Adolescence Education (Grades 7-12)
Full-Time Faculty: Fr. Paul Nochelski, S.J., Chair; Ali Ait Si Mhamed, Fernanda Astiz, Nancy Bailey, Suzanne Borowicz, Barbara Burns, Lorreine DiCamillo, Janet Ferguson, Kristin Finn, H. Jeanette Willert.The Education Department offers nine certification programs at the Adolescence Level. The curriculum and eight-semester recommended sequence of courses are followed by nine academic majors or areas of certification for Grades 7-12. Candidates are advised to consult the appropriate Degree Requirement Summary (DRS) form for their intended program.
The professional sequences in Early Childhood, Childhood, Students with Disabilities and Adolescence Education give the prospective teacher a thorough foundation 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, 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.
For more information on Education programs at Canisius, please click here.
CODES
EDE Childhood Education
EDY Early Childhood Education
EDU Teacher Education (applies to several or all programs)
EDS Adolescence Education
EMC Middle Childhood Education
SPE Students with Disabilities
AS Area Studies
M Major
CN Concentration
FE Free Elective
Adolescence Education Curriculum:
| 1. | College Core: ENG 101, ENG 102, PHI 101, RST 101 (4 courses) |
(12 credits) | |
| 2. | Area studies: One course each from AS I, III, IV, V, VI, VII, VIII (none from AS II); Plus, choose four more AS courses, but not more than one from any area, and none from AS II.(9-10 courses) |
(27-32 credits) | |
| 3. | Concentration/Content Area of Certification: | ||
| 4. | Pedagogical Core: (13-14 courses) | (41-44 credits) | |
| EDS 101 Human Growth and Social Development: Adolescence | (3 credits) | ||
| EDU 122 Technology in Education | (3 credits) | ||
| EDS 223 Foundations of Literacy | (3 credits) | ||
| EDS 224 Teaching Literacy in Grades 7-12 | (3 credits) | ||
| EDU 250 Foundations of Education | (3 credits) | ||
| EDU 341 Inclusive Strategies | (3 credits) | ||
| EDS 360 Evaluation and Teaching Strategies | (4 credits) | ||
| EDS 390 Cognition, Learning, and Assessment: Adolescence | (3 credits) | ||
| EDS 402, 403, 404, 405, or 406 Methods of Teaching (in concentration area) | (3 credits) | ||
| EDS 432-436 Applied Methods of Teaching: Adolescence | (3 credits) | ||
| EDS 450 Student Teaching Seminar | (1 credit) | ||
| EDU 451 Child Abuse Seminar | (0 credits) | ||
| EDU 4525 Prevention of School Violence Workshop | (0 credits) | ||
| EDS 470 Student Teaching | (12 credits) | ||
| Free Electives: 0-2 depending on concentration | (0-6 credits) | ||
| Total (41-43 courses) | (124-142) | ||
Recommended Schedule:
| Fall | Spring | |||||
| Freshman Year | ||||||
| ENG 101 | 3 credits | ENG 102 | 3 credits | |||
| EDU 122 or EDS 101 | 3 credits | EDU 122 or EDS 101 | 3 credits | |||
| Major/AS | 3 credits | AS/Major | 3 credits | |||
| AS | 3 credits | AS/Concentration | 3 credits | |||
| AS | 3 credits | AS | 3 credits | |||
| Total | 15 credits | Total | 15 credits | |||
| Sophomore Year | ||||||
| EDS 223 | 3 credits | EDS 224 | 3 credits | |||
| RST 101 or PHI 101 | 3 credits | RST 101 or PHI 101 | 3 credits | |||
| EDU 250 or AS | 3 credits | EDU 250 or AS | 3 credits | |||
| M/AS | 3 credits | M/AS | 3 credits | |||
| Elective/AS | 3 credits | Elective/AS | 3 credits | |||
| AS | 3 credits | AS | 3 credits | |||
