Education

ED 090 Workshop:  Child Abuse/Neglect Identification and Reporting
0 credits (CS)

This 2 hour training workshop provides students with information about the physical and behavioral indicators of child abuse and neglect, the reporting requirements established in the New York State Social Services Law as well as strategies to prevent child abduction in accordance with Education Law section 803-a. This workshop meets the mandated reporter training requirements of Chapter 544 of the Laws of 1988, which mandates such training for specified professionals and section 3004 of the Education Law. (Offered fall term)
 
ED 091 Workshop: Substance Abuse/HIV Prevention and Health
0 credits (CS)

This 2 hour training workshop is required for all teacher candidates seeking teacher certification in New York State. It provides students with an understanding of the causes and effects of alcohol, tobacco, and drug abuse in accordance to Education Law section 804 as well as teaches them universal precautions to prevent the spread of HIV and other communicable diseases and safety education in accordance with Education Law 806.  (Offered fall term)

ED 092 Workshop: School Violence Prevention
0 credits (CS)

This 2 hour training workshop is required for all teacher candidates seeking teacher certification in New York State. Emphasis is on warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; statutes, regulations and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a non-violent school climate and enhance learning; integration of social and problem-solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school/community referral process for students exhibiting violent behavior. Fire and arson prevention in accordance to with Education Law section 808 and safety education in accordance with Education Law 806 are also reviewed in this workshop.  (Offered spring term)
 
ED 093 Workshop: Dignity for All Students Act (DASA)
0 credits (CS)

This 6 hour training workshop is required for all teacher candidates seeking teacher certification in New York State. Successful completion of this course will meet the certification requirements in §14(5) of Chapter 102 of the Laws of 2012.This workshop will review the Dignity for All Students Act and will address harassment, bullying and discrimination in schools. It will present proactive approaches for creating an affirming educational environment for all students through addressing school culture and climate. It will also cover the identification and mitigation of harassment, bullying and discrimination; and strategies for effectively addressing problems of exclusion, bias and aggression in educational settings. (Offered spring term)

ED 111 Child Development and Observation
3 credits (CS)

This course takes a longitudinal and multifaceted, multicultural look at children’s physical, psychosocial, language, racial, gender, cultural and cognitive development during the formative early childhood years from pre-birth to age twelve. Students will examine theories and research about childhood development in multiple contexts and learn to recognize and understand significant child behavior as well as significant milestones in their own continuing development. (Offered spring term) Prerequisites: ED 111L or taken concurrently with ED 111L.  
 
ED 111L Child Development and Observation Field Placement
1 credit (CS)

Students will complete 15 hours of field work in college-supervised field placements.  Field placements will occur in various general education settings serving children Birth-6th grade.  While in their field placements, students will complete observational field work related to child development.  (Offered spring term) Prerequisites: ED 111 or taken concurrently with ED 111.

ED 131 Teaching & Learning in Diverse Communities
3 credits (CS)

This course will examine the various complexities and diversity of the classroom today. Students will engage in fields of study which include, but are not limited to the following: gender, race, ethnicity, special education, family structures and dynamics, societal influences on education, and educational law and history. The history, philosophy, and role of education, the rights and responsibilities of teachers and the importance of productively working with all school/community stakeholders to promote/support student growth and learning will also be reviewed and examined. These topics and others will guide students to challenge their presumptions with regard to teaching and learning. Additionally, it will set the foundational stage in the framework of becoming a dynamic teacher. (Offered fall term) Prerequisites: ED 111, ED 111L and ED 131L or taken concurrently with ED 131L.

ED 131L Teaching & Learning in Diverse Communities Field Placement
1 credit (CS)

Students will complete 15 hours of fieldwork observational coursework in college-supervised field placements. Field placements will occur in various inclusive educational settings serving children Birth-6th grade. While in their field placements, students will complete field work assignments related to teaching and learning in diverse communities (Offered fall term) Prerequisites: ED 111, ED 111L and ED 131 or taken concurrently with ED 131.

ED 217 The Learning of Mathematics
3 credits (AS)

This course will give future teachers the opportunity to investigate how young students in diverse settings and from diverse backgrounds learn mathematics. Current theory in mathematics education will be explored through class discussions, readings and assignments. Students in this course will investigate the different methods for communicating and teaching math, reflect on how students learn math, and translate learning theories into effective teaching practices that can be applied in PK-12 school settings. Students’ own dispositions and understandings of mathematical content will also be examined in an effort to help them become reflective teachers of mathematical content.  (Offered fall term) Prerequisites: ED 111, and SM 161, SM 165 or SM 261.

