Courses

  • EDUC-101 Issues in Health & Safety (0)

    This multisession course fulfills the New York State requirement that school professionals applying for initial certification must complete. The following trainings are required: preventing abuse of alcohol, tobacco, or other drugs (Drug and Alcohol Awareness for Educators), violence prevention (Schools Against Violence Prevention Training), issues related to missing and sexually exploited children (National Center for Missing and Exploited Children, NCMEC), recognition and reporting of child abuse (Identification and Reporting of Child Abuse and Maltreatment Training), and training on the social patterns of harassment, bullying and discrimination (Dignity for All Students Act (DASA) (A six-hour training) . Each of the trainings are two-hours in length unless otherwise noted. Graded S/U .

    Attributes: NLIB
    Pre-requisites: EDUC-485 Y S OR EDUC-486 Y S
    Restrictions: Including: -Level: Undergraduate
  • EDUC-103 Foundational Seminar in Ed (1)

    This seminar is taken with two foundational courses in the program. The purpose of the seminar is to facilitate candidates? reflections on field experience and connections across coursework. Topics include foundational issues of meeting the needs of all students in inclusive classrooms in the context of the school system. Includes 50 hours of fieldwork.

    Attributes: NLIB ZCLX
    Pre-requisites: (EDUC-201 C OR EDUC-211 C) AND EDUC-202 Y C
  • EDUC-120 P P & O of Athletics in Ed (3)

    This is the first of three required courses that lead to intercollegiate coaching certification in New York State. The course covers basic philosophy and principles as integral parts of physical education an general education; state, local and national regulations and policies related to athletics; legal considerations’ function and organization of leagues and athletic associations in New York State; personal standards for the responsibilities of the coach as an educational leader; public relations; general safety procedures’ general principles of school budgets ,records, purchasing and use of facilities. (Note: This is the only course required for coaches of non-contact/non-strenuous sports: bowling, golf, archery, shuffleboard, table tennis). Graded S/U.

    Attributes: NLIB
  • EDUC-121 Health Sci App Coaching (3)

    This 45 hour course is the second in the 3 courses sequence of requirements for NYSED interscholastic coaching certification. It is a series of interactive exercises and activities designed to study Health Sciences as they apply to coaching sports. Participants gain information, organize it for professional and personal use and apply it to their coaching areas. Selected principles of biology, anatomy, physiology, and kinesiology related to coaching; risk minimization; mixed competition; NYSED selection and classification of athletes; age and maturity of athletes.

    Attributes: NLIB
  • EDUC-122 Theory & Tech of Coaching (3)

    This course will begin with an introductory phase in which the basic concepts common to all sports will be discussed. Topics will include a history of interscholastic athletics in New York State. The objectives, rules, regulations and policies of athletics, as well as performance skills, technical information, and organization and management practices will also be among the topics covered. The special training and conditioning of the athletes in specific sports, the fitting of equipment, specific safety precautions, and officiating methods will also be examined. An internship that will include practical experience as a coach in the specific sport and/or periods of observing other approved coaches will also be required.

    Attributes: NLIB
    Pre-requisites: EDUC-120 S AND EDUC-121 S
  • EDUC-190 Field Experience I: CHED (0)

    This field experience provides candidates with opportunities to explore and reflect on their content, professional, and pedagogical knowledge, skills, and dispositions in a variety of classroom settings and evaluate their impact on learning. To support a high-quality field experience, course assignments are completed in the required 20 clock hours. This experience provides candidates with opportunities to work with students from diverse backgrounds in primary or intermediate grades who are at varying levels of development and to integrate the use of technology to support learning. A certified teacher supervises candidates during this experience. Graded S/U.

    Attributes: NLIB
    Pre-requisites: MSTI-131 C AND GPA >=2.75
  • EDUC-201 Schools, Ability & Lrng (3)

    This course focuses on the experiences of students with disability labels in school and has a strong emphasis on the examination of social construction of ability, as well as the beliefs and attitudes that shape public policy around disability. This course includes an overview of the disability rights movement, legislation affecting students with disabilities, and characteristics of the disabilities identified in the IDEA. Issues of citizenship and marginalization in the classroom, advocacy, and transition to adulthood are addressed. Inclusive educational practices are introduced. This course includes field visits to schools and community agencies. Formerly offered as EDUC 230.

    Attributes: NLIB
  • EDUC-202 Intro Dif Cur,Instr,Assess (3)

    This course will examine theories of teaching and learning and thoroughly investigate the instructional cycle of planning, instruction, and assessment. Candidates will become familiar with various models of lesson planning and instructional design. Candidates will study the Response to Intervention (RtI) model, data-driven instruction, the special education classification process, multidisciplinary school-based intervention teams, legal provisions and ethical practices of assessment, and individualized education programs (IEPs). Classroom management theory and practice is introduced.

    Attributes: NLIB
    Pre-requisites: EDUC-103 Y C
  • EDUC-203 Field Seminar I (1)

    This seminar is taken with methods courses in the program. The purpose of the seminar is to facilitate candidates? reflections on field experience and connections across coursework. Topics include beginning differentiated instructional methods and technology. Includes 50 hours of fieldwork. Graded S/U.

