Catalog
2014-15

Education & Health - General Information

Historical Note

Teacher preparation began at Manhattan College in the late 1800’s. By 1921, the College was offering programs for the preparation of Sisters and Brothers of the Christian Schools. In 1964, a Division of Teacher Preparation was established with responsibility for programs leading to teacher certification and was extended to a School of Education & Health in 1970. As of 2001, the School of Education & Health includes Undergraduate Education Programs leading to certification at the Childhood and Adolescent levels as well as a Dual Certification Program in Childhood/ Special Education. Downward extension for early childhood education is also available.  In addition, the School offers a Five-Year Program in Childhood/Special Education leading to a B.S. in Childhood Education and an M.S. in Special Education with certification in each. Graduate Programs are available in Special Education, Counseling, and School Building Leadership. The School offers Programs in Kinesiology including majors in Teacher Preparation for grades K-12 and Exercise Science. The final Programs within the School involve Radiological and Health Professions and include Programs in Nuclear Medicine Technology, Radiation Therapy Technology, Radiologic Technology (X-ray), Allied Health and advanced standing Programs in the Radiological and Health Sciences. In 2005, the teacher preparation programs received accreditation from the Teacher Education Accreditation Council (TEAC). In 2013, TEAC became part of a new accreditation body - the Council for the Accreditation of Educator Preparation (CAEP).

Objectives

In the tradition of Saint John Baptist de La Salle, the “Patron of all Teachers,” the School of Education & Health prepares dedicated professionals for careers in teaching and allied health services. A strong liberal arts and sciences education emphasizes effective communication, scientific literacy, and multi-cultural awareness. Coursework and practical experiences in Education provide those skills necessary for work in a school or clinical setting. The School seeks to develop broadly educated teachers and health service professionals who possess competencies necessary for certification in their area of study or for graduate study.

The Teacher Preparation Programs at Manhattan College simultaneously meet the requirement of the college for excellence in core curriculum, academic concentrations and pedagogy; as well as standards established by New York State for teacher certification. The programs are designed to be consistent with the LaSallian tradition of excellence in teaching, respect for individual dignity, and commitment to social justice principles, on which the college was founded.

The goal of the Education and Health Faculty is the preparation of professional educators who are reflective, scholarly and committed to the education of all learners. Students examine the theoretical foundations of learning and teaching in relation to psychological, philosophical, historical and sociological issues. This theoretical foundation is applied to the practice of teaching and learning as students engage in field-based experiences in the context of a diverse, contemporary educational environment. The total Manhattan College experience is designed to prepare graduates who are self-directed learners, effective teachers, informed professionals and caring human beings committed to the education of all learners.

Curricula

A strong core of liberal arts and science courses is central to all programs in Education and Health. Each Teacher Preparation Program has three components; the core requirements in the liberal arts and sciences; an academic concentration and the professional education component of the program. Physical Education and Radiological and Health Professions Programs include those courses that provide necessary professional expertise. All students in Education and Health complete a culminating experience of student teaching, professional practicum, or clinical internship where they are expected to display the ability to apply knowledge gained through previous course work and field experiences. The curricula of the Childhood Education, Adolescent, Dual-Childhood Special Education, and Physical Education Programs are designed for traditional undergraduate students who are pursuing their degrees full-time. Most of the courses in education are offered during the day and require extensive work in a school setting between the hours of 8:30 a.m. until 2:30 p.m. The College does not have an alternative certification program.

Advising

Students in the Childhood Education, Adolescent, and Dual-Childhood/Special Education, and Physical Education Programs have at least two assigned advisors in their Departments. Students have a third advisor in the content specialization (i.e., English, Math). Each student receives a checklist of courses required for graduation based on his/her education program and content specialization.

Students are required to meet with their Faculty Advisor to discuss individual academic and professional progress, and course scheduling each semester. Once students have met with and received the signature of their Faculty Advisor they must then submit their schedule to the Academic Advisor for approval. While faculty advisors are available for academic counseling and guidance, the student is ultimately responsible for academic and professional decisions.

