Courses
EDUC-101 Issues in Health & Safety (1)
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: -
Restrictions: Including: -Level: UndergraduateEDUC-102 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 filed visits to schools and community agencies. Formerly offered as EDUC 201.
Attributes: NLIBEDUC-104 Clinical Exp in Early Ch I (0)
Candidates seeking the Early Childhood certification extension take this clinical experience with EDUC 226 – Foundations of Language and Literacy. A minimum of 25 clock hours in a prekindergarten placement are required.
Attributes: NLIB
Pre-requisites: EDUC-226 YEDUC-105 Clinical Exp in Erly Ch II (0)
Candidates seeking optional Early Childhood certification extension take this clinical experience. A minimum of 25 clock hours in a kindergarten or grade 1-2 placement is required.
Attributes: NLIB
Pre-requisites: EDUC-103 S OR EDUC-108 S
Restrictions: Including: -Major: Inclusive Childhood EducationEDUC-108 Clinical Experience I (0)
Clinical Experience I is taken concurrently with EDUC 202 and EDUC 204. A minimum of 50 clock hours and acceptable scores on clinical evaluation are required for satisfactory completion. Formerly offered as EDUC 103. S/U grading.
Attributes: NLIB ZCLX
Pre-requisites: (EDUC-102 N C OR EDUC-201 N C) AND (EDUC-112 N C OR EDUC-211 N C) AND EDUC-202 Y C AND EDUC-204 Y CEDUC-110 Yoga & Mindfulness for Edu (1)
This course will introduce the use of yoga as an educational tool to teach mindfulness. Students will gain an understanding of the benefits of yoga while learning posture and breathing techniques for their own self-care. These skills can then be used in the classroom to effectively manage stress, increase focus and improve physical well-being for students and teachers.
Attributes: NLIB
Restrictions: Including: -Major: Inclusive Adolescence Educ, Inclusive Childhood EducationEDUC-112 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 leaning. 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 begin to acquire the skills and knowledge to understand the field of teaching and are assessed on that knowledge and on their ability to demonstrate behaviors and exhibit dispositions appropriate for a professional educator. Formerly offered as EDUC 211.
Attributes: NLIBEDUC-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: NLIBEDUC-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: NLIBEDUC-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 SEDUC-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-102 C OR EDUC-201 C) AND (EDUC-112 C OR EDUC-211 C) AND (EDUC-103 Y S OR EDUC-108 Y S) AND EDUC-204 Y CEDUC-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 S OR EDUC-108 Y S) AND EDUC-202 Y C AND (EDUC-102 C OR EDUC-201 C) AND (EDUC-112 C OR EDUC-211 C)EDUC-208 Clinical Experience II (0)
Clinical Experience II is taken concurrently with EDUC 302, 316, 335, for Inclusive Childhood Education majors and EDUC 315 for Inclusive Adolescence Education majors. A minimum of 50 clock hours and acceptable scores on clinical evaluation are required for satisfactory completion. Formerly offered as EDUC 203. S/U grading.
Attributes: NLIB ZCLX
Pre-requisites: (EDUC-108 S OR EDUC-103 S) AND (EDUC-316 Y C AND EDUC-335 C) OR EDUC-315 CEDUC-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 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
Pre-requisites: (EDUC-102 C OR EDUC-201 C) AND (EDUC-112 C OR EDUC-211 C)EDUC-235 Linguistic& 2nd Lang Acq (3)
This foundational course explores language as a system, comprised of phonetics, phonology, morphology, semantics and pragmatics, and how understanding that system is the basis for effective second language instruction. Students learn how language plays a role in culture, identity, communication and all learning; how grammar is shaped by human cognition, culture, and speakers’ communicative goals; and how diverse languages construct words, figurative language, and sentences. Covered in depth is the role of direct language instruction in the teaching and assessment of English language to speakers of other languages, with a focus on supporting all students in literacy and content learning. Students analyze language acquisition curricular components for alignment with the theoretical principles and reflect on pedagogical improvements.
Attributes: NLIB
Pre-requisites: EDUC-236 YEDUC-236 Found of Binlngl Educ (3)
This course explores the historical, philosophical, and ethical foundations of educating culturally and linguistically diverse students. Models of bilingual education; current research informing best practice; state and national policies, and laws and legislation are examined. Students learn the impact of history on the education of students who are English language learners and the intersection with students with disabilities. Students understand their role as teachers as well as the roles of students, families, community agencies and schools in advocating for and developing effective, inclusive bilingual and multicultural education programs. policies, and practices.
