EDU 201. Principles and Procedures of Education.
The principles and theories of learning and their relation to elementary and secondary school classroom with diverse populations will be studied. Such topics as the effective teacher, classroom organization, instructional planning, assessment and evaluation, learning outcomes, differentiated instruction, classroom management, meeting the needs of learners in a diverse society and the use of technology will be explored through problem solving activities and projects. The New York State Learning Standards will be used in creating lesson plans. A field experience is required. Open to sophomores only. 3 credits. F
EDU 202. Foundational Theory.
This course investigates the historical, legal, social, and philosophical foundations of education and their impact on contemporary schools and education and relationships to changing approaches to issues in the schools. The New York State Learning Standards and their impact on schools and curriculum will be discussed. Field experiences are required. 3 credits. S
EDU 203. Frameworks for the Education of All Children in Inclusive Settings.
This course provides teacher candidates with the foundation for educating all young children from birth through grade 2. Course participants will learn the benchmarks of social, emotional, physical, cognitive, linguistic, and aesthetic growth and development of all young children, including children from diverse homes and cultural contexts, as well as those with special needs. Significant issues influencing early childhood education, as well as the guidelines and principles that inform developmentally appropriate practices are basic to this course. A field experience is required. Open to sophomores only. 3 credits. SU
EDU 250. Introductory Field Experience in Education.
During a series of classroom observations in elementary, middle and high schools with diverse populations, students will keep a log of activities while observing the routines of schools, participate in tutorial experiences and cooperate with classroom teachers. Students will gain an understanding of classroom management and standards based on instruction and assessment, as well as the use of technology. Mandatory seminars will help students explore career alternatives in education and define career goals. These seminars will focus on the culture of the school, as well as current efforts to improve the instructional process within a safe and secure environment.
This is a required course which must be taken during the Winter intersession of sophomore year, at Iona College. Grading is on a Pass (P) or Unsatisfactory (U) basis. Open only to students who intend to enroll in early childhood, childhood, and adolescence programs. Application for this course must be submitted to the Education Department by October 1. All placements will be made by the Education Department. NO STUDENT may arrange an individual placement. Special fee required. 1 credit.
EDU 335. Instruction and Assessment for Teaching Young Children in Inclusive Settings: Birth to Grade 2.
Teacher candidates will learn to design and implement a curriculum that is responsive to the needs of all young children, including those from culturally and linguistically diverse backgrounds, as well as children who are special learners. Developmentally appropriate instruction that integrates authentic assessment to monitor the growth and development of young children will be emphasized in this course. A field experience is required. 3 credits. SU
EDU 337. Instruction and Assessment Strategies on the Secondary Level.
This course is designed to assist aspiring 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. The integration of technology, the New York State Learning Standards, and content area standards into unit and lesson planning are investigated. Field observation experiences in the student's content area are required. Permission of the department required. 3 credits. FS
EDU 370. Language and Literacy Acquisition and Development in Children: Birth to Grade 6.
This course emphasizes the acquisition and the development of language and literacy in children. The teaching of reading and writing as a constructive process within a well-balanced literacy program will be emphasized, an appropriate model for instructing children in inclusive classrooms. Teacher candidates will learn to use instructional strategies with children who are linguistically and culturally diverse, as well as those who have a wide range of special needs. Assessment strategies to monitor literacy growth, the use of technology to support literacy, and the selection and use of developmentally appropriate materials are included in this course. A field experience is required. 3 credits. F
EDU 373. 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. Field experiences that involve observing and participating in mathematics instruction within the classroom setting are required. Permission of department required. 3 credits. S
EDU 374. Literacy and Learning in the Middle and Secondary Schools.
Going beyond the traditional view of reading and writing, this course embraces the challenges of literate societies within the twenty-first century which demand students to acquire multiple literacies. 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 differentiated teaching with students who have special needs and with those who are culturally and linguistically diverse. A field experience is required. 3 credits. S
EDU 375. Literacy Across the Curriculum: Teaching Reading in the Content Areas, Grades 7-12.
This course focuses on the nature of the reading process as it relates to comprehending text in the content areas. An instructional framework will be presented that can be used to instruct all students, including those with special needs and those who are linguistically and culturally diverse, as they read text from different disciplines. Assessing students' reading levels for the purpose of providing differentiated instruction and appropriate levels of texts is a major objective. A field experience is required. 3 credits. F
EDU 380. Constructing Literacy Portfolios for Effective Teaching.
This course will examine a variety of assessment strategies that may be used to monitor and document literacy growth and development of all children in inclusive classrooms. Using assessment data to inform instruction, teacher candidates will utilize differentiated instructional strategies with struggling readers and writers, with students who have a broad range of learning disabilities, and with children from bilingual and ESL homes. This course will emphasize the use of authentic assessment as an on-going process that is linked to instruction and includes the preparation of teacher candidates for the administration of standardized tests. This course requires a field experience. Prerequisites: EDU 370 and EDU 382. 3 credits. S
EDU 382. An Integrated Approach to Teaching the Language Arts.
Teacher candidates will learn how to design a language arts curriculum that integrates literacy in the multiple disciplines of learning and addresses the NYS Eng/LA Standards. Learning to differentiate instruction for effective teaching, course participants will use a wide variety of literacy strategies appropriate with students who have special needs, as well as children who are culturally and linguistically diverse. An emphasis within this course is the use of children's literature and technology to broaden students' conceptual knowledge while developing all their modes of language use - reading, writing, listening, speaking, viewing, and representing visually and graphically. A field experience is required in this course. Prerequisites: EDU 370. 3 credits. F
EDU 383. Instruction and Assessment for Teaching Social Studies to All Children.
