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The School of Education Courses
The following courses are for students in the MAT or MS for T programs. To ensure that students meet appropriate prerequisites for all courses, all graduate students are required to have a plan of study on file that has been approved by School of Education advisors.
PSY 246. Educational Psychology (Pre-1)
Principles of psychology applied to teaching, with emphasis on cognitive abilities of students, classroom management procedures, and motivational techniques. Visits to a variety of local schools. Prerequisite: PSY 100.
EDS 500A. Field Observations (Middle School)
(No fee)
40 hours, observing classes and meeting with secondary school teachers in the discipline for which certification is sought. Five days are required at the middle school level. Specific observation activities outline the expected outcomes of the experiences as well as information regarding observational techniques and procedures. Typical experiences involve in-depth observation of one teacher and additional observations of other teachers and classes to see a range of grade/ability levels. Observers are asked to consider physical environment, classroom climate, learners and learning styles, the curriculum, and teacher planning/preparation. Students are also expected to become familiar with instructional materials and resources.
EDS 500 B. Field Observations (High School)
(no fee)
40 hours, observing classes and meeting with secondary school teachers in the discipline for which certification is sought. Five days are required at the high school level. Either 500A or B must be conducted in a high needs school.
EDS 500C. Continuation of EDS 500A and 500B.
Field Observations (Internship School)
40 hours, observing classes and meeting with secondary school teachers in the discipline for which certification is sought. Specific observation activities outline the expected outcomes of the experiences as well as information regarding observational techniques and procedures. Typical experiences involve in-depth observation of one teacher and additional observations of other teachers and classes to see a range of grade/ability levels. Observers are asked to consider physical environment, classroom climate, learners and learning styles, the curriculum, and teacher planning/preparation. Students are also expected to become familiar with instructional materials and resources.
EDS 511. Curriculum and Methods of Teaching English
Curricular planning and instruction for the teaching of English at the secondary school level. The course will include an analysis of secondary language arts curricula including New York State Frameworks for language arts, instructional techniques and strategies, designing and locating instructional materials, planning, implementing, and evaluating lessons and units.
EDS 512. Curriculum and Methods of Teaching Mathematics
Curricular planning and instruction for the teaching of mathematics at the secondary school level. The course will include an analysis of classic and current secondary mathematics curricula including New York State Frameworks for mathematics, instructional techniques and strategies, designing and locating instructional materials, planning, implementing, and evaluating lessons and units.
EDS 513. Curriculum and Methods of Teaching Languages
Curricular planning and instruction for the teaching of modern and classical languages at the secondary school level. The course will include an analysis of secondary language curricula including New York State Frameworks for languages; instructional techniques; the teaching of speaking, listening, reading, and writing; designing and locating instructional materials; planning, implementing, and evaluating lessons and units.
EDS 514. Curriculum and Methods of Teaching Sciences
Curricular planning and instruction for the teaching of science at the secondary school level. The course will include an analysis of secondary science curricula including New York State Frameworks for sciences; instructional techniques and strategies for teaching scientific concepts; laboratory methods and safety, designing and locating instructional materials; planning, implementing, and evaluating lessons and units.
EDS 515. Curriculum and Methods of Teaching Social Studies
Curricular planning and instruction for the teaching of social sciences at the secondary school level. The course will include an analysis of secondary social studies curricula including the New York State Frameworks for social studies; models and techniques for teaching and integrating the various social sciences; designing and locating instructional materials; planning, implementing, and evaluating lessons and units.
EDS 540. Psychology of Teaching
Theories of learning and memory applied to instruction; models and research on teaching in secondary schools. This course will include a laboratory component with micro-teaching experiences and will be taken in the summer preceding the teaching internship. (Co-requisite: EDS 540 Lab)
EDS 540L. Microteaching Laboratory
Students prepare and present several 5-30 minute lessons using a variety of instructional models. Lessons are video-taped and critiqued by peer-coaches and laboratory faculty. This laboratory must be taken concurrently with EDS 540 and a course in Curriculum and Methods in Teaching (EDS 511-516).
