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Education

Course Number Course Name Credits
EDU 101

Seminar in Education

This course provides students in the liberal studies for education program with an introduction to problems, issues and concerns in the field of education. A field experience component is part of this three credit hour seminar course. Students considering a career in teaching meet with education faculty, teachers and other professionals to discuss best practices, issues and concerns in education and plan and implement field experiences. The INTASC Standards are introduced as a framework.
Offered in: Fall Only
Prequisites: None

3
EDU 201

Historical Foundations Education in Us

This course is designed to provide the undergraduate liberal studies for education students with an in-depth study of the historical foundations of education. Emphasis is placed on key historical movements, eras and thinkers from education in the United States.

Prequisites: None

3
EDU 335

Classroom Management & StudentMotivation

This course is designed to provide teacher candidates with models and practices that will assist them in the development of a wide repertoire of management techniques that can be effectively used in schools. Theories of human development, particularly with respect to the interrelations among social, emotional, psychological and intellectual development, will be explored in conjunction with inquiry regarding the foundations of educational research. Emphasis will be placed upon a teacher's ability to enhance the teaching and learning environment by developing effective instructional activities that engage students and enrich the classroom community.

Prequisites: None

3
EDU 375

Technology in Education

This course is designed to provide the undergraduate teacher education student with an in-depth study of emerging technologies and their use in an educational setting.

Prequisites: None

3
EDU 450

Assessment & Evaluation in Education

Teacher candidates will learn how to develop and use a variety of evaluation methods to monitor student academic achievement and teaching effectiveness. Special emphasis will be placed on relating evaluations to curriculum and instruction. Students will learn about standardized tests and other diagnostic tools frequently encountered and/or used by classroom teachers. Particular attention will be given to adapting assessments to meet the needs of all students. Students will plan, construct, administer and analyze data for formative and summative evaluation of achievement for a content unit. Contemporary issues related to testing, grading, evaluation and accountability will be addressed.

Prequisites: None

3
EDU 601

Applied Research for Curruculum Leaders

This course is designed to provide opportunities for in-service teachers or individuals with access to classrooms, to develop and evaluate instructional and educational programs for the classroom or school. They should also develop a deeper awareness of the links between content and pedagogy in their teaching with the goal of applying this knowledge in their teaching practice. Candidates are required to implement an action research project which investigates/evaluates outcomes related to a classroom intervention, a program, or individual or small group academic setting with special attention paid to New York State and Common Core Standards.

Prequisites: None

3
EDU 602

Application to Curr Design & Instruction

This course provides an exploration of traditional and new definitions of literacy and strategies for integrating literacies(including reading, writing,listening, speaking, viewing, and visually representing)across subject areas. Literacy research and its impact on the curriculum will be examined as they apply the concepts to their work in the field. As a final project students create a classroom website/platform that includes a blog, digital displays of assignments and/or student work, and at least one assignment which requires students to use a wiki and one which requires digital viedeo. A major purpose of this project is for candidates to demonstrate their advanced understanding of links between content and pedagogy when planning, implementing,or evaluating literacy instruction as they apply the research to their teaching.

Prequisites: None

3
EDU 606

Technology Literacy for Childhood Edu

This Technology Literacy course focuses on the integration of technology in the elementary classroom. Special attention is given to the needs of early elementary students and the unique learning environment of K-6 classrooms. The course will include reading assignments from current journal articles, integration ideas for the core curriculum areas, hands-on practice with KidPix and digital cameras, discussion with peers in the class, and completion of a final culminating project.

Prequisites: None

3
EDU 607

Multicultural Literature

This course in Multicultural Literature focuses on children's and young adult literature by and about people from various population groups that have traditionally been underrepresented in children's and adolescent literature in the United States. We will discuss literature from parallel cultures (including works by and about African Americans, Asian Americans, Latino/as, Native Americans, Middle Eastern Americans, and other ethnic groups), as well as literature by and about population groups traditionally defined by class, religion, ability, gender and sexuality. Course participants will investigate theoretical perspectives, issues, controversies, and classroom implications for these texts.

