EDU 501. Introduction to Educational Technology (same as EDT 501).
This course presents an overview of the field of educational computing. Topics include: computer hardware and software, the impact of computers on the educational process, curriculum applications of computers, evaluation of software, selection of hardware, and an introduction to programming. (3 credits) FT, ST
EDU 502. The Foundations for Educating All Young Children in Inclusive Settings (Birth-Grade 2)
This course provides the basis for the teacher candidate to shape and to inform developmentally appropriate practices with young children in early childhood settings. The framework for optimum practice includes knowledge of the following areas: benchmarks in child development and learning to include the physical, cognitive and linguistic, social, and emotional; individual differences and variations; the NYS Learning Standards for primary classrooms; appropriate assessment and instruction for young children; how early intervention programs serve young children with special needs; the social and cultural contexts that influence learning; how to establish reciprocal relationships with families; and how to create a caring community of learners. Field experience is required. (3 credits) N
EDU 505. Introduction to Software Packages for Education (same as EDT 500)
This course presents a variety of tool software packages, such as word processing, spreadsheets, database management systems, and presentation systems. Examples will be drawn for educational settings. (3 credits) FT
EDU 630. Workshop in Secondary School English Curriculum Development
A review, discussion and evaluation will be made of current developments in the teaching of English. Each member of the class will select a topic and develop a unit of instruction or course outline, with the approval of the instructor. (3 credits) N
EDU 631. Learning Needs of the Middle School Student
This course will provide students with an in-depth study of the adolescent development from the ten to fourteen year old child. Readings will focus upon the learning needs and the learning styles of the child in middle school grades. The place of the middle school within the school structure will be analyzed. The course will enable students to develop the skills necessary to teach students within this age category. (3credits) SU
EDU 632. Teaching Strategies for the Middle School Student
This course will focus upon the strategies which are most commonly used in the middle school setting. Particular emphasis will be placed upon cooperative learning, team teaching, whole language, technology and interdisciplinary study. (3 credits) SU
EDU 633. Dynamics of Teaching English in the Secondary School
This is a seminar course designed for experienced teachers of English. Topics on which special emphasis may be placed include criteria for selection of literature for adolescents, special methods for teaching literature, composition evaluation, grouping practices, individualizing instruction, motivational techniques, audiovisual media for the classroom, and special approaches to teaching the slow learner. (3 credits) N
EDU 635. Seminar in Secondary School Teaching of Social Studies
Current curriculum programs in social studies will be examined. A conceptualization for teaching social studies will be developed. A variety of teaching materials for students with differentiated needs will be reviewed and demonstrated. Field experience is required. (3 credits) N
EDU 640. Literacy and Learning in the Content Area for Adolescent Learners
The focus of this course is to provide teacher candidates with the understandings, skills, and dispositions necessary to prepare adolescent learners to use multiple literacies within content area classrooms. Fundamental to this course is an understanding of language and literacy development in all learners. Teacher candidates will learn how to use a wide array of instructional strategies that integrate all language modes, as well as other tools of learning, into the subject areas they teach. For more effective instruction and learning within inclusive classrooms, course participants will begin to use differential teaching with students who have special needs and with those who are culturally and linguistically diverse. Field experience is required. (3 credits)N
EDU 650. Strategies for Elementary and Secondary School Teachers
This course is designed to enable teachers to respond positively to the current problems of helping children perform well academically. Such topics as organization, planning, evaluation, and classroom control will be explored. Field experience is required. (3 credits)
EDU 651. Contemporary Approaches to Teaching
This course is designed to explain how the classical and modern theories of learning are applied to current legal, educational and social issues in education. (3 credits) N
