General Information on Graduate Level Studies

Le Moyne's graduate programs in education are value-driven and rooted in the following beliefs about students and teachers:

First, every student must accept appropriate responsibility for his or her own education. It is the teacher's responsibility to create learning opportunities to meet the needs of each student.

Secondly, every student deserves to be treated with respect and dignity. It is the teacher's responsibility to create a supportive learning environment that nurtures self-confidence and affirms diversity.

Finally, every student needs to grow as an independent learner, using self-reflection and critical analysis as learning tools. It is the teacher's responsibility to guide students, especially through effective modeling of both reflective inquiry and a personal commitment to lifelong learning.

A maximum of 9 graduate credits earned at another accredited institution may be applied to the degree if they (a) carry a grade of B or higher, (b) are appropriate to the student's program and (c) were earned within the five years prior to matriculation. Transfer credits are not included in the quality point index.

1. Submit the completed application form and the $25 application fee.

2. Request scores from Graduate Record Exam be sent to Le Moyne's Office of Graduate Education.

3. Request that all official transcripts of previous academic work be forwarded to the Office of Graduate Education. Alumni need to sign a release form in the Office of the Registrar before their transcripts will be forwarded.

4. Submit two letters of reference from former professors and/or employers. Graduates of Le Moyne College who were part of the undergraduate certification program may submit their placement folders.

5. Submit a copy of teacher certification(s), if applicable.

6. International students submit TOEFL scores.

7. Submit a detailed (1 to 2 pages) handwritten statement of purpose for undertaking graduate work in education. This statement should include your experience in education, and an explanation of your study and research interests, and your professional goals. Include your name and field of study at the top of each page.

After completion of the admission file, students' credentials will be evaluated by a graduate committee and you will be notified by an official letter of acceptance or non-acceptance to a degree program.

The following criteria will be used in combination to evaluate the applicant's credentials for Graduate Education:

1. Completion of a baccalaureate degree from an accredited institution with a B average in the major field of study and a minimum grade-point average of 3.0. If conditionally accepted, candidates with less than a 3.0 grade-point average must achieve at least a B in each of their courses prior to formal matriculation.

2. Graduate Record Exam General Test score required.

3. Letters of recommendation stating that the student is capable of graduate study.

4. Candidate's statement of purpose.

5. Candidate's maturity and experience.

6. Evaluation of transfer credit, if applicable. (Must have grade(s) of B or higher.)

The graduate program in Education at Le Moyne is designed to serve three types of students by offering three paths to a graduate degree:

The Master of Science in Education I (M.S. in Ed.) is designed for students who are provisionally certified and seeking permanent certification in the same field. This program will extend and increase the competence of the graduate teacher in education; provide effective preparation for the specialized teacher; and establish a foundation for continued research and study in education throughout the career of a teacher.

As an extension of Le Moyne's undergraduate programs in teacher preparation, the M.S. in Ed. program is committed to the following outcomes: demonstrated mastery in the breadth and depth of content; increased knowledge of the teaching/learning process; advanced skill in teaching strategies; sophisticated use of technological resources; and recognition of the need for, and demonstrated effectiveness of, research to improve schools.

This degree program will fulfill one of the requirements for permanent certification in New York State in the following areas: elementary education, secondary education, and special education. This degree is also available to students who are seeking advanced study in professional education but not certification in any area. These students are eligible to enroll in the graduate program in General Education. This degree program is tailored to fit students' career goals based on an assessment of their competencies and their needs.

The Master of Science in Education II (M.S. Ed.) is designed for students who are provisionally certified but are seeking permanent certification in a different certification area. This degree program will fulfill one of the requirements for permanent certification in the following areas: elementary education and secondary education.

The Master of Science for Teachers (M.S.T.) is designed for students who have completed baccalaureate degrees, but who did not pursue teacher education as an undergraduate student. For these graduate students, the M.S.T. will provide both a preservice teacher competency program and a graduate level program leading to in-service teacher proficiency. As they near completion of this program, students apply for provisional certification and may seek employment as teachers. They may then complete their degree program on a part-time basis. The outcomes of this program are the same as those listed for the M.S. in Ed.

This program will graduate highly effective secondary, elementary and special education teachers with the background and desire to conduct research, and continue to improve their teaching competencies throughout their professional lives. After successfully passing the New York State required exams, this degree will fulfill one of the requirements for permanent certification in the State of New York.

In all phases of the Master Degree Programs students will increase their knowledge in content areas; acquire skills and competencies in teaching and research; master educational theory and practice; gain understanding of the interaction among schools, community and social agencies; and gain competence in using technology to enhance learning.

To receive the Master of Science in Education Degree in the same certification field, students will complete a thirty-three credit program that includes the following courses in the core curriculum: Critical Issues in Education; Application of Technology in Education and Research Methods in Education. The additional required and elective courses are listed under each program. Students are also required to complete a Master's Project. (See EDU 690.)