Prequisites: None

3
EDU 608

Practical Literacy



Prequisites: None

3
EDU 609

Sociological Foundations in Urban Edu

This course will use the insights of critical theories to understand and transform urban education. The theoretical foundations of several areas of critical theory are examined, including critical theories of popular cultural and media, critical or radical pedagogies, cultural studies of various subject areas (literature, mathematics, etc.), critical race & feminist theories, and critical policy studies. The historical significance of and roots of critical theories are studied in relation to contemporary schooling.

Prequisites: None

3
EDU 610

Contemporary Issues in Urban Education

This course introduces critical issues in urban education, from historical roots to present crises and solutions. Critical issues in urban public schools in North America are complex and multi-faceted, yet must be understood and addressed by the stakeholders in urban education. Through a careful examination and analysis of historical and contemporary critical issues in urban education this course will enhance and enlarge graduate students' ability to conduct research, be effective leaders, practitioners or policymakers in urban schools by providing them with a broad overview of urban education as a field of inquiry and by connecting them to the community. The course explores the lives of urban students and the teachers and administrators who work with them. This discussion is based on studies that involve rich ethnographic examinations of the lives of marginalized students, mainly Asian, African American and Latino students in urban school districts. In doing so, the course analyzes both successful and unsuccessful contemporary regional efforts to reform urban schools as well as teacher education.

Prequisites: None

3
EDU 611

Urban Literacy

This course will address the cognitive, cultural, social, and linguistic aspects of literacy acquisition and development specifically as they apply to the unique challenges associated with education in urban environments. Unconventional literacy practices of the emergent stage learners will be closely examined and analyzed as they are understood as cultural and cognitive manifestations of the urban environment of the learner. Strategies for helping and assessing learners in reading, writing, listening and speaking will be discussed and developed. Practical applications of theoretical underpinnings of literacy development will be contextualized through organizing reading groups, guided, shared, and independent reading and writing instruction. The texts and discussions will explore the current philosophies of literacy instruction. Fieldwork experience will include classroom observations and a case study.

Prequisites: None

3
EDU 612

Math and Science Equity Urban Edu

This course addresses equity and diversity issues in mathematics and science education in urban educational settings. It provides background information on key concepts such as the difference between equality and equity, as well as data on and discussion of how different student backgrounds can lead to quantitatively and qualitatively different educational opportunities and outcomes. Suggestions for improving learning for all students are incorporated into these discussions, which focus mainly on gender, race/ethnicity, linguistic background, exceptionality (disabilities, gifted/talented), and social class. Academic assessment is also addressed and, to a lesser degree, tracking/ability grouping.

Prequisites: None

3
EDU 613

Methods of Teaching Reading & Writing

This course is designed to help the prospective secondary school teacher use effective techniques to improve students' reading and writing, both generally and in specific content areas.

Prequisites: None

3
EDU 614

Curriculum and Instruction Capstone Proj

In this capstone course, candidates work independently with an advisor as they design, edit and finalize their capstone project. Advisors are assigned the first week of classes and it is the candidate's responsibility to schedule meetings each semester with his or her advisor to discuss progress toward completing this project. Candidates develop an e-portfolio to showcase learning outcomes directly linked to applications of professional experience and knowledge to capstone topic. The e-portfolio provides an opportunity for candidates to demonstrate their understanding of the links between content and pedagogy with special attention paid to the New York State and Common Core Standards and to highlight their own advanced understanding of knowledge and skills related to curriculum and instructional applications in their teaching area(s). In the final semester of the program, the candidate's e-portfolio is reviewed by three faculty members, including the candidate's advisor.

Prequisites: None

3
EDU 619

Young Adult Literature

This course is designed for classroom teachers who are teaching in the middle school level. The course is an in-depth inspection of historical and contemporary literature for young adults. Emphasis on an examination of fiction and non-fiction trade books and illustration suitable for this age group. Attention is given to multicultural issues.

Prequisites: None

3
EDU 620

Foundation of Learning Theory

This course is designed to familiarize students with underlying foundations, principles and theories related to education and learning. Emphasis is placed on developmental theorists and educational theory as it relates to the process of teaching and learning.

