Courses

This comprehensive course considers all aspects of human anatomy and physiology at a level suitable for those who are not majoring in Biology. The structure and function of cells; tissues and organ systems are studied. The role that heredity, nutrition, disease, and other factors play in essential life processes are also considered. Prerequisite: high school biology or permission of instructor; BIOL 1030 Lab is to be taken concurrently.

Laboratory study helps to clarify and illustrate the major concepts of BIOL 1030 Course, which is to be taken concurrently. Course fee applicable. Some of the topics emphasized in the lab include experimental design using the scientific method, cellular processes such as diffusion and osmosis, replication, transcription and translation, the organization of the body including arrangement of internal organs, structures of the ear and eye, bones and muscles. Course fee applicable.

The course is designed as a first science class for students preparing to take additional science courses or for students who need a general overview of topics in biology. It is also intended to help develop scientifically literate individuals. Topics include cell structure and function, ecology, animal physiology and behavior, plant anatomy and function, genetics, some human biology and selected current topics in biology. Appropriate for general education, elementary education and nursing.

Laboratory work illustrates the major topics of BIO 104, which is to be taken concurrently. Experiments and demonstrations will provide the student with hands on experience covering a variety of topics discussed during lecture. Course fee applicable.

Introduction to the Health Sciences is a one-hour survey course of the health sciences. Each week a practicing professional will present an introduction to his or her profession. This will include a description of personal qualities required for a successful practice, employment opportunities, and specific training and certification required. The professions of medicine, dentistry, optometry, veterinary medicine, pharmacy, osteopathic medicine, medical technology, and podiatry are included.

This course is the first of the sequential foundational courses intended for biology and science majors. It covers the chemical processes of life, cellular organization and function, heredity, and molecular genetics. Prerequisite: high school biology

Laboratory work illustrates the major concepts of Biology 111, which is to be taken concurrently. Course fee applicable

This course is the second of the sequential foundational courses intended for biology and science majors. It covers the taxonomy of Bacteria, Protists, Fungi, Plants, and Animals. Animal systems will also be introduced. Prerequisites: BIOL 1110

Laboratory work illustrates the major concepts of BIOL 1120, which is to be taken concurrently. Course fee applicable.

General Biology III is a topical survey covering basic knowledge in the areas of Plant Biology, Ecology, Evolution and Bioinformatics. Specific coverage of topics will include: plant anatomy and physiology, primary and secondary succession, population and community ecology, conservation biology, mechanisms of evolution and the intersection of science and the Christian world view, bioinformatics and the use of technology in Biology. Some discussion of ethical issues relating to these topics will be included as part of the course. Students may take this course out of sequence (prior to taking BIOL 1110 or BIOL1120) provided that they have had a high school Biology class or the equivalent.

Laboratory experience will focus on training students to design quality experiments using sound scientific method, to gather data into a meaningful format that can then be communicated both orally and in written form. Studies in water quality and macroinvertebrate analysis at two different locations in the Rochester area will be conducted. Additional experiments will include use of biotechnology to transform plant tissue for further analysis, study of plant adaptations, studies of closed aquarium systems and modeling evolutionary process through mutagenesis. To be taken concurrently with BIOL1130 lecture. Course fee applicable.

This lecture course presents information on nutrients, their use by the body, and their relationship to human health.

This course will provide an introduction to the science of ecology; an exploration of the range of views concerning environmental ethics, with an emphasis on biblically-based approaches; and an investigation of current environmental issues. The resources and requirements include assigned readings from texts and handouts, class lectures and discussions, an assigned field project, and field trips. (Offered alternate years)

This course will provide an introduction to the science of ecology; an exploration of the range of views concerning environmental ethics, with an emphasis on biblically-based approaches; and an investigation of current environmental issues. The resources and requirements include assigned readings from texts and handouts, class lectures and discussions, an assigned field project, and field trips. Course fee applicable. (Offered alternate years)

First of a two-semester course considering the structure and function of the human body at the level of the cell, tissue, organ, and organ-system. The integumentary, skeletal, muscular, and nervous systems are included. Prerequisites: CHEM 1140 or 1110 recommended

Laboratory studies illustrate principles presented in BIOL 2010. Course fee applicable.

This course is a continuation of BIOL 2010. It includes a study of the endocrine, blood, cardiovascular, respiratory, urinary, reproductive, and digestive systems. Prerequisites: BIOL 1040 with Lab or BIOL 1110 with Lab.

Laboratory studies illustrate principles presented in BIOL 2020. Course fee applicable.

An introduction to botany, this course may include an introduction to the anatomy, physiology (both organismal and molecular), taxonomy, and ecology of plants. Laboratory work supplements the lectures. Prerequisites: BIOL 1110 and BIOL 1110 Lab or permission of instructor. Course fee applicable. (Offered on demand)

This course introduces medical words and terms through an analysis of their construction, including prefix, suffix, root, connecting and combining forms. Medical meanings applicable to the structure, function and diseases of the human body are stressed. This course is appropriate for students who are pursuing any health profession career. Extensive use of online learning tools will enhance the face to face learning environment. Prerequisite: Sophomore standing or permission of the instructor.

