Education

ECCH 221 Emergent Literacy 3 Credits

Examines theories of language development and implications for practice. Strategies are presented to facilitate emergent and developing literacy skills in young children and to develop fluent readers and writers throughout the elementary years. Includes twenty hours of field experience. (This class may be used to apply to NYSED or BOCES for early childhood certification.)

Offered: every spring.

ECCH 222 Literacy and the Arts in the Elementary Classroom 3 Credits

Examines effective methods for assessing children's literacy skills and for developing targeted instruction that reinforces, remediates and/or enriches literacy learning. Issues related to the literacy learning of all children, including children with disabilities and children from linguistically and culturally diverse backgrounds are examined. Research-based early intervention programs will be examined. Includes 20 hours of field experience in grades PreK-6.

Offered: every fall.

ECCH 412 Managing the Elementary & Secondary Ed Classroom 3 Credits

Discusses implications of behavior management and importance of a proactive approach to prevent behavior problems. Emphasizes appropriate classroom structure, and individual and group contingencies to support children with E/BD in grades PreK-12.

Prerequisite: EDU 356. Corequisite: SPE 330.

Offered: occasionally.

EDE 100 Human Growth and Development - Birth through Childhood 3 Credits

Introduces multiple dimensions of development including influence of family, culture and society. Examines physical, cognitive, emotional and behavioral theories and emphasizes education's role in promoting wellness.

Fulfills College Core: Field 5 (Social Sciences)

Offered: every fall & spring.

EDE 390 Cognition and Learning - Birth through Adolescence 3 Credits

This course investigates the learning process relative to children ages three through 18 years-of-age. Emphasis will be placed on leading theories of cognitive development and learning, with application to classroom settings. The first section on cognitive development will focus on age-related changes in students’ thinking and include such topics as the brain development, mental representation, concept formation, problem solving, memory strategies, learning strategies, executive function, and metacognition. Section two of the course will cover various theoretical perspectives on how students acquire knowledge and learn, primarily within the context of the classroom. Theories such as cognitive developmental, socio-cultural, classic behavioral learning, social learning, and information processing will be presented and shown how they relate to instructional methods.

Offered: every fall.

EDS 101 Human Growth and Social Development: Adolescence 3 Credits

Introduces human developmental processes and variations in the middle and high school years including physical, cognitive, social, and emotional perspectives. Effects of behavioral and cognitive processes, motivation, and diversity on student performance will be emphasized.

Fulfills College Core: Field 5 (Social Sciences)

Offered: fall.

EDS 223 Foundations of Adolescent Literacy 3 Credits

Focuses on three strands of literacy teaching for adolescent students: strategies for developing reading and writing skills in all secondary content areas, methods for reading and writing in inquiry projects, and pedagogical practices for integrating critical literacy in all secondary classrooms. Requires 20 hours of field placement.

Fulfills College Core: Advanced Writing-Intensive

Offered: fall.

EDS 360 Evaluation and Teaching Strategies 3 Credits

Addresses instructional planning, curriculum development, formal and informal assessment methods and reflecting on one's own teaching practice. Highlights instruction modifications and various resources to enhance teaching. Requires 30 hours of field placement.

EDS 390 Cognition, Learning and Assessment of Adolescence 3 Credits

Focuses primarily upon seminal learning theories in order to examine the dynamic nature of knowledge and how changing epistemological positions can affect teaching and learning. Addresses learning processes and the roles that language, motivation, intelligence, creativity and other social processes play in student performance. Emphasis upon instructional design, pedagogical decision making and assessment procedures and instruments.

Offered: every fall.

EDS 402 Methods of Teaching English: Adolescence 3 Credits

Combines theory and practice to encourage sound, research-based pedagogical strategies for the teaching of English Language Arts for middle and high school students. Focuses on available teaching materials and multiple approaches to teaching literature, writing, grammar and language development, as well as technology integration. Effective lesson planning and unit planning are emphasized.

Prerequisite: EDS 360.

Offered: spring only.

