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Courses
EDUCATION
EDU 100. Foundations of Education (3).
A philosophical, sociological, psychological and historical approach to the study of education in the United States. Current educational concerns such as multicultural education, teaching English to speakers of other languages, teaching students with handicapping conditions, and teaching the gifted will be studied in depth. Education law and school structure will also be studied in this course. A required two-hour a week field experience in a local elementary school will provide the setting to observe and work with students identified in the course description and to study how children learn to read.
EDU 120. Workshop on Identifying and Preventing Child Abuse/ Substance Abuse and the Teaching of HIV-AIDS (0).
This six-hour workshop is required for all teacher candidates seeking NYS certification. In this workshop, potential teachers will become familiar with the abuses of alcohol, tobacco and drugs, and the teaching of HIV-AIDS. They will develop instructional lessons on these topics appropriate for the age group they will be teaching. Participants will also be able to identify the signs of child abuse and the correct procedure to follow in order to protect children. Pass/fail only. Open only to teacher candidates.
EDU 200. Educational Psychology (3).
This course is designed to emphasize the educational implications of research on child development, cognitive science, learning and teaching. Topics include: cognitive development/language; personal, social/moral development; individual differences; learning/teaching from the cognitive/behavioral views; motivation, teaching diverse populations-gifted, handicapped, non-English speaking and students from different cultures. The ways to assess student learning and the use of technology to enhance learning are studied. To make the connection between knowledge/practice there is a required two-hour per week field experience in a local secondary school. Prerequisite: EDU 100. Not open to freshmen.
EDU 206. Care and Prevention of Athletic Injuries (3).
This course introduces the fundamental knowledge of sports injuries and their care. This course emphasizes practical knowledge and skills in the areas of prevention, treatment, evaluation and rehabilitation of athletic injuries.
EDU 300. Multicultural Education (3).
In this course, cultural pluralism and its impact on the American system of education is reviewed with emphasis on bilingual/bicultural approaches. This course presents historical and contemporary perspectives of the American people and examines the ways in which race, ethnicity and gender influence students, teachers and schools. Education is identified as society's "change agent" in multicultural settings and teaching strategies, roles and expectations are studied. Required for those seeking TESOL certification.
EDU 305. Developmental Reading I (3).
This is the first course of two required reading courses for preservice elementary teachers. Students will become knowledgeable about current reading research including theories of reading, reading assessment, readiness, beginning reading experiences and methods of teaching word recognition. Students will become familiar with the implications of these concepts on classroom practice, with special emphasis on culturally diverse students, non-English speaking students, the gifted, and students with handicapping conditions. A field experience in a participating public school for a minimum of two hours per week will provide the opportunity for the observation of and participation in the teaching of reading. Prerequisites: EDU 100, 200.
EDU 310. Instructional Planning (3).
Teacher candidates will become proficient in designing and analyzing curriculum, assessment techniques, and curriculum materials with special emphasis on developing units of instruction and lesson plans. Students learn to demonstrate effective instructional methods, such as discussion, lecture, deductive and inductive inquiry, through peer teaching on videotape. Teaching strategies/instructional materials to be used in classes for speakers of other languages, the gifted and learning disabled, and multicultural will be designed. A developmental field work experience of two hours per week is required in a local school allowing for advanced observations and active classroom interactions including a reflective lesson. Successful demonstration of teaching skills on a final videotape is required for formal acceptance into the Teacher Certification Program. Prerequisites: EDU 100, 200. Open to juniors and seniors only .
EDU 311. Instructional Implementation in a Science Laboratory (0).
This optional laboratory experience for Instructional Implementation allows science students to work with a Le Moyne faculty member to learn about laboratory teaching. The student will have the opportunity to order and prepare laboratory materials, help teach laboratories and participate in testing or other laboratory evaluation. The course may be taken any time during the three semesters prior to student teaching. Pass/fail only. Permission of cooperating science faculty member required.
EDU 318. Methods & Materials for Teaching Content in the Elementary School (4).
