52 courses with the subject EDUC, 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.
EDUC 6005US Schools in Social Context3
This course critically examines the philosophical, historic, social and legal foundations of education, as well as contemporary structures, functions and issues in American educational systems. Topics include: broad historical and social contexts within which American schools developed; present and historical relationships between schools and communities; diversity, equity, individuality and schooling; schooling and democracy/citizenship; social structures and cultures of schools; teachers as members of learning communities; computer use in schools; rights and responsibilities of education stakeholders; and contemporary debates and alternative visions of schooling. Students complete at least 12.5 hours observing or participating in school and community-based experiences in settings where their schools are located. This course includes up to four required synchronous sessions. This course was previously EDU-660515.
This course examines the complex relationship between teaching and learning in middle and high school; relationships between various teaching strategies and students’ learning styles and needs; different teaching strategies that work with children of different ages; and relationships between students’ assumptions, beliefs and attitudes and their own teaching styles. The study of teaching methods and microteaching sessions is related to the student’s area of certification in middle and high school. Topics include: theories and research related to teaching and learning; general teaching methods and materials, and developing instructional objectives; advantages and disadvantages of various teaching methodologies; instructional and behavioral components of classroom management; techniques of self-assessment and assessment of student learning; and uses of technology to enhance learning, and the cognitive and social aspects of technology mediated learning. This course has four synchronous sessions during which participants will learn about applying for teaching positions, resume writing, and preparing and enacting lessons. This course was previously EDU-660509.
This course provides a practical foundation for the teaching and learning of mathematics aligned with New York State Next Generation Mathematics Learning Standards (2017) and the National Council of Teachers of Mathematics (NCTM) Principles to Actions (2014). Students develop ways of thinking about content, students, teaching, and learning of mathematics in the middle and high school grades. Topics include: mathematics teaching strategies for middle and high school; addressing the needs of diverse learners; techniques of self- assessment and assessment of student learning; and strategies for becoming life-long learners. Students in this course are required to complete 12.5 observation hours in a New York State middle or high school mathematics classroom to examine the application of course concepts in a classroom setting. These hours count toward the 50 field observation hours required for Transitional B students or the 100 hours required for Residency students. This course has four synchronous sessions.
This course prepares teacher candidates for the exciting challenge of teaching science in an era of educational reform which takes a three-dimensional approach to science teaching that incorporates disciplinary core ideas, science and engineering practices, and crosscutting concepts. This course integrates science content knowledge, pedagogical knowledge, and curricular knowledge to effectively craft lessons that meet the needs of all learners. The course prepares participants to create effective and engaging lessons using the current standards for science and literacy as instructional frameworks. Participants will connect with the science education community by joining the National Science Teachers Association (NSTA). This course has synchronous and asynchronous components; there are four face- to-face classes held at students’ regional college locations during which participants will learn about applying for science teaching positions, resume writing, and preparing and enacting science lessons. This course has four synchronous sessions during which participants will learn about applying for teaching positions, resume writing, and preparing and enacting lessons. As part of this course, students must complete at least 12.5 observation hours in a New York State middle or high school [mathematics] classroom to explore the application of what they are studying to a classroom setting. These hours are part of the 50 observation hours that Transitional B students must complete.
This course examines the complex relationship between teaching and learning in middle and high school; relationships between various teaching strategies and students’ learning styles and needs; different teaching strategies that work with children of different ages; and relationships between students’ assumptions, beliefs and attitudes and their own teaching styles. The study of teaching methods and preparation of microteaching sessions are related to secondary social studies. Topics include: theories and research related to teaching and learning; general teaching methods and materials, and developing instructional objectives; advantages and disadvantages of various teaching methodologies; instructional and behavioral components of classroom management; techniques of self assessment and assessment of student learning; and uses of technology to enhance learning, including computers as an interactive medium and as a tool, and the cognitive and social aspects of technology mediated learning. This course has four synchronous sessions during which participants will learn about applying for teaching positions, resume writing, and preparing and enacting lessons. This course was previously EDU-660510. Full Catalog 2026-2027 - DRAFT COPY 787
This course focuses on literacy and literature in the intermediate and secondary English language arts classroom. A variety of texts and text types will be read and discussed. Different ways of organizing a literature- based curriculum, engaging students, addressing censorship, and reading through different critical lenses will be explored. Reading, writing, speaking, listening, and performing are aspects of literacy students will consider for inclusion in units of study grounded in literature.
