Master's and Post-Master's Level Courses

Content/Pedagogy Courses For Adolescent Areas (See Courses Numbered Edu 580 And Higher):

Programs leading to Professional Certification as a teacher of adolescents in specific subject areas require 12 credits in content/pedagogy in that specific subject area. (The content/pedagogy courses will be offered on a rotating basis and should be taken by candidates when they are offered.)

EDU 500 Apprentice Field Experience In Early Childhood/Childhood Inclusive Classroom (40 Hrs)

Teacher candidates are required to participate in field experiences of observation upon entry into the program. This observation experience must be in the grade level and area in which the candidate is preparing for certification. Candidates engage in reflection and discussion re: their observations during seminar experiences. Successful completion of the apprentice field experience is required before acceptance into the Pre-Professional Experience prior to Student Teaching. Teacher Candidates are required to observe a high-needs area as determined by NYSED. (This experience must be fulfilled prior to registering for EDU 550 Pre-Professional Field Experience). A forty hour field experience is required. Co-requisite: EDU 504 for Early Childhood and Childhood Programs. (Pass/Fail) Fee-$105.00. 0 credit

EDU 500A Apprentice Field Experience In Adolescent Inclusive Classroom (40 Hrs)

Teacher candidates are required to participate in field experiences of observation and participation upon entry into the program. This observation/participation experience must be in the grade level and area in which the candidate is preparing for certification. Candidates engage in reflection and discussion re: their observations and are evaluated by cooperating teachers and Molloy College faculty supervisors who are certified in the area of the candidate's experience. Successful completion of the apprentice field experience is required before acceptance into the Pre-Professional Experience prior to Student Teaching. Teacher Candidates are required to observe in a high-needs area as determined by NYSED. (This experience must be fulfilled prior to registering for EDU 550 or EDU 554 Pre-Professional Field Experience). Co-requisite: EDU 504 for Childhood Programs or EDU 510 for Adolescent Programs. (Pass/Fail) Fee-$105.00. 0 credit

EDU 500B Apprentice Field Experience In Childhood/Special Education Inclusive Classroom (20 Hrs, 20 Hrs)

Teacher candidates are required to participate in field experiences of observation and participation upon entry into the program. This observation/participation experience must be in the grade level and area in which the candidate is preparing for certification. Candidates engage in reflection and discussion re: their observations and are evaluated by cooperating teachers and Molloy College faculty supervisors who are certified in the area of the candidate's experience. Successful completion of the apprentice field experience is required before acceptance into the Pre-Professional Experience prior to Student Teaching. Teacher Candidates are required to observe in a high-needs area as determined by NYSED. (This experience must be fulfilled prior to registering for EDU 550 or EDU 554 Pre-Professional Field Experience). Co-requisite: EDU 504 for Childhood Programs or EDU 510 for Adolescent Programs. (Pass/Fail) Fee-$105.00. 0 credit

EDU 500C Apprentice Field Experience In Adolescent/Special Education Inclusive Classroom Dual Program (20 Hrs, 20 Hrs)

Teacher candidates are required to participate in field experiences of observation and participation upon entry into the program. This observation/participation experience must be in the grade level and area in which the candidate is preparing for certification. Candidates engage in reflection and discussion re: their observations and are evaluated by cooperating teachers and Molloy College faculty supervisors who are certified in the area of the candidate's experience. Successful completion of the apprentice field experience is required before acceptance into the Pre-Professional Experience prior to Student Teaching. Teacher Candidates are required to observe in a high-needs needs area as determined by NYSED. (This experience must be fulfilled prior to registering for EDU 550 or EDU 554 Pre-Professional Field Experience). Co-requisite: EDU 504 for Childhood Programs or EDU 510 for Adolescent Programs. (Pass/Fail) Fee-$105.00. 0 credit

EDU 500D Apprentice Field Experience In Childhood/TESOL Inclusive Classroom Dual Program (20 Hrs, 20 Hrs)

Teacher candidates are required to participate in field experiences of observation and participation upon entry into the program. This observation/participation experience must be in the grade level and area in which the candidate is preparing for certification. Candidates engage in reflection and discussion re: their observations and are evaluated by cooperating teachers and Molloy College faculty supervisors who are certified in the area of the candidate's experience. Successful completion of the apprentice field experience is required before acceptance into the Pre-Professional Experience prior to Student Teaching. Teacher Candidates are required to observe in a high-needs area as determined by NYSED. (This experience must be fulfilled prior to registering for EDU 550 or EDU 554 Pre-Professional Field Experience). Co-requisite: EDU 504 for Childhood Programs or EDU 510 for Adolescent Programs. (Pass/Fail) Fee-$105.00. 0 credit

EDU 500E Apprentice Field Experience In Adolescent/TESOL Inclusive Classroom Dual Program (20 Hrs, 20 Hrs)

Teacher candidates are required to participate in field experiences of observation and participation upon entry into the program. This observation/participation experience must be in the grade level and area in which the candidate is preparing for certification. Candidates engage in reflection and discussion re: their observations and are evaluated by cooperating teachers and Molloy College faculty supervisors who are certified in the area of the candidate's experience. Successful completion of the apprentice field experience is required before acceptance into the Pre-Professional Experience prior to Student Teaching. Teacher Candidates are required to observe in a high-needs area as determined by NYSED. (This experience must be fulfilled prior to registering for EDU 550 or EDU 554 Pre-Professional Field Experience). Co-requisite: EDU 504 for Childhood Programs or EDU 510 for Adolescent Programs. (Pass/Fail) Fee-$105.00. 0 credit

EDU 500F Apprentice Field Experience In TESOL Inclusive Classroom (20 Hrs, 20 Hrs)

Teacher candidates are required to participate in field experiences of observation and participation upon entry into the program. This observation/participation experience must be in the grade level and area in which the candidate is preparing for certification. Candidates engage in reflection and discussion re: their observations and are evaluated by cooperating teachers and Molloy College faculty supervisors who are certified in the area of the candidate's experience. Successful completion of the apprentice field experience is required before acceptance into the Pre-Professional Experience prior to Student Teaching. Teacher Candidates are required to observe in a high-needs area as determined by NYSED. (This experience must be fulfilled prior to registering for EDU 550 or EDU 554 Pre-Professional Field Experience). Co-requisite: EDU 504 for Childhood Programs or EDU 510 for Adolescent Programs. (Pass/Fail) Fee-$105.00. 0 credit

EDU 502 Theoretical Foundations and Teaching Practices of Regular and Special Education for Birth-Grade 2, Childhood 1-6, Adolescence 7-12

This course offers teacher candidates an opportunity to examine the historical, political, legal, sociological and philosophical influences which impact upon regular and special education. A broad contextual view will be the basis for exploration into past, current and possible future educational processes, practices and issues. An awareness of the interdependence of society and education will be developed by analyzing schools, as well as school districts, which support education. Special emphasis will be placed on effective methods of education for diverse learners, which includes awareness of contemporary issues such as multiculturalism, gender equity, inclusion and values education. Teacher candidates will discuss current educational issues for student learners birth-grade 2, grades 1-6 and 7-12, which influence identification criteria, teaching methodology, curriculum development and evaluation techniques for the exceptional learner. Major theorist and advocacy organizations will be considered, as well as how to address the New York State Learning Standards. As part of an ongoing learning process, teacher candidates will begin to develop their own Professional Philosophy of Teaching and Learning, formulated as a result of research, discussion and reflection about their own school experiences. 3 credits

EDU 503 Science Curriculum and Methods for Diverse Learners Birth-Grade 2, Childhood 1-6

This course is designed to provide teacher candidates with a holistic, interdisciplinary understanding of science, as well as prepare candidates in science content. Focus is on skills necessary to plan and implement active investigations using the discovery model (science learning cycle) and science processing skills. Toward this end, teacher candidates will relate science to contemporary events, research and the daily lives of students. Teacher candidates will integrate science with literature, technology and safety, and view science as a lifelong learning experience. Additionally, science literacy skills of listening, speaking, reading and writing for native English speakers and English Language Learners, as well as methods of enrichment and remediation, will be addressed. New York State Learning Standards for science, as well as those of the National Science Teachers Association and those of the Association of Childhood Education International will be studied in-depth. Teacher candidates will reflect and connect science methodology to field experiences in birth - grade 2, and grades 1-6 classrooms. Fee-$85.00 3 credits

EDU 504 Interdisciplinary Birth-Grade 2, Childhood 1-6, and Middle Childhood Teaching Methods for Diverse Learners