Students interested in advanced study in professional education but not seeking certification in any area are eligible to enroll in the Graduate program in General Education. This thirty-three credit program will be tailored to fit students' career goals. They will work closely with their advisors in assessing their competencies and selecting a program to develop new competencies and refine others. These students will also complete a Master's Project.

Requirements for completing the courses in the MS. Ed. degree programs will include: (1) texts/readings using original sources; (2) written work that will emphasize research, model programs, etc.; (3) requirements that include developing model programs, restructuring curriculum, reorganizing a class/school; and (4) in-depth readings of Futures studies with additional original ideas.

Master of Science in Education I - Elementary Education (PK-6)

Exit Requirement: Degree candidates must successfully complete an approved Master's Project.

Master of Science in Education I - Special Education

Exit Requirements: Degree candidates must successfully complete an approved Master's Project.

Master of Science in Education I - Secondary Education

Exit Requirements: Degree candidates must successfully complete an approved Master's Project.

Master of Science in Education I - Graduate Program in General Education

This program is designed for students who have completed a baccalaureate degree and are seeking advanced study in professional education, but do not seek NYS certification in any area. Applicants interested in this program may work in an instructional position or staff development position in other fields, or may work in school settings but not in a certification area. This individualized program will be based on an assessment of the applicant's competencies and career goals.

(Sample Program)

Exit Requirements: Degree candidates must successfully complete an approved Master's Project.

In all phases of the Master Degree Programs students will increase their knowledge in content areas; acquire skills and competencies in teaching and research, master educational theory and practice; understand the interaction among schools, families, community and social agencies; and be competent in using technology to enhance learning.

To receive the Master of Science in Education Degree leading to New York State Certification different from the provisional certificate, the student will complete the following core courses: Applications of Technology in Education and Research Methods in Education. The entrance and certification requirements, and the additional required and elective courses and the supervised internship are listed under each program. These students are required to complete a Master's Project.

Requirements for completing the courses in the M.S. Ed. degree programs will include: (1) Text/readings using original sources; (2) written work that emphasizes research, model programs, etc.; (3) requirements that include developing model programs restructuring curriculum, reorganizing a class/school; and (4) in-depth reading of Future studies with additional original ideas.

Certification Entrance Requirements:

The applicant must have a *Liberal Arts Concentration of 36 semester credit hours. Including a minimum of 6 semester credit hours in each of the following: English, Mathematics, Science, Foreign Languages and Social Studies (economics, geography, history, politics science and sociology).

*English, History, Philosophy, Religious Studies, Languages, Sciences, Mathematics, Political Science, Economics, Geography, Sociology, Anthropology, Psychology, Fine Arts/Art History.

Exit Requirements: Degree candidates must successfully complete an approved Master's Project.

Entrance Requirements: The applicant must have a *Liberal Arts Concentration of 36 semester credit hours including a minimum of 6 semester credit hours in each of the following: English, mathematics, science, Foreign Languages and social studies (economics, geography, history, political science and sociology).

*English, History, Philosophy, Religious Studies, Languages, Sciences, Mathematics, Political Science, Economics, Geography, Sociology, Anthropology, Psychology, Fine Arts/Art History.

Exit Requirements: Degree candidates must successfully complete an approved Master's Project.

Certification Entrance Requirements:

1. Thirty-six (36) credits of college-level course work in the content area in which certification is sought. The college-level course work should reflect background knowledge to support the courses taught in the secondary schools.

2. Foreign Language - 6 college level credit hours.

*Science teachers seeking to add certification in General Science must have 18 hours in two of the following sciences: biology, chemistry, earth science or physics.

**Majors from History, Political Science, Economics, Sociology, Geography and Anthropology.

Exit Requirements: Degree candidates must successfully complete an approved Master's Project.

To receive the Master of Science for Teachers leading to New York State Certification, students will complete a forty-six (46) credit program in secondary education or a forty-nine (49) credit program in Elementary Education. To receive the Master of Science for Teachers in elementary/special education leading to New York State certification in both, students will complete a fifty-seven (57) credit program.

Requirements for completing the courses in the M.S.T. degree programs will include: (1) texts/readings using original sources; (2) written work that will emphasize research, model programs, etc.; (3) requirements that include developing model programs, restructuring curriculum, reorganizing a class/school; and (4) in-depth readings of Futures studies with additional original ideas.

Certification Entrance Requirements: The applicant must have a *Liberal Arts Concentration of 36 semester credit hours including a minimum of 6 semester credit hours in each of the following: English, mathematics, science, foreign languages and social studies (economics, geography, history, political science and sociology).

*English, History, Philosophy, Religious Studies, Languages, Sciences, Mathematics, Political Science, Economics, Geography, Sociology, Anthropology, Psychology, Fine Arts/Art History.