Attributes: NLIB
Pre-requisites: EDUC-235 YEDUC-237 Culture & Context TESOL (3)
Candidates must know, understand, and use major theories and research related to the nature and role of culture in their instruction as ESOL teachers. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement. Students also come to understand the effects of stereotyping the cultural characteristics of ESL students as well as the impact culture has on students’ learning styles and classroom experiences. Students examine the potential impact their teaching strategies have in the ESL classroom with regard to understanding their own cultural characteristics and presuppositions. This course develops cultural perspectives on language teaching and learning, and examines the impact of culture and context on curriculum and assessment in a broad range of programs and pedagogies which serve English Language Learners, including those with disabilities.
Attributes: NLIB
Pre-requisites: EDUC-235 AND EDUC-236EDUC-238 Methods I: CI & A TESOL I (3)
This is the first methods course in a sequence of two courses and is designed to provide conceptual and educationally applied understanding of: (1) effective English as a second language (ESL) philosophical, theoretical, and pedagogical principles and strategies; and (2) the implementation of methodology and curriculum planning for P-12 grade students. Course includes methods and strategies for planning, implementing, and assessing reading and writing instruction for P-12 students. The course overviews the underlying concepts and practical skills that are needed for ESL students to acquire literacy in English. Specific topics include reading comprehension, content-based instruction, vocabulary development, beginning reading skills (phonemic awareness and phonics), reading fluency, academic literacy, the writing process, and reading and writing assessment.
Attributes: NLIB
Pre-requisites: EDUC-235 AND EDUC-236 AND EDUC-237 AND EDUC-239 Y AND EDUC-240 YEDUC-240 Methods II: CI & A in TESOL II (3)
This is the second course in a sequence of two courses and is designed to provide conceptual and educationally applied understanding of: (1) effective English as a second language (ESL) implementation of teaching and learning strategies, curriculum and lesson plan development, and research in computer assisted language and other educational technologies for Pre-K-12 grade students; and (2) linking assessment to instruction by using classroom-based authentic assessments such as portfolios and observations. Reading and writing skills in a communicative language teaching framework are emphasized. The efficacy of these methods and strategies are assessed for different student populations, skill areas, and proficiency levels. Learning Standards provide a basis for the development of a substantial curriculum project which incorporates language and content, materials, community resources, IEPs, and attitudes and behavior related to culturally and linguistic ally diverse students. Participants observe, reflect upon, and analyze their own beliefs about language, learning, lesson planning, cultural diversity, and lesson implementation.
Attributes: NLIB
Pre-requisites: EDUC-235 AND EDUC-236 AND EDUC-237 AND EDUC-238 Y AND EDUC-239 YEDUC-241 TESOL Student Teaching (2)
This 20-day student reaching placement takes place in TESOL settings serving both elementary and secondary students under the direct supervision of certified teachers who have official responsibility for the students. This student teaching placement is the culmination of the TESOL certification extension and is completed in addition to the 14-week placement for Inclusive Childhood or Inclusive Adolescence Education programs.
Attributes: NLIB
Pre-requisites: EDUC-235 AND EDUC-236 AND EDUC-237 AND EDUC-238 AND EDUC-239 AND EDUC-240
Restrictions: Including: -Major: Inclusive Adolescence Educ, Inclusive Childhood EducationEDUC-301 Clinical Experience III (0)
Clinical Experience III is taken concurrently with EDUC 345, 346, and 471 for Inclusive Childhood Education majors, and with EDUC 415, 46X and 471 for Inclusive Adolescence Education majors. A minimum of 50 clock hours and acceptable scores on clinical evaluation are required for satisfactory completion. Formerly offered as EDUC 303. S/U grading.