EDU 652. Curriculum, Learning and Assessment for All Young Children in Inclusive Settings (Birth-Grade 2)
This course provides early childhood teacher candidates with the basic framework for designing and implementing a developmentally appropriate integrated curriculum for young children in inclusive settings. Teacher candidates will learn how to create a supportive learning environment for developing the physical, social, emotional, moral, linguistic, and intellectual competencies in all children; developmentally appropriate instruction and assessment strategies to support learning are a major focus of this course. The integration of the NYS Learning Standards, technology, and play as a vital
role in child development are also addressed in this course. Field experience is required. (3 credits) N
EDU 653. Instruction and Assessment Strategies in the Secondary School
This course is designed to assist aspiring and current teachers in exploring a variety of instructional strategies and techniques, learning theories, and assessment and evaluation approaches appropriate for meeting the needs of learners in diverse middle and secondary classrooms. Opportunities are provided to experience various instructional
strategies from the perspectives of student and teacher and to implement them into actual lesson planning and presentations. This integration of technology (including software), the NYS Learning Standards, and content area standards into unit and lesson planning is investigated. Field observation experiences in the student’s content area are required. (3 credits) S
EDU 655. Language and Literacy Development in Young Readers and Writers
This course presents the developing processes of language and literacy in young children. Teacher candidates will employ “best practices” used by successful teachers who have implemented a well-balanced literacy program in early childhood settings and elementary classrooms with culturally and linguistically diverse populations, as well as with
those children who have a broad range of special needs. Assessment strategies linked to instruction, uses of technology to support language and literacy development, and the application of NYS Learning Standards are included in this course. A field experience that includes reflective practice is a requirement of this course. (3 credits) F, S, SU
EDU 656. Instruction and Assessment Strategies for Learning Mathematics for All Children
This course will emphasize the active hands-on, problem solving approach to teaching, learning, and assessing mathematics as stated in the National Council of Teachers of Mathematics (NCTM) and the New York State Learning Standards. Strategies that enable students to make sense of mathematics and to develop their own meaning of mathematical concepts and processes will be investigated. (3 credits) N
EDU 657. Instruction and Assessment Strategies for Teaching Social Studies to All Children
This course is designed to enable current and prospective teachers to acquire instructional strategies and assessment skills to teach social studies to elementary school children. It will develop knowledge, concepts, values, and critical thinking skills through the creation of lesson plans and unit themes drawing on disciplines within the social sciences and the humanities. It adapts instructional strategies to meet the needs of the diverse range of student abilities. Specifically, it includes provision for addressing the learning requirements of children with special needs and with varied linguistically and cultural backgrounds. Students are taught how to use technology to enhance learning and research. A basic foundation of this course is to create an awareness and appreciation of the multicultural dimensions of social studies instruction. It stresses the development of social skills involved in collaborative instruction and cooperative learning. Successful completion of course objectives will be measured through varied and authentic means of assessment. Field observation experiences of social studies lessons are required. (3 credits) N
EDU 658. Assessment of Language and Literacy Development in Young Children
This course focuses on authentic assessment of language and literacy development in young children. A broad range of assessment strategies to monitor and document language and literacy growth in early childhood settings and elementary classrooms with populations who are culturally and linguistically diverse and with children with special
needs are included in this course. A special focus of this course is on the use of differentiated instruction with struggling readers and writers in inclusive classrooms as they work toward meeting the NYS Learning Standards. A field experience where the teacher candidate works with young children and creates a literacy portfolio is required.
