Courses in Education
EDU 002: Mandated Reporting (EDU002)
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 tpropriate 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
Gen. Ed. Attributes: None.
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EDU 003: Violence Prevent Workshop (EDU003)
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 managemtechniques, 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 (EDU105)
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,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
Gen. Ed. Attributes: None.
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EDU 209: Early Childhood Perspective in Disabilities (EDU209)
Prerequisite: EDU 105 (or concurrent). This 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 ofducation, 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. (Offered every fall sem
Gen. Ed. Attributes: None.
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EDU 210: Systems Perspective in Special Education (EDU210)
Prerequisites: EDU 105 (may be taken concurrently). Philosophical, historical, 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 disabililic 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 of the partnerships between and among all parties w
Gen. Ed. Attributes: None.
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EDU 211: Societal Perspectives in Special Education (EDU211)
Prerequisites: EDU 105 and EDU 210 (may be taken concurrently). The course focuses on the developmental, learning, behavior, and social characteristics and needs of students across the spectrum with disabilities. Etiological factors of disability are disclong 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 fi
Gen. Ed. Attributes: None.
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EDU 264: Infants and Toddlers ()
Prerequisite:
Pre-requisite: EDU 105. This course is an orientation to the issues, challenges, opportunities and curriculum of early childhood education from birth to 36 months. This course examines the principles and theory behind the planning of developmentally appropriate, effective, safe, and healthy environments for infants and toddlers, with an emphasis on play-based curriculum. The impact of culture, language, abilities and early intervention will be addressed. Partnering with families to provide nurturance, learning experiences, and advocacy will be examined. (Offered every fall semester.) (2)
Gen. Ed. Attributes: None.
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EDU 270: Early Childhood Curriculum (EDU270)
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 conepts 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.) (4)
Gen. Ed. Attributes: None.
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EDU 275: Early Language and Literacy (EDU275)
Prerequisite: EDU 105 (or concurrent). This course focuses on language development and the English Language Arts standards from birth through age 6. Communication skills are streessed. A five-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.) (3)
Gen. Ed. Attributes: None.
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EDU 290: Exploratory Ed Field Period (EDU290)
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 professon 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.) (3)
Gen. Ed. Attributes: None.
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EDU 306: Assessment in Inclusive School (EDU306)
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 inolving 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.) (3)
Gen. Ed. Attributes: None.
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EDU 307: Foundations of Education (EDU307)
Prerequisites: ENG 112 and junior standing. Historical, social, and philosophical foundations of American schools including public, private, and special schools; European souurces and theories of education affecting the structure of American educational thought; development of a personal philosophy of education. (Offered every semester.) (LA) (2)
Gen. Ed. Attributes: None.
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EDU 308: Teaching in Inclusive Schools (EDU308)
Prerequisite: EDU 371, 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 createformance, 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 identifyin
Gen. Ed. Attributes: None.
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EDU 309: Integrated Methods of Teaching in Chldhd Class (EDU309)
Prerequisites: 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 pland 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 te
Gen. Ed. Attributes: None.
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EDU 310: Literacy in Inclusive Schools (EDU310)
Prerequisites: 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 onState 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 s
Gen. Ed. Attributes: None.
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EDU 312: Early Childhood Literacy & the Diverse Learner (EDU312)
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,xhibit 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 co
Gen. Ed. Attributes: None.
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EDU 316: Literacy and the Diverse Learner (EDU316)
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 theative 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, othe
Gen. Ed. Attributes: None.
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EDU 355: Educational Psychology (EDU355)
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, includtenets 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 organiza
Gen. Ed. Attributes: None.
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EDU 357: Adolescent Literacy I (EDU357)
Pre- or corequisite: completion of adolescent methods class. Designed to provide the secondary teacher with the necessary knowledge and skills toinsure that his/her students acquire and use literacy skills necessary for success in middle and high school. (Offered every fall semester.) (3)
Gen. Ed. Attributes: None.
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EDU 358: Adolescent Literacy II (EDU358)
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.) (3)
Gen. Ed. Attributes: None.
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EDU 363: Methods Tchg Adolescent Science (EDU363)
Prerequisites: 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 even-year fall semester.) (3)
Gen. Ed. Attributes: None.
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EDU 364: Methods Tchg Adolescent English (EDU364)
Prerequisites: 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 even-year fall semester.) (3)
Gen. Ed. Attributes: None.
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EDU 365: Methods Tchg Adolescent Mathematics (EDU365)
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 inssure that students have necessary planning and teaching skills to be successful teachers in mathematics classrooms for grades 7-12. (Offered every even-year fall semester.) (3)
Gen. Ed. Attributes: None.