    Attributes: NLIB ZCLX
    Pre-requisites: EDUC-103 C AND (EDUC-315 Y C OR EDUC-316 Y C)
  • EDUC-204 Educational Technology (3)

    The use of technology to improve instructional practice is an essential skill for all teachers. This course is designed to support teacher candidates in developing a knowledge and skill base in educational and assistive technology. The long term goal is to ensure future teachers can make effective use of available technologies to enhance differentiated instruction and planning, to improve personal productivity, and to support all students, including students with ELN, fully in the classroom. This course teaches students to locate, use and adapt a variety of assistive technology devices and software tools and to apply these technologies in a wide range of integrated educational settings. The use of assistive technology as it relates to education, communication, vocation, recreation, and mobility for individuals with disabilities will be explored.

    Attributes: NLIB
    Pre-requisites: EDUC-103 Y C AND EDUC-202 Y C
  • EDUC-211 Hist & Philos Found of Edu (3)

    This course concentrates on how major historical, philosophical, sociological, and political trends in American history have influenced and continue to shape dominant ideology and major cultural institutions (government, religion, education) in the U.S. and how they, in turn, have impacted individuals and groups including those who have historically struggled for social justice and equal opportunity. Special emphasis is placed on how educational philosophy has influenced the historical development of schools and educational policy by focusing on how world and educational philosophies intersect and influence the development of theories of learning. This course situates its study of major cultural institutions in the foundational context of education. The theoretical framework for contemporary educational issues, conflicts and research is explored in a national, state and local context. The tenets of the School of Education’s Conceptual Framework are integrated into the course outcomes. Students will begin to acquire the skills and knowledge to understand the field of teaching and be assessed on that knowledge and on their ability to demonstrate behaviors and exhibit dispositions appropriate for a professional educator.

    Attributes: NLIB
  • EDUC-225 Children’s Literature (3)

    This course focuses on children’s literature and the strategies teachers use to integrate literature into the elementary school curriculum. Candidates are introduced to issues of social justice as they relate to the evaluation, selection, and use of children’s literature in a diverse classroom setting. Candidates use information technology and other resources to help identify and analyze literary elements of diverse texts and illustrations in relation to the varying perspectives and discuss the implications of these analyses for the teaching of all children. An additional focus is on the New York State Learning Standards, pedagogical and developmental topics, and literary issues. This course includes a field experience.

    Attributes: NLIB ZCIV
    Pre-requisites: EDUC-190 Y S AND EDUC-312 Y C AND GPA >=2.75
  • EDUC-226 Found of Lang & Literacy (3)

    This course introduces students to the theories of language acquisition and literacy development. Aspects and contexts of language development and the different areas of literacy development (oral language, writing and reading) are the focus of this course. The study of children?s literature provides an opportunity for the students to explore the application of the theories studied. Students learn about the role of language and literacy in the classroom, the relationship between language acquisition and literacy development, and the role of the classroom teacher and other support teachers in in supporting language development and literacy learning through literature. Students will differentiate between knowledge of typical and atypical language development. Attention will be given to distinguishing between language differences and language disorders. The influence of cultural/social background and experiences on literacy development will be explored. Creation of literacy-rich environments that engages learners in developmentally appropriate language experiences will be included. A focus on linking the New York State Common Core Standards in pedagogy and curriculum is introduced.

    Attributes: NLIB ZCIV
  • EDUC-229 Lang Acquistn&Literacy Dev (3)

    This course focuses on communication, language, and speech development, birth to grade 2, and how problems in these areas impact literacy growth for students with disabilities. The implications of cultural diversity on language development is explored. Topics include processing, storing, and retrieving of symbolic information; diagnosis; remediation of meta-linguistics difficulties, and alternative communication technology. A review of and emphasis on the NYS Learning Standards are embedded into the content of the course. This course includes a field experience.

    Attributes: NLIB ZCIV
    Pre-requisites: EDUC-192 Y S AND MSTI-131 C AND GPA >=2.75
  • EDUC-260 Understanding Adaptve Tech (3)

    Adaptive technological software and hardware, when applied appropriately, has the potential to reduce barriers to education for students with disabilities. This course provides candidates with the skills and knowledge to address the needs of students with disabilities in various settings, including inclusive classrooms. This course includes demonstrations and hands-on exercises, such as preparing modified lesson plans to better facilitate the inclusion of students with diverse characteristics. This course includes a field experience.

    Attributes: NLIB
    Pre-requisites: MSTI-131 C
  • EDUC-302 Diff C,I, and A in Soc St (3)

    This course is designed to support candidates in the planning and implementing of effective social studies instruction in diverse classrooms. The focus of this course is to help candidates further develop their personal education philosophy and vision of a social studies classroom; an understanding of social studies, including the ten thematic NCSS Standards; pedagogical skills; and their capacity to create learner-centered, meaningful, challenging, and active instruction for all students. This course also features best practices in English Language Arts across the curriculum, classroom management, instructional strategies to help all students learn, and the use of technology to enhance teaching and learning. Candidates demonstrate knowledge of the Common Core State Standards and local curricula in order to enhance pedagogy and student learning. This course includes a field experience.

    Attributes: NLIB ZCLX
    Pre-requisites: EDUC-202 C
  • EDUC-303 Advanced Clinical Seminar (1)

    This course is a professional seminar for Childhood and Adolescence education students as they prepare for their student teaching semester. Taken during their sixth or seventh semester, and taken in conjunction with field-based methods and/or literacy courses, this one-credit seminar serves as a point of synthesis and integration for concepts being learned in coursework and field experiences. The course also serves to finalize candidates? preparation for the edTPA licensure exam, which will be completed during student teaching. Graded S/U.