Attributes: NLIB
Pre-requisites: (EDUC-208 S OR EDUC-203 S) AND (EDUC-345 Y C AND EDUC-346 Y C AND EDUC-471 Y C) OR (EDUC-415 Y C AND EDUC-471 Y 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-103 S OR EDUC-108 S) AND EDUC-202 C AND EDUC-204 CEDUC-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 S OR EDUC-108 S) AND EDUC-202 C AND EDUC-204 C AND (EDUC-203 Y S OR EDUC-208 Y S)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-226 C AND (EDUC-203 Y S OR EDUC-208 Y S) AND EDUC-335 Y CEDUC-331 Differentiated CIA in EC (2)
This course overviews planning, implementing and assessing developmentally appropriate, evidence-based curriculum for young children who are culturally, linguistically, and ability diverse. The analysis of a wide range of early childhood curriculum models is emphasized. This course includes an examination of and knowledge about a variety of assessment tools and procedures appropriate for use in early childhood education birth through age eight. Special emphasis is placed on authentic assessment practices, developmental screenings and standardized tests. Candidates become familiar with measures to assess children with special needs and children from linguistically and culturally different backgrounds. Advantages and limitations of assessments and techniques are noted. Considerations used in the interpretation of findings and in making referrals are discussed.
Attributes: NLIB
Pre-requisites: (EDUC-103 S OR EDUC-108 S) AND EDUC-202 C AND EDUC-204 CEDUC-332 Pract in Early Childhood (1)
This course is designed to have the candidate working with early childhood learners in an inclusive setting. The purpose is for candidates to achieve a proficiency level of competence in the following areas: understanding learner characteristics, assessment, planning, instruction, management of classroom environments, and delivery of specialized learning experiences for students with special needs. A minimum of 20 days in a kindergarten or grade 1-2 placement is required.
Attributes: NLIB
Pre-requisites: EDUC-331 Y C AND (EDUC-104 S OR EDUC-105 S)
Restrictions: Including: -Major: Inclusive Childhood EducationEDUC-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 S OR EDUC-108 S) AND EDUC-202 C AND EDUC-204 CEDUC-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-103 Y S OR EDUC-108 Y S) AND EDUC-316 Y CEDUC-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 the 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 S OR EDUC-301 Y S) AND EDUC-335 C AND EDUC-346 Y C AND EDUC-471 Y CEDUC-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 S OR EDUC-301 Y S) AND EDUC-316 C AND EDUC-345 Y C AND EDUC-471 Y CEDUC-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-301 Y S OR EDUC-303 Y S) AND (EDUC-460 Y C OR EDUC-461 Y C OR EDUC-462 Y C OR EDUC-463 Y C OR EDUC-464 Y C) AND EDUC-471 Y C AND EDUC-315 CEDUC-424 Educ for Social Justice (3)
This course is designed to broaden candidates’ understanding of diversity and social justice and how these concepts relate to educating all students in light of society, tradition, and conventional wisdom. Particular emphasis will be placed on the following: developing cross-cultural skills and understandings to increase effective communication with all education stakeholders, including students and families; understanding the importance of changing and competing interpretations of world events to develop positive collaborations among all stakeholders, including families, students, teachers and other education professionals; understanding how citizenship includes the exercise of personal responsibilities; and the historical. social, political, and educational contexts of diversity in American society.
Attributes: NLIB ZCLX
Pre-requisites: (EDUC-485 Y S AND EDUC-488 Y S AND EDUC-498 Y S) OR (EDUC-486 Y S AND EDUC-489 Y S AND EDUC-499 Y S)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-315 C AND (EDUC-301 Y S OR EDUC-303 Y S) AND EDUC-415 Y C AND EDUC-471 Y CEDUC-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-315 C AND (EDUC-301 Y S OR EDUC-303 Y S) AND EDUC-415 Y C AND EDUC-471 Y CEDUC-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-315 C AND (EDUC-301 Y S OR EDUC-303 Y S) AND EDUC-415 Y C AND EDUC-471 Y CEDUC-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-315 C AND (EDUC-301 Y S OR EDUC-303 Y S) AND EDUC-415 Y C AND EDUC-471 Y CEDUC-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-315 C AND (EDUC-301 Y S OR EDUC-303 Y S) AND EDUC-415 Y C AND EDUC-471 Y CEDUC-471 Mgt in Incl Clsrm Communit (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 ZCIV
Pre-requisites: (EDUC-301 Y S AND EDUC-345 Y C AND EDUC-346 Y C) OR (EDUC-301 S AND EDUC-415 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-424 Y C AND EDUC-488 Y S AND EDUC-498 Y S AND (EDUC-301 S OR EDUC-303 S) AND GPA >=2.75
Restrictions: Including: -Major: Childhood Education, Inclusive Childhood Education -Class: Junior, SeniorEDUC-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 AND EDUC-424 Y C AND (EDUC-301 S OR EDUC-303 S) AND GPA >=2.75
Restrictions: Including: -Class: Junior, SeniorEDUC-488 Childhood Student Teach (4 OR 6)
Student teaching is a semester long experience of full-time teaching. Student teachers are expected to integrate the knowledge, skills and dispositions acquired in their program to connect theory and practice, and to progress towards becoming novice teachers. Student teachers are placed with School Based Educators who are tenured, rated effective or highly effective, and/or are a mentor in their district. Placements are purposefully secured, working with local district personnel offices and school principals to ensure candidates work with excellent teachers. College Supervisors conduct at least five formal observations during the semester. Supervisors, School Based Educators, and the student teacher collaborate on the evaluation at the mid- and end-point of the placement. Candidates are placed in the grade levels and subject areas for which they are seeking certification. Preferences are given to inclusive settings. Graded S/U.
