257 courses with the subject EDU, 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.
EDU 1000Eportfolio0
(formerly EDU 3000) Students are required to have an electronic portfolio for designated Signature Assignments in all education courses. Students will upload all Signature Assignments required by the program in which they are enrolled at a time designated by the professor and stated in the course outline. Credit for Signature Assignments will only be given if uploaded to the electronic portfolio Anthology by the required date. Failure to upload by the required date may result in a failing grade for the course. Students are required to register for this class when they register for their first education course. (Pass/Fail)
EDU 2000Curriculum and Instruction in Visual Arts for Childhood Education3
(formerly ART 2000) This course is designed to assist the teacher candidate in developing art methods and a conceptual framework for teaching art to children grades PK-6. After studying the developmental stages of children's perceptual growth, the teacher candidates will design qualitative and creative art lessons and units for diverse populations. Subjects include artistic objectives and media, the integration of the arts into the curriculum, computer art, the museum, the New York State Standards, art history and aesthetics for the elementary school.
EDU 2010Curriculum and Instruction in Visual Arts for Adolescence Education3
(formerly ART 2010) The teacher candidate will study the developmental, socio-cultural, perceptual and cognitive changes that occur during adolescence with a view to how these transformations impact on artistic-aesthetic development. This course will couple the exploration of these theoretical strands with participation in hands-on art projects and processes that are appropriate for diverse (grades 7-12) middle school and high school students. Aesthetics, curriculum design, classroom management and diverse assessment practices will be examined. Integration of technology and the New York State Standards will be studied.
EDU 2290Strategies for All Learners in the Diverse Classroom3
(formerly EDU 3290) This course provides the teacher candidate with an overview of the knowledge, dispositions and skills necessary for formulating behavioral objectives, planning integrated lessons, assessing student progress, developing questioning skills and managing a classroom of diverse learners in the math, science, social studies and English language arts classrooms. A two-hour weekly observation in a high needs diverse school setting will be required. This field experience will provide the teacher candidate with opportunities to observe, participate and reflect upon various roles of a classroom teacher. New York State Standards for Instruction in all grade levels and content areas as well as and the Common Core State Standards will be analyzed.
(formerly EDU 3300) This field experience will provide teacher candidates with a thirty-hour semester long experience in a high-needs district in inclusive classrooms at the grade levels for which the candidates are being prepared to teach. Teaching experiences will be in all content and special subject areas normally taught in all certification areas. Evaluation will be by certified cooperating teachers. Observations and implementation of pedagogical knowledge in the diverse classroom will be the focus of this field experience. Two one-hour seminar meetings regarding field experiences are required.
EDU 2310Assessment: Uncovering the Abilities of Students with Disabilities in the School Setting3
(formerly EDU 3310) This course will provide teacher candidates with the foundational skills to understand the uses and applications of educational assessment tools and resources. Various educational tools will be presented in a hands-on format in which the instruments will be critically reviewed and analyzed. The assessment process utilized to make eligibility, program, and placement decision for students with disabilities will be discussed. Opportunities to apply test data to guide instruction will be provided through case studies.
EDU 2350Students with Disabilities in the School Setting: Characteristics and Educational Needs for the Classroom Teacher3
(formerly EDU 3350) This course will provide teacher candidates with the foundational skills to understand the characteristics and educational needs of students with disabilities. The special education eligibility process and the special education classifications are addressed in detail, beginning with the Response to Intervention process, and followed by the Committee on Special Education procedures. Strategies to address diverse learners will be discussed with a focus on Universal Design for Learning. Opportunities to apply strategies to guide instruction will be provided through case studies with Individualized Educational Programs.
EDU 2360Curriculum and Methodology in Early Childhood Education, Birth-Grade 23
(formerly EDU 3360) This course addresses procedures for planning, organizing, implementing, and interpreting the learning environment, curriculum and materials for young children in the Birth to Grade 2 educational setting. Curriculum development and lesson planning will address the social, emotional, cognitive and physical development, as well as the diverse ability levels of early childhood learners.
(formerly EDU 3520) This course will offer an overview of the learning process, motivational techniques, communication skills and experiences of the adaptation of materials, instruction and assessment methods for the diverse learner. Teacher candidates will incorporate these skills in their student teaching experience as they learn to stimulate and sustain student interest, cooperation and academic growth. This curriculum will provide knowledge and ideas for collaborating and planning for academic interventions and coordinating with other school staff to assist students in reaching their learning potential. Differentiated instruction, classroom management and resources for teaching in urban settings are studied during the semester.
EDU 2600Foundations of Education for Regular and Special Education Teachers3
(formerly EDU 3600) This course presents an overview of the philosophical, historical and sociological influences, models and theories that provide the basis of American education. Special reference is made to outstanding educators and events that have affected general and special education movements. Teacher candidates are expected to develop a personal philosophy of education and to demonstrate an awareness of the interaction and interdependence of society and education by objectively analyzing and criticizing educational issues. Teacher candidates will examine variations in beliefs, values and cultures within society and the effect of these on schooling. They will also demonstrate competency in written, oral and technological skills. Open to majors and non-majors.
EDU 2610Law and Professionalism in Inclusive Settings1
(formerly EDU 3610) This course is designed to provide teacher candidates with an overview of the laws and policies governing regular and special education in the United States in terms of GOALS 2000 and IDEA ’97. The professional and pedagogical knowledge, skills and dispositions candidates need to be competent to work with diverse student learners will be examined. Current inclusionary techniques, technology tools, adaptive strategies, interventions and behavior modification vehicles for the special needs learner will be explored.
EDU 2650Critical Examination of Issues in Education3
(formerly EDU 3650) The course is designed to provide early childhood (Birth-Grade 2), elementary, (Childhood 1-6), secondary (7-12), and special education teacher candidates with a framework for critical examination of current issues affecting the modern classroom. Teacher candidates will learn to analyze and evaluate contemporary educational issues and research ideas based upon the knowledge gained in the course. The teacher candidate will acquire pedagogical knowledge, understanding and skills that include: Autism Spectrum Disorder; the impact of culture; heritage; socioeconomic level; personal health and safety; nutrition; past or present abusive or dangerous environments and how they impact the learners and the classroom. They will learn the skills in applying that understanding to create a safe and nurturing learning environment that is free of alcohol, tobacco and other drugs and that fosters the health and learning of all students, and the development of sense of community and respect for one another. Tolerance, character, values, gender equity, prevention of school violence and multicultural issues as they pertain to learners from diverse backgrounds will be examined. They will also learn the importance of productive relationships and interactions among the school, home and community for enhancing student learning, including service learning and skill in fostering effective relationships and interactions to support student growth and learning. Teacher candidates will learn means for identifying and reporting suspected child abuse and maltreatment (including at least two clock hours of training regarding the identification and reporting of suspected child abuse or maltreatment, in accordance with the requirements of section 3004 of the Education Law.) The course provides an overview of education as an evolving system, an area of study and a field for professional growth. Topics will integrate information concerning learning and evaluative activities appropriate for use with students from Birth-Grade 2/Childhood 1-6, and Adolescence 7-12. Open to majors and non-majors.
EDU 3110Methods and Techniques of Teaching Science for Adolescent Students3
The course will involve micro-teaching, peer coaching and the study of the techniques and strategies for teaching science skills. The instructor will incorporate varied modalities, respective of the goals of this program, for the purpose of accomplishing teacher candidates' competencies in the implementation of New York State Standards for Instruction and The Common Core State Standards.
Mathematics for Adolescent Students 9 EDU 506B Adolescent Reading, Writing and Communicating in the Content Areas for 6 1 Inclusive Classrooms of Diverse Learners 4 EDU 570 Characteristics of Students with Disabilities, Including Developmental 3 Disabilities and Autism Spectrum Disorder PROFESSIONAL SEMESTER (12 credits) 239
EDU 3140Methods and Techniques of Teaching Mathematics for Adolescent Students3
This course will consist of an examination of the specialized curriculum goals, instructional strategies, instructional technology and materials for the teaching of secondary mathematics. It will focus on methods for making the discipline meaningful to students by promoting an active learning process. The students will learn to develop learning experiences and conduct assessment reflecting the processes of growth and development of the adolescent. Literacy, to include reading and writing in the content area and information retrieval topics will be infused into the coursework. The literacy education will include the teaching of literacy skills of listening, speaking, reading and writing to native English speakers and students who are English learners at the middle school and adolescence level, including methods of reading enrichment and remediation. Attention is given to planning and teaching learning tasks and activities for students who are culturally diverse, those with limited English proficiency and those with special needs. The New York State's Mathematics Learning Standards and NCTM'S Principles and Standards for School Mathematics will be studied in-depth.
EDU 3150Methods and Techniques of Teaching Spanish for Adolescent Students3
This course focuses on teaching Spanish for communicative proficiency. The goals are to assist the teacher candidates to master the strategies and resources necessary to teach the four skills: listening, speaking, reading and writing so that the students will be able to use Spanish for communication as well as develop cross-cultural skills and understanding. Remedial and enrichment techniques will be discussed. A practical and theoretical framework for foreign language acquisition at the middle and high school level will be presented with special emphasis on lesson planning and teaching strategies.
EDU 3160Methods and Techniques of Teaching Social Studies for Adolescent Students3
This course will address micro-teaching, peer teaching and the study of techniques and strategies deemed appropriate for accomplishing the goals of the program in achieving competencies. Through teacher-generated and student-generated topics, teacher candidates will learn to provide instruction requiring critical analysis and research. The importance of teaching comprehensive social studies lessons with a view towards the interaction of political, geographic, economic, social, historical and cultural developments will be emphasized. This course is also designed to bring together the elements of the disciplines, which make up the social studies, to provide teacher candidates with a comprehensive understanding of the interdisciplinary nature of the social studies, and equip candidates with the ideas, strategies and techniques for teaching social studies in the middle and secondary schools.
