Education Course Descriptions | All Programs
EDUC 502 Foundations in Urban and Multicultural Education | Credit Hours: 3
This course equips teachers with a sound knowledge base in multicultural education. It provides both definition and rationale. Through readings, class discussions, blackboard participation and written assignments students will explore and analyze the impact that such issues as equity, ethnicity, sociocultural and linguistic background, ability, gender and race have on student learning. Students will develop perspectives on diversity and a frame of reference for providing equitable opportunities for all students to learn and succeed in schools and society. While this course focuses more on developing dispositions and understandings needed to effectively work with diverse populations, applications to the classroom will be made when appropriate. By the conclusion of the course students will be able to articulate a personal philosophy of multicultural education that demonstrates a thoughtful consideration of the historical and social development of this field.
EDUC 506 Language, Cognitive Development, and Cultural Diversity | Credit Hours: 3
This course examines cognitive development and language acquisition across cultures. Through the supplemental use of various technologies, the course focuses on issues of bilingualism and dialectal difference and their relationship to language development. The course explores language diversity as it relates to classroom instruction.
EDUC 507 Linguistic Analysis | Credit Hours: 3
This course examines the components of language in order to define the nature of language and its connection to the mind. Questions regarding the origin of language will be examined. The universal nature of language will also be explored. An introduction to general linguistic notions will be presented in this course. Foci include phonology, morphology, syntax, semantics, pragmatics, and language variations across time and space.
*Fieldwork required.
EDUC 508 Structure of American English | Credit Hours: 3
An introduction to general linguistic notions will be presented in this course. Foci include: syntax, phonology, morphology, language variation, pragmatics and semantics. The relationship of brain, language, and cognition will also be highlighted.
EDUC 509 Working with Systems, Teams, and Culturally Diverse Families | Credit Hours: 2
In this course, students will be introduced to home-based and community-based early intervention services and programs offered to young children in school systems. In this course, team-based models involving educators, families, and related service providers for the purpose of planning and managing teaching and learning environments that include natural environments such as general education will be covered. This course emphasizes strength based instruction affirming the role of families in the education and development of young children, including young children with disabilities. In this course, child abduction safety, alcohol, drug and tobacco abuse prevention, safety education, and fire/arson prevention will be covered.
EDUC 510 Teaching English in Middle and Secondary School | Credit Hours: 3
Each course provides students with the knowledge and skills necessary to teach an academic discipline effectively in middle school and high school. Students study generic principles of middle and secondary teaching, specific content and approaches in the teaching of subject areas and practical application of these principles and knowledge. The course emphasizes the unique nature of the adolescent learner and explores developmentally appropriate strategies to meet the needs of diverse learners. Emphasis will be placed on the role of New York State and Next Generation Learning Standards in planning and implementing instruction.
EDUC 511 Teaching Social Studies in Middle and Secondary School | Credit Hours: 3
Each course provides students with the knowledge and skills necessary to teach an academic discipline effectively in middle school and high school. Students study generic principles of middle and secondary teaching, specific content and approaches in the teaching of subject areas and practical application of these principles and knowledge. The course emphasizes the unique nature of the adolescent learner and explores developmentally appropriate strategies to meet the needs of diverse learners. Emphasis will be placed on the role of New York State and Next Generation Learning Standards in planning and implementing instruction.
EDUC 512 Teaching Mathematics in Middle and Secondary School | Credit Hours: 3
Each course provides students with the knowledge and skills necessary to teach an academic discipline effectively in middle school and high school. Students study generic principles of middle and secondary teaching, specific content and approaches in the teaching of subject areas and practical application of these principles and knowledge. The course emphasizes the unique nature of the adolescent learner and explores developmentally appropriate strategies to meet the needs of diverse learners. Emphasis will be placed on the role of New York State and Next Generation Learning Standards in planning and implementing instruction.
EDUC 513 Psychology of Teaching and Learning | Credit Hours: 3
An investigation of psychological theories as they apply to teaching and learning. Topics include cognitive, behavioral and humanistic theory, social development and social skills instruction, moral development and education, language development, motivation, classroom management theory and issues, and an introduction to instructional modification to meet the needs of a diverse student body.
