Full-Time Faculty: Margaret McCarthy, Chair; Barbara A. Burns, Sandra K. Cimbricz, Patricia N. Chrosniak, Suzanne E. D’Amato, Janet M. Ferguson, Kristin E. Finn, Majorie L. Harrington, Theresa Janczak, Christopher Lopata, Michele A. Marable, Rosemary K. Murray, Paul Nochelski, S.J., Donald J. Murphy, Gillian Richardson, Mary E. Shea, Nancy V. Wallace, George Wenner, H. Jeanette Willert, Paul A. Young.
The Teacher Education Department provides programs in Elementary Education as follows: early childhood education (birth through grade two); childhood education (grades one through six); dual certification early childhood/childhood education (birth through grade six); dual certification in special education early childhood/early childhood (birth through grade 2); and dual certification in special education childhood/childhood education (grades 1 through 6). Each of these five programs requires students to select a 10 course academic concentration in one of seven disciplines: English, Mathematics, Science, Social Studies; French, German or Spanish.
At the Secondary Education level, the Teacher Education Department offers adolescence education (grades 7 through 12) in nine academic disciplines: Biology, Chemistry, Physics, English, Mathematics, Social Studies; French, German or Spanish. In total, there are 44 teacher program options in elemenary, secondary and special education.
The professional sequences in elementary and secondary education give the prospective teacher a thorough grounding in the many facets of modern American education and a gradually increasing exposure to the realities of the classroom. A broad range of field experiences, ranging from observation and tutoring to a full semester of student teaching, is an essential part of the curriculum. Each program also includes an integrated sequence of subject-area courses offered by one or more of the academic departments at the college.
To obtain initial teacher certification, the student must pass the examinations required by the New York State Education Department. In Elementary, Secondary, and Special Education, these include the Liberal Arts and Sciences Test (LAST), the Assessment of Teaching Skills-Written (ATS-W), and the Content Specialty Test (CST). It is recommended that the LAST be taken in the sophomore or junior year and the ATS-W and the CST in the junior or senior year.
For the professional certificate, students will need additional professional development, teaching experience, and the completion of an appropriate Master’s degree within three years.
Pending New York State approval, students majoring in Childhood education will be eligible to apply for a grade 7-9 certification extension; students majoring in Secondary education will be eligible to apply for a grade 5-6 certification extension in all concentration areas.
Students pursuing certification in French, German, or Spanish at the secondary level (grades 7-12) and students in Childhood Education, Early Childhood Education, or Special Education with a concentration in one of these foreign languages are required to take the following ten courses: 215, 216, 323, 324, 331, 332, plus four upper-level electives in the same language. Students who are required to start at the 115-116 course level will take the six required courses and two upper-level electives.
Admission
Coursework for all teacher certification normally begins in the freshman year. As early as possible in their college career, therefore, students should consult with a member of the Education Department faculty for advisement. Formal admission to the department, however, does not take place before the end of the soph-omore year. By that time, the student must do the following: (1) Make formal application for entry into the Elementary, Secondary or Special Education program. (2) Have an interview with a departmental adviser. (3) Have an overall G.P.A. of at least 2.0. (4) Have a grade of C or better in each required course in the major to date. (5) Achieve satisfactory scores on the Pre-Professional Skills Tests of Read-ing, Writing, and Mathematics (P.P.S.T.). Effective as of the May 1998 administration, passing scores on the P.P.S.T. are as follows: Reading: 178, Writing: 176, Mathematics: 178. The P.P.S.T. is a prerequisite for all 300-level courses in education.
Note: Upper-level Education courses (EDE, EDS, EDU, EDY and SPE) on the 300 and 400 levels are restricted to department majors only.
Coding
EDE Childhood Education
EDY Early Childhood Education
EDU Applies to several or all programs
EDS Adolescence Education
EMC Middle Childhood Education
SPE Special Education
AS Area Studies
M Major
CN Concentration
FE Free Elective
ELELMENTARY LEVEL
The Teacher Education Department provides fine programs at the Elementary level (grades 6 and below). The eight-semester recommended sequence and required courses are contained in the five sections below. Each of these five programs requires 15 courses in the college’s Core Curriculum and Area Studies (General Education), 10 courses in one of the seven academic disciplines (Academic Concentration) and appropriate professional education courses (Pedagogical Core). The seven academic concentration areas are listed immediately after the eight semester recommended sequence of courses. In all, there are 35 program options at the Elementary level.