EDU 3190Methods and Techniques of Teaching English for Adolescent Students3
This course addresses teaching strategies that incorporate peer and micro-style instruction to Native speakers and students who are English language learners at the adolescent and middle childhood specialist levels. These instructional methods include response to and critical analysis of literature of various genres, research techniques with emphasis on technology tools and a practical/theoretical framework for language acquisition.
STUDENTS WITH DISABILITIES IN THE SCHOOL SETTING This course will provide teacher candidates with the foundational skills to understand the uses and applications of educational assessment tools and resources. Various educational tools will be presented in a hands-on format in which the instruments will be critically reviewed and analyzed. The assessment process utilized to make eligibility, program, and placement decision for students with disabilities will be discussed. Opportunities to apply test data to guide instruction will be provided through case studies.
EDU 3320Literacy in the Content Areas for Childhood Teachers I and II3
The goals of these courses are to assist the teacher candidates in understanding problems, approaches and resources necessary to teach reading, reading skills, diagnosing and applying remedial and enrichment techniques in the preschool, elementary and early middle grades. The teacher candidates will be presented with a practical and theoretical framework on which integrated language arts/reading instruction can be built, with special emphasis on technology tools and personal experiences to enhance language arts/reading instruction. In-depth studies will be experienced in the areas of whole language, basal readers, balanced literacy and guided reading. Through teacher-generated and student-generated topics, students will evince extended reading/writing assignments that will require research in interpersonal skills, diversified learning styles, the writing process and child development as they relate to the reading/writing process.
EDU 3330Literacy in the Content Areas for Childhood Teachers I and II3
The goals of these courses are to assist the teacher candidates in understanding problems, approaches and resources necessary to teach reading, reading skills, diagnosing and applying remedial and enrichment techniques in the preschool, elementary and early middle grades. The teacher candidates will be presented with a practical and theoretical framework on which integrated language arts/reading instruction can be built, with special emphasis on technology tools and personal experiences to enhance language arts/reading instruction. In-depth studies will be experienced in the areas of whole language, basal readers, balanced literacy and guided reading. Through teacher-generated and student-generated topics, students will evince extended reading/writing assignments that will require research in interpersonal skills, diversified learning styles, the writing process and child development as they relate to the reading/writing process.
EDU 3340Literacy in the Content Areas for Adolescent Teachers I, II3
This course focuses on teaching literacy skills in listening, speaking, reading and writing to students who are both native English speakers and English language learners. The goals of this course are to assist the teacher candidate in understanding the approaches and resources necessary to teach reading skills for the content areas, as well as how to apply remedial and enrichment reading techniques. A practical and theoretical framework for language acquisition, literacy and comprehension development will be presented with special emphasis on technology tools and personal experiences to enhance students' performance. Through teacher-generated and student-generated topics, teacher candidates will learn to provide instruction for literary response and expression, critical analysis and research. New York State Standards for Instruction and the Common Core State Standards will be analyzed.
SETTING: CHARACTERISTICS AND EDUCATIONAL NEEDS FOR THE CLASSROOM TEACHER This course will provide teacher candidates with the foundational skills to understand the characteristics and educational needs of students with disabilities. The special education eligibility process and the special education classifications are addressed in detail, beginning with the Response to Intervention process, and followed by the Committee on Special Education procedures. Strategies to addresses diverse learners will be discussed with a focus on Universal Design for Learning. Opportunities to apply strategies to guide instruction will be provided through case studies with Individualized Educational Programs.
CHILDHOOD EDUCATION, BIRTH-GRADE 2 This course addresses procedures for planning, organizing, implementing, and interpreting the learning environment, curriculum and materials for young children in the Birth to Grade 2 educational setting. Curriculum development and lesson planning will address the social, emotional, cognitive and physical development, as well as the diverse ability levels of early childhood learners. Fee-$45.00
EDU 3370Literacy in the Content Areas for Adolescent Teachers I, II3
This course focuses on critical issues, policies and trends in the field of Early Childhood Education (birth–grade 2). Analysis of current issues pertinent to young children, their families and early childhood educators will be discussed along with federal, state and local policies. The New York State Prekindergarten Foundation for the Common Core will be reviewed including its five domains: Approaches to Learning; Physical Development and Health; Social and Emotional Development; Communication, Language and Literacy; and, Cognition and Knowledge of the World. An introduction to developmentally appropriate practice in early childhood as a performance-based assessment will be provided. Site visits and guest presenters offer a hands-on understanding of the early childhood profession, advocacy strategies and resources available to assist the teacher in meeting children's needs. (Available for Professional Development Program.)
EDU 3380Literacy in the Content Areas for Childhood Teachers6
The goals of this course are to assist the teacher candidates in understanding problems, approaches and resources necessary to teach reading, reading skills, diagnosing and applying remedial and enrichment techniques in the preschool, elementary and early middle grades. The teacher candidates will be presented with a practical and theoretical framework on which integrated language arts/reading instruction can be built, with special emphasis on technology tools and personal experiences to enhance language arts/reading instruction. In-depth studies will be experienced in the areas of whole language, basal readers, balanced literacy and guided reading. Through teacher-generated and student-generated topics, students will evince extended reading/writing assignments that will require research in interpersonal skills, diversified learning styles, the writing process and child development as they relate to the reading/writing process.
EDU 3390Literacy in the Content Areas for Adolescent Teachers6
This course focuses on teaching literacy skills in listening, speaking, reading and writing to students who are both native English speakers and English language learners. The goals of this course are to assist the teacher candidate in understanding the approaches and resources necessary to teach reading skills for the content areas, as well as how to apply remedial and enrichment reading techniques to the students in middle grades and adolescence. A practical and theoretical framework for language acquisition, literacy and comprehension development will be presented with special emphasis on technology tools and personal experiences to enhance students' performance. Through teacher-generated and student-generated topics, teacher candidates will learn to provide instruction for literary response and expression, critical analysis and research. New York State Standards for Instruction and the Common Core State Standards will be analyzed.
EDU 3410Mathematics in the Diverse Classroom Birth-Grade 2/Childhood 1-63
This course will consist of an examination of the curriculum goals, instructional strategies and materials for teaching mathematics in the elementary school (pre-school through middle school grades). It will focus on methods for making mathematics meaningful to children by promoting an active learning process, i.e., cooperative learning, collaborative grouping. The teacher candidate will learn to develop learning experiences and conduct assessment reflecting the processes of growth and development of the child. Attention is given to planning and teaching mathematical tasks and activities for students who are culturally diverse, those with limited English proficiency and those with special needs. Also, the students will learn how to use manipulatives to develop concepts and utilize instructional technology. The New York State's Mathematics Learning Standards and NCTM'S Curriculum and Evaluation Standards For School Mathematics will be studied in depth. Problem solving for all grades and age levels will be a major focus of the course.
EDU 3460Science in the Diverse Classroom Birth-Grade 2/Childhood 1-6/Adolescent 7-123
This course is designed to prepare teacher candidates in science content as well as science education. The teacher candidate will learn to develop learning experiences and conduct assessments reflecting the processes of growth and development of the child. They will develop the skills needed to plan and implement a differentiated series of active investigations with special emphasis given to understanding the science discovery method and science processing skills in preschool, elementary, middle grades, and adolescence. Attention is given to planning and teaching scientific tasks and activities including enrichment and remediation for students who are culturally diverse, those with limited English proficiency and those with special needs. The aim is to promote a sense of relatedness of science to other content areas, as well as to people and their daily problems. Students will relate science to literature, contemporary events, research, technology, safety and gain awareness that science is a lifelong way of thinking and investigating. Additionally, teaching science literacy skills of listening, speaking, reading and writing to native English speakers and students who are English Language Learners, including methods of enrichment and remediation, will be addressed.
9 Birth-Grade 2, Childhood 1-6 Inclusive 3 * Classrooms * EDU 513 Meeting the Needs of Culturally Diverse Students in Inclusive Classrooms in Birth-Grade 2, Childhood 1-6 and * Adolescence 7-12
EDU 3510Social Studies in the Diverse Classroom Birth-Grade 2/Childhood 1-63
This course provides the teacher candidate with the knowledge, skills and dispositions necessary to know, understand and use major concepts and modes of inquiry from the social studies to promote elementary students' abilities to make informed decisions as citizens of a culturally diverse democratic society and an interdependent world in the preschool, elementary and early middle grades. Candidates will create and implement an integrated unit plan that reflects an understanding of the development of democratic values, basic principles of government and citizenship and cultural diversity. New York State Standards for Instruction and the Common Core State Standards will be analyzed.
This course will offer an overview of the learning process, motivational techniques, communication skills and experiences of the adaptation of materials, instruction and assessment methods for the diverse learner. Teacher candidates will incorporate these skills in their student teaching experience as they learn to stimulate and sustain student interest, cooperation and academic growth. This curriculum will provide knowledge and ideas for collaborating and planning for academic interventions and coordinating with other school staff to assist students in reaching their learning potential. Differentiated instruction, classroom management and resources for teaching in urban settings are studied during the semester. This course also helps to prepare teacher candidates for the edTPA by analyzing and applying the three tasks: (1) Planning for Instruction and Assessment, (2) Instructing and Engaging Students in Learning and (3) Assessing Student Learning. Fee- $90.00.