    Attributes: NLIB ZCLX
  • EDUC-312 CI&A Social Studies (3)

    This course is designed to support candidates in the planning and implementing of effective Social Studies instruction in diverse classrooms. The focus of this course is to help candidates further develop their personal education philosophy and vision of a social studies classroom; an understanding of social studies, including the ten thematic NCSS Standards; pedagogical skills; and their capacity to create learner-centered, meaningful, challenging, and active instruction for all students. This course also features best practices in English Language Arts across the curriculum, classroom management, instructional strategies to help all students learn, and the use of technology to enhance teaching and learning. Candidates demonstrate knowledge of the New York State Standards in Social Studies and local curricula in order to enhance pedagogy and student learning. This course includes a field experience. Note: Registration in EDUC 312 requires successful completion of two P3 courses. Students must also enroll in EDUC 190.

    Attributes: NLIB ZCLX
    Pre-requisites: EDUC-190 Y S AND GPA >=2.75
  • EDUC-313 CI&A Primary Literacy (3)

    This course provides an in-depth exploration of theories, methods, and materials relevant to literacy instruction in the primary classroom (grades 1-3). A key focus of this course is to help candidates address the needs of diverse learners through the use of multicultural materials and alternative and adaptive methods, including the use of technology. This course addresses the learning needs of diverse students by integrating social justice education through critical literacy into the curriculum. Candidates demonstrate knowledge of the New York State Standards in English Language Arts in pedagogy and curriculum. This course includes a field experience.

    Attributes: NLIB ZCIV ZCLX
    Pre-requisites: EDUC-290 Y S AND EDUC-312 C AND EDUC-350 Y C AND GPA >=2.75
  • EDUC-315 Content Area Literacy (3)

    This course is designed to highlight the role of literacy acquisition and application within the content areas. Literacy and writing strategies are presented in conjunction with New York State Common Core Learning Standards. The varying and various contexts surrounding the nature of reading and reading instruction, the conceptual ideas underlying the teaching of reading in the content areas, and reading skills and strategies that help students understand specific subject matter content are explored. An additional focus of this course is to help literacy and subject-area teachers address the needs of diverse learners through culturally relevant pedagogy and curriculum, the use of multicultural materials, alternative and adaptive methods, and the use of technology. This course is designed to introduce literacy skills that can be incorporated with content-area teaching. This course includes a field experience.

    Attributes: NLIB
    Pre-requisites: EDUC-103 C AND EDUC-202 C AND EDUC-203 Y C
  • EDUC-316 Diff C,I, and A in Lit I (3)

    This course provides an in-depth exploration of theories, teaching methods and materials relevant to literacy instruction for a diverse primary level classroom. A focus on linking the New York State Common Core Standards in pedagogy and curriculum is emphasized as it relates to all students. This course includes a field experience.

    Attributes: NLIB ZCLX
    Pre-requisites: EDUC-202 C AND EDUC-203 Y C AND EDUC-335 Y C
  • EDUC-330 A&I Strategies: Inclusion (6)

    The course is designed to provide specific content and practice in assessment and strategies for teaching in the curricular areas for students with diverse learning needs. Emphasis is on co-teaching and models for differentiated instruction in heterogeneous classrooms. A review of assessment approaches that includes dynamic, performance, and curriculum-based assessment using a problem-solving method is covered as well as the use of technology for assessment and support of student learning. The New York State Learning Standards are used throughout the course as an informative guide.

    Attributes: NLIB ZCLX
    Pre-requisites: EDUC-229 C AND GPA >=2.75
  • EDUC-333 Diff C,I, and A in Mid Sch (3)

    This course focuses on curriculum, instruction, and assessment in schools that serve young adolescents, grades 5-9. Special emphasis is placed on: Middle-grade philosophy; organizational components such as interdisciplinary teams, academic clusters, advisory programs, and exploratory curriculum; middle level curriculum frameworks; the Common Core; and developmentally appropriate instruction. Practical application of theories and strategies to engage young adolescents and increase achievement, including research on motivation, self-perceptions of abilities, and gender issues, will be stressed. This course is part of the Middle School Extension. A concomitant 50-hour field placement is an integrated, fundamental component of the course.

    Attributes: NLIB ZCLX
    Pre-requisites: EDUC-103 C AND EDUC-202 C
  • EDUC-335 Diff C,I, and A in STEM (3)

    The developed world is dependent on the STEM disciplines (Science, Technology, Engineering and Mathematics). Those who understand the nature of science in the context of its dynamic interface with technology and society are able to participate in informed decision-making when confronted by problems of local, personal and national consequence. Teachers who are confident in their understanding of science in this context are equipped to engage their students in science through problem solving at the intersections of science, technology and society. Students will explore these intersections by focusing on adaptive technologies as a context for study. This course helps the developing teacher gain an understanding of how children learn the STEM disciplines conceptually. It also helps the developing teacher create lessons that build on that understanding of how children learn these subjects.

    Attributes: NLIB ZCLX
    Pre-requisites: EDUC-202 C AND EDUC-203 Y C AND EDUC-316 Y C
  • EDUC-338 C, I & A – Middle School (3)

    This course focuses on curriculum, instruction, and assessment in intermediate, middle, and junior high schools. Special emphasis is given to diverse instructional strategies; interdisciplinary teaching and teaming; and middle-level curricular frameworks and goals and how they are aligned with those of elementary and high schools. Practical application of theories and strategies to engage young adolescents and increase achievement, including research on motivation, self-perceptions of abilities, and gender issues, will be stressed. This course is part of the Middle School Extension and replaces the specific methods courses in the EDUC 340 to 345 series.