Prerequisite: EDU 655. (3 credits) F, S, SU
EDU 665. Child Development from Infancy to the Middle Years
A review of theories of early motor, cognitive and social development with emphasis on biological and environmental influences. Children’s cognition, perception, language, affect, personality and sexuality will be considered. Family and school influences will be considered, as these influence development. (3 credits) N
EDU 676. Survey of Learning Disabilities and Health Education
Survey course designed to promote awareness of learning disabilities and personal health as they relate to the learning process. Explores mental health, nutrition, drugs, infectious disease, and surveys the literature for the causes of learning disabilities and the instructional methods used in teaching these students. (Meets New York City requirements for 3 credits in special education for non-special education teachers.) (3 credits) N
EDU 700. Curriculum Development and Techniques for Evaluation in Elementary Science Education
This course will teach the methodology for developing an elementary science curriculum which will meet the needs of a heterogeneous student body. It will include practice in developing student and program evaluation tests. It will survey the history of curriculum development and evaluation in science. (3 credits) N
EDU 712. Extending Literacy and Learning in Content Areas for Adolescent Learners
Teacher candidates will deepen their study of the literacy processes used by adolescent learners in inclusive content-area classrooms. Course participants will futher learn how to apply the strategies for facilitating students’ learning from written and oral texts, graphics and illustrations, as well as technology as it applies to the subject disciplines that they will teach. Differentiated teaching for meeting the needs of all students, including struggling readers and writers and students with a wide range of special needs, as well as those from diverse backgrounds, will be emphasized in
this course. A field experience is required for this course. Prerequisite: EDU 640. (3 credits) S
EDU 721. Modem Educational Philosophies and Values
An examination of philosophies of education and the political, economic and social ideologies affecting education. Such issues as progressive educational values, essentialist perspectives, New York State standards and testing, moral education in the public school, the teaching profession and selected issues of school law will be considered. Students will have the opportunity to develop their vision of teaching and the values they will bring to teaching. (3 credits) F, S
EDU 731. The Philosophy of Educational Reform
This course will explore in depth several current reform issues in education. Reform issues such as moral education in the public school, teaching about religion in the public school, the use of high stakes testing and the approaches to educating a diverse student population will be examined. Other reform issues of interest to those enrolled may be included. (3 credits) N
EDU 743. Language and Literacy Across the Curriculum
This course focuses on the integration of oral language, reading, and writing within all aspects of the curriculum. Teacher candidates will learn how to facilitate students who are in early childhood settings and in elementary classrooms as they use language and literacy in a variety of curricular contexts for varied purposes. Some of the topics included in this course are as follows: teaching for promoting writing development in children, the use of technology to aid literacy development, designing and implementing an integrated plan of instruction, the uses of literature, fiction and non-fiction, in the content areas, and instruction and assessment strategies to meet the needs of all students, linguistically and culturally diverse, as well as those with special needs. Field experience is required. (3 credits) N
EDU 744. Theory and Practice in Bilingual Education
An examination will be made of the theoretical framework, historical development, present status and future of bilingual education in the United States current curricula, testing, evaluation, and schoolcommunity relationships in bilingual settings will be explored. (Meets New York City requirements for a course in human relations.) (3 credits) N
EDU 752. Teaching Strategies for the Middle School Student
This course will focus upon the strategies which are most commonly used in the middle school setting. Particular emphasis will be placed upon the application of diverse instructional strategies, teaming of faculty and students to maximize student learning, whole language, technology, and interdisciplinary study. Not open to those who have
taken EDU 389. (3 credits) N
EDU 753. Learning Needs of the Middle School Student
This course will provide students with an in-depth study of adolescent development of the ten to fourteen year old child. Readings will focus upon the learning needs and the learning styles of the child in middle school grades. The place of the middle school within the school structure will be analyzed. The course will enable students to develop
the skills necessary to serve as a mentor to students within this age category. It will be necessary for students to work with middle school children in a non-academic setting on a weekly basis. Not open to those who have taken EDU 388. (3 credits) N
EDU 761. Methods in Elementary Science Education: Physical Sciences
This course will teach methods for developing hands-on science lessons which draw their content from the physical sciences. The course will stress interdisciplinary education and an inquiry style of teaching. It will discuss the appropriate use of various current materials, texts and trade books. The course will be compatible with the New York State Elementary Science Syllabus and its supplements. (3 credits) N