EDS 403 Methods of Teaching Mathematics: Adolescence 3 Credits

Combines theory and practice to encourage sound, research-based pedagogical strategies for the teaching of Mathematics for middle and high school students. Focuses on available teaching materials and multiple approaches to teaching, including technology applications. Effective lesson construction and unit planning are emphasized.

Offered: spring only.

EDS 404 Methods of Teaching Modern Languages: Adolescence 3 Credits

Combines theory and practice to encourage sound, research-based pedagogical strategies for the teaching of foreign languages for middle and high school students. Focuses on available teaching materials and multiple approaches to teaching the grammar, literature and culture of French, German, and Spanish-speaking countries, as well as technology integration. Effective lesson planning and unit planning are emphasized.

Prerequisite: EDS 360.

Offered: spring only.

EDS 405 Methods of Teaching Science: Adolescence 3 Credits

This course focuses on developing a rich intellectual life through study, reflection and practice. Students will have discussions on Philosophy of Science, the philosophy of individual science disciplines and pertinent Education Psychology theories as applied to science teaching. Current research-based science teaching techniques will be emphasized. Students will write reflection papers and use these theories and principles in classroom exercises and presentations. Requires a working knowledge of at least one science discipline.

Prerequisite: EDS 360.

Offered: spring only.

EDS 406 Methods of Teaching Social Studies: Adolescence 3 Credits

This course addresses the objectives, methods, curricula, materials and assessment necessary for teaching social studies at the secondary level. Students will examine topics such as teaching for democratic citizenship, authentic instruction and assessment, multicultural social studies curriculum, and technology in the social studies classroom. This course models various instructional strategies and includes practical assignments and experiences for students.

Prerequisite: EDS 360.

Offered: spring only.

EDS 432 Applied Methods of Teaching English: Adolescence 3 Credits

Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the adolescent level. Requires 50 hours of field experience.

Prerequisite: EDS 402.

Fulfills College Core: Oral Communication

Offered: fall only.

EDS 433 Applied Methods of Teaching Mathematics: Adolescence 3 Credits

Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the adolescence level. Requires 50 hours of field experience.

Prerequisite: EDS 403.

Fulfills College Core: Oral Communication

Offered: fall only.

EDS 434 Applied Methods of Teaching Modern Languages: Adolescence 3 Credits

Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the adolescence level. Requires 50 hours of field experience.

Prerequisite: EDS 404.

Fulfills College Core: Oral Communication

Offered: fall only.

EDS 435 Applied Methods of Teaching Science: Adolescence 3 Credits

Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the adolescence level. Requires 50 hours of field experience.

Prerequisite: EDS 405.

Fulfills College Core: Oral Communication

Offered: fall only.

EDS 436 Applied Methods of Teaching Social Studies 3 Credits

Includes practica and seminars that focus on professional reflection and topics related to teaching diverse students, authentic intellectual work, classroom management, and teaching to higher standards. Requires 50 hours of field experience.

Prerequisite: EDS 406.

Fulfills College Core: Oral Communication

Offered: fall only.

EDS 493 Supervised Student Teaching 12 Credits

Highlights knowledge, skills and dispositions of professional educators. Two full-time seven-week placements in adolescent classrooms require candidates to become the instructional leader under the supervision of cooperating teachers and college faculty.

Prerequisite: minimum GPA of 2.70, minimum grade of C in each required subject area course (modern language majors must also pass oral proficiency interview), minimum grade of C in each required education course, interview. Some schools may require certain health tests. Corequisite: EDU 497 & EDU 498. Restriction: no other courses allowed.

Offered: generally spring but occasionally fall (for special cases).

EDS 499 Independent Study 3 Credits

Independent studies require an application and approval by the associate dean.

Prerequisite: permission of the instructor, department chair, & associate dean.

EDU 100 Exploring the Teaching Profession 3 Credits

This course introduces the study of education and teaching, with opportunities for students to examine and evaluate this career choice. The course utilizes a field-based component to connect seminar session topics with actual classroom practice. In addition to reflection on their experiences, students will examine the following critical topics in schools: current initiatives and issues, exemplars of good teaching, diverse needs of students, curriculum, culture, organization, and the multiple roles and professional and ethical expectations of teachers. Most importantly, it is mission-centric in that is promotes teachers’ roles as change agents for social justice. Students will complete a 10-hour Service Learning experience in a local public school.