This course will provide the opportunity to critically examine and critique primary scientific literature, to communicate the implications of the work through verbal and written methods, and prepare students for research in the biological or chemical sciences. Prerequisite: BIOL 1110 and 1120 sequence or CHEM 1110 and 1120 sequence with a minimum grade of C- in each course.

Current problems and research areas in biology are studied. May be supplemented with a one-hour laboratory, per current announcement/catalog listing. Prerequisites: permission of instructor. (Offered alternate years).

Current problems and research areas in biology are studied. May be supplemented with a one-hour laboratory, per current announcement/catalog listing. Prerequisites: permission of instructor. (Offered alternate years).

This course surveys the diversity, structure, function, nutrition, and metabolism of microorganisms with a focus on infectious diseases. Prerequisites: BIOL 1110 with Lab, CHEM 1140 with Lab or sophomore standing with 100 level BIO with Lab.

Laboratory work illustrates the major concepts of BIOL 3010, which is to be taken concurrently. Course fee applicable.

The first part of this course explores traditional Mendelian genetics: mitosis and meiosis, patterns of inheritance, probability and chi-square, gene structure, mutation, function and regulation, and recombination in microorganisms. The second part of the course investigates the structure and function of DNA, the mechanism of transcription, and the steps involved in protein translation. Developments in gene cloning and the use of PCR will be explored. The third and final part of the course surveys the field of population genetics. Prerequisites: BIOL 1110 with Lab and BIOL 1120 with Lab.

Laboratory studies emphasize bacterial genetics and current recombinant DNA technology. Experiments include yeast transformation and analysis, PCR techniques, Southern blotting, plasmid isolation, and mapping. Genetic model organisms utilized include: plants, bacteria, phage, and yeast. Corequisite: BIOL 3020 Lecture. Course fee applicable. Prerequisites: BIOL 1110 with Lab and BIOL 1120 with Lab.

This introductory course is designed to present basic concepts of immunological processes including antigen-antibody production and interaction, types of cells involved and interactions, humoral and cellular response mechanisms, non-specific host defense mechanisms, and selected clinical applications. Prerequisites: BIOL 1110 with Lab and BIOL 1120 with Lab. (Offered alternate years)

Lab: Students will conduct the following immunology techniques: Immunoelectrophoresis, radial immodiffusion, ELISA, Ouchterlony gel diffusion, rocket electrophoresis, western blot and cell surface receptor studies. In addition, students will read current literature and give an oral presentation. Prerequisites: BIOL 1110 with Lab and BIOL 1120 with Lab.

This course offers a comparable study of the development and adult gross anatomy of representative vertebrates. Initial lectures are concerned with early vertebrate morphogenesis, followed by correlation of the vertebrate with taxonomy, chronology, and homology. Prerequisites: BIOL 1110 with Lab and BIOL 1120 with Lab.

The lab will enhance/supplement material covered in class by providing the student with opportunity to visually and manually apply the information learned in the class setting. Dissections of representative vertebrates will provide a means by which the student can compare the changes within the anatomy of vertebrate organisms as they move up the phylogenetic tree. Prerequisites: BIOL 1110 with Lab and BIOL 1120 with Lab.

This course explores the cellular and molecular basis of mammalian physiology. It emphasizes the major systems of the human body, and addresses current models and biomedical research. Prerequisites: BIOL 1110 with Lab, BIOL 1120 with Lab, and BIOL 3200. (Offered alternate years)

The laboratory experience is designed to illustrate the concepts of the BIOL 3210 course taken concurrently. Prerequisites: BIOL 1110 with Lab, BIOL 1120 with Lab, and BIOL 3200. (Offered alternate years)

This course teaches the principles of physiology as applied to exercise. It is required for Physical Education majors but cannot be applied toward the General Education lab science requirement or toward a major, minor, or concentration in the Department of Biological and Chemical Sciences or the Department of Computer Science, Mathematics and Physics. Prerequisites: BIOL 2010 and BIOL 2020 with Labs or BIOL 3210. (Offered alternate years)

This course teaches the principles of physiology as applied to exercise. It is required for Physical Education majors but cannot be applied toward the General Education lab science requirement or toward a major, minor, or concentration in the Department of Biological and Chemical Sciences or the Department of Computer Science, Mathematics and Physics. Prerequisites: BIOL 2010 and BIOL 2020 with Labs or BIOL 3210. (Offered alternate years)

This course examines developmental patterns and processes on an embryonic and genetic level. A variety of organisms will be examined, focusing on plant and animal development. (Offered on demand) Prerequisites: BIOL 1110 with Lab and BIOL 1120 with Lab. BIOL 3200 recommended.

