2014-15 University Bulletin 
    
    Mar 28, 2024  
2014-15 University Bulletin [ARCHIVED CATALOG]

Course Descriptions


 
  
  • ECA (0203) 521 - Microeconomics


    Credits: 3

    Analyze the behavior of individuals and firms under competitive conditions; price determination under perfect competition, monopoly, oligopoly, and monopolistic competition; general static equilibrium and the efficient allocation of resources. Course utilizes economic analysis to help improve the process of managerial decision-making.

    When Offered: Fall,Spring

    Prerequisite 1: DSC 507 
  
  • ECA (0203) 590 - S/T: Environmental Economics


    Credits: 3

    A broad perspective on economic issues with respect to the natural world. Study the theory of public goods, the problem of sustainability, environment and global institutions, and policy approaches.

  
  • ECA (0203) 791 - Independent Study


    Credits: 1 to 6

    Independent research in economics. Supervised readings, frequent consultations with faculty advisor, and a substantial written project embodying the semester’s work.

    When Offered: Spring

  
  • ECH (0807) 502 - Reflective Practice Seminar in Childhood Ed


    Credits: 3.00

    When Offered: Fall,Spring

  
  • ECH (0807) 595 - Child Literacies: Literature, Culture and the Arts


    Credits: 3.00

    This course addresses curriculum and pedagogy for children–including the arts, language arts and literature–in the context of cultural and media studies. It provides the foundations for literacy instruction through a genre-based survey of children’s literature with emphasis on reading and writing across the content areas. Field project required.

    When Offered: Fall,Spring

  
  • ECH (0807) 600 - Childhood Development


    Credits: 3.00

    This course studies child development from conception to adolescence. Lectures and readings focus on historical and cultural perspectives on childhood, genetics, and environmental health; the evolution based approach to development; research on infant perception and language development; cognitive, personality and social development; and abnormal development. Field project required.

    When Offered: Fall,Spring

  
  • ECH (0807) 601 - School and Society


    Credits: 3.00

    The course analyzes the dynamics of how the schools are influenced by social, economic, cultural, and ideological forces and change. Addressing the history of specific school programs as well as comparisons to educational systems around the world, it evaluates educational policy and the ethical responsibility of teachers. Field project required.

    When Offered: Fall,Spring

  
  • ECH (0807) 602 - Emotional Lives of Children: Classroom as Community


    Credits: 3.00

    Designed for current and future school personnel, this course explores the emotional lives of children. Psychological, phenomenological, and literary understandings of childhood are addressed. Methods for creating a classroom community that enhances the emotional well-being of children are explored, including considerations of cultural differences and special needs.

  
  • ECH (0807) 620 - Assessment and Instruction in Childhood Education


    Credits: 3

    This course emphasizes assessment as a teaching-learning process; as a collaborative process involving children, educators, parents; to critique and explore different traditional and non-traditional assessments; and to understand the value of documentation as an ongoing practice to gain insight into development and to guide curricular decisions. Field project required.

    When Offered: Fall,Spring

    Free Note: Only open to Graduate Students
  
  • ECH (0807) 652 - Paradigms of Knowing


    Credits: 3.00

    The course examines the intimate relationship between knowledge and education, exploring what knowledge is and how it defines teaching and learning. Paradigms of knowledge and their practical implications will be critically examined, including rationalism, empiricism, idealism, pragmatism, critical theory, postmodernism, aesthetic, feminine, and indigenous modes of knowing. Field project required.

    When Offered: Fall,Spring

  
  • ECH (0807) 700 - Social St and Critical Lit in Childhood Ed


    Credits: 3.00

    This course addresses social studies education for children, engaging students in the reflective exploration of interdisciplinary study in the social sciences disciplines through the framework of critical literacy and pedagogy. Highlighting multicultural, equity, and ethical issues, students are challenged to create curriculum for compassion and social justice. Field hours required.

    When Offered: Fall,Spring

    Prerequisite 2: ECH 600 
    Free Note: 25 Hours of Fieldwork
  
  • ECH (0807) 710 - Math and Tech in Childhood Ed


    Credits: 3.00

    This course addresses the development of mathematical thought through the interrelationships of pedagogy, mathematical content and children’s development for teaching in grades 1-6. Professional standards, resources, equity issues and mathematics across content areas are addressed as well as data collection probes and graphing packages. Field hours required.

    When Offered: Fall,Spring

    Prerequisite 1: 0805*601 Prerequisite 2: ECH 600 
    Free Note: 25 Hours of Fieldwork
  
  • ECH (0807) 720 - Sci and Tech in Childhood Ed


    Credits: 3.00

    This course familiarizes students with a constructivist and critical pedagogical perspective toward science and technological applications for grades 1-6. Informal science settings will also be introduced to offer resources for an eclectic learning experience. Interdisciplinary approaches across content areas will be explored. Field hours required.

