Jun 26, 2024  
2016-2017 Graduate Bulletin 
    
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2016-2017 Graduate Bulletin [ARCHIVED BULLETIN]

Courses

 

Prosthetics and Orthotics
  

  • MSPO 552 - Internship


    0 credit(s)
    This course introduces basic clinical and technical skills to students in the clinical environment. Students participate in a clinical setting and have the ability to collaborate and assist a certified clinician with basic clinical and technical skills. It is expected that students work a full 40-hour week for six weeks with the ABC-certified clinician to develop clinical, time-management, and patient- related skills. Students are expected to demonstrate professional behaviors in all interactions with patients, clients, families, caregivers, and other health professionals. (240 hours)
    Prerequisite(s): Prosthetics & orthotics major, MSPO 550  and MSPO 551 .
    Internship fee.


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • MSPO 600 - Scientific Inquiry II


    3 or 6 credit(s)
    Students identify faculty research mentors and work independently or in small groups to develop a scholarly project. In this course the student is mentored through the stages of identifying the research question, conducting the literature review, formulating and designing the research project proposal, followed by the completion of the Human Subjects Committee review process where applicable. The course is typically offered for 3 credits. The student may take this course for 6 credits given prior permission of the Instructor and establishment of a written agreement to undertake significant independent work.
    Prerequisite(s): Prosthetics & orthotics major and MSPO 520 .
    Laboratory fee.


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • MSPO 600T - Scientific Inquiry II


    3 or 6 credit(s)
    Students identify faculty research mentors and work independently or in small groups to develop a scholarly project. In this course the student is mentored through the stages of identifying the research question, conducting the literature review, formulating and designing the research project proposal, followed by the completion of the Human Subjects Committee review process where applicable. The course is typically offered for 3 credits. The student may take this course for 6 credits given prior permission of the Instructor and establishment of a written agreement to undertake significant independent work.
    Prerequisite(s): Prosthetics & orthotics major and MSPO 520T .
    Laboratory fee.


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  
  
  
  
  

  • MSPO 604 - Neuroscience


    2 credit(s)
    An introduction to the neurological system with special emphasis on those aspects appropriate to rehabilitation treatments. Basic neuroanatomy/neurophysiology is presented, with a discussion of issues that have clinical relevance. Topics include cranial and peripheral nerves, brainstem, midbrain and cortical anatomy, vascular brain anatomy, cellular neurophysiology, spinal reflexes, and basic control system.
    Prerequisite(s): Prosthetics & orthotics major and MSPO 500 . Corequisite(s): MSPO 605 .


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • MSPO 604T - Neuroscience


    2 credit(s)
    An introduction to the neurological system with special emphasis on those aspects appropriate to rehabilitation treatments. Basic neuroanatomy/neurophysiology is presented, with a discussion of issues that have clinical relevance. Topics include cranial and peripheral nerves, brainstem, midbrain and cortical anatomy, vascular brain anatomy, cellular neurophysiology, spinal reflexes, and basic control system.
    Prerequisite(s): Prosthetics & orthotics major and MSPO 500 . Corequisite(s): MSPO 605T .


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • MSPO 605 - Neuroscience Laboratory


    1 credit(s)
    This neuroscience laboratory course is an adjunct to, and coordinated with, the neuroscience lecture course. The course is designed to reinforce functional neuroanatomy and clinical correlates of neuropathology. Laboratory sessions include class discussion and a variety of active learning activities. Students have access to models of the various parts of the nervous system, large diagrams, and slides.
    Prerequisite(s): Prosthetics & orthotics major. Corequisite(s): MSPO 604 .
    Lab fee.


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • MSPO 605T - Neuroscience Laboratory


    1 credit(s)
    This neuroscience laboratory course is an adjunct to, and coordinated with, the neuroscience lecture course. The course is designed to reinforce functional neuroanatomy and clinical correlates of neuropathology. Laboratory sessions include class discussion and a variety of active learning activities. Students have access to models of the various parts of the nervous system, large diagrams, and slides.
    Prerequisite(s): Prosthetics & orthotics major. Corequisite(s): MSPO 604T .


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • MSPO 610 - Prosthetics and Orthotics Healthcare Management


    2 credit(s)
    A comprehensive exposure to management principles and concepts with a focus on their roles, applications, and impact in healthcare. Content includes the importance of capital expenditure for equipment needs in P&O compared to central fabrication services, reimbursement in P&O, and developing and managing a materials budget. Opportunities for students to gain cognition and skills in management theory and practice of the prosthetic and orthotic professional are provided.
    Prerequisite(s): Prosthetics & orthotics major.


