151 courses with the subject SEED, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
SEED 1001Critical Issues in US Education
Examination of scientific writing for the general public arguing 3 hours; 3 credits for paradigm shifts in the sciences from Galileo to the present. All levels of public education in the United States today have Topics in the physical, life and Earth sciences will be examined. become the focus for often competing political, economic, social Strategies for researching, reading and writing content in the and cultural visions of how and why we should educate the sciences. This course is the same as General Science 1050. nation’s youth. This course offers students the opportunity to become knowledgeable about critical issues in American education and the controversies surrounding them, while SEED 1401 Mindfulness for Everyday Living and considering the historical, political, sociological and economic Transformation (M.E.L.T.) dimensions of each. Among the issues the course will address 3 hours; 3 credits are a) the purpose of public education in a democracy; b) the Invitation to explore the theory and practice of mindfulness with private/public split in education, with a focus on home an emphasis on supporting student academic success and schooling, charters, parochial, and private K-20 schools; c) who wellbeing in everyday life. Explicit relevance to the intentions of determines the school curriculum; d) mayoral control, the value awareness, connection, insight, and purpose. Review of of high-stakes testing, and outcomes based approaches to mindfulness applications in education including social-emotional education; e) the way public K-20 public schools are funded; f) learning and the arts. Examination of multi-logical approaches technology’s impact on education with a focus on online to physical and mental wellness. Application of an equity lens education; g) the role of unions and tenure in schools and in toward transforming ways of being that can support radical self- the teaching profession; h) the challenge to public schools of acceptance and care; with attunement to relationships, and poverty, diversity, and equity and i) sexuality, gender and sex environmental sustainability for collective wellbeing. In order to education. fully benefit from the experiential nature of this course, students Starting Spring 2018 Satisfies Pathways Flexible Core US will be expected to engage in embodied practices both inside Experience in Its Diversity requirement. and out of the classroom. SEED 1050 Evidence and Argument in the Natural SEED 2001 Historical, Philosophical, and Cultural Sciences Foundations of Education 3 credits, 3 hours 4 hours recitation, 3 credits Reading and writing arguments from scientific evidence, and Study of teaching and learning with an emphasis on the urban
3 hours; 3 credits This course emphasizes concepts related to the development of skill and health-related fitness. Knowledge and directed practical experiences will enable the student to assess and further develop abilities in basic movement skills, sport skills, motor fitness and physical fitness components as related to body management, fitness and sport. Students develop knowledge and skills in lifetime fitness activities such as aerobics, jogging, walking, weight training, and cycling. Emphasis is placed on developing an understanding of the health and fitness benefits provided through participation in these activities. Additional emphasis will focus on producing competent performers, as well as developing the ability to analyze, teach and utilize assessments of the associated skills in both health and skill related fitness. A minimum grade of C is required for this course. (Not open to students who have completed KINS 3020.) cumulative GPA
3 hours; 3 credits Students develop knowledge and skills in various team sports (e.g., soccer, volleyball, baseball, softball, flag football, basketball) offered in P-12 school curricula. Emphasis is placed on developing performance skills, as well as developing the ability to analyze and teach the associated movement skills. A minimum grade of C is required in this course. (Not open to students who have completed KINS 3030.) cumulative GPA
3 hours; 3 credits This course will outline the philosophy and objectives addressed in providing individualized physical education instruction for all students. Topics include screening and assessment of (P-12) students, developmentally appropriate planning and instruction in sports, games and activities. Discussion of the historical and philosophical bases for adapted physical education and the impact of federal and state legislation will be discussed. An overview of disabilities/disorders/conditions/syndromes that are frequently seen in the public schools will be presented. This course
SEED 3060Measurement and Assessment in Physical Education
Required for Master's (30-34 cr.) Students will complete the following: Physical Education (27 credits): The following nine education courses are required unless candidates have taken one or more as part of previous coursework.
Physical Education I (P-5) 3 hours; 3 credits Designed for students in the physical education program. Introduction to effective classroom management, teaching skills, and instructional models for physical education in grades P-5. The course will address the responsibilities of the elementary school physical education teacher including discussing characteristics and cultural differences of the elementary school student along with current issues affecting elementary school physical education. Content discussed will describe effective management procedures and discipline techniques; use of a variety of techniques to assess skill and cognitive abilities; design unit/lesson plans that are educationally sound and developmentally appropriate; demonstrate a knowledge of and ability to use available technologies; identify and use a variety of teaching methods. Students will observe, reflect on, and critique teaching behaviors; develop field based assignments. The course includes observation and teaching experiences with elementary school children across grades. Students will participate in 20 hours of field experience in varied settings. (Not open to students who have completed KINS 3105.) 2.75 cumulative GPA Programs and Courses of Instruction
Education II (6-12) 3 hours; 3 credits Designed for students in the physical education program. Introduction to effective classroom management, teaching skills, and instructional models for physical education in grades 6-12. The course will address the responsibilities of the secondary school physical education teacher, including discussing characteristics and cultural differences of the secondary school student along with current issues affecting secondary school physical education. Content discussed will describe effective management procedures and discipline techniques; use of variety of techniques to assess skill and cognitive abilities; design unit/lesson plans that are educationally sound and developmentally appropriate; demonstrate a knowledge of and ability to use available technologies; identify and use a variety of teaching methods. Students will observe, reflect on, and critique teaching behaviors; develop field based assignments. The course includes observation and teaching experiences with students in grades 6-12. Students will participate in 20 hours of field experience in secondary settings. A grade of C or better is required for further enrollment. 2.75 cumulative GPA
Activity for Children and Youth with Special Needs 3 hours; 3 credits , Introduction to integrating sport, physical activity and recreation into the educational process for students with special needs including but not limited to inclusive physical education, after- school and extracurricular sport and recreation, effective planning and classroom management, basic activity analysis related to adaptive techniques and equipment, and instructional models for adapted physical education and health in grades K- 12. Field experiences are included in selected K-12 classrooms. A minimum grade of "C" is required of Education majors for this course. (Not open to students have completed KINS 3116.)