    When Offered: Fall,Spring

    Prerequisite 1: ECH 601   Prerequisite 2: ECH 600  
    Free Note: 25 Hours of Fieldwork
  
  • ECH (0807) 723 - Special Topics


    Credits: 3.00

    Students will learn about holistic learning process for children across the elementary curriculum, integrating all of the New York State Learning Standards. Students will develop lessons that transform academic concepts into hands-on performances, real life movements, and thematic activities, bringing health and physical education into the regular classroom.

    When Offered: Fall,Spring

  
  • ECH (0807) 790 - Independent Study


    Credits: 1.00 to 3.00

    When Offered: Fall,Spring

  
  • ECH (0807) 791 - Independent Study


    Credits: 1.00 to 3.00

    When Offered: Fall,Spring

  
  • ECH (0807) 792 - Internship


    Credits: 3

  
  • ECH (0807) 820 - Student Teaching in Childhood Ed: Pre-Certification


    Credits: 6.00

    When Offered: Fall,Spring

  
  • ECH (0807) 822 - Summer Practicum in Childhood Education For Teachers Certified in other Areas


    Credits: 3

    This course is only open to Childhood Education majors who hold provisional or initial certification in another teaching area and work as a childhood teacher during the school year. Students are required to spend six weeks covering grades 1-3 and 4-6 with a certified childhood teacher and University supervisor.

    Free Note: Apply in Advance by Feb 1 for Summer
  
  • ECH (0807) 825 - Master’s Seminar: Inquiry in Teaching and Learning


    Credits: 3.00

    Candidates conduct an inquiry project, which may include traditional research, new media curriculum development, action research, service learning, or field, based inquiry. Special topics will be offered. Candidates also complete “synthesis†phase of their portfolio.

    When Offered: Fall,Spring

    Free Note: Must be taken in last semester before student teaching For Childhood Education
  
  • ECH (0807) 851 - Student Teaching I in Childhood Ed. for Uncertified Childhood Ed. Teachers


    Credits: 3.00

    Two-semester course sequence only open to Childhood Education majors currently working as a teacher but holding no provisional or initial certification in any classroom area. Students required to spend eight weeks during semester in their own classroom with another six summer weeks with a different age range. Seminars attendance required.

    When Offered: Fall,Spring

  
  • ECH (0807) 852 - Student Teaching II in Childhood Ed.for Uncertified Childhood Ed. Teachers


    Credits: 3.00

    This two-course sequence provides the capstone experience in the Childhood Education program and comes in the final semester and summer session after all other course work has been completed. This 6-credit course sequence is only open to Childhood Edu

    When Offered: Fall,Spring

    Free Note: Apply in Advance for Summer by Feb 1.Students must also take 0807-851  in Fall or Spring
  
  • ECS (0820) 600 - Intro to Inclusive Early Intervention: Infants/ Toddlers


    Credits: 3.00

    Study philosophy, models, practice and research foundations of comprehensive, trans-disciplinary, family-centered, inclusive early intervention in natural environments. Best practices for the entire range of disabilities and severity levels. Roles of governmental agencies, significant legislation, and state regulations for the Early Intervention program.

    When Offered: Fall,Spring

    Prerequisite 1: EEC 600  
    Free Note: 25 hours of fieldwork required.
  
  • ECS (0820) 610 - Creating and Maintaining Family Partnerships: INF/Pre-Schools


    Credits: 3.00

    Study current principles and exemplary practice in family support from birth through seven years. Learn strategies for sharing respect and responsibility within a family empowerment model. Evaluation of collaboration effectiveness at various stages in partnership development. Parent interview materials and techniques; family-centered program evaluation.

    When Offered: Fall,Spring

    Prerequisite 1: EEC 600  
  
  • ECS (0820) 620 - Inclusive Early Childhood Special Ed: PreSchool thru Primary


    Credits: 3.00

    Study the best practice models of comprehensive, interdisciplinary, family-centered, and inclusive preschool, kindergarten and early primary interventions for young children with a wide range of disabilities, including all severity levels. Learn the roles of governmental agencies, significant legislation, and state regulations for ages three to seven. Field work.

    When Offered: Fall,Spring

    Prerequisite 1: EEC 600  
    Free Note: 25 hours of fieldwork required.
  
  • ECS (0820) 700 - Authentic Infant and Early Childhood Identity Assessment and Progress Evaluation


    Credits: 3.00

    Study the early identification of infants and young children with developmental disabilities; observation, screening and assessment strategies; evaluation of measurement tools with a focus on infant through early primary developmental evaluation. Analyze results from multiple sources, formal report writing, effective parent conferencing, evaluating individual progress. Field experience required.

    When Offered: Fall,Spring

    Prerequisite 1: ECS 600   Prerequisite 2: ECS 610   Prerequisite 3: ECS 620  
  
  • ECS (0820) 710 - Inclusive Cur, Meth, and Teaming in Infancy and Early Childhood


    Credits: 3.00

    Study adapting, modifying and evaluating curricula and methods. Learn motivational strategies to reduce inclusion barriers within developmental settings. Support all young children (birth-7) toward mastery of normal developmental sequences. Field work required.

