Course Descriptions

ED 520 Foundations of Education (3)
Historical, philosophical, economic and sociological trends impact-ing education and schooling in America; analysis of current issues which influence outcomes and trends in education and the role of the school in modern society. With that background, students will then turn to the ‘nitty-gritty’: diagnosis of instructional needs; plan-ning and financing educational outcomes, both long and short term; assessment and instructional strategy. Aligning strategy to different types of learners and to various age groups will be examined. The New York State Learning Standards are introduced.
Field experience required.

ED 522 Educational and Developmental Psychology (3)
Psychological principles applied to the teaching/learning process: growth and maturation of the learner from birth through adoles-cence; overview of various approaches, such as cognitive-adaptive, Piaget, Erikson, Vygotsky; factors of efficient learning/teaching; scaffolding and constructivist theory; individual differences; motiva-tion; classroom management; effective study; transfer of learning; and principles and purposes of measurement and evaluation.
Field experience required.

ED 531 Fundamentals of Literacy (3)
This course is designed to introduce students to the communication processes of listening, speaking, reading, and writing with special emphasis on information gathering, comprehension, and expression. The underlying theory of natural learning will be explored. The course will stress instructional strategies and materials required for literacy response, critical analysis, and social interaction for learn-ers. Field experience required.

ED 532 Strategies for Literacy Growth (3)
This course is designed to be an extension and refinement of the communication process involved with listening, speaking, reading, and writing as they pertain to differentiated instruction and evalua-tion for both English speakers and English language learners. Spe-cial attention will be paid to reading and writing in the content areas. Emphasis will be placed on the diagnostic/prescriptive model of reading, and students will be required to work with individual learn-ers in the assessment and remediation of reading difficulties.
Field experience required.

ED 563 Methods for Mathematics Instruction (2)
Study and implementation of instructional materials, planning, methods, and assessment procedures appropriate for teaching math-ematics to diverse learners. Focus on strategies for NYS Standards based instruction. Field experience required.

ED 564 Methods for Science Instruction (2)
Study and implementation of instructional materials, planning, methods, and assessment procedures appropriate for teaching sci-ence to diverse learners. Focus on strategies for NYS Standards based instruction. Field experience required.

ED 565 Methods for Social Studies Instruction (2)
Study and implementation of instructional materials, planning, methods, and assessment procedures appropriate for teaching social studies to diverse learners. Focus on strategies for NYS Standards based instruction. Field experience required.

ED 616 Research in Education (3)
This course is designed to assist the graduate student with the acqui-sition of the knowledge, skills and professional attitudes required to approach current research in the field of education. Through student exercises, critiques of published research, class discussions and reactions to a variety of class readings, graduate students will devel-op the skills necessary to read, interpret and critique professional literature and to begin to design their own scholarly research. Prin-ciples, problems and procedures related to planning and conducting educational research will be discussed.

ED 672 Student Teaching (3)
Supervised observation and student teaching in an approved elemen-tary school under a certified teacher. Eight weeks are spent with students in grades 1-3; eight weeks with students in grades 4-6. The student teacher gradually transitions from observation to increasing participation in, and responsibility for, planning and implementing instruction. The student teacher is responsible for maintaining a written reflective log to be submitted weekly to college supervisor and is expected to be involved in all aspects of school life relevant to instruction.

ED 673 Integrative Seminar (3)
This course, a co-requisite with student teaching, offers the prospec-tive childhood education teacher an opportunity to apply educational theory to pedagogical practice. Through structured and goal di-rected sessions, case studies and discussion, the student teacher will learn to access resources that will enable him/her to maximize chil-dren’s growth and educational development within the school sys-tem. All required seminars for NYS certification will be completed in ED 673. Field experience is the ED 672 co-requisite.

SE 510 Psycho-Social Aspects of Exceptionality (3)
Introduction to the area of child/adolescent/ adult exceptionality, focusing on the educational, historical, sociological, philosophical, legal, ethical, and psychological issues involved in definition and classification. The student has the opportunity to understand his/her own feelings about exceptionality and to interact indirectly and di-rectly with exceptional individuals in schools and work sites. Field experience required.

SE 511 Strategies for the Inclusive Classroom (3)
Provides the student with a repertoire of strategies necessary for successful implementation of differentiated instruction. Designed for general education teachers who are responsible for educating all learners, including those students with exceptionalities, as well as for general educators who will be implementing Response to Inter-vention (RTI) and Universal Design for Instruction (UDI).
Field experience required.