Special Education/Early Childhood Education
[Dual Certification] (Birth to Grade 2)5
Recommended Schedule:
| Fall |
|
Spring |
|
| Freshman Year |
|
|
|
| ENG 101 |
3 |
ENG 102 |
3 |
| RST 101 or AS |
3 |
AS or RST 101 |
3 |
| SPE 100 or AS |
3 |
AS or SPE 100 |
3 |
| EDE 121 or EDU 122 |
3 |
EDU 122 or EDE 121 |
3 |
| AS/CN |
3 |
AS/CN |
3 |
| Total |
15 |
Total |
15 |
| Sophomore Year |
|
|
|
| EDY 207 |
3 |
EDU 250 |
3 |
| EDY 209 |
3 |
EDU 273 |
3 |
| EDY 225 |
3 |
SPE 280 |
4 |
| CN |
5 |
SPE 285 |
3 |
| AS or SPE 100 |
3 |
CN |
3 |
| AS |
3 |
EDY 226 |
15 |
| Total |
18 |
Total |
18 |
| Junior Year |
|
|
|
| SPE 300 |
4 |
SPE 320 |
4 |
| SPE 305 |
3 |
SPE 325 |
3 |
| EDY 306 |
3 |
EDE 390 or AS |
3 |
| EDE 390 or AS |
3 |
CN |
3 |
| CN |
3 |
CN |
3 |
| AS |
3 |
AS |
3 |
| Total |
19 |
Total |
19 |
| Senior Year |
|
|
|
| EDE 390 or AS |
3 |
SPE 450 |
1 |
| SPE 433 |
3 |
SPE 460 |
12 |
| CN |
3 |
AS5 |
3 |
| CN |
3 |
Total |
13-16 |
| AS |
3 |
|
|
| AS |
3 |
|
|
| Total |
15 |
Total |
133-144 |
Special Education/Early Childhood Education
[Dual Certification] (Birth to Grade 2) Curriculum:
| 1. |
College Core: ENG 101, ENG 102, PHI 101, RST 101 |
(4 courses) |
(12) |
| 2. |
Area studies: One course each from AS I, III, IV, V, VI, VII, VIII (except from AS II) Plus, choose four more AS courses, but not more than one from any area, and NONE from AS II. |
(11 courses) |
(35-37) |
| 3. |
Concentration |
|
|
| |
|
|
|
| 4. |
Pedagogical Core: |
(22 courses) |
(76) |
| |
SPE 100 |
Introduction to Special Education |
(3) |
| |
EDE 121 |
Children’s Literature |
(3) |
| |
EDU 122 |
Technology in Education |
(3) |
| |
EDY 207 |
Language Development - Early Childhood |
(3) |
| |
EDY 209 |
Developmentally Appropriate in Early Childhood Classrooms |
(3) |
| |
EDY 225 |
Literacy and the Young I |
(3) |
| |
EDY 226 |
Literacy and the Young II |
(3) |
| |
EDE 221 |
Elementary Schools I |
(3) |
| |
EDE 222 |
Elementary Schools II |
(3) |
| |
EDU 250 |
Foundations of Education |
(3) |
| |
EDE 273 |
Human Growth and Social |
(3) |
| |
EDE 331 |
Development: Birth through Childhood |
(3) |
| |
SPE 280 |
Nature and Needs of Elementary Classroom Students with Mental Retardation |
(3) |
| |
SPE 285 |
Multidisciplinary Assessment and Teaching |
(1) |
| |
SPE 300 |
Nature and Needs of Elementary Classroom Students with Learning Disabilities |
(3) |
|
SPE 305 |
Remedial Strategies for Teaching in the Elementary Classroom Content Areas |
(3) |
|
EDY 306 |
Music, Movement, and the Arts in Early Childhood Classrooms |
(3) |
|
SPE 320 |
Nature and Needs of Elementary Classroom Students with Behavior Disorders |
(3) |
|
SPE 325 |
Classroom Management |
(3) |
|
EDE 390 |
Cognition, Learning, and Assessment |
(3) |
|
SPE 433 |
Seminar in Teaching and Assessment |
(3) |
|
SPE 450 |
Student Teaching Seminar |
(1) |
|
SPE 460 |
Student Teaching |
(12) |
| |
Total |
(44-45 courses) |
(136-150) |
Concentrations
Students who major in any of the five elementary or special education programs listed above must also complete one of the concentrations listed below:
English
| ENG 101 English Seminar I |
(3) |
| ENG 102 English Seminar II |
(3) |
| ENG 300 Intro to English Studies (AS III) |
(3) |
American Literature I:
Pre-Civil War Period (300/400) |
(3) |
American Literature II:
Post-Civil War Period (300/400) |
(3) |
| ENG 322 or 323 Shakespeare |
(3) |
British Literature (300/400): One course
from 3 of 4 historical periods:
I. Medieval-Early 17th Cent.;
II. Restoration-18th Cent.;
III. 19th Cent.; IV. 20th Cent. |
(9) |
Writing ENG/EDU 405 Teaching Writing
in the Schools, or ENG 385, 386, 387,
389, 394, 401, OR 403 |
(3) |
French8
| FRC 103 Elementary French I (AS VIII)8 |
(4) |
| FRC 104 Elementary French II (AS VIII)8 |
(4) |
| FRC 115 Intermediate French I8 |
(4) |
| FRC 116 Intermediate French II8 |
(4) |
| FRC 215 Advanced French I |
(3) |
| FRC 216 Advanced French II |
(3) |
| FRC 323 Advanced French Conversation I |
(4) |
| FRC 324 Advanced French Conversation II |
(4) |
| FRC 331 Stylistic and Advanced Grammar I |
(3) |
| FRC 332 Stylistic and Advanced Grammar II |
(3) |
German8
| GER 103 Elementary German I (AS VIII)8 |
(4) |
| GER 104 Elementary German II (AS VIII)8 |
(4) |
| GER 115 Intermediate German I8 |
(4) |
| GER 116 Intermediate German II8 |
(4) |
| GER 215 Advanced German I |
(3) |
| GER 216 Advanced German II |
(3) |