An array of content area topics will be available to enable candidates to strengthen their content area background. While learning new content, students will develop lessons, teaching methods and materials for use with their own pupils. Students are encouraged to link their content across disciplines. This course is fully online. This course was previously EDU-660528.
This course examines key mathematical ideas that underlie middle and high school mathematics, with an emphasis on developing deep conceptual understanding. Topics may include number and operations; variables and algebraic expressions; functions, including linear and quadratic relationships; geometry; and precalculus concepts, explored through multiple representations, reasoning, and problem solving. The course also examines common student approaches and misconceptions related to these topics, with attention to how teachers can support meaningful understanding of mathematical concepts and create engaging learning environments in secondary classrooms. This course was previously EDU-660526. Last Generated 2:01 pm 05/26/26
This course provides Grades 5-12 science teacher candidates an opportunity to advance in their science education understanding using national, international, and trans-national lenses. Using the National Assessment of Educational Progress (NAEP) results, we will investigate trends in American students' science learning along with contextual factors that impact their performance. Using a comparative approach, we will uncover factors that influence student science performance and science teacher instructional approaches. We will reflect upon science education policy borrowing and lending which results from the use and analysis of large-scale international assessments like the Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA). As a course project, science teacher candidates choose and conduct research on an area of interest within their content area’s curriculum and investigate a demographic factor, a content-area knowledge factor, and a science practice or disciplinary literacy in the United States and the country of their choice. Attributes: Liberal
An array of content area topics will be available to enable candidates to strengthen their content area background. While learning new content, students will develop lessons, teaching methods and materials for use with their own pupils. Students are encouraged to link their content across disciplines. This course is fully online. This course was previously EDU-660530.
Theory to Practice for Second Language Acquisition introduces the work of teaching children and adolescents English as a New Language (ENL). The course begins with background on how one learns a single native language or bilingualism in early childhood. It continues with an exploration of who the students are and how the acquisition of their first language factors into that of their second. There is an introduction to theories of second language acquisition followed by a focus on practices supported by research and theories. The course ends with a final project that connects theories and research with practice. This course is tailored for educators of ENL students, bilingual students or dual language.
EDUC 6081Linguistics and Grammar for English Teaching3
Linguistics for English teaching introduces all educators to the study of language in all content areas for literacy development. The course begins with a focus on the sound system of English and then moves to the system of words and sentences. It focuses on making meaning of phonology, morphology, semantics, syntax, and pragmatics, and then concludes with the teaching of grammar as applied to educational settings. This course is tailored for all educators including those who work with ENL, bilingual, dual-language and multilingual students.
EDUC 6082Research-Based Methods for Teaching English Language
Learners (3 Credits) Research-based Methods for Teaching English Language Learners introduces the goals and strategies of effective teaching for learners of English as a New Language (ENL). The course begins with a focus on the students and their educational needs. It continues with an introduction to methods for effective teaching based on research. Field observations provide opportunities to connect practices with theories and research. Projects include individual lesson planning. This course is tailored for teachers of ENL, bilingual education or dual language. Last Generated 2:01 pm 05/26/26
EDUC 6085Theory to Practice of Bilingual Education3
The primary objective of this online course is to equip participants with a comprehensive understanding of the theoretical underpinnings of bilingual education. Participants will have the opportunity to evaluate policies that have been developed to address the unique needs of these students. The course aims to impart knowledge regarding various methodologies and techniques that can be utilized to facilitate effective instruction in this field. Additionally, the course seeks to foster an appreciation for the historical, sociological, psychological, ideological, linguistic, cognitive, and pedagogical implications of bilingual education, particularly as they pertain to children belonging to both minority and majority language groups. This examination aims to enhance their understanding of the challenges faced by bilingual learners. Field observations of 25 hours (age groups – P-6 and 7-12) contribute to a theory-practice nexus in students’ developing understandings.