3 hours; 3 credits Students gain knowledge of motor development and learning and principles. Topics include the processes of skilled motor performance and motor skill acquisition and human motor development from childhood through adolescence. Emphasis is on the practical application of concepts to the teaching of motor skills in P-12 school settings. A minimum grade of C is required for this course. 2.75 cumulative GPA, SEED 3001 with a grade of C or better.
SEED 3402Teaching Adolescents in the Content Areas
4 hours recitation, 25 hours field experience; 4 credits Theories and practices supporting curriculum design in the content area. Study, analysis, and development of content- specific standards-based curriculum units and lesson plans that include diagnostic, formative, and summative assessments. Research-based models and instructional practices for inclusive settings, including students with special needs, gifted and talented students, English Language Learners, and heterogeneous ability groupings. Special emphasis on literacy across all content areas and alignment of planning and instruction with state and national standards. Overview, preparation and planning for New York State teacher certification; support development of portfolio for licensure assessment. Prerequisite or Corequisite: SEED 3401.
3 hours; 3 credits Workshop in understanding the nature of writing and how to teach it. Writing as a process: invention, revision, editing; effective structures; writing about literature; experimenting with genres; writing as a way of learning. Social and linguistic influences on writing. Responding to other people's work. Frequent in-class writing; several short papers taken through drafts; compilation of a portfolio. This course is the same as English 3177. Secondary Education 489
SEED 3456Inclusive Education and Teaching Students
with Special Needs 3 hours recitation, 25 hours of field experience; 3 credits Objectives, variations and clinical practice in collaborative and co- teaching methodologies and curriculum development, evaluation, regulatory compliance, and application of early y interventions to teaching diverse student populations, with an emphasis on English language learners and students with special needs, including the gifted. Planning content area curriculum and assessments that are differentiated and accessible to students with a wide range of abilities. Continuation of portfolio development. Field experience (25 hours) in special education and/or inclusive classrooms required. This course is the same as CBSE 3456. Not open to students who have taken CBSE 3456.
and High School 3 hours; 3 credits Concepts of contemporary geography, survey of key current global issues and examination of several of the world’s major geographic realms; issues of globalization as well as particular details of critical regions: South America, East Asia, South Asia, Europe, North America, North and Southern Africa. Prerequisite or Corequisite: SEED 2001.
3 hours; 3 credits Course integrates three fundamental principles: Research, Education, and Wellness, with each week's topics encompassing all three principles. Lectures and ongoing research projects explore essential subjects such as nutrition, lifestyle, health maintenance, and end-of-life preparation. Course additionally explores contemplative practices for individual and collective wellbeing. The dynamic nature of the course continually introduces fresh content, providing students with the flexibility to align course requirements and assessments with their evolving interests and needs. Anticipated outcomes include transformative changes in participants' lifestyles, encompassing diet, contemplative practices, and overall health. Authentic inquiries related to
3 hours lecture; 3 credits Study of body systems and organs activated during physical activity with emphasis on metabolic, cardiorespiratory, and body composition parameters. Laboratory experiences employing physiological principles during active participation in exercise are also included. A minimum grade of C is required of Physical Education majors in this course. Not open to students who have taken KINS 4200W. 2.75 cumulative GPA, SEED 3001 with a grade of C or better.
Studies, Student Teaching I. 4 hours recitation plus conference, weekly supervised teaching (total 20 days, 150 hours); 5 credits Objectives, variations in methodology and curriculum construction, evaluation, and role of materials and resources aligned with the state and national standards applied to teaching specific subject areas at grade levels appropriate for state certification requirements; selection of supervised instructional experiences structured to evolve professional awareness; development of self-reflective teaching styles and assessment procedures to address the learning needs of a diverse student population, students with special needs, and English language learners; continued application of knowledge of language acquisition and literacy development by native English speakers and English language learners, and of strategies for integrating technology into the classroom. Students spend a minimum of three hours each day in the school. Daily supervised student teaching in grades appropriate for state certification requirements. Observing, developing, and studying curriculum in light of teaching experiences and observations. Support the development of portfolio for state certification. the program in Social Studies. Programs and Courses of Instruction
Mathematics, Student Teaching I. 4 hours recitation plus conference, weekly supervised teaching, (total 20 days, 150 hours); 5 credits Instructional practices and standards-based curriculum design and evaluation, for specific mathematics subject areas at grade levels appropriate for state certification requirements; selection of supervised instructional experiences structured to evolve professional awareness; development of self-reflective teaching styles and assessment procedures to address the learning needs of a diverse student population, students with special needs, and English language learners; continued application of knowledge of language acquisition and literacy development by native English speakers and English language learners, and of strategies for integrating technology into the classroom. Students spend a minimum of three hours each day in the school. Daily supervised student teaching in grades appropriate for state certification requirements. Observing, developing, and studying curriculum in light of teaching experiences and observations. Support development of portfolio for state certification. Mathematics 3101 and 4201 and approval of the head of the program in mathematics education.
