alternatives in as strategies and techniques for managing primary sources, and secondary publications will
towards completing 12-15 credits, which
compensation, succession planning, and labor The study of the role, responsibilities, power, generating, monitoring, and managing funds in their impact on educational institutions. be taught in the framework of educational policy
contributes to permanent matriculation status.
relations. and legal aspects of dealing with boards nonpublic institutions. research.
ASGE 6333 Professional Development
ASGE 0901 Doctoral Comprehensive Exam/ of education. Course is designed for board
ASGE 6122 Applications of Computers to ASGE 6246 Management of Funded (3 credits) (PROFESS DEVEL) ASGE 6428 Administration of Higher Education
Assessment (0 credits) (DOCTORAL COMPS) members, and practicing and prospective
Administration and Supervision (3 credits) Programs (3 credits) This course deals with promoting the personal (3 credits) (ADM HIGHER ED)
Doctoral comprehensive exam or assessment (COMPUTER APPL TO A & S) school administrators.
(MGMT OF FUNDED PROGRAMS) and career growth of people in organizations, The course examines issues such as governance,
for programs in the Division of Educational
The course is designed to provide ASGE 6226 Organization of Community Consideration of the aspects of planning, using a model of a career life cycle, beginning leadership, decision-making, and personnel
Leadership, Administration, and Policy.
administrators and supervisors with an Relations Programs (3 credits) organizing, and managing externally funded with orientation and moving through each job policies and practices in the day-to-day
ASGE 0999 Proposal Acceptance (0 credits) opportunity to develop computer literacy (ORG OF COMM RELS PGMS) programs in settings such as school districts, change and promotion. Focus is on ways to administration and long-range planning of higher
(PROPOSAL ACCEPTANCE) and to become familiar with applications of Studies the role of school administrators in colleges, universities, and other nonprofit provide challenging assignments to people education with special focus on both the unique
Make application during the semester the computers to instructional and administrative/ developing school-community and school- organizations. through lateral rather than vertical moves. and common roles and goals of community
dissertation proposal is completed. supervisory areas. All students in the Graduate home programs, and the involvement of colleges, senior colleges, and universities in the
School of Education may enroll in the course. ASGE 6321 Administration of Personnel ASGE 6338 Ethics of School Administration
school and community personnel in a United States.
ASGE 5112 Fundamentals of Educational (3 credits) (ADMIN OF PERSONNEL) (3 credits) (ETHICS OF SCHOOL ADMIN)
program to further the educational aims of the
Administration and Management (3 credits) ASGE 6130 Instructional Leadership Basic personnel functions in school Using case studies and theoretical analyses, ASGE 6461 Critical Issues in Administration
(3 credits) (INSTRUC LEADSHP) community.
(FUND OF EDUC ADMIN & MGMT) administration. Recruitment, selection, this course examines the ethical issues that and Supervision (3 credits)
A basic course dealing with the role of Development of leadership in optimal staff orientation, compensation, personnel school administrators commonly face. (CRITICAL ISSUES IN A & S)
the school-based administrator in the performance and emphasis on factors that development, personnel evaluation, welfare Synthesizes research on enduring and emerging
administration of schools. The course takes facilitate learning. Students will develop provisions, and collective negotiations. issues in administration and supervision,
up issues related to account management protocol for curricula development. including retrenchment, special education,
issues, school effectiveness, human resources, finance, and desegregation.
communications, and human relations.

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ASGE 7431 Administration and Supervision
ASGE 6520 6521 Internship I and II ASGE 7322 Economics and Finance of
Education (3 credits) Seminar (3 credits)
ASGE 7442 Leading Organizational Change
(3 credits) (LEAD ORG CHANGE)
ASGE 7530 Clinical Practice in Administration
and Supervision (3 credits)
Contemporary Learning
(6 credits) (ADMIN INTERNSHIP I and
ADMIN INTERNSHIP II) (ECON & FINANCE OF ED) (ADMIN & SUPV SEMINAR)
This course focuses on the nature of (CLNCL PRACTICE IN A & S) CLGE Courses
Systematic observation and planned Course studies the efficiency of the funding An advanced seminar in administration discontinuous change and on managing the This course provides students with applied field CLGE 0900 Permanent Matriculation Status
participation in the administrative and of educationincluding sources, budgets, and supervision; exploration and study of paradoxes of change including chaos and experiences designed to work out solutions to (0 credits)
supervisory activities of an urban or suburban uses, and effectsat the federal, state, and comprehensive professional concerns. order. Several current theories of change particular problems of practice. (PERMANENT MATRICULATION STATUS)
school. Application must be submitted to the local levels. Key concerns are the equity of will be presented and applied to students Enroll in this course to demonstrate
ASGE 7432 Seminar in Organizational Theory ASGE 7531 Advanced Qualitative Research
division chairperson by the end of the second spending, the efficiency of resource utilization, (3 credits) (SEM: ORGANIZATIONAL THRY) organizational settings. The emphasis will be satisfactory progress completing 12 to
(3 credits) (ADV QUALITATIVE RESEARCH)
month of the semester preceding internship. the productivity of schools in relating on developing leadership skills for crafting a 15 credits, which leads to permanent
dollars spent to student achievement, and Focuses on application of organizational This course offers students the opportunity to
vision, mission, and strategic plan for change, matriculation status.