ED 312 Inclusive Primary-Level Curriculum and Methods
4 credits (CS)

This course will provide future teachers with guidance on how to a blend educational theory and best pedagogical practice to develop comprehensive integrated/interdisciplinary social studies lesson plans/units for teaching students in diverse primary level classrooms. In this course, New York State learning standards and the content standards of the National Council of Teachers of Mathematics, the National Council of Teachers of Science, the National Council for the Social Studies, the International Literacy Association, the Council for Exceptional Children will be reviewed and used as the basis for the development of integrated/interdisciplinary instructional activities suited for diverse student populations. Students enrolled in this course will learn within a culturally responsive and differentiated context, how to accommodate diverse learners, utilize child-centered instructional methods, promote technological and content area literacy, and establish an inquiry based learning environments. In preparation for student teaching, students in this course will be required to participate in an extensive 55 hour field placement in an inclusive or self-contained primary level classroom during the semester. While in their placement, students will actively participate in all aspects of the classroom and will directly assist the classroom teacher(s) in planning, instructing, and evaluating children as well as monitoring classroom behavior. Students will begin by working with children 1:1 and in small groups; gradually assuming more responsibility so that they are prepared and can demonstrate proficiency leading whole group instruction. (Offered spring term) Prerequisites: ED 111, ED 111L, ED 131, ED 131L, ED 217, ED 320, ED 320L.

ED 320 Emergent Literacy
3 credits (CS)

This course will prepare students to recognize the complexities of literacy in the emergent stages of language development in children. Additionally, students will examine the processes of oral and written language and connect that to classroom practice with regard to instructional decision making and planning for children who are beginning the process of reading and recognizing print. An exploration of various reading and instructional theories (Phonics, Whole Language, Guided Reading, Basal Readers, Reading Recovery, and others) will guide students to making informed decisions through a balanced approach in the teaching of literacy. New York State learning standards will be incorporated into integrated thematic units. (Offered spring term)  Prerequisites: ED 111, ED 111L, ED 131, ED 131L and ED 320L or taken concurrently with ED 320L.

ED 320L Emergent Literacy Field Placement
1 credit (CS)

Students will complete 15 hours of fieldwork in college-supervised field placements.  Field placements will occur in various inclusive educational settings serving children P-3rd grade. While in their field placements, students will complete field work assignments related to teaching emergent literacy concepts (Offered spring term). Prerequisites: ED 111, ED 111L, ED 131, ED 131L and ED 320 or taken concurrently with ED 320.

ED 325 Multicultural Literacy
3 credits (CS)

This course will explore the socio-political trends impacting today’s classrooms, the foundations of multicultural education, language acquisition and literacy development by English language learners and the ways to improve learning environments for students of diverse cultures through culturally responsive literacy instruction. Additionally, this course will prepare students to enrich their classrooms with varied amounts of high-quality multicultural literature as well as will prepare them to create literacy based instructional units and lessons that meet the needs of diverse learners. Literacy based teaching methodologies such as; phonics, whole language, guided reading, and literacy across the content area will be re-examined and reintroduced using multicultural literature and resources. Developmentally appropriate multicultural literature will be reviewed and analyzed for quality. (Offered fall term) Prerequisites: ED 111, ED 111L,  ED 131, ED 131L T, ED 217, ED 320, ED 320L, ED 312.
 
ED 350 Strategies for Teaching Students with Mild to Moderate Disabilities
3 credits (CS)

This course provides a review of the nature and manifestations of mild to moderate disabilities including but not limited to learning disabilities, speech impairments, sensory and perceptual disabilities, mild cognitive disabilities, other health impairments, emotional and behavioral disorders, and other mild/moderate disabilities. In this course, students will learn the historical, social, and legal foundations of special education. Students will also develop the knowledge, understanding, and skills for assessing/evaluating the academic/behavioral levels, differentiating/modifying curriculum, positively managing behavior, and effectively teaching the general content areas to children with mild to moderate disabilities. Students will also learn strategies for how to support literacy development and communication through assistive technology, strategies for working with families, and appropriate environmental and programmatic universal design adaptations so that they can best serve students with mild/moderate disabilities in educational settings. (Offered spring term) Prerequisites: ED 111, ED 111L, ED 131, ED 131L, ED 217, ED 320, ED 320L.