EDU 3551Pre-Student Teaching in Inclusive Classrooms0
This field experience will take place the semester prior to student teaching. It will provide teacher candidates supervised experiences with different age groups within the range of grade levels and content areas for which the candidates are being prepared to teach. Teaching experiences with diverse inclusive student populations will be provided and opportunities for a gradual increase in the teacher candidate's classroom responsibilities. Teacher candidates will be under the supervision of certified cooperating teachers, as well as Molloy University Field Supervisors. Evaluations will be based on field performance. Seventy hours of fieldwork is required to complete this course. In addition, six one-hour seminars are required throughout the semester. (Pass/Fail)
ADOLESCENT STUDENTS IN THE DIVERSE CLASSROOM This course builds on the theories and practices of EDU 329, and focuses on the skills and strategies needed for ensuring equity of education for all students in today’s diverse society. Strategies for identifying categories of disabilities and remediation methods will be introduced. These skills will include the ability to facilitate language acquisition and literacy development and will include methods for improving reading and writing in the content areas. Methods for planning and implementing collaborative lessons with colleagues will be addressed. Classroom management theories that will assist candidates in developing their own philosophy of classroom management for future teaching responsibilities will be studied along with practice in developing behavioral supports and interventions for the classroom of diverse learners. Candidates will acquire effective methodology to address classroom diversity as it relates to gender, race, ethnicity and ability.
EDU 3660Principles and Techniques of Teaching Adolescent Students in the Diverse Classroom3
This course builds on the theories and practices of EDU 2290, and focuses on the skills and strategies needed for ensuring equity of education for all students in today’s diverse society. Strategies for identifying categories of disabilities and remediation methods will be introduced. These skills will include the ability to facilitate language acquisition and literacy development and will include methods for improving reading and writing in the content areas. Methods for planning and implementing collaborative lessons with colleagues will be addressed. Classroom management theories that will assist candidates in developing their own philosophy of classroom management for future teaching responsibilities will be studied along with practice in developing behavioral supports and interventions for the classroom of diverse learners. Candidates will acquire effective methodology to address classroom diversity as it relates to gender, race, ethnicity and ability.
Developmental and learning processes, cultural heritage and family factors will be considered in the full-time 14-week teaching semester. The teacher candidates will demonstrate mastery of competencies needed to implement interdisciplinary instruction and assessment in diverse inclusive classroom. All teacher candidates will student teach under the supervision of certified master teachers in a field placement within the range of grade levels and content areas for which the candidates are being prepared to teach. This field experience is accompanied by weekly seminars conducted by Molloy field supervisors. Evaluation of teacher candidates will be based on field performance as well as the ability to demonstrate knowledge of how to enhance learning through both reflective and collaborative practice. Prerequisite EDU 3551. Corequisite EDU 4900.
Developmental and learning processes, culture heritage and family factors of adolescence will be considered in the full-time teaching semester. The teacher candidates will demonstrate mastery of competencies needed to implement instruction in the diverse adolescent classroom. Adolescent teacher candidates will student teach in grades 7–9 for one half of the semester and in grades10–12 for the remaining half of the semester under the supervision of a certified master adolescent education teacher. Field placement for adolescent education teacher candidates will be with age groups within the range of grade levels and subject areas for which candidates are being prepared to teach. Evaluation of teacher candidates will be based on field performance as well as the ability to demonstrate knowledge of how to enhance learning through both reflective and collaborative practice. This course also helps to prepare teacher candidates for edTPA, a performance- based assessment required for initial certification, by analyzing and applying the three tasks: (1) Planning for Instruction and Assessment, (2) Instructing and Engaging Students in Learning and (3) Assessing Student Learning.
Note: In order to maintain full-time status, teacher candidates must take an additional 3-credit course from those required for the degree. CHILDHOOD/SPECIAL EDUCATION MAJOR
In the full-time student teaching semester, the Music teacher candidate will demonstrate mastery of competencies needed to implement instruction in the diverse special subject classroom. The experience will be consistent with the program philosophy, purpose and objectives established and monitored by the program faculty, and with learning outcomes specified and assessed regularly. This experience is accompanied by supervised weekly seminars conducted by faculty who have training and skills in the music education special subject areas and in the relevant pedagogy. Teacher candidates will have one placement in an elementary school and one placement in a middle or high school. Music education teacher candidates will teach under the supervision of a certified master teacher and relevant Division of Education and Music Department faculty. Evaluation of teacher candidates will be based on field performance as well as the ability to enhance learning through both reflective and collaborate practice. This course also helps to prepare teacher candidates for edTPA, a performance- based assessment required for initial certification, by analyzing and applying the three tasks: (1) Planning for Instruction and Assessment, (2) Instructing and Engaging Students in Learning and (3) Assessing Student Learning.
Student teaching experiences will be incorporated into learning modules with special emphasis on classroom management techniques, advanced questioning techniques, reflective teaching practices and professionalism. Opportunities will also be provided for discussion to encourage and develop understanding and skills in the dynamics of interaction with parents, community members, professional colleagues and other school personnel. The capstone experience of this seminar will be the creation of a professional portfolio by each participant that will document growth in knowledge of subject matter, pedagogy and effective instructional practices. Guest speakers will offer workshops on relevant educational issues and trends including topics such as parental relations, conflict resolution, safety education, occupational education and consumer science education.
Students will upload all benchmarks required by the program in which they are enrolled at a time designated by the professor and stated in course outline. Credit for Benchmark Performances will only be given if uploaded to the electronic portfolio Chalk and Wire by the required date. Failure to upload by the required date may result in a failing grade for the course. (Pass/Fail)
EDU 5012Apprentice Field Observations in Inclusive Classrooms0
This field experience will provide teacher candidates with a thirty-hour semester long experience in a high-needs school district in inclusive classrooms in different age groups within the range of grade levels and content areas for which the candidates are being prepared to teach. Evaluation will be by certified cooperating teachers. Observations and implementation of pedagogical knowledge in the diverse classroom will be the focus of this field experience. Two one-hour seminar meetings regarding field experiences are required.
EDU 5020Theoretical Foundations and Teaching Practices of Regular and Special Education for Birth-Grade 2, Childhood 1-6, Adolescence 7-123
This course offers teacher candidates an opportunity to examine the historical, political, legal, sociological and philosophical influences which impact upon regular and special education. A broad contextual view will be the basis for exploration into past, current and possible future educational processes, practices and issues. An awareness of the interdependence of society and education will be developed by analyzing schools, as well as school districts, which support education. Special emphasis will be placed on effective methods of education for diverse learners, which includes awareness of contemporary issues such as multiculturalism, gender equity, inclusion and values education. Teacher candidates will discuss current educational issues for student learner's birth-grade 2, grades 1-6 and 7-12, which influence identification criteria, teaching methodology, curriculum development and evaluation techniques for the exceptional learner. Major theorist and advocacy organizations will be considered, as well as how to address all New York State Learning Standards. As part of an ongoing learning process, teacher candidates will begin to develop their own Student Teaching Philosophy of Teaching and Learning, formulated as a result of research, discussion and reflection about their own school experiences.
EDU 5025Foundations of Education and Computer Science Education3
This course offers teacher candidates an opportunity to examine computer science education, and its influences that impact upon regular and special education. A broad contextual view will be the basis for exploration into past, current and possible future computer science education processes, practices and issues through primary source literature and digital artifacts. This exploration leads to the candidate's final project: a rigorous, web based, well documented personal philosophy of computer science education incorporating a variety of digital media artifacts. Teacher candidates will discuss current computer science education issues for student learners birth-grade 2, grades 1-6 or 7-12. Learning resources are developed collaboratively using the global internet, and tailored locally to the specific needs of learners. As part of an ongoing learning process, teacher candidates will begin to develop their own Professional Philosophy of Teaching and Learning, formulated as a result of research, discussion, instruction of the most recent technology, and reflection about their own school experiences.
This course is designed to provide teacher candidates with a holistic, interdisciplinary understanding of science, as well as prepare candidates in science content. Focus is on skills necessary to plan and implement active investigations using the discovery model (science learning cycle) and science processing skills. Toward this end, teacher candidates will relate science to contemporary events, research and the daily lives of students. Teacher candidates will integrate science with literature, technology and safety and view science as a lifelong learning experience. Additionally, science literacy skills of listening, speaking, reading and writing for native English speakers and English Learners, as well as methods of enrichment and remediation, will be addressed. New York State Learning Standards, New York State Learning Standards for science, as well as those of the National Science Teachers Association will be studied in-depth. Teacher candidates will reflect and connect science methodology to field experiences in PK-12 classrooms.
EDU 5040Interdisciplinary Birth-Grade 2, Childhood 1-6 and Middle Childhood Teaching Methods for Diverse Learners3
The goal of this course is to enable the teacher candidates to integrate content areas across the curriculum through personal, content, student teaching and pedagogical-knowledge. These will be evidenced through skill application and dispositions that address diversity in ability, culture and student competencies. Participants will design themes for curriculum integration that incorporate problem-based mathematics, hands-on science, and social studies with reading, writing, listening, and speaking. Inter-curricula assessment and the use of technology in instruction will be addressed for the inclusion classroom and diverse learners. Emphasis will be placed upon developing lessons’ strategies, selecting topics (themes), writing lesson objectives, classroom management, teaching strategies and cognitive/meta-cognitive skill development that maximize student learning and participation through differentiated instructional techniques. Teacher candidates will learn how to help diverse learners in nursery, pre-k, kindergarten and childhood 1-6 understand the relationships and common themes that connect content, discipline and technology along with varied domains for development of the thematic unit in accordance with all New York State Learning Standards, NCATE and INSTASC.
