42 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 100Professionalism in Education1
This course will focus on what it means to be a professional licensed teacher. The course will have a particular emphasis on how students should begin displaying professional dispositions throughout their time at Hartwick College. This includes looking at how to craft a professional email, how to interact professionally and collegially with co-workers and administrators, and a focus on the Hartwick Teacher Education Programs professional dispositions and what they mean in terms of personal and professional growth.
The course explores how philosophy and sociology inform educational practice. Critical philosophical and sociological analyses are used to dissect fundamental educational issues of school organization, curriculum development, and instructional practice. The course explores the variety of philosophical stances and the sociocultural forces that shape and constrain K-12 education. The course targets three outcomes for students: (1) to gain an understanding of the complex forces that influence contemporary American schools (2) to critically question prevailing notions of teaching and schooling; and 3) to begin to develop and articulate a personal philosophy of education. In order to make the implications of the content concrete, students will spend six two hour classes in a local elementary classroom partnering with children and creating and delivering lessons on topics that reflect the content of the course. Offered every semester.
Students examine educational and psychological principles and theories applicable to early childhood, childhood, and adolescent learning. Particular attention is given to human growth and development, motivation, and theories of learning and instruction. Students apply the major learning theories derived from psychological research and explore their implications for educational practice. This exploration focuses on three areas: (a) development, (b) learning theory, and (c) instructional theory. The course is designed to help pre-service teachers use psychological research to make informed decisions in educational practice. Offered every semester.
This course serves to provide students with a deeper knowledge of current curricular and pedagogical concerns in K-12 public education. The course will help students understand various philosophies and ideas about teaching and learning, and develop their own understanding of the teacher they would like to be. Focusing on critical and student-centered philosophies, the course encourages students to think about creating teaching and learning environments that best support student development and empowerment. Covering current concerns in education and a range of pedagogical questions and theories, this course helps students focus on the necessary skills and values for student-centered teaching and learning through the course readings, discussion, in-class activities, and short projects, papers, and presentations. Offered every semester.
This course provides students with a detailed introduction to the field of teaching special education. Historical and sociocultural understandings of disability and their effects on education are explored and analyzed. Practical approaches to teaching students with disabilities in pre-K-12 public education are examined. Four themes are covered throughout the semester; disability rights and accessibility, special education policy and practices, inclusive elementary education methods, and critical context of special education. Offered every semester.
This course focuses on introductory theory and execution of facilitation, belay, and technical skills in the field of Challenge Course programming. Students will explore areas of program sequencing through Initiatives, Low and High Ropes Course Elements, and practice group leadership. Transportation to Pine Lake will be provided.
This course focuses on advanced facilitation, belay, and technical skills in the field of Challenge Course programming. Students will increase depth of skill in program planning, group leadership, sequencing, and modifications to Initiatives, Low and High Ropes Course Elements for special populations. Transportation to Pine Lake will be provided.
EDUC 325Specialty Methods of Instruction for All Learners: English3
The English Methods course is designed to provide English education students opportunities to more deeply explore and understand the specific skills, strategies, and techniques used by secondary English teachers in the classroom. We will cover effective teaching methods for middle school English Language Arts classes as well as high school English classes and the focus will be on teaching literature and reading, designing and evaluating effective writing assignments, exploring the teaching of critical thinking in the English classroom, understanding the role of grammar in writing instruction, implementing literature circles, utilizing various reading and writing strategies, and integrating new and emerging technologies to enhance student learning. During the course students will write lessons and unit plans, videotape at least one lesson, become familiar with state and national standards and will join a professional organization. The field component (ten hours) of the class is designed to give students observation time with in-service teachers and to review best practices for teaching English as demonstrated in actual classroom settings.