Exit Requirements: Degree candidates must successfully complete an approved Master's Project.

Certification Entrance Requirements: The applicant must have a *Liberal Arts Concentration of 36 semester credit hours including a minimum of 6 semester credit hours in each of the following: English, mathematics, science, Foreign Languages and social studies (economics, geography, history, political science and sociology).

*English, History, Philosophy, Religious Studies, Languages, Sciences, Mathematics, Political Science, Economics, Geography, Sociology, Anthropology, Psychology, Fine Arts/Art History.

Exit Requirements: Degree candidates must successfully complete an approved Master's Project.

Certification Entrance Requirements:

1. Thirty-six (36) credits of college level course work in the content area in which certification is sought. The college-level course work should reflect background knowledge to support the courses taught in the secondary schools.

2. Foreign Language - 6 college-level credit hours.

*Science teachers seeking to add certification in General Science must have 18 hours in two of the following sciences: biology, chemistry, earth science or physics.

**Majors from History, Political Science, Economics, Sociology, Geography and Anthropology.

Exit Requirements: Degree candidates must successfully complete an approved Master's Project.

The Department of Education has formal agreements with a number of schools. This arrangement is referred to as a Professional Development School and represents a partnership between the College and a school. The goal is to provide a unified commitment to high-quality effective teaching, and increased learning and achievement. This partnership is dedicated to the benefit of students and teachers from both institutions.

Every course requires a field component (if the graduate student is not employed as a teacher). Students write entries in a reflective journal about classroom readings, discussions and activities they observe in the field. In some courses, videotaped instruction is required.

Elementary, secondary, elementary and special education student teaching is full time and the M.S.T. candidates follow the public school schedule. Every effort is made to place a preservice teacher in both an urban and a suburban site for two distinct experiences. College coordinators supervise on a weekly basis. Cooperating teachers see this unique feature as a very important part of the success of Le Moyne's programs. The progress of preservice teachers is assessed weekly by the candidate, the cooperating teacher and the college coordinator. Full-time teaching faculty in the education department also supervise these students. Where possible, adjunct faculty members, who serve as the methods teachers, also supervise.

EDU 120. Workshop on Identifying and Preventing Child Abuse/Substance Abuse and The Teaching of HIV-AIDS (0).

This nine 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. The participants will also be able to identify the signs of child abuse and the correct procedure to follow in order to protect children.

EDU 500. Foundations of Contemporary Education (3).

This course will include an analysis of American Education and its philosophical/ sociological roots; its contemporary problems and the changes currently taking place in elementary/secondary schools. National Goals for education and New York State's New Compact for Learning will be focal points of discussion. The role of the teacher as a leader, as an effective colleague, and as a decision maker will be emphasized. Particular attention will be focused on issues and solutions in teaching students from diverse populations and in structuring schools for the future. Current Education laws will be discussed throughout this course as they relate to the topics covered.

EDU 503. Multicultural Literacy Education (3).

This course is designed to develop an appreciation for the diverse groups of people represented in the PK-6 classrooms of our nation and to help teachers become aware of teaching strategies and materials for enriching the learning experiences of all children. Each student will complete an individual reflective analysis in order to understand cultural biases which cause cultural conflict. This self-knowledge will serve as an important foundation for learning how to establish a successful multicultural classroom environment. Next, through individual and collaborative study, the students will develop bibliographies of multicultural literature, create integrated language arts units and design strategic plans for connecting home and school cultures.

EDU 504. Theatre in the Classroom (3).

Using theatre in the classroom encourages the creativity, team building, and communication skills of students of all ages. This course will provide teachers a basic understanding of several areas of theatrical productions, including acting, staging, scripting, and design.

EDU 510. Planning and Assessment for Instruction (3).

In this course students will explore the research base for planning and delivery of effective lessons within their individual content areas. Based on the model of teacher as decision-maker, students will examine advantages and disadvantages to various approaches and strategies for organizing and sequencing topics and engaging students in the learning process. A field practicum will provide an opportunity for students to observe and apply planning instructional techniques. Students will design and present several lessons which will serve as demonstrations of mastery of basic inductive and deductive instructional methods. Through focused self-evaluations, students will move toward reflective practice. Prerequisite: EDU 530.

EDU 530. Human Growth/Development (3).

In this course there will be a thorough analysis of how all students learn in the context of their physiological, psychological, psychosocial and cognitive developments. Research in these areas and in appropriate teaching strategies will be studied and discussed as they relate to learning and classroom instruction. Emphasis is placed on the application of developmental principles to appropriate grade and age levels of teaching and learning.

EDU 535. Cross Cultural Communication and Understanding (3).