EDU 5050Advanced Methods of Teaching Mathematics in Inclusive Early Childhood, Childhood and Middle Childhood Classrooms3
This course consists of an examination of the curriculum goals, instructional strategies and materials for teaching mathematics to the diverse learner in Birth to Grade 2 and Grades 1 to 6. It emphasizes teaching methods for making mathematics meaningful to children by exploring different ways to develop the concepts that are the foundation for future mathematical studies. The teacher candidate will develop learning experiences and conduct assessments reflecting the processes of growth and development of children and pre-adolescents. Attention will be given to planning and teaching mathematical activities for students who are culturally diverse, those with limited English proficiency and those with special needs. The teacher candidate will learn how to use manipulatives to develop concepts and utilize instructional technology, including the calculator, iPad and computer. Using literature to teach mathematics will be investigated as well. The National Council of Teachers of Mathematics’ (NCTM) eight mathematical practices will be studies and applied in all activities. The teacher candidate will learn about and be able to discuss the current issues and problems in math education today such as the implications of the TIMSS report. Finally, the New York State Learning Standards for Mathematics as well as NCTM’s Principles and Standards for School Mathematics will be studied in depth. This course helps prepare teacher candidates for the edTPA assessment by analyzing and applying the three tasks: (1) Planning for Instruction and Assessment, (2) Instructing and Engaging Students in Learning and (3) Assessing Student Learning.
EDU 5060Integrated Language Arts and Reading for the Inclusive Classroom of Diverse Learners in Early Childhood and Childhood Settings6
This course is designed to prepare teacher candidates to employ an array of pedagogical approaches necessary for literacy development and instruction in English language arts and the content areas for the early childhood, primary and intermediate elementary grades. Teacher candidates will be presented with practical and theoretical frameworks on which integrated language arts and reading instruction can be built. They will explore research-based best practices in language arts, including structured reading and content-area reading and writing. Developmentally appropriate instruction related to areas of phonemic awareness, phonics, fluency, vocabulary, comprehension, writing instruction, and language is examined. Teacher candidates will practice using a variety of assessments as diagnostic and prescriptive tools to inform remedial and enrichment techniques. The New York State Standards will provide the impetus upon which teacher candidates will design, perform, analyze, and evaluate lessons with interdisciplinary connections demonstrating their understanding of research-based best practices. The focus includes learning how to differentiate strategies to meet the needs of culturally diverse students and those with varied academic abilities.
EDU 5061Adolescent Reading, Writing and Communicating in the Content Areas for Inclusive Classrooms of Diverse Learners6
This course will prepare teacher candidates to utilize the integrated language arts and reading in connection with the content areas taught in grades 7 through 12. The goal of this course is to enable the teacher candidate to teach effectively the integrated language arts as a meaningful and interwoven combination of listening, speaking, reading and writing skills as they apply to an interdisciplinary context. Teacher candidates will learn to select varied methodologies for inclusive instruction in accordance with the New York State Learning Standards. The implementation of effective writing processes that employ current research-based methods, technology and assessment techniques will be addressed. Teacher candidates will be exposed to various theories and models of reading and writing instruction, including the multimodal literacy, discussion-based approaches, metacognition, writing to learn and portfolio process and product construction. Through professor-classroom lesson presentation, the teacher candidate will demonstrate the principles of an integrated approach to teaching literacy and use of oral and written expression for inclusive classrooms of diverse learners.
EDU 5062Language and Literacy: Principles and Practices for Childhood Classrooms (Grades 1 - 6)3
This course is designed to prepare course participants with the necessary skills to teach Reading, Writing and Language Arts to culturally diverse students as well as to those with varied academic abilities in the elementary grades. Participants will be presented with practical and theoretical frameworks on which integrated language arts and reading instruction can be built, with special emphasis on the components of literacy through the examination of various models and processes of reading instruction. Through teacher and student-generated topics, participants will explore research into differentiation and child development as they relate to reading and writing processes. New York State Standards provide the impetus upon which teacher candidates design methods for fostering students’ understanding that reading, writing, listening and speaking are important and valuable tools for communication.
EDU 5070Methods of Teaching Science in Inclusive Classrooms of Middle School and Adolescent Learners3
This course will consist of an examination of the National and New York State Learning Standards for science, curriculum goals and key ideas, instructional strategies and materials for teaching science to the diverse learner in grades seven to twelve. It will focus on methods for promoting an active inquiry based learning process. The student will be engaged in developing, planning and assessing effective learning experiences and assessments reflecting the processes of growth and development of the adolescent. Attention is given to planning and teaching scientific concepts through inquiry-based activities for students who are culturally diverse; those with limited English proficiency and those with special needs. Also, the student will participate in utilizing instructional technology as an effective resource to plan and implement science learning experiences. (S)He will be able to seriously reflect on the qualities of effectively teaching science content and process and develop a personal philosophy of science instruction based on standards and research. Students will discuss the current issues and problems in science education today. Finally, the National Science Standards, New York State's Mathematics, Science and Technology Learning Standards, Intermediate Science Core Curriculum (7-8) and High School Science Core Curriculums will be studied in depth.
EDU 5090Methods of Teaching Social Studies in Birth-Grade 2/Childhood and Middle School Inclusive Classrooms3
This course is designed to provide teacher candidates with a holistic and interdisciplinary overview of the field of social studies, key issues in the field and of best practices for teaching social studies to elementary and middle level students in inclusive classrooms. The primary focus of this course is to help teacher candidates develop their own personal philosophy of teaching social studies, as well as develop their own rich pedagogical toolkit of classroom methodologies that will enable them to become an excellent, effective teacher of social studies. Teacher candidates will integrate social studies education, literacy skills and digital technology into lesson planning, instructional decision-making and assessment creation to address the needs of diverse learners while aligning all work to the current New York State Social Studies Framework, and the Inquiry Arc. Additionally, this course also helps to prepare teacher candidates for the Secondary Social Studies Assessment by analyzing and applying the three tasks: (1) Planning for Instruction and Assessment, (2) Instructing and Engaging Students in Learning and (3) Assessing Student Learning.
EDU 5100Strategies and Techniques for Teaching Middle School and Adolescent Students in Inclusive Classrooms3
This course focuses on the development and application of strategies that will enable a pre-service or non-certificated teacher to plan for meaningful and effective instruction [teaching and learning] in the middle and/or secondary or senior high schools. Emphasis is placed on understanding teaching and learning as they reflect educational and pedagogical theories, as they address students’ diverse needs and as they integrate knowledge and technology toward the creation of a teaching and learning environment which maximizes cognitive, emotional and social growth for all students.
EDU 5101Strategies & Techniques for Teaching Business and Marketing in All Grades in Inclusive Classrooms3
This course is designed to equip educators with the knowledge, skills, and strategies necessary to effectively teach business and marketing in inclusive classrooms. Participants will explore techniques to foster an inclusive learning environment that accommodates diverse student needs, abilities, and backgrounds. Through a combination of theoretical frameworks, practical applications, and case studies, participants will gain insights into adapting instructional approaches, developing accessible materials, and creating an engaging learning experience for all students in the context of business and marketing education.
EDU 5120Advanced Methods of Teaching Mathematics in Inclusive Middle Childhood and Adolescent Classrooms3
This course consists of an examination of the curriculum goals, instructional strategies and materials for teaching mathematics to the diverse learner in grades seven to twelve. It focuses on methods for making mathematics meaningful by exploring ways to further develop mathematical concepts that began in the childhood classroom. The teacher candidate will develop learning experiences and conduct assessments reflecting the processes of growth and development of the middle childhood and adolescent student. Attention is given to planning and teaching mathematical activities for students who are culturally diverse, those with limited English proficiency and those with special needs. Teacher candidates will learn how to use manipulatives to develop concepts and utilize instructional technology, including the graphing calculator, iPad and computer. The National Council of Teachers of Mathematics’ (NCTM) eight mathematical practices will be investigated and applied in all activities. Teacher candidates will learn about and be able to discuss the current issues and problems in math education today, such as the implications of the TIMSS report. Finally, the New York State Learning Standards for Mathematics as well as NCTM’s Principles and Standards for School Mathematics, will be studied in depth. This course helps prepare teacher candidates for the edTPA assessment by analyzing and applying the three tasks: (1) Planning for Instruction and Assessment, (2) Instructing and Engaging Students in Learning and (3) Assessing Student Learning.
EDU 5130Meeting the Needs of Culturally Diverse Students in Inclusive Classrooms in Birth-Grade 2, Childhood 1-6 and Adolescence 7-123
This course will initially approach multicultural education from a reflective, autobiographical and learner-centered viewpoint, which focuses on birth through grade 2, grades 1 through 6, and grades 7 through 12. The meaning, necessity and benefits of multicultural education will be explored by placing it in a socio-cultural context. The interaction of home, school and community context, the teaching and learning process, as well as the content of instructional materials also will be examined from a multicultural perspective. Strategies for fostering intergroup understanding, awareness and appreciation by students of the diverse ethnic, racial, cultural, and linguistic groups represented in schools and the general population will be considered. Specific cultures will be examined. The effects of students’ home culture, race, gender, ethnicity, religion, socioeconomic status and exceptionalities on the learning process will be explored utilizing case studies and snapshots as well as participants’ own field experiences. Field Component: Attendance at a cultural event and classroom observations. Study may engage in collaborative assignments.
