School of Liberal Arts and Education
Education Department Course Descriptions
EDUC 102 Introduction to the World of the Learner
2 credits 3 class hours
This introductory course explores the many institutions that make an impact on the child’s total development. Prospective teachers will examine how social institutions such as the home, school, church, community, media, and technology affect the child’s learning. The concept of the self and other personality characteristics that affect the interaction between children and adults will be examined. This course takes an inclusive approach to educating students with special abilities. Diversity will be explored through pluralistic lenses affording students the opportunity to make cross-cultural connections. Technology will be examined as a tool to better inform candidates’ future teaching and learning in urban settings. Classroom management strategies will be explored. This course includes a supervised early field placement.
Pre-Requisite: ENGL 112
EDUC 110 Health, Safety Fitness for Teachers
1 credit 1.5 class hours
This course will provide prospective teachers with the necessary knowledge and skills to establish and maintain personal health and fitness, to create and maintain safe and healthy home and classroom environments, and use their knowledge of personal and community health issues to effectively manage their resources and to advocate for healthy children, families and communities. This course will consist of a series of seven two-hour workshops on the following issues of health and safety: (1) nutrition; (2) exercise and physical fitness; (3) sexuality, health and hygiene; (4) prevention and risk education strategies to promote safety at home and in the classroom, including prevention of child abduction; (5) identification and reporting of suspected child abuse and maltreatment; (6) fire and arson prevention; (7) the impact of alcohol and substance abuse on personal health and families.
Pre-Requisite: EDUC 102
EDUC 150 Technology for Today
3 credits 3 class hours
This course is designed as an introduction to the use of computer applications for pre-service teacher candidates. Candidates will acquire a working knowledge of basic computer systems and concepts. They will develop competence in the use of software applications and the Internet. Using a thematic model, they will use presentation software to create projects for the classroom. Additionally, candidates will observe current technology use in local schools.
Pre-Requisite: Pass CUNY Examinations
EDUC 152 Introduction to Special Education
2 credits 3 class hours
The purpose of this course is to introduce the student to the field of special education and the needs of exceptional children and youth who are gifted or have impairments that affect intellectual, physical, emotional or sensory abilities. The student will develop an understanding of the developmental and learning characteristics of exceptional children and youth and learn about various educational services that have been found to be effective in enabling exceptional children and youth to meet their potential.
Pre-Requisites: EDUC 102 and ENGL 112
EDUC 203 Introduction to Developmental Disabilities
2 credits 3 class hours
This course is designed to provide students with a survey of the various developmental disabilities. The behavioral characteristics; educational and vocational needs; and adaptive skills of persons diagnosed as developmentally disabled will be emphasized. The course will address the medical, developmental, psychosocial issues affecting individuals with developmental disabilities. Diagnostic and assessment methods will be discussed. The course will address the application of instructional technologies in the education and treatment of persons with developmental disabilities and methods for including them in all facets of the community. This course includes a supervised field placement.
Pre-Requisites: EDUC 152, ENGL 150
EDUC 231 Child Development
3 credits 3 class hours
This course examines the physical, social, intellectual and emotional aspects of child development, the interrelationships among them, and their influence on the child's learning experiences from birth to adolescence. The prospective teacher will develop awareness of developmental norms, individual differences and an understanding of approaches to working with all children in order to enhance their school success. This course includes a supervised early field placement.
Pre-Requisites: ENGL 112 and PSYC 101
EDUC 252 Principles of Early Intervention: Needs of Infants, Toddlers and Children with Developmental Disabilities
2 credits 3 class hours
This course is designed to facilitate students’ acquisition and demonstration of knowledge and skills about special needs of toddlers, infants and children birth to seven years of age with special needs. The course will explore cognitive, language and neuro-motor development; and related medical and psychosocial issues. Students will learn various strategies for including infants and toddlers with special needs in regular settings and the uses of instructional technologies and devices. Students will practice developing IFSPs/IEPs and related instructional goals and activities. Family-centered intervention and collaboration and the roles and responsibilities of professionals will be examined. This course includes a supervised field placement.
Pre-Requisites: ENGL 112 and EDUC 152
EDUC 253 Assessment, Treatment and Services for Infants, Toddlers and Children with Developmental Disabilities
2 credits 3 class hours
This course is designed to help students critically examine the purposes, practices, policies, problems, and trends in assessing children birth to seven years of age who are suspected of a having a developmental delay or are at risk for delay. Students will examine and familiarize themselves with a variety of assessment instruments and techniques. Strategies for conducting family-centered and trans-disciplinary assessments in natural environments will be explored. Students will analyze the relationship of assessment to the: cultural and familial context of the child; theories of teaching and learning; and instructional planning. Students will practice developing IFSPs/IEPs and instructional goals and activities. The course emphasizes the importance of and strategies for including children with special needs in regular education settings and the uses of instructional technologies in teaching. The roles and responsibilities of assessment and service professionals will be emphasized. The course includes a supervised field experience.