Students will possess a thorough knowledge of how diverse students learn and acquire a second language through study in this course. This knowledge will be inclusive of culture, gender, socio-economic status and race. All forms of communication will be studied including verbal, non-verbal, and the written word in the context of appropriate teaching strategies/aids for classroom use.

EDU 536. ADVANCED COMMUNICATION FOR PRIMARY AND SECONDARY TEACHERS (3).

Special training in the use of performance techniques and presentational formats to help make the teacher a more effective oral presenter outside of the classroom (i.e. PTO meetings) and reader in the classroom. Training in voice, projection, variety, and use of appropriate formats will be covered.

EDU 550. Application of Technology in Education (3).

This course is designed to prepare the teacher for the knowledge explosion that will happen as interactive discs, hypermedia, and networking become available in every classroom. Developing different planning and instructional strategies will be the focus of this course. Teachers will become comfortable with this technology and will learn how to assess the quality and applications of new technologies for classroom use.

EDU 600. Developing Home, School and Community Connections (3).

Due to changing demographics and definitions of family, the African proverb "It takes a village to raise a child" has gained new emphasis. The purpose of this course is to help teachers learn specific ways to blur boundaries between home and school and village in order to develop strong learning/teaching partnerships.

EDU 603. Classroom Assessment (3).

Elementary, middle and secondary teachers will learn how effective classroom teachers understand the interpersonal dynamics of classroom assessment. By selecting the appropriate assessment as a teaching tool they will know how to set students up for success. In this course they will also develop strategies so that students are partners in the processes of defining the valued outcomes of instruction and transforming these definitions into quality assessments.

EDU 610. Teaching, Curriculum and Changing Patterns (3).

Teaching critical thinking and structured reasoning will be the foundation of this course. Futurists' models of classes and schools will be discussed and analyzed. A study of teaching models, strategies, and assessment procedures used in instruction will be identified and demonstrated in the light of supporting research. Community resources will be identified and their programs discussed in reference to the needs of students and school districts. The role of the teacher as counselor with students and their families will be stressed with a special emphasis on counseling with diverse students.

EDU 615. Instructional Implementation (3).

The main focus of this course is to reflect on the specific content and to consider appropriate teaching strategies based on developmental levels and needs of students. Teacher candidates will study their specific content in light of the knowledge, skills and attitudes that their academic area deem as crucial. Units of instruction will be developed and taught during their full time teaching semester. These units will incorporate strategies for teaching diverse students. Preservice teachers will observe a minimum of two hours per week in two different sites in preparation for full time teaching. Prerequisites: EDU 510, EDU 530.

EDU 640. Critical Issues in Education (3).

Identification and analysis of current issues in Education will be the focus of this course. A study of the reform movements of the 80's and the responses to these reforms by the Education Community throughout the country and in particular at the New York State level. Selected issues will be discussed and debated in depth: inequality in access to services; the charter schools; authentic assessment; inclusion; financing education; school choice; diversity, etc. Model schools/programs for the 21st century will be researched, discussed and presented to the class.

EDU 645. PRESERVICE INSTRUCTIONAL PREPARATION (5).

This course is part of the intensive preparation of the professional teacher. Teacher candidates are prepared for teaching by developing classroom management techniques for today's diversified school populations, studying and analyzing assessment procedures, researching the literature and current studies on adolescent psychology and learning, developing unit and lesson plans, and modeling essential elements of instruction, to name a few. The scope of the course is to provide a fresh and incisive review of instructional strategies currently practiced in schools and to establish a discourse within which teachers can research and investigate changes needed for the future.

EDU 646. PRESERVICE INSTRUCTIONAL PREPARATION: SECONDARY EDUCATION (6).

Same course content as described in EDU 645 but with specific application to secondary education.

EDU 650. Educational Strategies for Students with Disabilities (3).

This graduate course explores research-based practice for teaching students with disabilities in academic and functional curriculum areas. Students of all disciplines are invited to register, whether involved in special education, elementary or secondary. The course will include techniques for both remediation and compensation with a focus on independent learning strategies. Both primary and supplemental instruction will be addressed, as well as collaboration and consultation with regular education teachers, parents, and paraprofessionals. Strategies for successful integration and inclusion of students with disabilities will also be studied. Practicum experiences are a part of this course, therefore the assignments are designed for application of concepts and skills and reflection on practice for student teaching where this is required.

EDU 675. Supervised Internship in Secondary Education (3).

Analysis of innovative designs and application of theory to practice will be evaluated. Critical analysis of the student's competency will be conducted. Open only to students who already possess provisional or permanent certification. Prerequisites: EDU 615, EDU 640.

EDU 680. Research Methods in Education (3).

This course will describe the research process and explore alternative ways to conduct research in education. This includes an emphasis on design, sampling, data collection, analysis and presentation of findings. Teachers will learn techniques to complete "action" research studies in their classes. This course will provide the foundation for completing the Master's Project. Prerequisite: Candidates must complete all required courses.

