39 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 202Topics in Professionalism
0-F&S Pass/fail course designed to enable all Education majors to meet New York State regulations for training in special topics (Identification and Reporting of Suspected Child Abuse or Maltreatment; School Violence Prevention and Intervention; Prevention of Child Abduction; Prevention of Alcohol, Tobacco, and Other Drug Abuse; Safety Education; Instruction in Fire and Arson Prevention; and the Dignity for All Students Act). Provides information about certification, State testing requirements, and student teaching. Required before practicum experiences. This course is a prerequisite for 300-level courses in EDUC.
0 All HUTEP majors and applicants for certification must complete two hours of coursework or training in the identification and reporting of suspected child abuse and maltreatment, as required by Sections 3003(4) and 3004 of the Education Law. Upon completion of the workshop, each participant will receive a certificate of completion.
0 All HUTEP majors and applicants for certification must complete two hours of coursework or training in school violence prevention and intervention, as required by Section 3004 of the Education Law. Upon completion of the workshop, each participant will receive a certificate of completion. 257
and Discrimination Prevention & Intervention & the Dignity for All Student Act (DASA) 0 All HUTEP majors and applicants for certification must complete six hours of coursework or training in topics pertaining to harassment, bullying, and discrimination prevention and intervention and the Dignity for All Students Act, as required by Section 14(5) of Chapter 102 of the New York State Education law.
3-F&S A survey of the philosophical and historical antecedents of American education and their relationships to current educational debates. Considers the influence of culture, heritage, and language on experience and education. Students analyze the role of education, consider the responsibilities of teachers, and develop an initial statement of their personal philosophy of education. Liberal Arts.
3-F&S In this introductory course—required for all UG Education and Music Education majors and minors, and MAT degrees—students explore the historical, philosophical, religious, and sociological foundations of American education and consider how these foundations influence contemporary educational theory and practice. The course also examines the professional aspects of teaching (including professional dispositions), the role of schools in society, the financing of public education, major trends and issues in the field, and the fundamentals of curriculum development. A twenty-hour classroom field experience Required. Liberal Arts credit.
3-S Offers a survey of various genres in literature for preschool and elementary children with an emphasis on developing criteria for selection and evaluation. Particular attention to international and multicultural children’s literature, literary criticism as it pertains to children’s literature, and developmental and philosophical perspectives. Liberal Arts.
3-F Students read and analyze a variety of literature of interest to adolescents with an eye toward understanding adolescents and their place in society, developing criteria for evaluating adolescent literature, and exploring current trends in this literature. Students investigate critical theories about the function and purpose of literature for adolescents, including developmental, aesthetic, and cultural considerations. Attention to international and multicultural literature as well as literary criticism of young adult literature. Liberal Arts. EDUC 230, 330, 430 Special Topics 2 or 4-WSP Depending on interest, demand, and faculty availability, courses are offered to allow students to consider issues and aspects of educational theory and practice not fully explored elsewhere in the curriculum.
Development in the Middle Grades 3-Summer Examines the role of language in middle school curriculum (grades 5–9) from philosophical, cultural, and technological perspectives. Emphasis on the changing landscape of literacy and how to develop a culturally relevant learning environment that empowers student voices through multiple literacy genres in a digital era. Intended for EDUC juniors, seniors, and postgrads. According to New York State teacher certification requirements (8/2015), graduates who are granted an Initial Teaching Certificate from New York State and who complete 6 credits of middle-grades coursework with a C or better may be able to extend their teaching certificate to include the middle grades through the Individual Evaluation for Additional Classroom Teaching Certificate pathway. This course is restricted to Houghton University Education majors who have completed junior-level coursework in the major and graduates of Houghton’s Education program. Any other enrollees must receive permission from the instructor.
1-F Eight hours per week in either a primary (grades 1–3) or intermediate (grades 4–6) classroom. Focus on observing children and the learning environment, assisting the classroom teacher with daily routines, and supporting the learning of individual children. Taken concurrently with EDUC 320 and 328.