Fulfills College Core: Field 5 (Social Sciences)

Offered: every fall

EDU 122 Technology in Education 3 Credits

Explores applications of technology in education. Emphasizes evaluation and selection of software, high and low-tech devices, distance learning and state of the art technologies that impact teaching.

Offered: every fall & spring.

EDU 201 Introduction to Family Dynamics 3 Credits

This course consists of an overview of the dynamics of family relationships and issues related to families and relationships. The purpose of this course is to provide students with a basic understanding of family theory and an introduction to systematic approaches and techniques when working with couples and families. This didactic class includes lecture and PowerPoint presentations, videos and demonstrations, small group discussions, whole class discussions, and written assignments.

Offered: occasionally.

EDU 250 Foundations of Education 3 Credits

Addresses social, philosophical, legal, historical, organizational, theoretical perspectives on education, including multicultural perspectives. Highlights rights and responsibilities of teachers, students and others involved in education.

Fulfills College Core: Justice

Offered: every fall & spring.

EDU 272 Teaching Social Studies Integrating English Language Arts 3 Credits

Addresses the objectives, curriculum, strategies, materials and evaluation necessary for teaching social studies content while integrating standards in English Language Arts. Emphasizes historic, geographic, economic, political ad social concepts highlighting the New York State Standards in SS and ELA.

Offered: every spring.

EDU 302 Children, Schools, and the Community 3 Credits

This course is designed to examine the contexts in which a child develops, the relationships of the people in them, and the interactions that take place within and between contexts. There is growing consensus that the needs of children and families must be understood from an integrated systems perspective (i.e., ecological systems theory). The welfare of children is highly interrelated to their families' well-being. Families, irrespective of culture or social class, cannot be separated from the broader social systems within which they are embedded. These major systems include informal support systems (e.g. friends, neighbors, and relatives) in addition to formal support systems, such as those relating to health, education, employment, religion, recreation, housing, and social welfare.

Offered: occasionally.

EDU 303 Research Methods in the Social Sciences 3 Credits

Students will develop an understanding of the research process by learning how to formulate a research problem, design a study, use appropriate methods of data analysis, and interpret research findings. Students will learn how to critically analyze research studies, discuss ethical considerations in conducting research, and discuss the importance of scientific research for educational policy and practice. Each student will conduct an original research study and present their findings to demonstrate understanding of the research process.

Offered: fall.

EDU 356 Assessment for Diverse Learners 3 Credits

Emphasizes the empirical basis for various models of assessment. Analyzes formal and informal assessment strategies including standardized tests, curriculum-based assessment, norm-referenced, criterion-referenced assessment, and alternative methods of evaluation. Highlights use of assessment to promote decisions in planning, teaching, and evaluating for instructional program improvements for grades 1 - 6.

Offered: every fall.

EDU 428 Teaching Math and Science: Supporting STEM Education 3 Credits

Examines inclusive methods and strategies across all mathematical strands and science disciplinary core ideas. Highlights research-based curricular guidelines for STEM education aligned with the New York State's Mathematics, Science and Technology standards. Emphasizes problem solving, inquiry skills and assessment practices.

Restrictions: must be a senior.

Offered: every fall.

EDU 432 Pre Student Teaching 3 Credits

Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the special education-childhood level. Requires 50 hours of field placement.

Offered: fall only.

EDU 493 Student Teaching 12 Credits

Highlights knowledge, skills and dispositions of professional educators. One full-time 7-week placement in each childhood and special education-childhood classroom requires candidates to become the instructional reader under the supervision of cooperating teachers and college faculty.

Prerequisite: signature, minimum GPA of 2.70, minimum grade of C in each required education course, some schools may require certain health tests. Corequisite: EDU 497 and EDU 498.

EDU 494 Capstone Seminar for Teacher Candidates 3 Credits

This seminar will be the culminating course that complements student teaching education majors. EDU 494 will revolve around assessments of how well teacher candidates can integrate theoretical principles and core attributes into the practical work of student teaching. Teacher candidates will complete readings, engage in classroom discussions and construct artifacts that will be assessed for their integration of pedagogical knowledge with issues of diversity, ethics, global awareness and social justice. The artifacts will demonstrate how well each teacher candidate's understanding of the four core knowledge attributes is contributing to his or her development as a teacher.