The goal of this course is to enable the teacher candidates to integrate content areas across the curriculum through personal, content, professional and pedagogical-knowledge. These will be evidenced through skill application and dispositions that address diversity in ability, culture and student competencies. Participants will design themes for curriculum integration that incorporate problem-based mathematics, hands-on science, and social studies with reading, writing, listening, and speaking. Inter-curricula assessment and the use of technology in instruction will be addressed for the inclusion classroom and diverse learners. Emphasis will be placed upon developing lessons' strategies, selecting topics (themes), writing lesson objectives, classroom management, teaching strategies, and cognitive/meta-cognitive skill development that maximize student learning and participation through differentiated instructional techniques. Teacher candidates will learn how to help diverse learners in nursery, pk, kindergarten and childhood 1-6 understand the relationships and common themes that connect content, discipline, and technology along with varied domains for development of the thematic unit in accordance with the New York State Learning Standards, NCATE, and INTASC. Co-requisite: EDU 500, EDU 500B, or EDU 500D. Fee-$85.00 3 credits

EDU 505 Advanced Methods of Teaching Mathematics in Inclusive Early Childhood, Childhood, and Middle Childhood Classrooms

This course will consist of an examination of the curriculum goals, instructional strategies and materials for teaching mathematics to the diverse learner in birth to grade 2 and grades 1 to 6. It will emphasize teaching methods for making mathematics meaningful to children by promoting an active learning process. The teacher candidate will develop learning experiences and conduct assessment reflecting the processes of growth and development of children and pre-adolescents. Attention will be given to planning and teaching mathematical tasks and activities for students who are culturally diverse, those with limited English proficiency and those with special needs. Also, the teacher candidate will learn how to use manipulatives to develop concepts and utilize instructional technology, including the calculator and computer. They will learn and be able to discuss the current issues and problems in math education today such as the implications of the TIMSS report. New York State's Mathematics, Science and Technology Learning Standards, Elementary Core Curriculum, Intermediate Core Curriculum (5-6) and the National Council of Teachers of Mathematics Principles and Standards for School Mathematics, will be studied in depth. Fee-$85.00 3 credits

EDU 506A Integrated Language Arts And Reading for the Inclusive Classroom of Diverse Learners in Early Childhood and Childhood Settings

The goals of this course are to enable the early childhood and elementary school teacher candidates to teach effectively the integrated language arts as a meaningful and interwoven combination of listening, speaking, reading, and writing skills as they apply to an interdisciplinary context. Teacher candidates will learn to select varied methodologies for inclusive instruction in accordance with the New York State Learning Standards in English Language Arts (ELA). The implementation of effective writing processes that employ current research-based methods, technology, and assessment techniques will be addressed.

Teacher candidates will be exposed to various theories of reading instruction, including the formation of literature circles, writing workshops that involve journal and portfolio process and product construction. Through professor-classroom lesson presentation, the teacher candidate will demonstrate the principles of an integrated approach to teaching literature and the use of oral and written expression for inclusive classrooms of diverse learners. These will be with adherence to the New York State Learning standards, NCATE, and INTASC, as well as alignment with NCTE, CEC, and inclusive schooling with respect to course objectives, performance and assessment for children in early childhood, childhood and middle school settings. Fee-$85.00 6 credits

EDU 506B Adolescent Reading, Writing and Communicating in the Content Areas for Inclusive Classrooms of Diverse Learners

This course will prepare teacher candidates to utilize the integrated language arts and reading in connection with the content areas taught in grades 7 through 12. The goals of this course are to enable the teacher candidate to teach effectively the integrated language arts as a meaningful and interwoven combination of listening, speaking, reading and writing skills as they apply to an interdisciplinary context. Teacher candidates will learn to select varied methodologies for inclusive instruction in accordance with the New York State Learning Standards in English Language Arts (ELA). The implementation of effective writing processes that employ current research-based methods, technology and assessment techniques will be addressed. Teacher candidates will be exposed to various theories of reading instruction, including the formation of literature circles, writing workshops that involve journal and portfolio process and product construction. Through professor-classroom lesson presentation, the teacher candidate will demonstrate the principles of an integrated approach to teaching literature and the use of oral and written expression for inclusive classrooms of diverse learners. Fee-$85.00 6 credits

EDU 507 Methods of Teaching Science in Inclusive Classrooms of Middle School and Adolescent Learners

This course will consist of an examination of the curriculum goals, instructional strategies and materials for teaching science to the diverse learner in grades seven to twelve. It will focus on methods for making science meaningful by promoting an active learning process. Teacher candidates will learn to develop learning experiences and conduct assessment reflecting the processes of growth and development of the adolescent. Attention is given to planning and teaching scientific concepts and activities for students who are culturally diverse, those with limited English proficiency and those with special needs. Teacher candidates will learn how to develop concepts utilizing instructional technology, including the calculator and computer. They will learn and be able to discuss the current issues and problems in science education today. Finally, the New York State's Mathematics, Science, and Technology Learning Standards, the Standards of the National Science Teachers Association, the Intermediate Science Curriculum (7-8), and High School Science Curriculums will be studied in depth. Fee-$85.00 3 credits

EDU 509 Curriculum And Methods of Teaching Social Studies in Birth-Grade 2 and Childhood 1-6 in Inclusive Classrooms

New York Learning Standards in social studies will guide the teacher candidates' work in this course. The English Language Arts (ELA) and Arts standards will be infused with the social studies standards as teacher candidates are engaged in designing and creating learning experiences that correlate with the expectations of New York State Education Department. The connection between curriculum, instruction, and assessment will be modeled and stressed. The use of resource persons, technology, inclusion and multicultural concepts in early childhood and childhood settings will be integrated throughout the course. Fee-$85.00 3 credits

EDU 510 Strategies and Techniques for Teaching Middle School and Adolescent Students in Inclusive Classrooms

This course focuses on the development and application of strategies that will enable a pre-service teacher to plan for meaningful and effective instruction [teaching and learning] in middle and secondary schools. Emphasis is placed on understanding teaching and learning as they reflect educational and pedagogical theories, addressing students' diverse needs and integrating knowledge and needs toward the creation of a teaching and learning environment which maximizes cognitive, emotional and social growth for all students. This is the first course taken by teacher candidates seeking initial certification as a teacher of adolescents, grades 7-12. Corequisite: EDU 500A, EDU 500C, or EDU 500D. Fee-$85.00 3 credits

EDU 512 Methods Of Teaching Mathematics For Middle School And Adolescent Diverse Learners

This course will consist of an examination of the curriculum goals, instructional strategies and materials for teaching mathematics to the diverse learner in grades seven to twelve. It will focus on methods for making mathematics meaningful by promoting an active learning process. The teacher candidate will learn to develop learning experiences and conduct assessments reflecting the processes of growth and development of the adolescent. Attention is given to planning and teaching mathematical tasks and activities for students who are culturally diverse, those with limited English proficiency and those with special needs. Teacher candidates will learn how to use manipulatives to develop concepts and utilize instructional technology, including the calculator and computer. They will learn and be able to discuss the current issues and problems in math education today, such as the implications of the TIMSS report. Finally, the New York State's Mathematics, Science and Technology Learning Standards, those of the National Council of Teachers of Mathematics, the Intermediate Core Curriculum (7-8) and High School Core Curriculum for School Mathematics, will be studied in depth. Fee-$85.00 3 credits

EDU 513 Meeting The Needs Of Culturally Diverse Students In Inclusive Classrooms In Birth-Grade 2, Childhood 1-6 And Adolescence 7-12

This course will initially approach multicultural education from a reflective, autobiographical, and learner-centered viewpoint, which focuses on birth through grade 2, grades 1 through 6, and grades 7 through 12. The meaning, necessity, and benefits of multicultural education will be explored by placing it in a socio-cultural context. The interaction of home, school, and community context, the teaching and learning process, as well as the content of instructional materials also will be examined from a multicultural perspective.

Strategies for fostering intergroup understanding, awareness, and appreciation by students of the diverse ethnic, racial, cultural, and linguistic groups represented in schools and the general population will be considered. Specific cultures will be examined. The effects of students' home culture, race, gender, ethnicity, religion, socioeconomic status, and exceptionalities on the learning process will be explored utilizing case studies and snapshots as well as participants' own field experiences. 3 credits

EDU 514 Teaching English Language Learners (Ells)

The needs of ELLs are considered from the vantage point of second language acquisition theory and practice. Teacher candidates are expected to demonstrate comprehension of the problems faced by ELLs in classroom settings and to implement methods of assisting these students to maximize their learning potential. The course will assist participants in developing a necessary frame of reference for the education of ELLs. This course will provide an overview of the theoretical and practical aspects of teaching speakers of other languages of all age groups and language proficiency levels. Instructional design, evaluation and classroom management strategies tailored to the needs of ELLs will be considered. Focus will also be placed on lesson planning and materials development to meet the needs of ELLs and youth in sheltered content instruction. 3 credits

EDU 515 Curriculum Assessment And Development

The goals of this course are to provide participants with the skills necessary to evaluate existing curriculum and revise it when applicable, and to design and develop innovative curriculum that will challenge students to pursue in-depth understanding of subject content. Interdisciplinary approaches to curriculum design, incorporation of effective questioning techniques, strategies which foster critical thinking skills in students and the use of authentic forms of assessment will be important topics in this course. 3 credits

EDU 516 Curriculum And Methods Of Teaching Social Studies To Diverse Adolescent Learners In Inclusive Classrooms