ASGE 6531 Clinic for School Administrators the privatization of education (e.g., charter theory to school administration. Theories of engage in field research activities that focus
as well as for aligning the organization behind
(3 credits) (CLINIC FOR SCH ADMINS) Weber, Argyris, McGregor, Etzioni, and others on initial research design, data collection, and CLGE 0999 Proposal Acceptance (0 credits)
schools, vouchers, and school choice). Course the vision.
This clinic course provides a university has practical uses for school leaders who will be examined. analysis. (PROPOSAL ACCEPTANCE)
setting in which present and prospective must set budgets, maintain sources of school ASGE 7444 Leading a Learning Organization Enrollment to document dissertation proposal
ASGE 7435 Strategic Thinking, Planning, and (3 credits) (LEAD LEARNING ORG) ASGE 7721 Research in Administration and
administrators can consider current issues, income, and analyze the spending of funds in Implementation (3 credits) is completed.
Supervision I (3 credits) (RESEARCH IN A & S I)
problems, and opportunities in contemporary both public and private schools. (STRAT THKG PLNG IMPLMTN) This course focuses on the nature of
school systems. learning organizations (in business and in Emphasizes development of individual research CLGE 6100, 6101, 6102, 6103, 6104 Special
ASGE 7333 Data Analysis and Accountability Every organization needs to grow, and todays proposals, using quantitative methods and Topics in Contemporary Learning and
schools)and the process that has been
ASGE 6532 Seminar for Nonpublic School (3 credits) (DATA ANALYSIS & ACCTLY) organizations need to do so in a competitive design, in preparation for dissertation seminar. Interdisciplinary Research (3 credits)
used to create and lead such organizations.
Administrators (3 credits) and ever-changing environment. The heart (SPECIAL TOPICS)
School administrators are challenged to While studying various leadership styles ASGE 7731 Research in Administration and
(SEMNR: NONPUBL SCH ADMIN) of the change process is in the strategy the
manage, analyze, and use data to inform and perspectives, an ongoing emphasis Supervision II (3 credits) CLGE 6140 Foundations of Interdisciplinary
This is an individualized, project-centered organization selects to move forward. In
instruction and improve student performance. will be placed on hypothesizing how these (RESEARCH IN A & S II) Research I (3 credits) (INTERDISC RES I)
course in which participants will bring this course, students learn to understand
This course teaches the use of data for setting divergent interpretations of leadership can be During this two-semester seminar, doctoral
together multiple understandings and their industry, the competition, and their Continue development of conceptualizing
priorities and goals, monitoring progress, and applied to learning organizations. Teams will students will be immersed in representative
competencies developed in earlier courses organizations core competencies and values. research questions with emphasis on
data warehousingthus holding educators complete in-depth studies of actual learning seminal and field/action research studies
and focus them in a synthetic way on a major They learn strategic models, including those of qualitative methodology.
accountable for results. Students will also organizations (in business and schools) and drawing on the professional literature in
problem or issue. Michael Porter, Treacy and Wiersma, Hamel
analyze and share data in a data cycle present these models. This will lead to an ASGE 8505 Directed Research in Educational psychology, anthropology, linguistics, and
and Prahalad, Kim and Mauborgne, and
ASGE 6541 Perspectives on Leadership format to inform educators and the public individual reflective plan centering on leading Leadership, Administration, and Policy education to develop an understanding of
Richard DAveni. Using Nadler and Tushmans (3 credits) (DIR RESEARCH ASGE)
(3 credits) (PERSPECTIVES ON LDRSHIP) regarding what they receive from the district a learning organization. diverse research traditions. Participants will
model for Congruence, they learn to align their
or read in the print and electronic media. Designed for students who are developing explore research designs and processes in
This course is designed to expose participants organizations with the chosen strategy. ASGE 7446 Seminar in Organizational
The overall purpose is to use data analysis research problems or projects for their doctoral published studies for posing questions, and
to various theories of leadership, to have them Culture (3 credits) (SEM IN ORG CULTURE)
for school accountability, improvement, and ASGE 7438 Interdisciplinary Foundations of studies. collecting, analyzing, and interpreting data
examine their own experience in working This course focuses on the nature of
reform. Supervision (3 credits) from quantitative and qualitative perspectives.