EDU 690. Master's Project (3).

Classroom teachers are faced with questions that puzzle and concern them in their interaction with students. In this course teachers select their own professor approved topics and conduct research in

classrooms. This research may be conducted on three levels:

1. Descriptions of processes (what actually happens).

2. Description of relationships (what is associated with what).

3. Research supporting a causative relationship.

Degree candidates are required to present their research project to the Department of Education

EDU 684. Preservice Teaching in Elementary Education (5).

Students who have completed the prerequisites and demonstrated the needed competencies are placed in a full-time teaching site in an elementary education classroom. Students are under the immediate supervision of a cooperating teacher and are supervised weekly by a college coordinator. Pass/Fail only.

ANT 506. Socio-Cultural Anthropology (3).

This is a graduate level introduction to anthropology course. The focus of the student in this class is on socio-cultural anthropology. The student will become familiar with the basic concepts of anthropology, its methodology, and general theories of culture itself. The topics we will explore include: theories of culture, methodology, symbolic analysis, ethnography, kinship, economic and political systems, gender and age, ritual and belief, and socialization. Through examination of the intricacies and depth of our cultural worlds, the student will gain both a greater appreciation for and a more professional facility in working cross cultural situations. In this class, our primary mode of entering the cultural realities of others (and seeing the various ways those cultures are imaged and comprehended) is through classic ethnographies and theoretical works in the field. Through critical analyses of these ethnographies, we will examine some contemporary issues in anthropology and, at the same time, see how the discipline's way of understanding culture can facilitate pedagogical endeavors.

ANT 521. Anthropological Linguistics (3).

An introduction to the Science of Linguistics, focusing on the social and cultural aspects of language. Topics to be considered are: 1) language and human nature; 2) linguistic and non-linguistic forms of communication; 3) literate and oral cultures; 4) the basic components of language; 5) meaning in language and speech; 6) language differentiation along sociological lines (race, class, gender, etc.); and 7) the relationship between language and cultural knowledge systems, especially those of non-western cultures.

ENG 600. Creative Writing for Teachers (3).

A graduate level creative writing workshop for teachers interested in the writing of poetry and fiction. While time will be given to exploring the technical elements of poetry and fiction through analysis of published work by contemporary authors, most class time will be devoted to workshop-style discussion of student writing, with a eye to revision and improvement. This course will provide an overview of, and practical experience with, the creative process. Writing exercises will be assigned to provide students with insights into writing technique; they will also equip teachers with practical tools for use in the classroom. Time will be devoted to discussion of pedagogy in relation to the teaching of creative writing. Students will complete a final portfolio of poetry and fiction. For novice and experienced writers.

EDU 505. Literacy Theories and Practices (3).

This is the first of two required reading courses for graduate students of education. The course content includes topics related to current theories and practices with an overview of the history of reading education as influenced by the fields of linguistics, psychology, and education practice that developed in the United States. Specific methods and models for teaching reading are explored as their cognitive foundations are studied. Classroom applications of strategic reading instruction are demonstrated and evaluated within the context of a collaborative college classroom. Particular attention is paid to policies and school adoptions of reading philosophies that determine the kinds of instruction given to children of diverse backgrounds and needs in American classrooms.

EDU 506. Philosophy for Children : Theory and Practice (3).

This course is intended to introduce elementary students to (1) the theoretical literature surrounding the relationship between the discipline of philosophy and the education of children and (2) the methods used by the Institute for the Advancement of Philosophy for Children (IAPC) to train teachers in the use of elementary level materials.

EDU 516. Classroom Management for the PK-Grade 8 (3).

This course provides a thorough analysis of classroom management for PK-Grade 8. Students will learn ways to: manage group behavior to reduce disruptions; involve students in the discipline process; have their students realize their capabilities and successes; and help their students to develop a management plan for their own behavior.

EDU 520. Advanced Literacy Theories and Practices (3).

This is the second in a series of courses on reading and writing instruction for graduate students of education. The course assumes that students have the prerequisite knowledge acquired in EDU 505 and EDU 510. Topics covered in this advanced course include the reading and writing connection and applications of strategic instruction across the school curricula, particularly as reading and writing are necessary for learning in the content areas. Also studied are issues involving new learners of reading whether they be very young, of diverse backgrounds, or adults learning to read for the first time. Alternative programs for literacy instruction are studied as they occur and are developing in the United States.

EDU 525. Children's Literature (3).

Literature written for children PK-6th grades will be identified as to its cultural, racial, and gender significance in this course. Students will become familiar with the well known children's authors and their works, and they will demonstrate this ability to identify books etc. for children based on interest, age, reading level, and appropriateness of material. Techniques to increase a love for reading in children will be identified and demonstrated.