Attributes: NLIB ZEXL
Pre-requisites: (EDUC-303 N S OR EDUC-301 S) AND EDUC-424 Y C AND EDUC-485 Y S AND EDUC-498 Y S AND GPA >=2.75
Restrictions: Including: -Class: Junior, SeniorEDUC-489 Adolescence Student Teach (4)
Student teaching is a semester long experience of full-time teaching. Student teachers are expected to integrate the knowledge, skills and dispositions acquired in their program to connect theory and practice, and to progress towards becoming novice teachers. Student teachers are placed with School Based Educators who are tenured, rated effective or highly effective, and/or are a mentor in their district. Placements are purposefully secured, working with local district personnel offices and school principals to ensure candidates work with excellent teachers. College Supervisors conduct at least five formal observations during the semester. Supervisors, School Based Educators, and the student teacher collaborate on the mid- and end-point of the placement. Candidates are placed in the grade levels and the subject areas for which they are seeking certification. Preferences are given to inclusive settings. Graded S/U.
Attributes: NLIB ZEXL
Pre-requisites: (EDUC-303 N S OR EDUC-301 N S) AND EDUC-424 Y C AND EDUC-486 Y S AND EDUC-499 Y S AND GPA >=2.75
Restrictions: Including: -Class: Junior, SeniorEDUC-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: NLIBEDUC-498 SPED Student Teach 1-6 (4)
Student teaching is a semester long experience of full-time teaching. Students teachers are expected to integrate the knowledge, skills, and dispositions acquired in their program to connect theory and practice, and progress toward becoming novice teachers. Student teachers are placed with School Based Educators who are tenures, rated effective or highly effective, and/or are a mentor in their district. Placements are purposefully secured, working with local district personnel offices and school principals to ensure candidates work with excellent teachers. College Supervisors conduct at least five formal observations during the semester. Supervisors, School Based Educators, and the student teacher collaborate on the evaluation at the mid- and end-point of the placement. Candidates are placed in the grade levels and subject areas for which they are seeking certification. Graded S/U.
Attributes: NLIB ZEXL
Pre-requisites: (EDUC-303 N S OR EDUC-301 N S) AND EDUC-424 Y C AND EDUC-485 Y S AND EDUC-488 Y S AND GPA >=2.75
Restrictions: Including: -Class: Junior, SeniorEDUC-499 SPED Student Teach 7-12 (4 OR 6)
Student teaching is a semester long experience of full-time student teaching. Student teachers are expected to integrate the knowledge, skills, and dispositions acquired in their program to connect theory and practice, and to progress towards becoming novice teachers. Student teachers are placed with School Based Educators who are tenured, rated effective or highly effective, and/or are a mentor in their district. Placements are purposefully secured, working with local district personnel offices and school principals to ensure candidates work with excellent teachers. College Supervisors conduct at least five formal observations during the semester. Supervisors, School Based Educators and the student teacher collaborate on the evaluation at the mid- and end-point of the placement. Candidates are placed in the grade levels and subject areas for which they are seeking certification. Preferences are given to inclusive settings. Graded S/U.
Attributes: NLIB ZEXL
Pre-requisites: (EDUC-303 N S OR EDUC-301 N S) AND EDUC-424 Y C AND EDUC-486 Y S AND EDUC-489 Y S AND GPA >=2.75
Restrictions: Including: -Class: Junior, Senior
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: -