Student Teaching I. 3 hours recitation, weekly supervised teaching, (total 20 days, 150 hours); 5 credits Objectives, variations in methodology and curriculum construction, evaluation, and role of materials and resources aligned with New York State learning standards and applied to teaching specific subject areas at grade levels appropriate for state certification requirements; selection of supervised instructional experiences structured to evolve professional awareness; development of self-reflective teaching styles and assessment procedures to address the learning needs of a diverse student population, students with special needs, and English language learners; continued application of knowledge of language acquisition and literacy development by native English speakers and English language learners, and of strategies for integrating technology into the classroom. Students spend a minimum of two hours each day in the school. Daily supervised student teaching in grades appropriate for state certification requirements. Observing, developing, and studying curriculum in light of teaching experiences and observations. approval of the head of the program in science education.
Languages, Student Teaching I. 4 hours recitation plus conference, weekly supervised teaching, (total 20 days, 150 hours); 5 credits Objectives, variations in methodology and curriculum construction, evaluation, and role of materials and resources aligned with Common Core Standards and applied to teaching specific subject areas at grade levels appropriate for state certification requirements; selection of supervised instructional experiences structured to evolve professional awareness; development of self-reflective teaching styles and assessment procedures to address the learning needs of a diverse student population, students with special needs, and English language learners; continued application of knowledge of language acquisition and literacy development by native English speakers and English language learners, and of strategies for integrating
Education, Student Teaching I. 3 hours recitation, weekly supervised teaching, (total 20 days, 150 hours); 5 credits Objectives, variations in methodology and curriculum construction, evaluation, and role of materials and resources aligned with New York State learning standards and applied to teaching specific subject areas at grade levels appropriate for state certification requirements; selection of supervised instructional experiences structured to evolve professional awareness; development of self-reflective teaching styles and assessment procedures to address the learning needs of a diverse student population, students with special needs, and English language learners; continued application of knowledge of language acquisition and literacy development by native English speakers and English language learners, and of strategies for integrating technology into the classroom. Students spend a minimum of two hours each day in the school. Daily supervised student teaching in grades appropriate for state certification requirements. Observing, developing, and studying curriculum in light of teaching experiences and observations. approval of the chairperson or deputy of the department of Secondary Education and the department of Kinesiology.
Social Studies, Student Teaching 4 hours recitation plus conference; 4 credits Advanced theories and methods of teaching specific subject areas within social studies at grade levels appropriate for state certification requirements; focus on developing reflective practitioners and researchers; developing individualized instruction for all students; using technology for cooperative learning in the classroom and school; developing and evaluating standards-based social studies curriculum and classroom and school cultures responsive to the needs of diverse students and students with special needs, particularly in urban settings; developing advanced methods of teaching Secondary Education 491 English language learners and applying knowledge of language acquisition. Support the development of portfolio and state certification.
Mathematics, Student Teaching II 4 hours recitation plus conference, weekly supervised teaching (total 20 days, 150 hours); 5 credits Advanced theories and methods of teaching mathematics at grade levels appropriate for state certification requirements; focus on developing reflective practitioners and researchers; developing individualized instruction for all students; using technology for cooperative learning in the classroom and school; developing and evaluating standards-based curriculum and classroom and school cultures responsive to the needs of diverse students and students with special needs, particularly in urban settings; developing advanced methods of teaching English language learners and applying knowledge of language acquisition. Students enroll in safety education workshops in identifying, reporting, and responding to child abuse and violence prevention, and in substance abuse, fire and arson prevention. Students spend the equivalent of twenty days in the schools, during which time they engage in daily supervised student teaching. Support the development of portfolio for state certification. head of the program in mathematics education.
Science, Student Teaching II 3 hours recitation, weekly supervised teaching (total 20 days, 150 hours); 4 credits Advanced theories and methods of teaching science at grade levels appropriate for state certification requirements; focus on developing reflective practitioners and researchers; developing individualized instruction for all students; using technology for cooperative learning in the classroom and school; developing and evaluating newly adopted science curriculum and classroom and school cultures responsive to the needs of diverse students and students with special needs, particularly in urban settings; developing advanced methods of teaching English language learners and applying knowledge of language acquisition. Students enroll in workshops in identifying, reporting, and responding to child abuse, and in substance abuse, fire and arson prevention, and safety education. Students spend the equivalent of twenty days in the schools, during which time they engage in daily supervised student teaching. head of the program in science education.
a Modern Language, Student Teaching 4 hours recitation plus conference; 4 credits Advanced theories and methods of teaching specific subject areas within social studies at grade levels appropriate for state certification requirements; focus on developing reflective practitioners and researchers; developing individualized instruction for all students; using technology for cooperative learning in the classroom and school; developing and evaluating standards-based social studies curriculum and classroom and school cultures responsive to the needs of diverse students and students with special needs, particularly in urban settings; developing advanced methods of teaching
Physical Education, Student Teaching II 3 hours recitation, weekly supervised teaching (total 20 days, 150 hours); 4 credits Advanced theories and methods of teaching physical education at grade levels appropriate for state certification requirements; focus on developing reflective practitioners and researchers; developing individualized instruction for all students; using technology for cooperative learning in the classroom and school; developing and evaluating newly adopted physical education curriculum and classroom and school cultures responsive to the needs of diverse students and students with special needs, particularly in urban settings; developing advanced methods of teaching English language learners and applying knowledge of language acquisition. Students enroll in workshops in identifying, reporting, and responding to child abuse, and in substance abuse, fire and arson prevention, and safety education. Students spend the equivalent of twenty days in the schools, during which time they engage in daily supervised student teaching. chairperson of the Department of Physiology and the chairperson or deputy of the Department of Secondary Education.
