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Vol. XLVI, No. 26 |
College Council Meeting
Agenda
All College Honors Program
To preserve the quality of instruction and maintain low student-teacher ratios, two additional honors classes will be offered each semester beginning in the fall. This year, the program serves 117 students—11 from traditionally underrepresented groups.
While scholarships benefit students in many ways, benefactors, too, reap rich rewards. They know, firsthand, that their funding is enhancing the goals of the college by attracting talented students.
All proceeds from the annual Buffalo State College Foundation Scholarship Gala, "A Night in New Orleans," will benefit the All College Honors Program and other scholarship programs. President Muriel A. Howard and Provost Gary Marotta, as well as a number of honors students, will welcome you at this festive celebration. Please attend and help support our talented honors students.
Nancy Babb, assistant registrar, can answer questions regarding the current audit system. Contact her at ext. 3412 or babbnm@buffalostate.edu, or in Cleveland Hall 204. Marie Ferraro, coordinator of academic advisement, can provide additional assistance with GE2K issues. Contact her at ferrarmm@buffalostate.edu or in South Wing 110. Contact either Babb or Ferraro with questions about an individual student's general education status.
Building, Lot, and Walkway Closures
Saturday, March 17
Sunday, March 18
We appreciate your cooperation with this important maintenance project. Faculty and staff may now receive a copy of the campus directory via campus mail. Contact the Human Resource Management Office at ext. 4822 or mackenbj@buffalostate.edu.
Commencement Walkway 2001
Proceeds from the sale will benefit a new endowed scholarship, a lasting gift to Buffalo State College students.
Inclusion in the walkway is not limited to graduates, however. All are invited to purchase bricks to celebrate the class of 2001 and support the scholarship fund. Bricks are $99 each and must be ordered by Sunday, April 15 to be installed in time for commencement.
To order, call ext. 3561 or visit the Commencement Walkway Web site at www.buffalostate.edu/offices/bscfound/walkway.
Proceeds from "A Night in New Orleans" will fund scholarships for deserving Buffalo State students. Last year's black-tie gala, "A Night in New York," raised more than $70,000 for the Buffalo State College Scholarship Fund.
For more information, contact Pamela Voyer in the External Development Office at ext. 4318.
Search Begins for New Head Football Coach
The college will begin the search immediately and expects to fill the position by June 1. Summer training camp for Buffalo State's NCAA Division III football team begins in mid-August.
Buffalo State fields 19 intercollegiate men's and women's teams and runs conferences, summer sports camps, and other athletics-related events and outreach programs for Western New York's primary- and secondary-school athletes.
Since 1990, Boyes and his teams have posted an 85-30 win-loss record and have made the playoffs 10 consecutive years of the past 11. In 1998, he and his staff were named Eastern College Athletic Conference Upstate New York Coaching Staff of the Year.
Women's Issues
Personal Growth
Alcohol and Other Drug Issues
Managing the Stress of Student Life
Lifestyle Risk Reduction
Anger Management
All workshops will be held Thursdays during Bengal Pause (12:15–1:30 p.m.) in E. H. Butler Library 208. Call the Career Development Center at ext. 5811 to register.
Résumé/Vita Writing
Cover-Letter Writing
Interviewing Techniques
College Senate Meeting The following have been received in the College Senate Office and will be forwarded to the Senate Curriculum Committee for review and approval:
Course Revisions: BXE 625 Curriculum I: Strategies for Culturally and Linguistically Diverse Exceptional Students. This course is designed for majors in the bilingual special education program. Students describe and discuss the unique needs of CLDE students in the areas of language literacy and the development of effective content skills in English and Spanish. Curriculum models, instructional design, teaching methods, and materials development are demonstrated and analyzed in relation to the implications of disability and cultural and linguistic diversity.
BXE 626 Assessment Techniques in Bilingual Special Education. This course is designed to provide theoretical and applied knowledge of procedures, strategies, and instruments for assessing culturally and linguistically diverse students with disabilities. It addresses the role of culture and language in the assessment process. Practical techniques, materials, and experiences in assessment are included. Students must be bilingual (Spanish and English). This is a majors-only course.