Laboratory work illustrates the major concepts of BIOL 4010, which is to be taken concurrently. Student projects and presentations will be a major component of the lab. Course fee applicable. Prerequisites: BIOL 1110 with Lab and BIOL 1120 with Lab. BIOL 3200 recommended.

This course emphasizes the structure and function of eukaryotic cells. Discussion begins with the structure and function of membranes, moves to the cytoskeleton and intracellular sorting and compartmentalization, regulation of cell growth and division, cell junctions, cell adhesion and chemical signaling, and concludes with the initiation and development of cancer. Prerequisites: BIOL 1110 with Lab and BIOL 1120 with Lab. Recommended: BCHE 3050 or permission of instructor. (Offered alternate years)

Cell biology lab emphasizes the use of tissue culture and aseptic techniques. Open-ended experiments include Rous sarcoma virus infection of chick fibroblasts, chlamydia infection of HeLa cells, epiflourescents microscopy of subcellular organelles, karyotyping of peripheral blood lymphocytes, digitized image analysis with digital camera and video camera, and transfection of plasmid DNA into tissue-cultured cells. Students learn to work independently in the laboratory, to prepare their own reagents, and to develop their own laboratory protocols. Prerequisites: BIOL 1110 with Lab and BIOL 1120 with Lab. Course fee applicable. (Offered alternate years)

This internship provides the opportunity to gain practical experience in a laboratory or field placement.

Seniors will prepare curricular vitae and analyze current literature during this course. In addition, they will continue to refine their written and oral presentation skills. Scientific literature will be reviewed and current ethical issues will be addressed. Prerequisite: Senior Standing

Independent study provides opportunity to pursue advanced or special-interest topics not covered in the curriculum. Prerequisites: 1. Junior standing. 2. A minimum of 9 semester hours in the discipline of the Independent Study. 3. A minimum grade point average of 2.50 in the discipline. 4. Proof of motivation and ability to work independently. 5. Approval of the department in which the study is to be taken. 6. Permission from the student's advisor, the course instructor, the Department Chair, the School Dean, and the Registrar.

Students conduct laboratory research in biology under supervision of a faculty member. Permission of instructor is required. Guidelines for Independent Study apply. A written report is required. (May be repeated with new research) Prerequisites: 1. Junior standing 2. A minimum of 9 semester hours in Biology/Biochemistry 3. A minimum grade point average of 2.50 in the discipline 4. Proof of motivation and ability to work independently 5. Approval of the division in which the study is to be taken 6. Permission from the student's advisor, the course instructor, the Department Chair, and the Registrar

This workshop course will serve as a model for effective lesson planning building off of the skills and knowledge presented in TEDU 3020/3330 and TEDU 3450. This course will take a deep dive into the process by which teachers plan and deliver instruction in both the elementary and secondary setting. Students will identify appropriate techniques and strategies for effective instructional planning and how these elements can be applied to the creation of lesson/unit plans, the delivering of these lesson/unit plans, and reflection on the effectiveness of these lesson/unit plans. Students will solidify their understanding of how to create lessons and units that are aligned with NYS Learning Standards, as well as allow for adapting instruction to meet the diverse needs in an inclusive classroom. Students will incorporate elements of differentiated instruction and data-driven instructional planning into lessons and units plans for classroom practice.

This course introduces students to education in the contemporary context, with specific attention given to the history of education and the ways that schools and teaching have changed over time; laws governing the education of all students, including special education; the rapidly increasing diversity of students in schools today; the expanding uses of technology; current challenges in education, including closing the achievement gap and meeting the needs of all students; and what it means to enter the teaching profession today. This course provides students an essential foundation for all future classes in education. Taken by all education majors.

This course provides an introduction to special education and exceptionalities as defined in federal and state laws and regulations. Students will develop an understanding of the needs of students with disabilities, and how to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum, consistent with NYS requirements for general and special education teachers. Students will learn the historical perspective, definitions, etiology, characteristics, needs and service delivery systems within each area of exceptionality; the nature and requirements of Individual Education Plans (IEPs); and the ways that the NYS Common Core Learning Standards are addressed for students with disabilities. To be taken concurrently with TEDU 1950 OPE. Taken by all education majors.

This course provides an integrated introduction to the processes by which teachers develop curriculum, plan and deliver instruction, and assess student learning in inclusive classroom settings. Students will learn to create lesson and unit plans, identify and use a variety of teaching strategies, monitor and adjust during instruction, and conduct informal and formal assessments. Students will learn multiple ways to use technology to enhance teaching and learning. Students will also learn the importance of adapting instruction to meet students’ learning differences and aligning instruction with the NYS Common Core Learning Standards. To be taken after or concurrently with TEDU 1850 and TEDU 1950. Taken by all Early Childhood/Special Education, Childhood/Special Education, and Adolescence Education majors.

