Undergraduate Courses

ED 210 Schools and Learning. One unit. This course provides an introduction to schools, teaching, and learning, offering opportunities to explore the complex worlds of teachers and students. Against a background of personal experiences, the class examines the roles teachers and students play and the dynamics of the classroom of the twenty-first century. Field experiences of up to 20 hours offer an opportunity to ground course learning in real-life settings. This course is an elective intended for any major. Offered fall and spring.

ED 312 Learning Environments for Students with Exceptionalities. One unit. This course focuses on the laws, policies, and principles for teaching individuals with different abilities and learning needs within appropriate placements in self-contained and inclusive settings. Using a framework of Universal Design for Learning, teacher candidates identify and analyze abilities and challenges related to specific exceptionalities, exploring evidence-based strategies for instruction, assessment, and assistive/adaptive technology use to ensure all students have access to meaningful, rigorous and standards-aligned educational experiences. Candidates engage Individualized Educational Plans and associated decision-making for inclusive and self-contained settings, with emphasis on teaming, cultural inclusion, and family involvement, and incorporating formative and summative assessment of academic and social progress of students with exceptionalities. Includes 30 hours of professional field experiences. Prerequisite: ED 326. Offered fall and spring.

ED 322 Instructional Technology in a Networked World (TC). One unit. This course provides experience with a range of technology applications within education, including deep practice in using technology to design instructional learning opportunities for general education students and students with exceptionalities. Teacher candidates gain proficiency using online software, social media, multimedia, and data management and presentation tools, developing a critical eye for assessing which tools are most likely to enhance students’ learning. In particular, teacher candidates design active inquiry learning experiences for K-12 students using media techniques that emphasize collaborative and supportive interactions. Prerequisites: ED 335 and ED 312 and status as an Education minor or dual major in good standing. Co-requisite: Dual majors co-enroll in ED 406 and ED 414.  Offered fall and spring.

ED 322L Lab for ED 322. Zero units. This lab provides 25 hours of professional field experiences in the applications of technology in the classroom. It is required of education minors who are not also dual majors simultaneously enrolled in ED 406 and ED 414.  Pre-requisites: ED 335 and ED 312 and status as an education minor in good standing. Co-requisite: ED 322. Offered fall and spring.

ED 326 Teaching & Learning for the Inclusive Setting. One unit. This course explores foundational knowledge in the history and philosophy of education, theories of learning and motivation, and contemporary educational reform policies and contexts. Teacher candidates explore social and political forces that shape student learning and become familiar with the research around developmental milestones of children and adolescents. Throughout the course, candidates plan and implement instruction guided by leading theories of instruction and learning. Includes 20 hours of professional field experiences. Course fee: $115 to cover costs of fingerprinting needed for teacher preparation programs in New York City.  Offered fall and spring.

ED 335 Educational Assessment and Evaluation. One unit. This course introduces teacher candidates to the elements of effective assessment and evaluation for general education students and students with exceptionalities. Topics include the history of standardized testing, accountability policy, and data-based instructional decision-making. Candidates gain understandings of the implications of national and international testing initiatives and the disadvantages of relying on single-measure, high-stakes tests. Applications of course content focus on how multiple forms of formative and summative assessment can support the needs of individual learners and how teachers can learn to inform instruction through analysis of assessment data. Includes 15 hours of professional field experiences. Prerequisite: ED 326. Offered fall and spring.

ED 403 Music for Elementary School Teachers. One unit. This course explores concepts, methods and materials used in the teaching of music in the elementary school. Required for Music/Education dual majors. Prerequisite: ED 326. Offered fall, even-numbered years.

