EDU 121
TUTORING STUDENTS WITH A DIVERSE LANGUAGE BACKGROUND
Variable credit
Pre-requisite: Completion of all GE2K general education/IF cognates in math and English with a minimum grade of C.
Develops sociocultural awareness and trains tutors for community-based experiences. Prepares students for experiences and unique interactions between culture and education while providing strategies to help second-language learners access the core curriculum.
EDU 201
INTRODUCTION TO EDUCATION
3, 3/0
Pre-requisite: ELEW major.
Introduction to elementary school teaching. Application of major theories, consideration of developmentally appropriate practices relative to New York State Learning Standards. Introduction to classroom organization, classroom management, and discipline; participation in the reflective writing process emphasized. Field experience required.
EDU 211
INTRODUCTION TO LITERACY
3, 3/0
Pre-requisites: ELEW major; EDU 201 or equivalent.
Current literacy theories and practices supportive of diverse populations and congruent with New York State learning standards. School-based activities that support course objectives are required.
EDU 220
PROGRAMS FOR INFANTS AND TODDLERS
3, 3/0
Pre-requisites: ELEW and majors only; SPF(EDF) 202, EDU 201, EDU 211.
Introduction to the field of early childhood education. Familiarity with the developmental needs and program requirements for infants and toddlers. Students plan developmentally appropriate activities to use with these age groups and implement them in a field placement. Special attention is given to the assessment of young children in the field placement.
EDU 310
TEACHING SOCIAL STUDIES IN THE ELEMENTARY SCHOOL
3, 3/0; DIIF
Pre-requisites: Full majors only; overall GPA of 2.5 or higher; EDU 211 with a C or higher.
Current trends and pedagogical issues in social studies standards-based education. Development and implementation of creative extension of social studies through visual and performing arts.
EDU 311
THE TEACHING OF READING AND OTHER LANGUAGE ARTS IN THE ELEMENTARY SCHOOL
6, 6/0
Pre-requisites: Full majors only; overall minimum GPA of 2.5; professional sequence minimum GPA of 2.5; EDU 211 with a minimum grade of C.
Builds methodological practice from the theoretical scaffold of literacy knowledge and teaching established in EDU/SPF(EDF) 201 and EDU 211. Participation in classroom practice while exploring in-depth curricular, theoretical, and practical educational frameworks. Junior participants apply skills and processes they have learned in previous courses to teach language arts across the curriculum. Students plan, implement, and evaluate lessons incorporating the NYS Standards for English Language Arts; practice and evaluate assessment tools and processes; become reflective practitioners; demonstrate effective techniques for instructional organization in a professional development school.
EDU 312
THE TEACHING OF SCIENCE AND MATHEMATICS
6, 6/0
Pre-requisites: Full majors only; overall minimum GPA of 2.5; professional sequence minimum GPA of 2.5; EDU 211 with a minimum grade of C; EDU 311W with a minimum grade of C.
Basic curriculum course for elementary teachers. Students participate in classroom practice while exploring in-depth curricular, theoretical, and practical educational frameworks. Students plan, implement, and evaluate lessons incorporating the NYS standards for mathematics, science and technology; practice and evaluate assessment tools and processes; become reflective practitioners; demonstrate effective techniques for instructional organization in a professional development school.
EDU 329
INTEGRATED THEMATIC INSTRUCTION FOR YOUNG CHILDREN
6, 6/0
Pre-requisites: Full majors;overall minimum GPA of 2.5; EDU 211, EDU 220, EDU 311W with a minimum grade of C.
Use of knowledge of child development and learning to provide opportunities that support the physical, social, emotional, cognitive, and aesthetic development of preschool, kindergarten, and primary-grade children. Lessons are taught in a professional development school.
EDU/EXE 375
INTEGRATION OF TECHNOLOGY IN EDUCATION
3, 3/0; TSIF
Pre-requisite: ELEW or full majors.
Provides the preservice teacher with an awareness of the current range of instructional and adaptive technologies. Emphasis on curricular integration of technology within the general and special education classroom, and connections between instructional technology and the broader role of technology in society.
EDU 400
PRACTICUM IN TEACHING
6, 0/6
Pre-requisites: Full majors only; minimum overall cumulative GPA of 2.5; minimum grade of C in methods courses related to respective major (EDU 220, EDU 310W, EDU 311W, EDU 312, and/or EDU 329); minimum cumulative GPA of 2.5 in major courses; successful completion of English composition/ basic communication and mathematics competency requirements.