EDU 762. Methods in Elementary Science Education: Life Sciences
This course will teach methods for developing hands-on science lessons which draw their content from the life sciences. The course will stress interdisciplinary education and an inquiry style of teaching. It will discuss the appropriate use of
various current materials, texts, and trade books. The course will be compatible with the New York State Elementary Science Syllabus and its supplements. (3 credits) N
EDU 783. Multimedia in Teaching
The role of multimedia in teaching and learning will be explored. Students will design and produce programs in their area of certification. Emphasis will be placed on effective use of overheads, video, visual displays, powerpoint presentations, use of software in the subject areas, the internet in the classroom, developing web pages. This course is taught in the electronic classroom. (3 credits) N
EDU 792. Teaching English as a Second Language
An awareness of the nature of language will be developed for teachers of English who work with students whose first language is not English. Attention will be given to audio-lingual skills, the phonology of reading and writing, language structure and vocabulary. Special emphasis will be placed on organizational needs and the selection of materials for teaching and learning. (3 credits) N
EDU 800. Instructional Psychology
Current psychological theory and research related to such basic processes in learning as motivation, perception, cognition will be reviewed and applied to case study material. The factors that facilitate and impede learning, the consequences of various styles of classroom management, and impact of the teacher’s behavior on the learner will be examined. (3 credits) N
EDU 802. The Conditions of Learning in the Classroom
This course will investigate the psychological aspects of learning conditions within the classroom. The factors that facilitate and impede learning, the emotional consequences of various styles of discipline, and the impact of the teacher’s behavior on the learner will be examined. Illustrations from classroom situations will be presented through films and will provide a basis for class analysis. (3 credits). N
EDU 820. Psychology of Adolescent Problems
This course will focus on normative and maladaptive adolescent development especially as related to classroom behavior. An experiential format will be used including role playing, small group discussions, problem solving, films, and interview techniques. Methods for helping students of diverse racial and ethnic groups will be discussed. (Meets New York City requirements for 1.5 credits in special education for non-special education teachers.) (3 credits) N
EDU 824. Problems of Student Adjustment
This course will examine the causal factors which contribute to the development of the potential dropout, the unmotivated student, the disadvantaged student, English language learners with diverse abilities, and the acting out student. This course will aim at diagnosing the teenager through interviews, observations and family contacts.
(3 credits). N
EDU 850. Guidance for the Classroom Teacher
This is a foundation course that will examine the role and function of guidance in our contemporary educational institutions. It will include a survey of techniques, guidance philosophies, principles and practices. The scope and development of a guidance program will be reviewed and analyzed with particular emphasis on the teacher’s role in the guidance function. (3 credits) N
EDU 862. Instruction and Assessment Strategies for Learning Science by All Children
This course emphasizes the active hands-on, problem solving approach to teaching, learning, and assessing science as stated in the National Science Teaching (NSTA) and the New York State Learning Standards. Strategies that enable students to engage in experimentation, logical thinking, and reasoning skills are investigated. A field experience is required. Field experience is required (3 credits) F, S, SU
EDU 865. Institute in Elementary School Foreign Language Instruction
This is a 45-hour class course designed to introduce the foreign language teacher certified to teach grades
7-12 to the competencies necessary for teaching foreign language in grades N-6. Successful completion
of this course leads to the extension of New York State Certification in grades N-12. (3 credits) N
EDU 900. Curriculum Development and Improvement of Instruction
A study will be made of curriculum and instruction in elementary and secondary grades. Perspectives and guidelines for curriculum development and instruction will be considered. (3 credits) N
EDU 910. Critical Issues in Education
Current problems confronting education will be identified and prioritized. An in-depth analysis of selected problems will be made and proposed solutions will be examined. (3 credits) N
EDU 912. Accountability and Evaluation
The concepts and practices of accountability and evaluation in education will be explored in relation to pupils, teachers, administrators and schools. (3 credits) N
EDU 920. The Role of Non-Public Schools in American Education
The course offers a historical, economic and sociological analysis of the role of non-public schools in American society. The reasons for the development of various non-public systems will be examined; the course will emphasize the present rationales and impacts of the non-public schools on American education. The course will focus on the role of the parochial school in the urban and suburban settings. (3 credits) N
EDU 921. The Politics of Education
The relationship of federal, state, and local governments to educational institutions will be studied in relation to the enactment of educational policy. Topics will include integration, the rights of students, teachers, and parents, aid formulas, accountability, decentralization, and other current political-educational topics. (3 credits) N