ED 371 Assessment and Intervention in Education
3 credits (CS)

This course focuses on uses, strategies, and tools for assessing children’s development and the environments arranged for them. Students will examine and apply a variety of formal and informal assessment techniques designed for use with children from infancy through age 12. Students will also examine how and why assessment is linked to curricular planning and interventions for children in diverse and inclusive settings. Critical issues and ethical considerations in the uses of assessment with children will also be explored. (Offered spring term)  Prerequisites: ED 111, ED 111L, ED 131, ED 131L, ED 217, ED 320, ED 320L.
 
ED 388 Student Teaching: Primary Level
6 credits (CS)

Student teaching in the Inclusive Early Childhood and Elementary Education Programs are designed to provide student teachers with opportunities to apply their knowledge, understanding, and skills in a way that has a positive impact on student learning. The student teaching component of the IECE and IEE programs provide student teachers with an increased responsibility for curriculum development and implementation, assessment of student learning, classroom management, collaboration with other professionals, work with parents, and all aspects of the classroom routine. IECE student teachers will spend a total of 7 full weeks in either a 1st or 2nd grade inclusive or self-contained supervised student teaching placement. IEE student teachers will spend a total of 7 full weeks in either a 1st or 2nd or 3rd grade inclusive or self-contained supervised student teaching placement. Both IECE and IEE student teachers will spend approximately 40 hours/week, M-F in their student teaching placements and attend a weekly seminar on campus that has been designed to support their continued professional growth and development. (Offered spring term) Prerequisites: ED 090, ED 091, ED 092, ED 093, ED 111, ED 111L, ED 131, ED 131L, ED 217, ED 320, ED 320L. Pre- or Co-requisites: ED 312, ED 350, ED 371.

ED 411 Inclusive Pre-K and Kindergarten Curriculum and Methods
4 credits

This course will provide future teachers with guidance on how to a blend educational theory and best pedagogical practice to develop comprehensive integrated/interdisciplinary science lesson plans/units for teaching students in diverse Pre-K and Kindergarten classrooms. In this course, New York State learning standards and the content standards of the National Council of Teachers of Mathematics, the National Council of Teachers of Science, the National Council for the Social Studies, the International Literacy Association, the Council for Exceptional Children will be reviewed and used as the basis for the development of integrated/interdisciplinary instructional activities suited for diverse student populations. Students enrolled in this course will learn within a culturally responsive and differentiated context, how to accommodate diverse learners, utilize child-centered instructional methods, promote technological and content area literacy, and establish an inquiry based learning environments. In preparation for student teaching, students in this course will be required to participate in an extensive 50 hour field placement in an inclusive Pre-K or Kindergarten classroom during the semester. While in their placement, students will actively participate in all aspects of the classroom and will directly assist the classroom teacher(s) in planning, instructing, and evaluating children as well as monitoring classroom behavior. Students will begin by working with children 1:1 and in small groups; gradually assuming more responsibility so that they are prepared and can demonstrate proficiency leading whole group instruction. Prerequisites: ED 090, ED 091, ED 092, ED 093, ED 111, ED 111L, ED 131, ED 131L, ED 217, ED 312, ED 320, ED 320L, ED 350, ED 371, ED 388.

ED 412 Inclusive Intermediate-Level Curriculum and Methods
4 credits (CS)

This course will provide future teachers with guidance on how to a blend educational theory and best pedagogical practice to develop comprehensive integrated/interdisciplinary science lesson plans/units for teaching students in diverse intermediate level classrooms. In this course, New York State learning standards and the content standards of the National Council of Teachers of Mathematics, the National Council of Teachers of Science, the National Council for the Social Studies, the International Literacy Association, the Council for Exceptional Children will be reviewed and used as the basis for the development of integrated/interdisciplinary instructional activities suited for diverse student populations. Students enrolled in this course will learn within a culturally responsive and differentiated context, how to accommodate diverse learners, utilize child-centered instructional methods, promote technological and content area literacy, and establish an inquiry based learning environments. In preparation for student teaching, students in this course will be required to participate in an extensive 50 hour field placement in an inclusive intermediate level classroom during the semester. While in their placement, students will actively participate in all aspects of the classroom and will directly assist the classroom teacher(s) in planning, instructing, and evaluating children as well as monitoring classroom behavior. Students will begin by working with children 1:1 and in small groups; gradually assuming more responsibility so that they are prepared and can demonstrate proficiency leading whole group instruction. (Offered fall term) Prerequisites: ED 090, ED 091, ED 092, ED 093, ED 111, ED 111L, ED 131, ED 131L, ED 217, ED 312, ED 320, ED 320L, ED 350, ED 371, ED 388.