| Total | 18 credits | Total | 18 credits | |||
| Junior Year | ||||||
| EDS 360 | 3 credits | EDS 390 | 3 credits | |||
| AS/M/FE | 3 credits | EDS 402-406 | 3 credits | |||
| AS/M/FE | 3 credits | AS/M/FE | 3 credits | |||
| AS/M/FE | 3 credits | AS/M/FE | 3 credits | |||
| AS/M/FE | 3 credits | AS/M/FE | 3 credits | |||
| Total | 15 credits | Total | 15 credits | |||
| Senior Year | ||||||
| EDS 432-436 (prereq. EDS 402-406) |
3 credits | EDS 450 | 1 credit | |||
| EDU 341 | 3 credits | EDU 451 | 0 credits | |||
| AS/M/FE | 3 credits | EDU 452 | 0 credits | |||
| AS/M/FE | 3 credits | EDS 470 | 12 credits | |||
| AS/M/FE | 3 credits | Total | 13 credits | |||
| Total | 15 credits | |||||
| TOTAL | 124-142 credits |
Areas of Certification
Biology Grades 7-12
| BIO 101 and Lab - Intro. to Cellular/Subcell. Biology (AS I) | (4 credits) |
| BIO 102 and Lab - Organismal Biology (AS I) | (4 credits) |
| BIO 201 and Lab - Evolution, Ecology, and Population Biology | (4 credits) |
| BIO 203 Cellular Biochemistry | (3 credits) |
| BIO 352 Junior Seminar | (1 credit) |
| BIO 451 Senior Seminar | (1 credit) |
| 6 courses (three courses) plus labs must come from any 3 of 4 tracks: Animal Biology (BIO 313, 315, 340, 365, 366, 410, 460); Biological Diversity (BIO 305, 307, 320, 303,335); Cellular Biology (BIO 418, 419, 425, 426, 435, 445, 455); Genetics/Molecular Biology (BIO 304, 408, 432, 450) The remaining three biology electives may come from within these tracks, or from other electives in biology, and at least one must include a lab. A student enrolled in 3 semesters of BIO 300 would fulfill this last lab requirement. |
(22 credits) |
| CHEM 111, CHEM 111 Lab – General Chemistry I | (4 credits) |
| CHEM 112, CHEM 112 Lab – General Chemistry II | (4 credits) |
| CHM 227, CHM 227 Lab – Organic Chemistry I | (4 credits) |
| CHM 228, CHM 228 Lab – Organic Chemistry II | (4 credits) |
| PHY 201, PHY 201 Lab – General Physics I | (4 credits) |
| PHY 202, PHY 202 Lab – General Physics II | (4 credits) |
Chemistry (Grade 7-12)
| BIO 101 and Lab - Intro. to Cellular/Subcell. Biology | (4 credits) |
| BIO 102 and Lab - Organismal Biology | (4 credits) |
| CHEM 111, CHEM 111 Lab – General Chemistry I | (4 credits) |
| CHEM 112, CHEM 112 Lab – General Chemistry II | (4 credits) |
| PHY 201, PHY 201 Lab – General Physics I | (4 credits) |
| PHY 202, PHY 202 Lab – General Physics II | (4 credits) |
| CHM 227, CHM 227 Lab – Organic Chemistry I | (4 credits) |
| CHM 228, CHM 228 Lab – Organic Chemistry II | (4 credits) |
| CHM 230 Analytical Chemistry | (4 credits) |
| CHM 301 & Lab Classical Physical Chemistry I | (4 credits) |
| CHM 302 & Lab Intro. to Biochemistry | (4 credits) |
| CHM 381 Chemistry Seminar | (1 credit) |
| CHM 444 Inorganic Chemistry | (3 credits) |
| Select One of the Following: | (3-4 credits) |
| CHM 302 Physical Chemistry II & Lab (4 credits) | |
| CHM 334 Spectrometric Analysis & Lab (4 credits) | |
| CHM 401 Modern Synthetic Methods & Lab (4 credits) | |
| CHM 430 Analytical Chemistry II & Lab (4 credits) | |
| CHM 450 Research in Chemistry (3 credits) |
English Language Arts (Grades 7-12)
| ENG 300 Introduction to English Studies | (3 credits) |
| ENG 311 Women Writers | (3 credits) |
| British Literature (300/400): Two courses from 2 of 4 historical periods: I. Medieval - Early 17th Century II. Restoration - 18th Century III. 19th Century IV. 20th Century |