1.The Faculty Advisor provides guidance through the program and consultation     related to professional issues. This may include selecting an academic     concentration, identifying appropriate electives or discussing graduate school     or employment options. The education advisor is the sole faculty advisor for     students who choose a General Studies content specialization.
2. The Academic Advisor for the School of Education & Health oversees course scheduling for registration. The academic advisor also monitors students’ compliance with requirements for all undergraduate certification programs, the College’s academic standards, and New York State teacher certification.
3. The Content Specialization Faculty Advisor provides guidance to assure that the student takes the required courses in her/his content specialization area and offers assistance in selecting the most appropriate electives for each student. Some Content Specialization advisers also sign the course registration along with the academic advisor for the School of Education & Health.

Criteria for Formal Admission into Teacher Education in the Education Department

1. Successfully complete English 110 with a grade of C+ or better.
2. Successfully complete core Math requirements with grades of “C” or better.
3. Complete two required Education courses from the following list with grades of     B or better and a GPA of 3.0 or better for the two courses (201, 202, 205, 303, 318 or 301).
4. Receive a majority vote from education faculty members indicating that you     exhibit professional behavior as defined by Program Faculty and as stated on     course syllabi.
5. Have an overall Grade Point Average of 2.75 and an average of 2.75 in your     academic concentration.
6. Show evidence of passing the Academic Literacy Skills Test. Students must submit to the Deans's Office evidence of  receiving a passing score.
7. Successfully complete  KIN 110 with a grade of “C” or better. SAVE and     Child Abuse requirements are contained within this course.

Students applying for formal admission into teacher education can receive one of three responses:

1. Unconditional admittance into the Program. If the student successfully meets     all criteria he/she is formally admitted into the Program and may proceed with     the program of studies.

2. Conditional admittance into the Program. If the student has met most criteria     and will be eligible for unconditional admittance by the end of the following     semester s/he may continue and enroll in education courses for that semester.     At the end of the conditional semester the student automatically advances to     unconditional admittance if all criteria are met. If the conditions are not met, the     student will not be allowed to take additional upper division education courses     until unconditional status is achieved. The student must reapply if unconditional     status is not met by the end of the conditional semester.

3. Denied admittance into the Program. If a student has a number of deficiencies     that will take longer than one semester to correct, his/her application will be     denied. The student will not be allowed to continue with education classes until     conditional admittance is achieved. When conditional admittance status is     achieved the student must meet the criteria listed under conditional admittance.     The student in this category must reapply for admission to teacher education     when s/he can document having met the criteria.

Note: Students who do not achieve unconditional or conditional admittance into the Education Program by the end of the second year may take longer than four years to complete the program. The above criteria are designed for students who indicate their intent to pursue Education when they enter Manhattan College as first-year students and follow the prescribed program. Internal and external transfer students will be evaluated on an individual basis for entrance into the program and must meet all criteria.

Requirements for student teaching, professional practicum, clinical internship

To register for student teaching, professional practicum, or clinical internship, a student must meet the following School requirements:

1. Enrollment in the School;
2. Cumulative GPA of 2.75 or better is required;
3. A GPA of 2.75 or better is also required for Education and academic     concentration coursework;
4. Senior status required for student teaching or professional practicum;
5. Show evidence of passing the Educating All Students Test. Students must submit to the Dean's Office evidence of receiving a passing score
6. Recommendation of the Chair of the Department or Program Director.

Note. All student teachers must register for and submit  the Education Teacher Performance Assessment (edTPA) portfolio. Required exams for New York State teacher certification are: Educating All Students Test, Academic Literacy Skills Test, Content Specialty Test, and the edTPA. Students desiring to teach in other states should check with the State Education Department of the specific state in which they want to teach.

Students already graduated from the School may not register for undergraduate student teaching, professional practicum or clinical internship.

Teacher Certification

The School of Education & Health has been approved by the New York State Education Department to offer course work leading to the initial certificate. Certification can be achieved in the following fields: childhood education, grades 1-6; adolescent education, grades 7-12; physical education, grades K-12; dual certification in childhood and special education, grades 1-6. A downward extension  for Early Childhood Education (Birth - Grade 2) is also available.The initial certificate is valid for five years, beginning the first year the individual is employed as a teacher. In order for a student to be recommended by the Dean for initial certification, the following requirements must be met:

1. Completion of all course work with a cumulative index of 2.75 or better;
2. A passing grade in all courses;
3. A grade of “C” or better in all Education and concentration course work; Please     note that overall Education and concentration GPAs must average at least 2.75;
4. Completion of the New York State Education Department approved program of      teacher preparation in the certification area;
5. Successful completion of  appropriate New York State Teacher Certification     Examinations and electronic portfolio (edTPA).
6. Completion of the online application for certification and payment of required     fees;
7. Recommendation of the Dean of Education, the state certifying officer; and
8. Payment of all outstanding fees owed to the college.