EDUC 326Specialty Methods of Instruction for All Learners: Math3
The course explores fundamental applied issues in the methods of math instruction in the student’s field of specialty. Readings, discussions and visits to the classroom will provide the knowledge and skills needed to develop a curriculum and lesson plan book. Students are also expected to do a series of classroom observations and teach at least one lesson in a middle school or high school classroom with one videotaped. By the end of this course students have: developed a philosophy of Math Education; articulated several units of curriculum with lesson plans, activities, and assessment methods; coordinated this curriculum with state and national standards; examined state, national, and Advanced Placement curricula; become familiar with the misconception literature; become familiar with the “Best Practice” literature; developed familiarity with computer based instructional resources; and become a member of a professional teacher organization. The field component (ten hours) of the class is designed to give students observation time with in-service teachers and to review best practices for teaching Math as demonstrated in actual classroom settings.
EDUC 328Specialty Methods of Instruction for All Learners: Social Studies3
This seminar supports pre-service adolescent (grades 7-12) social studies teachers in learning and developing best practices for the social studies classroom. The course focuses on the goals and scope of social studies, including creating active and engaged citizens with strong critical-thinking skills, and focuses on engaging and student-centered classroom strategies to help reach these goals. Students will create lesson plans that focus on key skills and strategies for the social studies classroom, and learn about resources for social studies teachers. Students will also complete 10 hours of field observation with in-service teachers to review best practices as demonstrated in an adolescent aged classroom.
EDUC 330Specialty Methods of Instruction for All Learners: Science3
The course explores fundamental applied issues in methods of Science in the student’s field of specialty. Readings, discussions with the faculty, and visits to the classroom will provide the knowledge and skills needed to develop a curriculum and lesson plan book. Students are also expected to do a series of classroom observations and teach at least one lesson that will be videotaped. By the end of this course students will have developed a philosophy of Science education; articulated several units of curriculum with lesson plans, activities, and assessment methods; coordinated this curriculum with state and national standards; examined state, national, and Advanced Placement curricula; become familiar with the misconception literature; become familiar with the “Best Practice” literature; developed familiarity with computer based instructional resources; and become a member of a professional teacher organization. The field component (ten hours) of the class is designed to give students observation time with in-service teachers and to review best practices for teaching Science as demonstrated in actual classroom settings.
331, 332 Methods of Teaching Childhood (3 credits each) Two semester sequence. These courses explore fundamental issues in methods of instruction and assessment at the elementary level. The course is interdisciplinary, covering developmentally appropriate, best practice methods of instruction in the creative arts, math and science, social studies, and English language literacy. Students will create lessons and unit plans that include new and emerging technologies and assessment instruments, and which are aligned with the NYS and Common Core learning standards and support preparation for the TPA. The field component of the class is designed to give students observation time with in-service teachers and to review best practices for teaching elementary education as demonstrated in actual classroom settings. EDUC 331 offered every Spring. EDUC 332 offered every Fall.
Two semester sequence. These courses explore fundamental issues in methods of instruction and assessment at the elementary level. The course is interdisciplinary, covering developmentally appropriate, best practice methods of instruction in the creative arts, math and science, social studies, and English language literacy. Students will create lessons and unit plans that include new and emerging technologies and assessment instruments, and which are aligned with the NYS and Common Core learning standards and support preparation for the TPA. The field component of the class is designed to give students observation time with in-service teachers and to review best practices for teaching elementary education as demonstrated in actual classroom settings. The field component (ten hours) of the class is designed to give students observation time with in-service teachers and to review best practices for teaching Childhood as demonstrated in actual classroom settings. EDUC 331 offered every Spring. EDUC 332 offered every Fall.
EDUC 335Specialty Methods of Instruction for All Learners: Foreign Language3
The course examines language acquisition theories, methods of second language instruction, current best practice teaching methods including those that incorporate new and emerging technologies, lesson and unit plan organization, and curriculum development issues. Students explore a variety of instructional approaches using sample materials derived from a variety of sources including internet-based, textbooks, state and national curriculum guides and specialized professional journals. During the course, students will write lessons and unit plans, videotape at least one lesson, become familiar with state and national standards and will join a professional organization. The field component (ten hours) of the class is designed to give students observation time with in-service teachers and to review best practices for teaching foreign language as demonstrated in actual classroom settings.