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • MSPO 611 - Upper-Limb Prosthetics


    4 credit(s)
    This course familiarizes students with the management and fabrication techniques required to fit individuals successfully with upper-limb amputations, including partial hand through forequarter, as well as prosthetic management of individuals with brachial plexus injuries. Focus is on upper-limb anatomy, etiology of amputations, limb management, socket design, fabrication techniques, and training. Both externally powered and conventional devices are covered.
    Prerequisite(s): Prosthetics & orthotics major.
    Laboratory fee.


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • MSPO 611T - Upper-Limb Prosthetics


    4 credit(s)
    This course familiarizes students with the management and fabrication techniques required to fit individuals successfully with upper-limb amputations, including partial hand through forequarter, as well as prosthetic management of individuals with brachial plexus injuries. Focus is on upper-limb anatomy, etiology of amputations, limb management, socket design, fabrication techniques, and training. Both externally powered and conventional devices are covered.
    Prerequisite(s): Prosthetics & orthotics major.
    Laboratory fee.


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • MSPO 620 - Scientific Inquiry III


    2 or 4 credit(s)
    This course is a continuation of the Scientific Inquiry activities initiated in MSPO 600 . Students continue to work in groups of four or five with their faculty mentor(s). Students complete the field application of their scholarly project, prepare results, and disseminate findings. The course is typically offered at 2 credits. The student may take this course for 4 credits given prior permission of the Instructor and the establishment of a written agreement to undertake significant independent work.
    Prerequisite(s): Prosthetics & orthotics major, MSPO 520 , and MSPO 600 .
    Laboratory fee.


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • MSPO 620T - Scientific Inquiry III


    2 or 4 credit(s)
    This course is a continuation of the Scientific Inquiry activities initiated in MSPO 600T . Students continue to work in groups of four or five with their faculty mentor(s). Students complete the field application of their scholarly project, prepare results, and disseminate findings. The course is typically offered at 2 credits. The student may take this course for 4 credits given prior permission of the Instructor and the establishment of a written agreement to undertake significant independent work.
    Prerequisite(s): Prosthetics & orthotics major, MSPO 520T , and MSPO 600T .


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • MSPO 621 - Advanced Pediatric Examination and Intervention


    2 credit(s)
    A study of examination and intervention approaches for children with diagnoses/conditions resulting in functional movement impairment. This course emphasizes normal development as well as medical, neurological, and orthopedic considerations specific to pediatric disorders. Integration of clinical assessment tools and major theoretical approaches for the intervention of children is stressed. Psychosocial and developmental considerations specific to children and families are incorporated into all aspects of the course.
    Prerequisite(s): Prosthetics & orthotics major.


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • MSPO 621T - Advanced Pediatric Examination and Intervention


    2 credit(s)
    A study of examination and intervention approaches for children with diagnoses/conditions resulting in functional movement impairment. This course emphasizes normal development as well as medical, neurological, and orthopedic considerations specific to pediatric disorders. Integration of clinical assessment tools and major theoretical approaches for the intervention of children is stressed. Psychosocial and developmental considerations specific to children and families are incorporated into all aspects of the course.
    Prerequisite(s): Prosthetics & orthotics major.


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • MSPO 622 - Clinical Practice Gerontology


    2 credit(s)
    A study of the aging process and developmental tasks of later life. This course focuses on the biological, physical, social, psychological, cultural, and ethical issues associated with aging. Preventive healthcare models, community resources, and interdisciplinary and cross-cultural approaches in gerontology are included. Theoretical models of social gerontology and the aging process are presented.
    Prerequisite(s): Prosthetics & orthotics major.


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  
  
  

  • MSPO 651 - Integrated Internship III


    0 credit(s)
    This is the final of three integrated clinical experiences that take place in clinical environments supervised by an ABC-certified clinician. This experience helps students integrate didactic information with clinical-skills experiences. The course introduces advanced clinical and technical skills to students, who participate in a clinical setting and have the ability to collaborate and assist a certified clinician with basic clinical and technical skills. Students are expected to demonstrate professional behaviors in all interactions with patients, clients, families, caregivers, and other health professionals.
    Prerequisite(s): Prosthetics & orthotics major, MSPO 550 , MSPO 551 , and MSPO 552 .
    Internship fee.