This course is designed to provide teacher candidates with a comprehensive understanding of the interdisciplinary nature of the social studies, as well as to prepare candidates in social studies content. Using the New York State Learning Standards in the Social Studies and those of the National Council for the Social Studies as the framework, teacher candidates will focus on effective teaching and questioning strategies, unit and lesson planning for the diverse classroom and the development of critical thinking and literary skills. Teacher candidates will learn methods, strategies and techniques for making the social studies multicultural, inclusive and activity-based, while also incorporating information technology and media resources document-based questions and assessments based in the Universal Design for Teaching and Learning will be included. Fee-$85.00 3 credits

EDU 518 Spanish Curriculum And Methods For Inclusive Classrooms Of Adolescent Diverse Learners

This course addresses the Spanish curriculum in a communicative classroom including methods and techniques useful in the inclusive classroom of adolescents. First and second language acquisition skills as well as the creative use of a variety of procedures will be examined. Communication activities for all four language skills: listening, speaking, reading and writing will be addressed. An in-depth study of models for the effective management of the communicative language classroom will be a major focus of this class. Fee-$85.00 3 credits

EDU 521 Technology For Inclusive Classroom Teachers Birth-Grade 2, Childhood 1-6, Adolescence 7-12

(formerly Advanced Technology for Inclusive Classroom Teachers)

The goal of this course is to provide teacher candidates with the opportunity to recognize and experience the benefits of technology as an integrated part of the educational process for all students, including those with special needs. The potential of technology as a tool to support instructional programs, to provide the means for collaboration, and to enable personal and professional growth will be emphasized.

Teacher candidates will be provided with hands-on instruction for acquiring the skills for online learning utilizing multi-media technology. As users of the most recent technology, they will be able to identify Internet resources, and recognize how these resources will enhance curriculum, instruction and their students' learning opportunities. They will be able to experience the benefits of collaboration with other educators and experts in a variety of fields. Participants will design lessons and activities, which demonstrate the integration of technology into subject content area and its use with diverse student populations. In particular, teachers and teacher candidates will acquire facility in utilizing various forms of assistive technology to address the special needs of students who are learning disabled, mildly mentally retarded or who experience impaired abilities in the regular, inclusive, or self-contained classroom or resource room. Fee-$125.00 3 credits

EDU 522 Advanced Design Technology For Inclusive Classroom Teachers

(formerly Design Technology for Inclusive Classroom Teachers)

The goal of this course is to provide teachers and teacher candidates with the opportunity to improve their technological skills and to increase their professional development in this area. The potential of technology as a tool to support instructional programs, to provide the means for collaboration and to enable personal and professional growth will be emphasized. This course is designed for candidates who have classroom teaching experience and are knowledgable in technology. Fee-$125.00 3 credits

EDU 523 Teacher As The Educational Leader In Partnerships For Collaborative Education

Through the application of theory and practice, this course presents participants with an opportunity to learn concepts and acquire skills needed to provide effective leadership at all levels of the school community. The course will focus on the teacher in the following roles: as lead teacher, department head, peer coach/ mentor, pre-service and new teacher mentor, professional growth staff developer, community collaborator, curriculum, planning and instruction leader, interdisciplinary team leader, union leader and action research leader. The course also examines the benefits of the partnerships that teachers form with parents, school and district administration, school boards, school and community resources and local, state and federal agencies. Internet and e-mail, as well as personal connections, will be utilized. Special consideration will be given to the benefit of the collaborative model for students with special needs and those considered part of the "at risk'' population. Strategies for translating knowledge gained through these partnerships into adaptive techniques which promote an effective learning environment for all students is an important focus of this course. Students will conduct off-site visitations and relevant personnel will be invited as guest lecturers. 3 credits

EDU 524 Topics In Education

(formerly Post-Masters' Workshops)

Special courses to explore current topics in education, designed to meet the needs and interests of specific groups of educators or teacher candidates will be presented. The workshops will allow the offering of requested courses from Teacher Centers and the local School Districts' Professional Development Boards. 1-3 credits

EDU 525 Curriculum, Strategies, Methodology And Materials In Early Childhood Education, Birth - Grade 2

This course prepares teachers and teacher candidates to plan appropriate and individualized curriculum which addresses the social, emotional, cognitive and physical development of young children ages birth to grade 2. Participants will compare and contrast different staffing patterns for birth to grade 2 settings and demonstrate applications of play as a source of learning through interest centers, play centers, spatial arrangements and specifically designed environmental adaptations. The preparation of materials that foster artistic and creative expression in young children and the use of community resources are addressed. Federal and state laws, the standards of the National Association for the Education of Young Children and those of the Association of Childhood Education International are significant components of this course. The goals of this course are to introduce teacher candidates to developmentally appropriate researched-based practices and the creation of teaching materials and strategies to meet the diverse needs of early childhood students in inclusive settings. 3 credits

EDU 526 Current Issues In Early Childhood Education, Birth-Grade 2: Assessment Of Progress, Relationships, Families, Legal And Community Issues

This course focuses on teaching methodology, strategies, and curriculum adaptations in the field of early childhood education (birth - grade 2). Course content is based on developmentally appropriate practices reflective of research-based pedagogy and integration of technology in the classroom. Procedures for designing, implementing and managing the curriculum and assessments to meet the diverse needs of young children in inclusive settings are included. The importance of family and community relationships, as well as ethical guidelines for early childhood practices are discussed. Specific environmental issues are addressed to provide maximum learning experience. This course addresses the standards of the National Association for the Education of Young Children as well as the Association of Childhood Education International and other related agencies. 3 credits

EDU 530 Advanced Mathematics Curriculum And Methods For Childhood And Middle Childhood Diverse Learners

This course will consist of an examination of the mathematical concepts and teaching strategies of the mathematics in the New York State Elementary and Intermediate Core Mathematics Curriculum and the Principles and Standards of the National Council of Teachers of Mathematics for School Mathematics for the diverse learner. The teacher candidates will gain an understanding of the axiomatic foundations as the basis for the mathematics they will teach. Fee-$85.00 3 credits

EDU 531 Advanced English Language Arts Curriculum And Methods For Inclusive Classrooms Of Childhood Diverse Learners

This course examines the development of the English Language Arts curriculum and a variety of strategies the teacher candidate may devise for use in an inclusive classroom of childhood diverse learners and students with disabilities. Emphasis will be placed upon the reader, listener, speaker and writer in a literacy research-based classroom which provides enrichment and remediation. Candidates' field experience and contribution to a reflective portfolio will be required. The New York State Learning Standards in the content areas, and those of the National Council of Teachers of English, the impact of language development on academic skills, the use of technology and critical thinking will be incorporated throughout the course in accordance with school literacy practice. Fee-$85.00 3 credits

EDU 532 Advanced Science Content And Methodology For Childhood Diverse Learners

This course is designed to provide childhood teachers with a holistic, interdisciplinary understanding of science content and pedagogy. The focus of science education will be ways in which teachers can foster opportunities for all children to engage in science as inquiry. Incorporated are best practices for helping children to explore and construct science knowledge, ways to arrange science classrooms for learning, skills necessary to plan for active investigations and how to integrate the New York State Learning Standards and those of the National Science Teacher's Association. Teachers will relate science to contemporary events and real-life applications, while learning how to plan for performance assessment. Science will be connected to other subject areas as well as integrated with technology and combined with safety. The focus of the course is how to offer science experiences for all students, including students with exceptionalities, gifted students, culturally diverse students, native English speakers and English language learners. Research, science projects and effective questioning will be considered in terms of science instruction. Fee-$85.00 3 credits

EDU 533 Advanced Curriculum And Methods Of Teaching Social Studies In Childhood Inclusive Classrooms

This course is designed to provide teachers with a holistic and interdisciplinary method of teaching social studies in inclusive classrooms of diverse learners. The curriculum topics emphasized correlate to the New York State Social Studies syllabus and current trends in education and the standards of the National Council for the Social Studies. Teachers integrate social studies education, language arts and literature and technology to address the needs of all students including those for whom remediation or enrichment is necessary. New York State Learning Standards for Social Studies are studied in depth. Teachers relate social studies content and methodology to field experience. Fee-$85.00 3 credits

EDU 537 Diverse Abilities And Needs Of Students In Inclusive Classrooms Birth Grade-2, Childhood 1-6 And Adolescence 7-12

This course examines key issues related to the education of students with special academic needs; physical or emotional challenges; cultural, social or economic differences. Special attention is given to teaching strategies which create and foster environments conducive to the affective and cognitive development of all students in the regular education classroom. In particular the creation of environments conducive to using oral and written language for effective social communication between students of varying ability levels is stressed. This course examines inclusive, collaborative and mainstream models. 3 credits

EDU 539 Foreign Language In The Elementary School (Fles) Methods - Teaching World Languages To Children