(6 credits) |
| Native American Literature or African American Literature | (3 credits) |
| American Literature: (300/400) Choose from I or II I. Pre-Civil War Period II. Post-Civil War Period |
(3 credits) |
| ENG 322 OR 323 Shakespeare | (3 credits) |
| EDS 370 Teaching Young Adolescent Literature | (3 credits) |
| ENG 375 Special Topics in Literary Criticism | (3 credits) |
| ENG 395 The Journey in Literature | (3 credits) |
| Writing: choose one: ENG 385 Persuasive Writing ENG 387 Writing a Life ENG 394 Creative Writing |
(3 credits) |
| LIN 380 History & Structure of English Language | (3 credits) |
| CMP 405 Grammar for Teachers or EDU 405 Teaching Writing in the Schools | (3 credits) |
| One English Elective | (3 credits) |
Dual Major English Language Arts and English (Grades 7-12)
| ENG 300 Introduction to English Studies | (3 credits) |
| ENG 311 Women Writers | (3 credits) |
| British Literature (300/400): Two courses from 2 of 4 (6 credits) historical periods: I. Medieval - Early 17th Century II. Restoration - 18th Century III. 19th Century IV. 20th Century |
(3 credits) |
| Native American Literature or African American Literature | (3 credits) |
| American Literature: (300/400) Choose from I or II I. Pre-Civil War Period II. Post-Civil War Period |
(3 credits) |
| ENG 322 OR 323 Shakespeare | (3 credits) |
| EDS 370 Teaching Young Adolescent Literature | (3 credits) |
| ENG 375 Special Topics in Literary Criticism | (3 credits) |
| ENG 395 The Journey in Literature | (3 credits) |
| Writing: choose one: ENG 385 Persuasive Writing ENG 394 Creative Writing ENG 402 Creativity & Composition Theory |
(3 credits) |
| LIN 380 History & Structure of English Language | (3 credits) |
| CMP 405 Grammar for Teachers or EDU 405 Teaching Writing in the Schools | (3 credits) |
| ENG 490 Senior Seminar (available in 2009) | (3 credits) |
French Grades 7-12
| FRC 115 Advanced Introductory I | (3 credits) |
| FRC 116 Advanced Introductory II | (3 credits) |
| FRC 215 Intermediate I | (3 credits) |
| FRC 216 Intermediate II | (3 credits) |
| FRC 323 Advanced Conversation I | (3 credits) |
| FRC 324 Advanced Conversation II | (3 credits) |
| FRC 331 Substance & Style I | (3 credits) |
| FRC 332 Substance & Style II | (3 credits) |
| FRC Electives: Four Courses | (12 credits) |
German Grades 7-12
| GER 103 Advanced Introductory I | (3 credits) |
| GER 104 Advanced Introductory II | (3 credits) |
| GER 215 Intermediate I | (3 credits) |
| GER 216 Intermediate II | (3 credits) |
| GER 323 Advanced Conversation I | (3 credits) |
| GER 324 Advanced Conversation II | (3 credits) |
| GER 331 Substance & Style I | (3 credits) |
| GER 332 Substance & Style II | (3 credits) |
| GER Electives: Four Courses | (12 credits) |
Math Grades 7-12
| MAT 111 Calculus I | (4 credits) |
| MAT 112 Calculus II | (4 credits) |
| MAT 211 Calculus III | (4 credits) |
| MAT 219 Linear Algebra | (4 credits) |
| MAT 222 Differential Equations | (4 credits) |
| MAT 230 Bridge to Abstract Math | (4 credits) |
| MAT 301 History of Mathematics | (3 credits) |
| MAT 311 Abstract Algebra I | (4 credits) |
| MAT 331 Intro to Modern Geometry | (3 credits) |
| MAT 351 Probability and Statistics | (3 credits) |
| CSC 110 or 111 Intro to Computing/Programming OR BIF 101, CSC 108, CSC 109 |
(3-4 credits) |
| MAT Elective | (3-4 credits) |
Physics Grades 7-12