ED 406 Inclusive Methods I: Social Studies, PE, & Health. One unit. This course provides teacher candidates with the knowledge and skills they need to effectively teach social studies, physical education, and health within diverse classrooms across a spectrum of abilities, particularly children with low-incidence exceptionalities, in the 1-6 setting. Candidates study State and professional association standards that support these disciplines (ACEI, NCSS, ISTE, AAHPERD, CEC, and New York State Learning Standards, including the Common Core) to plan, implement, and assess interdisciplinary inquiry-focused lessons designed to meet all students’ needs. Candidates create technology-enhanced, content-specific lessons that emphasize hands-on, constructivist-oriented practices. Includes 25 hours of professional field experiences. Prerequisites: ED 335 and ED 312 and status as an Education dual major in good standing. Co-requisites: ED 414 and ED 322. Offered fall and spring.

ED 414 Inclusive Methods II: Science, Math, Technology, and Arts. One unit. This course provides teacher candidates with the knowledge and skills they need to effectively teach mathematics, science, technology, and the fine arts within diverse classrooms across a spectrum of abilities, particularly children with high-incidence exceptionalities, in the 1-6 setting. Candidates study State and professional association standards that support these disciplines (ACEI, NCTM, NSTA, ISTE, NAEA, CEC, and New York State Learning Standards, including the Common Core) to plan, implement, and assess interdisciplinary inquiry-focused lessons designed to meet all students’ needs. Candidates create technology-enhanced, content-specific lessons that emphasize hands-on, constructivist-oriented practices. Includes 25 hours of professional field experiences. Prerequisites: ED 335 and ED 312 and status as an Education dual major in good standing. Co-requisites: ED 406 and ED 322. Offered fall and spring.

ED 425 Language Acquisition and Literacy Development. One unit. This course explores how language and literacy are acquired and developed for children across a wide spectrum of abilities. Candidates study literacy theories, features of emergent language acquisition, and effective strategies that strengthen literacy development through reading, listening, writing, and oral communication. Teacher candidates learn to use children’s literature, non-fiction informational texts, reading and writing workshops, and various literacy assessment tools. Using State and professional association standards that support English Language Arts learning (ACEI, IRA, CEC, and New York State Common Core standards), candidates plan, implement, and assess the impact of interdisciplinary inquiry-focused lessons designed to meet all students’ ELA learning needs. Includes 25 hours of professional field experiences. Prerequisites: ED 335 and ED 312 and status as an Education minor or dual major in good standing. Co-requisite: ED 426. Offered fall and spring.

ED 426 Language and Literacy for Diverse Children. One unit. This course introduces teacher candidates to the ways in which linguistically and culturally diverse children across a wide spectrum of abilities acquire and develop language and literacy, whether in English or other native tongues. Particular attention is paid to second language acquisition, bilingual education, and effective curricular methods for assessing, developing, and reinforcing reading, writing, listening, and oral communication skills. Teacher candidates investigate language and literacy theories, literacy assessment methods, and effective literacy strategies for supporting the academic success of children from linguistically and culturally diverse backgrounds. Using State and professional association standards that support literacy development for diverse learners (TESOL, CEC, and New York State Common Core standards), candidates plan, implement, and assess the impact of interdisciplinary inquiry-focused lessons designed to provide effective interventions for students struggling with literacy development. Includes 25 hours of professional field experiences. Prerequisites: ED 335 and ED 312 and status as an Education minor or dual major in good standing. Co-requisite: ED 425. Offered fall and spring.

ED 550B Student Teaching: Inclusive/Childhood Grades 1-3. One unit. The teacher candidate’s preparation for teaching diverse children in grades 1-3 culminates in a full-time, seven week, 220-hour directed teaching experience in an accredited inclusive and/or self-contained classroom led by a teacher certified in the target certification area. The experience includes orientation to school and classroom, practice in planning instruction, developing teaching and evaluation skills, and improving professional relations skills. Candidates are expected to participate fully in instructional activities throughout the placement, assuming responsibility for the class during the last week, planning, implementing, and assessing technology-enhanced, constructivist, and interdisciplinary instruction. A regularly scheduled reflection seminar totaling 7 hours, led by the student’s college supervisor, accompanies the clinical experience. Either ED 550B or ED 560B must be in a special education context. Prerequisites: Completion of all 8 required Education courses and all required workshops (ED 500 through ED 504); status as a senior; status as an Education major in good standing, including a B average overall and a B minimum in all education courses; and passing scores on all State certification exams for Childhood/Special Education 1-6 except edTPA. Co-requisites: ED 560B, ED 580. Offered fall and spring.

