Courses in Education
EDU 002: Mandated Reporting (0)
Prerequisite: enrollment in EDU 410 or permission of instructor
Review the common school problems that result essentially from child abuse within the home, investigate the reasons for such treatment of children, how to recognize the signs of abuse, how to deal with the problems, how to refer to appropriate agencies, and address the obligations that teachers have when they become aware of such situations in the classroom. This course will be offered as a pass/fail option with a grade of S or U. This workshop is required for New York state teaching certification.
(Offered every semester.)
Gen. Ed. Attributes: None.
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EDU 003: Violence Prevent Workshop (0)
Prerequisite: Concurrent registration in EDU 410.
A two hour workshop in violence prevention and intervention required for New York state certification. The course will address warning signs, statutes, regulations and policies, effective classroom management techniques, and how to participate in an effective school/community referral process. This course will be offered as a pass/fail option with a grade of S or U. This workshop is required for New York state teaching certification. (Offered every semester.)
Gen. Ed. Attributes: None.
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EDU 105: Education of Diverse Learners (3)
Prerequisite:
The purpose of this course is to introduce students to important foundations of American education. The focus is on the role of schools in American society, and the diversity of learners in schools today (including demographics, specific characteristics, learning styles and behavioral expectations of special needs students and culturally diverse students). Legal, historical, and related special education issues impacting the education of diverse learners in American schools are studied. The structure and governance of schools, issues related to curriculum and school reform, and the profession of teaching will also be explored. The ultimate goal of this course is to help students begin to develop critical and multiple perspectives about education in a democratic society, and the importance of meeting the needs of diverse learners in this setting. (Offered every semester.)
Gen. Ed. Attributes: LA
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EDU 209: Early Childhood Perspective in Disabilities (3)
Prerequisite: EDU 105 (or concurrent).
This field-based course is an analysis of issues and intervention strategies involved in the educational programming of infants and preschoolers with disabilities. Course content includes focus upon the historical perspective of special education, the concepts of early intervention, family-centered intervention practices, interagency collaboration, and appropriate strategies for the management and instruction of exceptional students in early childhood environments. There will be a 15-hour field experience in this course. (Offered every semester.)
Gen. Ed. Attributes: None.
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EDU 210: Systems Perspective in Special Education (2)
Prerequisite: EDU 105 (may be taken concurrently).
The course focuses on the developmental, learning, behavior, and social characteristics and needs of students with mild to moderate disabilities. Theoretical and legal foundations of special education are reviewed with an emphasis on current issues and trends that have an impact on the education of students with disabilities. Underlying all aspects of this course are the principles of the Individuals with Disabilities Education Act and other federal and state policies. The unique skills, competencies, and strategies required to provide a free appropriate public education in the least restrictive environment are explored. Inclusion, as a social/political/ education phenomenon, is kept in focus at all times during the course and is intertwined with discussion regarding the pros and cons of categorical, cross-categorical, and non-categorical partnerships between and among all parties who play significant roles in the education of students with disabilities. Finally, a strong emphasis is placed on what it means to be a special educator and what is involved in achieving and maintaining that role. (Offered every semester.)
Gen. Ed. Attributes: None.
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EDU 211: Societal Perspectives in Special Education (3)
Prerequisite: EDU 105 and EDU 210 (may be taken concurrently).
The course focuses on the developmental, learning, behavior, and social characteristics and needs of students with severe, profound, and/or multiple disabilities. Philosophical and historical foundations of special education are reviewed with an emphasis on current issues and trends that have an impact on the education of students with disabilities. Etiological factors of disability are discussed as they relate to intervention strategies. The social issues of sexuality, grief, citizenship, recreation, religion, abuse and life long living skills are explored as they relate to individuals with disabilities. The course underscores the importance of understanding the role of parents, family and community in educating and including individuals with disabilities. Fifteen hours of field experience in local agencies serving individuals with disabilities round out the learning of this course. (Offered every semester.)
Gen. Ed. Attributes: None.
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EDU 270: Early Childhood Curriculum (4)
Prerequisite: EDU 105 (or concurrent), co-requisite: enrollment in EDU 275.