This is a required course for prospective elementary teachers seeking NYS certification. It is designed to familiarize one with the methods and materials used at the elementary level in mathematics, science and social studies. This course also addresses the skills and competencies necessary to successfully manage a classroom. Students learn how to adapt instruction for diverse students and how to develop assessment portfolios for students in grades PK-6. Two thematic unit plans will be completed and the preservice teachers will teach these units in their student teaching sites in the fall. A field experience in two teaching sites for a minimum of two hours per week will provide the opportunity to implement newly learned skills. Prerequisites: EDU 100, 200, 305, 310.
EDU 320. Developmental Reading II (3).
This is the second of two required reading courses for preservice elementary teachers. Students will become knowledgeable about current reading research including reading and writing activities, reading in the content fields, reading for appreciation, individualization in reading and reading disabilities. Students will become familiar with the implications of these concepts on classroom practice, with special emphasis on culturally diverse students, non-English speaking students, the gifted and students with handicapping conditions. A field experience in a participating public school for a minimum of two hours per week will provide the opportunity for the observation of and participation in the teaching of reading. Prerequisites: EDU 100, 200, 305, 310.
EDU 355. Perspectives on Teaching English to Speakers of Other Languages (3).
This is the first of four required courses in the New York State certification process for teaching English to speakers of other languages. Using ethnographic research in education, preservice teachers will study classroom settings which are responsive to linguistically diverse groups of students. A major focus will be the observations, models and discussions of effective strategies for teaching reading, writing and speaking to students learning English as a second language. Additionally, students will be examined in light of current trends in the education of language minority students.
EDU 390-399. Independent Study in Education.
A student who wishes to pursue an independent study project for academic credit must submit, prior to registration, a proposed plan of study that includes the topic to be studied and goal to be achieved, the methodology to be followed, schedule of supervision, end product, evaluation procedure and number of credits sought. The proposal must be approved by the supervising faculty member, the department chair and the academic dean. It will be kept on file in the academic dean's office.
EDU 400. Instructional Implementation (3).
In this course preservice teachers move from practicing generic teaching skills to developing specific methods and strategies in their particular content areas: Business, English, Language, Mathematics, Science, Social Studies and English as a Second Language. Included are motivational techniques and interpersonal skills necessary for teaching their content to diverse populations, along with appropriate feedback instruments to measure learning. Students will be placed in their two student teaching sites for weekly observations and they will design two curriculum units to be taught in the spring. Prerequisites: EDU 100, EDU 200, EDU 310 (ESL: EDU 355, ANT 300, ENG 301, EDU 300). Fall senior year.
EDU 410. Pre-Service Instructional Preparation (6).
This course is an integral part of the professional semester for middle/secondary and TESOL teacher candidates. These students are preparing for full time student teaching by studying testing/grading, adolescent
psychology, classroom management, mastery/cooperative learning, reading and writing across the curriculum, assessment, teaching exceptional students, and other areas necessary for effective teaching. Prerequisites: EDU 100, EDU 200, EDU 310, EDU 400. TESOL requirements where applicable. (Offered in spring.)
EDU 411. Preservice Instructional Planning for Special Education (3).
The purpose of this required three-credit course is to provide intensive preparation for special education students prior to their 10-week student teaching experience. This course is a culminating experience for students, incorporating past theoretical coursework with practical activities in preparation for teaching. Classes will consist of lectures, cooperative group activities, lesson planning, and seminars with guest speakers in preparation for teaching. All students seeking Special Education certification in New York State are required to take this course. Prerequisites or corequisites: EDU 100, 200, 310; SPE 150, 250 or 270, 260, 301, 312, 315. (Offered in spring.)
EDU 413. Teaching Strategies for Elementary Education Teachers/Assessment/Decision Making (5).
This course is an integral part of the professional semester for elementary teachers. Teacher candidates are prepared for full time preservice teaching by studying testing/grading, classroom management, teaching strategies/instructional aids and other areas as deemed necessary for effective teaching. Students will be able to use assessment concepts and practices to improve instruction for learners through informed teacher decisions. This course is part of the professional semester. Prerequisites: EDU 100, EDU 200, EDU 305, EDU 310, EDU 318, EDU 320. (Offered fall semester senior year.)
EDU 420. Supervised Preservice Teaching in Middle Schools (5).