Restrictions: Senior Teacher Education majors only.

Fulfills College Core: Core Capstone

Offered: every fall.

EDU 495 Child Abuse Workshop 0 Credits

This 2 hour course is required for NYS teacher certification. It includes information regarding how to identify and report suspected child abuse and maltreatment.

Offered: every fall & spring.

EDU 496 Prevention of School Violence Workshop 0 Credits

This 2 hour course is required for NYS teacher certification. It includes information regarding how to notice warning signs related to violence and other troubling behaviors in children as well as regulations and policies related to a safe nonviolent school climate. Candidates will also learn how to participate in an effective school/community referral process for students exhibiting violent behavior.

Offered: every fall & spring.

EDU 497 Dignity for All Students Act (DASA) Workshop 0 Credits

Provides six hours of training on the components of the Dignity Act, how school climate impacts students achievement and behavior, understanding diversity and multi-cultural environments, and understanding bullying, harassment and discrimination, including indicators, early warning signs, prevention and intervention and how to interact with families of victims and aggressors.

EDU 498 Student Teaching Seminar 3 Credits

Student Teaching Seminar enhances the student teaching experience through opportunities to foster professional growth and guided reflection on planning, instruction and assessment of learning. The course provides a professional learning community to assist candidates in the transition to careers in teaching.

EDU 499 Independent Study 3 Credits

An independent study requires the signature of the department chair and the associate dean. Independent studies require an application and approval by the associate dean.

Prerequisite: signature of the program director & associate dean.

EDY 208 Infant/Toddler Care and Education 3 Credits

This course utilizes developmental theory and research findings to examine issues of attachment, perception, motor skills, cognition, language, emotions and social skills in children birth through age three. An emphasis is placed on understanding children in the context of family and culture. Requires 10 hours of field placement: infant/toddler.

EDY 209 Developmentally Appropriate Curriculum in Early Childhood Classrooms 3 Credits

Emphasizes research-supported practice for enhancing children's physical, cognitive, social, emotional and behavioral development within the framework of the New York State Standards. Focuses on developmentally appropriate learning opportunities. Requires 10 hours of field placement: PreK/K.

Offered: occasionally.

HED 308 Early Field Experience Health 0 Credits

The teacher candidate will participate in K-12 school level health education. To successfully complete this experience the candidate will complete a 50 hour placement with an assigned local health educator.

Restriction: permission of program director. This course must be completed at Canisius University.

Offered: every fall & spring.

HED 325 School Health 3 Credits

Students explores the most prevalent health and safety issues of schoolaged children and youth and examines rationale for health education, theories, methods, strategies, and techniques of health education program planning. Additionally, students will plan effective comprehensive school health education programs: integration of school and community services.

Restriction: must be physical education or physical and health education major.

Offered: spring.

HED 326 School Health Curriculum 3 Credits

Students will practice strategies and methodologies needed for effectively teaching health education. Students will demonstrate their ability to plan for instruction by writing and implementing learning experiences that meet the National Health Education Standards.

Restriction: must be physical education or physical and health education major.

Offered: every fall.

PED 203 Lifetime and Fitness Activities 3 Credits

A content-focused physical education course that includes an emphasis on sport and fitness being a learning atmosphere for global awareness. While, the course exposes students to many common and unique sports, it also serves to expose students to other cultures that participate in these lifetime activities. Improving or maintaining fitness will be the focus of this class and might include activities like, but not limited to yoga, pilates, resistance training, spinning, running, fitness walking, fitness swimming, water polo, kickboxing, cardio-kick, zumba and exergaming. A 4-5 week unit on aquatics will also be included in this course. The course also provides coinciding opportunities to gain awareness of cultural variations and regional circumstances, through the lens of a particular sport. Students will be required to demonstrate movement competence in various sports and activities.

Fulfills College Core: Global Awareness

Offered: spring of odd-numbered years.