This course focuses on the activities and experiences appropriate for the developmental level of the children to assist them build concepts and knowledge as outlined in the New York state standards. Creating a supportive environment is also included. There will be a 15- hour field experience in this course. (Offered every spring semester.)
Gen. Ed. Attributes: None.
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EDU 275: Early Language and Literacy (3)
Prerequisite: EDU 105 (or concurrent), co-requisite: enrollment in EDU 270.
This course focuses on language development and the English Language Arts standards from birth through age 6. Communication skills are stressed. A 15-hour field experience will be part of this course. Students will work in a child care setting that has a diverse age group. (Offered every spring semester.)
Gen. Ed. Attributes: None.
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EDU 290: Exploratory Ed Field Period (3)
Prerequisite:
An off-campus experience in a public or private school as an exploration of teaching as an appropriate career choice. It should provide an exposure to the demands of the teaching profession and the nature of school-aged children. This Field Period does not fulfill either of the two required education Field Periods. (Offered every January and summer semesters.)
Gen. Ed. Attributes: None.
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EDU 306: Assessment in Inclusive School (3)
Prerequisite: EDU 309 or secondary methods course.
Basic concepts of assessment including testing and test construction, consideration of descriptive statistics, methods of assessment as it relates to new issues involving student progress and performance, consideration of natural/authentic assessment and portfolios, and relating assessment to student goals and objectives as required in IEPs. (Offered every semester.)
Gen. Ed. Attributes: None.
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EDU 307: Foundations of Education (2)
Prerequisite: ENG 112 and junior standing
Historical, social, and philosophical foundations of American schools including public, private, and special schools; European sources and theories of education affecting the structure of American educational thought; development of a personal philosophy of education. (Offered every semester.)
Gen. Ed. Attributes: LA
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EDU 308: Teaching in Inclusive Schools (3)
Prerequisite: EDU 270, EDU 309 or secondary methods course.
This course integrates the student’s knowledge of methods of instruction with the instructional needs of students with disabilities. Individualized education plans (IEPs) are examined and created with an emphasis on evaluating alternatives and presenting appropriate strategies for consistent and coordinated present levels of performance, goals, objectives, and special education and related services. Students in EDU 308 modify existing unit and lesson plans for use with students with disabilities who are regularly found in inclusion classrooms. An emphasis is placed on identifying technology-based instructional modifications that enhance the learning of students with
disabilities. (Offered every semester.)
Gen. Ed. Attributes: None.
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EDU 309: Integrated Methods of Teaching in Chldhd Class (6)
Prerequisite: EDU 105, must be taken concurrently with EDU 310.
An investigation into how to teach content in the inclusive elementary classroom, with an emphasis on using all seven New York State Learning Standards as the framework for instructional planning and assessment. Students will apply a constructivist model of learning with child-centered techniques that integrate the content areas, using hands-on learning, manipulatives, inquiry-based and meaningful learning activities at the appropriate developmental level of students. As a result of this course, students will be able to write unit plans and lesson plans, and make modifications for special needs learners. Students will be able to develop learning opportunities that incorporate brain-based theory, multiple intelligences theory, and the specific learning styles of students. A variety of teaching stategies will be explored, such as: use of centers, concept development lessons, simulations, expository and inquiry approaches, textbook-based lessons, and technology use. Fifteen hours of field experience in local elementary classrooms, to identify “theory in practice,” round out the learning in this course. (Offered every
semester.)
Gen. Ed. Attributes: None.
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EDU 310: Literacy in Inclusive Schools (3)
Prerequisite: EDU 105 (may be taken concurrently). Corequisite: enrollment in EDU 309.
An introduction to the methods and materials for instruction in reading, writing, and the language arts in the inclusive elementary classroom. The emphasis will be on the New York State Standards for Language Arts with integration of those materials into thematic units and literature-based unit planning. The integration of skill instruction into an authentic balanced language program is fundamental to this course. (Offered every semester.)
Gen. Ed. Attributes: None.
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EDU 312: Early Childhood Literacy & the Diverse Learner (3)
Prerequisite: EDU 275.