1.5 hours seminar plus conference; 1.5 credits Seminar for administration, guidance, and instruction for the student teaching field experience in science education. Each class meeting will be used to "debrief" and reflect on student teaching experiences, review of State certification requirements, discuss teaching and learning of science in light of student teaching experiences and observations. Students enroll in appropriate NYS certification exams and required workshops. Curriculum development, instructional planning, and multiple research-validated instructional strategies for teaching students within the full range of abilities and skill in designing and offering differentiated instruction that enhances the learning of all students in the content area(s) of the certificate. Formal and informal methods of assessing student learning and the means of analyzing one's own teaching practice and skill in using information gathered through assessment and analysis to plan or modify instruction, and skill in using various resources to enhance teaching. Distribution and collection of student teaching evaluations and timesheets. Development of portfolios. Students will be engaged in the completion of appropriate NYS certification, workshops and examination requirements. 3402, 4480.
1.5 hours seminar plus conference; 1.5 credits Advanced seminar for administration, guidance, and instruction for the student teaching field experience in science education. Each class meeting will be used to "debrief" and reflect on student teaching experiences, review of State certification requirements, discuss teaching and learning of science in light of student teaching experiences and observations. Students enroll in appropriate NYS certification exams and required workshops. Curriculum development, instructional planning, and multiple research-validated instructional strategies for teaching students within the full range of abilities. Skill in designing and offering differentiated instruction that enhances the learning of all students in the content area(s) of the certificate. Formal and informal methods of assessing student learning and the means of analyzing one's own teaching practice. Skill in using information gathered through assessment and analysis to plan or modify instruction, and skill in using various resources to enhance teaching. Distribution and collection of student teaching evaluations and timesheets. Students will complete all appropriate NYS certification and examination requirements. Completion of e-portfolios. 3402, 4480.
4 hours of lecture and minimum of 9 conference and independent work hours; 3 credits Introduction to concepts of educational research, including design of research, data analysis, and utilization of results of research. Introduction of students to the methods of research in o science education and uses of technology to access, process, and analyze data. Development of student familiarity with general procedures and methods used in educational research literature, design and performance of research investigation on an appropriate topic of interest in science education, and integration of research experience into science learning and teaching.
1 hour, 1 credit A multi-measure teacher portfolio assessment where candidates demonstrate the pedagogical knowledge and skills identified in the New York State Teaching Standards, as aligned with the New York State Culturally Responsive-Sustaining Education Framework, and their content knowledge and skill in teaching to the State learning standards in the grade band and subject area of a certificate sought. Grading system used for the course is Pass, No Pass. Prerequisite and/or Corequisite: Student teaching fieldwork coordinator.
Seminar on timely issues, strategies, and techniques of modern 15 hours each term; 1 credit each term. educational practice. Course content varies from term to term. Timely issues, strategies, and techniques of modern This course is creditable toward degrees in education. May be educational practice. Course content varies from term to term. repeated for credit. This course is not creditable toward the degrees in education. May be repeated for credit. Prerequisite: Open only to graduate students in Secondary Education. paraprofessional, or supervisor in day care center, SEED 7038X Special Topics in Education kindergarten, or elementary or secondary school. 45 hours; 3 credits Selected topics or recent advances in education that reflect
current interests, professional needs, and educational problems 30 hours, 1 credit of teachers and other school personnel. Topics vary from term College supervised internship for 14 weeks of full time teaching to term. Not open to all students who have taken EDUC 7038X with Transitional B certification or Internship license in teaching or in private schools. Informal and formal observations of Prerequisite: license or certificate to serve as teacher, teaching practice. Alignment of teacher practices with the New paraprofessional, or supervisor in day care center, York State Teaching Standards. May be repeated for up to 6 kindergarten, elementary, or secondary school. Additional credits. prerequisites may be required for a specific topic. departmental permission. 45 hours; 3 credits Selected topics or recent advances in education that reflect
Subject
SEED
Type
course
Repeatable
May be repeated for up to 6 kindergarten, elementary, or secondary school.
45 hours; 3 credits Selected topics or recent advances in education that reflect current interests, professional needs, and educational problems of teachers and other school personnel. Topics vary from term to term. Not open to students who have taken EDUC 7040X. paraprofessional, or supervisor in day care center, kindergarten, elementary, or secondary school. Additional prerequisites may be required for a specific topic.
30 hours each term; 2 credits each term Individual study and research supervised by a faculty member. A written report is required. Not open to students who have taken EDUC 7041T. two education courses; and evidence of superior scholarship, high professional promise, and capacity for self-directed study; and permission of the deputy for graduate studies.
30 hours each term; 2 credits each term Individual study and research supervised by a faculty member. A written report is required. Not open to students who have taken EDUC 7042T. two education courses; and evidence of superior scholarship, high professional promise, and capacity for self-directed study; and permission of the deputy for graduate studies.
Adolescence Science Teaching I 45 hours plus conference, 15 hours field experience; 3 credits Implementation, adaptation, and assessment in practice of research validated science curricula for middle childhood with an emphasis on the life and environmental sciences. Approaches to integrating language arts and social sciences in teaching and learning science; development of reading, oral and written communication skills in the sciences. Adapting pedagogy to the needs of English language learners and students with diverse learning styles. Examination of environmental ethics and issues. Field trips will be required. Not open to students who have taken EDUC 7310. education.
Adolescent Science Teaching II 45 hours plus conference, 15 hours field experience; 3 credits Continuation of Education 7310 [714.25]T. Methods of integrating science with math and technology in the middle school with an emphasis on physical and earth science. Developing quantitative and critical thinking skills. Design and assessment of inquiry- and problem-based curriculum integrating quantitative reasoning. Adapting methods to the Secondary Education 305 needs of students with disabilities, and students with diverse learning styles. Purposes and types of student assessment. Field trips will be required. Not open to all students who have taken EDUC 7311T.