| PHY 129 or PHY 130 Intro. to Astronomy or Geology | (3 credits) |
| PHY 223 & Lab – General Physics I for PHY Majors | (4 credits) |
| PHY 224 & Lab – General Physics II for PHY Majors | (4 credits) |
| PHY 225 & Lab General Physics III | (4 credits) |
| PHY 226 Basic Electronics | (4 credits) |
| PHY 330 Electricity and Magnetism I | (3 credits) |
| PHY 332 Statistics and Thermal Physics | (3 credits) |
| PHY 350 Advanced Laboratory | (1 credits) |
| PHY 443 Classical Mechanics | (3 credits) |
| PHY 449 Nuclear Physics Lab | (1 credits) |
| CHEM 111 & Lab - General Chemistry I | (4 credits) |
| CHEM 112 & Lab - General Chemistry II | (4 credits) |
| MAT 112 Calculus II | (4 credits) |
| MAT 211 Calculus III | (4 credits) |
| MAT 222 Differential Equations | (4 credits) |
Social Studies Grades 7-12
| GEO 325 Physical Geography (AS I) | (3 credits) |
| American History | (3 credits) |
| American History | (3 credits) |
| American History | (3 credits) |
| European History | (3 credits) |
| European History | (3 credits) |
| European History | (3 credits) |
| History of Asia, Africa and Latin America | (3 credits) |
| History of Asia, Africa and Latin America | (3 credits) |
| History of Asia, Africa and Latin America | (3 credits) |
| History Elective (HIS 382 strongly recommended) | (3 credits) |
| ECO 101 Principles of Macroeconomics | (3 credits) |
| ECO 102 Principles of Microeconomics | (3 credits) |
| PSC 103 Constitutional Basis of American Government | (3 credits) |
| PSC 140 International Relations OR PSC 150 Government & Politics |
(3 credits) |
| Minimum one course in each history area must be 200 level or higher | |
| Free Elective (1) | (3 credits) |
Social Studies and History Dual Major Grades 7-12
| GEO 325 Physical Geography (ASI) | (3 credits) |
| American History | (3 credits) |
| American History | (3 credits) |
| American History | (3 credits) |
| European History | (3 credits) |
| European History | (3 credits) |
| European History | (3 credits) |
| History of Asia, Africa and Latin America | (3 credits) |
| History of Asia, Africa and Latin America | (3 credits) |
| HIS 300 Historical Geography | (3 credits) |
| History Elective (HIS 382 strongly recommended) | (3 credits) |
| History Elective | (3 credits) |
| History Elective | (3 credits) |
| ECO 101 Principles of Macroeconomics | (3 credits) |
| ECO 102 Principles of Microeconomics | (3 credits) |
| PSC 103 Constitutional Basis of American Government | (3 credits) |
| PSC 140 International Relations OR PSC 150 Government & Politics |
(3 credits) |
Spanish Grades 7-12:
| SPA 115 Advanced Introductory I | (3 credits) |
| SPA 116 Advanced Introductory II | (3 credits) |
| SPA 215 Intermediate I | (3 credits) |
| SPA 216 Intermediate II | (3 credits) |
| SPA 323 Advanced Conversation I | (3 credits) |
| SPA 324 Advanced Conversation II | (3 credits) |
| SPA 331 Substance & Style I | (3 credits) |
| SPA 332 Substance & Style II | (3 credits) |
| SPA Electives: Four Courses | (12 credits) |
Middle Childhood Extension for Candidates in Childhood, Childhood/Early Childhood, Childhood/ Special Education Childhood
Candidates wishing to obtain an extension to teach grades 7-9 (thus enabling candidates to teach middle childhood grades 7-9 as well as Grades 1-6) must take the EMC 352 and EMC 391 in addition to the courses listed above. Also, candidates must pass the CST in their concentration area.