. This course provides a continued investigation of the methods and materials for instruction in language literacy (reading, writing, listening and speaking) for the early childhood educator. Using the NYS Standards for Language Arts, this course will emphasize individualized instruction for children who are gifted, those whose native language is not English, and those who exhibit difficulty in learning literacy skills in the early childhood classroom in a variety of settings (pull-out, push-in, self-contained classrooms). Skills in diagnosis of language and literacy deficits are developed, as well as related remedial and corrective strategies. Interaction with consultant teachers, other specialists, and parents will be addressed.
(Offered every spring semester).
Gen. Ed. Attributes: None.
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EDU 316: Literacy and the Diverse Learner (3)
Prerequisite: EDU 310
A continued investigation of the methods and materials for instruction in reading, writing, and other language arts for the elementary-aged child. Using the New York State Standards for Language Arts, the course will emphasize the individualization of instruction for children who are gifted, those whose native language is not English, and those who exhibit difficulty in learning literacy skills in the self-contained classroom, in pull-out programs, and with specialists working within the self-contained classroom. Interaction with consultant teachers, other specialists, and parents will be addressed. (Offered every semester.)
Gen. Ed. Attributes: None.
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EDU 355: Educational Psychology (3)
Prerequisite: PSY 101 or PSY 123
The understanding and application of psychological findings and principles relating to education. Examine the broad array of learning and behavior characteristics found in the diverse population of today’s schools, including the similarities and differences between “normal” and “exceptional.” Understanding the tenets of the primary theories of learning (behavioral, information processing, cognitive, and humanistic) and the application of those tenets to teaching school-aged children. The psychological aspects of learning environments and instructional organizational approaches are explored. Also listed as PSY 355. (Offered every semester.)
Gen. Ed. Attributes: LA
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EDU 357: Adolescent Literacy I (3)
Prerequisite: Pre- or corequisite: completion of adolescent methods class.
Designed to provide the secondary teacher with the necessary knowledge and skills to insure that his/her students acquire and use literacy skills necessary for
success in middle and high school. (Offered every fall semester.)
Gen. Ed. Attributes: None.
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EDU 358: Adolescent Literacy II (3)
Prerequisite: EDU 357
The follow-up course to EDU 357 which deals with the assessment of literacy skills and the application in a clinical setting of the strategies acquired in EDU 357. Assessment, diagnosis and remediation are major components of this course. Students will develop their own case study in a clinical setting. (Offered every spring semester.)
Gen. Ed. Attributes: None.
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EDU 360: Methods of Teaching American Sign Language (3)
Prerequisite: EDU 105
An introduction to the linguistic features of ASL as a base for second-language instruction. Students study American Sign Language (ASL) on the levels of phonology, morphology, syntax, semantics, and discourse. Includes a comparison of visual-gestural, and vocal-auditory languages and the implications of teaching ASL to hearing students. Assessment: Effective preparation of course syllabi, lesson plans, testing techniques, and classroom teaching strategies. Also includes making and evaluating video-taped signed communication. (Offered as needed.)
Gen. Ed. Attributes: None.
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EDU 363: Methods Tchg Adolescent Science (3)
Prerequisite: BIO 207, CHM 206, EDU 105
Emphasis is placed on the development of instructional techniques used in secondary science lecture, laboratory, and discussions; the development and use of those techniques; and the development of skills in course, curriculum, and laboratory planning for the sciences. (Offered every odd-year fall semester.)
Gen. Ed. Attributes: None.
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EDU 364: Methods Tchg Adolescent English (3)
Prerequisite: ENG 112, EDU 105
A study of the theoretical options and methodological strategies available to secondary English teachers. The course consists of discussion, group work, teaching presentations and mini-lessons presented by class members. (Offered
every odd-year fall semester.)
Gen. Ed. Attributes: None.
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EDU 365: Methods Tchg Adolescent Mathematics (3)
Prerequisite: C- or better in MAT 106, and EDU 105.
This course is designed to prepare students to be secondary mathematics teachers. The major emphasis of the course is to insure that students have necessary planning and teaching skills to be successful teachers in mathematics classrooms for grades 7-12. (Offered every odd-year fall semester.)