| GER 323 Advanced German Conversation I |
(4) |
| GER 324 Advanced German Conversation II |
(4) |
| GER 331 Stylistics and Advanced Grammar I |
(3) |
| GER 332 Stylistics and Advanced Grammar II |
(3) |
Mathematics
| CSC 110 or 111 Intro to Computing/Programming (AS VII) |
(3-4) |
| MAT/CSC Elective (AS VII) |
(3) |
| MAT 111 Calculus I |
(4) |
| MAT 112 Calculus II |
(4) |
| MAT 211 Calculus III |
(4) |
| MAT 219 Linear Algebra |
(4) |
| MAT 222 Differential Equations |
(4) |
| MAT 230 Bridge to Abstract Math |
(4) |
| MAT 141 or MAT 351 Statistics |
(3-4) |
| MAT 331 Intro to Modern Geometry |
(3) |
Science
| GEO 325 Physical Geography (AS I) |
(3-4) |
| Science Elective (AS I) |
(3) |
| BIO 101, BIO 101 Lab Intro to Cellular/Subcellular Biology |
(4) |
| BIO 102, BIO 102 Lab Organismal Biology |
(4) |
| CHEM 111, CHEM 111 Lab General Chemistry I |
(4) |
| CHEM 112, CHEM 112 Lab General Chemistry II |
(4) |
| PHY 129 or 130 Intro to Astronomy/Geology |
(4) |
BIO 201, BIO 201 Lab Evolution, Ecology,
and Population Biology |
(4) |
| Science Electives (2) |
(3-4) |
Social Studies
| HIS 123 History of the U.S. to 1877 |
(3-4) |
| HIS 124 History of the U.S. 1877 to Present (AS IV) |
(3) |
HIS 107 History of Modern Europe to 1815
OR
HIS 111 Men and Ideas in History |
(4) |
HIS 108 History of Modern Europe Since 1815
OR
HIS 113 The Twentieth Century |
(4) |
| HIS 110 History of Asia Since 1800 |
(4) |
PSC 101 American Government and Politics I
OR
PSC 102 American Government and Politics II
|
(4) |
ECO 101 Principles of Macroeconomics
OR
ECO 102 Principles of Microeconomics
|
(4) |
| History of Europe or Third World: one course |
(4) |
History of the U.S.: two courses
[HIS 381: New York State History (3) strongly recommended] |
(3-4) |
Spanish8
| SPA 103 Elementary Spanish I (AS VIII)8 |
(4) |
| SPA 104 Elementary Spanish II (AS VIII)8 |
(4) |
| SPA 115 Intermediate Spanish I8 |
(4) |
| SPA 116 Intermediate Spanish II8 |
(4) |
| SPA 215 Advanced Spanish I |
(3) |
| SPA 216 Advanced Spanish II |
(3) |
| SPA 323 Advanced Spanish Conversation I |
(4) |
| SPA 324 Advanced Spanish Conversation II |
(4) |
| SPA 331 Stylistics and Advanced Grammar I |
(3) |
| SPA 332 Stylistics and Advanced Grammar II |
(3) |
Courses 2001 - 2003
Childhood Education
EDE 121 Literature for Children and Young Adults 3
Focuses on importance of reading to children and uses of children’s books across all curriculum areas. Authors, illustrators, types of children’s literature, age-level appropriateness.
EDE 221 Teaching Literacy in Elementary Schools Part I 3
Theories and components of reading process. Traditional and whole language approaches at primary and intermediate levels. Methods
and materials for teaching language arts. Pre-Professional Skills Test (PPST) must be taken as course requirement.
EDE 222 Teaching Literacy in Elementary Schools Part II 3
Explores and extends concepts and practices presented in EDE 221. Reading and writing process and integration of language arts reinforced. Field placement.
EDE 273 Human Growth and Development – Birth through Childhood 3
This course is designed to introduce students to the multiple dimensions of child development and the place of education in promoting wellness for all children. This includes the examination of theories associated with physical, cognitive, social, emotional, and behavioral development. The impact of family, culture, and society on wellness in all these areas will be considered throughout the course. Strategies for strengthening families and positive family-school associations will be an emphasis. Topics explored include: selecting appropriate materials, designing meaningful learning activities, classroom organization, flexible grouping of students, setting expectations for performance, involving the wider community, effective instructional strategies, and efficient assessment. Students will participate in team teaching, direct teaching, cooperative learning, and demonstration lessons. They’ll also investigate practical applications for integrating the arts across all content areas of the curriculum. PPST required.
EDE 311 Science in the Schools 3
Teaching science in elementary school: objectives, curriculum, teaching strategies, materials, evaluation. State syllabus: content, inquiry skills, problem solving, and scientific attitude. Sampling of national programs. PPST required.