Middle Childhood and Adolescence Education: Science 45 hours, plus conference; 3 credits Seminar concerning problems and issues in the organization of subject matter. Introduction to methods of instruction, curriculum development and assessment, classroom management, and developing school-community relationships. Focus on self-reflective teaching styles and assessment procedures to address the learning needs of a diverse student population, students with special needs, and English language learners. Preparation in literacy and language acquisition. Attention given to particular needs and interests of students and methods of integrating technology into the classroom. Role of materials and resources applied to teaching science at grade levels appropriate for state certification requirements. Not open to students who are enrolled in or have completed Secondary Education 7540T. Not open to all students who have taken EDUC 7312T.
SEED 7314XPhysical and Life Science Instruction and
Learning I, Middle Childhood and Adolescence 45 hours seminar plus conference; 3 credits Introductory content and methods course and differentiated instruction in physical and life sciences. Provides new and practicing teachers the opportunity to examine, discuss, create and revise the knowledge they need to become successful science teachers. Common themes in physical and life sciences and design curricula that enhance students' science investigative skills and critical thinking using principles of constructivism to guide the design and implementation process, and teaching practices. Addressed are creative writing and literacy, methods of inquiry, national, NYS and NYC Science Standards, science laboratory safety and skills, the scientific method, use of technology and web resources, science literacy, forms of assessment, scientific misconceptions, science in the community, and the teaching and learning of science in multicultural and diverse classrooms. Field experience (25 hours) required. Not open to all students who have taken EDUC 7314X.
Foundations of Education and Science 45 hours seminar plus conference ; 3 credits Historical, philosophical, social and legal foundations of education. History of Western and non-Western science; history of science education. Cultural embeddedness of science; issues in science and science education. Not open to all students who have taken EDUC 7315X
practicum in art, technology and the environment 45 hours; 3 credits Exploration of the visual arts and the natural sciences as complementary forms of active inquiry. Investigation of representational codes, epistemologies, and habits of mind common to the artistic and scientific endeavors. Construction of site-specific, artistic installations and digital imagery as
and Environmental Education I 45 hours, plus conference; 3 credits Educational research as applied to analysis of teaching and learning with an emphasis on science and environmental education. Discussion of a range of research methodologies including action research and uses of technology to access and process information in educational research to analyze functioning of teachers in urban schools with children of diverse abilities and backgrounds.
Learning: Science and Environmental Education II 45 hours, plus conference; 3 credits Advanced concepts of educational research, including research study design and utilization of data. Application of techniques o educational research, using materials relevant to science and environmental education. Design and implementation of an original action research project in the school setting.
SEED 7324XPhysical and Life Science Instruction and
Learning II, Middle Childhood & Adolescence 45 hours plus conference; 3 credits Advanced content and methods course and differentiated instruction in physical and life sciences. Provides new and practicing teachers the opportunity to examine, discuss, create and revise the knowledge they need to become successful science teachers. Its central goals are to examine common themes in physical and life sciences and design curricula that enhance students; literacy, science investigative skills and critical thinking using principles of constructivism to guide the design and implementation process, and teaching practices. Topics in physical and life science curriculum and standards, methods of inquiry, the scientific method, science laboratory safety and skills, use of technology and web resources, science literacy, forms of assessment, science in the community, and teaching and learning science in multicultural and diverse classrooms. Development of science reading and writing skills, graphic organizers, literacy for students with special needs. Field experience (25 hours) required. Not open to all students who have taken EDUC 7324X Programs and Courses of Instruction
Development, Culture, Cognition, and Language in Science Learning and Teaching 45 hours seminar plus conference; 3 credits Developmental, psychological, and educational approaches to understanding and nurturing scientific curiosity and learning in middle childhood, and adolescent years. Exploration of learning theories, culture, race, gender, role of language and literacy; and implications for practice. Applying these considerations to science learning and teaching. Motivation and assessment. Considerations for learners with special needs, and diverse and gifted learners. Field experience (25 hours) and field study required. Not open to students who have taken EDUC 7325X.
Middle Childhood and Adolescence Education: Science 45 hours, plus conference; 3 credits Advanced theories and methods of teaching science at grade levels appropriate for New York State certification requirements; focus on developing reflective practitioners and research based instruction; analysis of New York State Learning Standards in science; teaching science to all students, including students with special needs and English language learners; integrating technology into the classroom; developing, implementing, and evaluating the science curriculum in urban classrooms. Students enroll in workshops in identifying, reporting, and responding to child abuse and in substance abuse, fire and arson prevention and safety education. Not open to students who have taken EDUC 7326T. permission of the chairperson of the major department and the head of the program in adolescence science education. Prerequisite or corequisite: SEED 7312T [763.04] and 7542T f [764.5].
Seminar and Student Teaching Practicum I 30 hours seminar, 150 hours or 20 days of supervised student teaching in Middle Childhood Education grades 5-6; 3 credits Supervised field work in teaching middle childhood science education. Emphasis on the development of an interdisciplinary approach to teaching pre-adolescents from diverse backgrounds, those who are English language learners, and those with special needs. Integration of instructional technology and topics required by New York State standards in Professional certification. Not open to students who have taken EDUC 7330T. in a Special Subject or 12 credits in education including SEED 7500X [742X], 7501X [792.1X], 714.25T, 7311T [715.25T] and permission of the Program Head.
SEED 7340TSeminar in Educational Research: Science
45 hours seminar, plus conference; 3 credits Advanced concepts of educational research compared and contrasted with modes of inquiry in the science disciplines; emphasis on qualitative and quantitative research methods and possible uses of research. Analysis of research relevant to teaching the sciences. Formulation, development, and realization of an original research project relevant to teaching and learning science. Not open to all students who have taken EDUC 7340T. 7502T, 7327T, and 3 credits of an approved elective course or 6 credits in middle childhood education and permission of the head of the program in adolescence science education .