This course addresses the needs of world language teachers interested in teaching foreign language in the elementary school (FLES), incorporating a FLES program, or improving their world language teaching using FLES methodologies. Participants investigate research in language acquisition and FLES instructional strategies and best practices. The creation and use of thematic units and appropriate materials for early language learners, as well as technological enhancement of language acquisition and the positive incorporation of performance assessments are explored. Readings are shared from a core text, ListServs such as FLTeach and Nandutí, and a variety of articles from professional journals such as The Language Educator, NECTFL Reports, and Learning Languages. Excerpts from the video collection: Teaching Foreign Languages K-12: A Library of Classroom Practices will be reviewed and discussed. 3 credits

EDU 540 Introduction To Linguistics For TESOL Professionals

This course will provide an introduction to the scientific study of language, with a specific emphasis on areas relevant for TESOL professionals. These areas will include phonology, morphology, syntax, semantics and pragmatics. Topics in linguistics related to issues of first and second language acquisition, and language development and teaching will receive special emphasis. Theoretical and applied linguistic issues will be discussed through the analysis of English language output. 3 credits

EDU 541 Second Language Acquisition And TESOL: Theory And Practice

This course will serve as an introduction to English as a second language teaching and learning. It will provide course participants with a (a) comprehensive overview of the theoretical foundation of second language acquisition (SLA) and teaching English to speakers of other languages (TESOL) and (b) practical methodologies, approaches and techniques necessary for the effective instruction of English Language Learners (ELLs). Historical perspectives of second language learning research and the development of various language teaching approaches also will be discussed. Teacher candidates will examine the similarities and differences between first and second language acquisition as well as several approaches and perspectives of second language teaching. Course participants will consider the linguistic, cognitive, affective, cultural, social and instructional factors contributing to variations in language acquisition among ELLs. Effective instructional techniques and strategies and classroom management techniques will be practiced. Current TESOL instructional materials will be reviewed and critically analyzed. 3 credits

EDU 542 Structure And Application Of American English

The purpose of this course is to help teacher candidates (a) develop a thorough understanding of English grammar, (b) apply a professional command of grammar in their own writing, (c) enhance their ability to critique the grammar and composition of their students and (d) acquire practical, instructional strategies and approaches for teaching English grammar in a meaningful way. The course will provide participants with an overview of selected structures of American English and will lay a foundation for continuing study of English grammar. 3 credits

EDU 543 Interdisciplinary Teaching Methods And English Language Arts For Pk-12 English Language Learners

The theoretical and practical aspects of English Language Learners' (ELLs) oral and written language development will be the focus of this course. Teacher candidates will become acquainted with effective tools and teaching ideas to promote ELLs' receptive (listening and reading), as well as productive (speaking and writing) language development. The course will address the language and literacy needs of students of diverse age groups, cultural and linguistic backgrounds, and language proficiency, reading, and writing levels.

Through readings, discussions, demonstrations, in-class and at-home projects and activities, teacher candidates are expected to (a) demonstrate a thorough understanding of the complex issues of teaching language arts to ELLs and (b) develop a repertoire of tools and techniques to maximize ELLs' language and literacy learning potential. The course will assist participants in acquiring strategies for teaching listening, speaking, reading, and writing to ELLs. Effective instructional models, assessment procedures, and classroom organization and management strategies tailored to the needs of ELLs will be considered. Focus will also be placed on lesson planning and materials development to meet the needs of all English language learners from the pre-kindergarten through high school levels. 3 credits

EDU 544 PK-12 TESOL Teaching Practices And Assessment In The Content Areas

The purpose of this course is to introduce teacher candidates to the principles of content-based English language instruction and appropriate assessment techniques. The course will assist participants in developing a theoretical frame of reference, the necessary knowledge and skills, and practical techniques for (a) teaching math, science, and social studies to ELLs, and (b) assessing ELLs' language and content area progress. Course participants will develop adequate background knowledge to make informed decisions about which teaching and assessment techniques best serve the academic and language development needs of ELLs. They will become familiar with the Sheltered Instruction Observation Protocol (SIOP) and various differentiated assessment procedures aligned with TESOL, ELA and NYS Regents Content-Area Standards in keeping with the No Child Left Behind Act (NCLB). Participants will design thematic units for content-based English language instruction that develop communicative proficiency through scaffolded learning strategies that target content-based concept formation. 3 credits

EDU 545 TESOL Student Teaching (Grades Pk-12)

During the TESOL student teaching experience, teacher candidates will have the opportunity to apply the knowledge and skills gained during coursework-in learning theory, second language acquisition, linguistics, diversity, methodology, curriculum, materials development and assessment-in actual ESL classrooms. Teacher candidates are required to follow a full-time teaching schedule in an elementary and secondary school under the direct supervision of a cooperating TESOL teacher from the field and a college supervisor with TESOL expertise. This full-time practicum will be in grades PreK-12. During this student teaching experience, teacher candidates will develop and practice successful classroom management strategies, instructional techniques and grouping strategies to provide effective learning experiences for English Language Learners (ELLs) and to ensure the simultaneous conceptual and linguistic development of these students. Teacher candidates will utilize videotaping, journal writing and portfolio development to promote reflective practices. Fee-$105.00 3 credits

EDU 546 TESOL Summer Practicum

This experience engaged in by classroom teachers who already possess initial teaching certification is completed in a summer field setting under the supervision of a TESOL certified classroom teacher. This field experience is under the direct supervision of a college field supervisor with TESOL certification and includes experience in teaching English Language Learners (ELLs) in either childhood or adolescent settings. Candidates attend 4 seminars during the course of this 20 day summer experience. Fee-$105.00 3 credits

EDU 547A Developing Action Research For Diverse Classrooms

The purpose of this course is the development of a proposal for classroom action research. Participants will be expected to reflect on their classroom practice, develop action research questions and design a practical investigation. Action research questions will be related to the implementation of the New York State Learning Standards. Topics may include cooperative learning, special education, multi-culturalism, inclusion, multiple intelligences, special education second language learning technology and other topics related to current research and practice in the teaching-learning process. The long-range course outcome is for teachers to become career-long learners, using action research to inform instruction. Both whole class instruction and individual consultations with the instructor will be scheduled. Prerequisite: 24 credits minimum must be completed prior to entering this course. 3 credits

EDU 547B Developing Action Research For Special Education And Inclusive Classrooms In Childhood Education

The purpose of this course is the development of a proposal for action research in a childhood special education setting. Students will be expected to reflect on their classroom practice, develop action research questions and design a practical investigation. Research questions will include implementation of New York State Learning Standard in relation to children with special needs. Specific topics might include mainstreaming practices, benefits of technology, assessment of behavioral characteristics and student transition from one level of school to another. The long-range course outcome is for teachers to become career-long learners, using action research to inform instruction. Both whole class instruction and individual consultations with the instructor are scheduled. 3 credits

EDU 547C Developing Action Research For Special Education And Inclusive Classrooms In Adolescent Education

The purpose of this course is the development of a proposal for classroom action research in an adolescent special education setting. Students will be expected to reflect on their classroom practice, develop action research questions and design a practical investigation. Research questions will include the implementation of the New York State Learning Standards and should help to answer the following: How can early intervention meet the needs of students with special learning needs? How can teachers of regular and special education work as a team to meet the needs of children? Specific topics for study might include mainstreaming practices, benefits of technology, assessment of behavioral characteristics and student transition from one level of school to another. The long-range course outcome is for teachers to become career-long learners, using action research to inform instruction. Both whole class instruction and individual consultations with the instructor will be scheduled. 3 credits

EDU 547D Developing Action Research For Teaching English To Speakers Of Other Languages (TESOL)

The purpose of this course is the development of a proposal for classroom action research. Participants will be expected to reflect on their classroom practice, develop action research questions and design a practical investigation. Research questions will be related to the implementation of the New York State Learning Standards and should help to answer the following: What is the relationship between methods of formal instruction and language acquisition? What tasks and patterns of classroom organization best facilitate second language acquisition? Specific topics for study might include topics such as: learner independence, listening strategies, the writing process, benefits of technology, the nature of speaking and cross-cultural aspects of reading comprehension. The long-range course outcome is for teachers to become career-long learners using action research to inform instruction. Both whole class instruction and individual consultations with the instructor will be scheduled. 3 credits

EDU 548 TESOL Student Teaching Seminar Pk-6, 7- 12

Weekly seminars provide TESOL teacher candidates with the opportunity to discuss field experiences and share problem-solving techniques. Personal reflection on teacher candidates' emerging teaching techniques is an important component of this seminar. Additionally, guest speakers will provide input on current topics relevant to the field of TESOL. A highlight of the student teaching seminar is a full-day workshop which includes student participation in seminars and mock interviews. (Pass/Fail) 0 credits

EDU 549A Teacher As Researcher In Diverse Classrooms

The goal of this course is to support teachers in using their knowledge of action research and the research proposals written in EDU 547 to carry out an action research project. The research will require instructor approval, will be conducted in a classroom setting and will examine questions related to the New York State Learning Standards. Topics may include cooperative learning, special education, multi-culturalism, inclusion, multiple intelligences, technology, Teaching English to Speakers of Other Languages (TESOL) and other topics related to current research and practice in the teaching-learning process. Candidates are expected to discuss their on-going research at seminars and to reflect upon and evaluate the findings and conclusions of other researchers. The use of technology for a variety of purposes will be essential in the development, implementation and presentation of the research. Course credit is contingent upon the individual development, completion and presentation of the final field-based action research paper. Both whole class instruction and individual consultation with the instructor will be scheduled. 3 credits