with a leader, to have them probe their own organizational culture: how it comes into ASGE 8750 Dissertation Seminar: Educational
(INTRDSCPLN FOUND OF SUPV) Drawing on the knowledge bases informing
sources of motivation in seeking to exercise ASGE 7428 Seminar in Leadership (3 credits) being, how to shape a culture, and how Leadership, Administration, and Policy
leadership, and to have them develop specific (SEM LEADERSHIP) This course emphasizes theories and concepts (3 credits) (DISS SEM: ASGE EDD) an interdisciplinary understanding of learning,
to change a culture. Students discuss the
leadership skills and approaches in becoming from anthropology, economics, psychology, we will design our individual and collaborative
This advanced seminar deals with selected development of norms, values, and behaviors Seminar for advanced Doctor of Education
accountable school leaders. sociology, and communications, applicable to studies using hypothesis testing and
topics and issues in leadership. The course in an organization. Examples of effective as candidates in the Division of Educational
supervision. hypothesis-generating stances, mindful of the
ASGE 6620 Advanced Statistics in involves the exploration of theoretical well as dysfunctional cultures are analyzed. Leadership, Administration, and Policy who
ethical dimensions of these endeavors.
Educational Leadership, Administration, and frameworks as means of interpreting problems ASGE 7439 Advanced Seminar for Nonpublic have completed all of their coursework. The
from the field and suggesting leadership School Administration (3 credits) ASGE 7448 Seminar in Ethics and Social
Policy (3 credits) (ADV STAT IN ASGE) purpose of the seminar is to assist students in CLGE 6142 Foundations of Interdisciplinary
(SEM NONPUBLIC SCH ADMIN) Justice (3 credits) (SEM ETHICS & SOC JUST)
responses to these problems. developing an approved dissertation proposal. Research II (3 credits) (INTERDISC RES II)
Covers statistical inference and prediction This course develops students vocabulary for
in research in educational leadership, This course provides advanced study of During this two-semester seminar, doctoral
ASGE 7429 Social Theories and Educational discussing and clarifying ethical issues and for ASGE 8751 Dissertation Seminar: Educational
administration, and policy, including Institutions (3 credits) administration in nonpublic schools. Issues students will be immersed in representative
gaining understanding of ethical issues within Leadership, Administration, and Policy, PhD
parametric and nonparametric methods, and (SOC THRY EDUC INSTIT) of finance, curriculum, personnel, physical (3 credits) (DISS SEM: ASGE PHD) seminal and field/action research studies
plant, instruction, and community relations are organizations. The course helps students
concepts of measurement and probability. This is an in-depth analysis of social theories drawing on the professional literature in
develop policies and strategies to address Seminar for advanced Doctor of Philosophy
covered. psychology, anthropology, linguistics, and
ASGE 6720 Program Evaluation and Research and their implications for the restructuring of ethical issues within their organizations, candidates in the Division of Educational
educational and other social institutions. The education to develop an understanding of
in Administration and Supervision I (3 credits) ASGE 7440 Seminar in Organizational toward their clients, and within the civic Leadership, Administration, and Policy who
course focuses on structural-functional theory Behavior (3 credits) (SEM IN ORG BEHAVIOR) diverse research traditions. Participants will
(PROG EVLTN AND RSCH IN A & S I) communities in which they are located. have completed all of their coursework. The
and other theories and their contemporary explore research designs and processes in
Focuses on the nature of research as it This course focuses on individuals and groups purpose of the seminar is to assist students in
critics. ASGE 7450 Seminar in the Spirituality of published studies for posing questions, and
applies to studies in educational leadership, in the organization and on both the micro developing an approved dissertation proposal.
Leadership (3 credits) collecting, analyzing, and interpreting data
administration, and policy. Includes the ASGE 7430 Political Factors in and macro perspectives of their behavior. (SEM SPIRIT OF LDRSHIP) from quantitative and qualitative perspectives.