EDE 317 Teaching Mathematics in Elementary Schools 3
Survey of mathematical concepts and topics that are taught in elementary school; real number system and its sub-systems; numeration systems, ratio, percentage, probability.
EDE 331 Teaching Social Studies – Elementary 3
Social studies skills, concepts, content: historic, geographic, economic, political, and social. PPST required.
EDE 341 Students with Special Needs 3
Teaching students with physical, mental, emotional, or social problems; teaching the gifted and talented. Historical development of special education, with emphasis on current legislation and trends. Adapting regular education program to meet special needs. PPST required.
EDE 390 Cognition, Learning, and Assessment – Birth through Childhood 3
This course investigates the learning process relative to children ages birth through childhood years. The emphasis is on different theories of learning and their application in classroom settings. Special attention will be given to studies of current brain research, concept information, and problem solving. The impact of emotion and motivation on learning as well as the neurological basis for learning will be integrated throughout the course. Multiple measures for effective assessment and reporting of students’ learning, including both formal and informal procedures, will be analyzed. PPST required.
EDE 412 Elementary Curriculum Development and Implementation 3
This course focuses on the processes through which curriculum is designed, developed, implemented, and assessed. It includes the role of NY State standards. Special attention is given to building classroom communities and integrating areas of study to meet the needs of a variety of learners. PPST required.
EDE 432 Seminar in Teaching and Assessment – Elementary 3
This course is intended to prepare students for the broader responsibilities required in student teaching. In childhood-level settings (Gr. 1-6), students will begin to plan and teach lessons, as well as continue to observe master teachers. They will prepare classroom materials, design some long-range plans, and examine site-based parent involvement projects. On-campus meetings will provide opportunities for professional reflection with a team, and workshop experiences on topics related to classroom management, increasing family involvement, teaching to higher standards and assessment. Gr. 4-6 Fifty (50) hours of field experience required. PPST required.
EDE 450 Student Teaching Seminar 1
Conducted during the student teacher semester. Participants engage in activities that prepare them for teaching and in discussions of their student teaching experiences. Health education including drug abuse, tobacco health issues, child abduction, AIDS, and prevention of school violence.
Prerequisite: Signature; concurrent registration in Student Teaching.
EDE 455 Student Teaching – Childhood 12
This is the culminating field experience for Childhood certification. It is a continuous, full-time experience. After a structured period of observation, students gradually assume responsibility for a full range of teaching activities encountered in a school situation. They will be expected to demonstrate the appropriate professional competencies and attitudes essential for successful elementary grade teaching. Two college-supervised experiences, each of seven (7) weeks at the Gr. 1-3 and Gr. 4-6 levels. Student teaching is conducted under the supervision of a cooperating teacher and members of the college faculty. Group seminars will provide further opportunities for professional reflection with a team and workshop experiences on topics related to higher standards, assessment, and health/welfare issues (drugs, tobacco, AIDS, and abuse).
Prerequisite: Signature; concurrent registration in EDE 450.
EDE 465 Student Teaching – Childhood/Early Childhood 12
This is the culminating field-based experience for Childhood certification. It is a continuous, full-time experience. After a structured period of observation, students gradually assume responsibility for a full range of teaching activities encountered in a school situation. They will be expected to demonstrate the appropriate professional competencies and attitudes essential for successful elementary grade teaching. In this dual major program, students will student-teach for 40 days at the 1-2 grade level, and 30 days in a Gr. 4-6 placement. Student teaching is conducted under the supervision of a cooperating teacher and members of the college faculty. Group seminars will provide further opportunities for professional reflection with team and workshop experiences on topics related to classroom management, increasing family involvement, teaching to higher standards, assessment, and health/welfare issues (drugs, tobacco, AIDS, and abuse).
Prerequisite: Signature, concurrent registration in EDE 450.
Teacher Education
EDU 122 Technology in Education 3
Applications of technology in education. Evaluation and selection of software. Distance learning. Emphasis on new kinds of technology that impact on classroom teaching.
EDU 250 Foundations of Education
Social, philosophical, legal, historical, organizational, theoretical perspectives on education, including multicultural educational perspectives. Role of education, rights and responsibilities of teachers, students, and others involved in schooling. School, home, community relationship to student learning. Emphasis on skills. PPST is a course requirement for education majors.
Pre- or Co-Requisite: PHI 101.
EDU 341 Students with Special Needs 3
Teaching students with physical, mental, emotional, or social problems; teaching the gifted and talented. Historical development of special education, with emphasis on current legislation and trends. Inclusion methods. PPST required.
EDU 351 Human Growth and Social Development 3
Human developmental processes and variations; effects of culture, heritage, socioeconomic level, health, environment on student performance. Methods for sustaining student interest, cooperation and achievement. Emphasis on student’s role as citizen in the school, community and nation. (Course focuses on the Middle School through High School years.) PPST required.
EDU 420 Teaching Writing in the Schools 3
Emphasis on integrating current theories of writing into classroom curricula. Students develop their own composing abilities and strengthen their ability to teach writing in school settings. PPST required.