This course will address the needs of English as a New Language (ENL) from the vantage point of language acquisition, culture, theory and practice. Participants are expected to demonstrate comprehension of the problems faced by English learners (ELs) and bilingual students in classroom settings and to implement methods of assisting these students to maximize their learning potential. The course will assist participants in developing a necessary frame of reference for the education of bilingual and ELs. This course will provide an overview of the cultural, theoretical and practical aspects of teaching speakers of English as a new language of all age groups and language proficiency levels. Instructional design, evaluation and classroom management strategies tailored to the needs of ELs and bilingual students will be considered. Focus will also be placed on lesson planning and materials development to meet the needs of ELs and bilingual students in sheltered content instruction. Field Component: Formal observation of classes with ELs and bilingual students/or evaluation of ENL (English as a New Language)/bilingual curricula will be required.
EDU 5160Curriculum and Methods of Teaching Social Studies to Diverse Adolescent Learners in Inclusive Classrooms3
This course is designed to provide teacher candidates with a comprehensive understanding of the interdisciplinary nature of social studies, as well as to prepare candidates in social studies content. Using the New York State Learning Standards in social studies and those of the National Council for the Social Studies as the framework, teacher candidates will focus on effective teaching and questioning strategies, unit and lesson planning for the diverse classroom and the development of critical thinking and literacy skills. Teacher candidates will learn methods, strategies and techniques for making social studies multicultural, inclusive and activity-based, while also incorporating information technology and media resources focusing on document-based questions and assessments. The course will emphasize Universal Design for Teaching and Learning, the New York State Learning Standards and edTPA.
EDU 5180Spanish Curriculum and Methods for Inclusive Classrooms of Adolescent Diverse Learners3
This course addresses the Spanish curriculum in a communicative classroom including methods and techniques useful in the inclusive classroom of adolescents. First and second language acquisition skills as well as the creative use of a variety of procedures will be examined. Communication activities for all four language skills: listening, speaking, reading and writing will be addressed. An in-depth study of models for the effective management of the communicative language classroom will be a major focus of this class.
EDU 5210Curriculum, Strategies, Methodology and Materials in Early Childhood Education, Birth - Grade 23
This course prepares teachers and teacher candidates to plan appropriate and individualized curriculum which addresses the social, emotional, cognitive and physical development of young children ages birth to grade 2. Participants will compare and contrast different staffing patterns for birth to grade 2 settings and demonstrate applications of play as a source of learning through interest centers, play centers, spatial arrangements and specifically designed environmental adaptations. The preparation of materials that foster artistic and creative expression in young children and the use of community resources are addressed. Federal and state laws, the standards of the National Association for the Education of Young Children and those of the Association of Childhood Education International are significant components of this course. The goals of this course are to introduce teacher candidates to developmentally appropriate researched-based practices and the creation of teaching materials and strategies to meet the diverse needs of early childhood students in inclusive settings through collaborative group work and peer sharing of ideas. Note: Groups will meet virtually, and may elect to do so in person, with the agreement of all group mates.
EDU 5220Current Issues in Early Childhood Education, Birth-Grade 2: Assessment of Progress, Relationships, Families, Legal and Community Issues3
This course focuses on current issues affecting policy and practice in the field of early childhood education. Course content covers current issues, culturally responsive teaching methodology, strategies, and curriculum adaptations. It covers developmentally appropriate practices reflective of research-based pedagogy and integration of technology in the classroom. The course includes procedures for designing, implementing, and managing curriculum and assessments to meet diverse needs of young children in inclusive settings. The importance of family and community relationships as well as ethical guidelines for early childhood practices are discussed. Specific environmental issues are addressed to provide a rich learning experience. In addition to exploring NYS Standards, this course addresses standards from the National Association for the Education of Young Children, the Association of Childhood Education International, Head Start Program Performance Standards and other related agencies. Students will explore facets of play-based instruction via an exciting culminating group project. The journey equips students to emerge energized, enlightened and equipped to make a meaningful impact as early childhood advocates and educators. Note: Groups will meet virtually, and may elect to do so in person, with the agreement of all group mates.
EDU 5230Instructional Applications of the Internet - Integrating Digital Age Tools into Instruction, Classroom Management, Communication and Collaboration3
The goal of this course is to provide teacher candidates with the opportunity to utilize and apply technology as an integrated part of the educational process for all students, including those with special needs. The use of technology as a tool to support instructional programs, to provide the means for global collaboration and to expand opportunities for personal and professional growth will be practiced. Teacher candidates will collaborate in a learning community while employing the skills for online learning utilizing web 2.0 cloud computing technologies. As users of the most recent technology, they will be able to create personal learning networks which will include Internet resources and which will enhance curriculum, instruction and their students’ learning opportunities. This will enable teacher candidates to experience the benefits of collaboration with other educators and experts in a variety of fields. Participants will use advanced technology tools, strategies and techniques to design lessons and activities, which demonstrate the integration of technology into subject content area and its use with diverse student populations. In particular, teachers and teacher candidates will demonstrate facility in utilizing various forms of assistive technology to address the special needs of students who are learning disabled, mildly mentally retarded or who experience impaired abilities in the regular, inclusive or self-contained classroom or resource room. This course also helps to prepare teacher candidates for the edTPA Assessments by analyzing and applying the task of planning for instruction and assessment.
EDU 5231Instructional Applications of the Internet Integrating Digital Tools into Instruction, Management, Communication, and Collaboration in Business Education3
The goal of this course is to provide teacher candidates with the opportunity to recognize and experience the benefits of technology as an integrated part of the educational process for all students, including those with special needs. The potential of technology as a tool to support instructional programs, to provide the means for collaboration, and to enable personal and professional growth will be emphasized. Teacher candidates will be provided with hands-on instruction for acquiring the skills for online learning utilizing multi-media technology. As users of the most recent technology, they will be able to identify Internet resources, and recognize how these resources will enhance curriculum, instruction, and their students’ learning opportunities. They will be able to experience the benefits of collaboration with other educators and experts in a variety of fields. Participants will design lessons and activities, which demonstrate the integration of technology into subject content areas and its use with diverse student populations. In particular, teachers and teacher candidates will acquire facility in utilizing various forms of assistive technology to address the special needs of students who are learning disabled, mentally or emotionally challenged or who experience impaired abilities in the regular, inclusive, or self-contained classroom or resource room.
This seminar is a corequisite to the practicum experience and is facilitated by a Molloy University Field Supervisor. Discussions regarding the field experience and best practices will take place along with a personal reflection on effective teaching strategies. (Pass/Fail)
EDU 5240Diverse Abilities and Needs of Students in Inclusive Classrooms Birth-Grade 2, Childhood 1-6 and Adolescence 7-123
This course examines key issues related to the education of students with special academic and/or social needs; physical or emotional challenges; cultural, social or economic differences. Special attention is given to teaching strategies, which create and foster environments conducive to the affective and cognitive development of all students in the regular education classroom. This course will focus on the creation of unit plans which are supported by learning segments designed collaboratively by teams. Note: You will be required to collaborate and meet with classmates outside of the designated class time to complete a required group project in all modalities of this course (in-person, synchronous, asynchronous).
EDU 5250Teaching Literacy in the Native Language: Strengthening the Connection Between Languages3
This course will provide methods and materials for teaching Native Language Arts (reading, writing and oral language) to emergent bilingual students (P-12). The course uses an interdisciplinary approach to teaching literacy in the native language as a pathway to strengthen the connection between languages leading to biliteracy. Course participants will develop the knowledge of theory and best practices as a frame of reference for teaching literacy in the native language to support the connection between the home and new language. Participants will be able to design lessons and assessments aligned to the NYSED Learning Standards, with specific focus on the Bilingual Common Core Progressions. In addition, the participants will develop an understanding of the historical perspective of language teaching and learning.
EDU 5251Foreign Language in the Elementary School (FLES) Methods - Teaching World Languages to Children3
This course addresses the needs of world language teachers interested in teaching foreign language in the elementary school (FLES), incorporating a FLES program, or improving their world language teaching using FLES methodologies. Participants investigate research in language acquisition and FLES instructional strategies and best practices. The creation and use of thematic units and appropriate materials for early language learners, as well as technological enhancement of language acquisition and the positive incorporation of performance assessments are explored. Readings are shared from a core text, ListServs such as FLTeach and Nandutí, and a variety of articles from professional journals such as The Language Educator, NECTFL Reports, and Learning Languages. Excerpts from the video collection: Teaching Foreign Languages K-12: A Library of Classroom Practices will be reviewed and discussed.
EDU 5252Introduction to Linguistics for TESOL and Bilingual Professionals3
This course will provide an introduction to the scientific study of language, with a specific emphasis on areas relevant for TESOL and bilingual education professionals. These areas will include phonology, morphology, syntax, semantics and pragmatics. Topics in linguistics related to issues of first and second language acquisition, and language development and teaching will receive special emphasis. Theoretical and applied linguistic issues will be discussed through the analysis of English language output. Teacher candidates will have the opportunity to identify core elements of selected linguistic theories, to describe common components of selected language systems, and to relate this knowledge to the linguistic characteristics they encounter in the second language classroom. Thus, this course will benefit the TESOL and bilingual education teacher candidates on the theoretical level, by providing knowledge and skills for analyzing linguistic data, and at the practical level, by providing explanations for the specific linguistic phenomena observed. It will also serve as a foundation for further study in the theoretical and practical aspects of language teaching as well as a catalyst for developing acceptance of linguistic diversity. Field Component: Collection and analysis of linguistic data from ENL and bilingual classrooms. Students may engage in collaboration assignments.