This course focuses on beginning language users and emergent literacy. It will examine theories and science regarding language and literacy development. This course presents foundations needed to understand how reading and writing develops as well as evidence-based, developmentally appropriate instructional methods and materials used in early childhood and elementary grade classes. Students will be expected to plan lessons based on what is learned in class and from the assigned readings.

This course focuses on early adolescents (ages 10-14), with specific attention to ways of promoting successful learning and healthy development of the whole person, at home, in school, and in the wider community. Students will examine the education of early adolescents, including the history, philosophy and curricula of middle level schooling, and the development of early adolescents across multiple domains, including community-based approaches to enhancing youth development. The course meets requirements for teacher education majors seeking certification at the middle school level, but is also appropriate for other majors who are interested in understanding and working with young people. Taken by Adolescent Education majors (who are not in the 7-12 Special Education Generalist Program). Offered once/year.

This course is designed to prepare students to teach and integrate literacy in specific content area disciplines. Students will explore ways to collaborate and plan, within an interdisciplinary model of teaching, how to create units that focus on the use of discipline literacy and the importance of developing mediated learning experiences. A “best practices” approach to developing these experiences will also focus on strengthening literacy pedagogy centered on constructing and communicating meaning in the various disciplines. Students will utilize the New York State Common Core Learning Standards in the development of the project based learning activities required for the course. Prerequisites: TEDU 1850 and TEDU 1950. Taken by all Adolescent Education and K-12 Education majors. Offered once/year.

This course provides an introduction to the process by which teachers plan and deliver instruction in inclusive secondary classroom settings. Students will examine the critical elements of effective instructional planning, apply those elements as they design lesson plans and unit plans, deliver the lessons, and reflect on the effectiveness of the lessons. Students will learn how to create lessons and units that are aligned with NYS Common Core Learning Standards, as well as allow for adapting instruction to meet the diverse needs in an inclusive classroom.

The course is designed to teach students the importance of strategic teaching and learning. Students gain an understanding of the historical and current concerns about literacy as a basis to knowing the importance of their roles as teachers of literacy. Students demonstrate an understanding of best practices in education by designing lessons that incorporate modern teaching/learning theories into strategic teaching. The course is designed to meet the needs of elementary and secondary teachers. Students will design projects that focus on individual content areas, learning needs and interests. This course is a continuation of the first literacy course, Foundations of Multiple Literacies. Topics will include a historical prospective of literacy, an in-depth study of current teaching and learning theories as they relate to teaching literacy skills, informal literacy assessment, data driven instruction, individualizing instruction, strategic learning, strategic teaching, classroom management and lesson design/implementation. Students will be asked to analyze what they already know about teaching literacy skills and then explore grounded alternatives from best practices of instructional literacy research. 25 OPE hours are associated with this course.

This course explores current and relevant trends in education that impact classroom instruction. As issues change due to changing student populations, research emerges,and specific needs are found across school districts, students will explore them in depth. Not only will students research how the trends emerged, but they will also thoroughly explore how they impact their teaching and students’ learning. The topics explored in this course will vary based on what local school districts are currently addressing in their ongoing professional development with teachers.

This course provides foundational knowledge of principles and best practices associated with assessing and instructing students with and without disabilities in the general education classroom. The course is designed to examine the various facets of assessment and provides ongoing opportunities for participants to examine, create, critique and revise current assessments used in their own classrooms. Participants will explore various models of effective assessment practices that promote meaningful participation in heterogeneous groups. Participants will examine the role of assessment in developing curriculum and implementing best practices for promoting challenging standards-based education for all students in the general classroom.

Students in this course will analyze the historical and philosophical underpinnings of past and present art education pedagogy. Specifically, students will learn educational history and philosophy, Christian education history and art education history. Prerequisites: ARTS 1020, 1030, 1040, and 1050. Grade of B- required in TEDU 3180 to advance in the Visual Art Education program.

This course includes instruction in the NYS standards, goals, and content of the elementary school curriculum in English Language Arts, Mathematics, Science and Social Studies. The course also addresses various aspects of the teaching-learning process, and the preparation and the use of instructional materials.

This course explores the individual characteristics and interpersonal skills that contribute to effective mentoring of individuals with intellectual disabilities who are participating in college based transition programs. The course uses PEERS® (Program for the Evaluation and Enrichment of Relational Skills), an evidence-based mentor-assisted social skills intervention for young adults. During each class, mentors are taught important social skills and are given the opportunity to practice these skills in session with their assigned young adult. Students will incorporate the goals and objectives from the sessions into skill generalization activities that will be practiced in the campus community each week. Also listed as PSYC 3260 and SOWK 3260.

