Course Descriptions

(Schedule of course offerings subject to change)

EDUC 502 FOUNDATIONS OF URBAN AND MULTICULTURAL EDUCATION
This course equips teachers with a sound knowledge base in multicultural education. It provides both definition and rationale. Through readings, Socratic class discussions, blackboard participation, presentations and written assignments students will explore and analyze the impact that such issues as equity, ethnicity, socio-cultural and linguistic background, ability, gender and race have on student learning and development. Students will develop perspectives on diversity and a frame of reference for providing equitable opportunities for all students to learn and succeed in schools and society. (3 credits)

EDUC 506 LANGUAGE, COGNITIVE DEVELOPMENT, AND CULTURAL DIVERSITY
This course examines cognitive development and language acquisition across cultures. Through the supplemental use of various technologies the course focuses on issues of bilingualism and dialectical difference and their relationship to language development. Additionally, the course explores language diversity and multimodal literacies as it relates to classroom instruction. (3 credits)

EDUC 507 LINGUISTIC ANALYSIS
This course examines the components of language in order to define the nature of language and the human mind. Questions regarding the origin of language will be examined. The universal nature of language will also be explored. An introduction to general linguistic notions will be presented in this course. Foci include phonology, morphology, syntax, semantics, pragmatics, and language variations across time and space. (3 credits)
10 required field hours

EDUC 508 STRUCTURE OF AMERICAN ENGLISH
In this course, we will examine English grammar from a theoretical point of view and discuss how the different constructions that we study can be taught formally and informally in the ESL classroom. Although English-language learners have not acquired English as a first language, they have access to Universal Grammar which programs human beings to understand what is possible with all languages. Hence, the knowledge that we all possess subconsciously facilitates the learning of a second language when brought to conscious awareness. Prescriptive language versus descriptive language will be examined throughout the course in light of structures to be studied, especially with respect to how they manifest themselves in everyday usage. (3 credits)

EDUC 513 PSYCHOLOGY OF TEACHING AND LEARNING
Psychology of Teaching and Learning investigates psychological and educational theories as they apply to teaching and learning. Topics include cognitive, behavioral and humanistic theory; social development and social skills instruction; moral development and education; language development; motivation; classroom management theory and issues; and an introduction to instructional modification to meet the needs of a diverse student body. Theorists and philosophies covered include Dewey’s student-centered constructivist, Skinner’s behavioral, Bandura’s social-cognitive, Maslow’s needs hierarchy, Vygotsky’s sociocultural, and Weiner’s attribution theories. (3 credits)

EDUC 523 PRACTICUM IN CHILDHOOD EDUCATION 
The initial teaching experience that this course provides ultimately enables you to carry out specific teaching functions. Also, students will meet the professional standards in Science, Mathematics, Social Studies as well as language arts as prescribed by the New York State Education. In addition, you will meet regularly with your field supervisor at the school site as well as weekly with a teacher education faculty in a seminar to review field experiences, address additional issues of pedagogy, and to align practice with theory. (3 credits)
100 required field hours

EDUC 526 TEACHING LITERACY IN INCLUSIVE SETTINGS
Teaching Literacy in the Inclusive Elementary Classroom examines reading and language arts instruction as part of the total communication process. As a language-based course of study students actively participate in the learning process by reading, writing, speaking and listening. Class work and assignments reflect this language-based perspective, provide opportunities for student inquiry and emphasize the development of competencies that are necessary to teach reading and language arts in inclusive elementary school settings. (3 credits)

EDUC 530 STUDENT TEACHING IN CHILDHOOD EDUCATION 
Students teach for one semester under the supervision of cooperating teachers and teacher education faculty. Placements are in a grade one-six classroom in inclusive or general settings. Faculty observe and confer with student teachers individually. In addition, students and faculty meet regularly in a coordinating seminar to review field experiences, to synthesize current practice with prior learning and to prepare for employment and further professional study.  Prospective student teachers plan for field placements during the registration period prior to student teaching. (3 credits)
260 required field hours 

EDUC 600 METHODS IN TEACHING MATHEMATICS AND SCIENCE IN INCLUSIVE SETTINGS
This course includes exploration of content, learning process, use of materials including technology, classroom activities, and assessment at different developmental levels as applied to elementary mathematics and science. Approaches to working with multicultural, multilingual, special needs, and gifted populations are addressed. Techniques of lesson planning are developed, and multidisciplinary integration is fostered. (3 credits)

EDUC 712 STRATEGIES FOR INCLUSION OF SPECIAL LEARNERS
This course is designed to help candidates instruct students with learning and behavior problems (including autism spectrum disorders, speech and language impairments, learning disabilities, intellectual disabilities, emotional disturbance/ behavioral disorders, and ADHD) using research- or evidenced-based practices to address both curricular/instructional and social behavioral challenges in the least restrictive environment. Applied behavior analytic tactics, techniques, methods, and procedures covered in this course are derived from the concepts and principles of behavior taught in EDUC 527. Candidates will learn how to individualize and accurately implement fundamental elements of behavior change and specific behavior change procedures in order to facilitate students’ access to the general education curriculum. (3 credits)

EDUC 722 TEACHING ENGLISH AS A SECOND LANGUAGE I
This course will present an overview of the nature of the second language acquisition process with emphasis on teaching and learning.  Areas that will be addressed include: second language acquisition, socio-linguistic and psycho-linguistic factors in learning a second language, second language proficiency, characteristics of L2 learners, ESL programs, instructional approaches and strategies, and instructional resources for ESL teachers. (3 credits)
10 required field hours

EDUC 725 TEACHING ACROSS CONTENT AREAS: METHODS OF TESOL
This course develops the skills and knowledge necessary to teach science, mathematics and social studies to English Language Learners. Students will link the teaching of language, content and development of strategic competence. Activities will require students to connect content area instruction to the New York State Learning Standards. (3 credits)
15 required field hours

EDUC 726 ASSESSMENT IN LITERACY AND ESL 
This course includes an examination of procedures and instruments, standardized and informal, used in literacy and second language instruction programs. It includes instruction in design and use of instruments. It focuses on assessment as an integral part of instruction, while exploring current practices in assessing literacy development to plan intervention and instruction of diverse learners. (3 credits)
Required field hours for dual certificate-seeking students

Field Experience

EDUC 750 SUPERVISED PRACTICUM IN TESOL: PRE-K-6
Each practicum requires the completion of the equivalent of 10 school days in a supervised school setting together with seminar meetings. The seminar meetings for each practicum will consist of bi-monthly meetings totaling fourteen hours. During the seminar, students will have multiple opportunities to connect theory and practice. Drawing on their teaching experiences, they will discuss the learning processes of English Language Learners as well as their own development as teachers of English Language Learners. (3 credits)

EDUC 751 SUPERVISED PRACTICUM IN TESOL: 7-12
Each practicum requires the completion of the equivalent of 10 school days in a supervised school setting together with seminar meetings. The seminar meetings for each practicum will consist of bi-monthly meetings totaling fourteen hours. During the seminar, students will have multiple opportunities to connect theory and practice. Drawing on their teaching experiences, they will discuss the learning processes of English Language Learners as well as their own development as teachers of English Language Learners. (3 credits)