200 Level Courses | 300 Level Courses | 400 Level Courses | 500 Level Courses | Other Required Courses
EDUC 210: Foundations & Principles of Education, Classrooms & Teaching (1 unit) The potential teacher must understand the nature of the diverse and inclusive classroom of today. Against a background of historical, philosophical and social perspectives, students will examine the roles teachers play, their responsibilities, and the dynamics of the classroom of the twenty-first century. A 30 clock-hour placement in various schools and other child/adolescent institutions will accompany this course Pre-requisites: none. Offered Fall/Spring.
EDUC 326: Teaching & Learning for the Inclusive Setting (1 unit) This course examines the different ways people learn as a means to understand how we should teach. Those theories of teaching offered by both psychologists and philosophers that have impacted most upon educational practice will be studied with a view also to understand the extent to which they support educational models of inclusion. Students will have practice identifying and employing strategies that foster the learning of all students including critical thinking techniques and cooperative learning methods. A 30 clock-hour placement in an inclusive classroom is coordinated with this course, offering teacher-aide experience at a level appropriate to the major or field of teaching endorsement with emphasis upon the development of tutorial, remedial or supervisory relationships with students from diverse backgrounds with diverse abilities. Special attention is given to observe the dynamics of the classroom in terms of the theories and strategies discussed in EDUC 210. Pre-requisites: EDUC 210 and sophomore standing. Offered Fall/Spring.
EDUC 335: Assessment, Evaluation and Technology in the Classroom (1 unit) This course is designed to be an introduction for pre-service teachers in the field of education assessment and accountability. The course will introduce education students to elements of traditional assessment, including record keeping, grading, objective and essay testing, theories of validity, as well as authentic and portfolio assessment. The keeping of anecdotal records, mainstreaming, heterogeneous groupings, and inclusion will also be a component of this course. The course will also include components of learning and assessment through technology. Students will be expected to design, implement, and assess a unit using technology. Pre-requisites: EDUC 210, computer access to an IBM compatible PC, access to Internet. Offered Fall/Spring.
EDUC 399: Math & Science for Childhood Education (1 unit) This is a team taught course that focuses on curriculum and methodological practices in mathematics and science education for children in grades 1-6. The course will cover content specific to the math and science components for Childhood educators as specified in the NYS Regents Students Learning Standards. Students develop strategies of teaching math and science that emphasize the problem solving approach, develop curriculum that meets the NCTM, NSTA, and CEC standards, learn to incorporate writing across the math and science curriculum, develop hands-on activities, as well as create and implement rubrics that assess math and science learning. In addition, students will develop the ability to integrate science and mathematics within an interdisciplinary and inclusionary curriculum without neglecting the integrity of both disciplines.
EDUC 403: Music for Early/Middle Schools (1 unit) Concepts, methods and materials used in the teaching of music in the elementary school. Methods and materials used for teaching of general music in the middle school. Prerequisites: EDUC 210, 326, 335, and admission into the teacher preparation program.
EDUC 406: Methods and Curriculum Development for Inclusive Childhood Education Grades 1-3 (1 unit) This course is designed to provide students with knowledge of the learner that takes place in childhood classrooms, and the roles and responsibilities teachers have in encouraging and supporting the process. Mathematics, science, social studies, language arts, visual and performing arts, health, physical education, and technology and career development as teaching tools will be examined in depth. Research, discussions, reflection, projects, studies, inquiry, observations, and fieldwork will strengthen students' abilities to think critically and improve problem-solving capabilities in the field of education. Students will become confident and proficient in planning and applying appropriate strategies and techniques for meeting the needs of students in inclusive classrooms. A 20 clock-hour placement in an inclusive classroom is coordinated with this course. This course must be taken in conjunction with EDUC 414. Prerequisites: EDUC 210, 326, 335 and admission into the teacher preparation program. Offered Fall/Spring.
EDUC 412: Strategies for Teaching Inclusive Education (1 unit) This course is designed to provide insight into the art of teaching individuals with different abilities and needs in the same classroom. Students will discover ways to acknowledge all class members in developing and understanding that different types of learners can be educated together. Self-reflection, research, discussions, small group inquiry, observing, interviewing, and fieldwork will lead to an increased ability to think critically and improve problem solving capability in order to meet the challenging demands of teaching in today’s schools. A 20 clock-hour placement in an inclusive classroom is coordinated with this course. Activities include pairing with a child with disabilities in school and non-school experiences, family respite, peer interactions, and advocacy. IEP/IFSP decision making and planning for inclusive settings emphasizing teaming, cultural inclusion and family involvement will be covered. Prerequisites: EDUC 210, 326, 335 and admission into the teacher preparation program. Offered Fall/Spring.
EDUC 414: Methods and Curriculum Development for Inclusive Middle Childhood Education Grades 4-8 (1 unit) This course is designed to acquaint the prospective teacher with the changing developmental characteristics of the developing child and the implications for instruction in an inclusive setting. This course focuses on the general structure of the inclusive middle school, principles and guidelines for choosing and integrating curriculum, the application of informal and formal assessment methods, as well as the use of educational technology. Special attention is given to the methodologies of teaching mathematics, social studies, science, and language arts. An inclusive middle level supervised practicum totaling 20 clock-hours is incorporated into this course. This course is part of a junior level learning community, taken in conjunction with CS 322. Prerequisites: EDUC 210, 326, 335 and admission into the teacher preparation program. Offered Fall/Spring.