PED 204 Games and Sports 3 Credits

A content-focused physical education course that includes an emphasis on sport being a learning atmosphere for global awareness. While, the course exposes students to many common and unique sports, it also serves to expose students to other cultures that participate in these activities. This includes the games categories of invasion, net/wall, target and fielding/striking. It also provides coinciding opportunities to gain awareness of cultures, and communities, and societies, through the lens of a particular sport. Students will be required to demonstrate movement competence in various games categories (invasion, net and target, etc.).

Fulfills College Core: Global Awareness

Offered: fall of odd-numbered years.

PED 207 Individual Performance and Dance Activities 3 Credits

Students will learn appropriate organization and teaching progressions for various forms of individual-performance and dance activities taught in the P-12 curricula. Might include, but are not limited to gymnastics, figure skating, track and field, multi-sport events, in-line skating, wrestling, self-defense and skateboarding. Dance or rhythms activities that may focus on, but not limited to dance forms such as creative movement and dance, ballet, modern, ethnic/folk, hip hop, Latin, line, ballroom, social and square.

Offered: spring of even-numbered years.

PED 305 Outdoor Curriculum and Cooperative Activities 3 Credits

Philosophy, teaching methods, programming and safety management. Activities may include initiatives, new games, problem solving, trust activities, ropes course, cycling, mountain biking, rock climbing, rappelling, cross-country skiing and others.

Offered: fall of even-numbered years.

PED 306 Early Field Experience Elementary Physical Education 0 Credits

The teacher candidate will participate in K-6 elementary physical education. To successfully complete this experience the candidate will complete a 30 hour placement with an assigned local physical educator.

Restriction: permission of program director. This course must be completed at Canisius University.

Offered: every fall & spring.

PED 307 Early Field Experience Secondary Physical Education 0 Credits

The teacher candidate will participate in 7-12 secondary physical education. To successfully complete this experience the candidate will complete a 30 hour placement with an assigned local physical educator.

Restriction: permission of program director. This course must be completed at Canisius University.

Offered: fall & spring.

PED 311 Movement Education and Elementary Activities 3 Credits

Conceptual bases, perceptual-motor development and practical applications of movement education. Development, implementation and integration of a physical education program; teaching strategies geared to the elementary level classroom with emphasis on New York and national learning standards in Physical Education. Field experience required.

Restriction: must be physical education or physical and health education major.

Offered: spring.

PED 351 Coaching Theory and Techniques 3 Credits

Coaching is a service activity, which can be experienced as a volunteer, as a paid part-time position or can lead to a full-time profession. The athletes we work with are children and young adults. Many participate at the 'house' league level, while others are involved with more competitive and elite programs. Winning is an important aspect of coaching, however providing a positive athletic experience is essential. Winning may take a secondary role to the development of fundamental skills in many situations. This course focuses upon the principles of effective coaching including the role of the coach, ethics and values clarification. The overriding theme examines the interpersonal strategies leading to a productive coach-athlete relationship.

Offered: fall.

PED 354 Adapted Physical Education 3 Credits

Designed to provide students with an exposure to education, physical education, sport and recreational programming for children with disabilities. Content focuses on variety of disabilities eligible for service under the Individuals with Disabilities Act (IDEA) and the ability to design, conduct, and assess a physical education program that is appropriate for this population. Service-Learning required.

Restriction: must be physical education or physical and health education major.

Offered: fall.

PED 360 Human Growth and Motor Development 3 Credits

Examination of principles of growth and developmental theory with an emphasis on factors affecting changes in movement potential of individuals.

Restriction: must be physical education or physical and health education major.

Offered: fall.

PED 365 Principles and Philosophy of Coaching 3 Credits

Coaching is a service activity, which can be experienced as a volunteer, as a paid part-time position or can lead to a full-time profession. The athletes we work with are children, young adults and students. Winning is an important aspect of coaching, however providing a positive athletic experience is essential. Winning may take a secondary role to the development of fundamental skills in many situations. This course focuses upon the principles of effective coaching including the role of the coach, practice planning, leadership styles, organization and management, ethics and values clarification, goal setting, communication, career objectives, coaching burn-out and sport psychology. The overriding theme examines the interpersonal strategies leading to a productive coach-athlete relationship.

