Courses

As a liberal arts mathematics course, the content is intended to convey a sense of the nature, development, and application of mathematics. Topics covered include probability, statistics, and mathematics of personal finance. (Offered altenate years)

How can we better make decisions in a democratic society? This course examines voting, elections, and related issues through the lens of mathematics. Keys themes include the impossibility of a perfect voting system with three or more candidates, weighted voting systems and power, referenda, apportionment, and gerrymandering.

This course is a pre-calculus analysis of the real number system. Topics include linear and quadratic equations, polynomials, inequalities, power and rational functions, exponential and logarithmic functions, and systems of linear equations. It is not applicable toward the Mathematics major or minor.

This course is a pre-calculus study of the real number system, equations and systems of equations, inequalities, and functions with a focus on the use of functions in mathematical modeling. Functions studied include linear, polynomial, rational, exponential, logarithmic, and trigonometric functions. Topics in the time-value of money are also included. The course cannot be applied toward a mathematics major, minor or education concentration. Consult with a member of the mathematics faculty for placement advising.

Students will develop an understanding of the mathematical curriculum content recommended in the National Council of Teachers of Mathematics (NCTM) Standards and in the New York State Learning Standards for Mathematics, Science and Technology. The course emphasizes the process standards of problem solving, reasoning and proof, communication, connections, and representation. Its coverage includes the content standards of numbers and operations, patterns and functions, and measurement. NOTE: MTH 1661 is not a teaching methods course. (Offered every fall)

Students will develop an understanding of the mathematical curriculum content recommended in the National Council of Teachers of Mathematics (NCTM) Standards and in the New York State Learning Standards for Mathematics, Science and Technology. The course emphasizes the process standards of problem solving, reasoning and proof, communication, connections, and representation. Its coverage includes the content standards of geometry, probability and statistics. NOTE: MTH 1662 is not a teaching methods course. (Offered every spring)

This course is an introduction to discrete processes, including topics such as set theory, logic, induction and recursion, Boolean algebra, relations and graphs, combinatorics, and applications to graph theory. Offered every fall.

This course is an introduction to the elements of differential and integral calculus. Prerequisite: high school algebra or trigonometry or permission of the instructor.

This course is a continuation of MATH 2281 with an emphasis on transcendental functions, techniques of integration, applications of integration, and infinite series. Prerequisite: MATH 2281 Offered every spring.

This course continues MATH 2282, this course emphasizes multivariable and vector calculus. Prerequisite: MATH 2282 Offered every fall.

An introduction to the descriptive and inferential statistics, this course typically covers descriptive analysis of data, correlation and regression, sampling distributions, central limit theorem, confidence intervals, hypothesis testing, inferences about means, and the chi-square test. The course includes use of the computer. Offered every semester.

Building on basic statistical concepts, this course covers research methodology, survey construction, and analysis. Students will learn to apply basic concepts and tools of statistical analysis to the Applied Research Project and the business industry. Microsoft Excel will be used for calculations. Consequently, a basic understanding of Excel is required for this course. Upon completion of this course, students will be able to apply statistical concepts to real-world problems.

This course provides an introduction to selected important topics in biostatistical concepts and reasoning. This course represents an introduction to the field and provides a survey of data and data types. Specific topics include tools for describing central tendency and variability in data; methods for performing inference on population means and proportions via sample data; statistical hypothesis testing and its application to group comparisons; issues of power and sample size in study designs; and random sample and other study types. While there are some formulae and computational elements to the course, the emphasis is on interpretation and concepts.

This is a course for those students seeking certification in early childhood and childhood education with a mathematics, science, and technology emphasis. Students will develop an understanding of the mathematical curriculum content recommended in the National Council of Teachers of Mathematics (NCTM) Standards and in the New York State Learning Standards for Mathematics, Science and Technology. The course emphasizes the process standards of problem solving, reasoning and proof, communication, connections, and representation. Its coverage includes the content standards of numbers and operations, patterns and functions, and measurement. NOTE: MATH 2611 is not a teaching methods course. (Offered every fall)