ASGE 9990 Independent Study (3 credits)
development of research topics and the Administration and Supervision (3 credits) The perspective, historical background, (INDEPENDENT STUDY) Drawing on the knowledge bases informing
This course focuses on the nature of
selection of appropriate ways to investigate (POLITICAL FACTORS IN A & S) methodology, and theoretical framework for an interdisciplinary understanding of learning,
spirituality and on leading the building of Designed to enable students to study selected
these topics. Students will learn how to use the field of organizational behavior will be we will design our individual and collaborative
The study of the effects of coalitions, local community within organizations. The course topics in depth and to conduct research. For
data to drive instruction. presented. The emphasis will be on developing studies using hypothesis testing and
political systems, and power and authority will explore spirituality as it basically relates to matriculated students only. An outline of
leaders with a vision that reflects an hypothesis-generating stances, mindful of the
with respect to administering and leading education. Throughout the course, spirituality the proposed work must be approved by the
understanding of the social and psychological ethical dimensions of these endeavors.
educational systems. will be differentiated from formal religion. adviser. Registration requires approval of the
forces influencing the behavior of the
The spiritual dimension of educational professor directing the study, the division chair,
individual in organizations and the dynamics,
practice will be presented as it pertains to and the associate dean for academic affairs.
processes, and structures of organizational
building community with educators, families,
behavior.
organizations, and cultures.

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CLGE 6240 Global Perspectives on Language, CLGE 6380 Standardized and Alternate CLGE 6545 Structural, Philosophical, and CLGE 7150 Program Assessment and CLGE 7175 Internship in Contemporary CLGE 7240 Multilingual Literacy: Exploring
Culture, and Equity (3 credits) Assessments for Students at Risk or with Psychological Examinations of Argument Evaluation I (3 credits) Learning and Interdisciplinary Research Literacy in Multiple Languages and Cultures
(GLBL PERS LANG CULT EQTY) Disabilities (3 credits) (3 credits) (STRUC PHIL PSY EXAM ARG) (PRGM ASSESS & EVAL I) (3 credits) (INTERNSHIP CONTEMP LEARN) (3 credits) (MULTILING LIT: EXPLR LIT)
This course provides theoretical and research (STAND & ALT ASSESSMENTS) This course explores the form and function of Offered as a guided tutorial course, students This course provides theoretical and research
This course focuses on how to assess the
exploration of global conceptualizations This course will focus on practices and policies arguments in writing and discourse. The course effectiveness of educational service delivery will engage in professional experiences in foundations to the intersection of language
for communicating and learning in more related to the use of standardized and alternative is designed to have students (1) examine systems, both in schools and other human the schools or education-related agencies as and culture across literacy practices in multiple
than one language. By exploring historical assessment approaches for understanding the nature and philosophy of science with service settings. Students develop facility in interns. Students must receive a minimum educational, social, and geographical contexts.
and contemporary scholarly sources, and supporting student learning, instructional special emphases on scientific argument, (2) methods to measure, assess, and analyze of one hour of supervision for every eight Graduate students will examine notions about
graduate students will create a more planning, and policymaking. Assessment explore the art and science of argumentation, information relating to different types of hours at the site. Supervision may be provided and uses of multilingual literacy informed by a
holistic understanding of language policies systems used with students with disabilities (3) investigate theoretical and philosophical evaluation. Students will also learn how by doctoral-level curriculum coordinators, variety of critical lenses that emerge from the
and practices in multilingual educational for progress monitoring, accountability, data- frameworks useful for understanding how to conduct a metaevaluation. During this supervisors, or consultants. Registration scholarly literature in education, anthropology,
communities. The multiple contexts where based decision-making at individual, school, learning occurs through both public (i.e. two-semester interdisciplinary experience, requires the written approval of chairperson, sociocultural studies, and applied linguistics.