Should New York State mandate a change in these requirements, New York State regulations will take precedence over this catalog.

Note: Candidates for NYS certification are responsible for knowing and meeting NYS requirements related to the specific certification they seek. Any changes in NYS requirements take precedence over those in this catalog.

Transfer Students

Students in good academic standing (minimum GPA 2.75) and possessing a desire for teaching or health services will be accepted for transfer to School of Education & Health Programs from any program in the College after their first semester of study. Only those courses in which the student has received a “C” or better are transferable.

Transfer students from other accredited colleges who meet the requirements for admission at Manhattan College will be considered for transfer to School of Education & Health Programs. Courses comparable to those required in the School of Education & Health and in which the student achieved a minimum grade of “C” are transferable.

Education Minor (does not lead to teacher certification)

EDUC 201 and four Education courses from the following list:

EDUC 202Psychology of Education3
EDUC 301Nature and Needs (Disabled)3
EDUC 303Child and Adolescent Development3
EDUC 360Language and Literacy3
EDUC 402Reading in Content Area3

Enrichment

Success in health service and education areas depends in great measure on cultural awareness, knowledge in subject content, and skills in communication. Future professionals are urged to take advantage of campus activities of a religious, cultural, and academic nature. Participation in opportunities for self expression such as forums, dramatics, public speaking, and publications (particularly in Vistas, the Journal of the School of Education and Health) is encouraged.

Honors

Students who maintain a 3.5 or better index may, after their first semester, be invited to participate in the Honors Program of the Schools of Arts, Education, and Science. This program offers additional cultural and intellectual experiences to the outstanding student.

In addition to the scholastic honors offered by the College, students in Education are eligible for membership in national honor societies. Students pursuing teacher certification are eligible as juniors or seniors for selection into the Mu Sigma Chapter of Kappa Delta Pi if they meet the criteria established by the society. Students in the Department of Physical Education may be invited to join the Alpha Eta Chapter of Phi Epsilon Kappa during their sophomore year. Students in the Radiological and Health Sciences may qualify for admission to Alpha Beta Gamma after their junior year.

Job Opportunities for Teacher Education Graduates

According to the National Center for Education Statistics’ Predicting the Need for Newly Hired Teachers in the U.S., nationwide some 2.4 million teachers will be needed in the next 11 years because of teacher turnover, retirement, and rising student enrollment.

Programs of Study for Childhood, Adolescent, and Dual Childhood/ Special Education

The first year of the program emphasizes courses in the liberal arts and sciences. The remaining three years of each program are arranged by developmental level (childhood or adolescent) according to the subject area the student is preparing to teach. If the student follows his/her prescribed program plan, requirements for graduation and initial teacher certification can be achieved in four years.

Study Abroad

Students interested in studying abroad should discuss their interest with the Academic Advisor by the second semester of freshman year. It is best to plan the semester of study abroad for the second semester of sophomore year or the first semester of junior year. Further information about study abroad opportunities is available through the Study Abroad Office.

Courses

EDUC 201. Principles and Practices of Education. 3 Credits.

Current issues in education; the process of becoming an educator; historical and philosophical foundations of education; legal and ethical responsibilities of educators, parents, and community; the organization and financing of schools; implications of the multicultural nature of schools; the role of technology in the teaching and learning process; the state of education in the United States and the world, 15 clock hours in field experiences are required as follows: childhood and dual 15 hours at any level; adolescent 15 hours in either 7-9 or 10-12 (must be the alternative choice for EDUC 202). Open only to students matriculated in this school or those who have formally declared a minor in Education.

EDUC 202. Psychology of Education. 3 Credits.

Current issues in education; major theories and research in learning and cognition related to children and adolescents; the impact of multiple intelligences; culture, gender, and socioeconomic status on learners; the evolution and research foundation of special education; the uses of technology in the learning process in the teaching-learning and research process; the application of research to the analysis of pedagogical practices and learning, 15 clock hours in field experiences at the middle or adolescent level, coordinated with EDUC 201. Open only to students matriculated in this school or those who have formally declared a minor in Education.

EDUC 205. Theory and Practice. 3 Credits.