Intended as the teacher candidate’s culminating experience. Supervised teaching experience in two school settings at two developmental levels five full days a week for approximately seven to nine consecutive weeks. Effective demonstration of content knowledge, pedagogical preparation, instructional delivery, classroom management, knowledge of student development, collaboration with school professionals, and reflectivity of practice required. Only EXE/EDF 362 or EDU/EXE 375 (EDU 411 for early childhood certification) may be taken with student teaching. Extension students or exceptional education majors also take EDU 404. Early childhood and combined education majors lalso take EDU 410.
EDU 401
PRACTICUM IN TEACHING: INTERMEDIATE
6, 0/6
Pre-requisites: Full childhood majors only; minimum cumulative GPA of 2.50; minimum grade of C in methods courses related to respective major (EDU 310W, EDU 311W, EDU 312); minimum cumulative GPA of 2.5 in major courses; successful completion of English composition/basic communication and mathematics competency requirements.
Intended as the teacher candidate’s culminating experience. Supervised teaching in elementary grades five full days a week for approximately seven to nine consecutive weeks. Individual conferences and seminars with college supervisor. Tutorial and group instruction. Daily and long-range planning, teacher-pupil planning, unit teaching, audiovisual aids, classroom management, record keeping, evaluation techniques.
EDU 402
SEMINAR IN EDUCATION
3, 3/0
Nature and function of a philosophy of education. Teaching research methods and techniques, crucial issues in education, problems of beginning teachers. To be taken concurrently with EDU 400, EDU 401, and/or EDU 410. Required for all childhood, early childhood, and combined education majors.
EDU 404
PRACTICUM IN ELEMENTARY SCHOOL TEACHING
6, 30/0
Pre-requisites: Extension and exceptional education majors only; minimum cumulative GPA of 2.5; minimum grade of C in methods courses in respective major (EDU 220, EDU 310W, EDU 311W, EDU 312, and/or EDU 329); minimum cumulative GPA of 2.5 in major courses; successful completion of English composition/basic communication and mathematics competency requirements.
Intended as the teacher candidate’s culminating experience. Supervised teaching experience in an elementary-grade setting five full days a week for approximately seven to nine consecutive weeks. Effective demonstration of content knowledge, pedagogical preparation, instructional delivery, classroom management, knowledge of student development, collaboration with school professionals, and reflectivity of practice. Only EXE/EDF 362 or EDU/EXE 375 may be taken with student teaching. This course is for extension or exceptional education majors.
EDU 410
PRACTICUM IN EARLY CHILDHOOD TEACHING
6, 0/6
Pre-requisites: Early childhood and combined education majors only; minimum cumulative GPA of 2.5; minimum grade of C in methods courses related to respective major (EDU 220, EDU 310W, EDU 311W, EDU 312, and/or EDU 329); minimum cumulative GPA of 2.5 in major courses; successful completion of English composition/basic communication and mathematics competency requirements.
Intended as the teacher candidate’s culminating experience. Provides supervised teaching experience in an early childhood classroom five full days per week for approximately seven to nine consecutive weeks. Effective demonstration of content knowledge, pedagogical preparation, instructional delivery, classroom management, knowledge of student development, collaboration with school professionals, and reflectivity of practice.
EDU 411
PARENTS, SCHOOLS, AND COMMUNITY
3, 3/0
Pre-requisite: Early childhood and combined education majors only; this course may be taken concurrently with student teaching or in a previous semester. Designed to assist students in building partnerships among parents, schools, and diverse communities. Students will learn how to collaborate with families and implement family involvement strategies during student teaching. Special attention will be given to linking families with services offered in the school and community.
EDU 416
TEACHING LITERACY IN MIDDLE AND SECONDARY SCHOOLS
3, 3/0
Special problems in reading encountered in middle and secondary schools. Includes the reading process, reading skills, and techniques for assessing developing reading skills. Special emphasis on critical reading in content areas.
EDU 417
ADOLESCENT LITERACY
3, 3/0
Pre-requisites: EDU 416 and fulfillment of English composition/basic communication requirement, upper-division status.
The development of literacy in adolescents. Topics will include adolescents’ multiple literacies, assessing reading and writing abilities, reading materials other than the textbook, teaching reading and writing across the curriculum, and strategies for working with struggling readers and writers.
EDU 326
EMERGENT LITERACY
3, 3/0
Pre-requisites: Early Childhood and combined education majors only; overall minimum GPA of 2.5; professional sequence minimum GPA of 2.5.
Areas of literacy development typical to preschool and primary-grade children. Emphasis on strategies and practices that foster various aspects of early reading, writing, speaking, and listening in young children. Introduction to components of a literate earlychildhood environment, classroom management, and literacy-assessment techniques currently endorsed for educators of emergent readers.