    When Offered: Fall,Spring

    Prerequisite 1: ECS 710   Prerequisite 2: ECS 610   Prerequisite 3: ECS 620  
    Free Note: 25 hours of fieldwork required.
  
  • ECS (0820) 720 - Applied Behavioral Analysis & Positive Behavioral Support


    Credits: 3.00

    Introduction to principles and practices of applied behavioral analysis and positive behavioral support for infants and young children. Design, implement, and evaluate individualized behavioral programs; documentation for autism spectrum disorders. Explore multiple theoretical approaches, models, and facilitation strategies in providing emotional and social support. Field work.

    When Offered: Fall,Spring

    Prerequisite 1: ECS 720   Prerequisite 2: ECS 610   Prerequisite 3: ECS 620  
    Free Note: This course satisfies the New York State requirement for 3 hours of seminar in “Needs of Children with Autism” Free Note 2: 25 hours of fieldwork required.
  
  • ECS (0820) 723 - Special Topics


    Credits: 3

  
  • ECS (0820) 791 - Independent Study


    Credits: 1.00 to 3.00

    When Offered: Fall,Spring

  
  • ECS (0820) 800 - Masters Seminar in Early Childhood Special Ed: Research and Advocacy


    Credits: 3.00

    Analyze current issues, professional literature reviews, critiques, analysis of research. Learn strategies for action research in infant and early childhood settings. Develop familiarity with respected professional literature, leaders in the field and online information resources for lifelong learning. Field experience is required.

    When Offered: Fall,Spring

    Prerequisite 1: ECS 710  
  
  • ECS (0820) 810 - Special Topics


    Credits: 3.00

    Study of developmental patterns (both typical and atypical) of infants and toddlers, including prenatal development and prematurity to three years of age. Addresses all developmental domains, including early cognition/perception, emotional/social development, communication, early literacy, physical, and adaptive development as they interact with environmental factors, emphasizing families and early attachment.

    When Offered: Fall,Spring

  
  • ECS (0820) 820 - Supplemental Supervised Early Childhood Special Education Field Experience


    Credits: 3

    Participate in additional four-to-eight-week supervised fieldwork in another infant or early childhood setting, or with an additional early childhood age-range or population, beyond that which they have previously received experience.

    Prerequisite 1: ECS 600 
  
  • ECS (0820) 830 - Summer Supplemental Supervised Early Childhhood Special Ed. Field Experience


    Credits: 3

    Participate in additional four-week supervised fieldwork in another infant or early childhood setting, or with an additional early childhood age-range or population, beyond that which they have previously received experience.

  
  • ECS (0820) 840 - Student Teaching I in Early Childhood Special Ed & Clinical Seminar


    Credits: 3.00

    Available to qualified early childhood special education graduates who have completed all advanced sequence course work and requisite state testing. Placements are eight weeks in fall or spring semesters with one of three early childhood age groups and a weekly clinical seminar. Apply well in advance (see deadlines on advisement sheet)

    When Offered: Fall,Spring

  
  • ECS (0820) 850 - Student Teaching II in Early Childhood Special Ed & Clinical Seminar


    Credits: 3.00

    Available to qualified early childhood special education graduates who have completed all advanced sequence course work and requisite state testing. Placements are eight weeks in fall or spring semesters with one of three early childhood age groups and a clinical seminar. Apply well in advance (see deadlines on advisement sheet).

    When Offered: Fall,Spring

  
  • ECS (0820) 860 - Summer Student Teaching I in Early Childhood Special Ed


    Credits: 3.00

    Available to qualified ECSE graduate students who have completed all advanced sequence course work and passed requisite state testing. Each is a four-week (20 days) placement with one of three early childhood age groups (prior field experience in a third age group required) and a clinical seminar. Apply well in advance (see deadlines on advisement sheet).

    When Offered: Spring

  
  • ECS (0820) 870 - Summer Student Teaching II in Early Childhood Spec.Ed and Clinical Seminar


    Credits: 3.00

    Available to qualified Early Childhood Special Education graduates, who have completed all advanced sequence coursework and requisite state testing. Each is a six week placement with one of three early childhood age groups and weekly Master’s Seminar. In-service single and advanced certificate students only. Apply well in advance (see deadlines on advisement sheet).

  
  • ECS (0820) 880 - Practicum I in Early Childhood Special Ed and Clinical Seminar


    Credits: 3.00

    For certified teachers with all prerequisite course work and field experience successfully completed. Participate in a practicum that consists of one eight-week fall or spring placement with one of three early childhood age groups and concurrent weekly seminar. Apply well in advance (see deadlines on advisement sheet).