Pre-Requisites: EDUC 153 or EDUC 252
EDUC 254 Clinical Experience with Seminar in Mental Retardation and Developmental Disabilities
2 credits 3 class hours
This seminar, integrated with clinical experience, focuses on daily issues and problems found in the workplace serving the mentally retarded and developmentally disabled population. Cases will be presented by candidates . Effective strategies selected and implemented in the work site will be discussed, and outcomes will be evaluated using a team approach. This course will include a supervised field placement.
Pre-Requisites: EDUC 153 and two of the following: EDUC 152, EDUC 252, EDUC 253, EDUC 324, EDUC 407
EDUC 260 Technology for Teaching
2 credits 3 class hours
This course is designed as an introduction to the use of computer applications for pre-service teachers. Students will acquire a working knowledge of basic computer systems and concepts. They will develop competence in the use of software applications and Internet. Using a thematic model, they will use presentation software to create projects for the classroom. Additionally, students will observe current technology use in local schools.
Pre-Requisite: ENGL 112
EDUC 266 Transition Services and Supported Employment for Students with DD/MR
2 credits 3 class hours
This course is designed to examine some of the factors which contribute to the high unemployment rate among individuals with developmental disabilities/mental retardation and to discover possible solutions to this multifaceted problem. The course will examine what should happen in secondary school programs and in the world of work to facilitate individuals with disabilities more effectively crossing the bridge between school life and adult life in the community. The course will analyze the process of systematic transition planning and implementation, paying particular attention to critical components such as joint transition planning between educational and community service agencies, adult service programs geared to meet the diversified support needs of individuals with developmental disabilities in employment in employment and community settings, and high school programs which prepare individuals with DD/MR to work and live in the community. This course will include a supervised field placement.
Pre-Requisite: EDUC 254
EDUC 301 Principles of Early Childhood Education
2 credits 3 class hours
The course content gives a comprehensive view of the total field of early childhood education. Theories of child development are reviewed as a basis for examining early childhood principles, practices and programs. This course emphasizes the child’s development of concepts, relationships, and positive attitudes toward self and achievement. This course covers the sociological, philosophical, and historical roles of education in the lives of young children from ages 0-8 in classrooms. Ways of fostering effective relationships and interactions to support growth and learning among varying communities will be examined. The parent as first teacher and the home-school continuum will be explored. An inclusion approach to educating students with special needs in diverse, pluralistic learning communities will be explored. Technology will be used as a tool to design strategies to engage students in self-reflection and learning. This course requires a field experience placement.
Pre-Requisite: Admission to a B.A. Program
EDUC 302 Curriculum and Instruction in Early Childhood Education
2 credits 3 class hours
This methods course explores curriculum theory, resources and recent innovations in early childhood education in urban settings. Strategies to motivate and resolve conflicts are examined. Inclusive approaches for children with special abilities, diverse populations and technological advances will be explored providing the best practice in the field. Students will develop, design and implement age appropriate curriculum. This course requires a field experience placement
Pre-Requisite: Admission to a B.A. Program
EDUC 307 Foundations of Educational Psychology
3 credits 3 class hours
This course presents the essentials of educational psychology applicable to teaching and learning situations. Topics for practical application in the classroom are background, development, learning, motivation, evaluation, and individual differences and adjustments. This course requires a supervised field experience placement
Pre-Requisite: Admission to a B.A. Program
EDUC 310 Students with Behavior Disorders
2 credits 3 class hours
This course is designed for prospective teachers of children and youth with behavior disorders and for teachers who encounter children with these disabilities. The course will critically examine the premises and issues regarding the education of emotionally troubled children. It will present and explore teaching techniques that respond to the needs of children and youth with behavior disorders. This course takes an inclusive approach in responding to the needs of students with exceptional behavior. Attention will be given to strategies and techniques that provide successful experiences for these students in inclusive classroom settings. All students will be required to demonstrate computer / technology skills in completing assignments. This course includes a supervised field experience.