Restriction: Teacher Education and Leadership department majors only.

Offered: spring.

PED 371 Assessment in Physical Education 3 Credits

This course will introduce the teacher candidate to assessment and its role in the physical education profession. Topics include fitness testing, integrating physical education assessment tools, and basic statistics. In addition, there will be a focus on the evaluation of the New York State Standards, authentic assessments and SHAPE America guidelines.

Restriction: must be physical education or physical and health education major; permission of program director.

Offered: spring.

PED 380 Concepts of Teaching Sport Skills 3 Credits

The purpose of this course is to give each student an in depth exposure to and an understanding of the various motor learning principles and factors influencing the acquisition of motor skills. The central focus of the course will be directed to the learning process. Age appropriate activities and instructional guidelines will be examined. This includes the variables related to the learner, the skills to be acquired and the instructional procedures that can be used by the physical educator, coach or exercise specialist.

Restriction: must be physical education or physical and health education majors and sport psychology minors.

Offered: spring.

PED 441 Teaching Methods in Physical Education 3 Credits

Development, implementation and integration of a physical education program; teaching strategies for K-12 physical education with emphasis on New York and national learning standards in Physical Education.

Fulfills College Core: Oral Communication

Offered: occasionally.

PED 441L Teaching Practicum in Physical Education 0 Credits

The teacher candidate will train for student teaching at the K-12 school level. To successfully complete this experience the candidate will finish a series of modules designed to bridge the gap between the college classroom and the teaching setting. This course must be completed at Canisius University.

Prerequisites: HED 308, PED 306, and PED 307. Restriction: permission of program director.

Offered: every fall & spring.

PED 493 Student Teaching Physical Education/Health: Childhood and Adolescence 12 Credits

Two seven-week, full-time student teaching experiences with one placement in an elementary school (Grades 1-6) and the other placement in a high school (Grades 7-12) culminating in preparation for teacher certification. Grade: Pass/Fail. The combination of PED 493, EDU 495, EDU 496, EDU 497, and EDU 498 during the student teaching semester will count as a full semester of three courses, 15 credit hours.

Prerequisite: Completion of all other course requirements and department approval, and minimum GPA of 2.7 in all major courses. Corequisite: EDU 497 & EDU 498. Restriction: permission of program director.

Offered: fall & spring.

PED 499 Independent Study 1-3 Credits

Independent study with a Kinesiology faculty member with emphasis on research in Physical Education. Independent studies require an application and approval of the associate dean.

Prerequisite: permission of instructor, department chair, & associate dean.

Offered: occasionally.

SPE 291 Nature and Needs of Students with Learning Disabilities 3 Credits

Describes the effect of mild disabilities from PreK-Grade 12. Focuses on collaborative strategies for parental involvement. Highlights the CSE process, placement options, and instructional strategies in grades PreK-12. Requires a twenty hour field placement.

Corequisite: SPE 292.

Offered: every spring.

SPE 292 Remedial Strategies in the Content Areas 3 Credits

Describes appropriate techniques and materials for instruction to students with disabilities and those at risk of failure. Emphasizes assistive technology for students in classrooms across the continuum of services.

Corequisite: SPE 291.

Offered: every spring.

SPE 311 Nature and Needs of Students with Intellectual Disabilities and Autism Spectrum Disorders 3 Credits

Describes effects of intellectual disabilities and other developmental Disabilities on both the childhood and adolescent levels. Focuses on collaborative strategies for parental involvement. Highlights instructional strategies across the continuum of services. Emphasizes a multidisciplinary approach to meet the learning needs of students with Intellectual Disabilities (ID) and Autism Spectrum Disorders (ASD). Requires 20 hours field placement.

Prerequisites: SPE 291 & SPE 292.

Offered: every fall.

SPE 330 Nature/Needs of Students with Behavioral Disorders 3 Credits

Describes the effect of emotional and behavioral disorders on children, adolescents and young adults, and their families. Highlights NYSED regulations, collaboration, and instructional strategies to address academic and behavioral issues. This course requires a twenty-hour field placement.

Prerequisites: SPE 311 & EDU 356. Corequisite: ECCH 412.