EDUC 338Specialty Methods of Instruction: Adolescent Content Areas3
Students will acquire practical teaching preparation and skills for either adolescent certification in a subject area (grades 7-12), or certification in either art education or physical education with practical teaching preparation skills. This includes lesson and unit planning, approaches to making curriculum decisions, and creating appropriate activities for students.
EDUC 340Reading, Writing & Literacy Across the Curriculum3
This course is a theoretical and practical introduction to literacy instruction for teachers of all grade levels and subject areas. Through examining the social, cultural, political, and personal aspects of literacy, we will explore what it means to be a literate person in our society and why all teachers must consider themselves literacy educators. Issues related to education and teaching that will be covered in this class include exploring and understanding the various definitions of literacy, how literacy is acquired and developed, academic literacy, elementary literacy, adolescent literacy, family literacies, content literacy, and critical literacy. In addition to these theoretical perspectives, we will reflect on and discuss how each of us can draw on our students' multiple literacies to enhance their learning experiences in all subject areas and grade levels. Offered Fall semester.
This course is designed to give prospective elementary teachers experience in using literacy teaching and learning tools in all content areas in 1st through 6th grade classrooms. We will explore the vital and influential role reading, writing, speaking, and listening skills and strategies play in effective teaching and learning through course readings, discussion, assignments and class activities. Students will engage in several activities and assignments that are both theoretical and practical in nature, thus preparing them for work in real life classrooms and making them more effective new teachers. The course is considered a methods course; therefore, much emphasis will be placed on planning lessons as well as incorporating and utilizing literacy strategies in various contexts to enhance student learning. Offered every Spring.
The course focuses on how and why every teacher is a literacy teacher, no matter what subject is taught. Through examining events, activities, experiences, instructional and curriculum design approaches that affect literacy in middle and high school in the content areas, we will contemplate what it means to be a literate person and what it means to be a literacy teacher - both in general and in our individual content areas. The course will address issues in content area literacy and learning such as constructing meaning through reading, using writing to learn, vocabulary instruction, and various ways to help struggling readers. Students will also learn a variety of reading, writing, and discussion/speaking strategies that they can use and/or adapt for their own teaching. Offered every fall Spring.
The course examines art theories, methods and current best practice teaching methods, including those that incorporate new and emerging technologies, lesson plan organization, and curriculum development issues. Students explore a variety of instructional approaches using sample materials derived from a variety of sources including internet-based, textbooks, state and national curriculum guides and specialized professional journals. During the course students will write lessons and unit plans, videotape at least one lesson, become familiar with state and national standards and will join a professional organization. The field component (ten hours) of the class is designed to give students observation time with in-service teachers and to review best practices for teaching elementary education as demonstrated in actual class settings.
This course covers three key areas for effective teachers; creating a positive learning environment, managing classroom challenges, and student engagement, assessment, and evaluation. This course will prepare students to set up their future classrooms in ways that facilitate student success through understanding the factors that lead to student misbehavior. Students will learn how to frame unit and lesson plans that best provide student learning, and craft assessments that analyze student learning and achievement. This course also requires students to pass the New York State Dignity for All Students Act (DASA) workshop that is required for licensure.
This course explores a range of educational considerations for meeting the diverse needs of students identified with disabilities in inclusive settings. Students will investigate perspectives of disability in current culture, explore and adopt strategies for creating inclusive classrooms, and analyze personal perspectives and values surrounding inclusive practices. Offered in the fall.
EDUC 376Behavior Support for Students with Disabilities3
This course is designed for students to become knowledgeable about foundations of classroom management, interventions for developing positive behavior at various tiers, and best practices for supporting students with behavioral and social-economic needs in the inclusive classroom. The course will explore techniques and frameworks that educators can use to proactively prevent and effectively respond to challenging student behaviors, including the NYS SEL framework, and PBIS. Students will learn how to administer and analyze functional behavioral assessments, and use resulting data to develop behavioral intervention plans to support students with intensive behavioral needs.