EDU 5253Second Language Acquisition, TESOL and Bilingual Education: Theory and Practice3
This course will serve as a foundation for English as a new language teaching and learning. It provides the course participants with a comprehensive overview of the theoretical principles of second language acquisition (SLA), bilingual education and teaching English to speakers of other languages (TESOL) and practical methodologies, approaches and techniques necessary for the effective instruction of English Learners (ELs) and bilingual learners. Historical perspectives of second language learning research and the development of various language teaching approaches also will be discussed. Teacher candidates will examine the similarities and differences between first and second language acquisition as well as several approaches and perspectives of second language teaching. Course participants will consider the linguistic, cognitive, affective, cultural, social and instructional factors contributing to variations in language acquisition among ELs and bilingual learners. Effective instructional techniques and strategies and classroom management techniques will be practiced. Current TESOL and bilingual education instructional materials will be reviewed and critically analyzed. Field Component: A tutoring project of an EL or bilingual learner. Students may engage in collaborative assignments.
EDU 5254Structure and Application of American English3
The purpose of this course is to help teacher candidates (a) develop a thorough understanding of English grammar, (b) apply a professional command of grammar in their own writing, (c) enhance their ability to critique the grammar and composition of their students and (d) acquire practical, instructional strategies and approaches for teaching English grammar in a meaningful way. The course will provide participants with an overview of selected structures of American English and will lay a foundation for continuing study of English grammar.
EDU 5255Interdisciplinary Teaching Methods and English Language Arts for PK-12 Bilingual and English Learners3
The theoretical and practical aspects of Bilingual and English Learners’ (ELs) oral and written language development will be the focus of this course. Teacher candidates will become acquainted with effective tools and teaching ideas to promote ELs’ receptive (listening and reading), as well as productive (speaking and writing) language development. The course will address the language and literacy needs of students of diverse age groups, cultural and linguistic backgrounds, and language proficiency, reading and writing levels. Through readings, discussions, demonstrations, in-class and at-home projects and activities, teacher candidates are expected to (a) demonstrate a thorough understanding of the complex issues of teaching language arts to ELs and (b) develop a repertoire of tools and techniques to maximize ELs’ language and literacy learning potential. The course will assist participants in acquiring strategies for teaching listening, speaking, reading and writing to ELs. Effective instructional models, assessment procedures and classroom organization and management strategies tailored to the needs of ELs will be considered. Focus will also be placed on lesson planning and materials development to meet the needs of all ELs from the pre-kindergarten through high school levels. Field Component: Formal observation of classes with ELs and student teaching workshop participation will be required. Students may engage in collaborative assignments.
EDU 5256PK-12 Bilingual and TESOL Teaching Practices and Assessment in the Content Areas3
The purpose of this course is to introduce teacher candidates to the principles of content-based English language instruction and appropriate assessment techniques. This course will assist participants in developing a theoretical frame of reference, the necessary knowledge and skills and practical techniques for (a) teaching math, science and social studies to ELs and (b) assessing ELs’ language and content area progress. Course participants will develop adequate background knowledge to make informed decisions about which teaching and assessment techniques best serve the academic and language development needs of ELs. They will become familiar with the Sheltered Instruction Observation Protocol (SIOP) and various differentiated assessment procedures aligned with TESOL, ELA and NYS Regents Content-Area Standards in keeping with the Next Generation Learning Standards. Participants will design thematic units for content-based English language instruction that develop communicative proficiency through scaffolded learning strategies that target content-based concept formation. Field Component: Formal observation of integrated content classes with ELs/bilingual students and participation in assessment facilitation will be required.
EDU 5257Curriculum, Instruction, and Assessment for English Learners/Multilingual Learners (ELs/MLs) in General and Special Education3
The theoretical and practical aspects of developing curriculum, instruction, and assessment for integrated language development programs for English learners/multilingual learners (ELLs/MLs) including those with disabilities will be the focus of this course. Participants will analyze and evaluate curriculum approaches, instructional methodologies, and assessment techniques for ELs/MLs in general and special education, and examine how these practices support students to meet the New York State Next Generation English Language Arts Learning Standards and state assessment requirements. Through readings, discussions, demonstrations, in-class and at-home projects and activities, participants are expected to (a) demonstrate a thorough understanding of the complex issues of curriculum development, instructional practices, and assessment procedures for ELs/MLs, and (b) develop a repertoire of tools and techniques to maximize ELs’/MLs’ language development and academic progress. Effective co-taught and standalone instructional models tailored to the needs of ELs/MLs will be addressed. Focus will also be placed on curriculum development, instructional planning, and formative and summative assessments to meet the needs of all ELs/MLs from the pre-kindergarten through high school levels. This course also helps to prepare teacher candidates for the state certification examinations. Field Component: Formal observation of integrated content classes with ELs/bilingual students and participation in assessment facilitation will be required.
EDU 5270Strategies and Techniques for Teaching Middle School Students in Inclusive Classrooms3
This course focuses on the development and application of strategies and techniques necessary to teach middle school students most effectively. Emphasis is placed on methods of addressing the diverse needs of early adolescents and enhancing their cognitive abilities. Topics include: effective questioning techniques, student involvement in classroom decision-making, motivational techniques for students to be self-directed lifelong learners, successful transition practices, collaborative planning, interdisciplinary teaching and the teaming of students and faculty to maximize learning.
EDU 5271Global Issues Relating to the Education of Students with Severe Disabilities3
This course is designed to examine critical issues relating to the education of children with severe and multiple disabilities. Topics to be discussed will include assistive, augmentative and instructional technology, family dynamics, physical fitness and nutrition, sports and recreation, sexuality and death and dying, among others. Additionally transition specific resources will be identified and researched in the areas of housing, supported and competitive employment, mobility, transportation and advocacy.
EDU 5272Psychological, Social and Special Needs of Early Adolescents3
This course focuses on the special cognitive, psychological, social and developmental needs of early adolescents in order to prepare teachers to teach this population more effectively. Emphasis is given to all maturational factors, psychosocial components and cultural aspects, which affect learning. Special consideration is given to classroom adaptations necessary to the unique developmental patterns of adolescent students including those with special needs and with limited English proficiency. Attention will be focused on the components necessary to the formation of classroom communities, which are inclusive, value fostering and emotionally supportive for early adolescents of all ability levels within a multicultural and diverse social environment.
EDU 5273Characteristics of Students with Severe Disabilities: Birth-2; 1-6 and 7-123
This course will examine the physical/medical, psychological, social-emotional, academic and management needs of students with physical and/or multiple disabilities in both elementary and secondary programs. Teachers and teacher candidates will research and identify elements of UDL to meet the specific physical and medical needs of students with physical, medical and/or multiple disabilities. The course will focus attention on the importance of effective teaming and team planning for academic, behavioral and therapeutic support as it relates to the classroom. Teachers and teacher candidates will explore curriculum options and avenues of performance improvement which will include but not be limited to: (1) task and situation analysis, (2) essential skill domains for self-reliance, (3) the importance of developing student-centered IEPs, (4) relevant instructional segments and individual lesson objectives based on IEP goals and 5) the critical role that self-determination plays in transition planning. This course will also support teacher preparation for the EdTPA Special Education Assessment by addressing several elements of the three required tasks: (1) Planning for Instruction, (2) Instructing and Engaging the Focus Learners and (3) Assessing Learning.
This course provides teacher candidates with opportunities to examine the unique learning needs of students with Autism Spectrum Disorder from early intervention through post-secondary transition planning. Throughout this course, teacher candidates explore the evolution and progression of medical research, changes in diagnostic criteria, as well as federal and state educational mandates relating to students with ASD and their families. In addition, teacher candidates will have a variety of opportunities to analyze, compare and contrast current research-based instructional and behavioral methodologies to address classroom accommodations, academic skill acquisition, behavior management issues, communication strategies and social integration for students with ASD.
EDU 5275Characteristics of Students with Disabilities, Including Developmental Disabilities and Autism Spectrum Disorder3
This course examines the diverse social, physical/medical, academic, behavioral and management characteristics of students with disabilities including students with developmental disabilities and Autism Spectrum Disorder. Prevalence, diversified etiologies, medical factors as well as cognitive and psychological characteristics will be explored. Current federal and state mandates are addressed as teacher candidates move from theory to practice to design student centered Individual Education Plans. Topics addressed throughout this course include but are not limited to IDEA/504 mandates, classification /disabilities, FAPE in LRE, CSE recommendations and justifications for recommendations, IEP goal alignment to student profile and transition planning. NOTE: You will be required to collaborate and meet with classmates outside of the designated class time to complete a required group project in all modalities of this course (in-person, synchronous, asynchronous).
EDU 5276Assessment, Diagnosis and Evaluation of Students with Disabilities3
This course will provide teachers/teacher candidates with the conceptual background necessary to assess, diagnose and evaluate students with disabilities. Participants will survey and interpret frequently used assessment tools and informal assessment procedures. The assessment process will consider methods of managing student data and recognizing areas of bias. This course will survey the relationship of formal and informal assessment tools and strategies to New York State Learning Standards and all New York State Learning Standards.
EDU 5277Strategies, Methods and Environments for Teaching Childhood Students with Disabilities3
The goal of this course is to enable teacher candidates to utilize effective teaching methodologies and create learning environments to promote success for childhood students with disabilities. This course will examine the behavioral, psycho-educational, social, environmental and developmental needs of the child with disabilities, grades 1-6. This course will emphasize how to develop and implement strategies and methods to utilize in the teaching and learning process. Formative and summative methods to measure progress in social, behavioral, and psycho-educational areas will be addressed. The social-emotional needs of the student with varied learning needs will be explored. All necessary developmental skills will be taught as part of New York State Learning Standards and curriculum, and the Standards of the Council for Exceptional Children, as they relate to the elementary school program.