EDU 922. Multicultural Education
An analysis will be made of the basic attitudes and philosophies of learners, teachers, administrators and parents concerning multicultural diversity and education. Students will explore the need for a multicultural approach to education and curriculum development and investigate both culturally biased and multicultural curricula. Theory and research findings will supplement knowledge from personal experience and practice. (Meets New York City requirements for a course in human relations.) (3 credits) F, S, SU
EDU 923. Decision Making for Educators
An examination will be made of the characteristics, resources, strengths and limitations of the decision making process. The course will also focus on educational systems currently being used, such as school-based management, systems analysis, MBO, etc. (3 credits) N
EDU 924. Individualization of Learning
An investigation will be made of the developing goals and concepts of individualized instruction. Topics will include theories of individualization, contract plans, programmed instruction, advanced technological tools and school system approaches. (3 credits) S
EDU 925. Teaching and Gifted Student
The psychological and social factors affecting the identification and development of gifted children will be explored. Special emphasis will be placed on the development of teaching strategies and learning styles leading to classroom implementation of curriculum. Methods to foster creativity will also be explored. (3 credits) N
EDU 950. Special Project in Curriculum Research
Supervised research in the student’s area of specialization. Each student will be required to identify a specific curriculum area, review current theory and practice, and then design and develop original curriculum materials if appropriate. Prerequisite: Completion of 21 graduate credits or permission of the program coordinator. Closed
course card signed by program director required. (3 credits) F, S
EDU 951. Special Project in Mathematics Education
Supervised research in mathematics education. Degree candidates in the MS Ed program in Mathematics and the MST Mathematics program will be required to develop a special project under the direction of a faculty member in the program. Prerequisite: Completion of 21 graduate credits or permission of the department chair. Closed course card signed by chair of the mathematics department required. (3 credits) S
EDU 952. Special Project in Social Studies Education
Supervised research in social studies education. Degree candidates in the MS Ed program in Social Studies and the MST Social Studies program will be required to develop a special project under the direction of a faculty member in the program. Prerequisite: Completion of 2l graduate credits or permission of the department chair. Closed course card signed by chair of the history and political science department required. (3 credits) F, S
EDU 953. Special Project in Spanish Education
Supervised research in Spanish education. Degree candidates in the MS Ed program in Spanish and the MST Spanish program will be required to develop a special project under the direction of a faculty member in the program. Prerequisite: Completion of 21 graduate credits or permission of the department chair. Closed course card signed by
chair of the department of foreign languages required. (3 credits) N
EDU 954. Special Project in English Education
Supervised research in English education. Degree candidates in the MS Ed program in English and the MST English program will be required to develop a special project under the direction of a faculty member in the program. Prerequisite: Completion of 21 graduate credits or permission of the department chair. Closed course card signed by
chair of the English department required. (3 credits) F, S
EDU 957. Special Project in Biology Education
Supervised research in biology education. Degree candidates in the MS Ed program in Biology and the MST Biology program will be required to develop a special project under the direction of a faculty member in the program. Prerequisite: Completion of 21 graduate credits or permission of the department chair. Closed course card signed by
chair of the biology department required. (2 credits) N
EDU 960. Theory and Practice of Writing Skills (Same course as ENG 960)
This course provides opportunities for the individual to acquire current research data and skills for teaching writing effectively. The personal writing skills of the teacher will also be improved through supervised writing experiences. Same as ENG 960. (3 credits) N
EDU 973. Observation and Student Teaching at the Early Childhood Level (Birth-Grade 2)
A structured college-supervised teaching experience, in a culturally diverse environment will be provided in selected early childhood settings, preschool to grade 2. Teacher candidates will assume increased responsibilities for instruction, consistent with higher educational standards, conduct assessments, develop classroom management skills and perform other related duties for students in the classroom. This internship is an integral part of the professional education curriculum and allows candidates to demonstrate competence in the professional roles for which they are preparing. The structured college supervised teaching experience uses the specialized knowledge, skills and dispositions needed for working effectively with all children in the early childhood years. Teacher candidates will complete 50 hours of experience. They will be assigned to student teach for a full semester at the kindergarten and grades 1 or 2 levels for a full semester. Consistent with higher educational standards, they will assume increased