This course explores the individual characteristics and interpersonal skills that contribute to effective mentoring of individuals with intellectual disabilities who are participating in college based transition programs. The course uses PEERS® (Program for the Evaluation and Enrichment of Relational Skills), an evidence-based mentor-assisted social skills intervention for young adults. During each class, mentors are taught important social skills and are given the opportunity to practice these skills in session with their assigned young adult. Students will incorporate the goals and objectives from the sessions into skill generalization activities that will be practiced in the campus community each week. Also listed as PSYC 3270 and SOWK 3270.

This course provides an introduction to the process by which teachers plan and deliver instruction in inclusive elementary classroom settings. Students will examine the critical elements of effective instructional planning, apply those elements as they design lesson plans and unit plans, deliver the lessons, and reflect on the effectiveness of the lessons. Students will learn how to create lessons and units that are aligned with NYS Common Core Learning Standards, as well as allow for adapting instruction to meet the diverse needs in an inclusive classroom.

This is the second in a two course sequence designed to help students develop and apply the knowledge, skills, and dispositions necessary to integrate the tools of assessment and curriculum to maximize student learning outcomes through effective instruction for all learners. The course will explore and extend students’ understanding of a variety of concepts, practices, and principles related to the alignment of curriculum development, instruction, and assessment as a cyclical and integrated approach to effective teaching. Prerequisite: TEDU 2350. Taken by all Early Childhood/Special Education and Childhood/Special Education majors

This is the second of two courses designed to help students develop and apply the knowledge, skills, and dispositions necessary to plan and deliver instruction in inclusive classroom settings. Students will revisit the critical elements of effective instructional planning, with more attention to how to differentiate instruction and use assessments to drive instructional planning. Students will further hone their lesson planning and unit planning skills by creating lessons and units that are aligned with NYS Common Core Learning Standards.

This course will focus on the language and literacy learning of children from birth to second grade. Students will explore evidence-based practices, activities, and materials to support the teaching of essential elements of reading at school and at home. Topics will include the relationship between language and literacy, essential components of early literacy instruction, knowledge about English orthography, morphology and speech sounds, and building knowledge and vocabulary. Students will plan structured literacy lessons drawing on the Next Generation standards and assessment data. They will learn to modify and adapt instruction for ELL learners and children who experience reading difficulties. The importance of targeted skill practice in small-group interventions will be examined. Prerequisites: TEDU 2350, TEDU 2550. To be taken concurrently with TEDU 3530 OPE. Taken by Early Childhood/Special Education majors. Offered once/year.

OPE: (25 hours school-based field experience) Students will observe and participate in early childhood classrooms. Students will be given the opportunity to engage in literacy instruction and assessment. To be taken concurrently with TEDU 3530. Taken by Childhood and Special Education majors.

This course focuses on developing an understanding of the reading and writing continuum and learning evidenced-based practices for supporting students' growth once they have begun to read. The course will examine the skills of the fluent reader, the connection between reading and writing, differentiated literacy instruction, and appropriate assessment tools. Students will be expected to plan lessons based on what is learned in class and from the assigned readings. Prerequisites: TEDU 2350, 2550, and admission to the Teacher Education Program. To be taken concurrently with TEDU 3550 OPE.

(25 hours school-based field experience) Students will observe and participate in elementary classrooms. Students will be given the opportunity to engage in literacy instruction and assessment. To be taken concurrently with TEDU 3550. Taken by Childhood and Special Education majors.

This course is designed for students who are planning to teach in a specific content area at the middle or high school level. It will address the complex nature of reading and writing fluently and the literacy skills students need to be successful in content area classes. Teaching strategies to enhance students’ comprehension will be explored. The role content area teachers must take in supporting their students' reading will be addressed and instructional strategies for supporting adolescent readers will be investigated. Prerequisites: TEDU 2350. Taken by all Adolescent Education majors. Offered once/year.

(25 hours school-based field experience) Students will observe and participate in middle and high school classrooms. Students will be given the opportunity to engage in literacy instruction and assessment. To be taken concurrently with TEDU 3570. Taken by all Adolescent Education majors. Offered once/year.

This course provides foundational knowledge in teaching the literacy skills of listening, speaking, reading, and writing to English language learners as well as native English speakers in early childhood and childhood learning environments. Students will learn to identify strategies and modify resources to meet the varying needs of language learners, particularly language learners with special needs. Throughout the course, attention will be given to how teachers can support students in continuing development of their first language and culture while also providing the tools they will need to be successful in English dominant learning environments. Prerequisites: TEDU 2350, TEDU 2550. Taken concurrently with TEDU 3580 OPE.

OPE setting varies depending on student’s major and career goals.

This course provides foundational knowledge in literacy instruction for ELLs in secondary settings, with special emphasis on modifying resources to meet the varying needs of language learners in content and language instruction, particularly language learners with special needs. Special care is given to support students in continuing development of their first language and culture while providing the tools to be successful in English dominant learning environments. Prerequisites: TEDU 2350, TEDU 2550. Taken concurrently with TEDU 3590 OPE.