EDU 5278Strategies, Methods and Environments for Teaching Adolescent Students with Disabilities3
The goal of this course is to enable candidates to utilize effective teaching methodology, strategies and environments to promote success for adolescent students with disabilities. This course will examine psycho-social, psycho-educational and behavioral needs of the adolescent with special needs grades 7-12. The psychology of the learner with special needs with equal emphasis on psycho-social issues will be presented. Self-esteem, behavior management and learning styles will be studied. This course will also emphasize development, modification and continued measurement of progress in social, behavioral, educational and environmental areas. These continued measurements will be taught as they relate to New York State Standards, Standards of the Council for Exceptional Students, New York State Education Department assessments, regents examinations and all curricula issues.
EDU 5279Curriculum Content, Practices and Environmental Issues for Teaching Childhood Students with Disabilities3
This course of study is designed to introduce reading writing and mathematics methods and programs for children with disabilities. Instruction will focus on using test data and student observation to determine the best method of teaching these subjects. This course will foster an understanding of the way in which methodology, materials and practices must be coordinated to meet the specific needs and address the deficits of each student. Particular attention will be given to basal and developmental programs and meeting New York State Learning Standards and all New York State Learning Standards. Commonly used diagnostic instruments and state assessments will be reviewed. Clinical methods of teaching reading and writing to students who cannot benefit from the basal programs will be surveyed. Developing and implementing state mandated academic intervention services (AIS) will be presented.
EDU 5280Curriculum Content, Practices and Environmental Issues for Teaching Adolescent Students with Disabilities3
This course is designed to review curriculum in reading, mathematics and written composition in grades 7-12. It will enable participants to develop strategies and provide environmental benefits for secondary students challenged to access state curriculum. In an all regents program, with special needs need to be exposed to parallel curriculum and apply reading, writing and mathematics science and social studies strategies to content area. New York State assessments necessitate that students with disabilities be able to transfer strategies learned to the assessment environment. New York State Learning Standards, all New York State Learning Standards and Standards of the Council for Exceptional Children, as well as the revisions of No Child Left Behind Legislation will be incorporated into this course.
This introductory course will present the theoretical framework, scientific evidence and scope of application of the DIRFloortime model – an established, recognized and evidence-based framework for assessing and educating children with diverse abilities. The course will define and describe each aspect of the model including: the function of the “D”, “I” and “R”; the application of Floortime; and integrating the model into the classroom setting. In addition, the six functional emotional developmental areas will be defined and explored within the context of autism spectrum disorders and other developmental challenges. Completion of the course satisfies the DIR 101 course required for the DIRFloortime certification through the Interdisciplinary Council for Development and Learning (ICDL).
EDU 5282Curriculum, Content, Practices, and Environmental Issues for Teaching Students with Disabilities, PreK-123
This course of study is designed to examine how educators can work with an existing curriculum to create adaptations and accommodations to meet the needs of students with disabilities. Additionally, curricula created specifically for students with disabilities are explored. A fundamental basis of what is curriculum and designing aspects will be presented so that student can apply the information in this course to planning and creating curriculum. Reading, writing and fundamentat mathematics content programs will comprise the main area of exploration in curriculum along with strategic curriculum.
EDU 5283Strategies, Methods, & Environments for Teaching Students with Disabilities PreK-123
The goal of this course is to enable teacher candidates to utilize effective teaching methodologies and create learning environments to promote success for students with disabilities. This course will examine the behavioral, psycho-educational, social, environmental, and developmental needs of the student with disabilities. This course will emphasize how to develop and implement strategies and methods to utilize in the teaching and learning process. Formative and summative methods to measure progress in social, behavioral, and psycho-educational areas will be addressed. The social-emotional needs of the student with varied learning needs will be explored. All necessary developmental skills will be taught as part of New York State Learning Standards and curriculum, and the Standards of the Council for Exceptional Children, as they relate to the elementary, middle and high school program.
EDU 5290Identifying and Assessing Gifted Students3
The course will provide an introduction to the field of gifted education and enable teacher candidates to understand and apply identification and assessment processes of gifted children PK-12. The goal of this course is for teacher candidates to be able to identify and understand the cognitive characteristics and academic, social and emotional needs of gifted children in order to create more effective learning environments for them. Diagnostic, formative and summative assessment methods will be presented. Specific tools and strategies for assessing gifted students in each content area will be shared.
EDU 5291Designing Curriculum and Instruction for Gifted Students3
The course is designed to provide teacher candidates with frameworks and models for designing curriculum that is developmentally appropriate for gifted students PK-12. It will enable participants to define instructional objectives, developmental procedures, and assessment tools and align all three elements to develop curriculum that is appropriate for gifted students PK-12. The implementation of current research-based instructional methods that include strategies and techniques tailored to the individual needs of gifted students will be shared. Inquiry models, project-based and problem-based learning, and creative instructional approaches will be shared. Technology and assessment techniques will be addressed.
EDU 5292Differentiating Instruction for Diverse Learners3
The course will prepare teacher candidates to tailor their instruction to the individual needs of their diverse populations, which include PK-12 gifted students and twice exceptional students. They will learn how to adapt their content-area instruction to advance the learning of their diverse students but also differentiate their teaching according to content, process, product to benefit all students. The goal is for teacher candidates to understand and apply different methodologies, strategies and techniques to support the learning of every child in the classroom. Models of co-teaching and collaboration with support staff will be addressed. Effective technology and assessment tools will be presented.
EDU 5293Collaboration and Leadership in Gifted Education3
The course will provide an overview of the field of gifted education, its historical context and theoretical and research basis, and address standards, policies and implementation of programs related to servicing the needs of gifted students PK-12. The goal is for teacher candidates to become familiar with various programs in gifted education and learn how to advocate for and address the needs of students who may learn differently than their classmates and whose interests and talents need to be appreciated and nurtured. Teacher candidates will learn different models and methods of collaboration between and among teachers, students, colleagues, administrators and parents that support the cognitive and socio-emotional development of gifted students.
This course offers teacher candidates an opportunity to examine the integration of instructional technology, and its influences that impact upon regular and special education, including assistive and educational technology for improving student performance according to New York State Learning standards. A broad contextual view will be the basis for exploration into past, current and possible future educational technology processes, practices and issues through primary source literature and digital artifacts. This exploration leads to the candidate's final project: a rigorous, web-based, well documented personal philosophy of educational technology incorporating a variety of digital media artifacts. In this course candidates will initiate their web their web based student teaching portfolio for the program. Candidates are expected to make additions and revisions to this philosophy each succeeding semester.
EDU 5301Analyzing Digital Media in Teaching and Learning3
This course offers teachers and teacher candidates an opportunity to analyze how media, texting, chat, status updates and hypertext change the way texts are read and interpreted, both in and out of the classroom. Teacher candidates will study various theories of literacy and how it changes with the introduction of digital technologies. The effective integration of technology to increase student achievement and how teachers and teacher candidates apply pedagogical theories to integrate technology will be emphasized. This course also helps to prepare teacher candidates for the edTPA Assessments by analyzing and applying the task of planning for instruction and assessment. Teacher candidates will use the following definition of digital literacy to develop best practices for the integration of new digital media into their classrooms with their students: The ability to use digital technologies and communication tools to locate, evaluate, use and create information; The ability to understand and use information in multiple formats from a wide range of sources when it is presented using a variety of twenty-first century media; A person's ability to perform tasks effectively in a digital environment. Literacy includes the ability to read and interpret media, to reproduce data and images through digital manipulation and to evaluate and apply new knowledge gained from digital environments. As new literacies that include digital technologies evolve, preparing students to understand and adjust to these literacy demands is critical to current and future expectations for pleasure and work (International Reading Association, 2001; Leu, Mallette, Karchmer, & Kara-Soteriou, 2005). For instance, teachers may identify with past models of literacy that are paper and pencil bound. However, new conceptions involve continually changing views of reading and writing, particularly with the advent of the Internet (Leu et al., 2004; Warschauer, 2006). These new literacies include innovative text formats (multiple media or hybrid texts; Lemke, 1998), new reader expectations (reading nonlinearly; Warschauer, 2006) and new activities (website publication; Leu et al., 2004). They extend traditional literacy experiences with comprehension of information on the Internet; effective use of search engines to locate information; evaluation of internet sources; communication using e-mail, texts and chats; and the use of word processing programs (International Society for Technology in Education, 2007).
EDU 5302Interdisciplinary Curriculum and Methods in Educational Technology3
This course will highlight basic lesson planning, effective teaching, oral communication skills, writing and learning, school-to-work, classroom technology and learning standards. Objectives, content, instructional materials, activities and theoretical principles for interdisciplinary teaching of English language arts, mathematics, science and social studies incorporating technology use and the accompanying standards will also be emphasized in the pre-K to twelfth grade classroom environments. Application of technology skills to the content and digital instructional materials will be used to teach and ISTE NETS Standards’ based interdisciplinary curriculum in the areas of English language arts, mathematics, science and social studies.
EDU 5303Assessment Tools for Educational Technology3
The goals of this course are to provide participants with the skills necessary to evaluate existing curriculum and revise it when applicable and to design and develop innovative curriculum utilizing educational and digital age technologies that will challenge students to pursue in-depth understanding of subject content. Interdisciplinary approaches to curriculum design, incorporation of effective questioning techniques, strategies which foster critical thinking skills in students and the use of authentic forms of assessment will be important topics in this course. This course also helps to prepare teacher candidates for the edTPA Assessments by analyzing and applying the task of planning for instruction and assessment.
