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Course Criteria
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3.00 Credits
Ithaca College students work as mentors with area high school students who have been identified as having aptitude for, but limited access to, college education. Mentors meet regularly with the high school students, providing social and academic reinforcement to support their option to attend college. Prerequisites: Completion of application form; sophomore standing or above; permission of instructor. All students must take EDUC 21000 before enrolling in EDUC 21100. 4 credits, 2 credits each semester. Two semesters required. (F-S,Y)
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50.00 Credits
This course is required for and only open to students who have declared a teaching option in H&S or in speech-language pathology and audiology. It introduces students to the public and private education system in an extended field experience; each student completes 50 hours of fieldwork in a classroom setting. This is a coordinated offering of Ithaca College and the area schools. Prerequisites: Sophomore standing; EDUC 11000 and EDUC 11100 (may be taken concurrently). 3 credits. (F-S,Y)
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3.00 Credits
Investigates contemporary issues in elementary education, including historical development of elementary classroom practice (emphasis on reading instruction); philosophical and psychological theories of learning; women's role in elementary school teaching; children's literature and storytelling in child development; impact of societal problems on children and families; media literacy initiatives in elementary schools; assessment practices; conflict resolution; family involvement in children's schooling; multicultural understandings; calls for, and examples of, school reform. Prerequisites: Sophomore standing or above. 3 credits. (F-S,Y)
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2.00 Credits
A comparison of first- and subsequent-language learning as it affects the school-age population. The sociocultural nature of language and language acquisition is addressed, as well as specific needs in the multicultural classroom. The multifaceted fundamentals surrounding the nonnative speaker and second-language learning are provided to prepare the student to understand the paradigm shifts that have resulted from demographic changes in this country. It is recommended that this course be taken concurrently with or after EDUC 10100 or SLPA 21900. Prerequisites: Sophomore standing. 2 credits. (F-S,Y)
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2.00 Credits
Introduces future educators to special populations of children encountered within mainstream classrooms. Students are introduced to the characteristics of various special populations, including orthopedic impairments, mental retardation, autism, hearing and vision impairment, traumatic brain injury, ADHD, and learning disabilities. Educational methodologies that can be applied within the classroom are discussed. Federal mandates, legal issues, and family issues are presented. Collaboration with other school personnel is also addressed. This course should be taken prior to student teaching. Open only to teacher education students in the School of Humanities and Sciences. Prerequisites: Sophomore standing. 2 credits. (F-S,Y)
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3.00 Credits
Must be taken with EDUC 30810. Examines the teaching of mathematics at the middle and secondary levels, including current knowledge and research on the learning of mathematics for all students, national and state standards, the New York State mathematics curriculum, professional journals and organizations, supplemental instructional techniques, appropriate use of technology and assessments, and actual practice in teaching. Twenty-hour field experience component. Prerequisites: EDUC 21910; TCED 34000; PSYC 21010; junior standing or above in the major; concurrent enrollment in EDUC 30810. 3 credits. (F,Y)
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3.00 Credits
Must be taken with EDUC 30810. Examines the teaching of visual art to students at the elementary, middle, and secondary levels. This course will provide grounding in the history of art education in the United States, current theory and practice of teaching art, and artistic development in children and adolescents. Emphasis is placed on the New York State standards in the visual arts for development of art lessons that contain relevant objectives, motivation, methodology, and evaluation techniques. Various art materials, techniques, and processes suitable for K-12 levels will be examined. Additional topics are incorporating art history, aesthetics, and art criticism in the curriculum; health and safety issues of art materials; art room organization; selecting and ordering supplies; and fostering professionalism. This course also provides practice in developing teaching skills through presentation of lesson plans in various media at the elementary, middle, and secondary levels; 20 hours of observation and fieldwork in local public schools are required. Prerequisites: EDUC 21910; TCED 34000; PSYC 21010; concurrent enrollment in EDUC 30810. 4 credits. (F,Y)
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1.00 Credits
Required for all students in teacher certification programs, but open to other students as well. Combines historical, philosophical, sociological, and anthropological perspectives to investigate contemporary social and cultural issues in education and teaching. Provides preparation for critically reflective decision making and for working effectively with diverse students and communities. Topics include equal educational opportunity; the financing of U.S. schools; tracking/ability grouping; the sociocultural dynamics of teaching and learning; multicultural education; social class issues; gender bias and equity; the experiences of African American, Latino, Asian American, and linguistic minority students in U.S. schools; educating students with disabilities; the role of religion in U.S. schools; issues of sexuality; working with families and communities; developing schools as caring learning communities; effective uses of technology; and recent proposals for school reform. Prerequisites: Three social science or humanities courses. 3 credits. (F-S)
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3.00 Credits
This course is a comprehensive overview of the foundations of education in the United States with a focus on urban education. Schools have always been ¿contested sites¿ where questions of cultural, social, political, economic, and personal meaning play out in a diverse society. Using an interdisciplinary framework, we will draw from philosophy, history, sociology, political science to examine the barriers and opportunities for education in urban settings. Education policy and urban education reforms will be discussed. We will also look at the challenges in implementing the No Child Left Behind Act of 2001. Students will reflect critically on their own schooling, socio-cultural identity and philosophical beliefs about education. Prerequisites: one course in the humanities, two courses in social sciences. Only open to students accepted into the Washinton DC Program. 3 credits. (F,S)
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3.00 Credits
Examination of schools and teaching as forces for constructive social change, investigating how educators can create learning experiences in schools, classrooms, youth programs, and communities that will contribute to the school success of all youth and the development of a more equitable and just society. Particular attention paid to democratic approaches to teaching and learning; multicultural education; critical reflection; experiential learning; youth activism; community-based education; and innovative uses of technology. The course reflects in its process many of the topics studied. Students participate in the design of the syllabus and engage in project-centered learning, including a combination of individual and group work. Class discussion and weekly volunteer projects. Prerequisites: Sophomore standing or above; one of the following: EDUC 20000, EDUC 21000-21100, EDUC 34000, EDUC 21010, or permission of the instructor. 3 credits. (S,Y)
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