    Attributes: NLIB ZCLX
    Pre-requisites: ITED-228C C AND GPA >=2.75
    Restrictions: Including: -Major: Adolescence Education, Adolescence Education, Adolescence and Special Educ, Biology and Adolescence Educ, Chem Edu and Adolescence Edu, Chemistry and Adolescence Educ, Physics and Adolescence Educ
  • EDUC-345 Diff C,I, and A in Math (3)

    Building on the foundation for STEM education laid in EDUC 335, this course brings a focus on the differentiated teaching and learning of elementary mathematics. Teachers of elementary mathematics need a special kind of understanding of mathematical content. They not only need to understand the mathematics that they teach, but they also need to understand how various children learn that mathematics. From the time a child first encounters a new mathematical idea to the time that that child is able to make fluent and mature use of that mathematical idea, that child?s growth constitutes a ?trajectory? of learning. This course focuses on the special mathematical knowledge that teachers need in order to facilitate all children?s learning trajectories in the various areas of mathematics. The central mathematical concepts articulated in the Common Core State Standards for Mathematics form the basis for this course.

    Attributes: NLIB ZCLX
    Pre-requisites: EDUC-303 Y C AND EDUC-335 C AND EDUC-346 Y C AND EDUC-471 Y C
  • EDUC-346 Diff C,I, and A in Lit II (3)

    This course builds on the theories, methods, and materials, introduced in EDUC 316 and has a focus on literacy instruction for a diverse classroom at the intermediate grade levels. A focus on linking the New York State Common Core Learning Standards of all curricular areas with the pedagogy of Language/Literacy and Curriculum is emphasized. This course includes a field experience.

    Attributes: NLIB ZCLX
    Pre-requisites: EDUC-303 Y C AND EDUC-316 C AND EDUC-345 Y C AND EDUC-471 Y C
  • EDUC-350 C,I&A MST I (3)

    This course examines the relationship of national and state standards in mathematics, science, and technology to assessment and instruction, focusing on the interrelationship among curriculum, assessment, and instruction. Candidates build upon and deepen their understanding of mathematics, science, and technology concepts learned in prior MSTI classes and transfer this understanding to classroom practice in diverse settings. They learn how to create a classroom environment that encourages the constructive discourse that is part of a learner-centered/inquiry-based classroom. The course focuses on the interdisciplinary aspects of mathematics, science, and technology by requiring an interdisciplinary instructional project. Social constructivist theory and classroom implications are explored. This course includes a field experience. Permission of SoE to register.

    Attributes: NLIB ZCLX
    Pre-requisites: (MATH-114C C OR MSTI-114C C) AND EDUC-290 Y S AND EDUC-313 Y C AND GPA >=2.75
  • EDUC-351 C,I&A MST II (3)

    This course is a continuation of EDUC 350 which further examines and builds upon those issues as detailed in the course description for EDUC 350. This course includes a field experience.

    Attributes: NLIB ZCLX
    Pre-requisites: (EDUC-350 C OR MSTI-350 C) AND EDUC-356 Y C AND EDUC-390 Y S AND GPA >=2.75
  • EDUC-356 C,I&A Intermed Literacy (3)

    This course examines the nature and function of formal and informal assessment processes and literacy instruction for intermediate grade levels. This course also includes an examination of best practices for students in diverse school settings and a review of assessment strategies designed to enhance literacy instruction through the use of technology. This course builds on the theories, methods, and materials introduced in EDUC 313. A focus on linking the New York State Standards in English Language Arts in pedagogy and curriculum is emphasized. This course includes a field experience.

    Attributes: NLIB ZCIV ZCLX
    Pre-requisites: EDUC-313 C AND EDUC-351 Y C AND EDUC-390 Y S AND GPA >=2.75
  • EDUC-359 Content Area Lit: ADOL (3)

    This course is designed to highlight the role of literacy acquisition and application within the content areas. Literacy and writing strategies are presented in conjunction with New York State Learning Standards. An additional focus of this course is to help literacy and subject-area teachers address the needs of diverse learners through culturally relevant pedagogy and curriculum, the use of multicultural materials, alternative and adaptive methods, and the use of technology. This course is designed to introduce literacy skills that can be incorporated with content-area teaching. This course includes a field experience.

    Attributes: NLIB
    Pre-requisites: EDUC-193 Y S AND EDUC-338 Y C AND GPA >=2.75
  • EDUC-360 Integrated Prac English Educ (3)

    This course is designed to give candidates opportunities to demonstrate the knowledge, skills, and dispositions of professional and effective English teachers. It explores the variety of instructional materials, teaching strategies, and evaluation practices essential to teaching diverse learners. Candidates develop both their English content and pedagogical knowledge and skills, including the use of technology to facilitate and enhance student learning. The course is accompanied by a 50-hour field experience.

    Attributes: NLIB
    Pre-requisites: EDUC-191 S AND EDUC-291 Y S AND EDUC-338 C AND EDUC-359 C AND EDUC-418 Y C AND GPA >=2.75
    Restrictions: Including: -Class: Junior, Senior
  • EDUC-361 Integ Prac Foreign Lang Ed (3)

    Candidates have opportunities to enrich and expand their content and pedagogical knowledge and integrate instructional theories and best practices to help all students learn. The use of technology to enhance teaching and learning for all students is included. Candidates establish clear understandings of the elements of LOTE education, as defined by the American Council on the Teaching of Foreign Languages (ACTFL) and the New York State Learning Standards. They also identify a wide variety of materials and resources and develop plans for use in diverse classrooms. This course includes a field experience.