EDUC 6087A Multicultural Education Approach to Teaching Diverse
Learners (3 Credits) The course is designed to help current and future educators acquire the concepts, paradigms, and explanations needed to be successful practitioners in classrooms and schools that are varied in terms of culture, race, language, and socioeconomic status. The notion of culture will become more complex through new perspectives of teachers, who are additionally going to see race, class, gender, social class, and exceptionality as interrelated ideas rather than as separate and different ones. Teachers will acquire the knowledge, skills, and attitudes necessary to collaborate successfully with students from various ethnic backgrounds as well as support the cross-cultural instruction, values, and competencies of students from dominant groups. The topics included in this course pertain to cultural, ethnic, racial, and diversity matters within the realm of education. These include exploring issues related to socioeconomic diversity, examining the presence of cultural bias among teachers, analyzing their attitudes, and corresponding behaviors, and encouraging teachers to reflect upon their own social identities. Additionally, the conversation delves into the historical context of educational practices that have marginalized certain cultural groups, as well as the development of curriculum and instructional strategies that cater to the needs of diverse students. Gender equity, gender and sexuality, and the presence of gender bias are also explored, along with the importance of nurturing caring teaching skills and effective classroom management. Lastly, the impact of bullying on the academic achievement of LGBTQ individuals is examined, with a focus on targeted populations within this community. Furthermore, students will explore strategies for developing collaborations between families and the school community.
This course examines research-based approaches to middle and high school curriculum development in the area of English language arts. Students will consider the relationships between curriculum and classroom management and the relationship between the curriculum and students’ individual differences and capabilities. Students learn how to use their content knowledge to develop instructional objectives and to develop or adapt instructional materials appropriate to the middle and high school grade levels they are teaching. Students learn how to use technology for both instruction and information management, and to identify, use, and evaluate technologies appropriate to the ELA classroom. The culminating course assignment is to design a four to six week unit plan that aligns with ELA edTPA, and MAT program outcomes. This course was previously EDU-660516. Prerequisites: EDUC 6020.
This course examines research-based approaches to middle and high school curriculum development, the relationships between curriculum and classroom management, and the relationship between the curriculum and students’ individual differences and capabilities. Students learn how to use their subject matter knowledge to develop instructional objectives, and to develop or adapt instructional materials appropriate to the middle and high school grade levels they are teaching. Students learn how to use technology for both instruction and information management, and to identify use and evaluate technologies appropriate to the subjects and levels taught. The study of curriculum is related to the students’ areas of certification. Topics include: research and theories related to curriculum and instructional strategies; curriculum construction, development of instructional objectives and materials, lesson planning and presentation; pupil evaluation; and technology mediated methods and materials. This course was previously EDU-660519. Prerequisites: EDUC 6025. Full Catalog 2026-2027 - DRAFT COPY 789
This course builds on the foundations established in EDUC 6030 by deepening students’ understanding of effective mathematics teaching and learning in middle and high school classrooms. Students examine research-based instructional practices that support conceptual understanding, procedural fluency, mathematical reasoning, and productive struggle. Emphasis is placed on designing classrooms that position mathematical thinking as an iterative and revisable process, encouraging learners to share ideas, reflect on feedback, and refine their reasoning over time. Students design and analyze standards- aligned lessons, examine strategies for supporting diverse learners, and reflect on instructional decision-making to promote equitable and meaningful mathematics learning. This course was previously EDU-660517. Prerequisites: EDUC 6030.
This advanced science education course builds upon teacher candidates’ prior learning from the Teaching and Learning: Science course. Deepening the best-practice science teaching from earlier coursework, participants will focus on planning for and implementing authentic science practices and disciplinary literacies while creating a learning community that is inclusive. During the course, teacher candidates will engage in discussions and assignments on year-long curriculum planning, technology integration, pre-assessment, differentiation, disciplinary literacy, academic language, and using scientific phenomena and discrepant events. Prerequisites: EDUC 6035. Attributes: Liberal
This course examines research-based approaches to middle and high school curriculum development, the relationships between curriculum and classroom management, and the relationship between the curriculum and students’ individual differences and capabilities. Students learn how to use their subject matter knowledge to develop instructional objectives, and to develop or adapt instructional materials appropriate to the middle and high school grade levels they are teaching. Students learn how to use technology for both instruction and information management, and to identify use and evaluate technologies appropriate to the subjects and levels taught. The study of curriculum is related to the students’ areas of certification. Topics include: research and theories related to curriculum and instructional strategies; curriculum construction, development of instructional objectives and materials, lesson planning and presentation; pupil evaluation; and technology mediated methods and materials. This course was previously EDU-660520. Prerequisites: EDUC 6040.