EDS 541. Essential Reading Literacy
An examination of the reading approaches, both aesthetic and efferent, covers text features, vocabulary building, and strategies for meaning-making to support students’ reading in the academic discipline content areas.
EDS 544. Literacy for the Content Classroom
The theory and instructional approaches which support students’ acquisition of content knowledge through writing. Builds upon the reading essentials of EDS 541 to help teachers use writing processes and varied assignments and strategies for specific content learning objectives, writing to learn as well as display writing, includes instructional planning elements such as types of assignments, writing frequency and pacing, feedback, grading, and reflective analysis of writing products.
EDS 550A. Special Needs Seminar: Drug, Alcohol, Child Abuse
This seminar is required of all MAT candidates and is to be taken concurrently with their internship. This course explores major aspects of special needs populations in schools including State mandates; laws dealing with the handicapped; gifted and talented students; the instruction required for teachers in drug, alcohol, and child abuse; and projects to increase teachers’ competence in working with special needs populations. Only students engaged in an internship may enroll in this course.
EDS 550B. Seminar in Instruction and Evaluation of Assessment
This seminar is required of all MAT candidates and is to be taken concurrently with their internship. Topics include: application of instructional theory and research, reflective teaching and self-evaluation, traditional and alternate/performance assessments. Each student will produce a professional portfolio and a teaching video-tape in this course. Only students engaged in an internship may enroll in this course.
EDS 550C. Seminar in Instruction and Evaluation of School Reform
This seminar is required of all MAT candidates and is to be taken concurrently with their internship. Topics include: application of instructional theory and research, reflective teaching and self-evaluation, exposure to major school reform movements/proposals, and the relationship of new teachers to the reform movement. Only students engaged in an internship may enroll in this course.
EDS 551, 552, 553. Teaching Internship (No Fee)
Graduate interns teach a minimum of two courses in a local secondary school under the direction of an experienced school mentor and a college supervisor. Students meet several times a trimester on campus in addition to their teaching responsibilities. Only matriculated MAT students may be enrolled in an internship.
EDS 570. Growing Up in America: Issues of Diversity
Childhood and coming of age will be examined through the works of a diverse group of American writers. The class will read and respond to biographies, autobiographies, fiction, and personal essays that grapple with building, personal, cultural, or social identities. Discussions will include such issues as the role of education for immigrants and disadvantaged populations, racism, affirmative action, bilingual instruction, and cultural diversity.
EDS 580. MAT/MS for Teachers Project
Individual and group projects relating to the classroom teaching of a particular discipline. Typical projects are: systematic applications of an instructional model of a major segment of curriculum in a teaching subject area; classroom action research; addressing curricular or instructional questions/issues within one’s teaching subject area.
EDS 590. EDS 690. Independent Study in Education
EDS 598. EDS 599. Research and Thesis in the Discipline
EDS 600. Status Continuation ($100)
Graduate students who are degree candidates and are working on their thesis must pay a continuation fee for any term in which they are not formally enrolled in any other course counting toward the completion of their degree.
Courses Taught in Discipline Areas for the School of Education
BIO 548. Genetics
An introduction to the fundamental principles of human genetics. Topics include single gene and multifactorial inheritance, pedigree analysis, cytogenetics, genetic variation in populations, genetics of cancer and immunities, prenatal testing, and human sexuality. The course will foster understanding of the central role which genetic factors play in human health and disease, the ways in which new genetic information is revolutionizing biology, and a working knowledge and vocabulary needed to make well-informed professional and personal decisions.
BIO 553. Plant Biology
This course will focus on a survey of the land plant kingdom with an emphasis on phylogeny, anatomy, physiology, field identification, and ecology. Emphasis will be placed on the New York State curriculum for biology in secondary schools and ways to link plant study to the curriculum.
BIO 590. Biological Demonstrations
Focusing on specific biological laboratories taught in middle schools and high schools, this course not only explores the New York State mandated biological laboratories, but also the potential laboratories that can be taught in the discipline at the secondary school level. The emphasis is on the NYS standards-based skills that secondary students need to know and be able to perform. Each student leaves the course with a wide variety of laboratories that can be used in a wide variety of school settings.