Professional examination of the decision to become a teacher; characteristics of effective teachers and the development of a sense of community and respect for one another. Theoretical and technical dimensions of teaching and learning; the complexity of the educational environment; and issues in education. 12 clock hours required in field to include observation of teachers and diverse learners in a variety of contexts (6 hours in grades 1-3 and 6 hours in grades 4-6). Spring Semester. Open only to students matriculated in this school.

EDUC 206. Planning and Assessing for Learning in Secondary Schools. 3 Credits.

The study of standardized, formal, and informal, assessment theory is presented. Approaches for the construction, analysis and interpretation of teacher-made and standardized assessment instruments are examined and reviewed. Investigation of methods of monitoring student progress, evaluating student work and grading approaches are presented. Ways to report and use assessment information is reflected through instructional planning. Emphasis is on methods and strategies for standards based instruction with a focus on the use of The Common Core Standards and State Standards for New York.

EDUC 214. Education of the Young Child. 3 Credits.

Nature and needs of culturally and linguistically diverse young children (birth to eight years). Pertinent legislation, foundations, assessment and curriculum methods will include collaboration with professionals and families. Trends and issues of advocacy will be studied within the context of the continuum of service delivery and developmentally appropriate practice. 50 field work hours required.

EDUC 215. Early Childhood Student Teaching. 3 Credits.

The early childhood student teaching experience and related seminar provide an opportunity to apply knowledge, skills, and strategies related to teaching and learning in a classroom setting. Each student’s field experience is guided by a certified teacher and by a college supervisor. Students will develop teaching competencies while experiencing the personal and professional roles of a teacher. The seminar is an opportunity for students and faculty to discuss current issues and ideas related to early childhood education and to examine the relationship between these ideas and what they are experiencing in the classroom. This course requires 20 full days of student teaching. Prerequisite: EDUC 214.

EDUC 301. Nature and Needs (Disabled). 3 Credits.

Overview of historical, social and legal foundations of special education. The etiology and characteristics of the mentally retarded, emotionally disturbed, physically disabled, blind, deaf, learning disabled, and gifted students; use of assistive technology; emphasis on curriculum, educational and vocational programs; placement alternatives for the disabled; exploration of community services which support the student and family. 20 clock hours of field experience required. Childhood and Dual complete 10 hours in grades 1-3 and 10 hours in grades 4-6. Adolescent completes 20 hours in middle school, grades 7-9. Open to all students.

EDUC 303. Child and Adolescent Development. 3 Credits.

Exploration of child and adolescent development including physical, cognitive, and psychosocial, with an emphasis on the major theories and research related to understanding normal development, individual differences and assessment of those differences. Behavior problems that impact development (e.g., drug abuse, child abuse) are emphasized. Open only to students matriculated in this school or those who have formally declared a minor in education.

EDUC 318. Curriculum and Pedagogy in the Elementary Classroom. 3 Credits.

Development and application of skills and strategies associated with the art and science of teaching are introduced through an examination of the Standards and of the relationship between annual, unit and lesson planning. Clinical simulations, including videotaping presentations will be used to develop skill in planning, presenting and assessing lessons and in self reflection. Prerequisite: EDUC 205. (Corequisite for transfer students.) Open only to students matriculated in this school.

EDUC 343. Teacher and Student Learning Styles. 3 Credits.

Analysis and interpretation of learning styles. Psychological, cultural, multi-cultural, and disabling influences on learning style are studied together with appropriate pedagogical strategies.

EDUC 344. Supervised Field Work. 1 Credit.

Permission of Chair of Education and Dean is required.

EDUC 345. Supervised Field Work. 2 Credits.

Permission of Chair of Education and Dean is required.

EDUC 346. Supervised Field Work. 3 Credits.

Permission of Chair of Education and Dean is required.

EDUC 347. Supervised Research. 1 Credit.

Permission of Chair of Education and Dean is required.

EDUC 348. Supervised Research. 2 Credits.

Permission of Chair of Education and Dean is required.

EDUC 349. Supervised Research. 3 Credits.

Permission of Chair of Education and Dean is required.

EDUC 350. Independent Study Education. 1-3 Credit.

An opportunity for students to strengthen specific competencies within the prescribed course of study or to develop additional competencies. Students work under the supervision of a member of the department. Permission of the Chair of Education and the Dean is required.

EDUC 351. Independent Study Education. 1-3 Credit.

An opportunity for students to strengthen specific competencies within the prescribed course of study or to develop additional competencies. Students work under the supervision of a member of the department. Permission of the Chair of Education and the Dean is required.