Pre-Requisite: Admission to a B.A. Program
EDUC 311 Teaching Elementary Reading I
3 credits 3 class hours
This course is designed to introduce candidates s to reading theories as they apply to elementary classrooms from pre-K to grades 4-6. Candidates will study and critique various approaches to the teaching of reading, from direct phonics instruction to whole language, in order to develop their own balanced approaches to the teaching and learning of reading. Methods and materials for teaching and learning reading, current issues and recent developments in the field will be stressed. Demonstrations and applications of strategies, such as Interactive Reading and Teaching Phonics in Context, will provide practical experiences for students in the course. This course requires a supervised field experience placement.
Pre-Requisite: Admission to a B.A. Program
EDUC 312 Teaching Elementary Reading II
3 credits 3 class hours
This course is is designed to extend candidates’ knowledge of and experience with a variety of approaches and strategies for the teaching and learning of reading by examining and exploring how phonics is integrated into whole texts, how struggling readers learn to read and how and what kinds of literacies are taught. Candidates will learn to critique textbooks according to professional association standards and how to incorporate reading in the content areas. Demonstrations and applications of many of these strategies will provide practical experiences for students in the course. This course requires a supervised field experience placement
Pre-Requisites: Admission to a B.A. Program and EDUC 311
EDUC 314 Teaching Elementary Social Studies
2 credits 3 class hours
Students will examine national and state standards, curriculum development, instructional planning, assessment and multiple research-validated instructional strategies for teaching social studies to elementary school pupils within the full range of abilities. Students will demonstrate skills in accommodating various learning styles, perspectives and individual differences to enhance the learning of all pupils. The urban community, including its residents and cultural institutions, will be examined as an educational resource for teaching history, geography, economics, government, citizenship, culture and social interaction in a diverse society. The relationships between effective instructional planning, pupil engagement in learning and classroom management will be examined. Use of technology for instruction and administrative purposes will be addressed. Students will use and review software and online educational resources. This course requires a supervised field placement.
Pre-Requisite: Admission to a B.A. Program
EDUC 315 Teaching Elementary Mathematics
2 credits 3 class hours
This course is designed to explore topics in mathematics for children from birth through sixth grade. Prospective teachers will study and experience a constructivist approach to teaching mathematics. Methods for establishing mathematical concepts and guiding students into mastering the associated skills algorithms and applications through problem solving and reasoning will be established. The course will focus on developing an active student-centered approach to teaching and learning mathematics. Methods of assessing individual teaching practices and student learning for use in curriculum development and instructional planning will be emphasized. Topics that affect the way we teach and learn will be addressed within the context of the impact of classroom interaction. Issues of gender, ethnicity, special needs and classroom management will be incorporated in an on-going discussion of understanding the learner. New York State Curriculum Standards and New York City Performance Standards will provide the basis for curriculum, lesson planning, and assessment. This course requires a supervised field placement. Students will observe mathematics classes in local elementary schools and will participate in tutoring activities to create a forum for examining theory. This course requires a supervised field experience in an early childhood or elementary classroom.
Pre-Requisite: Admission to a B.A. Program.
EDUC 317 Teaching Elementary Science
2 credits 3 class hours
This course is designed to explore topics in science for children from birth through sixth grade. Prospective teachers will study and experience various approaches to teaching science. Methods for establishing science concepts and guiding students in methods of scientific inquiry through experimentation and problem solving will be established. The course will focus on developing an active student-centered approach to teaching and learning science. Methods of assessing individual teaching practices and student learning for use in curriculum development and instructional planning will be emphasized. This course includes a required field experience component in an early childhood or elementary classroom. Topics that affect the way we teach and learn will be addressed within the context of the impact of classroom interaction. Issues of gender, ethnicity, special needs and classroom management will be incorporated in an on-going discussion of understanding the learner. New York State Curriculum Standards and New York City Performance Standards will provide the basis for curriculum, lesson planning and assessment. This course requires a supervised field placement. Students will observe science classes in local elementary schools and will participate in tutoring activities to create a forum for examining theory and practice.
Pre-Requisite: Admission to a B.A. Program
EDUC 340 Assessment in Education
3 credits 3 class hours
This course is designed to help students critically examine the purposes, practices, policies, and problems of assessment in education. Assessment will be examined as an inclusive process, which includes, but is not limited to, observation, anecdotal notes, testing, pupil portfolios, authentic problem solving, and conferring with other stakeholders in pupils’ development. Students will analyze the relationship of assessment to theories of teaching and learning, curriculum development and performance standards, accountability and policies, instructional planning and delivery, action research, and reflective practice. Students will also examine modes of assessment, including the use of technology in developing, administering and scoring assessment instruments and reporting results of assessment. Students will analyze the effects of assessment practices and policies on pupils, respecting the universal and individual characteristics of development, including issues related to culture, language, race, gender, class, and disabilities. Students will also demonstrate knowledge and skills in the following areas: history of educational testing and measurements, item analysis and interpretations of test scores (including but not limited to statistical analyses), purposes and limits of testing in assessment, and developing and using formal and informal assessment practices for educational decision-making and self-assessment.