BXE 627 Curriculum II: Applied Strategies in Bilingual Special Education. This course precedes the field practicum course, which is the final course of the bilingual special education program. It ties together the pedagogical and theoretical research in bilingual special education and provides practical application. Requirements include a 50-hour field participation, where students demonstrate an understanding of the strategies and competencies needed for the effective teaching of limited-English proficient students with disabilities in bilingual special education. This is a majors-only course. Prerequisites: BXE 625 Curriculum I and BXE 626 Assessment Techniques.
BXE 628 Field Practicum Bilingual Special Education. A field-based practicum experience for graduate students in the bilingual special education program sequence. Requirements include direct involvement with limited-English proficient students with disabilities in a local school setting and attendance at weekly seminars. Students have the opportunity to assess needs, plan, and teach children with disabilities in English and/or Spanish.
EXE 503 Instructional Strategies for Students with Mild Disabilities. The course involves the study of basic curricular concepts and teaching practices related to the development and implementation of effective instructional programs for students with mild disabilities.
EXE 620 Curriculum for Students with Severe Disabilities. Describes characteristics and needs of individuals with moderate and severe disabilities and those of their families, and introduces methods to teach and support individuals and families.
EXE 628 Collaborating and Consultative Practices in Inclusive Settings. This course is designed to provide specific strategies and techniques to work collaboratively as consultants with general education personnel and the families of students with disabilities.
EXE 631 Adapting Language Arts and Reading Instruction for Students with Mild Disabilities. This course is designed to help special education teachers (1) teach language arts and reading to students with special needs at the elementary- and middle-school levels, (2) collaborate effectively with elementary teachers, remedial teachers, and parents to promote the establishment of literate environments at home and school for students with special needs, and (3) use technology effectively as a tool of literacy learning and instruction.
EXE 632 Direct Instruction Intervention Models for Students with Special Needs. This course is designed to provide the preservice teacher with an awareness of the current range of instructional and adaptive technologies. Emphasis is placed on factors relating to curricular integration of technology within the general and special education classroom. Students receive hands-on experience with the use of instructional software, Web sites, and adaptive/assistive technologies.
EXE 633 Adapting Content Area Instruction for Children and Adolescents with Disabilities. This course is designed to address content area adaptations for children and adolescents with disabilities. Issues of instructional planning, delivery, and assessment are emphasized.
EXE 636 Promoting Effective Social Interactions. This course provides participants with the skills needed to enhance the quantity and quality of interactions enjoyed by students with disabilities. Particular attention is given to curriculum and instructional approaches that may be used to teach social skills, including those related to sexuality issues, so that students with disabilities can exhibit self-enhancing behaviors in response to societal attitudes and actions as represented by educational and community settings. Ways in which participants can increase the effectiveness of their own interactions with members of the educational community also are addressed.
FRE 301 French Conversation, Reading, and Composition I. Review and practice of simple grammar concepts. Further development of reading, writing, speaking, and listening comprehension proficiency.
FRE 302 French Conversation, Reading, and Composition II. Review and practice of more complex grammatical concepts. Further development of reading, writing, speaking, and listening comprehension proficiency.
FRE 415 Advanced Grammar and Composition. Systematic study of advanced topics of French grammar with extensive work in French composition. Required for secondary education majors.
SOC 100 Introduction to Sociology. This course is an introduction to the study of human society, its culture, institutions, processes, and change, including an examination of socialization and relationships between and among individuals and groups in society. It is a prerequisite for all other undergraduate courses in sociology (except SOC 312) and is required of all sociology majors. This course is especially useful for students planning careers in which they must interact with people of varying social and economic statuses.
SOC 240 Social Problems. This course presents analyses of major social problems selected according to faculty and student needs and interests. May include, for example, topics such as mental illness, changes in social roles and institutions, crime, poverty, prejudice, war, and the effects of technology on the environment.
SOC 300W Methods of Social Research. The nature of scientific evidence; induction and deduction; the application of scientific methods to sociological data; the use of statistics and other means of data collection; case histories, narrative, and descriptive methods; methods of writing for publication; use of social materials from journals and books as illustrative material.