OPE setting varies depending on student’s major and career goals.

This course prepares students to create a mutually respectful, safe and supportive learning environment that is inclusive of all students. Students will learn strategies for creating classroom communities focused on learning, including ways to maximize students’ active engagement, promote student motivation, and foster a climate of respect and appreciation for diversity. Students will also learn strategies for supporting students with disabilities in general education settings. Although focused on positive behavior and prevention, appropriate interventions to address student misbehavior will also be addressed. Students will create a classroom behavior management plan. Prerequisites: TEDU 2350. To be taken concurrently with TEDU 3600 OPE. Taken by Early Childhood/Special Education, Childhood/Special Education, K-12 Art Education, and all Adolescent Education majors.

OPE: (25 hours school-based field experience) Students will observe and participate in instructional and behavior management processes in local school classrooms. To be taken concurrently with TEDU 3600. Taken by Early Childhood/Special Education, Childhood/Special Education, K-12 Art Education, and all Adolescent Education majors.

This course emphasizes assessment as a multi-faceted tool for special educators. Students will investigate IEP procedures (screening, pre-referral interventions, eligibility determinations, and classification based upon assessment data). Students will develop the ability to make instructional decisions based upon norm-referenced, criterion-referenced, and informal/formal classroom assessments. Students will learn how to utilize curricular and assessment models to develop alternate assessments. These include authentic assessments, growth-based assessments, performance-based assessments and portfolios. Students will also increase understanding of contemporary issues and practices, including: Response to Intervention (RTI); Functional Behavioral Assessment (FBA); culturally responsive assessment; and testing accommodations. Prerequisite: TEDU 2350. Taken by Early Childhood/Special Education, Childhood/Special Education, and Adolescent Education/ 7-12 Special Education Generalist majors. To be taken concurrently with TEDU 3650 OPE by Adolescent Education/ 7-12 Special Education Generalist majors.

OPE: (25 hours school-based field experience) Students will observe and participate in secondary classrooms. Taken by Adolescent Education/7-12 Special Education Generalist majors only.

This course includes an overview of growth and development of young children from birth to 5 with an emphasis on formulating developmentally appropriate practices, including the importance of play and collaboration with families and caregivers. Topics include models of early childhood education, observation, evaluation, working with community agencies, and the New York State Common Core Learning Standards for inclusive Pre-K classrooms. Prerequisite: TEDU 2350, and admission to the Teacher Education Program. To be taken concurrently with TEDU 3720 OPE. Can be taken before or after, but not concurrently with TEDU 3720 or TEDU 3740. Taken by Early Childhood/Special Education majors.

(25 hours school-based field experience) Students will observe and participate in early childhood classrooms. To be taken concurrently with TEDU 3720. Taken by Early Childhood/Special Education majors.

This course includes instruction in the New York State Common Core Learning Standards, goals, and content of the elementary school curriculum including English language arts, mathematics, science, social studies, fine arts, health, and technology, Grades 1-3; and inclusive, developmentally appropriate methods for teaching the curriculum. This course also addresses various aspects of the teaching-learning process, and the preparation and use of instructional materials. Students will develop lesson and unit plans, teach a lesson, and engage in reflective practice about their teaching. Prerequisite: TEDU 2350, and admission to the Teacher Education Program. To be taken concurrently with TEDU 3730 OPE. Can be taken before or after, but not concurrently with TEDU 3720 or TEDU 3740. Taken by Early Childhood/Special Education and Childhood/Special Education majors.

OPE: (25 hours school-based field experience) Students will observe and participate in grades 1-3 classrooms. To be taken concurrently with TEDU 3730. Taken by Early Childhood/Special Education majors and Childhood/Special Education majors.

This course includes instruction in the New York State Common Core Learning Standards, goals, and content of the elementary school curriculum including English language arts, mathematics, science, social studies, fine arts, health, and technology, Grades 4-6; and inclusive, developmentally appropriate methods for teaching the curriculum. This course also addresses various aspects of the teaching-learning process, and the preparation and use of instructional materials. Students will develop lesson and unit plans, teach a lesson, and engage in reflective practice about their teaching. Prerequisite: TEDU 2350, and admission to the Teacher Education Program. To be taken concurrently with TEDU 3740 OPE. Can be taken before or after, but not concurrently with, TEDU 3720 or TEDU 3730. Taken by Childhood/Special Education majors.

OPE: (25 hours school-based field experience) Students will observe and participate in grades 4-6 classrooms. To be taken concurrently with TEDU 3740. Taken by Childhood/Special Education majors.