responsibilities for classroom instruction, conduct assessments and perform other related duties for diverse students. A minimum of 15 weeks of full-time observation and practice teaching is required under the direction of the student-teacher supervisor and the cooperating teacher(s). A weekly seminar takes place on campus. Special fee. Permission of the department is required. Applications must be submitted to the Education Department by October 1 in the Fall semester and March 5 in the Spring semester. (6 credits) F, S
EDU 974. Observation and Student Teaching at the Childhood Level (Grades 1-6)
A structured college-supervised teaching experience, in a culturally diverse environment will be provided in selected childhood settings, Grades 1-6. Teacher candidates will assume increased responsibilities for instruction, consistent with higher educational standards, conduct assessments, develop classroom management skills and perform other related duties for students in the classroom. This internship is an integral part of the professional education curriculum and allows candidates to demonstrate competence in the professional roles for which they are preparing. The structured college supervised teaching experience uses the specialized knowledge, skills and dispositions needed for
working effectively with all children in the childhood years. Teacher candidates will complete 50 hours of field observations prior to student teaching in addition to previous required field experience. They will be assigned to student teach for a full semester in Grades 1, 2, or 3 and Grades 4 - 6. Consistent with higher educational standards, they will assume increased responsibilities for classroom instruction, conduct assessments and perform other related
duties for diverse students. A minimum of 15 weeks of full-time observation and practice teaching is
required under the direction of the student-teacher supervisor and the cooperating teacher(s). A weekly seminar takes place on campus. Special fee. Permission of the department is required. Applications must be submitted to the Education Department by October 1 in the Fall semester and March 5 in the Spring semester. (6 credits) F, S
EDU 975. Observation and Student Teaching in Adolescent Education - English/Language Arts, Social Studies, Mathematics, Science, and Foreign Language (Grades 7-12)
As part of the initial student teaching experience, teacher candidates will be required to observe an additional 40 hours in English/Language Arts, Social Studies, Mathematics, Science, or Foreign Language classrooms at various secondary levels. College supervisors assigned to student teachers will provide supervision. During student teaching, each teacher candidate is assigned to a minimum of two grades, 9-12 and/or 7/8 and 9-12, for a period of approximately 14 weeks. During this time, he/she is assigned to a qualified English/Language Arts, Social Studies, Mathematics, Science, or Foreign Language cooperating teacher(s) in the field and is closely supervised by a college supervisor in his/her field. A minimum of 15 weeks of full-time observation and practice teaching is required under the direction of the student-teacher supervisor and the cooperating teacher(s). A weekly seminar takes place on campus. Special fee. Permission of the department is required. Applications must be submitted to the Education Department by October 1 in the Fall semester and March 5 in the Spring semester. (6 credits) F, S
EDU 976. Graduate Observation and Supervised Student Teaching at the Early Childhood Levels (Birth-Grade 2) and Childhood Levels (Grades 1-6)
This internship and seminar will be designed to facilitate the movement of the teacher candidate into the role of the practicing professional. It will offer an opportunity for the candidates to discuss their experiences in student teaching, to explore multiple approaches and to investigate certain educational issues in greater depth. This structured college
supervised teaching experience is provided using the specialized knowledge, skills and dispositions needed for working effectively with all children in the early childhood years as well as in Grades 1-6. Teacher candidates will develop expertise in working effectively with pre-school, kindergarten, and primary grades, as well as Grades 3-6. Teacher candidates will complete 50 hours of field observations prior to student teaching. They will be assigned to student teach for a full semester at the kindergarten and grades 1 or 2 levels, as well as complete two experiences in grades 3 or 4 and 5 or 6. Consistent with higher educational standards, conduct assessments and perform other related duties for students in classrooms having diverse needs. A minimum of 15 weeks of full-time observation and practice teaching is required under the direction of the student-teacher supervisor and the cooperating teacher(s). A weekly seminar takes place on campus. Special fee. Permission of the department is required. Applications must be submitted to the Education Department by October 1 in the Fall semester and March 5 in the Spring semester. (6 credits) F, S
EDU 990-995. Special Topics in Education
This course will examine topics of interest in education that are not addressed by other courses offered by the department. (3 credits) N
EDU 999. Independent Study
This course will provide an opportunity for the serious student to engage in directed research or analysis in a chosen area. The student must select an advisor from the department and submit, in writing, an outline of the proposed study prior to registration. An interim report will be followed by the submission of the final research project. Available only in the Fall or Spring semester. Admission only with the approval of the program coordinator. May be repeated once with the permission of the department chair. (3 credits) N
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Graduate Course Descriptions