COURSES 2007 – 2009
EDE 100 Human Growth and Development - Birth through Childhood 3 credits
Introduces multiple dimensions of development including influence of family, culture and society. Examines physical, cognitive, emotional and behavioral theories and emphasizes education’s role in promoting wellness. Fall/Spring
EDE 121 Introduction to Literacy, Children’s Literature & The Arts 3 credits
Focuses on the uses of children’s books across all curriculum areas. Multicultural literature, authors, illustrators, genres and age-appropriateness are explored. Discusses basic approaches to literacy and the use of children’s books in developing literacy. Emphasizes integrating the arts into the total curriculum. Fall/Spring
EDE 221 Teaching Literacy in Elementary Schools Part I 3 credits
Examines theories and components of reading and writing processes. Addresses traditional and whole language approaches emphasizing methods and materials for teaching language arts. (Must be taken with EDE 222.) Fall/Spring
EDE 222 Teaching Literacy in Elementary Schools Part II 3 credits
Provides opportunities to apply teaching strategies for literacy development in the classroom setting. Reading and writing processes and integration of language arts are reinforced. (Must be taken with EDE 221.) Requires 40 hours of field placement. Fall/Spring
EDE 311 Science in the Schools 3 credits
Addresses objectives, curriculum, strategies, materials and evaluation necessary for teaching science. Emphasizes content, inquiry skills, problem solving and scientific attitude highlighting the NY State Standards. Fall/Spring
EDE 317 Teaching Math in Elementary Schools 3 credits
Addresses objectives, curriculum, strategies, materials and evaluation necessary for teaching mathematical concepts. Emphasizes content, inquiry skills and problem solving highlighting the NY State Standards. Fall/Spring
EDE 331 Teaching Social Studies in Elementary Schools 3 credits
Addresses the objectives, curriculum, strategies, materials and evaluation necessary for teaching social studies content. Emphasizes historic, geographic, economic, political and social concepts highlighting the NY State Standards. Fall/Spring
EDE 390 Cognition, Learning and Assessment - Birth through Childhood 3 credits
Investigates theories of learning, and current brain research. Integrates emotion and motivation and the neurological basis for learning. Analyzes formal and informal procedures for reporting student progress. Fall/Spring
EDE 412 Managing the Elementary Classroom 3 credits
Develops understanding of how to build classroom communities and organize the classroom for student success. Discusses the importance of a proactive approach to prevent behavior problems and investigates a variety of classroom management strategies. Strategies for collaborating with diverse families and other professionals will be exposed including strategies for co-teaching. Fall/Spring
EDE 432 Seminar in Teaching and Assessment 3 credits
Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the childhood level. Requires 50 hours of field placement. Fall/Spring
EDE 450 Student Teaching Seminar 1 credit
Includes mandatory training by NY State Education Department and professional reflection. Training includes drug abuse, tobacco health issues, child abduction, AIDS and prevention of school violence. Prerequisites: Signature; concurrent registration in Student Teaching. Fall/Spring
EDE 455 Student Teaching - CH 12 credits
Highlights knowledge, skills, and dispositions of professional educators. Two full-time 7-week placements in childhood classrooms require candidates to become the instructional leader under the supervision of cooperating teachers and college faculty. Prerequisites: Signature; concurrent registration in EDE 450. Fall/Spring
EDE 465 Student Teaching - EC/CH 12 credits
Highlights knowledge, skills, and dispositions of professional educators. One full-time 7-week placement in each childhood and early childhood classroom requires candidates to become the instructional leader under the supervision of cooperating teachers and college faculty. Prerequisites: Signature, concurrent registration in EDE 450. Fall/Spring
EDS 101 Human Growth and Social Development 3 credits
Introduces human developmental processes and variations in the middle and high school years: effects of culture, heritage, socioeconomic level, health and environment on student performance. Fall/Spring
EDS 223 Foundations of Literacy 3 credits
Addresses language acquisition and literacy development in young children, both native speakers and new English language learners. Focuses on teaching strategies to develop listening, speaking, reading and writing abilities. Fall/Spring
EDS 224 Teaching for Literacy in Grades 5-12 3 credits
Focuses on methods for assessing and improving students’ reading, speaking, listening and writing abilities in middle and high school. Requires 20 hours of field placement. Fall/Spring
EDS 360 Evaluation and Teaching Strategies 3 credits
Addresses instructional planning, curriculum development, formal and informal assessment methods and reflecting on one’s own teaching practice. Highlights instruction modifications and various resources to enhance teaching. Requires 30 hours of field placement. Fall/Spring
EDS 370 Teaching Young Adolescent Literature 3 credits
Prepares teacher candidates to teach young adult literature and literature to young adults, grades 6-12. Candidates will consider what, why and how literature is currently taught and learned in middle and high school classrooms. National and state standards, curriculum, and assessment, as well as contemporary theory and research in English Language Arts will be focal points. Fall/Spring
EDS 390 Cognition, Learning and Assessment of Adolescents 3 credits
Investigates learning processes, classroom management, and the roles of transfer, retention, motivation, communication and achievement on student performance. Emphasizes the effects of differentiated instruction, cooperation and reinforcement. Fall/Spring Choose the appropriate course from EDS 402, 403, 404, 405, 406: Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the adolescent level. Requires 50 hours of field placement. Prerequisite: EDS 360.