EDUC 352. Independent Study Education. 1-3 Credit.

An opportunity for students to strengthen specific competencies within the prescribed course of study or to develop additional competencies. Students work under the supervision of a member of the department.Permission of the Chair of Education and the Dean is required.

EDUC 353. Integrated Learning Grades 1-3. 3 Credits.

The developmentally appropriate, integrated curriculum for grades 1-3 is examined. This includes the content areas of language arts, social studies, science, mathematics, art and music. The course focuses on methods and materials; appropriate practices; strategies for dealing with children with special needs; techniques for assessing teaching and learning effectiveness; and the use of technology and computers to enhance learning and instruction. 30 hours in a 1-3 classroom is required. Fall semester. Prerequisite: EDUC 318 (Corequisite for transfer students) Open only to students matriculated in this school.

EDUC 354. Integrated Learning Grade 4-6. 3 Credits.

The developmentally appropriate, integrated curriculum for Grades 4-6 is examined. This includes the content areas of language arts, social studies, science, mathematics, art and music. The course focuses on methods and materials; appropriate practices; strategies for dealing with children with special needs; techniques for assessing teaching and learning effectiveness; and the use of technology and computers to enhance learning and instruction. 30 hours in a 4-6 classroom is required. Field placement must be in a middle school for adolescent education majors seeking certification downward. Prerequisite: EDUC 318 (Corequisite for transfer students). Open only to students matriculated in this school.

EDUC 355. Assessment of Learning and Behavior. 3 Credits.

Study of standardized, formal, informal, ongoing, and alternative measures used in the assessment of at risk and disabled populations with emphasis on the areas of reading in the content area of social studies. Ways to report and use assessment information is reflected through instructional planning in inclusive and special education classrooms along with strategies to communicate assessment information to parents. 15 hours field work required in a special education setting. Open only to students matriculated in the school of Education.

EDUC 356. Assessment and Remediation of Math and Science. 3 Credits.

Management of assessment and instructional skills and competencies needed to provide effective remediation based on information gathered through assessment of students in inclusive special education settings, individually or in groups. Emphasis is on methods and strategies for standards based instruction with emphasis in the areas of mathematics, science, and the arts. 15 hours field required in a special education setting. Open only to students matriculated in this school. Open only to students matriculated in this school.

EDUC 357. Curriculum Adaptation. 3 Credits.

Provides students with the opportunity to use information gathered through assessment, adapt instruction and identify appropriate pedagogical strategies for the special education and at-risk students in inclusive and self-contained classrooms. Emphasis is on NYS standards for content and universal design to accommodate diverse learning styles, individually and in group settings, and the use of technology to enhance learning. Open only to students matriculated in this school.

EDUC 358. Curricular adaptation for the secondary Student with special needs. 3 Credits.

This course is designed to help students enhance their basic understanding of principles and practices related to addressing academic ability and cultural diversity in the classroom. This course will focus on ways to identify and acknowledge student variance, differentiate instruction, create a responsive classroom environment, develop instructional and management strategies and utilize universal design for instruction in conjunction with state standards. It will assist pre-service teachers in developing approaches to modify content,, process, and products, and products of mixed ability classrooms, address the varied readiness, interest and learning profile needs of a variety of learners through developmentally appropriate practice. This course will emphasize NYS and Common Core learning standards for content and universal design to accommodate diverse learning styles individually and in group settings and prepare students to use technology to enhance learning. 15 hours field required.

EDUC 360. Language and Literacy. 3 Credits.

Introduction to language acquisition and literacy development by native English speakers and students who are English language learners. Techniques for developing listening, speaking, reading and writing skills. 10 hours field required. Pre-requisite: EDUC 206 or PHED 213).

EDUC 375. Theoretical Foundation of Teaching and Learning in the Middle School. 3 Credits.

Physical, cognitive, social and emotional development of the middle school adolescent. Examination of philosophical and psychological grounding of Middle School. Application of diverse instructional strategies including integrated curriculum, interdisciplinary teaching, and teaming of students and teachers. 30 hours field required. Open only to students matriculated in this school.

EDUC 376. Curriculum and Methods of Teaching English Grades 7-12. 3 Credits.