EARLY CHILDHOOD Education
EDY 207 Language Development in Early Childhood 3
This course builds in-depth understanding of theories and instructional applications supported by research in the field of language development. Patterns for acquiring speech and language in contemporary society and the role of teachers and parents in the process are examined. Cognition, speaking, listening, reading, and writing are studied as interrelated processes. Stages and factors related to natural language learning, the language development of ESL learners, brain research on language acquisition, and children from diverse cultural and economic backgrounds are examined. Fifteen (15) hours of field experience required, Toddler level.
EDY 209 Developmentally Appropriate Curriculum in Early Childhood Classrooms 3
This course focuses on developmentally appropriate learning opportunities for early childhood. A study of research that shapes effective curriculum for children from birth through Grade 2, will include the role of NY State standards. Various theoretical perspectives on infant/toddler/early childhood development, as well as the pragmatics of caring for young children in early childhood settings, will be investigated. Students will explore theories related to best practice for enhancing children’s physical, cognitive, social, emotional, and behavioral development within early childhood settings. An emphasis will be on understanding the value of play for young children and on facilitating various types of play opportunities. PPST required.
EDY 225 Literacy and the Young Child – Part I 3
This course explores the research related to young children’s (birth through 8 years old) development of literacy concepts and skills. Reading, writing, speaking, and listening are studied as interrelated literacy processes and tools for learning in all areas. Factors that facilitate literacy acquisition, first in the home and then in school, are examined. Appropriate instructional methods and materials, as well as the role of NY State standards will be included.
EDY 226 Literacy and the Young Child – Part II 3
This course examined effective methods for determining children’s levels of literacy. Strategies for appropriate instruction that reinforces, remediates, and/or enriches literacy performances and procedures for accurately reporting progress will be an emphasis. Issues related to the literacy learning of ESL learners, disabled readers, struggling readers, and children from diverse or disadvantaged backgrounds will be discussed. Early intervention programs with measured success will be examined. Twenty (20) hours of field experience required, Pre-K – K level.
EDY 306 Music, Movement, and the Arts in Early Childhood Classrooms 3
In this course, emphasis will be placed on the integration of music, movement, and the arts into the total curriculum in early childhood classrooms. Students will explore various media and materials as they consider how these resources and techniques can be used to enrich learning and stimulate children’s creativity across all content areas. PPST required.
EDY 310 Teaching Math/Science in Early Childhood Classrooms 3
Students will examine the development of math/science concepts, skills, and reasoning. The use of hands-on materials, visuals, and other multi-model experiences in math/science learning will be emphasized. A focus will be placed on inquiry methods, problem solving, and diagnostic teaching. Students will be involved in designing and implementing lessons as well as thematic units, which address NY State standards and diversity among learners. Fifteen (15) hours of field experience required, Pre-K – K level. PPST required.
EDY 433 Seminar in Teaching and Assessment 3
This course is intended to prepare students for broader responsibilities required in student teaching. In early childhood settings (birth through Gr. 2), students will begin to plan and teach lessons centered around young children’s needs and interests as well as continue to observe master teachers. They will prepare classroom materials, design some long-range plans, and examine site-based parent involvement projects. On-campus meetings will provide opportunities for professional reflection with a team and workshop experiences on topics related to classroom management, increasing family involvement, teaching to higher standard, assessment, an health/ welfare issues (drugs, alcohol, tobacco, AIDS, and abuse). Fifty (50) hours of field placement required, Gr. 1-2 level. PPST required.
EDY 450 Student Teacher Seminar 1
Conducted during the student teacher semester. Participants engage in activities that prepare them for teaching and in discussions of their student teaching experiences. Health education including drug abuse, tobacco health issues, child abduction, AIDS, and prevention of school violence.
Prerequisite: Signature; concurrent registration in Student Teaching.
EDY 460 Student Teaching – Early Childhood 12
This is the culminating field-based experience for the Early Childhood certification. It is a continuous, full-time experience in settings for children, ages Birth through Grade 2. After a structured period of observation, students gradually assume responsibility for a full range of teaching activities encountered in a school situation. They will be expected to demonstrate the appropriate professional competencies and attitudes essential for successful elementary grade teaching. Student teaching is conducted under the supervision of a cooperating teacher and members of the college faculty. Group seminars will provide further opportunities for professional reflection with a team and workshop experiences on topics related to classroom management, increasing family involvement, teaching to higher standards, assessment, and health/welfare issues (drugs, alcohol, tobacco, AIDS, and abuse).
Prerequisite: Signature; concurrent registration in EDY 450.
ADOLESCENCE Education
EDS 223 Development of Literacy and Language in Early Childhood and Childhood 3
Understanding language acquisition and literacy development in young children, both native speakers and new English language learners. Teaching skills for helping students to develop listening, speaking, reading and writing abilities.
EDS 224 Teaching for Literacy in Grades 5-12 3
Focus on methods for assessing and improving students’ reading, speaking, listening and writing abilities in middle school and high school. Twenty (20) hours of field experience.
EDS 360 Evaluation and Teaching Strategies 4
Instructional planning, curriculum development, formal and informal methods of assessing student learning and of reflecting on one’s own teaching practice. Skills in planning and modifying instruction; use of various resources to enhance teaching. Three hours of lecture; two hours of field placement each week. Thirty (30) hours of field experience. Pre-Professional Skills Test (PPST) required.