EDU 549B Teacher As Researcher In Special Education And Inclusive Classrooms Of Childhood Learners

The goal of this course is to support teachers in using their knowledge of action research and the research proposals written in EDU 547 to carry out an action research project. The research will require instructor approval, will be conducted in a classroom setting of childhood learners and will examine questions related to the New York State Learning Standards. Research questions should focus on special education types. Students are expected to discuss their on-going research at seminars and to reflect upon and evaluate the findings and conclusions of other researchers. The use of technology for a variety of purposes will be essential in the development, implementation and presentation of the research. Course credit is contingent upon the individual development, completion and presentation of the final field-based action research paper. Both whole class instruction and individual consultation with the instructor will be scheduled. 3 credits

EDU 549C Teacher As Researcher In Special Education And Inclusive Classrooms Of Adolescent Learners

The goal of this course is to support teachers in using their knowledge of action research and the research proposals written in EDU 547 to carry out an action research project. The research will require instructor approval, will be conducted in a classroom setting of adolescent learners and will examine questions related to the New York State Learning Standards. Research questions should focus on special education and inclusion. Students are expected to discuss their on-going research at seminars and to reflect upon and evaluate the findings and conclusions of other researchers. The use of technology for a variety of purposes will be essential in the development, implementation and presentation of the research. Course credit is contingent upon the individual development, completion and presentation of the final field-based action research paper. Both whole class instruction and individual consultation with the instructor will be scheduled. 3 credits

EDU 549D Teacher As Researcher In Teaching English To Speakers Of Other Languages (TESOL)

The goal of this course is to support teachers in using their knowledge of action research and the research proposals written in EDU 547 to carry out an action research project. The research will require instructor approval, will be conducted in a classroom setting and will examine questions related to the New York State Learning Standards. Research questions should focus on teaching English to speakers of other languages and should help to answer the following questions: What is the relationship between methods of formal instruction and language acquisition? What tasks and patterns of classroom organization best facilitate second language acquisition? Examples of specific topics for study might include: learner independence, listening strategies, the writing process, the nature of speaking and cross-cultural aspects of reading comprehension. Students are expected to discuss their on-going research at seminars and to reflect upon and evaluate the findings and conclusions of other researchers. The use of technology for a variety of purposes will be essential in the development, implementation and presentation of the research. Course credit is contingent upon the individual development, completion and presentation of the final field-based action research paper. Both whole class instruction and individual consultation with the instructor will be scheduled. 3 credits

EDU 550A Pre-Professional Childhood Field Experiences In Inclusive Classrooms

Teacher candidates are required to engage in field experiences of observation and participation in inclusive classrooms in the specific area of childhood education for which they are seeking initial certification. Teacher candidates should register for this experience the semester immediately preceding the semester in which they plan to student teach. Teacher candidates are supervised by Molloy College Education Department professors during this pre-student teaching experience. Successful completion of the pre-professional experiences is required before teacher candidates are permitted to student teach. (Pass/Fail) Fee-$165.00 0 credits

EDU 550B Pre-Professional Childhood/Special Education Field Experiences In Inclusive Classrooms

Teacher candidates are required to engage in field experiences of observation and participation in inclusive classrooms in the specific area of childhood education for which they are seeking initial certification. Teacher candidates should register for this experience the semester immediately preceding the semester in which they plan to student teach. Teacher candidates are supervised by Molloy College Education Department professors during this pre-student teaching experience. Successful completion of the pre-professional experiences is required before teacher candidates are permitted to student teach. (Pass/Fail) Fee-$165.00 0 credits

EDU 550D Pre-Professional Childhood/TESOL Pk-12 Field Experiences In Inclusive Classrooms

Teacher candidates are required to engage in field experiences of observation and participation in inclusive classrooms in the specific area of childhood education for which they are seeking initial certification. Teacher candidates should register for this experience the semester immediately preceding the semester in which they plan to student teach. Teacher candidates are supervised by Molloy College Education Department professors during this pre-student teaching experience. Successful completion of the pre-professional experiences is required before teacher candidates are permitted to student teach. (Pass/Fail) Fee-$165.00 0 credits

EDU 550E Pre-Professional Early Childhood/Childhood Field Experience, Nursery, Pk, Kindergarten, Grades 1-2 (60 Hrs)

This field experience will provide teacher candidates with observations and supervised experiences in a classroom in the specific area of early childhood nursery, PK, kindergarten, grades 1-2 for which the teacher candidate is seeking initial dual certification. Teaching experiences in all content areas normally taught in the early childhood/childhood classrooms with diverse student populations will be provided as well as opportunities for a gradual increase in the teacher candidate's responsibilities in the classroom. Early childhood/childhood teacher candidates will be under the supervision of certified master teachers as well as a Molloy College Field Supervisor. Evaluations will be based on field performance. Successful completion of the pre-professional experience is required before teacher candidates are permitted to student teach. A sixty hour field experience is required.(Pass/Fail) Fee-$165.00. 0 credits

EDU 550F Pre-Professional Summer TESOL Pk-12 Field Experiences In Inclusive Classrooms

Teacher candidates are required to engage in field experiences of observation and participation in inclusive classrooms in a TESOL setting. Teacher candidates are supervised by Molloy College Education Department professors who are certified in TESOL during this pre-student teaching experience. Successful completion of the pre-professional experiences is required before teacher candidates are permitted to student teach. (Pass/Fail) Fee-$165.00 0 credits

EDU 551A* Student Teaching Childhood (Grades 1-3)

Student teachers are required to follow a full-time teaching schedule in an elementary school under the direct supervision of a cooperating teacher from the field and the college supervisor. This full-time field experience will be in grades 1-3. During this student teaching experience, student teachers will utilize video taping, journaling and portfolioing techniques to promote reflective practices. Prerequisites: (same as 551B) Fee-$105.00 3 credits

EDU 551B* Student Teaching Childhood (Grades 1-3, Regular And Special Education)

Student teachers are required to follow a full-time teaching schedule in an elementary school under the direct supervision of a cooperating teacher from the field, a special education teacher and a college supervisor. This full-time field experience will be in grades 1-3 in special education settings. During this student teaching experience, student teachers will utilize video taping, journaling and portfolioing techniques to promote reflective practices. Prerequisites: 24 graduate education credits including EDU 502, 503, 504, 505, 506, 509, 537. Fee-$105.00 3 credits

EDU 551E Student Teaching Early Childhood: Nursery, Pk, Kindergarten, Grades 1-2

Student teachers are required to follow a full-time teaching schedule in an elementary school under the direct supervision of a cooperating teacher from the field and college supervisor. This full-time field experience will be in grades PK, K, and Childhood Grades 1 - 3. During this student teaching experience, student teachers will utilize video taping, journaling and portfolioing techniques to promote reflective practices. Prerequisites: (same as 551B) Fee-$105.00 3 credits

EDU 552A* Student Teaching Childhood (Grades 4-6)

Student teachers are required to follow a full-time teaching schedule in an elementary school under the direct supervision of a cooperating teacher from the field, and the college supervisor. This full-time field experience will be in grades 4-6. During this student teaching experience, student teachers will utilize video taping, journaling and portfolioing techniques to promote reflective practices. Prerequisites: 24 graduate education credits including EDU 502, 503, 504, 505, 506, 509, 537. Fee-$105.00 3 credits

EDU 552B* Student Teaching Childhood/Special Education (Grades 4-6 Regular And Special Education)

Student teachers are required to follow a full-time teaching schedule in an elementary school under the direct supervision of a cooperating teacher from the field, a special education teacher and a college supervisor. This full-time field experience will be in grades 4-6 in special education settings. During this student teaching experience, student teachers will utilize video taping, journaling and portfolioing techniques to promote reflective practices. Prerequisites: 24 graduate education credits including EDU 502, 503, 504, 505, 506, 509, 537. Fee-$105.00 3 credits

EDU 553A* Student Teaching Seminar-Childhood (Grades 1-6)

Weekly seminars provide student teachers with the opportunity to discuss field experiences and share problem-solving techniques. Personal reflection on students' emerging teaching techniques is an important component of this seminar. Additionally, guest speakers will provide input on current topics relevant to the educational field. A highlight of the student teaching seminar is a full-day workshop which includes student participation in seminars and mock interviews. (Pass/Fail) 0 credits

EDU 553B* Student Teaching Seminar-Childhood/ Special Education (Grades 1-6)

Weekly seminars provide student teachers with the opportunity to discuss field experiences and share problem-solving techniques. Personal reflection on students' emerging teaching techniques is an important component of this seminar. Additionally, guest speakers will provide input on current topics relevant to the educational field. A highlight of the student teaching seminar is a full-day workshop which includes student participation in seminars and mock interviews. (Pass/Fail) 0 credits

*Teacher candidates must register for EDU 551, 552 and 553 in the same semester.