    When Offered: Fall,Spring

  
  • ECS (0820) 890 - Practicum I I Early Childhood Special Ed and Clinical Seminar


    Credits: 3.00

    For certified teachers with all prerequisite course work and field experience successfully completed. Participate in a practicum consisting of one eight-week fall or spring placement with one of three early childhood age groups and concurrent clinical seminar. Apply well in advance (see deadlines on advisement sheet).

    When Offered: Fall,Spring

  
  • ECS (0820) 891 - Summer Practicum I in Early Childhood Special Ed Seminar


    Credits: 3.00

    For certified teachers with all prerequisite course work and field experience successfully completed. Participate in a summer practicum that consists of one six-week placement with one of three early childhood age groups and concurrent weekly seminar. In-service and advanced certificate students only. Apply well in advance (see deadlines on advisement sheet).

  
  • ECS (0820) 892 - Summer Practicum II in Early Childhood Special Education and Clinical Seminar


    Credits: 3

    For certified teachers with all prerequisite course work and field experience successfully completed. Participate in a summer practicum that consists of one six-week placement with one of three early childhood age groups and concurrent weekly seminar. In-service single and advanced certificate students only. Apply well in advance (see deadlines on advisement sheet).

    Free Note: Dr. Kaisers approval rrequired
  
  • EDL (0806) 500 - School-Based Finance


    Credits: 3.00

    This course is designed for students without previous courses in finance. The course provides an introduction to measurement concepts. Methods and techniques of recording financial data applicable to school building leaders are included. Students examine problems concerning budget development, resource allocation, fiscal analysis, personnel oversight, maintenance, security, and grant-writing.

    When Offered: Fall,Spring

  
  • EDL (0806) 533 - Comp Based Tech in Ed


    Credits: 3.00

    This is a broad production-based course in a variety of computer-based technologies. Topics include: (1) electronic databases; (2) education production tools; and (3) educational software. These components will include the use of presentation software, spreadsheets, Moodle, Blackboard, and electronic digital portfolios. Field project required.

    When Offered: Fall,Spring

  
  • EDL (0806) 553 - Educational Policy


    Credits: 3

    This “hybrid” course provides an overview of major issues and controversies in educational policy. Through a historical, sociological, and political analysis of educational problems, the course explores a variety of policy initiatives and reforms, including curriculum and learning standards, school choice, tuition vouchers, charter schools, and privatization. Field Project Required.

    When Offered: Fall,Spring

    Prerequisite 1: EDL 533 
  
  • EDL (0806) 554 - Research and Evaluation in Schools


    Credits: 3.00

    This course encourages students to investigate the theoretically based models and tools of school assessment, evaluation, and research in such areas as school reform, curriculum, and school-based management. The course addresses the use of technologies both as a medium of evaluation and as its focus. Field project required.

    When Offered: Fall,Spring

  
  • EDL (0806) 555 - Administrative Internship


    Credits: 5.00

    A field-based internship of 320 hours within a school administrative setting, co-supervised by University faculty and school administrators. The internship focuses on leadership within decision-making contexts, community relations, program development and evaluations, and supervision of staff. A weekly seminar will meet for the duration of the internship.

    When Offered: Fall,Spring

    Free Note: Approval of Program Director needed to register for course. Need 24 credits and review of E-Folio
  
  • EDL (0806) 556 - Supervision in the Schools


    Credits: 4.00

    This course will focus on the theories and practices of supervision in schools as they pertain to philosophies of education, human relations, and professional development. Teachers will gain a clear understanding of the supervisory role as it pertains to school management and policies, particularly with technology.

    When Offered: Fall,Spring

    Free Note: 4-Credit course has extended meeting time 30-Hour Practicum is required
  
  • EDL (0806) 557 - Tech in School Administration


    Credits: 3.00

    This capstone course addresses forms of technology and software that support the administrative and staff functions of a district or school as well as the need for planning in relation to its infrastructure. Students must take this course at the Garden City campus which includes a ten-hour practicum.

    When Offered: Fall,Spring

    Free Note: Includes 10 hours Field based components. Should be last course in program to be taken.
  
  • EDL (0806) 561 - Management Theory and Organizational Behavior ( Schools )


    Credits: 3.00

    This course addresses the essential and effective processes of management and human relations within an educational organization, including examination of the functions of management, the rationale underlying the methods of organizational design, and research about organizational socialization, motivation, and change. Field project required.

    When Offered: Fall,Spring

  
  • EDL (0806) 590 - Ethics, Law and Technology


    Credits: 3

    This “hybrid” course explores issues relevant to technology in education, and emphasizes the choices taken by school administrators. Topics such as freedom of speech, privacy, access, gender, and commercialism are addressed from a variety of philosophical and legal perspectives. Field project required.

