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Course Criteria
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3.00 Credits
This is a survey of economics of price determination (supply and demand), theory of firm and competitive market structures, consumer and business decision-making, and government regulation of economic activity of government.
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3.00 Credits
A study of the political and economic systems and policies of various nations through comparative analysis of their assumptions about, and expectations of, politics. Countries studied include the United States, the United Kingdom, France, Germany, and the USSR and its successor's, as well as developing countries. Prerequisite: ECO-201.
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3.00 Credits
This course is an applied economic analysis of the Capital Region economy. Students will review the costs and benefits of major projects currently being examined by the regional planning agencies; assess the socioeconomic benefits of the local economic development zones; examine generic environment impact statements or local development projects; investigate the political trade-off of economic values in the application of local zoning laws.
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3.00 Credits
This is a survey course for those having an interest in education as a field of study. Its primary aim is to familiarize students with the function of educational institutions in current society. The major social forces and values, psychological theories, knowledge structures, and technologies influencing curricular and instructional choices will be examined. Candidates enrolled in EDU-201 must concurrently enroll in EDU-201F (fieldwork).
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3.00 Credits
This course includes a survey of the facts and principles of educational psychology and the results of psychological research as they relate to the major activities and problems of the teacher. Also considered are the general nature of growth and the principles of learning, the nature of reasoning, the realm of values, and the relation of mental health to education. Candidates enrolled in EDU-206 must concurrently enroll in EDU-206F (fieldwork). Prerequisite: EDU-201 or PSY-101. Take EDU-201 or PSY-101;
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3.00 Credits
This course focuses on planning for multilevel, structured, exciting learning experiences for students with diverse characteristics. Content includes knowledge concerning learning styles, challenges to learning, working with parents and educational personnel, use of learning theories and models of teaching, and developing critical thinking in students. Candidates enrolled in EDU-306 must concurrently enroll in EDU-306F (fieldwork). Prerequisites: EDU-201, EDU-206. Take EDU-201 EDU-206;
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3.00 Credits
Each pre service teacher will have two placements (four half-days per week for six weeks), one at the primary level and one at the intermediate level in an urban, New York State identified high-need school district. A primary focus of the practicum is development of literacy associated with learning and content areas. In coordination with the Methods courses (EDU 312, 314, 315, 317, 319, and 337) lesson plans will be developed, implemented and evaluated under the guidance of the host teachers and the college supervisor. Using a model of reflective practice, follow-up extensions and/or lessons will be conducted with emphasis on specific needs of individual learners, particularly those struggling as literacy learners. A weekly seminar is required. Prerequisites: EDU-306, EDU-309, 54 Credits. # Take 54 credits; # Take EDU-306 EDU-309;
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3.00 Credits
Theoretical frameworks of the reading/writing processes and resources used by proficient, less proficient, and beginning readers/writers will be examined. To develop an understanding of the language basis, the relationships between receptive (i.e., listening, writing) and expressive (i.e., speaking, reading) skills will be explored. Participants will learn to develop plans, including goals and objectives, related to the theoretical frameworks in the areas of word recognition/analysis, vocabulary, and comprehension within the context of a directed reading-thinking-writing approach. Candidates enrolled in EDU-309 must concurrently enroll in EDU-309F (fieldwork). Prerequisites: EDU-201, EDU-306, PSY-206 or EDU-206. # Take EDU-201 EDU-306; # Take PSY-206 or EDU-206;
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3.00 Credits
This course will cover the development of number concepts; the nature of the number system, mathematics skills and problem solving; the grade placement of subject matter and new approaches to teaching mathematics, techniques of evaluation, and the functional approach in developing meaning and understanding. Candidates enrolled in EDU-312 must concurrently enroll in EDU-307. Prerequisites: EDU-309, EDU-306, PSY-206 or EDU-206. # Take EDU-309 EDU-306; # Take PSY-206 or EDU-206;
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3.00 Credits
Using the New York State Learning Standards as a guide, the function and organization of social studies in the elementary school will be addressed. Candidates will be guided in selection of content, use of materials and application of specific teaching methods and unit development. Candidates enrolled in EDU-314 must concurrently enroll in EDU-307. Prerequisites: EDU-309, EDU-306, PSY-206 or EDU-206. # Take EDU-309 EDU-306; # Take PSY-206 or EDU-206;
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