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EDU 366: Methods Tchg Adolescent Social Studies (EDU366)
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 even-year fall semester.) (3)
Gen. Ed. Attributes: None.
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EDU 372: Planning and Assessment in Early Childhood (EDU372)
Prerequisites: EDU 105, EDU 371, and EDU 275. This course will look at procedures used to obtain information about an individual's development in areas academic and non-aacademic, and how to use that information to guide curriculum and planning. There will be a ten hour field experience in this course. (Offered every spring semester.) (3)
Gen. Ed. Attributes: None.
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EDU 373: Teaching in Inclusive Secondary Schools (EDU373)
Prerequisite: EDU 210, EDU 211, EDU 36X (Secondary Methods course). This course is designed to provide individuals in the adolescent program with the knowledge and skills necessary for working with individuals with special needs at the secondary level. Inurse is the preparation of IEPs, Transition Plans, Co-Teaching strategies for secondary settings, communications with students, parents, peers and colleagues, test and instructional modifications, and the use of assistive technology. (Offered every spring
Gen. Ed. Attributes: None.
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EDU 374: Professionalism and Leadership in Early Childhood (EDU374)
Prerequisites: EDU 105; co-requisite enrollment in 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 addsional 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. Ten hours of field experience is associated with this course. (Offered every spring semes
Gen. Ed. Attributes: None.
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EDU 391: Regular Education Classroom Field Period (EDU391)
An off-campus education classroom laboratory experience with exposure to curriculum materials, classroom management, instructional planning, methodology and the professional role of the regular edcator. 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.) (3)
Gen. Ed. Attributes: None.
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EDU 392: Special Education Field Period (EDU392)
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, behaviorspecial 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 an
Gen. Ed. Attributes: None.
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EDU 393: Inclusion Classroom Education Field Period (EDU393)
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 oties. 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 ever
Gen. Ed. Attributes: None.
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EDU 399: Independent Study (EDU399)
Prerequisite: consent of instructor.(Offered every semester.) (1-3)
Gen. Ed. Attributes: None.
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EDU 410: Prof Management Issues (EDU410)
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 teachiworking 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 viol
Gen. Ed. Attributes: None.
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EDU 411: Student Teaching Seminar (EDU411)
Prerequisites: 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 pros, 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.) (1
Gen. Ed. Attributes: None.
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EDU 452: Student Tchg Adoles Education (EDU452)
Prerequisites: 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.) (11)
Gen. Ed. Attributes: None.
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EDU 454: Stud Tchg Childhood/Spec Edu (EDU454)
Prerequisites: approval of education faculty and all completed course competencies. Fourteen-week sequene of supervised student teaching in elementary and special education. (Offered every semester.) (11)
Gen. Ed. Attributes: None.
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EDU 455: Student Tchg Adoles/Spec Edu (EDU455)
Prerequisites: approval of education faculty and all complete course competencies. Fourteen-week sequeence of supervised student teaching in secondary and special education. (Offered every semester.) (11)
Gen. Ed. Attributes: None.
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EDU 456: Student Teaching-Early Childhood/Spec Ed (EDU456)
Prerequisite: Approval of education faculty and all completed course requirements. Fourteen-week sequence of supervied student teaching in preschool, kindergarten, or grades 1-2, and special education. (Offered every semester.) (11)
Gen. Ed. Attributes: None.
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EDU 495: Advanced Topics in Education (EDU495)
Prerequisite: to be determined by the Division of Education and Social Work. An advanced study of a specific topic in education. Intended for juniors andseniors, or for students with an appropriate background in education. The student may repeat the course, but not the topic. (Offered as needed.) (1-3)
Gen. Ed. Attributes: None.
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EDU 501: Introduction to Educational Research (EDU501)
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 impconsumers 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 f
Gen. Ed. Attributes: None.
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EDU 530: Theoretical and Social Foundations of Literacy (EDU530)
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 thef learning that apply to literacy; research that has contributed to evolving models and definitions of reading; and the contributions of theories of literacy (reading and writing) as language-based processes. The course examines this information in the c
Gen. Ed. Attributes: None.
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EDU 531: Assessment-Based Instruction I ()
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 informal assessment processes in literacy instruction and best instructional practice that emanates from this assessment. In order to both design literacy instructional programs and to assess student learning, it is vital to be able to place students along a developmental continuum and identify students' proficiencies and areas needing strengthening. Awareness of the influence of culture, class, gender, and context on literacy acquisition informs the teacher's knowledge base when considering this developmental continuum. Language development and its relationship to literacy acquisition will also be examined. Teachers will learn a wide range of instructional practices, strategies, and methods to support reading and writing instruction. Teachers will also demonstrate competency in using a wide range of formal and informal assessment tools and practices that provide data used to craft appropriate teaching strategies for addressing student strengths and needs. Teachers will develop the skills necessary to insure that students experience developmentally appropriate growth in literacy skills. In addition, teachers develop skills to identify students who are not making developmentally appropriate growth, and also learn the appropriate strategies to recover those skills.
