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Course Criteria
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3.00 Credits
Designed for students considering careers in the early childhood network. Topics include administration, finances, budgeting, space and equipment, staffing patterns, safety, children's programs, community relations, and food management in early childhood settings. Parent involvement in early childhood programs will also be examined. Prerequisite: Prior completion or concurrent enrollment in ENGL 100. 3 Cr. (3 Lec.) Fall semester.
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3.00 Credits
This is the first of two semesters of field experiences designed to provide early childhood students with hands-on experience in an early childhood setting. Students have an opportunity to develop their abilities to understand and relate to young children in group settings. Each student works with an experienced early childhood professional as his/her supervising teacher for a minimum of 112 hours during the semester. Students are also required to attend three hour bi-weekly seminars, at which they will be able to integrate experiences with theory and research. Prerequisites: ECHD 102, ECHD 110, ECHD 125/HUMS 125, ECHD 225/HUMS 225, and ENGL 101. 4 Cr. (1.5 Lec., 8 Lab.) "Fall 2008 will be the last time offered."
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3.00 Credits
This is the second of two semesters of field experiences designed to provide early childhood students with more advanced hands-on experience in an early childhood setting. Students participate in classroom planning and work as a member of the early childhood learning team. Each student works with an experienced early childhood professional as his/her supervising teacher for a minimum of 112 hours during the semester. Students are also required to attend three-hour, bi-weekly seminars, at which they will be able to integrate their experiences with theory and research. Prerequisites: ECHD 230 and ENGL 101. 4 Cr. (1.5 Lec., 8 Lab.) "Fall 2008 will be the last time offered."
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3.00 Credits
Designed to acquaint early childhood students with the observation techniques they need to become thoroughly familiar with how children grow and develop. The observation techniques are a skeleton on which the students will build knowledge of child development and behavior. Students also learn the goals, benefits and uses of assessment. Each week students will review child development principles and use one special observation technique to study these principles. Prerequisite: Prior completion or concurrent enrollment in ENGL 101. 3 Cr. (3 Lec.) Fall and spring semesters.
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3.00 Credits
This course is designed to provide early childhood students with an advanced hands-on experience in an early childhood setting. Students will have an opportunity to develop their abilities to understand and relate to young children in a group setting. Students will participate in classroom planning and work as a member of an early childhood learning team. Each student will be working with an experienced early childhood professional as his/her supervising teacher for a minimum of 112 hours during the semester. Students are also required to attend three-hour bi-weekly seminars, during which they will be able to integrate their experiences with theory and research. Corequisite: ECHD 240. Prerequisites: ECHD 110, ECHD/HUMS 125, ECHD/HUMS 225, and ENGL 101. 4 Cr. (1.5 Lec., 8 Lab.) Spring semester.
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3.00 Credits
This course is an introduction to macro and microeconomic theory emphasizing economic concepts and principles as tools in clarifying some of the major issues facing contemporary society, e.g. inflation, unemployment, international trade, health care, and the environment. ECON 101 fulfills the SUNY General Education Social Sciences requirement. A student who completes ECON 120 and/or ECON 121 may not use credit earned in this course toward degree requirements. Prerequisite: Prior completion or concurrent enrollment in ENGL 100. 3 Cr. (3 Lec.) Fall and spring semesters.
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3.00 Credits
An analytical introduction to the processes by which economic resources are allocated and income is distributed. Concepts addressed include scarcity and opportunity cost, utility, supply and demand, elasticity, production costs, pricing under perfect and imperfect competition, the role of government, and the theory of international trade and finance. This course is designed to serve the needs of students intending to transfer to a four-year institution. ECON 120 fulfills the SUNY General Education Social Sciences requirement. A student who completes this course may not also count credit earned in ECON 101 toward degree requirements. Prerequisites: Prior completion or concurrent enrollment in ENGL 100 and MATH 100. 3 Cr. (3 Lec.) Fall and spring semesters.
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3.00 Credits
An analytical introduction to alternative macroeconomic theories of national output and income determination. Topics include the business cycle, unemployment, inflation, national income accounting, fiscal policy, deficits and debt, monetary policy, the Federal Reserve system, supply-side policy, theory and reality. This course is expressly designed to serve the needs of students intending to transfer to a four-year institution. ECON 121 fulfills the SUNY General Education Social Sciences requirement. A student who completes this course may not also count credit earned in ECON 101 toward degree requirements. Prerequisites: Prior completion or concurrent enrollment in ENGL 100 and MATH 100. 3 Cr. (3 Lec.) Fall and spring semesters
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30.00 Credits
This course is designed to provide potential teachers with the opportunity to look closely at teaching as a profession. Students will examine their individual motives for entering the field and they will gain first-hand knowledge through a 30-hour field experience in a K-12 classroom. Emphasis will be placed on examining significant issues and trends in American education. The course will explore the role of the family, the community, and society in the general process of education. Prerequisites: Prior completion or concurrent enrollment in ENGL 101, and one of the following: HSTY 201, HSTY 202, POSC 103, PSYC 103, or SOCI 101. 3 Cr. (3 Lec.) Fall and spring semesters.
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3.00 Credits
This course is designed to introduce students to the historical, sociological, and philosophical foundations of education. Students will explore the philosophical aims and historical development of education; the relationship between education, society, and culture; the relationship between social stratification (e.g., race, gender, class, sexual orientation) and educational opportunities and outcomes; and the relationship between the state, public policy, and educational reform. In addition, students will develop a personal philosophy of teaching that connects theory and practice, and addresses diversity and social justice. Prerequisites: ENGL 101 and SOCI 101. 3 Cr. (3 Lec.) Occasionally.
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