EDUC 514 Teaching Science in the Middle and Secondary School | Credit Hours: 3
Each course provides students with the knowledge and skills necessary to teach an academic discipline effectively in middle school and high school. Students study generic principles of middle and secondary teaching, specific content and approaches in the teaching of subject areas and practical application of these principles and knowledge. The course emphasizes the unique nature of the adolescent learner and explores developmentally appropriate strategies to meet the needs of diverse learners. Emphasis will be placed on the role of New York State and Next Generation Learning Standards in planning and implementing instruction.
EDUC 515 Practicum in Adolescent Education | Credit Hours: 3
In conjunction with middle/secondary curriculum courses, students observe and teach their primary discipline in a middle and/or high school. Field supervisors observe and confer with students individually. The practicum teacher will be observed formally at least once during the semester.
*Fieldwork required.
EDUC 522 Teaching Mathematics in Inclusive Classrooms | Credit Hours: 3
This course includes exploration of content, learning process, use of materials including technology, classroom activities, and assessment at different developmental levels as applied to elementary mathematics. Approaches to working with multicultural, multilingual, special needs, and gifted populations are addressed. Techniques of lesson planning are developed, and multidisciplinary integration is fostered.
EDUC 523 Practicum in Childhood Education | Credit Hours: 3
The student will meet regularly with the field supervisor at the school site as well as a seminar activities to review field experiences, address additional issues of pedagogy, and to align practice with theory. The initial teaching experience that this course provides ultimately enables you to carry out specific teaching functions. Also, students will meet the professional standards in social studies and science as well as language arts as prescribed by the New York State Education Department and detailed in the EDUC 522, EDUC 524 and EDUC 536 course syllabi.
*Practicum hours required.
EDUC 524 Teaching Science & Social Studies in Inclusive Classrooms | Credit Hours: 3
In this course, you will explore content, learning processes, use of materials, and the classroom activities at different developmental levels as applied to elementary social studies and science. You will be introduced to planning techniques for individual lessons in both content areas, including opportunities for multidisciplinary integration with ELA (English Language Arts). You will also learn to address the special needs of students with disabilities, students with limited English proficiency, gifted students and educationally disadvantaged children although there is greater emphasis on differentiation in the second semester of study. This course conforms to learning standards for science and social studies as defined by the New York State Department of Education. In both subject areas, you will learn to use instructional resources and strategies to cultivate critical thinking and informed decision-making with students. You will learn techniques for problem solving, working effectively with groups, gathering and organizing information, generating and analyzing ideas, observing common themes and presenting results. The study of science and social studies will be interwoven with Language Arts, reflecting the Next Generation Mathematics, English Language Arts, and New York State Science Learning Standards. An emphasis of this course is on developing an awareness of and respect for cultural diversity and multiple perspectives.
EDUC 526 Student Teaching in Adolescent Education | Credit Hours: 3
Students teach for one semester in a nearby secondary school under the supervision of cooperating teachers and teacher education and liberal arts faculty. Placements are made in inclusive or general education classrooms. Field supervisors observe and confer with student teachers individually. In addition, students participate in seminar activities to review field experiences, to synthesize current practice with prior learning and to prepare for employment and further professional study. During the semester students receive additional support from a mentor in his/her major area of study. Content area meetings are designed to address the individual needs of each student teacher. Ongoing communication between the liberal arts mentor and seminar leader supports the development of the necessary knowledge and competencies of the pre-service student.
*Supervised teaching hours.
EDUC 527 Classroom Management and Social Skills Development | Credit Hours: 3
This course provides candidates with strategies based on behavior analysis and other psycho- educational learning theories/models and as they relate to managing measurably effective classrooms. Emphasis is on the elements of effective instructional planning (i.e., antecedents and consequences of student behavior) that prevent management problems, condition intrinsic motivation to learn, and foster social competence of all students in the inclusive classroom. The foundational knowledge base of the definition, concepts, and principles of ABA for improving students’ academic, emotional, behavioral, and social skills will be addressed. In addition, coverage will include the philosophical assumptions and dimensions of research-based models. Candidates will learn how to differentiate evidence-based from non-evidence-based behavior management practices.
*Fieldwork required.