This course provides foundational knowledge into theories of language and cultural acquisition and development while learning evidence-based practices and strategies for planning, implementing, and assessing English language and content-area instruction. Special attention is given to how teachers can support their students in continuing the development of their first language and culture while providing them with tools to be successful in English dominant learning environments. Issues in the assessment of English language learners, including the identification of ELLs with disabilities, are addressed. Prerequisites: TEDU 2350 and admission to the Teacher Education Program for education majors. Taken concurrently with TEDU 3820 OPE.

(25 hours school-based field experience) Students will observe ESOL teachers and participate in ESOL classrooms. To be taken concurrently with TEDU 3820. Taken by ESOL majors. OPE setting varies depending on student’s major and career goals.

This course focuses on the pedagogical content knowledge Adolescent Education majors need to be effective secondary teachers within in their academic subject area. Attention is given to developmentally appropriate practices that will engage and challenge all students to meet or exceed the New York State Common Core Learning Standards. Students will develop lesson and unit plans, teach a lesson, and engage in reflective practice about their teaching. The course is team taught by faculty with expertise in curriculum and instruction, special education, and various academic disciplines. Prerequisite: TEDU 2350, and admission to the Teacher Education Program. To be taken concurrently with TEDU 3850 Secondary Content Methods OPE. Taken by all Adolescent Education majors. Open only to juniors and seniors.

OPE:(25-50 hours school-based field experience) Students will observe and participate in middle and high school classrooms. Students will be expected to prepare and deliver a lesson in their content area appropriate for the particular students and curriculum being observed. To be taken concurrently with TEDU 3850. Taken by Adolescent Education majors.

This course focuses on the pedagogical content knowledge Adolescent Education majors need to be effective secondary teachers within their academic subject area. Attention is given to developmentally appropriate practices that will engage and challenge all students to meet or exceed the New York State Common Core Learning Standards. Students will develop lesson and unit plans, teach a lesson, and engage in reflective practice about their teaching. The course is team taught by faculty with expertise in curriculum and instruction, special education, and various academic disciplines. Prerequisite: TEDU 2350 and admission to the Teacher Education program. Taken by all Adolescent Education majors. Open only to juniors and seniors.

This is the third in a sequence of courses that prepares students to be effective teachers for all students across the continuum of educational settings. The course emphasizes the value and importance of collaborative and collegial partnerships with families, other teachers, related service provides, paraprofessionals, and others. Students will develop effective coping strategies and problem resolution skills related to contemporary demands of public education. Students will improve their ability to write and implement standards-based Individualized Education Programs (IEPs). Prerequisite: TEDU 3650. Taken by Early Childhood/Special Education, Childhood/Special Education, and Adolescent Education/7-12 Special Education Generalist majors. Open only to juniors and seniors.

This course will provide teacher candidates with the background knowledge required to develop the skills and dispositions necessary to meet the educational, social and emotional needs of diverse students. This course will explore the influence and impact of five aspects of human diversity on teaching and learning in the urban setting, including: race and ethnicity, social class, gender and sexual orientation, language, and religion. Teacher candidates will be introduced to the history, theory and practice that informs effective teaching with students in a pluralistic society. The goal of this course is to help candidates understand various aspects of human diversity as interrelated and interactive - not as isolated variables - and to better understand the ways in which their identities effect their practice as teachers. This course serves as the required seminar to student teaching. Students will meet and connect to the class community through their student teaching experiences. Student will utilize reflective practice as a means to express their teaching narratives. The course content will bridge the essential components found in teaching in the diverse urban classroom. Students will be expected to respond to course work from the lens of the student teacher.

This course will provide teacher candidates with the background knowledge required to develop the skills and dispositions necessary to meet the educational, social and emotional needs of diverse students. This course will explore the influence and impact of five aspects of human diversity on teaching and learning in the urban setting, including: race and ethnicity, social class, gender and sexual orientation, language, and religion. Teacher candidates will be introduced to the history, theory and practice that informs effective teaching with students in a pluralistic society. The goal of this course is to help candidates understand various aspects of human diversity as interrelated and interactive - not as isolated variables - and to better understand the ways in which their identities effect their practice as teachers. This course serves as the required seminar to student teaching. Students will meet and connect to the class community through their student teaching experiences. Student will utilize reflective practice as a means to express their teaching narratives. The course content will bridge the essential components found in teaching in the diverse urban classroom. Students will be expected to respond to course work from the lens of the student teacher.

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the University supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all fieldwork hours completed. Students take TEDU 4400 concurrently with TEDU 4000, TEDU 4001. Application deadlines for student teaching: February 10 (for fall semester) and September 10 (for spring semester). Offered every semester.

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the University supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all fieldwork hours completed. Students take TEDU 4400 concurrently with TEDU 4000, TEDU 4001. Application deadlines for student teaching: February 10 (for fall semester) and September 10 (for spring semester). Offered every semester.

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the University supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all fieldwork hours completed. Students take TEDU 4410 concurrently with TEDU 4010, TEDU 4011. Application deadlines for student teaching: February 10 (for fall semester) and September 10 (for spring semester). Offered every semester.