    Attributes: NLIB
    Pre-requisites: EDUC-191 S AND EDUC-291 Y S AND EDUC-338 C AND EDUC-359 C AND EDUC-418 Y C AND GPA >=2.75
    Restrictions: Including: -Class: Junior, Senior
  • EDUC-362 Integ Prac Math Educ (3)

    This course focuses on helping candidates develop constructivist concepts, theories, and applications for successful teaching of diverse adolescent students. Additionally, candidates are required to complete a unit plan. Candidates complete training and assignments, ensuring that they are competent in using technology to facilitate and enhance student learning. The unit-planning process focuses directly on creating experiences necessary to help students learn the knowledge and skills targeted by assessments. This course includes a field experience.

    Attributes: NLIB
    Pre-requisites: EDUC-191 S AND EDUC-291 Y S AND EDUC-338 C AND EDUC-359 C AND EDUC-418 Y C AND GPA >=2.75
    Restrictions: Including: -Class: Junior, Senior
  • EDUC-363 Integ Prac Science Educ (3)

    This course focuses on understanding how all students learn science in diverse classroom settings, the challenges inherent to teaching and learning scientific concepts, and the ways in which we teach these concepts for understanding. Candidates begin to develop their understandings of the nature of science and learn how to create and manage safe environments for learning. Additionally, candidates are required to complete a unit plan. This course provides specific learning experiences that are aligned with New York State and National Science Education Standards. Candidates complete training and assignments, ensuring that they are competent in using technology to facilitate and enhance student learning. This course includes a field experience.

    Attributes: NLIB
    Pre-requisites: EDUC-191 S AND EDUC-291 Y S AND EDUC-338 C AND EDUC-359 C AND EDUC-418 Y C AND GPA >=2.75
    Restrictions: Including: -Class: Junior, Senior
  • EDUC-364 Integ Prac Soc Studies Edu (3)

    This course is designed to prepare future social studies teachers to have the knowledge, skills, and dispositions to teach all students in diverse classroom settings. This course focuses on understanding how all students learn social studies, the challenges inherent to teaching and learning, and contemporary approaches related to the teaching of social studies. EDUC 364 provides applied experiences for developing the competencies for the professional role of a social studies teacher. This course is integrative and unifies the required knowledge, skills, and dispositions to prepare candidates for student teaching. Candidates complete training and assignments, ensuring that they are competent in using technology to facilitate and enhance student learning. Candidates continue developing their social studies content knowledge. This course includes a field experience.

    Attributes: NLIB
    Pre-requisites: EDUC-191 S AND EDUC-291 Y S AND EDUC-338 C AND EDUC-359 C AND EDUC-418 Y C AND GPA >=2.75
    Restrictions: Including: -Class: Junior, Senior
  • EDUC-371 Classroom Management (3)

    This course is designed around the importance of constructing and implementing general and individual classroom management strategies for all learners. It focuses on establishing a caring, stimulating, and safe community for learning where democratic values are fostered, diversity is embraced, and students assume responsibility for learning. Beginning with theoretical foundations of classroom management, it examines the causes of student misbehavior and the development of proactive, problem-solving approaches. Candidates explore instructional strategies to enhance teaching and learning for all students.

    Attributes: NLIB ZCLX
    Pre-requisites: EDUC-292 S AND EDUC-330 C AND EDUC-392 Y S AND EDUC-440 Y C AND GPA >=2.75
  • EDUC-390 Field Experience III: CHED (0)

    This field experience provides candidates with opportunities to explore and reflect on their content, professional, and pedagogical knowledge, skills, and dispositions in a variety of classroom settings and evaluate their impact on learning. EDUC 356 and EDUC/MSTI 351 are taken concurrently with the field experience. To support a high-quality field experience, course assignments are completed in the required 40 clock hours. This experience provides candidates with opportunities to work with students from diverse backgrounds in intermediate grades who are at varying levels of development and to integrate the use of technology to support learning. A certified teacher supervises candidates during this experience. Graded S/U.

    Attributes: NLIB
    Pre-requisites: EDUC-290 S AND GPA >=2.75
  • EDUC-392 Field Experience III: SPED (0)

    This field experience provides candidates with opportunities to explore and reflect on their content, professional, and pedagogical knowledge, skills, and dispositions in a variety of classroom settings and evaluate their impact on learning. This experience provides candidates with opportunities to work with students from diverse backgrounds in intermediate grades who are at varying levels of development and to integrate the use of technology to support learning. A certified teacher supervises candidates during this experience. Graded S/U.

    Attributes: NLIB
    Pre-requisites: EDUC-292 S AND GPA >=2.75
  • EDUC-393 Field Exp III: ADOL/SWD (0)

    This field experience provides candidates with opportunities to explore and reflect on their content, professional, and pedagogical knowledge, skills, and dispositions in a variety of classroom settings and evaluate their impact on learning. This experience provides candidates with opportunities to work with students from diverse backgrounds who are at varying levels of development; to integrate theory and practice; and to use technology to support learning. A certified teacher supervises candidates during this experience. Graded S/U.

    Attributes: NLIB
  • EDUC-415 Dif Lit Instr Mid & Adol (3)

    This course is a continuance of EDUC 315. This course explores a variety of literary works, including multicultural and global writings, for middle-childhood and adolescent learners. Additionally, this course seeks to expose teacher candidates to ideas for effectively involving middle-childhood and adolescent readers of diverse backgrounds in the literacy experience and to the use of technology and information literacy to support instruction and learning. This course provides students with an opportunity to actively examine and evaluate instructional strategies and practices for literacy instruction at the middle-childhood and adolescent levels. This course includes a field experience.