1-S Continuation of EDUC 314. Eight hours per week in same classroom assigned for EDUC 314. Focus on increasing responsibility for planning and teaching of lessons under the guidance of the classroom teacher. Taken concurrently with EDUC 329, 341, and 342.
1-F Eight hours per week in either a middle (grade 7–8) or secondary (grade 9–12) classroom. Focus on observing children and the learning environment, assisting the classroom teacher with daily routines, and supporting the learning of individual children. Taken concurrently with EDUC 338. Prerequisites: EDUC 240, 235, 219, 202
1-S Continuation of EDUC 322. Eight hours per week in the same middle (grades 7–8) or secondary (grades 9–12) classroom assigned for EDUC 316. Focus on increasing responsibility for planning and teaching of lessons under the guidance of the classroom teacher. Taken concurrently with EDUC 313, EDUC 331, and EDUC 33X. Prerequisites: EDUC 338, 240, 235, 219, 202
2-F Addresses issues in inclusive education, including the ongoing assessment of children with special needs; assistive technology; and collaboration among parents, teachers, administrators, and students. Special attention to the evaluation of various teaching methodologies and the development of appropriate academic and behavioral interventions for students with disabilities. Childhood Education and SWD majors take this course concurrently with EDUC 314, 320, and 328. Adolescent Education and SWD majors take this course concurrently with EDUC 338.
6-F&S Six- to seven-week placement in either grades 7–9 or 10–12 in the appropriate content area. Includes a minimum of two weeks with full teaching load responsibilities. Taken concurrently with EDUC 203, 204, 205, 410, and 485. (See department policy on employment and activities while student teaching.) Prerequisites: EDUC 33X (Secondary Teaching Methods), 338, 313
6-F&S Six- to seven-week placement in either grades 7–9 or 10–12 in the appropriate content area. Includes a minimum of two weeks with full teaching load responsibilities. Taken concurrently with EDUC 203, 204, 205, 409, and 485. (See department policy on employment and activities while student 61
2-F&S Addresses issues in inclusive education, giving explicit attention to legislative initiatives and revisions impacting the education of students with special needs as well as the professional roles and responsibilities of special educators. The thorough development of an individualized education program is a key course component. Taken during the junior year. Required for students majoring in Adolescent Education and SWD or Childhood Education and SWD.
EDUC 485Senior Capstone: Seminar on Reflective Teaching2
Total in major 41 Adolescent Education (7-12) and SWD (PK-12) Major BA/BS (45 credits in core; 24 corequisite credits) This major prepares candidates to teach students with disabilities at the secondary level (grades 7 through 12) across content areas and leads to the Students with Disabilities 7–12 Generalist certificate. This major includes 24 corequisite credits in the core content areas. Grades for these 24 credits must be C or higher to satisfy New York State requirements. The major includes a minimum of 100 hours of field experience, which must be completed prior to student teaching; that field experience is linked to education courses including (but not limited to) EDUC 235, 240, and 33X. Students pursuing a teaching certificate at the secondary level must complete a second major in one of the following areas: History (with augmented requirements for social studies), Biology, Chemistry, English, Mathematics, and Physics. Students pursuing dual certification at the secondary level will complete a minimum of 150 hours of field experience, which must be completed prior to student teaching; that field experience is linked to education courses including (but not limited to) EDUC 235, 240, and 33X. The Students with Disabilities (All Grades) Certificate permits individuals to teach students with disabilities in pre-Kindergarten through grade 12 in New York State public schools. For Students with Disabilities (All Grades) programs, the content core consists of a major comprising 30 semester hours in one or more liberal arts and sciences disciplines. In addition, candidates are required to complete a minimum of six semester hours in each of the following subject areas: mathematics, English language arts, social studies, and science. Note: careful selection of General Education courses during advising can minimize total additional credits for this corequisite. 117