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the University supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all fieldwork hours completed. Students take TEDU 4410 concurrently with TEDU 4010, TEDU 4011. Application deadlines for student teaching: February 10 (for fall semester) and September 10 (for spring semester). Offered every semester.

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the University supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all fieldwork hours completed. Students take TEDU 4420 concurrently with TEDU 4020, TEDU 4021. Application deadlines for student teaching: February 10 (for fall semester) and September 10 (for spring semester). Offered every semester.

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the University supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all fieldwork hours completed. Students take TEDU 4420 concurrently with TEDU 4020, TEDU 4021. Application deadlines for student teaching: February 10 (for fall semester) and September 10 (for spring semester). Offered every semester.

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU and PEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU and PEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the University supervisor. This course is the first in a two course placement. Prerequisites: successful completion of all required TEDU courses (earning minimum grade); overall GPA of 2.70 or better; successful completion of all fieldwork hours; and demonstration of Technical Standards approved by the Teacher Education Department. Students take TEDU 4460 concurrently with TEDU 4060 and TEDU 4061. Application deadlines for student teaching: February 10 (for fall semester) and September 10 (for spring semester).

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the University supervisor. This course is the second in a two course placement. Prerequisites: successful completion of all required TEDU courses (earning minimum grade); overall GPA of 2.70 or better; successful completion of all fieldwork hours; and demonstration of Technical Standards approved by the Teacher Education Department. Students take TEDU 4460 concurrently with TEDU 4060 and TEDU 4061. Application deadlines for student teaching: February 10 (for fall semester) and September 10 (for spring semester).

This course analyzes current prospective instructional trends in art education. Course objectives focus on helping students execute learning experiences, conceptualized around the national standards of art education. This course presents instructional knowledge and techniques to integrate discursive views on art education while making educated instructional decisions in devising culturally responsive instruction. Also listed as ARTS 4210. Prerequisites: ARTS 3190 with a minimum grade of B-.

This capstone experience is taken concurrently with student teaching. The students will debrief and process their student teaching experiences. Attention will be given to classroom management issues, to schools as organizations, and to hiring and interviewing processes. Taken by Early Childhood/Students with Disabilities majors concurrently with Student Teaching TEDU 4000 and TEDU 4001.

This capstone experience is taken concurrently with student teaching. The students will debrief and process their student teaching experiences. Attention will be given to classroom management issues, to schools as organizations, and to hiring and interviewing processes. Taken concurrently with Student Teaching TEDU 4010 and TEDU 4011. Offered every semester.

This capstone experience is taken concurrently with student teaching. The students will debrief and process their student teaching experiences. Attention will be given to classroom management issues, to schools as organizations, and to hiring and interviewing processes. Taken by Adolescence Education majors concurrently with Student Teaching TEDU 4020 and TEDU 4021.

This seminar is taken concurrently with student teaching. Students will increase their understanding of teaching and learning and enhance their skills through shared reflection on their classroom experiences. Attention will be given to specific topics, such as classroom management, learning standards and assessments, school organizations, and hiring and interviewing processes, in response to students' experiences and needs. Students will also complete professional portfolios suitable for presentation to potential employers. Taken by ESOL majors concurrently with Student Teaching TEDU 4060 and TEDU 4061.

This course will offer students an opportunity to engage in cross-cultural classroom experiences in a developing country over a two week period. Using available resources, students will have the opportunity to observe, co-plan, and teach lessons to diverse student populations. Prior to the trip, students will be required to attend preparatory classes. During the trip, students will respond daily to guided journal prompts and participate in all planned trip activities. Following the trip, students will have the optional opportunity to participate in a forum presentation to share about and discuss their learning experiences. Travel will usually take place during a summer term. Students should expect to pay an additional fee to cover travel expenses. Open only to juniors and seniors. (Offered Every Year)

Independent study provides opportunity to pursue advanced or special-interest topics not covered in the curriculum. Prerequisites: 1. Junior standing. 2. A minimum of 9 semester hours in the discipline of the Independent Study. 3. A minimum grade point average of 2.50 in the discipline. 4. Proof of motivation and ability to work independently. 5. Approval of the department in which the study is to be taken. 6. Permission from the student's advisor, the course instructor, the Department Chair, the School Dean, and the Registrar.

Students conduct laboratory research in education under supervision of a faculty member. Permission of instructor is required. Guidelines for Independent Study apply. A written report is required. (May be repeated with new research) Prerequisites: 1. Junior standing 2. A minimum of 9 semester hours in the discipline of the Independent Study 3. A minimum grade point average of 2.50 in the discipline 4. Proof of motivation and ability to work independently 5. Approval of the division in which the study is to be taken 6. Permission from the student's advisor, the course instructor, the Division Chair, and the Registrar