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • MSPO 680T - Independent Study in Prosthetics & Orthotics


    1-6 credit(s)
    This course provides an opportunity for Transitional Masters students to continue their pursuit of higher education and knowledge with the support of the University. The determination of the credits is based upon the level of independence and significance of contribution to a meaningful study. This course provides the potential for curricular flexibility and the possibility of unique involvement with regional research while the student is enrolled in the Transitional Masters program.


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.

Reading
  

  • EDR 544 - Foundations and Strategic Actions of Literacy Learning


    3 credit(s)
    This course addresses the relationship between oral and written language and its connection to literacy learning and proficient reading. Learning outcomes pertaining to phonemic awareness, phonics knowledge, reading comprehension, and assessing reading are emphasized. The sequencing of reading curricula and integration of reading instruction, including response to intervention within the elementary curriculum are also a focus. Students are prepared to apply their knowledge of the reading processes and of instructional and assessment practices to students in their student teaching experiences, where they are expected to demonstrate competency of this knowledge.
    Prerequisite(s): EDR 550 .


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • EDR 550 - Fundamentals of Reading Instruction


    3 credit(s)
    This is a graduate-level course designed to introduce the developing teacher to reading instruction and the development of a reading/ writing community. This course will emphasize the theory and components of the reading process that will help teachers develop a set of clear principles and strategies for literacy instruction. Semantic, syntactic, graphophonic, and pragmatic sources of information will be explored. The latest research about literacy development and its relationship to classroom instruction for all learners will be reviewed. Approaches to teaching low-English-proficient and at-risk students will be integrated throughout the course. This course is designed for students who have had no previous course work in the area of reading.


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • EDR 551 - Reading and Language Arts Instruction


    3 credit(s)
    This course will develop competencies in assessment and instructional techniques in reading and language arts instruction (reading, writing, speaking, spelling, listening, viewing, grammar, and thinking). The future teacher will further develop proficiency in supporting diverse learners as they develop language and literacy attitudes and skills. Students will learn how to engage learners in literature study and writing workshop to foster efficiently and effectively hyperawareness for strategy application. The interrelated process of reading, writing, listening, speaking, viewing, and performing with a wide range of learners will be stressed. State (Connecticut’s Blueprint for Reading Achievement: The Report of the Early Reading Success Panel) and national reading guidelines will be used to develop a comprehensive reading and language arts program.
    Prerequisite(s): EDR 550 .


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • EDR 558 - Reading and Language Arts through Children’s Literature


    3 credit(s)
    This course is the second literacy learning course for early childhood majors. It focuses on effective, research-based ways of helping and supporting young children to develop as readers, writers, speakers, listeners, and thinkers. Students will learn how to develop and teach in a comprehensive literacy learning program that encourages thoughtful, critical, and extensive reading and writing. Students will explore children’s literature in order to foster lifelong literacy in young children.


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.

Recitals
  
  
  
  
  
  
  
  
  
  

Special Courses
  
  

Special Education
  

  • EDH 501 - SPED: Current Issues


    3 credit(s)
    This course is a critical study of the contemporary and controversial issues within the field of special education. Consideration is given to the philosophical, psychological, and sociological basis of teacher education, including an analytical review of research-based curricula, programmatic innovations, policy issues and their effects, and ethical practices. Discussions focus on evidence-based core concepts that contribute to effective program planning; investigation of cognitive, academic, behavioral, and psycho-social solutions and implications for those working with exceptional students; and future implications for the advancement of special education diagnostic and instructional services.


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • EDH 502 - SPED: Classroom Management


    3 credit(s)
    The focus of this course is on designing inclusive classroom environments that maximize student learning. The course emphasizes fostering a community of learners using connections among classroom arrangement, classroom management, and cognitive development to create positive learning outcomes for all students, including English Language Learners and students with disabilities. This course addresses the tiered model of prevention and positive behavior support, including the role of functional assessment and individual positive behavior support plans in classroom management. It highlights the ways a positive climate for learning involves establishing and maintaining partnerships with families.


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • EDH 503 - SPED: Collaboration


    3 credit(s)
    This course provides an introduction to the current knowledge and understanding of children and adolescents with disabilities and the essential elements regarding positive home-school and community collaborations. This course develops the knowledge, skills, and professional dispositions related to effective collaborative problem solving. Special educators and general educators interact together in many collaborative activities both inside and outside of school to support students, families, and the community. This course explores evidenced-based practices in key collaborative spaces in schools, including (1) IEPs, (2) pre-referral intervention assistance teams (i.e. child study teams, student support teams), (3) Positive Behavior Intervention and Supports, (4) RTI teams, (5) behavioral consultation, (6) working with paraeducators, (7) transition planning, (8) collaborative teaching, (9) serving as an intervention specialist who helps create access to the general education curriculum, (10) Introduction to the current knowledge and understanding of children and adolescents with disabilities and the essential elements regarding positive home-school and community collaborations, and (11) focus on developing and applying key principles of effective collaboration and consultation while developing a critical content expertise about best practices in key collaborative structures.
    Prerequisite(s): EDH 501 .