EDU 554A Pre-Professional Adolescent Field Experiences In Inclusive Classrooms

Teacher candidates are required to engage in field experiences of observation and participation in inclusive classrooms in the specific area of adolescent education for which they are seeking initial certification. Teacher candidates should register for this experience the semester immediately preceding the semester in which they plan to student teach. Teacher candidates are supervised by Molloy College Education Department Professors during this pre-student-teaching experience. Successful completion of the pre-professional experiences is required before teacher candidates are permitted to student teach. (Pass/Fail) Fee-$165.00 0 credits

EDU 554B Pre-Professional Adolescent/Special Education Field Experiences In Inclusive Classrooms

Teacher candidates are required to engage in field experiences of observation and participation in inclusive classrooms in the specific area of adolescent education for which they are seeking initial certification. Teacher candidates should register for this experience the semester immediately preceding the semester in which they plan to student teach. Teacher candidates are supervised by Molloy College Education Department Professors during this pre-student-teaching experience. Successful completion of the pre-professional experiences is required before teacher candidates are permitted to student teach. (Pass/Fail) Fee-$165.00 0 credits

EDU 554D Pre-Professional Adolescent/TESOL Pk-12 Field Experiences In Inclusive Classrooms

Teacher candidates are required to engage in field experiences of observation and participation in inclusive classrooms in the specific area of adolescent education for which they are seeking initial certification. Teacher candidates should register for this experience the semester immediately preceding the semester in which they plan to student teach. Teacher candidates are supervised by Molloy College Education Department Professors during this pre-student-teaching experience. Successful completion of the pre-professional experiences is required before teacher candidates are permitted to student teach. (Pass/Fail) Fee-$165.00 0 credits

EDU 555A* Student Teaching Adolescence (Grades 7-9)

Student teachers are required to follow a full-time teaching schedule in a secondary school under the direct supervision of a cooperating teacher from the field. This full-time field experience will be in grades 7-9. During this student teaching experience, student teachers will utilize videotaping, journaling and portfolioing techniques to promote reflective practices. Prerequisites: 21 graduate education credits including EDU 502, 510, 513, 537 and content area methods/ pedagogy course: 507 or 516, or 518 or 530, or 531. Fee-$105.00 3 credits

*Teacher candidates must register for EDU 555, 556 and 557 in the same semester.

EDU 555B* Student Teaching Adolescence/Special Education (Grades 7-9)

Student teachers are required to follow a full-time teaching schedule in a secondary school under the direct supervision of a cooperating teacher from the field, a special education teacher and the college supervisor. This full-time field experience will be in grades 7-9 and in special education settings. During this student teaching experience, student teachers will utilize video taping, journaling and portfolioing techniques to promote reflective practices. Prerequisites: 21 graduate education credits including EDU 502, 510, 513, 537 and content area methods/pedagogy course: 507 or 512 or 516 or 518. Fee-$105.00 3 credits

*Teacher candidates must register for EDU 555, 556 and 557 in the same semester.

EDU 556A* Student Teaching Adolescence (Grades 10-12)

Student teachers are required to follow a full-time teaching schedule in a secondary school under the direct supervision of a cooperating teacher from the field and the college supervisor. This full-time field experience will be in grades 10-12. During this student teaching experience, student teachers will utilize video taping, journaling and portfolioing techniques to promote reflective practices. Prerequisites: 21 graduate education credits including EDU 502, 510, 513, 537 and content area methods/ pedagogy course: 507 or 512 or 516 or 518. Fee-$105.00 3 credits

*Teacher candidates must register for EDU 555, 556 and 557 in the same semester.

EDU 556B* Student Teaching Adolescence/Special Education (Grades 10-12)

Student teachers are required to follow a full-time teaching schedule in a secondary school under the direct supervision of a cooperating teacher from the field, a special education teacher and the college supervisor. This full-time field experience will be in grades 10-12 in special education settings. During this student teaching experience, student teachers will utilize video taping, journaling and portfolioing techniques to promote reflective practices. Prerequisites: 21 graduate education credits including EDU 502, 510, 513, 537 and content area methods/ pedagogy course: 507 or 512 or 516 or 518. Fee-$105.00 3 credits

*Teacher candidates must register for EDU 555, 556 and 557 in the same semester.

EDU 557A* Student Teaching Seminar Adolescent (Grades 7-12)

Weekly seminars provide student teachers with the opportunity to discuss field experiences and share problem-solving techniques. Personal reflection on students' emerging teaching techniques is an important component of this seminar. Additionally, guest speakers will provide input on current topics relevant to the educational field. A highlight of the student teaching seminar is a full-day workshop, which includes student participation in seminars and mock interviews. (Pass/Fail) 0 credits

*Teacher candidates must register for EDU 555, 556 and 557 in the same semester.

EDU 557B* Student Teaching Seminar Adolescent/ Special Education (Grades 7-12)

Weekly seminars provide student teachers with the opportunity to discuss field experiences and share problem-solving techniques. Personal reflection on students' emerging teaching techniques is an important component of this seminar. Additionally, guest speakers will provide input on current topics relevant to the educational field. A highlight of the student teaching seminar is a full-day workshop, which includes student participation in seminars and mock interviews. (Pass/Fail) 0 credits

*Teacher candidates must register for EDU 555, 556 and 557 in the same semester.

EDU 565 Strategies And Techniques For Teaching Middle School Students In Inclusive Classrooms

This course focuses on the development and application of strategies and techniques necessary to teach middle school students most effectively. Emphasis is placed on methods addressing the diverse needs of adolescents and enhancing their cognitive abilities. Topics include: effective questioning techniques, student involvement in classroom decision-making, motivational techniques for students to be self-directed life long learners, successful transition practices, collaborative planning, interdisciplinary teaching and the teaming of students and faculty to maximize learning.

Participants will develop and present lesson and unit plans that incorporate methods and practices specifically designed for middle school students. Special consideration will be given to developing curriculum and planning lessons which incorporate the goals of New York State Learning Standards, the recommendations of the National Middle School Association and the National Council For Accreditation of Teacher Education, and which utilize technology as integral to student learning. 3 credits

EDU 567 Psychological, Social And Special Needs Of Adolescents

This course focuses on the special cognitive, psychological, social and developmental needs of adolescents in order to prepare teachers to teach this population more effectively. Emphasis is given to all maturational factors, psychosocial components and cultural aspects which affect learning. Special consideration is given to classroom adaptations necessary to the unique developmental patterns of middle school students with special needs and those with limited English proficiency. Attention will be focused on the components necessary to the formation of classroom communities, which are inclusive, value fostering and emotionally supportive for adolescents of all ability levels within a multicultural and diverse social environment. 3 credits

EDU 569 Autism And Asperger In Inclusive Classrooms

This course is designed to develop a knowledge base of the autistic spectrum and to enable teachers and teacher candidates to match methodology to the needs of the student with autism or Asperger syndrome. Teachers and teacher candidates will be prepared to focus on the social, psychological and academic needs of the student with autism or Asperger syndrome in an inclusive elementary or secondary programs, as well as those whose individual educational program provides for alternate assistance and placements. 3 credits

EDU 570 Characteristics of  Students with Disabilities

This course will examine the varied learning, behavioral and social characteristics of students with disabilities. Prevalence, diversified etiologies, medical factors and psychological characteristics will be explored. In terms of New York State Learning Standards, No Child Left Behind Legislation and the reauthorization of the Individuals with Disabilities Education Act, current inclusionary techniques and specific curricular approaches (including assistive technology) that are empirically based will be assessed as they benefit students with specific learning disabilities, developmental delays or autism spectrum disorders. Additional proactive strategies will include current and pragmatic behavior modification vehicles. Teacher candidates will also have an opportunity to design a learning environment for individuals with disabilities. Prerequisite: EDU 537 3 credits

EDU 571 Assessment And Evaluation Of Students With Disabilities

This course will provide teachers and teacher candidates with the conceptual background necessary to assess and evaluate students with disabilities. Participants will survey, diagnose and interpret frequently used assessment tools and informal assessment procedures. The assessment process will consider methods of managing student data and recognizing areas of bias. This course will emphasize matching the New York State Learning Standards and those of the Council for Exceptional Children to frequently used assessment instruments. Fee- $85.00 3 credits

EDU 572 Strategies, Methods And Environments For Teaching Childhood Students With Disabilities

The goal of this course is to enable teacher candidates to utilize effective teaching methodologies and create learning environments to promote success for childhood students with disabilities. This course will examine the behavioral, psycho-educational, social, environmental, and developmental needs of the child with disabilities, grades 1-6. The psychology of the learner with special needs will be presented. Self-esteem, behavioral management, learning styles and multiple intelligences theory will be studied. This course will also emphasize how to develop strategies and continue to measure progress in social, behavioral, and psycho-educational areas. All necessary developmental skills will be taught as part of New York State Learning Standards and curriculum, and the Standards of the Council for Exceptional Children, as they relate to the elementary school program. Fee- $85.00 3 credits