30 hours seminar plus conference; 2 credits Advanced seminar for administration, guidance, and instruction for the student teaching field experience in science education. Each class meeting will be used to "debrief" and reflect on student teaching experiences, review of State certification requirements, discuss teaching and learning of science in light of student teaching experiences and observations. Students enroll in appropriate NYS certification exams and required workshops. Curriculum development, instructional planning, and multiple research-validated instructional strategies for teaching students within the full range of abilities -- and skill in designing and offering differentiated instruction that enhances the learning of all students in the content area(s) of the certificate. Formal and informal methods of assessing student learning and the means of analyzing one's own teaching practice -- and skill in using information gathered through assessment and analysis to plan or modify instruction, and skill in using various resources to enhance teaching. Distribution and collection of student teaching evaluations and timesheets. Students will complete all appropriate NYS certification and examination requirements. Completion of e-portfolios. Prerequisite/Corequisite: SEED 7542T and SEED 7541T
Algebra in Grades 5 through 9 45 hours plus conference, 20 hours supervised field experience; 3 credits Overview of the number and operations 5-9 grades curriculum n strand: ways of representing numbers, relationships among numbers, and number systems; meanings of and relationships among operations; fluent mental and written computation and reasonable estimation. Overview of the algebra 5-9 grade curriculum strand: patterns, relations, and functions; representing and analyzing mathematical situations and structures using algebraic symbols; modeling and solving contextualized problems using various representations, such as graphs, tables, and equations; using graphs to analyze the nature of changes in linear relationships. Using graphing calculators. Using diagnostic techniques and differentiating materials and methods for teaching number and operations and algebra. Not open to students who have taken EDUC 7452X.
Measurement, Probability and Data Analysis in Grades 5 to 9 45 hours plus conference, 20 hours supervised field experience; 3 credits Overview of the Geometry and Measurement strands in 5-9 grades: Spatial visualization and geometric modeling; use of transformations and symmetry to analyze mathematical situations; Coordinate geometry. Overview of the Probability and Data Analysis strand in 5-9 grades: Selection and use of appropriate statistical methods to analyze data; Development and use of diagrams as tools for organizing data and solving probability and data analysis problems; Developing and evaluating inferences and predictions based on data. Basic probability concepts for testing conjectures. Effective strategie for guiding interaction in diverse classrooms. Integrating technology in the teaching of geometry, probability, and data analysis. Diagnostic techniques and differentiation of materials and methods for teaching geometry, measurement, probability and data analysis in inclusion and linguistically and culturally diverse classrooms. Not open to students who have taken EDUC 7453X.
in Middle School Mathematics Education 45 plus conference; 3 credits Formulation, development, and implementation of an original action research or teaching experiment project that includes review of related research, detailed documentation of the experimental lessons, analysis and interpretation of findings, and reflection on the implications of these for improving classroom practice. Connecting action research results to improving instruction, with particular focus on developing fluency in mathematical language (spoken, written, and diagrammatic) in inclusion and culturally and linguistically diverse classrooms. Current issues, professional development, and leadership in mathematics education. Not open to all students who have taken EDUC 7455T. Programs and Courses of Instruction
Curriculum Middle Childhood and Adolescence Education: Mathematics 45 hours seminar, plus conference; 3 credits Expansion of the student's knowledge and skills in mathematics to develop individual approaches to effective teaching in different classroom situations. Improving teaching methods through review of relevant research, reflection on self-as- teacher, analysis of classroom interactions, discourse, and effective teaching and learning environments. Introduction to
Children and Adolescents in Cultural Context 45 hours seminar, plus conference, 25 hours field experience; 3 credits An introduction to the philosophy, psychology, sociology, culture, and history of educating all children and adolescents. Development of children and adolescents in different cultures within American society in relation to existing value systems, with emphasis on the manner in which biological and psychological factors are interpreted in accordance with prevailing values. Focus on relationship between theory and practice. Opportunities through class discussion, portfolio preparation, and field experience for reflection on oneself as teacher, interactions beween school and community, teachers’ roles, and issues of diversity and social justice. Not open to students who have taken EDUC 7500X.
45 hours; 3 credits Examines the relationships between social identities and curriculum, teaching and the institution of school. Focuses on developing inclusive classrooms and addressing the needs of diverse student populations. Examination of curriculum, textbooks, and journals. Consideration of recent work on identity formation, multicultural education, anti-bias education, and institutional processes of labeling students. Development of materials and teaching methods for the inclusive classroom. Not open to students who have taken EDUC 7502T. Secondary Education 309
30 hours plus conference; 3 credits Examination of the writing process as it may be used in subject areas. Study and application of recent research to classroom practice. Analysis of the relationship between writing, critical thinking, and learning and teaching in the subject area. Not open to students who have taken EDUC 7503X. Same as CBSE 7503X.
45 hours seminar, plus conference; 3 credits Invitation to explore the theory and practice of mindfulness with an emphasis on supporting student academic success and wellbeing in everyday life. Review of the scholarly literature with an emphasis on social-emotional learning. Examination of multi- logical approaches to physical and mental wellness. Engagement in wellness practices that lead to beneficial outcomes related to: education and social and emotional skills, attitudes about self, social and civic engagement.