Prequisites: None

3
EDU 621

Elementary School Gen Strat Math & Sci

This course is designed to familiarize students with instructional strategies, methods and materials necessary for creating productive teaching-learning environments for elementary students. Emphasis is on instructional planning, instruction and evaluation in math and science for grades 1-6. Students in this course are expected to demonstrate the ability to create positive,productive learning environments and to effectively plan for instruction and evaluation in math & science. This course also covers instruction for health & physical education.

Prequisites: None

3
EDU 622

Needs of Exceptional Learners

This course is designed to provide an introduction to special education. Emphasis is placed on the legal foundations of special education and learning and behavioral characteristics of students with special needs in the elementary and secondary school. Attention is given to models of effective collaboration with co-workers and on models which lead to education in the least restrictive environment. Individual instructional programming intervention and learning strategies are analyzed. The use of educational and assisting technology in planning for the needs of individual learners is a critical component of this course.

Prequisites: None

3
EDU 623

Elementary School Strategies (ela&s.S.)

This course is designed to familiarize students with instructional strategies, methods and materials necessary for creating productive teaching-learning environments for elementary students. Emphasis is on instructional planning, instruction and evaluation in English Language Arts and social studies for gradues 1-6. Students in this course are expected to demonstrate the ability to create positive, productive learning environments and to effectively plan for instruction and evaluation in English Language Arts and social studies. Some attention is also paid to integrating art and music in elementary schools.

Prequisites: None

3
EDU 624

Foundations of Teaching Reading

This course is designed to provide an introduction to philosophies, methods and materials related to the teaching of reading. Emphasis is placed on familiarizing the student with the importance of reading education in the schools, the constituencies of emergent reading and various approaches to teaching reading (including the integration of the language arts with language area studies, listening, writing, speaking and basal approaches to reading, specialized techniques related to reading and using literature-based texts for reading instruction). Attention is paid to the student’s ability to work collaboratively, communicate effectively and create teaching-learning situations conducive to developing reading proficiency in young learners.

Prequisites: None

3
EDU 626

Teaching Childrens Literature

Designed for classroom teachers who are teaching at the preschool and lower and upper elementary levels, the course is an in-depth inspection of historical and contemporary literature for children and young adults. Emphasis in the course is on an examination of fiction, non-fiction, biographies, information books, picture and storybooks and illustration in children’s books. Attention is also given to multicultural issues and concerns.

Prequisites: None

3
EDU 627

Diagnostic & Corrective Reading

This course is designed for classroom teachers at all levels. Coursework includes examination of and practice with instruments for diagnosis of student difficulties, preparation of informal testing devices and the study of materials and techniques for corrective work as they relate to student needs in a culturally diverse society. Students are also expected to demonstrate an awareness of and knowledge related to the developmental needs of students of all ages. Communication of student needs to other professionals and to the student's family is also emphasized.

Prequisites: EDU-624

3
EDU 629

Early Childhood Methods

This course focuses on the development of teaching skills and child management techniques in early childhood settings. Emphasis is placed on the analysis of and reflection on teaching practices for children between the ages of birth to age seven.

Prequisites: None

3
EDU 630

Secondary School Strategies

This course is designed to familiarize students with instructional strategies, methods and materials necessary for creating productive teaching-learning environments for adolescence students. Students in this course are expected to demonstrate the ability to create a positive and productive learning environment and to plan effectively for instruction and evaluation.

Prequisites: None

3
EDU 631

Secondary School Content Method

This course is designed to assist students in developing techniques, methods, activities and strategies for teaching content-specific subject areas at the secondary school level.

Prequisites: None

3
EDU 632

Assess & Guiding Develop Young ChildrenChildren

This course is designed to provide prospective teachers with the tools necessary to provide curriculum and instruction that is both age-appropriate and individually appropriate to learners from birth to age seven. Among topics covered in this course are legal and ethical responsibilities in the assessment of young children; developmental milestones; why, what and when to assess; interpreting and using assessment information; using assessment to guide classroom teaching; communicating assessment results; and contemporary considerations in the assessment of children from birth to age seven.