    When Offered: Fall,Spring

    Prerequisite 1: EDL 533  
  
  • EDL (0806) 666 - ( School ) Leadership


    Credits: 3.00

    This course presents school leadership from theoretical and practical points of view. With no comprehensive theory of leadership, the major theories–including trait, behavioral, contingency, transformation, and management style–will be studied, as well as facilitating change, career development, gender and diversity issues, and team building. Field project required.

    When Offered: Fall,Spring

  
  • EDL (0806) 700 - District Leadership and Supervision


    Credits: 4

    Students will focus on the challenges and major issues facing district leaders and supervisors, the complexity of the roles and behaviors of district leaders and supervisors and the specifics on the job. Students’ will gain theoretical and practical perspectives on their leadership through case studies, activities as well as projects (30 hours field work).

    When Offered: Spring

    Free Note: 30 hours of fieldwork at District Level. Students are required to have their logs signed by district administrator who will oversee their assignments and projects
  
  • EDL (0806) 705 - School Based Financial Planning and District Fiscal Accountability


    Credits: 3.00

    Students will engage in financial planning matters as well as district level fiscal accountability protocols. As aspiring district leaders, they will also learn how education is financed in New York as well as how to be fiscally responsible while creating a stable educational environment that is conducive to learning.

    When Offered: Fall

  
  • EDL (0806) 710 - School Curriculum Design and Instructional Leadership


    Credits: 4

    The course will provide an in-depth examination of the process of curriculum development and how it relates to national and state standards in education. Students will examine district leadership as related to curriculum as well as the administrators’ role in identifying and implementing innovations in curriculum design (30 hours field work required).

    When Offered: Fall,Spring

    Free Note: 30 hours of fieldwork at district level.Students are required to have their logs signed by district administrator who will oversee their assignments
  
  • EDL (0806) 720 - Administrative Internship I


    Credits: 4.00

    Students as aspiring district leaders, will assume the responsibilities and accountability of administrators over a two-semester internship experience. Students will be required to be in the field undertaking a variety of supervised activities as district leaders with 110 hours of fieldwork beyond current school responsibilities (between 0806-720 and 721).

    When Offered: Spring

    Prerequisite 1: EDL 700   Prerequisite 2: EDL 705   Prerequisite 3: EDL 710  
    Free Note: Students expected to have 70 hours of fieldwork in District Administration I
  
  • EDL (0806) 721 - Administrative Internship I I


    Credits: 3.00

    Students, as aspiring district leaders, will assume the responsibilities and accountability of administrators over a two-semester internship experience. Students will be required to be in the field undertaking a variety of supervised activities as district leaders with 110 hours of fieldwork beyond current school responsibilities. (between 0806-720 and 721).

    When Offered: Fall

    Prerequisite 1: EDL 700   Prerequisite 2: EDL 705   Prerequisite 3: EDL 710  
    Free Note: Students are expected to have 40 hours of fieldwork in District Administration I I
  
  • EDL (0806) 723 - Special Topics


    Credits: 3.00

    This course engages aspiring school leaders in learning events, conditions and circumstances to know how education is financed in New York City and State. Specifically, the course examines important movements, trends and innovations shaping education in the 21st century: financing school facilities; budgetary systems and grant writing. Field project required.

    When Offered: Fall,Spring

  
  • EDL (0806) 791 - Independent Study


    Credits: 1.00 to 6.00

    When Offered: Fall,Spring

  
  • EDO (0809) 491 - Human Rights and Peace Studies: Multidisciplinary Perspective


    Credits: 3

    Students will explore issues of violence, human rights and peace in various disciplines. Invited speakers will offer perspectives in their fields of expertise: history, economics, business, environmental studies, religious studies, multicultural education among others. Student will apply their learning to individual and/or group projects for individual, community and social transformation.

    Free Note: Required for Peace Studies Minor. Open to others as a general education elective. Cross-listed with 0170-110 
  
  • EDO (0809) 493 - Peace Studies Seminar: Synthes is Reflection and Planning


    Credits: 3

    Students’ use of and reflection on their knowledge, skills, and beliefs about helping to establish peace are emphasized. The integrating seminar is structured to encourage students to identify, affirm and challenge what they have learned in their field experiences and coursework and addresses implications for their major areas of study and career plans.

    Prerequisite 1: EDO 491  Prerequisite 2: EDO 492
    Free Note: Required for Peace Studies Minor. Cross-listed with 0170-410 
  
  • EDO (0809) 500 - The Art of Teaching Shakespeare


    Credits: 3

    Participants will study the foundations of Shakespeare study, such as Elizabethan history, philosophy, culture, vocabulary and verse forms, linked with lively pedagogical strategies informed by educational theatre and differentiated instructional techniques. Participants will have the opportunity to practice mini-lessons and perform Shakespeare.

    When Offered: Spring

  
  • EDO (0809) 503 - Reflective Practice Seminar in Adolescent Ed


    Credits: 3.00

    Student teachers and those completing practicums will reflect on their classroom experiences in a supportive environment that emphasizes developing a personal framework for teaching and explores how theory meets practice with regard to multiculturalism, the arts, technology, mixed classroom groupings, students with special needs, teaching strategies, and classroom management.