Gen. Ed. Attributes: None.
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EDU 366: Methods Tchg Adolescent Social Studies (3)
Prerequisite: EDU 105
Social studies teaching theory and methods appropriate for the secondary social studies teacher. Emphasis is placed on developing thinking skills and problem solving, course content selection and organization, expository methods, inquiry, learning, constructs, learning centers, and affective, confluent, and cooperative learning, as well as the use of classroom technology. (Offered every odd-year fall semester.)
Gen. Ed. Attributes: None.
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EDU 370: Adolescent Remedial Techniques (3)
Prerequisite: EDU 210, EDU 211
A study of remedial techniques in literacy and mathematics at the adolescent level. Based on case studies, students will investigate options for remediation that address different learning styles and teaching techniques. A minimum of 15 hours will be in field experiences.
(Offered every spring semester.)
Gen. Ed. Attributes: None.
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EDU 372: Planning and Assessment in Early Childhood (4)
Prerequisite: EDU 270 and EDU 275
This course will look at procedures used to obtain information about an individual’s development in all areas academic and non-academic, and how to use that information to guide curriculum and planning. A 15-hour fieldwork experience will be part of this course. (Offered every fall semester.)
Gen. Ed. Attributes: None.
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EDU 374: Professionalism and Leadership in Early Childhood (3)
Prerequisite: EDU 372
This course covers knowledge of how to administer and direct a child care program. Students will study legal requirements, guidelines established by professional organizations, ways to obtain additional professional training, how to network with other professionals, how to maintain quality early care and education programs, and how to follow a professional code of ethics. Fifteen hours of field experi-
ence is associated with this course. (Offered every spring semester.)
Gen. Ed. Attributes: None.
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EDU 391: Regular Education Classroom Field Period (3)
Prerequisite:
An off-campus education classroom laboratory experience with exposure to curriculum materials, classroom management, instructional planning, methodology and the professional role of the regular educator. The chronological age of the children should reflect the area of desired certification. This cannot be taken as a freshman Field Period. (Offered every January and summer
semester.)
Gen. Ed. Attributes: None.
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EDU 392: Special Education Field Period (3)
Prerequisite:
An off-campus instructional laboratory experience with exposure to children having identified disabilities. In addition the environment should allow for experiences with and exposure to alternative curriculum materials, accommodating strategies, behavior management techniques, special education instructional methodology and the professional role of a special education. The chronological age of the children should reflect the age of desired certification. This cannot be taken as a freshman Field Period. (Offered every January and summer semester.)
Gen. Ed. Attributes: None.
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EDU 393: Inclusion Classroom Education Field Period (3)
Prerequisite:
An off-campus education classroom laboratory experience with exposure to curriculum materials, classroom management, instructional planning, methodology and the role of the professional educator. The placement must allow the student to be in a classroom of children with and without disabilities. In order to be counted as a special education experience the supervisor must be a special educator. The chronological age of the children should reflect the age of desired certification. This cannot be taken as a freshman Field Period. (Offered every January and summer semester.)
Gen. Ed. Attributes: None.
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EDU 399: Independent Study (1-3)
Prerequisite: consent of instructor.
(Offered every semester.)
Gen. Ed. Attributes: None.
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EDU 410: Prof Management Issues (2)
Prerequisite: 3.0 EDU G.P.A., 2.75 overall G.P.A. (required enrollment one semester before student teaching)
Issues addressed include integration of knowledge for effective classroom instruction; techniques for classroom management; application of teaching methodologies; individualization of instruction for special needs students; working with parents and the community; the effect of one’s own cultural biases and differences that affect one’s teaching; and the practice of education in a professional, non-discriminatory and ethical manner. The child abuse training workshop and violence prevention workshop are part of this course. (Offered every semester.)
Gen. Ed. Attributes: None.
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EDU 411: Student Teaching Seminar (1)
Prerequisite: concurrent enrollment in EDU 452, 454, 455, 456
This seminar is the natural conclusion to EDU 410 Professional Management Issues. In this seminar, students evaluate the effectiveness of the methodology taught in EDU 410, discuss mutual problems, and generally deal with aspects of student teaching strengths and weaknesses. In addition, there is opportunity for access to certification procedures and job interview techniques especially relevant to teaching positions. (Offered every semester.)