many languages intersect and the impact of and state levels will be explored. The course discourse) and private (i.e. cognition) forms of doctoral students will conduct a research faculty supervisor, and agency director. We will explore the nature of language
such intersection on educational policies, will further explore roles of teachers and other argumentation, (4) examine robust forms of study for a school or district that has and culture as it interacts with the type of
practices, and advocacy, will be examined professionals, administrators, and policymakers CLGE 7190 Advanced Seminar in
argument, and (5) examine the developmental identified a program that they would like literacy that is enacted in schools and other
critically. Graduate students will consider Interdisciplinary Research I (3 credits)
in developing equitable and meaningful psychology of reasoning skills across the evaluated. Working in interdisciplinary educational settings in different countries and
(ADV SEM INTERDIS RES I)
key implications of the research for achieving standardized and alternative assessment K-adult age span. teams, students will clarify the purpose of socioeconomic settings. Key implications for
educational equity, affirming identities, and approaches for all students. This team-taught, two-semester seminar will developing and implementing literacy pedagogy
the evaluation, review relevant materials and
assuming an additive multilingual perspective CLGE 6550 Motivation to Learn (3 credits) scaffold the skills and learning of research
research related to the program, identify all that is relevant to linguistic and cultural diversity
in education. CLGE 6400 Learning Through Language (MOTIVATION TO LEARN) apprentices through the process of conducting
of the relevant stakeholders, and develop and is instrumental in closing the achievement
(3 credits) (LEARNING THRU LANGUAGE) Have you ever wondered why some individuals, interdisciplinary, ethnographic, field, and
a program evaluation plan to be submitted gap will be delineated.
CLGE 6280 Multicultural Competencies and It is estimated that more than 10 million children despite setbacks, continue to work hard while empirical research studies. As part of this
Tools of Awareness, Transformation, and to the district. In the second semester,
in the United States have some degree of oral- others give up easily or do not try at all? Have course, students will be exposed to diverse CLGE 7260 Equitable Assessment in
Advocacy (3 credits) students will identify and design a variety of Multilingual and Multicultural Classrooms
language-based reading disability. Roughly 80 you also ever wondered what could be done to data collection and analytic tools, including an
(MULTICULT COMPETENCIES) measurement tools to collect data from all (3 credits) (EQUIT ASSESS MULTI CLSRM)
percent of children referred for special services motivate individuals? This course will focus on exploration of the uses of classroom/authentic
Grounded in interdisciplinary theory, research, stakeholder groups. Both survey and interview
require support services in reading, writing, and addressing these types of questions by taking artifacts, community building, concept This course provides theoretical and research
and practice implications for effective data will be collected and analyzed. Each
oral language. Best contemporary practices rely an in-depth look at achievement motivation development, verbal protocol analysis, and foundations to equitable assessment in
learning, this course is designed to develop team will be responsible for presenting their
on interdisciplinary teams to assess difficulties from a psychological perspective. In particular, development as a learner/researcher. multilingual and multicultural classrooms. By
(a) foundational multicultural competencies, findings and contributing to the final report
and plan interventions. This interdisciplinary we will look at how individuals responses to exploring historical and contemporary scholarly
particularly in the self-awareness components submitted to the school. CLGE 7192 Advanced Seminar in
course draws from the fields of literacy, learning questions such as Can I do this task? and sources, graduate students will decipher the
of empathic resources and hidden biases, and Interdisciplinary Research II (3 credits)
disabilities, psychology, and neuroscience in Why do I want to do this task? shape their CLGE 7152 Program Assessment and trajectory of assessing emergent bilinguals
(b) culturally relevant tools for promoting (ADV SEM INTERDIS RES II)
examining theories and research in reading engagement and learning. We will address Evaluation II (3 credits) language proficiency and content knowledge in
educational achievement for all students, and writing processes, and best practices for these questions through the theoretical lenses (PRGM ASSESS & EVAL II) This team-taught, two-semester seminar will the United States, and compare to practices in
including those vulnerable to discrimination. universal design. of major theories of achievement motivation, scaffold the skills and learning of research other countries. Graduate students will critically
This course focuses on how to assess the
Students will be challenged to reflect on their including attribution theory, expectancy-value apprentices through the process of conducting examine ways in which an accountability
effectiveness of educational service delivery
own cultural biases; expand their conception CLGE 6440 Understanding Contemporary interdisciplinary, ethnographic, field, and
theory, social-cognitive theory, achievement- systems, both in schools and other human system for emergent bilinguals can be valid and
of appropriate professional roles; and develop Literacies (3 credits) empirical research studies. As part of this
goal theory, and self-determination theory. As service settings. Students develop facility in reliable to accomplish two interrelated goals:
awareness, knowledge, and skills necessary to (UNDERSTAND CONTEMP LIT) course, students will be exposed to diverse
part of our discussion, we will also consider methods to measure, assess, and analyze (1) assessment of learning and (2) assessment
facilitate effective learning opportunities with This course introduces various frameworks of how achievement motivation develops, and data collection and analytic tools, including an for learning. Graduate students will consider
information relating to different types of
diverse students. This course incorporates literacy in the contemporary world. By exploring what can be done to promote the development exploration of the uses of classroom/authentic key implications of the re