SOC 320 Sociology of Family. This course analyzes the family as a social institution and its historical development, function, structure, and interaction with other institutions. Cross-cultural comparisons are made. The course examines the current status of the family and diversity in contemporary American families, as well as stability and change in the life course of families.
SOC 351 Sociology of Race and Ethnicity. This course analyzes the status of racial and ethnic groups in America and other societies, and the changing relationships of these groups to the larger society. It focuses on forms, causes, and effects of prejudice and ethnic conflicts. Possible solutions to social problems involving issues of race and ethnicity also are explored.
SOC 352 Sociology of Aging. Students in this course examine how society structures the experiences of aging. Major transitions and role changes experienced by the elderly within social institutions, such as family, the economy, and religion, are studied. Additional focus is on understanding the way these institutions adapt to an aging population. The course includes an investigation of a continuum of programs and policies aimed at assisting individuals at varying levels of independence throughout the aging process.
SOC 370 Sociology of Deviant Behavior. This course presents the study of deviant behavior in American society, its nature, theoretical perspectives, and societal reactions. Emphasis is on becoming deviant as both an interactive and political process, with special attention to the development of deviant identities. Attention is given to such specific behavior as substance abuse, sexual deviance, crime and delinquency, mental illness, and social protest.
SOC 382 Sociology of Law. This course describes the numerous ways in which law permeates all forms of social behavior. This course focuses not only on the law itself but also the social context within which it has been created and exists. Students are exposed to dominant theoretical perspectives and sociological methods used to explain the interrelationships between law and society. Major topics include types and purposes of law, major legal organizations, the lawmaking process, law and social control, law and dispute resolution, law and social change, and the legal profession.
SOC 383 Sociology of Punishment and Corrections. This course presents an inventory and assessment of recent theories and research findings regarding correctional practice. It analyzes the nature and forms of treatment, obstacles to treatment, and offender typologies.
SOC 384 Sociology of Mass Murder. The course summarizes and assesses sociological findings and theory concerning mass murder, e.g., genocide, serial killing, and simultaneous killing. Included are sociological profiles of mass murderers and discussion and analysis of social factors conducive to mass murder.
SOC 390 Sociology of Juvenile Delinquency. This course presents the study of juvenile delinquency and the description, extent, and sociological theories of explanation. It also presents various methods used to develop data, and describes and analyzes institutions and agencies dealing with and/or attempting to prevent delinquency, including courts, law enforcement agencies, social service agencies, and educational institutions.
SOC 392 Sociology of Sexual Behavior. The course presents a summary and assessment of recent sociological findings concerning sexual behavior as a social process. It reviews the nature of various sexual practices, such as homosexuality, sadomasochism, etc., in the light of sociological theory. It presents an examination of the sociological literature concerning sexual behavior with special emphasis on the interactions approach.
SOC 408W Contemporary Sociological Theory. This course presents the significance and uses of sociological theory. It includes the major current approaches to understanding society and social life such as contemporary Marxism, conflict theory, functionalism, and other social-order theories; the interpretive theories, such as symbolic interactionism, phenomenological sociology, and ethnomethodology; and theories of rational choice, such as behavioral sociology and exchange theory. Additionally, newly developing perspectives, such as feminist theory and postmodernism, are discussed.
New Courses:
EXE 612 Managing the Behavior of Young Children with Disabilities. This course provides a framework for guiding the social and emotional development of and responsible behavior in young children. Students learn how to match the child's current social, emotional, and behavioral status with specific goals, objectives, behavior management strategies, curriculum materials, activities, and evaluation procedures.
Program Revisions:
Approved:
The deadline for action in 2000–2001 for new course proposals or new course revisions (yet to be processed by the Curriculum Committee) is Wednesday, March 14.
Full-time faculty, professional staff, and librarians whose total service in the College Senate would not exceed six consecutive years during the terms of office are eligible to run for these three-year terms. Names of nominees are due in the Senate Office, Cleveland Hall 417C, by noon Friday, April 6. A short statement of interest should accompany nominations.
Contact Sharon Cramer, ext. 4334 or cramersf@buffalostate.edu, or Lisa D'Addieco, ext. 5139 or daddielm@buffalostate.edu, with questions.
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