Offered: every spring.

SPE 341 Inclusive Strategies 3 Credits

Provides an overview of special education, including current trends. Addresses successful strategies to support students with disabilities in the general education classroom. Examines the empirical basis of methods utilized to meet the New York State Learning Standards and emphasizes collaboration to meet the diverse needs of all learners.

Fulfills College Core: Diversity

Offered: every fall, spring, & summer.

SPE 356 Assessment for Diverse Learners 3 Credits

Addresses the process of identifying, assessing, and diagnosing students with disabilities as well as how to select and administer formal and informal assessments (i.e. standardized tests, curriculum-based assessment, norm-referenced, criterion-referenced assessment, and alternative methods of evaluation). Highlights use of assessment results to promote decisions in planning, teaching, and evaluating for instructional program improvements for students with exceptionalities.

Offered: every fall.

SPE 432 Seminar in Teaching and Assessment 3 Credits

Preparation for student teaching. Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment from the PreK-12 level. Addresses objectives, curriculum, strategies, materials and evaluation necessary for the science of teaching. Emphasizes content, inquiry skills, problem solving and scientific attitude highlighting the NY State Standards. Requires the teaching of lessons across all content areas during 50 hours of field experience.

Fulfills College Core: Oral Communication

Offered: every fall.

SPE 493 Supervised Student Teaching 12 Credits

Highlights knowledge, skills and dispositions of professional educators. One full-time 7-week placement in each childhood and special education-childhood classroom requires candidates to become the instructional reader under the supervision of cooperating teachers and college faculty.

Prerequisite: signature, minimum GPA of 2.70, minimum grade of C in each required education course, some schools may require certain health tests. Corequisite: EDU 497.

Offered: every spring.

SPE 499 Independent Study 3 Credits

Independent studies require an application and approval by the associate dean.

Prerequisite: permission of the instructor, department chair, & associate dean.

TESL 281 Cultural Perspectives in Multilingual Education 3 Credits

In this course, candidates examine the current debate regarding the role and definition of culture in the study of TESOL and the ESL classroom. Students will come to understand the effects of stereotyping the cultural characteristics of ESL students as well as the very real impact culture has on students' learning styles and classroom experiences. ESL 581 candidates will examine the potential impact their teaching strategies will have in the ESL classroom, with regard to understanding their own cultural characteristics and presuppositions. A balanced view of intercultural communication is the goal.

Offered: every fall.

TESL 283 Linguistics, Literacy, & Second Language Acquisition 3 Credits

This course will introduce the core disciplines of linguistics; this includes the scientific study of language components as they apply to all aspects of literacy learning (e.g., phonetics, phonology, morphology, syntax, and semantics). Candidates will consider how grammar is shaped by human cognition, culture, and speakers' communicative goals as well as how languages around the world construct words, figurative language, and sentences. In this course, language phenomenon, scientific bases, terminology on linguistics, multi-relational aspects and other related areas are discussed. Language phenomenon is discussed by reference to domains that nurture it. Language origins, language-brain relationship, sound, word, syntactic, meaning and social systems, communication with all its contexts, discourse analysis and its approaches, language learning and teaching aspects are all discussed throughout the course. Linguistics knowledge and language teaching methods are treated as integrated topics. Primary course goals are to provide candidates with the necessary information on language as a dynamic system, domains related to language, and creating an intellectual background for language and language teaching. An expected outgrowth of the study of linguistics is that students will realize the relationship between understanding specific structures in a language and effective language teaching. In addition, this course provides an up-to-date introduction to the study of linguistics, the discipline that investigates and describes language acquisition, production, and comprehension. The course will also examine English language structures--the language of the dominant society--and enhance language awareness.

Restrictions: CH/TESOL majors only.

Offered: every spring.