    When Offered: Fall,Spring

    Free Note: Meets in conjunction with student teaching 0809-820 
  
  • EDO (0809) 511 - Instruction and Assessment in Eng Ed


    Credits: 3.00

    Study the curriculum and methods in accordance to New York State learning standards. Develop a constructive and critical perspective towards the teaching of English. Engage in various modalities of learning how to integrate technology, teach and assess students from different backgrounds and special needs.

    When Offered: Fall

    Free Note: Completion of Sequence One & Sequence Two courses (MA) or all courses through senior year. (STEP). 50 hours of fieldwork in secondary (grades 7-9 and 10-12) schools required. Usually taken in same term as 0809-611: Teaching Writing in Secondary Schools 
  
  • EDO (0809) 513 - Instruction and Assessment in Mathematics Education


    Credits: 3

    Study the curriculum and methods in accordance to New York State learning standards. Develop a constructive and critical perspective towards the teaching of mathematics. Engage in various modalities of learning how to integrate technology, teach and assess students from different backgrounds, and special needs.

    When Offered: Fall,Spring

    Free Note: Completion of Sequence One course (MA) or all courses through fall of senior year (STEP). 25 hours of fieldwork in secondary (grade 7-9 and 10-12) schools required.
  
  • EDO (0809) 514 - Technology to Enhance Science Learning


    Credits: 3

    Students will become proficient in multiple modes of technology including web design, virtual environments, web-based discussion groups, real-time data, global information systems (GIS), and other open-source educational applications. Students will implement science-based applications and use multiple assessment modes to reflect on the effectiveness of these technologies and student learning.,,

    Free Note: Open to all students with Instructor’s permission
  
  • EDO (0809) 515 - Data Driven Decision Making


    Credits: 3

    This course allows candidates to understand school-based data systems to improve the teaching and learning process within the classroom. Using data from multiple assessment methods generated from all three-tier systems (district, school, classroom), candidates will reflect, develop and modify instruction.

    Free Note: Open to all Students with Instructor’s Permission
  
  • EDO (0809) 517 - Instruction & Assessment In Science Education


    Credits: 3.00

    Study the curriculum and methods in accordance to New York State learning standards. Develop a constructive and critical perspective towards the teaching of science. Engage in various modalities of learning how to integrate technology, teach and assess students from different backgrounds, and special needs.

    When Offered: Fall,Spring

    Free Note: Required to complete 25 hours of fieldwork in secondary schools (7-9 and 10-12 grade levels)
  
  • EDO (0809) 518 - Instruction and Assesment in Social Studies Education


    Credits: 3

    Study the curriculum and methods in accordance to New York State learning standards. Develop a constructive and critical perspective towards the teaching of Social Science. Engage in various modalities of learning how to integrate technology, teach and assess students from different backgrounds, and special needs.

    When Offered: Fall,Spring

    Free Note: Required to complete 25 hours of fieldwork in secondary schools (7-9 and 10-12 grade levels)
  
  • EDO (0809) 519 - Instruction and Assessment in Spanish Language Education


    Credits: 3

    Pre-service teachers will gain pedagogical perspective towards the teaching and learning of Spanish.

    When Offered: Fall,Spring

    Free Note: 25 Hours of Fieldwork Required
  
  • EDO (0809) 550 - Visions and Practices in Middle School Education


    Credits: 3

    This course provides candidates with a deeper understanding of the nature and instructional needs of the pre-adolescent and adolescent child, the regulations that drive Middle Level education and best practices for teaching and learning. Topics include home/school communication, middle school structures including scheduling, teaming, technology integration, data and classroom management.

    When Offered: Fall, Spring Summer

    Free Note: Cannot be taken for undergraduate credit.  Open to STEP seniors and MA students for graduate credit.
  
  • EDO (0809) 551 - The Middle School Student: Development Across the Continuum


    Credits: 3

    Students examine the many dimensions of the young adolescent experience including gender, sexuality, intellectual and ethical growth, and political and social development. They will explore the process of human development, specific to young adolescence, while paying particular attention to how the adolescent exists within broad communities, including the community of learners.,,

    When Offered: Fall, Spring, Summer

    Free Note: Cannot be taken for undergraduate credit.  Open to STEP seniors and MA students for graduate credit.
  
  • EDO (0809) 594 - Critical Literacy in Mathematics and Science Education


    Credits: 3.00

    This course is designed for mathematics and science pre-service teachers. Students will focus on the unique literacy strategies required in mathematics and science content areas. Critical literacy and quantitative literacy form the foundation of class discussion and assignments.

    When Offered: Fall,Spring

  
  • EDO (0809) 595 - Youth Literacies: Literature, Culture and the Arts


    Credits: 3.00

    Experience and critique pedagogical practices related to adolescent literature and art including methods of enhancing literacy through all areas of the curriculum. Technology will be infused through the study and production of new media.