ED 450 Strategies for Teaching Students with Severe and/or Multiple Disabilities
3 credits (CS)

This course provides a review of the nature and manifestations of multiple and/or severe disabilities including but not limited to autism, physical disabilities and emotional disabilities. Students will also develop the knowledge, understanding, and skills for assessing/evaluating the academic/behavioral levels, differentiating/modifying curriculum, positively managing behavior, and effectively teaching the general content areas to children with multiple and/or severe disabilities. Students will also learn strategies for how to support literacy development and communication through assistive technology, strategies for working with families, and appropriate environmental and programmatic universal design adaptations so that they can best serve students with multiple and/or severe disabilities in educational settings. The course will also provide students with information regarding transitional services, vocational rehabilitation services, employment opportunities, and support networks available to support individuals with disabilities and their families. (Offered fall term) Prerequisites: ED 111, ED 111L, ED 131, ED 131L, ED 217, ED 312, ED 320, ED 320L, ED 350.

ED 484 Student Teaching: Pre-Kindergarten or Kindergarten
6 credits (CS)

Student teaching in the Inclusive Early Childhood Education Program is designed to provide student teachers with opportunities to apply their knowledge, understanding, and skills in a way that has a positive impact on student learning. The student teaching component of the IECE program provides student teachers with an increased responsibility for curriculum development and implementation, assessment of student learning, classroom management, collaboration with other professionals, work with parents, and all aspects of the classroom routine. IECE student teachers will spend a total of 7 full weeks in either a Pre-K or Kindergarten inclusive supervised student teaching placement. IECE student teachers will spend approximately 40 hours/week, M-F in their student teaching placements and attend a weekly seminar on campus that has been designed to support their continued professional growth and development. (Offered fall term) Prerequisites: ED 090, ED 091, ED 092, ED 093, ED 094, ED 095, ED 111, ED 111L, ED 131, ED 131L, ED 217, ED 312, ED 320, ED 320L, ED 350, ED 371, ED 388. Pre- or Co-requisites: ED 411, ED 450, ED 325.

ED 488 Student Teaching: Intermediate Level
6 credits (CS)

Student teaching in the Inclusive Elementary Education Program is designed to provide student teachers with opportunities to apply their knowledge, understanding, and skills in a way that has a positive impact on student learning. The student teaching component of the IEE program provides student teachers with an increased responsibility for curriculum development and implementation, assessment of student learning, classroom management, collaboration with other professionals, work with parents, and all aspects of the classroom routine. IEE student teachers will spend a total of 7 full weeks in either a 4th, 5th or 6th grade inclusive supervised student teaching placement. IEE student teachers will spend approximately 40 hours/week, M-F in their student teaching placements and attend a weekly seminar on campus that has been designed to support their continued professional growth and development. (Offered fall term) Prerequisites: ED 090, ED 091, ED 092, ED 093, ED 094, ED 095, ED 111, ED 111L, ED 131, ED 131L, ED 217, ED 312, ED 320, ED 320L, ED 350, ED 371, ED 388. Pre- or Co-requisites: ED 412, ED 450, ED 325.

ED 495 The Reflective Practitioner (Capstone)
3 credits (CS)

This course is rooted in inquiry and self-study and will expand upon the work that the students began in SB 375- Methods of Inquiry. Students in this course will engage in a variety of pre- professional activities geared towards helping them become reflective educational practitioners and preparing them to enter the teaching profession. Students in this course will be encouraged to examine reflective practice as it relates to problem-solving, curricular decision making, the broader educational community, and the attainment of professional excellence in diverse and inclusive educational settings.  The culminating activity for this course will be a self-selected original research project where the students will collect and analyze data, determine their findings, connect their findings to the work of published researchers, and provide recommendations for how their findings can be used in the field of education. Students will present their original research in a formal capstone paper and presentation. (Offered spring term) Prerequisite:  Successful completion of All IECE or IEE career courses identified for major. Taken in the semester directly preceding graduation.