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Course Criteria
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6.00 Credits
4 credits The development of mathematical thought happens through a complex relationship of the teacher’s pedagogical skills, the child’ s cognitive and general development, and appropriate mathematical content. This course addresses these three components for the child in grades 1–6. The technology component will include data collection probes and graphing packages. In addition, state and professional standards, professional resources, equity and the integration of mathematics across content areas are introduced in the course. 25 hours of fieldwork required
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6.00 Credits
4 credits This course is based on the content of science appropriate for grades 1 C6, the inquiry and process skills used by students, and the methodology of science instruction. The technology component will include a robotics module and other appropriate science-related technologies. There is an emphasis on discourse, tasks, collaboration, constructivism, New York State Learning Standards, appropriate assessment, technology, and professional resources. 25 hours of fieldwork required.
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3.00 Credits
3 credits This course will orient new and prospective educators to the philosophy, pedagogy, and organization of middle school teaching. Upon completion of the course, students will have a greater understanding of the nature and needs of the young adolescent learner in order to maximize the educational experience. Topics include content and performance standards for middle-level schools; teaching mixed ability groups; managing student behavior and communicating with parents; instructional strategies for young adolescents; interdisciplinary instruction and programming; teacher teams; and improving student achievement.
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3.00 Credits
3 credits This course enhances student understanding of the importance of aesthetic experience in the educational process. It explores aesthetic education in relation to models of intelligence, child growth and development, educational philosophy, curriculum design, and classroom instruction. The technology component includes computer-based tools for music and art. Students work on the infusion of aesthetic theory into their pedagogical practice. The course will include field experiences.
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3.00 Credits
3 credits English education minors only. Others by permission. This course is designed to offer educators a bridge between educational theory focused on social justice and practice in the field. Students will explore the theories underlying inquiry-based learning, service learning, and critical literacy. Theory will be examined in light of actual practice, as students analyze successful models of inquiry learning and service learning projects through course readings as well as through fieldwork with area educators who enact service learning as part of their curricula.
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1.00 Credits
1 credit This course introduces students to the varied possibilities of integrating educational technology into their teaching. It provides students with an understanding of how to integrate educational technology into their teaching by reflecting on lesson objectives; student roles and their own teaching role/roles in relation to the educational technology. In addition, the course will help students to construct a theoretical framework, which they can use to help them integrate educational technology into their teaching.
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1.00 Credits
1 credit The two day long workshops will have two themes. One portion of each workshop will focus on raising group consciousness about diversity through poetry reading, sharing of handouts and short articles. In addition, there will be a series of experiential activities from Kivel’s Uprooting Racism. In the second part of each workshop students will engage in curriculum design activities utilizing diversity and social justice principles.
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1.00 Credits
1 credit This intensive course will explore core concepts of peace education, non-violence, and conflict resolution, providing an opportunity for planning and application of these concepts in the K C12 classroom. Students will explore historical perspectives of violence and war, peace and justice, peace education, and conflict resolution and develop the lessons and pedagogy necessary to support a culture of peace.
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1.00 Credits
1 credit This course will introduce beginning teachers to their role as advocates for young people and their communities. Resources available to educators, in both the school system and the community, will be explored alongside strategies for action. Coalition building for teachers, administrators, support staff, and community organizations will be analyzed in terms of the law, ethics, and efficacy.
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3.00 Credits
3 credits The purpose of this course is to engage beginning teachers with the challenge of creating learning communities in settings that diminish anxiety and enhance the emotional wellbeing of children. The special challenges that discipline, community building, and classroom management make on student teachers and first-year teachers are explored. Cultural differences and special needs are also considered.
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