Gen. Ed. Attributes: None.
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EDU 452: Student Tchg Adoles Education (11)
Prerequisite: all completed course competencies and approval of faculty
Fourteen-week sequence of supervised student teaching in area 7-9 and 10-12 classrooms. (Offered every semester.)
Gen. Ed. Attributes: None.
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EDU 454: Stud Tchg Childhood/Spec Edu (11)
Prerequisite: approval of education faculty and all completed course competencies.
Fourteen-week sequence of supervised student teaching in elementary and special education. (Offered every semester.)
Gen. Ed. Attributes: None.
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EDU 455: Student Tchg Adoles/Spec Edu (11)
Prerequisite: approval of education faculty and all complete course competencies.
Fourteen-week sequence of supervised student teaching in secondary and special education. (Offered every semester.)
Gen. Ed. Attributes: None.
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EDU 456: Student Teaching-Early Childhood/Spec Ed (11)
Prerequisite: Approval of education faculty and all completed course requirements.
Approval of education faculty and all completed course requirements.
Gen. Ed. Attributes: None.
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EDU 495: Advanced Topics in Education (1-3)
Prerequisite: to be determined by the Division of Education and Social Work.
An advanced study of a specific topic in education. Intended for juniors and seniors, or for students with an appropriate background in education. The student may repeat the course, but not the topic. (Offered as needed.)
Gen. Ed. Attributes: None.
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EDU 501: Introduction to Educational Research (3)
Prerequisite:
An introduction to the rationale and procedures of educational research, placing primary emphasis on literacy research. The intent of the course is to help the student become an intelligent consumer of research, and to develop an appreciation for the importance and utility of research. Students will develop critical skills needed as consumers and producers of research. Topics include: the nature and purposes of research, critiquing and evaluation of research, reviewing research literature, valid measurement issues, the use of statistics in research, and types of research. Content from this course will lay the foundation for all courses throughout the program.
Gen. Ed. Attributes: None.
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EDU 512: Diagnosis of and Remediation of Literacy Problems (3)
Gen. Ed. Attributes: None. [ Back to Top ]
EDU 521: Elementary Content and Pedagogy: Social Studies (3)
Gen. Ed. Attributes: None. [ Back to Top ]
EDU 522: Elementary Content and Pedagogy: Mathematics (3)
Gen. Ed. Attributes: None. [ Back to Top ]
EDU 523: Elemen Content & Pedagogy: English Language Arts (3)
Gen. Ed. Attributes: None. [ Back to Top ]
EDU 530: Theoretical and Social Foundations of Literacy (3)
Prerequisite:
The focus of this course is to lay the groundwork for making evidence-based instructional literacy decisions, and to begin the process of appreciating the need to communicate complex ideas to multiple stakeholders in literacy education. To accomplish the
Gen. Ed. Attributes: None.
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EDU 531: Assessment-Based Literacy Instruction I (B-2) (4)
Prerequisite: This course provides an in-depth exploration of teaching methods and materials relevant to literacy instruction for the emergent and developing readers in today’s diverse classrooms. This course will examine both the nature and function of formal and i
Gen. Ed. Attributes: None.
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EDU 532: Practica I (B-2) (1)
Prerequisite:
This supervised field experience in a B-2 setting provides practice, demonstration, self-reflection and validation of competencies gained in EDU 531. This course involves a reflective tutoring experience with a child in grade B-2. As this course is taken concurrently with EDU 531, students will be applying and practicing the goals and objectives stated in EDU 531. Students will be in the practicum for a minimum of fifteen hours. Practicing educators must do the practicum outside of their regular classroom.
Gen. Ed. Attributes: None.