    Attributes: NLIB ZCLX
    Pre-requisites: EDUC-203 C AND EDUC-303 Y C AND EDUC-315 C
  • EDUC-418 Lit Instr:MidChild&Adol (3)

    This course explores a variety of literary works, including multicultural and global writings, for middle-childhood and adolescent learners. Additionally, this course seeks to expose teacher candidates to ideas for effectively involving middle-childhood and adolescent readers of diverse backgrounds in the literacy experience and to the use of technology and information literacy to support instruction and learning. This course provides students with an opportunity to actively examine and evaluate instructional strategies and practices for literacy instruction at the middle-childhood and adolescent levels. This course includes a field experience.

    Attributes: NLIB
    Pre-requisites: EDUC-359 C AND GPA >=2.75
    Restrictions: Including: -Class: Junior, Senior
  • EDUC-424 Educ for Social Justice (3)

    This course examines the principles of behavior and approaches to inclusive classroom management and reviews a number of topics related to research-based positive, proactive classroom and behavior management techniques for teachers that will work with all students, including those with backgrounds different from their own. The course explores positive approaches for the development of functional behavioral assessments and behavior intervention plans. Teacher candidates will explore the theory and practice of co-teaching and collaboration and creating lessons, which contain the Common Core Learning Standards and IEP goals that are implemented in the field with other teacher candidates. Teacher candidates will implement service learning by developing a partnership with a family to address educational concerns and generate possible solutions for a student with exceptional learning needs while participating and collaborating on a self-managed educational team that includes family input and participation.

    Attributes: NLIB ZCLX
    Pre-requisites: EDUC-303 Y S AND (EDUC-485 Y S OR EDUC-486 Y S)
  • EDUC-440 Collaborate for Inclusion (3)

    Teachers need to work as partners with all types of families, including those of children with disabilities, from backgrounds different from their own. This course focuses on effective programs, practices, and strategies to involve families in the educational process. Students learn how to develop positive and empowering collaborations between families, students, teachers, and other education professionals.

    Attributes: NLIB ZCIV
    Pre-requisites: EDUC-330 C AND EDUC-371 Y C AND GPA >=2.75
  • EDUC-450 Sem: Professional Topics (1)

    In this seminar course, students will have the opportunity to explore a variety of topics that pertain to pre-professional and professional educators. Pre-professional topics may include: preparation for NYSTCE exams, preparation for student teaching, professional expectations of student teachers, navigating the New York State Office of Teaching Initiatives website, etc. Professional topics may include: certification extensions; professional certification requirements; etc. Topics may also be student-interest generated. Beginning Spring 2012 this course carries 1 credit.

    Attributes: NLIB
    Pre-requisites: EDUC-338 C OR EDUC-350 C AND GPA >=2.75
    Restrictions: Including: -Major: Adolescence Education, Adolescence and Special Educ, Childhood Education, Special Education -Class: Junior, Senior
  • EDUC-460 Diff C,A, &I English (3)

    This course is a continuance of EDUC 315. This course explores a variety of literary works, including multicultural and global writings, for middle-childhood and adolescent learners. Additionally, this course seeks to expose teacher candidates to ideas for effectively involving middle-childhood and adolescent readers of diverse backgrounds in the literacy experience and to the use of technology and information literacy to support instruction and learning. This course provides students with an opportunity to actively examine and evaluate instructional strategies and practices for literacy instruction at the middle-childhood and adolescent levels. This course includes a field experience.

    Attributes: ZCLX
    Pre-requisites: EDUC-203 C AND EDUC-303 Y C OR EDUC-315 C
  • EDUC-461 Diff C,A, &I LOTE (3)

    Candidates have opportunities to enrich and expand their content and pedagogical knowledge and integrate instructional theories and best practices to help all students learn, including students with special needs. The use of technology to enhance teaching and learning for all students is included. Candidates establish clear understandings of the elements of LOTE education, as defined by the American Council on the Teaching of Foreign Languages (ACTFL) and the New York State Learning Standards. They also identify a wide variety of materials and resources and develop plans for use in diverse classrooms. This course includes a field experience.

    Attributes: ZCLX
    Pre-requisites: EDUC-303 Y S OR EDUC-315 C OR EDUC-415 Y C OR EDUC-471 Y C
  • EDUC-462 Diff C,A, &I Math (3)

    This course focuses on helping candidates develop constructivist concepts, theories, and applications for successful teaching of all adolescent students, including students with special needs. Additionally, candidates are required to complete a unit plan. Candidates complete training and assignments, ensuring that they are competent in using technology to facilitate and enhance student learning. The unit-planning process focuses directly on creating experiences necessary to help students learn the knowledge and skills targeted by assessments. This course includes a field experience.

    Attributes: ZCLX
    Pre-requisites: EDUC-303 Y S OR EDUC-315 C OR EDUC-415 Y C OR EDUC-471 Y C
  • EDUC-463 Diff C,A, &I Science (3)

    This course focuses on understanding how all students, including students with special needs, learn science. Attention is given to learning in diverse classroom settings, the challenges inherent to teaching and learning scientific concepts, and the ways in which we teach these concepts for understanding. Candidates develop their understandings of the nature of science and learn how to create and manage safe environments for learning. Additionally, candidates are required to complete a unit plan. This course provides specific learning experiences that are aligned with New York State and National Science Education Standards. Candidates complete training and assignments, ensuring that they are competent in using technology to facilitate and enhance student learning. This course includes a field experience.