EDUC 528 Strategies for Inclusion, Differentiation and UDL | Credit Hours: 3
In this course, students will learn historical, research, values-based, and contemporary foundations of Inclusive Education, with an emphasis on early-intervention and other early childhood models for inclusion. The Individual Family Service Plan (IFSP) and the Individual Education Plan (IEP) will be covered. Students will learn strategies for Co-Teaching, Universal Design for Learning (UDL) and Differentiated Instruction (DL). Students will learn to write lessons for community-based, diverse, inclusive settings. Strategies for advocacy will be covered. NYSED Next Generation Learning Standards, including Early Learning Standards will be introduced. Field experience may be required based on program specialization.
*Fieldwork required.
EDUC 530 Student Teaching in General Education | Credit Hours: 3
Students teach for one semester under the supervision of cooperating teachers and teacher education faculty. Placements are in an inclusive or general setting appropriate to certification area. Faculty observe and confer with student teachers individually. In addition, students and faculty meet regularly in a coordinating seminar to review field experiences, to synthesize current practice with prior learning and to prepare for employment and further professional study. Prospective student teachers plan for field placements during the registration period prior to student teaching.
*Supervised teaching hours.
EDUC 535 Introduction to Assistive Technology | Credit Hours: 2
This course is designed to help current and future educators understand the principles and application of Universal Design and the use of Assistive Technology in educational environments. This course will also provide opportunities to learn about assistive technology for students with disabilities and the integration of technology into teaching and learning within the field of special education. A variety of assistive technologies ranging from low to high tech will be discussed and demonstrated. Technology for high incidence as well as low incidence disabilities will be covered. Students will learn to apply a process for problem-solving and for the selection of appropriate tools to meet individual student needs. Students are expected to take an active role in learning about assistive technologies
EDUC 536 Teaching Literacy in the Inclusive Elementary Classroom | Credit Hours: 3
Teaching Literacy in the Inclusive Elementary Classroom examines reading and language arts instruction as part of the total communication process. As a language-based course of study students actively participate in the learning process by reading, writing, speaking and listening. Class work and assignments reflect this language-based perspective, provide opportunities for student inquiry and emphasize the development of competencies that are necessary to teach reading and language arts in inclusive elementary school settings. This course develops the pre-service teacher’s ability to carry out the specific teaching functions and to achieve the professional standards as prescribed by the New York State Education Department, International Reading Association, National Council of Teachers of English and Next Generation English Language Arts Standards. Students completing this course will understand the concepts of literacy instruction and the integration of reading, writing, speaking and listening for learning within the classroom. Pre-service teachers learn techniques of informal assessment and lesson planning. Instructional modifications for students with language and learning differences are presented and applied. Additionally, students will examine their own literacy practices and develop a deeper understanding of what it is to be a literate individual in the 21st century.
*Fieldwork required.
EDUC 602 Research for Classroom Teachers | Credit Hours: 3
Upon completion of this course the student will be able to understand and apply the results of educational research for use in a variety of educational settings, and the student will be aware of the impact of current research studies on educational practices. The student will investigate the basic nature of educational research along with relevant methods of data collection and analysis. Emphasis will be placed on research problems and findings in student-selected areas of concentration. All students will choose an area for individual classroom research. Findings will be presented in multiple forms. In addition to learning about research, students in this class will share a variety of different resources for classroom use. Field-related project required.
EDUC 605 Curriculum and Materials in TESOL | Credit Hours: 3
Curriculum and Materials in TESOL is designed to provide a general introduction to the design and role of curriculum and materials in standards-based ESL/EFL and content instruction. In its focus on curriculum, the course begins with the assessment of learners’ needs and the development of appropriate curriculum based on those needs.
*Fieldwork required.
EDUC 620 Teaching Literacy in Inclusive Middle and High School Classrooms | Credit Hours: 3
Teaching Literacy in the Inclusive Secondary Classroom examines literacy as part of the total communication process within the secondary classroom. This course is designed to assist students in understanding the language and literacy process as it applies to teaching in the middle and high schools. Particular attention is paid to reading and writing in the content areas and instructional strategies to support students’ literacy development. The course will focus on ways in which reading, writing, speaking, and listening are developed and used within the learning of discipline specific curriculum including adaptations for culturally diverse and exceptional learners. The course develops connections between knowledge of the literacy process, using language to support learning, and effective instruction incorporating reading and writing. This course develops the pre-service teacher’s ability to carry out the specific teaching functions and to achieve the professional standards as prescribed by the New York State Education Department and Next Generation Standards for College and Career Readiness. Students completing this course will understand the concepts of balanced literacy instruction and the integration of reading, writing, speaking and listening for learning within the classroom.