EDS 390 Cognition, Learning and Assessment of Adolescents and Pre-Adolescents 3
Understanding of learning processes; classroom management; roles of transfer, retention, motivation, communication, and achievement; and the effects of learning styles and reinforcement. Skills in applying that understanding so that student interest, cooperation, and performance will be a constant focus. Methods for differentiating instruction so that all students can learn. PPST required.
EDS 402 Methods of Teaching English 3
EDS 403 Methods of Teaching Math 3
EDS 404 Methods of Teaching Language 3
EDS 405 Methods of Teaching Science 3
EDS 406 Methods of Teaching Social Studies 3
Knowledge and ability to develop a variety of teaching strategies including recent technology applications in the subject area. Use of multiple research-validated instructional strategies for teaching students within the full range of abilities. Use of NY State standards for instructional planning for the discipline.
Prerequisite: EDS 360. PPST required.
EDS 432 Seminar in Teaching and Assessment 3
Curriculum development, analysis of lesson and unit planning, reflection on one’s own teaching practice. Skill in using assessment data to modify instruction and in using various resources to enhance teaching. Focus on fostering effective relationships and interactions within the school community. Means for updating knowledge and skills in your curricular area. Means for reporting child abuse and maltreatment. Fifty (50) hours of field experience.
Prerequisite: EDS 360. PPST required.
EDS 450 Student Teaching Seminar 1
Conducted during the student teacher semester. Participants engage in activities that prepare them for teaching and in discussions of their student teaching experiences. Health education including drug abuse, tobacco health issues, child abduction, AIDS, and prevention of school violence.
Prerequisite: Signature; concurrent registration in EDS 470.
EDS 470 Supervised Student Teaching 12
Supervised classroom experience in major teaching discipline. Two field placements are required. Group meetings and individual conferences with field supervisor and cooperating teacher. Minimum assignment—14 weeks. Grade: Pass/Fail.
Prerequisite: Overall G.P.A. of 2.50 to date: "C" in each required subject area course (modern language majors must also pass proficiency examination); "C" in each required Education course; interview; EDS 450. Some schools may require certain health tests.
Special Education
SPE 100 Introduction to the Exceptional Child 3
Introduction to the distinct challenges and needs of persons with disabilities. The characteristics of these populations, the growth of the field of special education, and instructional strategies for students with special needs.
SPE 280 Nature and Needs of Students with Mental Retardation at the Early Childhood Level 4
Provides a broad and comprehensive understanding of the impact of Mental Retardation from an early childhood perspective. Teaching strategies that ensure success throughout pre-school through second grade will be demonstrated. Overview of the CPSE process and placement options for students with MR will be featured along with collaborative strategies for parental involvement. Course objectives include application of teaching techniques at the early childhood level. Lab requirement involves practicum experience in a classroom for students with MR commensurate with the early childhood certification area. Lab requirements include developing assistive and instructional technology that are appropriate in the planning and management of the early childhood teaching environment including supporting students with MR in the general education classroom. Lab requirements will demand ten (10) hours in the classroom setting. Prerequisite: SPE 100 and EDU 250. Concurrent enrollment in SPE 285. Pre-Professional Skills Test (PPST) required.
SPE 285 Multidisciplinary Assessment and Teaching at the Early Childhood Level 3
A conceptual framework and specific strategies for participating in a multidisciplinary team approach to meeting the needs of students with disabilities at the early childhood level. Course objectives include multidisciplinary assessment process for recommendations to the Committee on Preschool Special Education, collaborations with parents and families, models of collaboration at the early childhood level including home-based or center-based models, and procedures to effectively meet the needs of children with disabilities and their families at the early childhood level (PK, K, 1, 2). Lab requirement involves practicum experience in a classroom for students with disabilities commensurate with the early childhood certification area. Lab requirements will be ten (10) hours in the classroom setting. Prerequisite: SPE 100 and EDU 250. Concurrent enrollment in SPE 280. PPST required.
SPE 290 Nature and Needs of Students with Mental Retardation at the Childhood Level 4
Provides a broad and comprehensive understanding of the impact of the Mental Retardation from a childhood perspective. Teaching strategies that ensure success throughout elementary school will be demonstrated. Overview of the CSE process and placement options for students with MR will be featured along with collaborative strategies for parental involvement. Course objectives include application of teaching techniques at the childhood level. Lab requirement involves practicum experience in a classroom for students with MR commensurate with the childhood certification area (1-6). Lab requirements include developing assistive and instructional technology that are appropriate in the planning and management of the childhood teaching environment including supporting students in the general education classroom. Lab requirements will demand ten (10) hours in the classroom setting. Prerequisite: SPE 100 and EDU 250. Concurrent enrollment in SPE 295. Pre-Professional Skills Test (PPST) is required.