Students as teacher candidates will acquire instructional strategies and assessment skills to teach social studies to elementary school children. This course 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 instrucctional 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 vaied linguistic and cultural backgrounds. Students are taught how to use technology to enhance learning and educational research. A basic foundation of this course is that students understand and promote rights and responsibilities of citizenship in a democratic and pluralistic society. 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. S
EDU 384. Instruction and Assessment Strategies for Teaching Science to Children in Inclusive Classrooms.
Teacher candidates will become familiar with strategies that require students to become active learners of science. Assessment strategies will be integrated with instruction. Course participants will become familiar with the New York State Learning Standards and their application to the diverse needs of students in inclusive classrooms. Field work is required. 3 credits. S
EDU 388. Learning Needs for the Middle School Student.
This course will provide students with in-depth study 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. A field experience is required. Permission of department required. 3 credits. SU
EDU 389. 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. As part of the course requirements, students will be required to work as an interdisciplinary team. Students will also be required to spend time each week observing middle school students in an academic setting. Permission of department required. 3 credits. SU
EDU 461. Observation and Supervised Practice Teaching: Elementary Education (Certification students).
Field experience in selected elementary schools. Students will participate in a student teaching experience during their senior year. A minimum of 15 weeks of practice teaching and observation is required under the direction of the student teacher supervisor and the cooperating teacher(s). A weekly seminar occurs on campus. Permission of the department required. Application for this course must be submitted to the Education Department for fall semester by March 5; for spring semester by October 10. Special fee required. 9 credits. FS
EDU 462. Observation and Student Teaching for Teaching Adolescence Education.
A structured college-supervised teaching experience is provided in selected middle and high schools, grades 7 through 12. Teacher candidates will have the opportunity to plan and execute instructional activities, monitor and assess student learning consistent with higher education standards, develop classroom management skills and perform other related duties while creating meaningful learning experiences for students in classrooms having diverse needs. This field experience is an integral part of the professional education curriculum and allows candidates to demonstrate competence in the professional roles for which they are preparing.
Permission of the department is required. Applications must be submitted to the Education Department by September 30 in the Fall semester and by February 1 in the Spring semester. A minimum of 15 weeks of full-time practice teaching and observation is required under the direction of the student teacher supervisor and the cooperating teacher(s). A weekly seminar takes place on campus. 9 credits. FS
EDU 464. Observation and Student Teaching at the Early Childhood Level.
A structured college-supervised teaching experience is provided using the specialized knowledge, skills and understanding needed for working effectively with all children in the early childhood years. Teacher candidates will develop expertise in working effectively with children with emphasis placed on preschool and primary school grades 1 and 2. Consistent with higher education standards, they will assume increased responsibility for classroom instruction, conduct assessments and perform other related duties for students in classrooms having diverse needs. This field experience is an integral part of the professional education curriculum and allows candidates to demonstrate competence in the professional roles for which they are preparing.
Permission of the department is required. Applications must be submitted to the Education Department by September 30 in the Fall semester and by February 1 in the Spring semester. A minimum of 15 weeks of full-time practice teaching and observation is required under the direction of the student teacher supervisor and the cooperating teacher(s). A weekly seminar takes place on campus. 9 credits. FS
EDU 466. Observation and Student Teaching at the Childhood Level.
A structured college-supervised teaching experience is provided in selected elementary schools at grades 1 through 3 and 4 through 6. Teacher candidates will have the opportunity to assume increased responsibilities for instruction consistent with higher educational standards, conduct assessments, develop classroom management skills and perform other related duties for students in classrooms having diverse needs. This field experience is an integral part of the professional education curriculum and allows candidates to demonstrate competence in the professional roles for which they are preparing.
Permission of the department is required. Applications must be submitted to the Education Department by September 30 in the Fall semester and by February 1 in the Spring semester. A minimum of 15 weeks of full-time practice teaching and observation is required under the direction of the student teacher supervisor and the cooperating teacher(s). A weekly seminar takes place on campus. 9 credits. FS
EDU 467. Observation and Student Teaching at the Early Childhood (Birth-Grade 2) and Childhood (Grades 1-6).
A structured college-supervised teaching experience is provided in selected early childhood settings (Pre-K -Grade 2) and selected childhood settings (Grades 1-6). Teacher candidates will have the opportunity to assume increased responsibilities for instruction consistent with higher educational standards, conduct assessments, develop classroom management skills and perform other related duties for students in classrooms having diverse student populations. This field experience is an integral part of the professional education curriculum and allows candidates to demonstrate competence in the professional roles for which they are preparing.
Permission of the department is required. Applications must be submitted to the Education Department by September 30 in the Fall semester and by February 1 in the Spring semester. A minimum of 15 weeks of full-time practice teaching and observation is required under the direction of the student teacher supervisor and the cooperating teacher(s). A weekly seminar takes place on campus. 9 credits. FS
EDU 470. Individual Educational Research and Independent Study.
Elective course to provide the student with an opportunity to do in-depth work in an area of particular educational interest. Integration and coordination of previous work. Weekly progress report with seminar guidance. Permission of department required. 3 credits. N
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Undergraduate Course Descriptions