EDUC 621 Early Literacy Methods I | Credit Hours: 3
This course provides an understanding of the acquisition of oral language and language analysis abilities and the role they play in learning to read and write. Research-based strategies and activities for developing oral language and language analysis skills will be taught and demonstrated. Students will demonstrate proficiency at analyzing oral language samples of young normally-developing and at-risk children, as well as children learning English as a second language. At-risk children discussed during the course will include those with normal and below-normal cognitive skills. They will also demonstrate proficiency at developing curriculum-based lesson plans aimed at developing oral language and language analysis skills culminating in the phonemic awareness abilities needed to learn to read and write.
*Fieldwork required.
EDUC 622 Early Literacy Methods II | Credit Hours: 3
This course provides research-based strategies and activities for developing oral language, language analysis, developing fluency and semantic competencies, reading and writing skills to include sentence structure. Students will learn strategies for teaching text comprehension Students will demonstrate proficiency at analyzing reading and writing samples of normally-developing and at-risk children. At-risk children discussed during the course will include those with typical and below-normal cognitive skills.They will also demonstrate proficiency at developing individualized and small-group instructional procedures as well as curriculum-based extension activities aimed at improving reading and writing abilities and applying those abilities throughout the school day. Focus will be on developing critical skills to read and write effectively, including vocabulary, grammar, comprehension, language analysis, word recognition, fluency, and written expression.
*Fieldwork required.
EDUC 628 Assessment and Remediation of Literacy Disabilities | Credit Hours: 3
This course is a study of assessment procedures, prescriptive measures and best corrective practices as applied to teaching the reading disabled student in elementary through high school (depending upon student’s area of certification). Tutorial field experience is required in remedial or inclusive settings.
*Field experience required.
EDUC 675 Assessment of Young Children | Credit Hours: 3
This course covers a variety of approaches to assessment of young children as well as the legal aspects of evaluation and assessment. Students will learn and critique assessments including standardized tests, criterion-based tests, and authentic assessments used in early childhood education. Methods for conducting assessments in early childhood that reflect social, emotional, cognitive, linguistic, physical and motor development across learning contexts will be covered. Students will learn strategies for a safe and bias-free testing environment. This course covers collaboration that encourages mutual respect and strengthening of school/family partnerships.
*Fieldwork required.
EDUC 710 Practicum in Teaching Early Literacy and Mathematics | Credit Hours: 3
This course is offered in conjunction with or following methods courses in literacy and mathematics. In this class, students will work under the supervision of a credentialed teacher and they work directly with young children with disabilities and young children considered to be developing typically. In addition, students will address the learning needs of young children who are acquiring English as a new language. This practicum requires that students assess, plan, implement and evaluate instruction in both early literacies, including writing, and early mathematics. In this course, students must plan lessons for a full range of abilities and backgrounds, including students with severe disabilities. Considerations for technology and online literacy/mathematics instruction are covered.
*Fieldwork required.
EDUC 712 Strategies for Inclusion of Special Learners | Credit Hours: 3
This course is designed to help candidates instruct students with learning and behavior problems (including autism spectrum disorders, speech and language impairments, learning disabilities, intellectual disabilities, emotional disturbance/ behavioral disorders, and ADHD) using research- or evidenced-based practices to address both curricular/instructional and social behavioral challenges in the least restrictive environment. Applied behavior analytic tactics, techniques, methods, and procedures covered in this course are derived from the concepts and principles of behavior taught in EDUC 527. Candidates will learn how to individualize and accurately implement fundamental elements of behavior change and specific behavior change procedures in order to facilitate students’ access to the general education curriculum.
*Fieldwork required.
EDUC 714 Assessment and Instruction of Special Learners | Credit Hours: 3
This course is designed to provide candidates with information on standardized and informal assessment procedures and materials and on research-based effective strategies for teaching students with mild to moderate learning and behavior problems. Emphasis is on assessment in literacy and mathematics and appropriate use of instructional technologies including assistive technology. Focus will also be on those strategies of differentiated instruction that can be effectively implemented or modified within the general education program. Candidates will learn a variety of methods for the identification and assessment of academic and social-behavioral problems; behavioral assessment; analysis of the outcomes of instruction/interventions; descriptive, preference and skill assessments; including the use of practical behaviorally-based assessment tools such as checklists, rating scales, structured observation tools, and curricular behavioral assessments (e.g., criterion-referenced assessment).