EDS 402 Applied Methods of Teaching Adolescence: English 3 credits
Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the adolescence level. Requires 50 hours of field experience. Prerequisite: EDS 402 Fall/Spring
EDS 403 Applied Methods of Teaching Adolescence: Mathematics 3 credits
Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the adolescence level. Requires 50 hours of field experience. Prerequisite: EDS 402 Fall/Spring
EDS 404 Applied Methods of Teaching Adolescence: Modern Languages 3 credits Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the adolescence level. Requires 50 hours of field experience. Prerequisite: EDS 402 Fall/Spring
EDS 405 Applied Methods of Teaching Adolescence: Science 3 credits
Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the adolescence level. Requires 50 hours of field experience. Prerequisite: EDS 402 Fall/Spring
EDS 406 Applied Methods of Teaching Adolescence: Social Studies 3 credits
Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the adolescence level. Requires 50 hours of field experience. Prerequisite: EDS 402 Fall/Spring
EDS 450 Student Teaching Seminar 1 credit
Includes mandatory training by NY State Education Department and professional reflection. Training includes drug abuse, tobacco health issues, child abduction, AIDS and prevention of school violence. Prerequisite: Signature; concurrent registration in EDS 470. Fall/Spring
EDS 470 Supervised Student Teaching 12 credits
Highlights knowledge, skills and dispositions of professional educators. Two full-time 7-week placements in adolescent classrooms require candidates to become the instructional leader under the supervision of cooperating teachers and college faculty. Prerequisites: 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. Fall/Spring
EDU 122 Technology in Education 3 credits
Explores applications of technology in education. Emphasizes evaluation and selection of software, high and low-tech devices, distance learning and state of the art technologies that impact teaching. Fall/Spring
EDU 250 Foundations of Education 3 credits
Addresses social, philosophical, legal, historical, organizational, theoretical perspectives on education, including multicultural perspectives. Highlights rights and responsibilities of teachers, students and others involved in education. Fall/Spring
EDU 341 Inclusive Strategies 3 credits
Highlights best practices in general education for students with disabilities. Illustrates current developments in special education. Emphasizes collaboration to meet the diverse needs of learners. Fall/Spring
EDU 405 Teaching Writing in the Schools or
CMP 405 Grammar for Teachers 3 credits
Emphasizes integrating current theories of writing into classroom curricula. Candidates develop their own composing abilities and strengthen their ability to teach writing in school settings. Fall/Spring
EDU 451 Child Abuse Workshop 0 credits
Mandatory training by NY State Education Department for teacher certification. Occurs during the student teaching seminar. Fall/Spring
EDU 452 Prevention of School Violence Workshop 0 credits
Mandatory training by NY State Education Department for teacher certification. Occurs during the student teaching seminar. Fall/Spring
EDY 208 Infant/Toddler Care and Education 3 credits
Utilizes developmental theory and research findings to examine issues of attachment, perception, motor skills, cognition, language, emotions and social skills of the infant/toddler. Emphasizes planning healthy environments that foster understanding of children in the context of their families and cultures. Requires 15 hours of field placement: infant/toddler. (EDY 208 & EDY 209 must be taken together during the first semester of the sophomore year.) Fall
EDY 209 Developmentally Appropriate Curriculum in Early Childhood Classrooms 3 credits
Emphasizes research-supported practice for enhancing children’s physical, cognitive, social, emotional and behavioral development within the framework of the NY State standards. Focuses on developmentally appropriate learning opportunities. Requires 15 hours of field placement: Grades 1-2. (EDY 208 & EDY 209 must be taken together during the first semester of the sophomore year.) Fall
EDY 225 Language Development & Emergent Literacy 3 credits
This course examines the development of oral language development and initial stages of reading and writing. Listening, speaking, reading and writing are studied as interrelated literacy processes and tools for learning in all areas. Brain research on language acquisition, stages related to natural language learning, the language development of ESL learners, and children from diverse cultural and economic backgrounds are examined. Specific strategies to promote children’s social, language and literacy development in early childhood settings are emphasized. Fall/Spring
EDY 226 Literacy and the Young Child 3 credits