Curriculum, methods and materials for integration and multidisciplinary approaches for teaching English and Language Arts-reading, listening, speaking and writing; application of learning theory and the use of developmentally appropriate practices; strategies for dealing with special needs; assessing teaching and learning effectiveness. Students will develop lessons for grades 7-12. 30 hours field experience required, 15 in a middle school and 15 in a secondary school. Prerequisite: 6 credits in required education courses; Min GPA 2.50 in academic concentration and in education courses. Required for childhood education majors seeking upward certification grades 7-9. All 30 field hours must be completed in a middle school setting for an upward extension. Open only to students matriculated in this school.

EDUC 377. Curriculum and Methods of Teaching Social Studies Grades 7-12. 3 Credits.

Curriculum, methods and materials for integration and multidisciplinary approaches for teaching social studies; application of learning theory and the use of developmentally appropriate practices; strategies for dealing with special needs; assessing teaching and learning effectiveness. Students will develop lessons for grades 7-12. 30 hours field experience required, 15 in a middle school and 15 in a secondary school. Prerequisites: 6 credits is required in education courses; Min GPA 2.50 in academic concentration and in education majors seeking upward certification for grades 7-9. All 30 field hours must be completed in a middle school setting for an upward extension. Open only to students matriculated in this school.

EDUC 378. Curriculum and Methods of Teaching Mathematics Grades 7-12. 3 Credits.

Curriculum, methods and materials for integration and multidisciplinary approaches for teaching mathematics; application of learning theory and the use of developmentally appropriate practices; strategies for dealing with special needs; assessing teaching and learning effectiveness. Students will develop lessons for grades 7-12. 30 hours field experience required, 15 in a middle school and 15 in a secondary school. Prerequisites: 6 credits in required education courses; Min GPA 2.50 in academic concentration and in education courses. Required for childhood education majors seeking upward certification for grades 7-9. All 30 field hours must be completed in a middle school setting for an upward extension. Open only to students matriculated in this school.

EDUC 379. Curriculum and Methods of Teaching Foreign Language Grades 7-12. 3 Credits.

Curriculum, methods and materials for integration and multidisciplinary approaches for teaching foreign languages-French and Spanish; application of learning theory and the use of developmentally appropriate practices; strategies for dealing with special needs; assessing teaching and learning effectiveness. Students will develop lessons for grades 7-12. 30 hours field experience required, 15 in a middle school and 15 in a secondary school. Prerequisites: 6 credits in required education courses; Min GPA 2.50 in academic concentration and in education courses. Required for childhood education majors seeking upward certification for grades 7-9. All 30 field hours must be completed in a middle school setting for an upward extension. Open only to students matriculated in this school.

EDUC 380. Curriculum and Methods of Teaching Science Grades 7-12. 3 Credits.

Curriculum, methods and materials for integration and multidisciplinary approaches for teaching science-biology, chemistry, earth science, general science, and physics; application of learning theory and the use of developmentally appropriate practices; strategies for dealing with special needs; assessing teaching and learning effectiveness. Students will develop lessons for grades 7-12. 30 hours field experience required, 15 in a middle school and 15 in a secondary school. Prerequisites: 6 credits in required education courses; Min GPA 2.50 in academic concentration and in education courses. Required for childhood education majors seeking upward certification for grades 7-9. All 30 field hours must be completed in a middle school setting for an upward extension. Open only to students matriculated in this school.

EDUC 400. Special Topics. 3 Credits.

An intensive study of a topic relevant to curriculum and pedagogy. The subject to be studied will vary from semester to semester. A student may elect this course as often as twice for college credit, presuming a different topic each time.

EDUC 401. Principles and Practices of Reading in Elementary School. 3 Credits.

Principles of development and learning underlying reading instruction as part of the total communication process (listening, speaking, reading and writing). Methods for diverse learners (typical, regular, disabled and gifted) from grades 1-6; materials, testing procedures and computer application. 20 hours field experience required: 10 in grades 1-3, 10 in grades 4-6. Open to all students.

EDUC 402. Reading in Content Area. 3 Credits.

Teaching for comprehension in the content areas through reading and writing. Emphasis placed on methods of teaching vocabulary, comprehension, study skills, and writing. Assessment of individual differences of general and special needs students as a basis for providing appropriate instruction. 10 hours in field required. Open to all students.

EDUC 403. Reading in Content Area Secondary Education. 3 Credits.