SPE 295 Multidisciplinary Assessment and Teaching at the Childhood Level 3
A conceptual framework and specific strategies for participating in a multidisciplinary team approach to meeting the needs of students with disabilities at the childhood level. Course objectives include multidisciplinary assessment process for recommendations to the Committee on Special Education, collaborations with parents and families, models of collaboration at the childhood level including transdisciplinary models, and procedures to effectively meet the needs of children with disabilities and their families at the childhood level (1-6). Lab requirement involves practicum experience in a classroom for students with disabilities commensurate with the childhood certification area. Lab requirements will be ten (10) hours in the classroom setting.
Prerequisite: SPE 100 and EDU 250. Concurrent enrollment in SPE 290 PPST is required.
SPE 300 Nature and Needs of Students with Learning Disabilities at the Early Childhood Level 4
Provides a broad and comprehensive understanding of the impact of learning disabilities from an early childhood perspective. Teaching strategies that ensure success throughout preschool through second grade will be demonstrated. Assistive and instructional technology useful in the early childhood classroom will be highlighted. Overview of the CPSE process and placement options for students with LD will be featured along with collaborative strategies for parental involvement. Course objectives include application of teaching techniques at the early childhood level. Lab requirements include developing assistive and instructional technology that are appropriate in the planning and management of the early childhood teaching environment including supporting students in the general education classroom. Lab requirements will demand ten (10) hours in the classroom setting.
Prerequisite: SPE 280, 285. Concurrent enrollment in SPE 305. PPST is a course requirement.
SPE 305 Remedial Strategies in the Content Areas at the Early Childhood Level 3
Specific procedures for designing instruction to students with special needs and those at risk of failure. Generic procedures are illustrated with application at the early childhood level using developmentally appropriate techniques and materials. Strategies will be emphasized that support students in the early childhood teaching environment as well as the settings with age appropriate peers. Assistive and instructional technology useful in the early childhood certification area (PK, K, 1, 2) including writing behavioral objectives and developing assistive technology for the student with LD. Lab requirement will be ten (10) hours in the classroom setting.
Prerequisite: SPE 280, 285. Concurrent enrollment in SPE 300. PPST is a course requirement.
SPE 310 Nature and Needs of Students with Learning Disabilities at the Childhood Level 4
Provides a broad and comprehensive understanding of the impact of learning disabilities from a childhood perspective. Teaching strategies that ensure success throughout elementary school will be demonstrated. Assistive and instructional technology useful in the childhood (1-6) classroom will be highlighted. Overview of the CSE process and placement options for students with LD will be featured along with collaborative strategies for parental involvement. Course objectives include application of teaching techniques at the childhood level. Lab requirement involves practicum experience in a classroom for students with LD commensurate with the early childhood certification area (1-6) including IEP development. Lab require-ments include developing assistive and instructional technology that are appropriate in the planning and management of the early childhood teaching environment including supporting students in the general classroom. Lab requirements will demand ten (10) hours in the classroom setting.
Prerequisite: SPE 290, 295. Concurrent enrollment in SPE 315. PPST is a course requirement.
SPE 315 Remedial Strategies in the Content Areas at the Childhood Level 3
Specific procedures for designing instruction to students with special needs and those at-risk of failure. Generic procedures are illustrated with application at the childhood level using developmentally appropriate techniques and materials. Strategies will be emphasized that support students with LD in the childhood teaching environment as well as the settings with age appropriate peers. Assistive and instructional technology useful in the childhood classroom will be highlighted. Lab requirement involves practicum experience in a classroom for students with LD commensurate with the childhood certification area (1-6) including writing behavioral objectives and developing assistive technology for the student with LD. Lab requirement will be ten (10) hours in the classroom setting.
Prerequisite: SPE 290, 295. Concurrent enrollment in SPE 310. PPST is a course requirement.
SPE 320 Nature and Needs of Students with Emotional and Behavioral Disorders 4
Provides a broad and comprehensive understanding of the impact of Emotional and Behavioral Disorders from early childhood, elementary, adolescent perspectives. Teaching strategies that ensure success throughout school will be demonstrated. Assistive and instructional technology useful in the early childhood classroom will be highlighted for students with B/BD. Overview of the CPSE process and placement options for students with E/BD will be featured along with collaborative strategies for parental involvement. Course objectives include application of teaching techniques at the early childhood level. Lab requirement involves practicum experience in a classroom for students with E/BD commensurate with the early childhood certification area. Lab requirements include developing assistive and instructional technology that are appropriate in the planning and management of the early childhood teaching environment including supporting students in the general education classroom. Lab requirements will demand ten (10) hours in the classroom setting.
Prerequisite: SPE 300, 305. Concurrent enrollment in SPE 325. PPST required.
SPE 325 Classroom Management at the Early Childhood Level 3
Discusses the education implications of behavior management and the importance of a proactive approach to prevent behavior problems. Classroom structures are identified that support children with E/BD and are developmentally appropriate for the early childhood level. Course objectives include discipline models, procedures and techniques that address increasing positive behaviors and decreasing negative behaviors that affect a student’s ability to learn. Both individual and group contingencies will be investigated. Application of the Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP) will be addressed using a case study approach with early childhood aged subjects. Lab requirement involves practicum experience in a classroom for students with disabilities commensurate with the early childhood certification area (PK, K, 1, 2). Lab requirements will be ten (10) hours in the classroom setting.