Pre-Requisites: Admission to a B.A. Program and at least one methods course.
EDUC 350 Computers in Technology
This survey course is designed to prepare pre-service teachers to integrate computer technology into classroom curricula. Students will design computer-mediated lessons and projects that will reflect the knowledge, skills and attitudes necessary to effectively use computers in teaching. They will learn to access electronic resources and effectively incorporate them into the academic curriculum. Methods of evaluating instructional hardware, software, and interactive technology will be examined. Current technology use will be observed in local schools to provide a forum for examining theory and practice.
Pre-Requisites: Passing scores on the ACT or equivalents.
Minimum of six credits in education courses including EDUC 102. Demonstrated computer literacy by completion of CL 101 or CIS 211 or EDUC 150 or placement exam.
EDUC 354 Sociology of Urban Education
2 credits 2 class hours
This course is designed to engage students in critical examination and analysis of a variety of issues (inclusive of race, ethnicity, socio-economic status, gender, immigrant status, language/culture, and exceptionalities) relevant to understanding the changes in urban structures and schools. Considering the case of New York City as constituting a dynamic spatial experience, students will analyze a variety of political economic, social, and ideological themes that may help to illustrate the pedagogical practices of urban schools. The analysis will be guided by contemporary critical social theories from the sociology of education and contextual perspectives of pedagogy and learning outcomes. The content and instructional approaches in the course will support the development of a language for evaluating current practices especially with bilingual and bicultural student populations. Essentially, the course will advance a pedagogy of possibilities that asserts that, above all, the role of educators must be redefined as transformative intellectuals and practitioners.
Pre-Requisite: Admission to a B.A. Program
EDUC 355 Critical Issues in the History of Education
2 credits 3 class hours
This course examines the centrality of race, class, ethnicity and gender in defining the American educational experience. The class will examine four historical periods: Colonial America, the 1840's and the Common School Movement, Reconstruction and the Progressive Era. Current issues like community control, tracking, religion and education, racial and sexual harassment, integration and equitable funding of schools will be examined in terms of their roots in these historical periods and in terms of their relationship to issues of race, ethnicity, gender and class. Students will become familiar with historical research methodology as they examine and analyze particular issues in the history of education.
Pre-Requisite: Admission to a B.A. Program
EDUC 381 Methods and Materials for Teaching Children with Reading Disabilities
3 credits 3 class hours
This course will study a variety of disorders in which there is reading retardation or deficiency. It will include organization of activities and materials, selection of equipment, use of medical and guidance services, counseling of parents and case conferences, field observations, and demonstrations of selected methods, practices in planning remedial instructional programs for classes, hospitals, day care centers, institutions, community agencies and home bound instructional settings. This course requires a supervised field experience placement
Pre-Requisites: Admission to a B.A. Program and EDUC 311
EDUC 457 Research Seminar
2 credits 2 class hours
This seminar examines the construction, classification and acquisition of knowledge from an interdisciplinary perspective. In this course, student teachers will describe four major areas of knowledge (humanities, mathematics, natural sciences, and social sciences), identifying their disciplines and methods of inquiry/research. Each student teacher will research a topic from the discipline or area of their major or concentration, seeking information and using methodologies of two or more areas. The student teachers will develop multi disciplinary study plans that could be used by early childhood, childhood or middle childhood level pupils (consistent with the level of initial certification the student teacher is pursuing) to research the topic. Student teachers will develop a curriculum unit on the topic and at an appropriate grade level, including objectives, learning strategies, and multiple assessments. The unit will address relevant New York State Learning Standards and New York City Performance Standards and Curriculum Frameworks. Student teachers will develop a resource for the unit, such as a children’s/adolescents’ book, video, power point presentation or instructional software. This teacher-made resource will be field tested in the student teaching placement site.
Pre-Requisite: Admission to a B.A. Program
Co-Requisites: EDUC 481 and EDUC 491
EDUC 481 Clinical Practice Seminar I
1 credit 2 class hours
This seminar provides the setting for the analytical exploration of experiences acquired in the EDUC 491 senior level student teaching. In the seminar, students will discuss their classroom experiences, their teaching roles and responsibilities, problems of teaching methodology and planning, classroom management problems, challenge of implementing inclusion and integrating technology etc.