EDUC 425: Theories in Language Acquisition and Literary Development (1 unit) This course is designed to provide students with knowledge of the strategies in which language and literacy are acquired and developed. Particular attention will be paid to emergent language acquisition as well as curricular strategies that strengthen literacy development through the examination of the fundamentals of reading, listening, written and oral communication. Students will be introduced to a wide spectrum of literacy theories, the use of children's literature across the curriculum, reading and writing workshops, and various authentic and qualitative literacy assessment tools. This course is taken in unison with EDUC 426: Language Acquisition and Literacy Development for Linguistically and Culturally Diverse Children. A literacy field practicum, totaling 30 clock-hours, is incorporated in conjunction with EDUC 426. Prerequisites: EDUC 210, 326, 335 and admission into the teacher preparation program. Offered Fall/Spring.
EDUC 497: Exploring Drama in the Inclusive Elementary Classroom (1 unit) Through games, rituals, stories, legends, ballads, global folk plays and stories of adventure from the sea, history and the general environment of this course, students will explore the nature of dramatic action, the organization of materials and the use of disciplines and techniques in a creative form. Prospective teachers of drama and educational theater will understand how to encourage, help and guide by providing a sympathetic atmosphere in which ideas may be freely expressed. They will be responsible for disciplined, yet informal organization and through evaluation recognize the creativeness of the achievement. Prerequisites: EDUC 210, 326, 335 and admission into the teacher preparation program.
EDUC 498: Learning Through Drama (1 unit) As well as demonstrating how drama can be developed in its own right for middle/secondary school students, this course demonstrates how drama as a process can improve learning, deepen understanding of particular themes, topics and issues, improve communication skills, and help students to appreciate other people’s drama. Students will become aware and critical of the drama encountered in the communicative culture outside of school. Prerequisites: EDUC 210, 236, 335 and admission into the teacher preparation program.
EDUC 550: Student Teaching: Childhood-Grades 1-3 (1 unit) The student's professional and specialized education for teaching all children at the childhood level (1-3) culminates in this extensive field experience. This experience includes full-time directed teaching in accredited inclusive, mainstreamed and regular classrooms for students in grades one to three. Students tasks involve orientation to school and classroom, on the job growth in planning, instructional and evaluation skills, and experience in practicing human and professional relations. A weekly one-hour reflection seminar will accompany the clinical led by the student's college supervisor. The seminar will include extended 2 hour workshops in identifying and preventing child abuse or and violence prevention. Students will spend a minimum of six weeks (full time) at this placement. Prerequisites: Acceptance by EPPAC into clinical practice and registration of the CST of the NYSTCE. Offered Fall/Spring.
EDUC 560: Student Teaching: Childhood-Grades 4-8 (1 unit) The student’s professional and specialized education for teaching all children at the childhood level (4-8) culminates in this extensive field experience. This experience includes full-time directed teaching in accredited inclusive, mainstreamed and regular classrooms for students in grades four to eight. Student’s tasks involve orientation to school and classroom, instructional and evaluation skills, and experience in human and professional relations. A weekly one-hour reflection seminar will accompany the clinical led by the student's college supervisor. The seminar will include extended 2 hour workshops in identifying and preventing child abuse or and violence prevention. Students will spend a minimum of six weeks (full time) at this placement. Prerequisites: Acceptance by EPPAC into clinical practice and registration of the CST of the NYSTCE. Offered Fall/Spring.
EDUC 570: Student Teaching: Childhood – Grades 8-12 (1 unit) The student’s professional and specialized education for teaching children at the adolescent childhood level culminates in this extensive field experience. This experience includes full-time directed teaching in accredited inclusive, mainstreamed and regular classrooms for students in grades eight to twelve. Student’s tasks involve orientation to school and classroom, instructional and evaluation shills and experience in human and professional relations. The seminar will include extended 2 hour workshops in identifying and preventing child abuse or and violence prevention. Students will spend a minimum of six weeks (full time) at this placement. Prerequisites: Acceptance by EPPAC into clinical practice and registration of the CST of the NYSTCE. Offered Fall/Spring.
EDUC 580: School, Diversity & Society (1 unit) (D) This capstone course, part of the senior Level Learning Community, is an advanced level course designed to enhance students’ skills as reflective practitioners and transformative intellectuals. The course will provide pre-professional student teachers with an analytic framework to undertake an interdisciplinary analysis of the school-society relationship. The course provides students with an opportunity to reflect on their understanding of educational issues and concepts as they work in the field. Using this experience and their knowledge of educational issues students will discover how and why certain school-society issues arose in this country and then changed over time. While this course will take students' practice as central, it will cover the following: school laws; an examination of diversity issues; advanced study of the philosophical and sociological foundations of American education; current reform efforts; and professional development issues. Prerequisite: Concurrent with EDUC 550/560. Offered Fall/Spring.
EDUC 593: Independent Study Supervised independent research projects developed by the student with faculty advisement. Restricted to advanced majors. Offered Fall/Spring.
Other Required Courses:
CS 322: Database Programming and Connectivity (1 unit) This course in computer applications is the intermediate learning community in conjunction with ED 414: Methods & Curriculum Development for Inclusive Middle Childhood Education Grades 4-8 for students pursuing teacher preparation. This learning community integrates the various components of a middle school classroom such as literacy development, curriculum, classroom management, instructional strategies, and assessment with the techniques of designing Database Management Systems and interfacing them using Programming language JAVA for easy but controlled access from the World Wide Web. By taking these two courses simultaneously students will learn to build a Database Management System (DBMS) interfaced with the World Wide web as part of their middle school (4-8) interdisciplinary thematic unit. Developing their DBMS in conjunction with their thematic unit will be a semester long project on which students will work in both learning community courses in a synchronized manner. During the latter part of the second half of the semester, students will work in a middle level classroom setting during their practicum or field experience. At this time, students will have the opportunity to test out their DBMS with middle school students and evaluate the application and successful use of the DBMS that they have created. Prerequisites: EDUC 210, 326, 335 and admission into the teacher preparation program. Offered Fall/Spring.