EDU 538. Early Childhood Education (3).

In this course students will apply how children learn by identifying appropriate curricula, instructional strategies and assessment procedures for the preschool, kindergarten, and primary child. This application will include an understanding of the role culture, socio-economic status, race and gender play in human growth and development. Recent research and model programs for classroom management will also be discussed and demonstrated.

EDU 600. Designing the Thematic Unit (3).

This course is designed to help teachers create successful thematic units of instruction which integrate the language arts in a balanced manner and help alleviate curricular fragmentation. Using the New York State Frameworks, teachers will study how the language arts can be integrated across the curriculum, so that students have daily opportunities to read, write, listen and speak about concepts in a content-rich environment. Additionally, teachers will examine the social interaction which results from a classroom setting which encourages problem solving and the critical thinking related to global topics.

EDU 605. Reading/Writing/Language Arts PK-6 (3).

Students will study the latest research and model programs in the language arts, writing and reading areas and they will demonstrate the ability to integrate these findings in their instruction through various methods including the thematic approach. Students will also become competent in diagnosing students' strengths and weaknesses and prescribing appropriate instruction. Assessment portfolios will be discussed and developed throughout this course.

EDU 608. Advanced Mathematics for Elementary Teachers (3).

In this course students will have a thorough knowledge of developmental mathematics and mathematical concepts, and they will attain a working knowledge of the NCTM Standards and their classroom applications. Students will become familiar with the latest research findings in the teaching and assessing of mathematics and appropriate materials to use with all students including the mainstreamed, the gifted, and non-English speaking.

EDU 613. Methods & Materials for Teaching Content in the Elementary School (4).

This is a required course for all teacher candidates preparing for New York State Certification in Elementary Education. The preservice teachers will study materials and methods for the effective teaching of mathematics, science and social studies in grades PK-6 through analysis and synthesis of the research on theory and practice. They will examine the preparation, organization, and presentation of lessons based on the cognitive-constructivist model. In this model students will use problem solving steps to deal with real social situations, experiment with math manipulatives and observe and record phenomena in their environment and thus develop a firm grasp of the basic concepts in each content area. Additionally, preservice teachers will study ways to systematically present knowledge thematically across the curriculum using meaningful materials, methods and activities. A variety of assessment procedures will also be examined and will aid in curriculum adaptations for students with diverse needs. Preservice teachers will be placed in their two student teaching sites which they will visit each two hours a week and develop units of instructions to be taught during full time teaching in the fall semester.

EDU 618. Preservice Intensive Preparation for Elementary (3).

This intensive course is offered one week prior to the first student teaching experience and one week prior to the second teaching experience. The class meets 8:30 am to 3:30 pm daily. There is in-depth study of: assessment procedures including portfolios, performance based education, testing, grading, classroom management theories/techniques, the New Compact for Learning as they relate in their classes. The teacher as a decision-maker, leader and colleague will be emphasized.

EDU 620. Science Update for Elementary Teachers (3).

Students in this course will learn about and discuss the latest scientific discoveries/research to add to the Science curriculum for grades PK-6. They will demonstrate how to teach this updated knowledge using various instructional strategies including inquiry and experimentation.

EDU 625. The Teaching of Social Studies in the Elementary School (3).

In this course students will demonstrate teaching lessons with a special emphasis on the teaching of Geography and Economics in grades PK-6. Instructional strategies/aids will be developed and implemented that include teaching students from diverse backgrounds and diverse learning styles. Thematic units will be written that will include the integration of other content areas as an additional asset to the Social Studies unit.

EDU 628. Environmental Science Education for Elementary School Teachers (3).

This is a graduate level course intended to acquaint the student with a most important issue that forms the central focus of science education in today's world. Environmental science requires the exploration and application of basic principles to foster human understanding of one's place in the world and to learn the methods and means to teach children about this role. Graduate students will be expected to be interactive with a variety of environments. Thus, to take this course one must be expected to travel to several destinations as "lab time" experience beyond the usual college classroom.

EDU 630. 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 teach for 6 weeks in one of the grades from PK-3. A signed contract insures a gradual induction into the field of teaching. Weekly evaluations will be completed by the cooperating teacher, the college coordinator and the preservice teacher. Required seminars will be held to discuss progress throughout the semester. Pass/fail only.

EDU 632. 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 teach for 6 weeks in one of the grades from 4-6. A signed contract insures a gradual induction into the field of teaching. Weekly evaluations will be completed by the cooperating teacher, the college coordinator and the preservice teacher. Required seminars will be held to discuss progress throughout the semester. Pass/Fail only.

EDU 678. Supervised Internship in Elementary Education (3-6).

Supervised internship in a setting selected under advisement. Analysis of innovative designs and application of theory to practice will be evaluated. Critical analysis of the student's competency will be conducted through self-assessment and supervisory feedback. Open only to students who already possess provisional or permanent certification.