Co-Requisites: EDUC 457 and EDUC 491
EDUC 482 Clinical Practice Seminar II
1 credit 2 class hours
The second seminar provides the setting for the analytical exploration of experiences acquired in the EDUC 491 senior level student teaching. In the seminar, students will discuss their classroom experiences, their teaching roles and responsibilities, problems of teaching methodology and planning, classroom management problems, challenge of implementing inclusion and integrating technology, etc.
Co-Requisite: EDUC 492
EDUC 491 Clinical Practice I
3 credits 9 class hours
This is the first course in a two-semester sequence that involves an intensive field-based teaching assignment for senior level students. Based upon the certification area participants will be involved in an internship for two semesters in an appropriate cooperating school setting. An additional internship setting will be required for students seeking certification in more than one area.
Early Childhood- 3 areas: pre-kindergarten, kindergarten, grades 1-2, Childhood– 2 areas: grades 1-3, 4-6, and Middle Childhood- 2 areas: grades 5-6, 7-9. Special education majors will intern in a regular elementary classroom for one semester; the other term, they will intern in a special education classroom. Interns will be involved in a variety of experiences to enhance computer and technology literacy, an understanding of students with multicultural backgrounds, and the development of skills to address diverse student needs, including the exceptional learner and those with developmental disabilities. The internship will consist of on site supervision for 3 full days each semester.
Pre-Requisite: Department Approval
Co-Requisites: EDUC 457 and EDUC 481
EDUC 492 Clinical Practice II
3 credits 9 class hours
This is the second course in a two-semester sequence that involves an intensive field-based teaching assignment for senior level students. Based upon the certification area participants will be involved in an internship for two – three semesters in an appropriate cooperating school setting. An additional internship setting will be required for students seeking certification in more than one area. Early Childhood- 3 areas: pre-kindergarten, kindergarten, grades 1-2 Childhood– 2 areas: grades 1-3, 4-6 Middle Childhood- 2 areas: grades 5-6, 7-9
Special education majors will intern in a regular elementary classroom for one semester, the other term, they will intern in a special education classroom. Interns will be involved in a variety of experiences to enhance computer and technology literacy, to promote an understanding of students with multicultural backgrounds, and development of skills to address diverse student needs, including the exceptional learner and those with developmental disabilities. The internship will consist of on site supervision for 3 full days each semester.
Pre-Requisite: Department Approval
Co-Requisite: EDUC 482
EDUC 500 Independent Study for Education Majors
Independent study is designed to provide an organized course of study for students who are unable to attend regularly scheduled classes "for cause", and to provide opportunities for guided study and in-depth research in subject areas not covered by traditional courses.
Eligibility Criteria:
To qualify for enrollment in an Independent Study Course, undergraduate students should meet the following criteria:
- A cumulative grade point average of 3.0 or better.
- Completion of ENGL 150.
- Meet the departmental criteria for bona fide exemption from the required course plan of study.
- Written contractual agreement between student and faculty.
The following early field experiences contribute to the accumulation of 100 State-mandated early field hours prior to Clinical Practicum.
EDUC 501 Shadowing Professionals
Provides candidate with an understanding of the role and responsibilities of teachers. Candidates critically observe teachers as they plan and deliver instruction, interact with students and engage in the school community.
Co-requisite: EDUC 102
EDUC 502 Observation in Education
Candidates critically observe students in diverse and inclusive P-6 settings. The field experience provides candidates with an opportunity to contextualize understanding of child development and the nature and needs of children.
Co-requisite: EDUC 152
EDUC 503 Parents/Community as School Partners
Provides candidates with an understanding of role that parents/families play in their child’s school life. Candidates will interact with parents/ caregivers, teachers and administrators to develop an understanding of the differing perspectives and expectations of each of these constituencies.
Co-requisite: EDUC 231
EDUC 504 Technology in the Classroom
Candidates apply and integrate technology in teaching and learning contexts to support student learning.
Pre-requisite: EDUC 350
EDUC 505 Working with Individual Learners
Candidates work with individual students and engage in experiences and reflective practice on teaching content areas (reading, math, social studies, and/or science) in diverse and inclusive p-6 classroom settings.
Co-requisites: EDUC 311,314,315 317
EDUC 506 Working with Small Groups of Learners
Candidates develop and implement standards-focused lessons and learning activities for small groups of students in diverse P-6 classroom settings.
Co-requisites: EDUC 312,314, 317, 381