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  
  
  

  • EDH 601 - SPED: Assessment Process


    3 credit(s)
    This course is designed to examine approaches for the academic and social assessment of students with disabilities. The focus is on classroom-based (curriculum) assessment procedures appropriate for teachers working in elementary or secondary special education settings. The course is organized around three major themes: measurement concepts, evaluation of student performance, and assessment of basic skills and content knowledge. Measurements concepts will provide the knowledge base for evaluating diagnostic and assessment instruments. Evaluation of student performance will discuss three strategies: (a) norm-referenced assessments, (b) criterion-referenced systems, and (c) individually-referenced assessments. Each academic area (e.g., reading, mathematics, spelling, and writing) and content knowledge assessment provide a model of assessment consistent with both classroom practices and empirical support.
    Prerequisite(s): EDH 501 .


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • EDH 602 - SPED: Teaching Reading & Writing


    3 credit(s)
    This course focuses on methods designed to increase knowledge of instruction of reading, language arts, content area skills, and mathematics.  Various components of effective teaching techniques for academic skills are reviewed.  The course covers design-of-instruction principles, instructional strategies, teacher presentation techniques, error analyses, correction procedures, and discuss selection and modification of commercial learning materials.  Emphasis on the naive learner and those with academic learning problems.  This course also focuses on the details of instruction and designing instruction for the prevention of learning difficulties.
    Prerequisite(s): EDH 501  and EDH 601 .


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  

  • EDH 603 - SPED: Teaching STEM


    3 credit(s)
    This course focuses on methods designed to increase knowledge of instruction of Science, Technology, Engineering and Mathematics (STEM). This is critical because STEM education serves as the foundation of innovation in our society. Innovative products often derive from a problem or challenge that requires a unique solution, making it imperative that all students, including those with disabilities, have access to a rigorous STEM curriculum. This course focuses on various components of effective teaching techniques for academic skills will be reviewed. The course covers design-of-instruction principles, instructional strategies, teacher presentation techniques, error analyses, correction procedures, and discuss selection and modification of commercial learning materials. Various components of effective teaching techniques for academic skills are reviewed. Emphasis on the naive learner and those with academic learning problems. This course also focuses on the details of instruction and designing instruction for the prevention of learning difficulties.
    Prerequisite(s): EDH 501  and EDH 601 .


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  
  
  

Teaching Principles
  
  
  
  

  • TPR 503 - Suzuki Pedagogy IV


    3 credit(s)
    An overview of the total development of the beginning through advanced Suzuki student. Application of Suzuki string orchestra/chamber music pedagogy for the traditional student. Chronological introduction of supplementary repertoire. Group class techniques and training for teaching group lessons. Continuation of the apprentice program and guided observations. Interaction with area public and private teachers. Discussion of professional ethics.
    Prerequisite(s): TPR 502  or permission of instructor.


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  
  
  

  • TPR 515 - Guitar Suzuki Pedagogy I


    3 credit(s)
    Introduction to the history and philosophy of the Suzuki method. The exploration of graded guitar repertoire and teaching techniques related to preparation for teaching preschool students and their families. Introduction of non-instrument-specific music-reading skills to young children. Instruction on establishing and administering a private teaching program. Guided observation of private and group lessons.


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  
  
  

  • TPR 518 - Suzuki Guitar Pedagogy IV


    3 credit(s)
    An overview of the learning sequence (beginning through advanced) of Suzuki guitar pedagogy; application of Suzuki guitar orchestra/ensemble music pedagogy for the traditional student; introduction of supplementary repertoire; structure and techniques for teaching group classes; continuation of the apprenticeship program and guided observations; interaction with the local Suzuki guitar community; discussion of professional ethics.
    Prerequisite(s): TPR 517  or permission of instructor.


    Click here for Fall 2024 course scheduling information.

    Click here for Spring 2024 course scheduling information.
  
  
  
  
  
  
  

Thesis, Essay, Dissertation
  
  
  
  
  
  
  
  
  
 

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