TESL 284 Curriculum, Assessment, & Methods of Teaching Native Language Arts 3 Credits

This course is an introduction to Native Language Arts (NLA) instruction for speakers of other languages. It is intended to provide models of instruction in the native language arts which are aligned with the New York State learning standards. Through reading, discussion, observation, and demonstration, candidates will come to understand the importance of native language literacy in the development of literacy in the second language. It has been found that there is a strong and positive correlation between literacy skills in the native language and literacy skills in the second language. Students with the highest levels of native language literacy are those who eventually become the strongest readers in the second language. Candidates will become familiar with approaches to teaching NLA in the 'Post-Method' Era. Candidates will be provided with experiences in teaching grammar, pronunciation, speaking, listening, vocabulary, reading and writing as well as experience a variety of methods to assess these components of Native Language Arts. As research has demonstrated, those skills and concepts learned in one language serve as a reference point for development of a second language. Therefore, a strong native language arts instructional program integrating learning experiences and standards will facilitate the transfer of literacy skills into English and will develop the ability to complete increasingly complex academic tasks.

Restrictions: CH/TESOL majors only.

Offered: every fall.

TESL 385 Methods and Materials: Teaching English to Speakers of Other Languages 3 Credits

This course is an introduction to methods and materials for the teaching of English to speakers of other languages (TESOL). Through a program of lectures, readings, discussions, and practical teaching exercises in the field, candidates will explore the educational contexts in which English is taught and learned, methods and materials that teachers use to teach it, and the links between what teachers and learners do in the classroom and what applied linguistic research tells us about how second languages are learned. Satisfactory completion of the course indicates that candidates have acquired a basic knowledge of the methodology and materials of TESOL and basic skills in putting that knowledge into practice. There is a focus on core curricular areas, pedagogy, and materials for responsive instruction that utilizes research-tested approaches and instructional strategies that actively engage students in learning. More advanced study and supervised teaching practice will be acquired as candidates apply these skills in an ESL classroom during their supervised practicum. Fieldwork required (25 hours).

Offered: every fall.

TESL 386 Methods of Teaching the Subject Areas in the Native Language 3 Credits

This course is for elementary and secondary teachers who will be or are currently working with culturally and linguistically diverse students. It is intended to provide models of content area instruction in the native language, aligned with the New York State learning standards. Through reading, discussion, observation and demonstration, candidates will learn about teaching content across curricular subject areas as well as understand the importance of native language literacy in the development of literacy in the second language. The course explores English language development in the context of academic language socialization, specifically through the instruction of English along with the curricula of the content areas. There is a focus on core curricular areas, pedagogy, and materials for responsive instruction that utilizes research-tested approaches and instructional strategies that actively engage students in learning. It includes responsive instruction which is differentiated; it meets the needs of ALL learners including those who struggle, those in the middle, and those who are high achievers and need challenges. Fieldwork required (25 hours).

Corequisite: ECCH 412.

Offered: every spring.

TESL 387 Evaluation Assessment in Bilingual/TESOL Education 3 Credits

In this course, candidates will examine assessment measures and evaluation protocols as well as methodologies for dynamic instruction (instruction that includes ongoing assessment in the process of teaching) with ESL/CLD learners. Current research and materials for TESOL instruction, assessment, and evaluation will be analyzed for validity, reliability, and utility. Various instructional models for dynamic instruction will also be explored for effectiveness. Dynamic teaching refers to teaching with ongoing assessment and immediate adjustment in instruction based on in-the-moment assessment that informs the teacher to remediate, go on, or challenge learners. Candidates will analyze the internal construction of testing instruments, procedures for alternative assessment of ESL/CLD students, and options for appropriately adapting tests that are part of classroom curriculum in ways that make them effective and equitable for ESL/CLD learners. Students will complete a field case study as part of this course. Fieldwork required.

Offered: every fall.

TESL 432 Seminar in Teaching and Assessment 3 Credits

Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the special education-childhood level. Field Experience: 50 hours of fieldwork required.

Offered: every fall.

TESL 493 Student Teaching 12 Credits

Highlights knowledge, skills and dispositions of professional educators. One full-time 7-week placement in each childhood and special education-childhood classroom requires candidates to become the instructional reader under the supervision of cooperating teachers and college faculty.

Prerequisite: Signature, minimum GPA of 2.70, minimum grade of C in each required education course, some schools may require certain health tests. Corequisites: EDU 497 & EDU 498. Restriction: CH/TESOL majors only.

Offered: every spring.