This is a course for those students seeking certification in early childhood and childhood education with a mathematics, science, and technology emphasis. Students will develop an understanding of the mathematical curriculum content recommended in the National Council of Teachers of Mathematics (NCTM) Standards and in the New York State Learning Standards for Mathematics, Science and Technology. The course emphasizes the process standards of problem solving, reasoning and proof, communication, connections, and representation. Its coverage includes the content standards of geometry, probability and statistics. NOTE: MTH 2612 is not a teaching methods course. (Offered every spring)

This course explores the process strands and content strands from the New York State Math Core Curriculum. Students will investigate number sense and operations, algebra, geometry, measurement, and statistics and probability, mathematics skills, problem solving and use of appropriate tools and strategies. An inductive approach which includes hands-on exploration and discovery will give teachers a fundamental understanding of the mathematics taught in grades 7-12. This course focuses on mathematics content while also addressing instructional strategies. This is a five-week course open only to Junior and Senior Education majors.

An exploration of an advanced topic in the mathematical sciences. May be repeated with different topics. Prerequisite: Permission of the instructor. (Offered on demand)

This course is an intermediate course to assist students in making the transition into higher level mathematics where proofs and proof methods are the overarching theme. Students will study topics such as logic, set theory, number theory, discrete mathematics, and elementary real analysis. Prerequisites: MATH 2282.

This course is an introduction to higher-level mathematics and to vector spaces and linear transformations. Particular emphasis is placed on real, finite dimensional vector spaces. Prerequisite: MATH 2281 or permission of the instructor. Offered spring of even years.

This course includes a study of first order linear differential equations; series solutions of more general equations; and additional material selected from topics such as solutions by Laplace transforms, systems of equations, partial differential equations, and numerical solutions. Prerequisite: MATH 2282. Offered spring of odd years.

This is a comparative study of the modern and traditional theories of geometry, including both Euclidean and Non-Euclidean theories. Some material on the history and philosophical implementations of the development of geometry is included.

An introductory course emphasizing a calculus-based treatment of random variables, this course stresses the normal, binomial, and Poisson distributions along with applications of probability theory to statistics. Prerequisite: MATH 2282. Offered alternate years.

Students will study at the intermediate level the mathematical foundations of statistics including sampling distributions, point and interval estimates, testing of statistical hypotheses and linear models. Additional topics as time permits. Prerequisite: MATH 2400 and MATH 2282. MATH 2283 and MATH 3400 strongly recommended.

The course includes the study of numerical methods such as interpolations, polynomial approximation, direct and iterative methods for solving equations, and systems of equations, and pseudorandom numbers and Monte Carlo methods. The error inherent in numeric representation and computation on finite devices is also considered. The use of mathematical software and some computer programming will be required. Prerequisites: MATH 2282, CSCI 2010. Offered alternate years.

This course includes analytic tools of relevance to physics, engineering and applied mathematics. These tools will include techniques from areas such as vector analysis, approximation theory; partial differential equations, complex variables, and advanced topics in linear algebra. Prerequisite: MATH 2283. (Offered alternate years)

This course provides a historical approach to the foundations of mathematics, including consideration of set theory, number theory, geometry, analysis, and applied mathematics. The course is not a proof course, but rather a study in which the student examine the topics in their socio-cultural and political settings. Offered fall of even years.

Basic ideas of modern algebra are examined, including an introduction to the structure and properties of mathematical systems, such as groups, rings, integral domains, and fields. Prerequisite: MATH 2070 or MATH 3010 or permission of the instructor. Offered spring of odd years.

This course is intended to provide an in-depth study of the real numbers and their functions. Topics covered typically include the elementary topology of Euclidean spaces and a careful study of limits, continuity, and series. Prerequisites: MATH 2282; MATH 2070 or MATH 3010. Offered fall of odd years.

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

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

The purpose of this course is to demonstrate the strong interdependence between mathematics and the natural and social sciences. This is accomplished through the construction, analysis, and interpretation of mathematical models for several interesting and significant problems in these sciences. Prerequisite: MATH 2282. Offered alternate years.

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 have the opportunity to conduct research under the supervision of a faculty member. A written report is required. 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, and the Registrar. The course may be repeated.

This seminar allows students nearing the completion of the mathematics major an opportunity to integrate the mathematics they have learned and to learn independently mathematics needed to complete problem solving tasks.

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