    When Offered: Fall,Spring

  
  • EDO (0809) 596 - Inquiry and Expression Literacy Across The Curric: Humanities


    Credits: 3.00

    Develop an integrated, theoretical grounded view of literacy that addresses the needs of students and teachers in diverse communities. Explore an inquiry-based curriculum within a collaborative learning environment. This course houses the first required portfolio assessment point in the Art and Adolescence Education programs.

    When Offered: Fall,Spring

    Free Note: Completion of Sequence One courses (MA) or all courses through junior year (STEP)
  
  • EDO (0809) 597 - Inquiry and Expression: Literacy Across the Curric: Math and Sciences


    Credits: 3.00

    Develop an integrated, theoretical grounded view of literacy that addresses the needs of students and teachers in diverse communities. Explore an inquiry-based curriculum within a collaborative learning environment. This course houses the first required portfolio assessment point in the Art and Adolescence Education programs.

    When Offered: Fall,Spring

    Free Note: Completion of Sequence One courses (MA) or all courses through junior year (STEP)
  
  • EDO (0809) 602 - Foundations of Education


    Credits: 3.00

    The purpose of this course is two-fold. The course examines the intimate relationship between knowledge and education and school and society. Every conception of teaching and education is founded upon a paradigm of knowledge. We will understand how schools are greatly influenced by larger social, political, economic, cultural, and ideological forces.

    When Offered: Fall,Spring

  
  • EDO (0809) 603 - The Adolescent Experience


    Credits: 3.00

    Examine the many dimensions of the adolescent experience. Development of adolescent gender, sexuality, intellectual, ethical growth, political, and social development are examined. Adolescent subjectivity is explored, with particular reference to use of popular culture and the construction of adolescence in popular media.

    When Offered: Fall,Spring

    Free Note: Completion of Sequence One courses. MA students only. 25 hours of fieldwork in secondary (grade 79 and 10-12) schools required,taken in same term as another 25 hours in 0810-560 (English) , 0809-513 (Math) , 0809-517 (Science)  or 0809-518 (Social Studies) 
  
  • EDO (0809) 611 - Teaching Writing in the Sec Inclusive Classroom


    Credits: 3.00

    This course explores the teaching of writing through a writer’s workshop format. Topics addressed will include socio-cultural issues of language usage, composition theory and pedagogy, and teaching writing in context. Differentiation for special needs and second language learners is a focus. 25 hours of fieldwork is required.

    When Offered: Fall,Spring

    Free Note: 25 hours of fieldwork required.
  
  • EDO (0809) 613 - Teaching Math in the Sec Inclusive Classroom


    Credits: 3.00

    Explore the 7-12 mathematics curricula with the assistance of local master teachers. Learn and interact with the Regent’s curriculum and receive teaching examples and demonstrations. The content areas of number concepts, algebra, geometry, trigonometry, data and statistics will be covered.

    When Offered: Fall,Spring

    Free Note: Completion of Sequence One and Sequence Two courses (MA) or all courses through senior Year (STEP). 25 hours of fieldwork in secondary (grade 7-9 and 10-12) schools required,taken in same term as another 25 hrs in 0810-560 
  
  • EDO (0809) 617 - Teaching Sci in the Sec Inclusive Classroom


    Credits: 3.00

    Explore high school science curricula with the assistance of local master teachers. Learn to interact with the Regent’s curriculum and receive teaching examples and demonstrations. The content areas of earth science, biology, chemistry, physics and informal science learning/museum education will be utilized.

    When Offered: Fall,Spring

    Free Note: Completion of Sequence One and Sequence Two courses (MA) or all courses through senior year (STEP). 25 hours of fieldwork in secondary (grade7-9 and 10-12) schools required,taken in same term as another 25 hr in 0810-560 
  
  • EDO (0809) 618 - Teaching Social St in the Sec Inclusive Classroom


    Credits: 3.00

    Explore the 7-12 social studies curricula with the assistance of local master teachers. Interact with the Regent’s curriculum and receive teaching examples and demonstrations. The content areas of world history and geography, United States history and government, participation in government, economics, and law-related education will be covered.

    When Offered: Fall

    Free Note: Completion of Sequence One and Sequence Two courses (MA) or all courses through senior year (STEP). 25 hours of fieldwork in secondary (grade 7-9 and 10-12) schools required,taken in same term as another 25 hours in 0810-560 
  
  • EDO (0809) 619 - Special Meth and Materials of Spa Language Instruction


    Credits: 3.00

    Learn the underlying theory that guides methods and material design for teaching Spanish as a foreign language through content area instruction for secondary level students. Design curricula that incorporate instruction which fosters the development of student literacy. There is a 25-hour field experience requirement.

