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Course Criteria
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3.00 Credits
The U.S. National Park Service functions to preserve unique and invaluable cultural resources throughout the country. At the same time, our parks serve a number of more personal purposes. They renew our spirits, provide endless formal and informal educational opportunities and are diverse settings for recreational activities. Students explore our National Park system from educational, historical, sociological, cultural, scientific, political and economic perspectives. Controversies abound when one examines the history and current state of our parks. At the same time, contemporary threats to our parks include financial troubles, overuse by the public, pollution, industry pressures and political agendas. The complexity of these situations creates a series of educational challenges in terms of helping visitors, regional citizens and politicians make well-informed personal and political decisions. This course requires at least two weekend field trips. (MaKinster, Fall, offered alternate years) 349: The Nature of Science and Scientific Inquiry in Schools Teaching science effectively requires teachers to understand how to engage students in scientific inquiry and create meaningful contexts for learning. Students will explore the nature of science and scientific knowledge and examine the similarities and differences between the lives of professional scientists and what K-12 students can do in classroom settings. Topics include identifying reliable curriculum resources, supporting students in learning, assessment, creating real-world contexts, how social and cultural aspects manifest themselves in science classrooms, and how to make science engaging and enjoyable. (MaKinster, Fall, alternate years)
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3.00 Credits
Teaching to help solve environmental problems must occur across all segments of society: homes, schools, places of work, business and industry, laboratories, political arenas, and recreational venues. Teaching is defined very broadly as any action directed at people or institutions to promote a sustainable environment. Students examine the roles of ethical reasoning and critical pedagogy in helping address educational challenges posed by conflicting value systems. Students design projects to meet related environmental education needs on campus or in the surrounding community. Prerequisites: At least one course in environmental studies. Crosslisted with Environmental Studies. (Kehle, Fall, offered alternate years)
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3.00 Credits
This course examines the institution of schooling, broadly conceived, as it is positioned in a multicultural and diverse society. It looks at historical and contemporary debates surrounding the concept of multiculturalism and explores how the ideas are played out in U.S. education systems and in our everyday, public and private social experiences. Students examine the relationship of schooling to other societal institutions in order to understand the academic, political, and social effects on students and society. Throughout the course students tackle topics with an eye for meaningful incorporation of personal and systemic dimensions of diversity and broaden their knowledge about being responsible citizens of the world. (Banks, Spring, offered annually)
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3.00 Credits
This course is open only to adolescent teacher certification participants engaged as full-time student teachers. It provides a structure within which participants critically examine their classroom experiences of teaching, learning, and curriculum development, with the goal of becoming reflective practitioners. Texts and readings are selected from those that provide analysis of the experience of secondary school education, as well as those that provide rationales for the methods and purposes of the academic disciplines. Students must pass this course with a grade of C or better in order to be recommended for certification. Prerequisites: Completion of all other teacher certification requirements. (Gibbon, offered each semester)
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3.00 Credits
This is full-time student teaching. Students plan and direct instructional and ancillary activity, in a middle or high school classroom (in their area of certification), for a full semester. It is expected that the student take on all responsibilities normally accepted by secondary school teachers. These include supervision of students, curriculum planning and evaluation, reporting to parents, direction of paraprofessionals and classroom assistants, and participation in professional conferences or in-service training sessions. Students are guided by their cooperating teacher and are observed weekly by a College supervisor. This course must be taken credit/no credit. Prerequisites: Completion of all other teacher certification requirements. (Gibbon, offered each semester)
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3.00 Credits
This course is open only to elementary and special education teacher certification program participants engaged as full time student teachers. It provides student teachers with an opportunity to critique education as it is offered in school settings for all children. Participants focus on becoming reflective practitioners and on developing and implementing curriculum to meet the needs of diverse student populations. Emphasis is placed on application of the above to the teaching of reading. Recent research pertaining to education is discussed. Students must pass this course with a grade of C or better in order to be recommended for certification. Prerequisites: Completion of all other teacher certification requirements. (Sherman, offered each semester)
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3.00 Credits
This is full-time student teaching. Students plan and direct instructional and ancillary activities in an elementary school classroom setting for a full semester. It is expected that the student take on all responsibility normally accepted by elementary school teachers. These include supervision of children, curriculum planning and evaluation, reporting to parents, direction of paraprofessionals and classroom assistants, and participation in professional conferences or in-service training sessions. Students are guided by their cooperating teacher and are observed weekly by a College supervisor. This course must be taken credit/no credit. Prerequisites: Completion of all other teacher certification requirements. (Sherman, offered each semester)
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3.00 Credits
This is full-time student teaching, taken in tandem with Education 405 during the second seven weeks of the semester. Students complete student teaching (as described in Educ 405 above) in elementary special education settings. This course must be taken credit/no credit. Prerequisites: Completion of all other teacher certification requirements. (Kelly, McCabe, offered each semester)
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3.00 Credits
This course is open only to students pursuing certification in art who are engaged in full-time student teaching. It provides a structure within which students critically examine their classroom experiences of teaching, learning, and curriculum development within the arts, with an eye towards helping students become reflective practitioners. Emphasis is placed upon helping students meet the developmental needs of all students (p-12) while also exploring means of helping all learners meet the New York State Learning Standards in the Arts. Students must pass this course with a grade of C or better in order to be recommended for certification. Prerequisites: Completion of all other teacher certification requirements. (Staff, offered each semester)
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3.00 Credits
Open only to students enrolled in the Master of Arts in Teaching Program, this course is a survey of educational research methods with a special emphasis on qualitative and teacher-generated research. The course is intended to support students as they prepare and present a proposal for a master's thesis. Typical readings: Bogdan and Biklen, Qualitative Research for Education; Wolcott, Writing Up Qualitative Research Prerequisite: Admission to the MAT Program. (Staff, Spring, offered annually)
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