EDUC 377The IEP and Assessment of Students with Disabilities2
This course will focus on special education evaluation and assessment for students with disabilities in public school systems. The procedures for utilizing assessment data in the development of an Individualized Education Program (IEP) will be discussed in depth. The course is designed to provide teacher candidates with knowledge, terminology, and skills of the basic principles of diagnostic, educational, and high stakes assessments. Additionally, students will develop differentiated assessments to meet the needs of diverse learners in inclusive classrooms.
This course provides students with an understanding of evidence-based methods of instruction in special education in a variety of settings. Students will examine contemporary issues and policies in special education and identify teaching strategies to meet them. Students will employ teaching strategies to meet the needs of diverse learners in the school setting, and gain familiarity in using emerging technologies for engaging students with disabilities. During the course students will become familiar with state and national standards, and will observe in-service teachers to review best practices.
This course places students in non-traditional educational settings with students from diverse cultural, socioeconomic and/or geographic backgrounds. Students are required to observe, interact, supervise and/or teach for a minimum of 20 school days (120 hours). Readings on diversity, multicultural education and the sociological dimensions of schools, students and teachers, provide a formal context for reflecting on the field experience. This course takes place during January Term or June (with special permission by the department). Writing a brief proposal and approval by the Department of Education are required for special requests. Offered every January.
During this course, students are placed in inclusive or special education settings with students with a diverse range of educational needs. Students are required to observe, interact, supervise and/or teach for a minimum of 20 school days (120 hours). Readings on special education/inclusive education, students and teachers provide a formal context for reflecting on the field experience. This course takes place during January Term or June (with special permission by the department). Writing a brief proposal and approval by the Department of Education are required for special requests.
EDUC 3XXSpecialty Methods of Instruction for All Learners3
Required course and credits depends on Track/Subject Area. EDUC-325 Instruction for All Learners: English, EDUC-326 Instruction for All Learners: Math, EDUC-328 Instruction for All Learners: Soc. Stud, EDUC-330 Instruction for All Learners: Science, EDUC-331 Methods of Teaching Childhood I, EDUC-332 Methods of Teaching Childhood II, EDUC-335 Instruction for All Learners: Foreign Language. Please see individual course description for additional details.
Reflective seminar taken concurrently with Student Teaching courses. Seminar is designed to give student teachers opportunities to actively engage in reflective dialogue centering on professional experiences during student teaching and professional preparation including certification exams, resume writing, developing professional portfolios and mock interviews. Discussions are intended to develop self-reflection and collegiality by sharing teaching practices, philosophies, and personal experiences. Students will find ways to examine all facets of their educational environment in order to create and re-create the meaning they attach to their teaching and professional experiences. Overall, this course seeks to prepare students for continued professionalism and self-reflection and growth throughout their teaching careers.
EDUC 487Student Teaching: Students w/ Disabilities (grades 1-6)6
This course is comprised of one seven week placement in an Elementary Special Education setting (self-contained, resource room, consultant teacher), taken in conjunction with either EDUC 481 or EDUC 482. Students must perform one placement in grades 1-3 and the other in grades 4-6. These classes must be taken consecutively in the same semester.
EDUC 488Student Teaching - Students with Disabilities Generalist (grades 7-12)6
These courses are comprised of two seven-week placements in grades 7-9 and 10-12. Students will be placed in an Adolescent special education setting (self-contained, resource room, consultant teacher). These classes must be taken consecutively in the same semester.
EDUC 489Student Teaching - Students with Disabilities Generalist (grades 7-12)6
These courses are comprised of two seven-week placements in grades 7-9 and 10-12. Students will be placed in an Adolescent special education setting (self-contained, resource room, consultant teacher). These classes must be taken consecutively in the same semester.