Curriculum, Middle Childhood and Adolescence Education: English 45 hours seminar, plus conference; 3 credits Expansion of the student’s knowledge and skills in English to develop individual approaches to effective teaching in different classroom situations. Improving teaching methods through review of relevant research, reflection on self-as-teacher, analysis of classroom interactions, discourse, and effective teaching and learning environments. Introduction to methods of educational research. Analysis of modes of communication in the classroom. Examination of the specialized discourses of the discipline and implications for teaching. Not open to students who have taken EDUC 7508T. [792.1X], 7531T [763.01T], 7542T [764.5T], 7514T [723.01T], and 7543T [764.51T] or equivalents. Prerequisite or corequisite: SEED 7502T [742.2T].
Curriculum, Middle Childhood and Adolescence Education: Social Studies 45 hours seminar, plus conference; 3 credits Expansion of the student’s knowledge and skills in social studies to develop individual approaches to effective teaching in different classroom situations. Improving teaching methods through review of relevant research, reflection on self-as-
Curriculum Middle Childhood and Adolescence Education: Modern Languages 45 hours seminar, plus conference; 3 credits Expansion of the student’s knowledge and skills in the language to develop individual approaches to effective teaching in different classroom situations. Improving teaching methods through review of relevant research, reflection on self-as- teacher, analysis of classroom interactions, discourse, and effective teaching and learning environments. Introduction to methods of educational research. Analysis of modes of communication in the classroom. Examination of the specialized discourses of the language and implications for teaching. Not open to students who have taken EDUC 7510T. [792.1X], 7534T [763.11T], 7542T [764.5T], 7516T [723.11T], and 7543T [764.51T] or equivalents. Prerequisite or corequisite: SEED 7502T [742.2T].
Curriculum, Middle Childhood and Adolescence Education: Health and Nutrition Sciences 45 hours seminar, plus conference; 3 credits Expansion of the student’s knowledge and skills in health and nutrition sciences to develop individual approaches to effective teaching in different classroom situations. Improving teaching methods through review of relevant research, reflection on self- as-teacher, analysis of classroom interactions, discourse, and effective teaching and learning environments. Introduction to methods of educational research. Analysis of modes of communication in the classroom. Examination of the specialized discourses of the discipline and implications for teaching. [792.1X], 7542T [764.5T], 7518T [723.16T], 7543T [764.51T], CBSE 7536T, CBSE 7518T or equivalents. Prerequisite or corequisite: SEED 7502T [742.2T].
Middle Childhood and Adolescence Education: English 45 hours, plus conference; 3 credits Advanced theories and methods of teaching English at grade levels appropriate for New York State certification requirements; focus on developing reflective practitioners and research based instruction; analysis of New York State Learning Standards in English; teaching English to all students, including students with special needs and English language learners; integrating technology into the classroom; developing, implementing, and evaluating the English curriculum in urban classrooms. Students enroll in workshops in identifying, reporting, and responding to child abuse and in substance abuse, fire and arson prevention and safety education. Not open to students who have taken EDUC 7514T. Programs and Courses of Instruction permission of the head of the program in English education.. Prerequisite or corequisite: SEED 7531T [763.01T] and 7542T [764.5T].
Middle Childhood and Adolescence Education: English 45 hours, plus conference; 60 hours observation; 3 credits Seminar concerning problems and issues in the organization of subject matter. Introduction to methods of instruction, curriculum development and assessment, classroom management, and developing school-community relationships. Focus on self-reflective teaching styles and assessment procedures to address the learning needs of a diverse student population, students with special needs, and English language learners. Preparation in literacy and language acquisition. Attention given to particular needs and interests of students and methods of integrating technology into the classroom. Role of materials and resources applied to teaching English at grade levels appropriate for state certification requirements. Not open to students who are enrolled in or have completed SEED 7540T [763.32T] or EDUC 7531T.
Seminar and Practicum II 15 hours supervised student teaching; 30 hours field observation; 3 credits Seven-week course in student practice teaching with seminar hours to prepare for State mandated portfolio of student teaching. Opportunity to hone teacher candidate practices in alignment with the New York State Teaching Standards at the middle childhood and adolescence levels. Student teaching hours to full time, and in alignment with the daily school schedule and annual school calendar. Observing, developing, and studying curriculum in light of teaching experiences and observations. and permission of the appropriate program head and the chair of the major department. Prerequisite or corequisite SEED 7671X. Co-requisite SEED 7538T.
0 credits, 1 hour A multi-measure teacher portfolio assessment where candidates demonstrate the pedagogical knowledge and skills identified in the New York State Teaching Standards, as aligned with the New York State Culturally Responsive-Sustaining Education Framework, and their content knowledge and skill in teaching to the State learning standards in the grade band and subject area of a certificate sought. Grading system used for the course is Pass, No Pass. Prerequisite and/or Corequisite: Student teaching fieldwork coordinator
Minimum of 300 hours of student practice teaching or as teacher of record; 2 credits Opportunity, with a minimum of 70 days student teaching, to hone teacher candidate practices in alignment with the New York State Teaching Standards. Hours to be full time, and in alignment with the daily school schedule and annual school calendar. Observing, developing, and studying curriculum in light of teaching experiences and observations. and (SEED 7600T or SEED 7610T or SEED 7620T or SEED 7453X or SEED 7483X or SEED 7314X or SEED 7324X or 7637X) and permission of the appropriate program head and the chair of the major department. SEED 7621T or SEED 7454T or SEED 7484T or SEED 7381T or SEED 7383T or SEED or SEED 7634T.