    Attributes: ZCLX
    Pre-requisites: EDUC-303 Y S OR EDUC-315 C OR EDUC-415 Y C OR EDUC-471 Y C
  • EDUC-464 Diff C,A, &I Soc Studies (3)

    This course is designed to prepare future social studies teachers to have the knowledge, skills, and dispositions to teach all students in diverse classroom settings, including students with special needs. This course focuses on understanding how all students learn social studies, the challenges inherent to teaching and learning, and contemporary approaches related to the teaching of social studies. EDUC 364 provides applied experiences for developing the competencies for the professional role of a social studies teacher. This course is integrative and unifies the required knowledge, skills, and dispositions to prepare candidates for student teaching. Candidates complete training and assignments, ensuring that they are competent in using technology to facilitate and enhance student learning. Candidates continue developing their social studies content knowledge. This course includes a field experience.

    Attributes: ZCLX
    Pre-requisites: EDUC-303 Y S OR EDUC-315 C OR EDUC-415 Y C OR EDUC-471 Y C
  • EDUC-471 Mgt in Incl Clsrm Communit (4)

    This course examines the principles of behavior and approaches to inclusive classroom management and reviews a number of topics related to research-based positive, proactive classroom and behavior management techniques for teachers that will work with all students, including those with backgrounds different from their own. The course explores positive approaches for the development of functional behavioral assessments and behavior intervention plans. Teacher candidates will explore the theory and practice of co-teaching and collaboration and creating lessons, which contain the Common Core Learning Standards and IEP goals that are implemented in the field with other teacher candidates. Teacher candidates will implement service learning by developing a partnership with a family to address educational concerns and generate possible solutions for a student with exceptional learning needs while participating and collaborating on a self-managed educational team that includes family input and participation.

    Attributes: NLIB ZCIV
    Pre-requisites: (EDUC-303 Y C AND EDUC-345 Y C OR EDUC-346 Y C) OR (EDUC-303 Y C AND EDUC-415 Y C)
  • EDUC-485 Student Tch Sem-Childhood (1)

    The student teaching seminar is a required class that meets weekly during the student teaching semester for a minimum of one and a half hours per week. It provides an opportunity for student teachers to share insights and experiences, as well as to get feedback and guidance to make the student teaching experience most successful. The seminar also brings in field experts from diverse backgrounds to engage candidates in a variety of timely topics including but not limited to: effective planning, instruction, assessment, and classroom management; social justice in education; integrating technology to enhance teaching and learning; and critical issues relating to the learning needs of students from diverse backgrounds. Graded S/U.

    Attributes: NLIB
    Pre-requisites: EDUC-490 Y S OR (EDUC-488 Y S AND EDUC-498 Y S) AND GPA >=2.75
    Restrictions: Including: -Major: Childhood Education -Class: Junior, Senior
  • EDUC-486 Student Teaching Sem:Adol (1)

    The student teaching seminar is a required class that meets weekly during the student teaching semester for a minimum of one and a half hours per week. It provides an opportunity for student teachers to share insights and experiences, as well as to get feedback and guidance to make the student teaching experience most successful. The seminar also brings in field experts from diverse backgrounds to engage candidates in a variety of timely topics including but not limited to: effective planning, instruction, assessment, and classroom management; social justice in education; integrating technology to enhance teaching and learning; and critical issues relating to the learning needs of students from diverse backgrounds. Graded S/U.

    Attributes: NLIB
    Pre-requisites: (EDUC-489 Y S AND EDUC-499 Y S) OR EDUC-491 Y S AND GPA >=2.75
    Restrictions: Including: -Class: Junior, Senior
  • EDUC-488 Childhood Student Teach (4 OR 6)

    The candidate spends seven weeks in a classroom setting (grades 1 to 6) planning, implementing, and reflecting on instruction and utilizing classroom management strategies while exhibiting sensitivity to student behaviors and individual differences. This placement is the Childhood student teaching experience for those seeking dual certification in Childhood and Special Education. A Special Education student teaching experience must also be completed. Graded S/U.

    Attributes: NLIB ZEXL
    Pre-requisites: EDUC-101 Y S AND EDUC-351 C AND EDUC-356 C AND EDUC-392 S AND EDUC-485 Y S AND EDUC-498 Y S AND GPA >=2.75
    Restrictions: Including: -Class: Junior, Senior
  • EDUC-489 Adolescence Student Teach (4)

    The candidate spends fourteen weeks in a classroom setting (grades 7 to 12) planning, implementing, and reflecting on instruction and utilizing classroom management strategies while exhibiting sensitivity to student behaviors and individual differences. This placement is the Adolescence student teaching experience for those seeking dual certification in Adolescence and Special Education. A Special Education student teaching experience must also be completed. Graded S/U.

    Attributes: NLIB ZEXL
    Pre-requisites: EDUC-101 Y S AND EDUC-291 S AND (EDUC-360 C OR EDUC-361 C OR EDUC-362 C OR EDUC-363 C OR EDUC-364 C) AND EDUC-486 Y S AND EDUC-499 Y S AND GPA >=2.75
    Restrictions: Including: -Class: Junior, Senior
  • EDUC-490 Student Teaching:CHED (12)

    Student teaching is a culminating practical experience of the program. The purpose of student teaching is to provide an opportunity for candidates to learn, apply, and demonstrate their knowledge, skills, and dispositions in a variety of settings appropriate to the content and level of their program. Candidates are expected to demonstrate: proficiencies that support learning by all students; skills for working with colleagues, parents and families, and communities; and the use of technology and information literacy to support instruction and learning. Student teaching consists of 14 weeks of full-time work in local schools. One of the seven-week placements must be in a high-needs school. Department approval required for registration in this course. Graded S/U.