Teaching for critical literacy to construct meaning in the content areas through reading and writing of expository text. Emphasis placed in methods of evaluating and integrating literacy teaching including vocabulary, comprehension, study skills and writing. Assessment of individual differences of general and special needs students as a basis for providing appropriate literacy instruction.. 10 hours of field required in grades 7-12. Open to adolescent majors only. Pre-requisite: EDUC 360; Spring semester only.

EDUC 404. Assessment and remediation for the Secondary student with special needs. 3 Credits.

This course will consider educational assessment as a process of gathering and analyzing information in order to plan meaning-ful instruction, to evaluate interventions, to select appropriate learning curricula and materials, and to make appropriate educational decisions for an at-risk or disabled student primarily for the content areas of language arts and mathematics. Students will utilize standardized, formal, informal, ongoing and alternative measures used in the assessment of at risk and disabled populations, with an emphasis on reading in the content areas of social studies, mathematics and science. Ways to report and use assessment information is reflected through instructional planning in inclusive and special education classroom along with strategies to communicate assessment information to parents. 15 hours of field work will be provided as part of the class.

EDUC 406. Human Relations in the Educational Process. 3 Credits.

A study of the problems and potential of communication in the American pluralistic society and the implication for education: stereotyping, prejudice, drug and child abuse, disabled people, minority group culture and values. The role of personality, social perception, stress, group dynamics in human relations will be discussed. Different approaches to resolving tensions will be examined. Efforts to develop human relations values in educators by small group experiences, sensitivity and skills development. Identification and reporting suspected child abuse. Open only to students matriculated in this school, or those who have formally declared a minor in Education.

EDUC 408. Management of Behavior and Learning for At-Risk and Disabled. 3 Credits.

Study of biological, behavioral, psychosocial, humanistic and cognitive approaches to classroom management and instruction; emphasis on the application of strategies and methods for students with behavior and learning problems in the mainstream and special education setting; methods of developing social skills. Services in the school and community that strengthen partnerships with families are examined. (10 hours) Field observation required. Open only to students matriculated in this school, or those who have formally declared a minor in Education. (This course satisfies the New York State Dignity for All Students Act (DASA) teacher licensing requirement.).

EDUC 418. Seminar, Observation and Student Teaching in Elementary School, Grades 1-3. 3 Credits.

Participants in EDUC 418 and EDUC 438 gain general experiences and meet specific requirements to acquire proficiency in teaching at the 1-3 and 4-6 grade levels. Seminar sessions include discussions of building community in classrooms; understanding the characteristics of children, including children with disabilities; content across the curriculum; professional responsibilities; and the use of technology in elementary classrooms. The student teacher works formally and informally with the cooperating teacher at a local school and undergoes regular assessment and experiences in various ways. Applicants for this course may have no more than one course left to complete in their academic concentration and must have satisfactory scholastic background (min. Cum GPA 2.50 in concentration and education courses and overall) and meet the physical, mental, speech, language and other standards established for the profession. Applicants will be expected to show evidence of active participation in professional experiences. Students must file an application with the Chair of Education during their junior year. Prerequisites: EDUC 353 AND EDUC 354 with a minimum grade of "C". Senior status required. Approval of Chair of Education. Minimum of 20 full days at grades 1-3 and 20 full days at grades 4-6. Open only to students matriculated in this school.

EDUC 438. Seminar, Observation and Student Teaching in Elementary School, Grades 4-6. 3 Credits.

Participants in EDUC 418 and EDUC 438 gain general experiences and meet specific requirements to acquire proficiency in teaching at the 1-3 and 4-6 grade levels. Seminar sessions include discussions of building community in classrooms; understanding the characteristics of children, including children with disabilities; content across the curriculum; professional responsibilities; and the use of technology in elementary classrooms. The student teacher works formally and informally with the cooperating teacher at a local school and undergoes regular assessment and experiences in various ways. Applicaitons for this course may have no more than one course left to complete in their academic concentration and must have satisfactory scholastic background (min. Cum GPA 2.50 in concentration and education courses and overall) and meet the physical, mental, speech, language and other standards established for the profession. Applicants will be expected to show evidence of active participation in professional experiences. Students must file an application with the Chair of Education during their junior year. Prerequisites: EDUC 353 AND EDUC 354 with a minimum grade of "C". Senior status required. Approval of Chair of Education. Minimum of 20 full days at grades 1-3 and 20 full days at grades 4-6. Open only to students matriculated in this school.

EDUC 444. Seminar, Observation and Student Teaching in Special Education. 3 Credits.