Gen. Ed. Attributes: None.
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EDU 532: Practica B-2 ()
This supervised field experience in a 3-6 setting provides practice, demonstration, self-evaluation and validation of competencies gained in the literacy program. Students under the supervision of a college faculty member will be expected to plan for and practice the course objectives listed in EDU 534 Instruction and Assessment II. Students will be in the practicum for a minimum of 30 hours.
Gen. Ed. Attributes: None.
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EDU 533: Theory, Approaches, Best Practices (EDU533)
A course designed for the participants to explore the impact that literacy or more importantly lack of literacy has on individuals. The course will examine the socio-economic and cultural impact that being partially literate, alliterate or illiterate hasradigms through an exploration of materials such as "Growing Up Literate" or "The Naked Children". In addition participants will be expected to engage in self-reflective review of their own literacy beliefs and how those beliefs impacted their lives. Part
Gen. Ed. Attributes: None.
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EDU 534: Assessment-Based Instruction II ()
This course extends the goals identified for Assessment-based Literacy Instruction I (B-2) to the students in elementary grades 3-6. 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 3-6 ()
This supervised field experience in a 3-6 setting provides practice, demonstration, self-evaluation and validation of competencies gained in the literacy program. Students under the supervision of a college factuly member will be expected to plan for and practice the course objectives listed in EDU 534 Instruction and Assessment II. Students will be in the practicum for a minimum of 30 hours.
Gen. Ed. Attributes: None.
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EDU 536: Literature, Materials & Technology in Literacy (EDU536)
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 (EDU537)
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) identific#NAME?
Gen. Ed. Attributes: None.
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EDU 540: Theory, Approaches, Best Practices (EDU540)
In this course students learn about the development of writing, theories about writing, and effective instructional practices to use with children, birth through grade six. Throughout the course, the focus in on communicative intent, with an awareness ofxpectations of the learner to changing developmental levels of students as they mature. Participants also learn to construct learning environments that support and facilitate the development of writing strategies and skills, using peer as well as teacher
Gen. Ed. Attributes: None.
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EDU 541: Assessment-based Adol Literacy (EDU541)
This course provides an in-depth exploration of teaching methods and materials relevant to literacy instruction for the readers in today's diverse 5-12 classrooms. This course will examine both the nature and function of formal and informal assessment prforms the teacher's knowledge base when addressing these needs. Teachers will learn a wide range of instructional practices, strategies, and methods to support reading and writing instruction. Teachers will also demonstrate competency in using a wid
Gen. Ed. Attributes: None.
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EDU 542: Practica III (EDU542)
This supervised 50-hour practicum in grades 5-12 settings provides practice, demonstration, self-reflection and validation of competencies gained in the literacy program. This course involves a reflective tutoring experience with students in grades 5-12this course is taken concurrently with or following EDU 541, students will be applying and practicing the goals and objectives stated in EDU 541. Students will be in the practicum for a minimum of 50 hours. Practicing educators must do the practicum out
Gen. Ed. Attributes: None.
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EDU 543: Literary Instruction in Content Areas (6-12) (EDU543)
This course is designed to highlight the role of literacy acquisition and application within the content areas. Literacy and writing strategies will be presented in conjunction with New York State Learning Standards. An additional focus of the course will be to help literacy and subject area teachers address the needs of diverse learners through culturally relevant pedagogy and curriculum, the use of multicultural materials, and alternative and adaptive methods, and the use of technology. [4]
Gen. Ed. Attributes: None.
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EDU 550: Issues/Trends in Education: Diverse/Tech Society (EDU550)
Prerequisite: none. Content includes a critical survey of issues and trends, their social and edcation basis, their implications for schools and examination, and an analysis of major problems.
Gen. Ed. Attributes: None.
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EDU 560: Research Seminar (EDU560)
Prerequisite: none. Seminar-style course that provides instruction and support to group and individual students as they integrate the action research informaton gained in previous coursework and conduct and refine their projects. Students will share ideas, concerns and drafts of their final project for peer review.
Gen. Ed. Attributes: None.
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EDU 570: Professional Portfolios (EDU570)
Professional Portfolios is designed to familiarize teachers and administrators with the genre of professional portfolios. It is offered as an on-line course and seeks to maximize the use of the web-based learningas an effective learning tool. This course includes video and text course content. One of the goals of the course is to understand the role that professional portfolios can play in supporting learning and change.
Gen. Ed. Attributes: None.
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