EDU 573 Strategies, Methods And Environments For Teaching Adolescent Students With Disabilities

The goal of this course is to enable candidates to utilize effective teaching methodology, strategies and environments to promote success for adolescent students with disabilities. This course will examine psycho-social, psycho-educational, and behavioral needs of the adolescent, with special needs grades 7-12. The psychology of the learner with special needs with equal emphasis on psycho-social issues will be presented. Self-esteem, behavior management and learning styles will be studied. This course will also emphasize development, modification and continued measurement of progress in social, behavioral, educational and environmental areas. These continued measurements will be taught as they relate to New York State Standards, Standards of the Council for Exceptional Students, New York State Education Department assessments, regents examinations and all curricula issues. Fee- $85.00 3 credits

EDU 574 Curriculum Content, Practices And Environmental Issues For Teaching Childhood Students With Disabilities

This course of study is designed to introduce reading, writing and mathematics methods and programs for children with disabilities. Instruction will focus on using test data and student observation to determine the best method of teaching these subjects. This course will foster an understanding of the way in which methodology, materials and practices must be coordinated to meet the specific needs and address the deficits of each student. Particular attention will be given to basal and developmental programs and meeting New York State Learning Standards, as well as those of the Council for Exceptional Children. The mandates of No Child Left Behind Legislation, as well as the provisions of the reauthorized Individuals with Disabilities Act, will be reviewed. Commonly used diagnostic instruments and state assessments will be reviewed. Clinical methods of teaching reading and writing to students who cannot benefit from the basal programs will be surveyed. Developing and implementing New York State mandated academic intervention services (AIS) will be presented. 3 credits

EDU 575 Curriculum Content, Practices And Environmental Issues For Teaching Adolescent Students With Disabilities

This course is designed to review curriculum in reading, mathematics and written composition in grades 7-12. It will enable participants to develop strategies for secondary students to access state curriculum. In an all regents program, students with disabilities need to be exposed to parallel curriculum and apply reading, writing and mathematics strategies to content areas. New York State assessments necessitate that students with disabilities be able to transfer strategies learned to the assessment environment. Standards and practices of the Council for Exceptional Children, as well as the provisions of No Child Left Behind Legislation, will be incorporated into this course. 3 credits

EDU 576 Special Education Practicum

This experience engaged in by classroom teachers who already possess initial teaching certification is completed in a field setting under the supervision of a special education teacher. This field experience is under the direct supervision of a college supervisor with special education expertise and includes experience in teaching students with disabilities in either childhood or adolescent settings. Fee-$105.00 3 credits

EDU 577 Special Education: Student Teaching Childhood (Grades 1-6)

Student teachers for childhood students with disabilities are required to follow a 20 day full-time teaching schedule in an elementary school under the direct supervision of a cooperating teacher from the field and the college supervisor. This full-time field experience will be in grades 1-3, 4-6. During this student teaching experience, student teachers will utilize video taping, journaling and portfolioing techniques to promote reflective practices. Fee-$105.00 3 credits

EDU 578 Special Education: Student Teaching Adolescence (Grades 7-12)

Student teachers for adolescent students with disabilities are required to follow a 20 day full time teaching schedule in a secondary school under the direct supervision of a cooperating teacher from the field and the college supervisor. This full-time field experience will be in grades 7-9 and 10-12. During this student teaching experience, student teachers will utilize video taping, journaling and portfolioing techniques to promote reflective practices. Fee-$105.00 3 credits

EDU 579 Student Teaching Seminar-Childhood And Adolescence/Special Education

Weekly seminars provide student teachers with the opportunity to discuss field experiences and share problem-solving techniques. Personal reflection on students' emerging teaching techniques is an important component of this seminar. Additionally, guest speakers will provide input on current topics relevant to the educational field. A highlight of the student teaching seminar is a full-day workshop which includes student participation in seminars and mock interviews. (Pass/Fail) 0 credits

Courses EDU 580 through EDU 599 include content and pedagogy in accordance with the New York State Learning Standards for each subject area, as well as the specific standards of each of the content subject areas. {National Council of Teachers of English (NCTE), National Council of Teachers of Mathematics (NCTM), National Council for the Social Studies (NCSS), National Science Teachers Association (NSTA) and American Council on the Teaching of Foreign Languages (ACTFL).}

EDU 580 Evolutionary Ecology And Anthropogenic Effects On Biodiversity For Adolescent Classrooms

In this course, science educators will examine the process of evolution from two perspectives: its interaction with ecology and with genetics. Evolutionary ecology focuses on the evolution of behavior, species interaction and spatial distribution patterns of organisms. Evolutionary genetics focuses on the nature and origin of variation, on factors that influence variation such as selection and drift, and on the ultimate result of these factors: adaptation and speciation. Human influences that modify the natural development of biodiversity are integrated throughout. A variety of techniques, experiments and simulations, used to study evolution are designed to engage and teach the adolescent learner. The teacher candidate will master pedagogical objectives that include the following: acquire skills necessary to plan and implement empirical processes, correlate scientific data with contemporary issues, learn how to integrate the use of technology as it relates to scientific inquiry and differentiate instructional methods to complement the needs of diverse learners. New York State's Learning Standards will be studied and applied in-depth. 3 credits

EDU 581 Molecular Genetics With Applications To Inherited Disease, Human Development And Evolution

This course will examine the current state of knowledge in the developing field of molecular genetics. It will provide the science educator with the opportunity to understand the structure and function of the gene and comprehend the workings of the genome as a whole through critical thinking activities. Lectures and class discussions will integrate these concepts of molecular genetics with our documented understanding of inherited human disorders, which explores: how these genetic disorders are inherited, how the disease genes are identified and how mutations result in the observed disorders. Equipped with this knowledge, the student educator will survey a variety of simulations and techniques designed to communicate these concepts to the adolescent learner. The teacher candidate will further acquire skills necessary to design empirical processes, implement the use of technology to foster scientific inquiry among secondary students and develop methods of instruction supportive of diverse learner. New York State's learning Standards relative to molecular genetics will be studied and form the basis of appropriate instructional skills in this area. 3 credits

EDU 582 Advanced Research Techniques: The Modern Laboratory Experience As An Investigative Strategy To Enhance Scientific Inquiry For The Adolescent Learner

Advanced Research Techniques will introduce the prospective science educator to a wide variety of state-of-the-art laboratory techniques used throughout the world in leading research institutions. The subject content will cover advanced research techniques in three main areas: 1) cell culture and biochemical analysis; 2) subcellular localization of genes and gene products; and 3) microscopy and cellular structural analysis. Historical relevance behind the development of novel analytical techniques will be reviewed. Modern methods of genomic database analysis in relation to gene and gene product isolation protocols will be examined. There will be several laboratories incorporated into the syllabus to provide an integrated "hands on'' collaborative experience in modern laboratory techniques and laboratory safety. The teacher candidate will develop pedagogical skills that include empirical interpretation and analysis, acquisition of modern biotechnological skills for scientific evaluation and classroom implementation and cultivation of instructional methods to complement the needs of diverse learners in concordance with current New York State Learning Standards. 3 credits

EDU 583 History Of Biology And 21st Century: Social, Ethical And Technological Concerns

This course is designed to give the teacher candidate an overview of the history of biology from medieval time through the advances of the 21st Century in order to delineate the antecedent relationship of early scientific thought to applied science and modern technology. The historical tenets of Aristotle, Hooke, Pasteur, Darwin and others will bridge the historic and contemporary philosophies of science with our present body of scientific knowledge. Twenty-first century concepts in genetic engineering, genetic screening and various modern day diseases will provide a basis to discuss contemporary controversies in bioethics and genetic counseling which will prepare the teacher candidate to integrate scientific, technological and social mores into the adolescent science curriculum. The contemporary topics to be theoretically investigated include: gene therapy, bioengineering, reproductive cloning, future research interests including HIV and Ebola vaccines and the use of human stem cell products in transplantation. These topics will be experientially approached to illustrate the relevance and importance of science to the personal lives of the adolescent learner. New York State's Learning Standards for Science and Technology will be studied and applied in-depth. 3 credits

EDU 584 Mathematics Curriculum And Pedagogy For Teaching Grades 7, 8 And Algebra 1 For Diverse Learners In Inclusive Classrooms

This course will consist of an examination of the mathematics content and teaching strategies from the New York State Learning Standards for Seventh Grade, Eighth Grade and Algebra 1. It will include the mathematics from both the Content and Process Strands. Unifying themes of problem-solving, writing and reading of mathematics, as well as real-world applications will be presented. Mathematical topics that use technology (graphing calculator and computer) and those useful in teaching to a diverse and multicultural population will be explored, including developmentally appropriate presentations of the topics. Guided by the New York State Standards, a content item analysis of the mathematics and question formats of the Grade 7, Grade 8 and Algebra 1 assessments will be reviewed. 3 credits