Participants in EDUC 444 and EDUC 446 teach under the supervision of field associates and faculty in special education or inclusive settings. Experiences are designed to help students acquire proficiencies in teaching at the 1-3 and 4-6 grade levels. Seminar sessions include discussions of meeting the needs of students with disabilities; classroom management; teaching and assessing learning in all content areas across the curriculum; developing relationships that support student learning; and the use of technology in special education settings. The student teacher works formally and informally with the cooperating teacher at a local school and undergoes regular assessment and experiences in various ways. Applicants for this course may have no more than one course left to complete in their academic concentration and must have satisfactory scholastic backgrounds (min. Cum GPA 2.50 in concentration and education courses and overall) and meet the physical, mental, speech, language and other standards established for the profession. Applicants will be expected to show evidence of active participation in professional experiences. Prerequisites: EDUC 353 AND EDUC 354 with a minimum grade of "C". Senior status required. Approval of Chair of Education. Minimum of 20 full days at grades 1-3 and at grades 4-6. Open only to students matriculated in Education.

EDUC 446. Seminar, Observation and Student Teaching in Special Education, Grades 4-6. 3 Credits.

Participants in EDUC 444 and EDUC 446 teach under the supervision of field associates and faculty in special education or inclusive settings. Experiences are designed to help students acquire proficiencies in teaching at the 1-3 and 4-6 grade levels. Seminar sessions include discussions of meeting the needs of students with disabilities; classroom management; teaching and assessing learning in all content areas across the curriculum; developing relationships that support student learning; and the use of technology in special education settings. The student teacher works formally and informally with the cooperating teacher at a local school and undergoes regular assessment and experiences in various ways. Applicants for this course may have no more than one course left to complete in their academic concentration and must have satisfactory scholastic backgrounds (min. Cum GPA 2.50 in concentration and education courses and overall) and meet the physical, mental, speech, language and other standards established for the profession. Applicants will be expected to show evidence of active participation in professional experiences. Prerequisites: EDUC 353 AND EDUC 354 with a minimum grade of "C". Senior status required. Approval of Chair of Education. Minimum of 20 full days at grades 1-3 and at grades 4-6. Open only to students matriculated in Education.

EDUC 453. Seminar, Observation and Student Teaching Grades 7-9. 3 Credits.

Participants in EDUC 453 and EDUC 454 gain general experiences and meet specific requirements to acquire proficiency in teaching at the 7-9 and 10-12 grade levels. The student teacher works formally and informally with the cooperating teacher at a local school and undergoes regular assessment and evaluation. Knowledge gained in prior course work is applied to planning learning experiences, teaching and assessing the secondary school student. Student teachers attend weekly seminars in which they discuss effective communications; classroom management; knowledge of content; professional responsibilities; and meeting the needs of adolescent students with disabilities. Applicants for these courses may not have more than one course left to complete in their academic concentration and must have satisfactory scholastic background (min. cum GPA 2.50 in concentration and education courses and overall) and meet the physcial mental, speech, and language standards established for the profession. Applicants will be expected to show evidence of active participation in professional experiences. Students must file an application with the Chair of Education during their junior year. Prerequisites: 15 credits of education including methods, with a minimum grade of "C", senior status. Open only to students matriculated in Education.

EDUC 454. Seminar, Observation and Student Teaching Grades 10-12. 3 Credits.

Participants in EDUC 453 and EDUC 454 gain general experiences and meet specific requirements to acquire proficiency in teaching at the 7-9 and 10-12 grade levels. The student teacher works formally and informally with the cooperating teacher at a local school and undergoes regular assessment and evaluation. Knowledge gained in prior course work is applied to planning learning experiences, teaching and assessing the secondary school student. Student teachers attend weekly seminars in which they discuss effective communications; classroom management; knowledge of content; professional responsibilities; and meeting the needs of adolescent students with disabilities. Applicants for these courses may not have more than one course left to complete in their academic concentration and must have satisfactory scholastic background (min. cum GPA 2.50 in concentration and education courses and overall) and meet the physical mental, speech, and language standards established for the profession. Applicants will be expected to show evidence of active participation in professional experiences. Students must file an application with the Chair of Education during their junior year. Prerequisites: 15 credits of education including methods, with a minimum grade of "C", Senior status. Open only to students matriculated in Education.

EDUC 46I. Independent Study. 2 Credits.

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