    Attributes: NLIB
    Pre-requisites: EDUC-101 Y S AND (EDUC-351 C OR MSTI-351 C) AND EDUC-356 C AND EDUC-390 S AND EDUC-485 Y S AND GPA >=2.75
    Restrictions: Including: -Class: Junior, Senior
  • EDUC-491 Student Teaching:ADOL (12)

    Student teaching is the culminating practical experience of the program. Candidates develop their knowledge, skills, and dispositions gained in courses, field experiences, and working with diverse students. They have the opportunity to develop curricular materials, plan lessons, teach in ways that are culturally relevant, integrate technology to support student learning, and assess learning effectively. Candidates are expected to demonstrate: proficiencies that support learning by all students and skills for working with colleagues, parents and families, and communities. Student teaching consists of 14 weeks of full-time work in local schools. One of the seven-week placements must be in a high-needs school. Department approval required for registration in this course. Graded S/U.

    Attributes: NLIB
    Pre-requisites: EDUC-101 Y S AND EDUC-291 S AND (EDUC-360 C OR EDUC-361 C OR EDUC-362 C OR EDUC-363 C OR EDUC-364 C) AND EDUC-418 C AND EDUC-486 Y S AND GPA >=2.75
    Restrictions: Including: -Class: Junior, Senior
  • EDUC-496 Independent Study (1 TO 3)

    Independent study courses are intended to provide candidates with options to further develop their knowledge and skills. To be considered for independent study, the candidate must present a proposal to the supervising faculty member for approval. The proposal must be consistent with the SoE conceptual framework and include specific learning outcomes that are aligned with program standards. If approved by the faculty member, the proposal, along with the assessments to be used, must be forwarded to the department chair and dean for final approval. For each credit, the College requires a minimum of 45 clock hours in a combination of meetings between the instructor and the student, as well as supplementary assignments conducted by the candidate independently. The instructor and department chair are responsible for ensuring that candidates meet this standard. Completion of the Independent Study/Tutorial Authorization form is required.

    Attributes: NLIB
  • EDUC-498 SPED Student Teach 1-6 (4)

    The candidate spends seven weeks in a special education classroom setting (grades 1 to 6) planning, implementing, and reflecting on instruction and utilizing classroom management strategies while exhibiting sensitivity to student behaviors and individual differences. This placement is the Special Education student teaching experience for those seeking dual certification in Childhood and Special Education. A Childhood Education student teaching experience must also be completed. Graded S/U.

    Attributes: NLIB ZEXL
    Pre-requisites: EDUC-101 Y S AND EDUC-371 C AND EDUC-392 S AND EDUC-440 C AND EDUC-485 Y S AND EDUC-488 Y S AND GPA >=2.75
    Restrictions: Including: -Class: Junior, Senior
  • EDUC-499 SPED Student Teach 7-12 (4 OR 6)

    The candidate spends seven weeks in a classroom setting (grades 7 to 12) planning, implementing, and reflecting on instruction and utilizing classroom management strategies while exhibiting sensitivity to student behaviors and individual differences. This placement is the Special Education student teaching experience for those seeking dual certification in Adolescence and Special Education. An Adolescence Education student teaching experience must also be completed. Graded S/U.

    Attributes: NLIB ZEXL
    Pre-requisites: EDUC-101 Y S AND EDUC-371 C AND EDUC-440 C AND EDUC-486 Y S AND EDUC-489 Y S AND GPA >=2.75
    Restrictions: Including: -Class: Junior, Senior
  • ITED-210 Amer Cultural Institutions (3)

    This course concentrates on how major historical, philosophical, sociological, and political trends in American history have influenced and shaped dominant ideology and major cultural institutions (government, religion, education) in the U.S. and how they, in turn, have impacted individuals and groups. Special emphasis is placed on the historical and current struggle for social justice and equal opportunity by groups who have been historically oppressed and marginalized.

    Attributes: YLIB
  • ITED-228C P3 Adolescent Development (3)

    This course focuses on the physical, mental, and emotional influences impacting the development of adolescents such as habits, values, interests, and social adjustment. Various factors in the community, school, and home environments that influence adolescent thoughts, decisions, and behaviors will be explored, presented, and discussed.

    Attributes: P3 YLIB ZCIV
    Pre-requisites: PSYC-100C D-
  • ITED-422P Diversity in American Soc (3)

    This course is designed to broaden students’ understanding of diversity and social justice and how these concepts relate to society, tradition, and conventional wisdom. Particular emphasis will be placed on the following: developing cross-cultural skills and understandings; understanding the importance of changing and competing interpretations of world events; understanding how citizenship includes the exercise of personal responsibilities; and the historical, social, political, and educational contexts of diversity in American society.

    Attributes: YLIB ZCIV
    Pre-requisites: GPA >=2.75

Inclusive Childhood Education


For More Information

Katrina Arndt
Chair of Undergraduate Programs in Inclusive Education
karndt@sjfc.edu
(585) 385-7215

Admissions
(585) 385-8064
admissions@sjfc.edu