EDUC 6122Teaching and Curriculum: Agricultural Education3
This course is designed to help you build your skills in regards to curriculum and program planning in agricultural education. You will gain experience with aspects of short-term and long-term planning, while refining inquiry-oriented techniques for instruction and classroom management. Prerequisites: EDUC 6127 C or Better. Last Generated 2:01 pm 05/26/26
This course is designed for classroom teachers working with students in grades 5-12. Various forms of literacy, including, but not limited to reading, writing, speaking, listening, and digital and media literacies, ar explored within New York State standards and culturally responsive- sustaining framework. Content addressing the teaching of foundational skills to adolescent learners is also included as well as supporting multilingual learners and students with disabilities. The course builds from a critical consideration of theoretical perspectives about language acquisition, the wider social context of literacy in U.S. society in the 21st century, and the Science of Reading. Topics include: developmental issues in language acquisition; instruction for literacy in multicultural/ multilingual classrooms; supporting multilingual learners (MLLs) and students with disabilities; response-to-intervention (RTI) and multi- tiered system of supports (MTSS); and adolescent literacy with a specific focus on the critical components of language comprehension and comprehension strategies that classroom teachers can use to differentiate instruction. This course was previously EDU-660531.
EDUC 6127Teaching and Learning: Agricultural Education3
Discussion and practice in planning and presenting instruction in agriculture in formal and informal settings. Principles and application of approaches to teaching and organizing instruction, motivating students, developing instructional objectives, selecting and using teaching techniques, evaluating instruction, and managing classroom and laboratory instruction. This course has four synchronous, online sessions during which participants will learn about applying for teaching positions, resume writing, and preparing and enacting lessons.
EDUC 6998Individualized Studies in Education (EDUC)1-8
Students have the opportunity to develop individualized studies with their mentor/advisor in Education (EDUC). Please contact your mentor/advisor e for more details.
The clinical course is a site-based course situated in the teacher candidate's classroom. It aims to support and advance teachers candidates' classroom practice. Over the course of the term, teacher candidates and supervising MAT faculty mentors engage in a process of formative mentoring that makes use of pre-observation, classroom observation, and post- observation follow-up. This course provides support and guidance to the beginning teacher in establishing classroom expectations, setting attainable teaching and learning goals, developing effective classroom management skills, creating a student-centered learning environment, and developing reflective habits of mind. The course will also allow the candidates to collaborate with one another to learn from each others' perspectives. Corequisites: Students must register for this course when registering for any of the following: EDUC 7005, EDUC 7015, EDUC 7025, EDUC 7026, EDUC 7030, EDUC 7031, EDUC 7045, EDUC 7050, EDUC 7055, EDUC 7063, EDUC 7065, EDUC 7067, EDUC 7069,SPED 6065, SPED 6080, SPED 6086, SPED 6087, SPED 7010, SPED 7015, SPED 7030, SPED 7063, SPED 7067 .
This six credit seminar uses gradual release of responsibility to facilitate collaboration among students, critic teachers, and college faculty. The residency seminar draws on the resident’s teaching repertoire and ability to analyze and modify teaching strategies in relation to classroom responsibilities specific to the certification area. In this co- teaching model, the critic teacher is always present to provide feedback and support. All observations are by video recording, which requires permission from the administration at the resident's placement. This course involves five classroom observations. A requirement in this course is attendance in at least four synchronous sessions. The National Board for Professional Teaching Standards' 5 Core Propositions form the foundation of this course. This seminar is only open to students in the MAT residency track. In order to successfully complete the program, this course must be completed with a grade of B or better. A result of less than a B will require a repeat of the course in accordance with the Graduate Evaluation and Grading Policy. Prerequisites: EDUC 6020 or EDUC 6025 or EDUC 6030 or EDUC 6035 or EDUC 6040 And EDUC 6005 And EDUC 6010 And EDUC 6015.