Prerequisite: SPE 300, 305. Concurrent enrollment in SPE 320. PPST required.
SPE 330 Nature and Needs of Students with Emotional and Behavioral Disorders 4
Provides a broad and comprehensive understanding of the impact of Mental Retardation from a childhood perspective. Teaching strategies that ensure success throughout elementary school will be demonstrated. Overview of the CSE process and placement options for students with MR will be featured along with collaborative strategies for parental involvement. Course objectives include application of teaching techniques at the childhood level. Lab requirement involves practicum experience in a classroom for students with MR commensurate with the childhood certification area (1-6). Lab requirements include developing assistive and instructional technology that are appropriate in the planning and management of the childhood teaching environment including supporting students in the general education classroom. Lab requirements will demand ten (10) hours in the classroom setting.
Prerequisite: SPE 310, 315. Concurrent enrollment in SPE 335. PPST required.
SPE 335 Classroom Management at the Childhood Level 3
Discusses the education implications of behavior management and the importance of a proactive approach to prevent behavior problems. Classroom structures are identified that support children with disabilities and are developmentally appropriate for the childhood level. Course objectives include discipline models, procedures and techniques that address increasingly positive behaviors and decreasing negative behaviors that affect a student’s ability to learn. Both individual and group contingencies will be investigated. Application of the Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP) will be addressed using a case-study approach with childhood aged subjects. Lab requirement involves practicum experience in a classroom for students with disabilities commensurate with the childhood certification area (1-6). Lab requirements will be ten (10) hours in the classroom setting.
Prerequisite: SPE 310, 315. Concurrent enrollment in SPE 330. PPST required.
SPE 432 Seminar in Teaching and Assessment 3
Students observe and participate in a special-education setting and teach at least two lessons. Required before student teaching. PPST required.
SPE 433 Seminar in Teaching and Assessment 3
Students observe and participate in a special-education setting and teach at least two lessons. Required before student teaching. PPST required.
SPE 450 Student Teaching Seminar 1
Conducted during the student teacher semester. Participants engage in activities that prepare them for teaching and in discussions of their student teaching experiences. Health education including drug abuse, tobacco health issues, child abduction, AIDS, and prevention of school violence.
Prerequisite: Signature; concurrent registration in Student Teaching.
SPE 455 Supervised Student Teaching 12
Supervised classroom experience at the childhood level. Two field placements are required. Group meetings and individual conferences with field supervisor and cooperating teacher. Minimum assignment—14 weeks. Grade: Pass/Fail.
Prerequisite: Signature; overall G.P.A. of 2.50 to date: "C" in each required subject area course (modern language majors must also pass proficiency examination); "C" in each required Education course; interview; concurrent registration in SPE 450. Some schools may require certain health tests.
SPE 460 Supervised Student Teaching 12
Supervised classroom experience at the early childhood level. Two field placements are required. Group meetings and individual conferences with field supervisor and cooperating teacher. Minimum assignment—14 weeks. Grade: Pass/Fail. Prerequisite: Signature, overall G.P.A. of 2.50 to date: "C" in each required subject area course (modern language majors must also pass proficiency examination); "C" in each required Education course; interview; concurrent registration in SPE 450. Some schools may require certain health tests.
1 All programs require 42 courses. Student teaching counts as four courses. Students should consult DRS (Degree Requirement Summary) advisement form for their concentration. Students will take six courses in any three semesters.
2 Students with a concentration in English have three electives; all others have two electives.
3 Students in this dual certification program will take 44 courses. Student teaching semester counts as four courses. Students should consult the DRS (Degree Requirement Summary) advisement form for their particular concentration. Students will take six courses per semester five times (semesters 3, 4, 5, 6, and 7).
4 Students with a concentration in English have one elective; all others have none.
5 In programs that require 45 courses, student will take six course per semester in semesters 3, 4, 5, 6, 7 and either six courses in semester 2 or one course in summer school, or one course during the student teaching semester. Student Teaching and the seminar count as four courses.
6 All programs require 44 courses. Student teaching semester counts as four courses. Students should consult the DRS (Degree Requirement Summary) advisement form for their particular concentration. Students will take six courses per semester five times (semesters 3, 4, 5, 6, 7).
7 Students with a concentration in English have two electives; all others have one free elective.
8 Students enrolled in foreign language concentrations, who begin at the intermediate or advanced levels, should consult with the chair of the Modern Languages department. These students will substitute upper-level language electives to replace the lower-level elementary or intermediate courses.
9 Students in Adolescence Education will take 12-17 courses in their academic major. Consult DRS for particular majors. Students with 41 courses will take six courses in two semesters, 42 courses in three semesters, 43 courses in four semesters.
10 EDU 122 is not required for Biology, Chemistry or Physics Education majors. These programs have no free electives. See DRS.
11 EDU 420 is required for English Education majors only.
12 Students enrolled in foreign language majors, who begin at the intermediate or advanced levels, should consult with the chair of the Modern Languages department. These students will be excused from elementary language courses and will replace with upper-level language electives. Students should also consult with the Modern Languages department regarding Study-Abroad opportunities in France, Spain, and Germany.