EDU 585 Mathematics Concepts And Pedagogy Of The Reform Pre-Calculus And Calculus

This course will focus on the concepts of Precalculus and Calculus relevant to topics and courses taught at the secondary level. Following the reform approach, topics are studied geometrically, numerically, analytically and verbally as appropriate. Topics include review of different types of functions and their representations, limits and continuity, derivatives, integrals, series and applications. Use of the graphing calculators, applications and modeling and pedagogical techniques such as cooperative learning strategies will be emphasized throughout the course. Developmentally appropriate presentations of the topics for the diverse learner will be explored. 3 credits

EDU 586 Mathematics Curriculum And Pedagogy For Problem Solving In Geometry, Algebra 2 And Trigonometry For The Diverse Learner In The Inclusive Classroom

This course will consist of an examination of topics in Geometry, Algebra 2 and Trigonometry from the revised New York State Learning Standards, that can be used to illustrate "real Life" applications for problem solving at the secondary-level. The topics presented originate in the disciplines of statistics, probability, geometry and mathematical modeling. Teacher candidates will learn how to incorporate these applications into the every day teaching of the content of the New York State Learning Standards. Developmentally appropriate presentations of the topics for the diverse learner in the inclusive classroom will be explored, including use of the graphing calculator and the internet. 3 credits

EDU 587 Mathematics And Pedagogy Using The Graphing Calculator And Computer Applications

This course will consist of an examination of mathematics and teaching strategies developed by using the graphing calculator and computer application. The mathematics content found in New York State's revised curriculum standards is first developed inductively using graphing calculators and the Geometer's Sketchpad, and then proved analytically or in ""statement-reason'' methods. The course will develop units of study across all levels of secondary mathematics. Units in geometry include angle relationships, triangles, parallel and perpendicular lines, polygons, similarity and locus. Similar triangles and the unit circle will be used to introduce trigonometric ratios and functions. Units in Statistics include basic plots, means and standard deviations, to regression models. Algebra and analytic geometry will be covered by graphing linear and non-linear equations and systems of equations. Tangent lines and rate of changes will be studied with the graphing calculator. Developmentally appropriate presentations of the topics for the diverse learner will be explored. 3 credits

EDU 588 Writing Techniques For Diverse Adolescent Learners

This course involves instruction in teaching, in accordance with the New York State Standards in English Language Arts, the literacy skill of writing in the areas of grammar usage, the writing domains, structure, research, letters, debate, vocabulary and critique of various publication forms, to native English speakers and students who are English-language learners. Methods of writing enrichment and remediation for diverse learners and students with disabilities needs are included in the course. The course provides multiple methods for teaching sentence structure, paragraphing, varied essay formats, outlining, formats of correspondence, techniques and strategies of debate, types of diction and manipulation of language in advertisement and propaganda. Teacher candidates will learn a multi-dimensional approach through participation in each of the aforementioned areas. This includes utilization of multimedia technology in authoring through presentation slide and/or hypermedia/nonlinear programs for classroom demonstrations. 3 credits

EDU 589 Literary Genres For Diverse Adolescent Learners

This inclusive course for teacher candidates emphasizes various methods of instruction for diverse adolescent learners in the areas of the major literary genres. Instruction will focus specifically on poetic forms, short fiction, comedy, tragedy and the novel. Methods of analysis of the styles and structures of each genre, effective teaching techniques of those methods and remediation/enrichment approaches for student learners will be addressed for student centered and technology rich classrooms. 3 credits

EDU 590 Mythology, Fiction, Film And The Teaching Of Contemporary Issues To Diverse Adolescent Learners

In this course, pre-service teachers are invited to explore how selected mythological themes are employed in modern films, novels and short stories to teach social concerns. The techniques, approaches and impact of the genres are analyzed, synthesized, compared and contrasted, with particular emphasis on how the adolescent diverse learner experiences and learns from these genres. Technology components are addressed as an applicable strategy for instruction. 3 credits

EDU 591 Teaching Creative Writing To Diverse Adolescent Learners

A course presenting the pre-service teacher with effective techniques and strategies for stimulating student learners to express their views and reflections through the genres of the personal essay, poetry and short fiction with varied media techniques. 3 credits

EDU 592 Teaching The United States In The Age Of Globalization To Adolescent Diverse Learners

The course involves instruction in teaching, in accordance with the New York State standards in Social Studies, the major movements and events in American history from 1945 to the present. The United States today is a nation of extraordinary diversity, but also one whose people share a common political system and public culture. In order to make informed judgments about the present and enrich the student's understanding of America and its place in the world today, it is necessary to grasp its multi-faceted history. This course provides multiple methods for teaching the origins, character and development of the Cold War including McCarthyism and the Vietnam War; the political and social movements of the 1960s and 1970s; the emergence of conservatism in the 1980s; the end of the Cold War, and America today. Teacher candidates will learn a multi-dimensional approach through participation in each of these subject areas as well as through the use of technology. 3 credits

EDU 593 Teaching Europe In The 20th Century To Adolescent Diverse Learners

This course will offer teachers and/or teacher candidates an opportunity to learn the complex historical content surrounding the many events involved in the integration and fragmentation of Europe. This course will appropriately focus on certain portions of the New York State Education Department Social Studies Standards of World History, Geography and Economics by including an examination of important connections and interactions of people and their differing views of the same events; an analysis of significant turning points in world history; a study of the major European social, political, economic and military developments and the influence of geography on these movements; an explanation of the major economic systems of Europe and investigation of decision making that determined economic changes within Europe. 3 credits

EDU 594 Teaching The Modernization Of The Non-Western World To Adolescent Diverse Learners

This course will provide teacher candidates with an overview of the process of modernization in the non-Western world and focus on the role of technology in changes. Teacher candidates will examine three countries, representing Asia, the Middle East and Africa. Case methodology will be used to study the experience of each in relation to their efforts to modernize, and the obstacles, impact and challenges associated with this process. Included in this course is an integrative approach to technology, methodology, techniques, resources and activities designed to enhance the effectiveness of the teacher candidate in the classroom. The New York State Social Studies core curriculum for Global History and Geography and the state's Social Studies Learning Standards 2, 3, 4, and 5 will be reflected in this course. 3 credits

EDU 595 Teaching The Politics Of Choice To Adolescent Diverse Learners

This course will provide the teacher candidate with an introduction to U.S.A. social and economic policymaking and its importance to our society. The official and unofficial inputs in policymaking, with an emphasis on the role of citizens in the process, will be studied. The development of U.S. social and economic policies and their impact will be explored and the major challenges facing contemporary U.S. society will be analyzed. The 12th grade New York State Social Studies core curriculum and Learning Standards for history, government and economics will be the foundation of this course. 3 credits

EDU 596 Communicative Proficiency: The Development Of Oral Skills In The Inclusive Classroom Of Adolescent Diverse Learners

In this course strategies and techniques for teaching Spanish pronunciation will be addressed. Opportunities for expanding knowledge of the various dialects of Spanish will be provided to increase understanding of how the sound system functions and how the sounds of Spanish contrast both physically and conceptually. Practice sessions and exercises will enhance pre-service teachers' ability to relate the sounds of the language to its spelling symbols. 3 credits

EDU 597 Spanish Grammar Topics, Pedagogical Application To The Reading And Writing Process For The Inclusive Classroom Of Adolescent Diverse Learners

This course will provide pre-service Spanish teacher with an in-depth examination of Spanish grammar topics. Students will have opportunities to select effective strategies and techniques for the application of the rules of grammar to enhance communicative proficiency. Emphasis will be placed on the correction of errors in structure and syntax that interfere with the reading and writing processes. Current Spanish grammar pedagogical materials will be examined and students will be required to produce devices for the teaching and assessment of Spanish grammar. 3 credits

EDU 598 Spanish Culture And Civilization For The Inclusive Classroom Of Adolescent Diverse Learners

This course will provide the Spanish teacher with a study of the history, geography, literature, music, social and political characteristics of the Iberian Peninsula. Candidates will develop methodologies to promote cross-cultural skills and understandings of the Spanish culture in their classrooms. Based on cultural understanding of the Spanish people, candidates will demonstrate the impact of such understanding to enhance communication. 3 credits

EDU 599 Latin American Culture And Civilization For The Inclusive Classroom Of Adolescent Diverse Learners

This course will provide the Spanish teacher with a study of the history, geography, literature, music, social and political characteristics of Latin America. Candidates will develop methodologies to promote cross-cultural skills and understandings of the Latin-American culture in their classrooms. Based on cultural understanding of the Latin American people, candidates will demonstrate the impact of such understanding to enhance communication. Teachers will have the opportunity to present lessons which integrate the contributions of Latin American culture to daily life. 3 credits

MAT 525 Topics: Mathematics Education

Special topics designed to explore current topics in mathematics and to meet the needs and interests of specific groups of mathematics teachers. This course will satisfy requested mathematics help from local teacher center's and area school district's professional development boards. 3 credits

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