*Fieldwork required
EDUC 716 Life Span Education: Transition from Birth to Adulthood | Credit Hours: 3
This course prepares teacher candidates to select behavior analytic intervention strategies and plan for their possible unwanted behavior change effects in order to help maximize human development from birth to adulthood. Candidates will learn how to select and implement individualized behavioral and curricular intervention strategies and behavior-change systems in order to teach, maintain, and generalize skills across home, school, and community settings via organizational behavior management (OBM). Emphasis will be placed on how students develop and learn by examining the process of physical, cognitive, social, emotional, language, and career development among students who vary by gender, race and ethnicity, socioeconomic level, English proficiency, and diverse levels of ability. Issues covered include the educator’s role on how to develop curriculum as well as support and maintain group change that is developmentally appropriate and culturally meaningful to facilitate successful transition from pre-school to post-school activities; including postsecondary education, vocational education, integrated employment (including supported employment), independent living, and/or community participation (as described by the U.S. Department of Education’s Office of Special Education and Rehabilitative Services May 2017 document entitled “A Transition Guide To Postsecondary Education and Employment for Students and Youth with Disabilities).”
EDUC 722 Teaching English as a Second Language I | Credit Hours: 3
This course will present an overview of the nature of the second language acquisition process with emphasis on teaching and learning. Areas that will be addressed include: second language acquisition, sociolinguistic and psycholinguistic factors in learning a second language, second language proficiency, characteristics of L2 learners, ESL programs, instructional approaches and strategies, and instructional resources for ESL teachers.
*Fieldwork required.
EDUC 725 Teaching Across the Content Areas: Methods of TESOL, Grades Pre-K-12 | Credit Hours: 3
This course develops the skills and knowledge necessary to teach science, mathematics and social studies to English Language Learners. Students will link the teaching of language, content and development of strategic competence. Activities will require students to connect content area instruction to the New York State Learning Standards.
*Fieldwork required.
EDUC 726 Assessment in English as a Second Language | Credit Hours: 3
This course includes an examination of procedures and instruments, standardized and classroom-based, used in literacy, language proficiency, and content-area assessments. Instruction in design and use of instruments and rubrics will be addressed. In addition, analysis and interpretation of assessment results will be explored to make informed instructional decisions.
*Fieldwork required.
EDUC 728 Teaching Across the Content Areas: Pedagogy in English Language Arts and Social Studies | Credit Hours: 3
This course introduces teacher education candidates to the strategies and techniques of how to effectively teach subject content in ELA and social studies to diverse student populations. The goal of the course is to equip teacher education candidates with the skills and knowledge to help adolescents with disabilities achieve their intellectual and vocational potential.
*Fieldwork required.
EDUC 729 Teaching Across the Content Areas: Pedagogy in Mathematics and Science | Credit Hours: 3
This course introduces teacher education candidates to the strategies and techniques of how to effectively teach subject content in math and science to diverse student populations. The goal of the course is to equip teacher education candidates with the skills and knowledge to help adolescents with disabilities achieve their intellectual and vocational potential.
*Fieldwork required.
EDUC 752 Supervised Student Teaching in TESOL (All Grades) | Credit Hours: 3
Student teaching requires teaching students learning English as a New Language (ENL) for one semester under the supervision and mentorship of cooperating teachers and teacher education faculty. Faculty observe and confer with student teachers individually. In addition, student teachers and faculty meet each week in a coordinating seminar to review field experiences, synthesize current practice with prior learning, and to prepare for employment and further professional study. Prospective student teachers plan for field placements during the registration period prior to student teaching (3 credits).
*Fieldwork required.
EDUC 760 Student Teaching in Special Education | Credit Hours: 3
Students teach for one semester under the supervision and mentorship of cooperating teachers and School of Education Faculty. Placements are in special education settings. Faculty observes and confers with student teachers individually. In addition, students and faculty meet each week in a coordinating seminar to review field experiences, synthesize current practice with prior learning, and to prepare for employment and further professional study.
*Fieldwork required.