ED 559 The Secondary Classroom in an Inclusive Setting. One unit. This course surveys a variety of general and special education topics about secondary schools, including historical and comparative contexts of schooling; socio-cultural influences on student learning; standards-based, professionally aligned curriculum design; content-specific pedagogy; authentic instruction and assessment; and differentiation within the high school context. Candidates develop constructivist instructional units and implement and assess lesson plans. The class explores models of secondary instruction such as tracking, integrated co-teaching, expeditionary, and vocational education. Includes 15 hours of professional field experiences. Prerequisite: ED 322; status as a senior; status as an Adolescent Education minor in good standing. Generally offered fall or spring; check with the Department for current cycle.

ED 560B Student Teaching: Inclusive/Childhood Grades 4-6. One unit. The teacher candidate’s preparation for teaching diverse children in grades 4-6 culminates in a full-time, seven week, 220-hour directed teaching experience in an accredited inclusive and/or self-contained classroom led by a teacher certified in the target certification area. The experience includes orientation to school and classroom, practice in planning instruction, developing teaching and evaluation skills, and improving professional relations skills. Candidates are expected to participate fully in instructional activities throughout the placement, assuming responsibility for the class during the last week, planning, implementing, and assessing technology-enhanced, constructivist, and interdisciplinary instruction. A regularly scheduled reflection seminar totaling 7 hours, led by the student’s college supervisor, accompanies the clinical experience. Either ED 550B or ED 560B must be in a special education context. Prerequisites: Completion of all 8 required Education courses and all required workshops (ED 500 through ED 504); status as a senior; status as an Education major in good standing, including a B average overall and a B minimum in all education courses; and passing scores on all State certification exams for Childhood/Special Education 1-6 except edTPA. Co-requisites: ED 550B, ED 580. Offered fall and spring.

ED 562 Content Area Reading and Writing. One unit. The course explores methods of teaching reading, writing, speaking, listening, and study skills in content area subjects in the secondary curriculum, with an emphasis on working with culturally and linguistically diverse students in inclusive settings. Candidates study the theory and practice of reading and writing, questioning and discussion, vocabulary, study strategies, fiction, and non-fiction across the curriculum. Approaches include collaborative, individual, electronic, and visual instructional techniques to address the needs of diverse classrooms.  Using State and professional association standards that support literacy development for diverse learners (TESOL, CEC, and New York State Common Core and subject area standards), candidates plan differentiated content area learning and assessments for students who are English speakers and English language learners and for those with special needs or interrupted formal education (SIFE). Includes 25 hours of professional field experience. Prerequisite: ED 322; status as a senior; status as an Adolescent Education minor in good standing. Offered spring and summer.

ED 580 School, Diversity & Society: Elementary Schools (D). One unit. This capstone course, which requires a comprehensive professional portfolio demonstrating effectiveness as an elementary school teacher, explores broad educational issues in light of current research and candidates’ student teaching experiences. Topics such as law, diversity, culturally-relevant pedagogy, educational history and reform, accountability, purposes of schooling, and the teaching profession undergird explorations of practice. Candidates assess their student teaching to improve their daily instructional practice and to become effective, transformational professionals. In particular, the course develops pre-service teachers’ ability to foster individual and group motivation; to use technology effectively; to communicate well with students, colleagues, parents, and community; and to ensure equitable, ethical treatment of students, with high expectations for all. Prerequisites: Completion of all 8 required Education courses and all required workshops (ED 500 through ED 504); status as a senior; status as an Education major in good standing, including a B average overall and a B minimum in all education courses; and passing scores on all State certification exams for Childhood/Special Education 1-6 except edTPA. Co-requisites: ED 550B, ED 560B. Offered fall and spring.

ED 593 Independent Study. One unit. Supervised independent research projects developed by the student with faculty advisement. Restricted to advanced majors. Offered as needed.