EDU 684. Preservice Teaching in Elementary Education (5).

Students who have completed the prerequisites and demonstrated the needed competencies are placed in a full-time teaching site in an elementary education classroom. Students are under the immediate supervision of a cooperating teacher and are supervised weekly by a college coordinator. Pass/Fail only.

EDU 504. Adolescent Psychology (3).

This course will provide study in the psychological, social and educational characteristics and needs of adolescents. Research and theory in relationship to cognitive development and functioning, self development, and peer and adult relationships will be explained. A special focus of study/research will be on adolescents who are handicapped, non- English speaking, multicultural and those who are gifted.

EDU 521. Teaching And Learning In Today's Secondary School (3).

This course is an examination of those principles and practices that have shaped American education and instruction with an emphasis on interdisciplinary study of subject matter for tomorrow's student. Emphasis will be placed on: adolescent development from middle school to senior high perspective, learning theory and current approaches in instruction for a diversified student population.

EDU 553. Advanced Theory and Practice in the Teaching and Learning in the Academic Areas (3).

This course is designed to combine the Liberals Arts background of the student and the field of education while drawing upon the content of each discipline in an examination of the practices of

secondary schools.

EDU 554. Advanced Teaching In Secondary Content Areas (3).

This course will draw on theories and research on learning to develop interdisciplinary and intradisciplinary activities for secondary school students. Thematic units of instruction will be developed both within and among the various academic areas. There will be an emphasis on response to learning needs from philosophical, cultural and psychological perspectives.

EDU 555. Teaching And Curriculum In Middle Schools (3).

This course defines the underlying assumptions of current educational practice in the middle school structure in the United States. Principles and strategic instructional practice are developed through a framework of curriculum planning for each academic discipline encountered in the instruction of children in the middle grades.

EDU 614. Decision Making In Middle/Secondary Schools (3).

In this course the teacher as decision maker will be examined through the roles of peer coach, mentor teacher, team member/teacher counselor and curriculum specialist. Issues concerning the assumption of multiple rules within the structure of middle and secondary schools are explored by developing a context for positioning teachers as leaders in these environments.

EDU 670. Supervised Preservice Teaching Secondary Schools (5).

Students who have successfully completed the prerequisite courses and competencies begin their full time teaching six weeks in a high school classroom where they had been observing the previous semester. A signed contract ensures a gradual induction into the field of teaching and the cooperating teachers are required to initial plans daily. Weekly evaluations are completed by the teacher candidate, the cooperating teacher, and the college coordinator. Pass/fail only.

EDU 672. Supervised Preservice Teaching Middle School (5).

Students who have successfully completed the prerequisite courses and competencies begin their full-time teaching six weeks in a middle school classroom where they had been observing the previous semester. A signed contract ensures a gradual induction into the field of teaching and the cooperating teachers are required to initial plans daily. Weekly evaluations are completed by the teacher candidate, the cooperating teacher and the college coordinator. Pass/fail only.

EDU 675. Supervised Internship In Secondary Education (3).

Supervised internship in a setting selected under advisement. Analysis of innovative designs and application of theory to practice will be evaluated. Critical analysis of the student's competency will be conducted. Open only to students who already possess provisional or permanent certification.

Special Education

SPE 502. Introduction to Special Education Perspectives (3).

This course is an introduction to special education policy and practices in school settings. Beginning with an overview of a variety of handicapping conditions, the course will provide a framework for understanding students with disabilities in the context of schools. Additionally, the Individuals with Disabilities Education Act will be the basis for understanding the rights of students with disabilities and the responsibilities educators face.

SPE 504. Critical Issues in Teaching Diverse Populations (3).

This course provides an overview of major issues and trends in the education of persons with exceptionalities, including the issues associated with special programs, such as educational placement and the national trend of inclusion. The course also discusses critical issues in special education which includes a historical review of policy, law and practice. Emphasis will be placed on current information of educational practices, up to date research on prevalence, current legislation, and models of programs.

SPE 510. Instructional Planning for Inclusive Classrooms (3).

This course is required for all prospective teachers in special education seeking an MST degree. Participants will examine various methods of teaching, discovered by other practitioners, to enhance their decision making in their own classrooms. Participants will also reflect upon why and how decisions are made, drawing from research results, practitioner experience, and other colleagues. Prerequisites or corequisites: EDU 505; SPE 502.

SPE 540. Assessing the Educational Needs of Students with Disabilities (3).

This course begins with the fundamental principles of assessment for students. Formal and informal measures of skills and abilities will be examined. Next, students will learn how to diagnose specific learning styles and offer instructional strategies for students with disabilities. Case studies will highlight issues of concern.

SPE 550. Collaborative Consultation (3).