Students who have successfully completed the prerequisite courses and competencies begin full-time teaching (seven weeks in a middle school) where they were assigned in EDU 400. A signed contract ensures a gradual induction into the field of teaching and the cooperating teachers are required to initial daily plans. Weekly evaluations are completed by the preservice teachers, the cooperating teachers and the College coordinators. Pass/fail only. Prerequisites: EDU 100, EDU 200, EDU 310, EDU 400, 410. Minimum 2.7 G.P.A. (Offered in spring.)
EDU 425. Supervised Preservice Teaching in Secondary Schools (5).
Students who have successfully completed the prerequisite courses and competencies begin full-time teaching (seven weeks in a high school) where they were assigned in EDU 400. A signed contract ensures a gradual induction into the field of teaching and the cooperating teachers are required to initial daily plans. Weekly evaluations are completed by the preservice teachers, the cooperating teachers and the College coordinator. Pass/fail only. Prerequisites: EDU 100, EDU 200, EDU 310, EDU 400, EDU 410. Minimum 2.7 G.P.A. (Offered in spring.)
EDU 428. Supervised Preservice Teaching in Teaching English as a Second Language (5 or 10).
Students who have successfully completed the prerequisite courses and competencies begin full-time teaching where they were assigned in EDU 400. A signed contract ensures a gradual induction into the field of teaching and the cooperating teachers are required to initial daily plans. Weekly evaluations are completed by the preservice teacher, the cooperating teachers and the College coordinator. Pass/fail only. Prerequisites: EDU 100, 200, 310, (ESL; EDU 355, ANT 300, ENG 301, EDU 300) 400, 410. Minimum 2.7 G.P.A. (Offered in spring.)
EDU 430. Supervised Preservice Teaching for Grades PK-3 (5).
Teacher candidates who have successfully completed the prerequisite courses and competencies will begin full-time teaching in area elementary classes. Each teacher candidate will fulfill a teaching experience in one lower division elementary classroom (PK-3). A signed contract ensures a gradual induction into the field of teaching. Weekly evaluations will be completed by the cooperating teacher, the College coordinator and the preservice teacher. Pass/fail only. Prerequisites: EDU 100, EDU 200, EDU 305, EDU 310, EDU 318, EDU 320. Minimum 2.7 G.P.A. (Offered in fall.).
EDU 432. Supervised Preservice Teaching for Grades 4-6 (5).
Teacher candidates who have successfully completed the prerequisite courses and competencies will begin full-time teaching in area elementary classes. Each teacher candidate will fulfill a teaching experience in one upper division elementary classroom (4-6). A signed contract ensures a gradual induction into the field of teaching. Weekly evaluations will be completed by the cooperating teacher, the College coordinator and the preservice teacher. Pass/fail only. Prerequisites: EDU 100, EDU 200, EDU 305, EDU 310, EDU 318, EDU 320. Minimum 2.7 G.P.A. (Offered in fall.)
EDU 490-491. Internship in Religious Education (1-9).
This course integrates a five-week intensive period of study on campus with a 10-week, off-campus field learning experience in a religious education center or participating parochial school. The field experience is supervised by a faculty member in the department. Pass/fail only. Prerequisite: EDU 200, EDU 310, EDU 400. Enrollment by permission of the department chair.
ELECTIVE COURSES IN EDUCATION
Several elective courses are offered under the auspices of the education department; however, these may not be substituted for courses in the professional education sequence leading to teacher certification.
SPECIAL EDUCATION
SPE 150. Teaching Special Populations (3).
This course provides an overview of critical issues in special education including learning characteristics of students with mild and severe disabilities (learner disabilities, mental retardation, emotional disturbance, autism, sensory impairments, physical handicaps and severe multiple handicaps), special education policy, law and practice. A field placement accompanies this course. Prerequisites: None.
SPE 250 (PSY 250). Cognition (3).
See course description from PSY 250.
SPE 260. Perspectives on
Disabilities (3).