Prequisites: None

3
EDU 633

Data Driven Instruction



Prequisites: None

3
EDU 637

Technology Literacy for Adolescence Educ

Candidates will analyze and evaluate multiple literacies and modalities of literacy and their impact on adolescent learners, including critical reading of nontraditional text and how meaning is conveyed through multimodal representations. Emphasis is also placed on the impact of emergent technologies on adolescent development and learning, and on preparation of teachers to convey meaning through the new literacies' in all content areas. Special attention is paid to the impact of multiple literacies on English language learners, students at risk for school failure, and students with exceptionalities.

Prequisites: None

3
EDU 651

Multiculturalism & Diversity

This course examines patterns of diversity in North America. Attention is given to racial, ethnic, religious and other minorities in contemporary society. Cultural perspectives which impact schooling are discussed and strategies to enhance teaching and learning are explored. Age and culturally appropriate strategies for creating effective teaching-learning environments are examined.

Prequisites: None

3
EDU 652

Curriculum Planning in Education

Emphasis in this course is on curricular design and instructional planning to address the special developmental and educational needs of students in elementary and secondary school. Attention is given to past and future trends in design and implementation and to appropriate planning techniques for meeting the needs of a diverse population of students at differing levels of social, physical, management and academic ability. Curriculum planning is examined on the state, district, school and classroom levels, along with the roles and responsibilities of administrators, teachers, school staff, students and community members.

Prequisites: None

3
EDU 653

Critical Issues and Future Trends

This course is designed to discuss and analyze current and future trends in education. Emphasis is placed on issues related to chemical dependency, social and economic inequality, school support through mentorships and funding, availability and use of media technology, collaborative teaching techniques, privatization of schooling, equality and equity and other related issues.

Prequisites: None

3
EDU 656

Philosophical & Social FoundationsEducation

This course is designed to introduce students to the social and philosophical foundations of education and ways in which they have been influential in shaping education in North America. As such, the course covers philosophies of education within the social/political context that influenced their development. Discussions, lectures, readings and student-centered work take place against the background of emerging philosophies of education in any given time period. A major focus of the course is on an examination of perennial questions related to education and schooling in North America.

Prequisites: None

3
EDU 659

Language Acquisition & Ell Instruction

This class provides and overview of the English Language Learners (ELLs) and English as a Second Language (ESL) instruction for content area teachers. Topics include stages of second language acquisition,intercultural engagement,instructional adaptations for ELLs,and assessing ELLs in both language and content skills.

Prequisites: None

3
EDU 677

Field Exp Obs in Childhood Education

This class provides students with guided classroom observation experiences in elementary school settings. These guided observations will provide students with special and general education experiences. Observation settings will be selected by the course instructor and connected to relevant course work and assignments.

Prequisites: None

3
EDU 678

Field Exp Obs in Adolescence Education

This class provides students with guided classroom observation experiences in secondary school settings. These guided observations will provide students with special and general education experiences. Observation settings will be selected by the course instructor and connected to relevant course work and assignments.

Prequisites: None

3
EDU 679

Special Topics



Prequisites: None

3
EDU 682

Practicum in Childhood Education

This course is a 16-week (five days a week), college-supervised experience in early childhood, childhood or middle childhood education, including theories and principles learned in coursework and applied to actual practice in assessment, individualized programming and management of pupils at these grade levels.

Prequisites: None

6
EDU 684

Education Portfolio Capstone

This capstone consists of a stand alone 3-credit course that takes place concurrently with student teaching. In this course, candidates are challenged to integrate theory and evidence based practices with an emphasis on self-reflection. Candidates are responsible for compiling and refining a portfolio of key assignments from their academic program. Finally, candidates produce a culminating analytical reflection based upon the key assignment, student teaching, and the education department's Conceptual Framework.

Prequisites: EDU-682 EDU-692 SED-662 SED-672 or TSL-668

3
EDU 691

Student Teaching Seminar

This seminar is designed to discuss expectations, effective planning, problems, issues and concerns related to secondary student teaching.

Prequisites: None

0
EDU 692

Practicum in Adolescent Education

This course is a 16-week (five days a week), college-supervised experience in secondary education, including theories and principles learned in coursework and applied to actual practice in assessment, individualized programming and management of secondary-level students.

Prequisites: None

6
EDU 697

Adolescent Comprehensive Exam



Prequisites: None

0
EDU 698

Childhood Comprehensive Exam



Prequisites: None

0