3 Credits 9 3 Summer 6 EDUC 7020 Residency Capstone 3 Credits 3 Total Credits 42 3 This program is no longer accepting new students. Upon successful completion of the program, the teacher candidate will be able to: • Demonstrate how his/ her teaching practice reflects equity, democracy, and diversity and how lessons are meaningful or relevant to students; • Integrate content-specific language and differing viewpoints and methods of inquiry grounded in appropriate NYS Standards in teaching practice; • Demonstrate clear, theory-based approaches to instruction in the 42 content area; • Demonstrate multiple means of differentiated instruction for diverse learners; • Articulate effective approaches to assessment in instructional decision-making and the capacity to reflect on and improve practice; • Demonstrate the use of technology to improve practice and assessment, and to meet the needs of diverse learners;
Credits 3 Total Credits 42 Each course integrates structured field experiences in New York State schools. Upon successful completion of the program, the teacher candidate will be able to: • Establish a classroom climate that emphasizes learning and ts considers teaching context and student diversity through the use of culturally responsive pedagogical practices; • Demonstrate understanding of students’ physical, social, emotional, 3 and cognitive development stages of late childhood and adolescence, 3 an understanding of praxis, research-based strategies to teach all 6 learners, and appropriate uses of technologies for teaching and learning; Last Generated 2:01 pm 05/26/26
This mentored teaching experience and seminar continue to develop the student’s teaching repertoire related to actual teaching responsibilities and certification area. Students continue to develop and use methods and materials appropriate to their teaching assignments and the certifications sought. Seven mentored teaching observations also are required. A requirement in this course is attendance in at least four synchronous sessions. Students enrolled in this course will be continuing with their Intensified Mentored Teaching One teaching placement. Transitional B certification is required in order to take this course. Successful completion of Intensified Mentored Teaching One and Teaching and Learning are prerequisites to enrollment in Intensified Mentored Teaching Two. In order to successfully complete the program, this course must be completed with a grade of B or better. A result of less than a B will require a repeat of the course in accordance with the Graduate Evaluation and Grading Policy. Prerequisites: EDUC 7025 with a B or better.
Students who are teaching on the Transitional B certificate but not enrolled in a Mentored Teaching course need to be observed by supervising MAT faculty in order to satisfy New York State regulations and must, accordingly, register for this one credit course. This course is intended to be taken once. Special permission from the appropriate Coordinator and Chair would be needed prior to enrolling in this course more than once. This is a one credit, pass/fail course. This course was previously EDU-660537.
The Residency Seminar courses are designed to develop the resident’s teaching repertoire and ability to analyze and modify teaching strategies in relation to the resident’s classroom responsibilities and certification area. Residents will participate in online discussions, assignments, and at least four synchronous sessions associated with the course modules. This course involves an opening meeting with the resident, the attending teacher, and the field supervisor. Later in the term there are two classroom observations. In this first clinical course in the e series, foundational teaching skills are introduced including: classroom management, the instructional cycle, constructivist approaches to teaching diverse learners, instructional planning, teaching dispositions, and reflective practice. Residents will follow the requirements for New York State Initial Teacher Certification as well as the curricular and professional development programs of the school district where they are residing. Using a gradual release of responsibility model, residents will begin working with a school-based attending teacher before the first school year begins. Residents will begin the first year in a co-teaching role, gradually assuming a more active role in classroom planning, evaluation, and lead instruction as the school year unfolds. Prerequisites: EDUC 6020 or EDUC 6025 or EDUC 6030 or EDUC 6035 or EDUC 6040 with a grade of B or better And EDUC 6005 And EDUC 6010 And EDUC 6015.
The Residency Seminar courses are designed to develop the resident’s teaching repertoire and ability to analyze and modify teaching strategies in relation to the resident’s classroom responsibilities and certification area. Residents will participate in online discussions, assignments, and at least four synchronous sessions associated with the course modules. This course involves three classroom observations. In this second clinical course in the series, we build on the foundational teaching skills from last semester and focus on planning for immersion, mastering instructional planning, assessment, student perceptions, sequencing and organizing instruction, classroom questioning techniques, and teaching dispositions. Residents will follow the requirements for New York State Initial Teacher Certification as well as the curricular and professional development programs of the school district where they are residing. Using a gradual release of responsibility model, residents will begin working with a school-based critic teacher before the first school year begins. Residents will begin the first year in a co-teaching role, gradually assuming a more active role in classroom planning, evaluation, and lead instruction as the school year unfolds. Prerequisites: EDUC 7063.
EDUC 7998Individualized Studies in Education (EDUC)1-8
Students have the opportunity to develop individualized studies with their mentor/advisor in Education (EDUC). Registration for this class must be approved by the student’s mentor. EMGT: Emergency Management