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EDU 534: Assessment-Based Literacy Instruction II (3-6) (4)
Prerequisite:
This course extends the goals identified for Assessment-based Literacy Instruction I (B-2) to the students in elementary grades three through six. The goals include: (1) understanding literacy development and learning, with special application to students at these grade levels; (2) determining individual needs for instruction in literacy skills and strategies with a variety of assessment tools, both formal and informal; and (3) using assessment data and knowledge of development to select and implement instructional strategies and curriculum materials that will facilitate progress in literacy for all students. The intent of these goals is to provide teachers with the skills necessary to facilitate appropriate, timely literacy development in students, as well as to identify and resolve issues that impede progress in literacy.
Participants in this course learn to implement a balanced literacy program based on best practices while addressing the needs of older, struggling readers and writers. The course continues awareness of the influence of culture, class, race, ethnicity, gender, and historical and geographical contexts on literacy acquisition.
Gen. Ed. Attributes: None.
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EDU 535: Practica II (3-6) (3)
Prerequisite:
This supervised field experience in a grade 3-6 setting provides practice, demonstration, self-reflection and validation of competencies gained in the literacy program. This course involves a reflective tutoring experience with children in grades 3-6. As this course is taken concurrently with or following EDU 534, students will be applying and practicing the goals and objectives stated in EDU 534. Students will be in the practicum for a minimum of thirty-five hours. Practicing educators must do the practicum outside of their regular classroom.
Gen. Ed. Attributes: None.
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EDU 536: Literature, Materials & Technology in Literacy (3)
Prerequisite:
This course is designed to provide students with knowledge of genres and uses of children’s literature, materials, and technology as an instructional tool for literacy learning in grades B-6. This course will include assessing student interest, evaluating the developmental levels, qualities, and efficacy of the literature, materials and technology, developing aesthetic and critical responses to literature, and consideration of instructional frameworks for technology-enhanced literacy instruction.
Gen. Ed. Attributes: None.
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EDU 537: Professional Leadership in Literacy Education (3)
Prerequisite:
An important component of leadership in literacy education is the ability to evaluate, plan, and conduct research. This course will begin to provide students with skills to be effective leaders for literacy education. These skills include: (1) identification of current concerns or issues in literacy; (2) evaluation of research surrounding the issue or concern; (3) planning the implementation of an action to address the issue or concern; and (4) communicating the research-based plan to others. As a culminating activity in this course, each student will prepare a draft capstone proposal (as defined by the Graduate Handbook), and present that proposal to peers and other stakeholders of the program.
A second component of literacy leadership is the ability to advocate for effective literacy education. Therefore, an additional goal of this course is to provide students with the opportunity to develop their leadership and advocacy skills.
Gen. Ed. Attributes: None.
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EDU 540: Theory, Approaches and Best Practices in Teaching Writing (3)
Prerequisite:
In this course, students learn about the development of writing, theories about writing (e.g., what good writers do that applies to instruction), and effective instructional practices to use with children, birth through grade six. Throughout the course, the focus is on communicative intent, but with an awareness of the conventions that children must effectively learn and use in order to carry out that intent – spelling, grammar, punctuation, handwriting, etc. Emergent writing skills and the strong ties of writing to oral language development are examined.
Course participants learn how to implement a process approach to writing, scaffolding the process and expectations of the learner to changing developmental levels of students as they mature. Participants also learn to construct social environments for learning to write, using peer as well as teacher assistance to facilitate both writing process strategies and writing skills. Process, in this course, is approached as a recursive, individual approach to writing, rather than a linear, formulaic sequence of activities. Varied purposes for writing (narrative, expository, persuasive, personal, etc.) are explored, along with the craft skills that writers use to enhance their writing. Application of writing across subject areas is also stressed.
Gen. Ed. Attributes: None.
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EDU 550: Issues/Trends in Education: Diverse/Tech Society (3)
Gen. Ed. Attributes: None. [ Back to Top ]
EDU 560: Research Seminar (3)
Prerequisite:
This is a seminar-style course that provides instruction and support to group and individual students as they integrate the research information gained regarding literacy instruction, and refine their capstone project. Students will share ideas, concerns, and drafts of their final project for peer review. This research seminar is the terminal experience in the master’s degree program. As such, it represents a synthesis and culmination of the research in literacy instruction, the application of research-based best practices, and reflection on the efficacy of their instructional practices and decision making.
Gen. Ed. Attributes: None.
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