This course offers an in-depth study of strategies for teaching disabled students who exhibit learning and behavior problems. Emphasis is placed on providing an understanding of the needs of disabled students with mild, moderate, severe, and profound handicapping conditions, ranging in age from birth to 21. The Individual Education Planning process will be examined. In addition to class lectures, students will complete a case study for a student with a disability. Prerequisites: SPE 150, SPE 250 or SPE 270, SPE 301, SPE 312, SPE 315.
SPE 270 (PSY 270). Learning (3).
See course description for PSY 270.
SPE 301 (PSY 301). Psychological Testing (3).
See course description for PSY 301.
SPE 312. Assessment and Decision Making (3).
This course presents background information and procedures for informal and formal assessment to be used in the development of Individualized Education Plans. (I.E.P.) A field lab accompanies this course. Prerequisites: SPE 150, 301. This course is required for students seeking certification in special education. (Offered in spring.)
SPE 315 (PSY 315). Childhood Disorders (3).
See course description from PSY 315.
SPE 355. Teaching Reading for Students with Disabilities (3).
In the field of special education today, there are many approaches to the instruction of reading for students with disabilities. This required three-credit course will offer some of these strategies for teaching reading. Principles of reading development will be explored as a foundation for all students, followed by a sequence of instructional techniques for students with disabilities. Assessment and diagnosis of reading will be included. Maintaining reading logs for students will be emphasized as a form of assessment. Alternative reading instructions methods will be described including: Orton-Gillingham, general phonemic awareness, and DISTAR. Students will review software packages designed specifically for instructing reading with students who have disabilities. Classes will consist of small group activities, brief lectures, demonstrations, text analysis, and simulations. Prerequisites: EDU 100, 200;
SPE 150. Offered in fall semester.
SPE 400. Educational Strategies for Students with Disabilities (3).
This course is a methods course for special education teachers. The first part of the course is designed to provide specific content and practice in assessment and instruction in curricular areas for students not performing at a level commensurate with their classmates. Emphasis is placed on data-based instruction in a direct service setting. In addition, this portion of the course will emphasize the provision of indirect (consultation) services to regular classroom teachers. The second part of the course focuses on systematic programming and instruction for students with severe disabilities. Emphasis is placed on age-appropriate data-based instruction in a direct service setting. Strategies for integration of students with disabilities with typical students will also be explored. Students will be placed in their two student teaching sites for weekly observations and they will design a curriculum unit to be taught in the spring. This course is tied directly to SPE 460. Students may not take this course in isolation. Prerequisites: SPE 150, 250 or 270, 301, 312, 315, EDU 100, 200, 310. (Offered fall of senior year only.)
SPE 460. Supervised Preservice Teaching of Students with
Special Needs (9).
This is the final phase of the preservice program. Students who have successfully completed the prerequisites and demonstrated the needed competencies are placed in full-time teaching sites in special education at the elementary, middle or secondary levels. Students are under the immediate supervision of a cooperating teacher and are observed weekly by a College coordinator. Pass/fail only.
Prerequisites: EDU 100, 200, 310, 411; SPE 150, 250 or 270, 260, 301, 312,
315, 350, 400, 455. Minimum 2.7 G.P.A.
(Offered in spring only).
ASL 330. ORIENTATION TO DEAFNESS: SOCIOLOGICAL PERSPECTIVES (3).
This course will familiarize students with cultural and sociological concepts within the Deaf Community, examining the role of American Sign Language and identity, and will introduce students to various customs, norms, and traditions within deaf culture. It will present an overview of the educational and historical perspectives on deafness and consideration of the Deaf as a cultural and linguistic minority in American society. May not satisfy foreign language requirements at Le Moyne College. Le Moyne College does not have a program leading to certification for deaf interpretation.
ASL 331. ADVANCED ASL DISCOURSE IN AMERICAN SIGN LANGUAGE (3).
This course will develop students' fluency in ASL by providing a more complete understanding of the language as it is used in discourse, such as conversations and texts, and an emphasis on vocabulary, grammar, and syntax. It will introduce the use of discourse strategies in ASL as well as consider the use of space and classifiers in various texts, appropriate choice of register, and clear transitions between ideas. May not satisfy foreign language requirements at Le Moyne College. Le Moyne College does not have a program leading to certification for deaf interpretation.