    When Offered: Fall

    Prerequisite 1: EDO 519  
    Free Note: 25 Hours of Fieldwork Required
  
  • EDO (0809) 723 - Special Topics


    Credits: 3.00

    Examine the intimate relationship between knowledge, education, school, and society and how schools are influenced by larger social, political, economic, cultural, and ideological forces. Every conception of teaching and education is founded upon a paradigm of knowledge.

    When Offered: Fall,Spring

  
  • EDO (0809) 791 - Independent Study


    Credits: 1.00 to 3.00

    When Offered: Fall,Spring

  
  • EDO (0809) 818 - Inquiry 11: Social Studies Education


    Credits: 3

    Prerequisite 1: EDS 603  Prerequisite 2: EDO 518 
    Free Note: 30 Hours of Fieldwork required. For matriculated students only.Students must have completed 18 credits to enroll.
  
  • EDO (0809) 819 - Instruction and Assessment in Spanish Language Education


    Credits: 3

    Free Note: 25 Hours of Fieldwork Required
  
  • EDO (0809) 820 - Student Teaching in Adolescent Ed:Pre-Certification


    Credits: 6.00

    15-week experience as a student teacher, assessed via both a collaborative research project and a portfolio. This experience constitutes the culmination of STEP; continuing the collaborative research process initiated in Educational Research and Field-Based Inquiry. Work in assigned school, link theory, data, teach, and participate.

    When Offered: Fall,Spring

  
  • EDO (0809) 821 - Practicum in Adolescent Education For Teachers Certified in Other Areas


    Credits: 3

    Free Note: Apply in Advance by Feb 1 for Fall;By June 15 for Spring
  
  • EDO (0809) 822 - Summer Practicum in Adolescent Education For Teachers Certified in Other Areas


    Credits: 3

    Free Note: Apply in Advance by Feb 1 for Summer
  
  • EDO (0809) 851 - Student Teaching I in Adolescent Ed For Uncertified Adolescent Ed. Teachers


    Credits: 3

    When Offered: Fall,Spring

  
  • EDO (0809) 852 - Student Teaching II in Adolescent Ed.for Uncertified Adolescent Ed. Teachers


    Credits: 3

    When Offered: Spring

    Free Note: Apply in Advance for Summer by Feb 1.Students must also take 0809-851  in Fall or Spring.
  
  • EDO (0809) 860 - Master’s Seminar in Adolescence Ed


    Credits: 3.00

    In this lively seminar, students will develop and present a final curriculum project using the technique of Readers Theatre, a literacy-centered, arts-based learning strategy that offers opportunities for differentiation and student inquiry. The culminating project will take the form of a written curriculum project and final group performance.

    When Offered: Fall,Spring

  
  • EDS (0805) 552 - Paradigms of Knowing


    Credits: 3

    Prerequisite 1: EDS 601 Prerequisite 2: ECH 600 
    Free Note: Formerly 0801-552 Prerequisites: 0805-601 and 0807-600 
  
  • EDS (0805) 605 - Current Issues in Educational Inquiry


    Credits: 3

    This course introduces students to the varied possibilities of what comprises educational research, the rationales underlying them as well as their complementary methodologies, via a thematic approach. It provides students with an understanding of different research methodologies and their limitations, as well as with the ability to analyze and critique existing research through an analysis of a particular current educational issue. This study of educational research is undertaken through the design and inquiry proposal, which complements students’ professional goals. They will address a particular research question emerging from the special topic under inquiry.

    Free Note: Formerly: 0801-780
  
  • EDS (0805) 723 - Special Topics


    Credits: 0

  
  • EDT (0858) 501 - Digital Literacies


    Credits: 3

    How do multimedia, texting, chat, status updates, and hypertext change the way we read and interpret texts? Students study various theories of literacy and how it changes with the introduction of digital technologies. Readings will include selections on new media, new literacy, multiliteracies, multimedia cognition, and visual semantics.

  
  • EDT (0858) 502 - Foundations of Open Education


    Credits: 3

    Open education combines practices from Free Software development with student-centered pedagogy. Free learning resources are developed collaboratively using the global internet, and tailored locally to the specific needs of learners. Students in this course study the underlying principles of open education and participate in online projects developing open educational resources.

  
  • EDT (0858) 503 - Technology and The School Curriculum


    Credits: 3

    Students will learn about the foundations and rationale for curriculum development (Grades K-12) and the implications for technology in this course, providing them with the ability to assess curricula and make curricular decisions about technology at the course and program levels.

  
  • EDT (0858) 601 - Philosophy of Technology


    Credits: 3.00

    The philosophy of technology exposes students to the major philosophical movements through seminal works by Plato, Aristotle, Bacon, Kant, Rousseau, Heidegger, McCluhan, Marx, Haraway, Latour, and others. These critical positions will help students analyze educational technology along pedagogical, social, political, and ethical lines.

    Free Note: Instructors Approval Required for Non-Education Majors
 

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