Increasingly, educators are required to work in complex teaching situations involving paraprofessionals, therapists, and parents. Developing positive working relationships is critical to the success of these multidisciplinary teams. This course will highlight major issues and strategies for collaborative consultation. Role plays and problem-solving comprise a significant amount of the course.

SPE 560. Curricular Adaptations for Students with Disabilities (3).

Students with disabilities are spending significant amounts of instructional time in general education settings. To ensure the success of these students, resource teachers, special educators and general educators must modify and adapt curricula to meet the needs of the students. This course will offer many strategies and techniques for adapting classroom materials and instruction for students with disabilities.

SPE 590-599. Independent Study (1-6).

A graduate 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, evaluation procedure and number of credits sought. The proposal must be approved by the supervising faculty member and the Chair of the Education Department and will be placed in the student's file.

SPE 612. Learning Disabilities (3).

This course surveys the field of learning disabilities in education. Theories about causes are presented in addition to strategies for remediation. Students will learn models of clinical teaching beginning with the diagnosis of the learning disability, followed by instructional methods for remediation. Case studies will illustrate aspects of clinical teaching.

SPE 617. Reading and Writing Instruction for Students with Disabilities (3).

Based on the emergent literacy development process, this course addresses the issue of literacy instruction for students with disabilities. A variety of instructional methods will be discussed and critiqued. An analysis of an individual's learning needs will provide a framework for understanding the instructional process. Computers as an instructional tool will be featured. Prerequisites or corequisites: EDU 505 (M.S.T. students)

SPE 618. LITERACY PROCESSES IN READING FOR STUDENTS WITH DISABILITIES (3).

This course provides the foundation of current theories and practices in literacy processes. Comprehension, oral language, vocabulary, word analysis, writing processes, and fluency will be studied in the context of assessing and instructing students with disabilities. The course is intended for current practitioners who are seeking additional certification in special education.

SPE 635. Special Education Administration and the Law (3).

The course will provide a framework for you to build an understanding of and an approach to the laws that affect and assure free and appropriate education of children and adolescents requiring special or related educational services. The goal of this information will be to provide a foundation and strategies for effectively meeting the needs of the classified special education students and those receiving services through Section 504.

SPE 670. Strategies and Curriculum for Emotionally Disturbed Students (3).

This course is designed for graduate students of special education, as well as elementary and secondary, who are striving to understand and provide appropriate instruction for children who have behavioral problems and/or emotional problems. As a one semester course, issues of a theoretical nature will be addressed within the context of actual instructional strategies and the development of curricula to include this special population at the elementary and secondary levels.

SPE 671. TEACHING CHILDREN AND ADOLESCENTS WITH AUTISM (3).

This course is designed for those interested in the cognitive, social and communication needs of children and adolescents with autism. The course will emphasize the translation of theory into practice as to how students with autism can learn. The many approaches to program development, behavior management and communication will be illustrated by videotapes, class discussion, and guest speakers.

SPE 682. Augumentative/Alternative Communication (3).

This course provides knowledge of and practice in the use of communication alternatives for children and youth for whom speech and hearing and or motor integrity is lacking. Modules of the course include the use of technological means for learning, manual sign systems and sign language, basic speech and hearing devices, classroom hands on manipulatives for content-specific areas. This course is appropriate for teachers of special populations and teachers of traditional elementary and secondary school classes where mainstreaming and inclusion are employed to whatever degree.

SPE 683. Preservice Teaching in Special Education (5).

Students who have completed the prerequisites and demonstrated the needed competencies are placed in a full-time teaching site in a special education classroom. Students are under the immediate supervision of a cooperating teacher and are supervised weekly by a college coordinator. Pass/Fail only. Prerequisites or corequisites: EDU 505, 530; SPE 502, 504, 510, 540, 550, 612, 617, 650.

SPE 686. Supervised Internship in Special Education (3-6).

Supervised internship in a special education setting selected under advisement. Analyses of innovated designs and application of theory to practice will be evaluated. Critical assessment of the student's competency will be conducted through self-analysis and supervisory feedback. Open only to students who already possess provisional or permanent certification. Pass/Fail only. Prerequisites or corequisites: SPE 502, 504, 540, 560, 612, 650.

SPE 790. Accommodating Behaviorally Challenging Students in the Classroom Setting (3).

This course is designed to instruct special education teachers in the use of a variety of behavior management procedures for use in the classroom. The course will cover proactive classroom management procedures, establishment of classroom rules, effective disciplinary procedures, and the use of classwide behavioral interventions. Secondly, the course will include an overview of the legal and procedural requirements contained in IDEA 97 (PL105-17) related to the use of classwide behavioral interventions as well as the implications for disciplining students with disabilities including the need for manifest determination review hearing, functional assessment procedures, and individualized behavior plans. Each of these areas will be covered in depth in order to develop applied skills for practicing teachers.