This course examines effective methods for determining children’s level of literacy. Strategies for appropriate instruction that reinforces, remediates and/or enriches literacy performances and procedures for accurately reporting progress are emphasized. Issues related to the literacy learning of ESL learners, disabled readers, struggling readers and children from diverse or disadvantaged backgrounds are covered. Early intervention programs with measured success will be examined. Lesson planning and the role of NY State standards is included. Requires 20 hours of field placement Pre-K-k level. Fall/Spring
EDY 306 Music, Movement and the Arts in Early Childhood Classrooms 3 credits
Emphasizes the integration of music, movement, and the arts into the curriculum in early childhood classrooms. Explores various media and materials utilized to enrich learning and stimulate children’s creativity. Fall/Spring
EDY 310 Teaching Math/Science in Early Childhood Classrooms 3 credits
Focuses on inquiry methods, problem solving, and diagnostic teaching addressing the NY State standards. Emphasizes hands-on materials, visuals and other multi-model experiences in math/science learning. Requires 15 hours of field placement: PreK-K. Fall/Spring
EDY 313 Family and Community Involvement in Early Childhood 3 credits
Explores family theory and research to identify family and community characteristics and the many influences on them. Emphasizes skills needed to support and empower families through respectful relationships. Fall/Spring
EDY 433 Seminar in Teaching and Assessment 3 credits
Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the early childhood level. Requires 50 hours of field placement: Grades 1-2. Fall/Spring
EDY 450 Student Teacher Seminar 1 credits
Includes mandatory training by NY State Education Department and professional reflection. Training includes drug abuse, tobacco health issues, child abduction, AIDS and prevention of school violence. Prerequisite: Signature; concurrent registration in Student Teaching. Fall/Spring
EDY 460 Student Teaching - Early Childhood 12 credits
Highlights knowledge, skills, and dispositions of professional educators. Two full-time seven -week placements in early childhood classrooms require candidates to become the instructional leader under the supervision of cooperating teachers and college faculty. Prerequisites: Signature; concurrent registration in EDY 450. Fall/Spring
EMC 352 Human Growth and Social Development: Middle Childhood 3 credits
Major concepts, principles, theories and research related to the intellectual, emotional, physical, social and moral development of young adolescents. Fall/Spring
EMC 391 Cognition, Learning, Assessment and Diagnostic Teaching: Middle Childhood 3 credits
Concepts, standards and research related to middle level curriculum development stressing the importance of a curriculum that is relevant, challenging, integrative and exploratory. Interdisciplinary middle level curriculum standards and models will be introduced in addition to assessment strategies that promote the continuous intellectual, social and physical development of all young adolescents. Fall/Spring
GEO 325 Introduction to Physical Geography 3 credits
Physical geography focuses on the reshaping of the Earth’s surface through the many interactions that occur between the atmosphere, hydrosphere, lithosphere and biosphere. It entails an examination of the terrestrial and aquatic character of the Earth, its climate and biodiversity and the sources of energy that promote change. Ultimately, physical geography provides a panoramic view of our relationship to a physical setting that is undergoing constant modification. Fall/Spring
SPE 100 Introduction to Special Education 3 credits
Presents the definitions, causes, psychological and behavioral characteristics of disabilities outlined in the IDEA. Emphasizes assessment procedures, multicultural issues, family involvement and the referral process. Fall/Spring
SPE 281 Nature and Needs of EC Students with Learning Disabilities 3 credits
Describes the effect of mild disabilities on early childhood. Focuses on collaborative strategies for parental involvement. Highlights the CPSE process, placement options and instructional strategies through second grade. Requires 20 hours field placement. Prerequisite: SPE 100. Concurrent enrollment in SPE 282. Fall/Spring
SPE 282 Remedial Strategies in the EC Content Areas 3 credits
Describes developmentally appropriate techniques and materials for instruction to students with disabilities and those at risk of failure. Emphasizes assistive technology for students in early childhood classrooms across the curriculum. Prerequisite: SPE 100. Concurrent enrollment in SPE 281. Fall/Spring
SPE 291 Nature and Needs of CH Students with Learning Disabilities 3 credits
Describes the effect of mild disabilities on childhood. Focuses on collaborative strategies for parental involvement. Highlights the CSE process, placement options and instructional strategies in grades one to six. Requires 20 hours field placement. Prerequisite: SPE 100. Concurrent enrollment in SPE 292. Fall/Spring