CHM 590. Chemical Demonstrations
This course focuses on teaching students the chemistry content and the procedures for creating effective, safe, and challenging chemistry laboratory experiments in secondary classrooms. Each student will leave the course knowing a multitude of required and potential chemistry laboratories that can be used successfully with secondary school students.
CST 565. Introduction to Computers in the Classroom
This core course is required of all students specializing in computers who have not had a similar course in their previous study. It is strongly recommended for all students in any education program who have had little or no exposure and/or knowledge of computers, computer systems, and their basic applications: word processing, databases, and spreadsheets. Emphasis will be placed on what computers do, how they can be used, an understanding of the various parts of the hardware, loading programs, running programs, the primary and secondary storage capabilities and their functions. All students will become familiar with word processing, spreadsheets, databases, and their applications. A basic introduction to E-mail, the Internet, and some of their basic uses in the classroom will also be included along with an elementary explanation of programming through the use of Quick Basic or another introductory programming language.
CST 570. Computers in the Language Arts Classroom
Investigates the potential of microcomputer technology to improve reading, writing, study, communication, and second language skills. During the first five weeks, many tools, techniques, and materials will be presented through demonstrations, readings, lectures, and lab sections. Class members will further explore one or more of these areas and develop an implementation plan during the second portion of the course. Students should have an acquaintance with computers but do not need to be programmers. Some Logo or Carol the Robot is helpful.
CST 571. Computers in the Math and Science Classroom
Investigates the potential of new technology for improving the teaching of math and science. Special attention is given to the advanced uses of spreadsheet and database software in the secondary curriculum. Course discussions will emphasize the educational applications of computer technology rather than development of software. Advanced use of E-mail, the Internet and World Wide Web will be taught as well.
EGL 510. Writing and Teaching: A Process Approach
Using the techniques developed by the National Writing Project to use the writing processes of actual writers in school writing, this course presents an in-depth examination of the writing process. Students are expected to write weekly and to use the techniques in the course with their own students in secondary schools. As a result, the course combines writing theory with practical classroom practice.
EGL 531. Reading Poetry
Students will examine a broad range of poems in order to examine the sources and characteristics of the unique powers of poetry and poets claimed throughout history. Students will learn to formulate theories of how poetry operates in ways peculiar to itself and to develop personal, aesthetic, and critical approaches to reading poetry effectively.
EGL 581. Criticism
This course focuses on gaining a broad familiarity with the major theoretical approaches to the study of literature and culture. The course will apply the insights gained about theory to the practical act of interpreting literary texts and narratives of various sorts. Strong links will be drawn between theory and practical application.
EGL 582 / HST 582. The Civil War Era
Focusing on the history and literature of the Civil War Era, this course selects materials from 1850-1870. Key concepts and their extensions into the 19th and 20th centuries will be emphasized including race, gender, immigration, industrialism, military tactics, individualism, Romanticism, Realism, Naturalism, and Patriotism. The course will emphasize several interdisciplinary approaches to the study of literature and history, including a wide variety of artifacts that can be used to teach the history and literature of the period. The course will be organized as a seminar emphasizing discussion and student presentations.
FRN 533. Advanced French Language and Grammar
This course focuses on advanced language training for accomplished French students. The course examines some of the finer points of grammar, stylistics, and phonetics.
HST 510. Comparative History
History 510 takes a comparative and topical approach to the study of traditional global history. The goal is to provide teachers with several different framework within which to understand and teach global history. Five main approaches are examined. The course will be organized as a seminar focusing on class discussion rather than lecture. Grading will be based on short papers and a final exam.
HST 558. The Holocaust
A formal study of European and American Jewry in the period 1933-1945 focusing on modern anti-Semitism, the Nazi world view, German extermination policies, the response of Europe and the United States, and Jewish behavior in a time of crisis.
HST 589. Special Topics in Social Science
This course is designed as a critical thinking course, analyzing the ways in which social scientists write, think, make arguments, and present evidence. The course provides future teachers with multiple ways to evaluate social science evidence in multiple disciplines. The course demands analytical thinking and the ability to articulate orally and in writing.
PHY 590. Physics Demonstrations
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