Secondary Education 311 15 hours supervised teaching, 30 hours of field experience; 2 credits Fourteen weeks of student practice teaching or 40 days as teacher of record with program approval or the number of hours required to fulfill New York State requirements. Hours to full time, and in alignment with the daily school schedule and annual school calendar. Daily supervised student teaching in grades and subject areas appropriate for New York State certification requirements. Observing, developing, and studying curriculum in light of teaching experiences and observations. and (SEED 7600T or SEED 7610T or SEED 7620T or SEED 7453X or SEED 7483X or SEED 7314X or SEED 7324X or 7637X) and permission of the appropriate program head and the chair of the major department. SEED 7454T or SEED 7484T or SEED 7381T or SEED 7383T or SEED or SEED 7634T.
SEED 7602TSeminar in Educational Research: English
45 hours seminar, plus conference; 3 credits Advanced concepts of educational research compared and contrasted with modes of inquiry in the discipline; emphasis on qualitative and quantitative research methods and possible uses of research. Analysis of research relevant to teaching English. Formulation, development, and realization of an original research project relevant to teaching and learning English. Not open to students who have taken SEED 7521T. (enrolled in ENGLTCH-MA (ENGTCHR) and SEED 7600T)
Childhood and Adolescence Education 45 hours, plus conference; 30 hours observation; 3 credits Foundations of methods of curriculum and teaching of social studies to youth in middle and high school. Introduction to methods of culturally-responsive and anti-racist pedagogy curriculum development and assessment classroom management and developing relationships with parents guardians and community members. Focus on preparation in differentiation assessment and literacy in order to adapt to the learning needs of a diverse student population including recent (un)documented immigrants LGBTQ+ English-language learners and students with (dis)abilities. Attention given to the needs and interests of students and methods of integrating technology into the classroom. Not open to students who have taken SEED 7532T.
Childhood and Adolescence Education 45 hours, plus conference; 30 hours observation, 3 credits Advanced theories and methods of teaching social studies to youth in middle and high school. Building on Seminar I course content focus on methods of culturally-responsive and anti- racist pedagogy curriculum development and assessment Programs and Courses of Instruction classroom management and developing relationships with parents guardians and community members. Preparation in differentiation assessment and literacy in order to adapt to the learning needs of a diverse student population including recent (un)documented immigrants LGBTQ+ English-language learners and students with (dis)abilities. Attention given to the needs and interests of students and methods of integrating technology into the classroom. Not open to students who have taken SEED 7515T. program head of social studies.
Middle and High School 45 hours; 3 credits Concepts of contemporary geography, survey of key current global issues and examination of several of the world’s major geographic realms; issues of globalization as well as particular details of critical regions: South America, East Asia, South Asia, Europe, North America, North and Southern Africa. Investigation and development of curriculum and instructional plans to support the teaching of geography to students in grades 7-12. Not open to students who have taken SEED 7584X.
Childhood and Adolescence Education 45 hours, plus conference; 60 hours observation; 3 credits Seminar concerning problems and issues in the organization of subject matter. Introduction to methods of instruction, curriculum development and assessment, classroom management, and developing school-community relationships. Focus on self- reflective teaching styles and assessment procedures to address the learning needs of a diverse student population, students with special needs, and English language learners. Preparation in literacy and language acquisition. Attention given to particular needs and interests of students and methods of integrating technology into the classroom. Role of materials and resources applied to teaching modern languages at grade levels appropriate for state certification requirements. Not open to students who have taken SEED 7534T.
Childhood and Adolescence Education 45 hours, plus conference; 3 credits Advanced theories and methods of teaching modern languages at grade levels appropriate for New York State certification requirements; focus on developing reflective practitioners and research based instruction; analysis of New York State
SEED 7631XSeminar in Pedagogy and Curriculum: Physical Education6-12
SEED 7632T Advanced Seminar I in Pedagogy and Curriculum P-12: Physical Education P-12 SEED 7633T Advanced Seminar II in Pedagogy and Curriculum P-12: Physical Education P-12 SEED 7635X Motor Learning and Development P-12
Curriculum; Physical Education P-12 45 hours, 3 credits An advanced seminar addressing current issues and trends in physical education. Students will examine case studies that address problems and issues in the organization of subject matter, methods of instruction, curriculum design, development and assessment, classroom management, and developing Secondary Education 313 school-community relationships. Additional focus is on self- reflective teaching practices and assessment procedures to address the learning needs of diverse student populations. Attention given to the needs and interests of students and methods of integrating technology into the classroom and the role of materials and resources applied to teaching physical education at all grade levels. Not open to students who are enrolled in or have completed taken SEED 7535T.
45 hours; 3 credits Theoretical perspectives in motor learning and development; principles of motion and stability; physical growth and aging; development of motor skills across the life span; perceptual- motor development; functional constraints to motor development; interaction of exercise and structural constraints; effects of practice regimens and feedback, and the theoretical perspectives relevant to motor development research. Students in this course will learn, examine, and analyze the theories and principles that relate to skillful movement, physical activity, and overall fitness in school-age and other participants.
Education Core (12 credits): The following four education courses are required unless candidates have taken one or more as part of previous coursework.
45 hours, 25 hours field work; 3 credits Characteristics of diverse student populations with a focus on English language learners and students with special needs, including the gifted. Clinical practice in the classroom environment regarding assessment, curriculum, management, integrations and positive supports, and interventions for English language learners and students with special needs, including the gifted in general education settings. Review of regulatory compliance. Focus on collaboration with other professionals including co-teaching, consultative and itinerant models. Engagement of family members in collaborative efforts. Clinical experiences (25 hours) in special education and/or inclusive classrooms required. This course is the same as CBSE 7671X.
45 hours; 3 credits The student works under the advisement of a faculty member in conducting independent research on topics related to their area of study. The student will typically produce an extensive research paper or any other such acceptable product as agreed upon with the faculty adviser to demonstrate their activities over the semester in exploring the agreed upon subject matter. (Not open to students who have completed KINS 7990X.)