SPE 292 Remedial Strategies in the CH Content Areas 3 credits
Describes appropriate techniques and materials for instruction to students with disabilities and those at risk of failure. Emphasizes assistive technology for students in childhood classrooms across the curriculum. Prerequisite: SPE 100. Concurrent enrollment in SPE 291. Fall/Spring
SPE 301 Nature and Needs of EC Students with Mental Retardation 3 credits
Describes the effect of Mental Retardation and other developmental disabilities on early childhood. Focuses on collaborative strategies for parental involvement. Highlights the CPSE process and placement options through second grade. Requires 20 hours field placement. Prerequisites: SPE 281 and 282. Concurrent enrollment in SPE 302. Fall/Spring
SPE 302 Multidisciplinary Assessment and EC Teaching 3 credits
Emphasizes a multidisciplinary approach to meet the assessment and learning needs of early childhood students with disabilities. Explores home-based and center-based models and strategies that promote family collaboration. Prerequisites: SPE 281 and 282. Concurrent enrollment in SPE 301. Fall/Spring
SPE 311 Nature and Needs of CH Students with Mental Retardation 3
Describes effects of MR and other developmental disabilities on childhood. Focuses on collaborative strategies for parental involvement. Highlights instructional strategies for grades 1-6 across the continuum of services. Requires 20 hours field placement. Prerequisites: SPE 291 and SPE 292. Concurrent enrollment in SPE 312. Fall/Spring
SPE 312 Multidisciplinary Assessment and CH Teaching 3 credits
Emphasizes a multidisciplinary approach to meet the assessment and learning needs of childhood students with disabilities. Explores assessment and evaluation using the NYS Standards for Severe Disabilities and the Alternative Performance Indicators. Prerequisites: SPE 291 and SPE 292. Concurrent enrollment in
SPE 311. Fall/Spring
SPE 320 Nature and Needs of EC Students with Behavioral Disorders 3 credits
Describes the effect of Emotional and Behavioral Disorders on young children and their families. Highlights CPSE, placement options, collaboration and instructional strategies to address academic and behavioral issues through second grade. Requires 20 hours field placement. Prerequisites: SPE 301, 302. Concurrent enrollment in SPE 325. Fall/Spring
SPE 325 Classroom Management in Early Childhood Classrooms 3 credits
Discusses implications of behavior management and importance of a proactive approach to prevent behavior problems. Emphasizes developmentally appropriate classroom structure that supports children with E/BD. Prerequisites: SPE 301, 302. Concurrent enrollment in SPE 320. Fall/Spring
SPE 330 Nature and Needs of CH Students with Behavioral Disorders 3 credits
Describes the effect of Emotional and Behavioral Disorders on children and their families. Highlights NYSED Regulations, collaboration and instructional strategies to address academic and behavioral issues. Requires 20 hours of field placement. Prerequisites: SPE 311, 312. Concurrent enrollment in SPE 335. Fall/Spring
SPE 335 Classroom Management in Childhood Classrooms 3 credits
Discusses implications of behavior management and importance of a proactive approach to prevent behavior problems. Emphasizes appropriate classroom structure, and individual and group contingencies to support children with E/BD in grades 1-6. Prerequisites: SPE 311, 312. Concurrent enrollment in SPE 330. Fall/Spring
SPE 432 Seminar in Teaching and Assessment 3 credits
Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the special education-childhood level. Requires 50 hours of field placement. Fall/Spring
SPE 433 Seminar in Teaching and Assessment 3 credits
Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the special education-early childhood level. Requires 50 hours of field placement. Fall/Spring
SPE 450 Student Teaching Seminar 1 credits
Includes mandatory training by NY State Education Department and professional reflection. Training includes drug abuse, tobacco health issues, child abduction, AIDS and prevention of school violence. Prerequisites: Signature; concurrent registration in Student Teaching. Fall/Spring
SPE 455 Supervised Student Teaching 12 credits
Highlights knowledge, skills and dispositions of professional educators. One full-time 7-week placement in each childhood and special education-childhood classroom requires candidates to become the instructional leader under the supervision of cooperating teachers and college faculty. Prerequisites: 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. Fall/Spring
SPE 460 Supervised Student Teaching 12 credits
Highlights knowledge, skills and dispositions of professional educators. One full-time 7-week placement in each early childhood and special education-early childhood classroom
requires candidates to become the instructional leader under the supervision of cooperating teachers and college faculty. Fall/Spring