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Course Criteria
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3.00 Credits
New Core: Fulfills 3 credits in Area of Knowledge I. Service Learning Component. Open to all students interested in exploring a career in teaching. Course Description: This course examines schools in a diverse and changing society. By examining the history, philosophy, legal and social responsibilities associated with schooling, you are introduced to the interactions among society, families, schools, curriculum, teachers, students, and cultures. Through guided field experiences, you will observe and reflect on different aspects of schooling with particular focus placed on the role language serves across all interactive domains of society and the role of the teacher as agent of change and empowerment. During this course, you will be challenged to examine the classroom as a diverse community where all participants can learn in a safe and appropriate environment. Professional seminars and field experiences accompany this course. This course is designed to be taken in the fall of the sophomore year. Successful completion of this course (with a grade of B or better) is required of all students seeking formal admission to the School of Education. Course Rotation: TBA. 4.000 Credit Hours 4.000 Lecture hours Levels: Undergraduate Schedule Types: Laboratory, Lecture, Tutorial School of Education College Education Department
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4.00 Credits
Course Description: These two courses provide students with the opportunity to research and write about historical and contemporary issues in education. ENG 201 offers a variety of writing assignments coordinated with student's field experiences and readings in TCH 201. TCH 201 requires students to complete several writing assignments that match and are enhanced by their efforts in ENG 201M. 4.000 Credit Hours 4.000 Lecture hours Levels: Undergraduate Schedule Types: Independent Study, Lecture, Tutorial, Online Course School of Education College Teaching Department
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4.00 Credits
Course Description: These two courses provide students with the opportunity to research and write about historical and contemporary issues in education. ENG 201N offers a variety of writing assignments coordinated with students' field experiences and readings in TCH 201N. TCH 201N requires students to complete several writing assignments that match and are enhanced by their efforts in ENG 201N. 4.000 Credit Hours 4.000 Lecture hours Levels: Undergraduate Schedule Types: Independent Study, Lecture, Tutorial, Online Course School of Education College Teaching Department
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4.00 Credits
4.000 Credit Hours 4.000 Lecture hours Levels: Undergraduate Schedule Types: Lecture, Tutorial, Online Course School of Education College Teaching Department
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4.00 Credits
Permission of the department Chairperson is required. 4.000 Credit Hours 4.000 Lecture hours Levels: Undergraduate Schedule Types: Laboratory, Lecture, Tutorial School of Education College Teaching Department
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0.00 Credits
Course Description: Sessions in this second seminar of the professional series feature specific responsibilities of teachers and schools regarding student learning and safety. Specifically included are means for identifying and reporting suspected child abuse and maltreatment, means for instructing students for the purpose of preventing child abduction; preventing alcohol, tobacco, and other drug abuse; providing safety education; instruction in fire and arson prevention; and training in school violence prevention and intervention. Successful completion of this seminar is required of all students seeking teacher certification through a Pace University program. Course Rotation: TBA. 0.000 Credit Hours 0.000 Lecture hours Levels: Undergraduate Schedule Types: Lecture, Seminar, Tutorial, Online Course School of Education College Education Department
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1.00 Credits
Course Description: The initial focus of this third seminar in the Professional Seminar series is preparation for formal entry into the School of Education. Seminar sessions contain specific information related to the application process and criteria and structured activities linked to meeting the standards for entry, including successful completion of required assessments. Other sessions of the seminar will provide more in-depth work with the NY state K-12 Learning Standards, specifically the standards for Health, Physical Education, and Home Economics, the Arts, and Career Development and Occupational Studies. Successful completion of this seminar is required of all students seeking teacher certification through a Pace University undergraduate or Combined Degree program. Course Rotation: TBA. 1.000 Credit Hours 1.000 Lecture hours Levels: Undergraduate Schedule Types: Lecture, Seminar, Tutorial, Online Course School of Education College Education Department
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4.00 Credits
Open to Secondary Education students only. Course Description:In this course, students in the adolescent education program learn about curriculum requirements of the New York State Learning Standards and how to use assessment practices as a means to facilitate instructional decision making. This intensive field-and technology-basedcourse gives attention to student specific content area responsibility (e.g. biology, chemistry, physics, earth science, mathematics, languages other than English, English, and social studies) and ways to use technology in both assessment and curriculum design. This course is required of all students seeking an Adolescent Education Certificate through a Pace University teacher preparation program. This course is designed to be taken in the spring of the sophomore year. If you do not take TCH 215 in the spring of your sophomore year, you should not take TCH 348 instead of TCH 215. Course Rotation: TBA. 4.000 Credit Hours 4.000 Lecture hours Levels: Undergraduate Schedule Types: Lecture, Tutorial School of Education College Education Department Course Attributes: Experiential Learning
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3.00 Credits
Prerequisite: Admission into the School of Education. Course Description: By examining learning contexts and classroom practice, students will examine what it means to learn and what is means to teach. Students will examine various models of teaching and learning and the theoretical constructs that underlie them. They will focus on developing classroom communities by exploring issues of organization and management and the construct of motivation. Students will relate current developmental and learning theory to the process of selecting, designing, and differentiating curriculum, instruction, assessment, technology and classroom environment in order to create a classroom community that affirms diversity, respects cultural and linguistic differences while promoting personal and group growth and development. Professional seminars and fieldwork one day per week, either Tuesday or Thursday accompany this course. This course is designed to be taken in the fall of the junior year following admission to the School of Education. Course Rotation: TBA. 4.000 Credit Hours 4.000 Lecture hours Levels: Undergraduate Schedule Types: Lecture, Tutorial School of Education College Teaching Department Course Attributes: Experiential Learning
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0.00 Credits
0.000 Credit Hours 1.000 Lecture hours Levels: Undergraduate Schedule Types: Laboratory, Laboratory Graded, Tutorial School of Education College Teaching Department
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