EDU 5304Educational Website Design, Video Integration, Distance Learning, Blended and Virtual Schools3
This course offers teachers and teacher candidates an opportunity to evaluate aspects of the Internet for website design, video integration and distance learning to promote educational technology in their classroom and prepare for the 21st century learner. This course provides an in-depth look at the Internet as a source of learning and learning environments such as blended learning and virtual schools to promote successful teaching and the integration of technology in the classroom. Students will engage in exploratory projects and present findings to the class in digital and web-based formats. Emphasis is given to applying the knowledge and skills necessary to create a web-based, student-centered lesson/unit that provides diverse learners with opportunities for formal and informal learning. There is an emphasis on the design and development of instructional materials such as online content, web authoring tools and applications to facilitate learning among students in K-12 settings that employ web-based instructional options, such as video integration and digital age tools. Evaluation of different learning environments will help prepare teachers and teacher candidates to become educators of the 21st century learner. This course also helps to prepare teacher candidates for the edTPA Assessments by analyzing and applying the task of Planning for Instruction and Assessment.
EDU 5305Mobile Learning and Teaching with Social Media for Educational Technology Courses3
This course will examine mobile applications developed by Apple and Android for the purpose of integrating educational technology into K-12 classrooms. Teachers and teacher candidates will evaluate mobile applications on smart phones and tablets to promote effective educational technology teaching. This course considers how mobile computing has changed the educational landscape and how information is readily available and in new and different formats. Because mobile computing is ubiquitous, social media is part of K-12 students every day activities. This course will also look at social media websites for their implications in education. The course will provide teachers and teacher candidates a view of how learning strategies can incorporate different types of social media, including a focus on how their use in K-12 classrooms can build community, develop literacy and foster critical thinking for the 21st century learner. The course will provide opportunities for teachers and teacher candidates to create learning environments and activities utilizing mobile applications and social media. This course also helps to prepare teacher candidates for the edTPA Assessments by analyzing and applying the task of planning for instruction and assessment.
EDU 5306Assistive and Adaptive Technology for Students with Special Needs3
This course will examine assistive and adaptive types of technologies for the purpose of integrating instructional technology into the inclusive K-12 classrooms. Teachers will evaluate web tools and applications online and on devices such as smart phones, ipads and communication and listening devices to promote effective educational technology teaching. This course considers how assistive and adaptive technologies has changed the way we communicate and interact with students with special needs. This course will also evaluate different devices for their implications in education. The course will provide teachers a view of how different learning strategies can assist students with special needs and opportunities for teachers to create learning environments and activities utilizing supports and resources for assistive and adaptive learning devices. This course is offered for Professional Development. Advance Education Division Program approval needed to satisfy Education Technology Program degree requirements.
EDU 5307Adapting Technology for ELL and Culturally Diverse Students in Inclusive Classrooms3
This course offers teachers and teacher candidates an opportunity to address the needs of ELL students in the culturally diverse classroom environment, as many ELL students struggle to assimilate to the new language, they need support. By providing foundational skills to address basic concepts in writing, speaking, and reading using technology based tools teacher candidates can address ELL’s struggles with a new learning dynamic to facilitate language learning. Teacher candidates will study various strategies, methods and tools that can facilitate language learning and how the introduction of digital technologies has changed the dynamic. The effective integration of technology to increase student achievement and how teachers and teacher candidates apply pedagogical theories to integrate technology will be emphasized. This course is offered for Professional Development. Advance Education Division Program approval needed to satisfy Education Technology Program degree requirements.
EDU 5308Best Practices in Educational Technology Leadership3
This course will examine how the role of the educational technologist has changed in recent history. The course will guide students through planned organizational change for the purpose of integrating instructional technology into the inclusive K-12 classrooms. Teachers will evaluate implications for including web tools and applications online, as well as devices such as smart phones, iPads and communication and listening devices to promote effective educational technology teaching. This course discovers the new classroom including the digital learning environment including how technology transforms the learning process. Students will discover different technology roles in K-12 environment, including teacher leaders, coaches and school leaders. Students will learn effective ways to inform, sustain and evaluate change for the purpose of integrating technology into teaching. This course is offered for Professional Development. Advance Education Division Program approval needed to satisfy Education Technology Program degree requirements.
EDU 5312Computer Science Methodologies and Tools to Reach All Learners3
This course presents methodologies and strategies for teaching computer science to make it accessible for all learners. This course will introduce students to the technical vocabulary of computer science pertaining to computer science in general, programming platforms, and constructs inherent to all programming languages. Students will explore active methodologies (AM) that focus on student engagement, motivation, and comprehension. Students will examine strategies to enhance algorithmic thinking and comprehension, assessment strategies, and explore computing platforms/tools.
EDU 5313Impact of Computing: Networks, the Internet and Web Programming3
This course will look at how computers work and communicate with each other as well as the impact that computing and the internet has had on society and the ethical problems that have arisen. Students will also learn how to create a website using HTML and CSS. Students will learn the components of a computer and how computers process data, explore how the internet operates, and identify cybersecurity risks and learn how to safeguard your data. Students will also learn about different network structures and how/where they are implemented, the ethical and digital dilemma of technology and its impacts on education. This course will also investigate various internet protocols.
EDU 5314Developing Algorithmic Thinking through Programming3
This course emphasizes algorithmic and computational thinking and program design. Topics include concepts of variables and creating functions that utilize sequential, selection, and iterative statements. Students will develop interactive programs in a block-based environment to demonstrate their understanding of these concepts.
EDU 5315Analysis and Advanced Concepts in Programming3
This course focuses on developing and utilizing advanced concepts of lists, sorting & searching, random number generation and recursion. An emphasis is placed on debugging skills and analyzing program efficiency. Students will apply these concepts utilizing a high-level text-based programming language. The differing needs of each grade band will be considered and applied.
This practicum for classroom teachers who possess an initial teaching certification is completed in a field setting under the supervision of a computer science teacher. This course will be directly overseen by a college supervisor with computer science and digital fluency expertise and has experience in teaching child and/or adolescent students. Students will create curriculum for computer science, develop unit lesson plans, and practice teaching in a live classroom.
This course is designed to examine how science education intersects with challenges our society will face in current times including issues such as climate change, ecoliteracy, limitations of resources, gene-based technology and alternative. Using a socio-scientific issues framework, it will explore the link between science, science policy and contemporary issues and how scientists, science educators and students of science think about and address these issues. Students also will learn about the significance of discourse, critical thinking and analytical skills in science classrooms.
EDU 5351Interdisciplinary Connections in Science: Focus on Classrooms with Special Needs3
This course is designed to provide perspective to integrate two or more disciplines into coherent connections to enable students to make relevant connections and generate meaningful associations. Students will learn the knowledge and skills needed to effectively design and teach a science-focused, concept-based curriculum with an emphasis on an interdisciplinary approach. Findings from different theoretical frameworks of learning, as applied to the development and delivery of an interdisciplinary science curriculum will be examined and integrated into teaching practices. Students will also develop interdisciplinary unity plans that will feature alternative forms of assessment appropriate for the non-traditional, learner-centered classroom, as well as the delivery and integration of science content into classroom activities to support students with diverse needs.
EDU 5352Digital Learning in the Science Classroom3
This course is centered around examining the pros and cons of using digital technology in the science classroom. Students will critically analyze examples of different digital learning programs, design digital learning environments, and communicate the potential of digital learning solutions to continuously refine instructions and improve student learning in science. Different models of digital technology for science teaching and learning will be examined including games-based learning, virtual labs, flipped classrooms, online communities, and more. Students will explore ways in which technology complements science teaching and will work together to create a teaching unit centered on carefully curated science teaching technology.
This course is centered around understanding concepts in cognitive psychology and neuroscience to better understand the complexities of the science of learning. Students will engage in designing learning experience that facilitate their pedagogy beyond teaching basic content knowledge by fostering a deeper understanding of the mind, the brain and complexities of learning. Concepts in educational neuroscience research, such as self-regulation, engagement, motivation, mindset, cognitive load theory, constructivism and goal orientation will be reviewed to address both the theoretical principles and the practical applications of each concept. Special attention will be given to exploring applications, examples and strategies for all subject areas; and new ways of thinking about intelligence, academic ability and assessment. Students will also investigate and conceptualize alternate models of pedagogy such as games-based learning, virtual labs and flipped classrooms.
EDU 5354Research and Analysis: Critical Topics in Content and Pedagogy3
Guided independent research project leading to the preparation of a major project or paper. Research project will critically examine planning, assessment, instruction and current curriculum practices. Students will develop critical perspectives on the practices and underpinning principles of curriculum, assessment and pedagogy in contemporary education settings. The students will use these perspectives to present a clear, coherent and independent expansion of curriculum, pedagogy and assessment practices relevant to their role as an educator.
EDU 5360Mathematics Curriculum and Pedagogy for Teaching Grades 7, 8 and Algebra 1 for Diverse Learners in Inclusive Classrooms3
This course consists of an examination of the mathematical skills and concepts that form the New York State Learning Standards for Mathematics for Seventh Grade, Eighth Grade and Integrated Algebra 1. The teacher candidate will learn how to create lessons to teach the standards in developmentally appropriate ways. Lessons will be planned to promote problem solving strategies through real-world applications. The use of instructional technology such as the graphing calculator, iPad and computer will be incorporated in the activities that the teacher candidate will learn how to design. Attention will be given to helping the teacher candidate develop strategies to teach to a diverse and multicultural population. The National Council of Teachers of Mathematics’ (NCTM) eight mathematical practices will be investigated and applied in all activities. Guided by the New York State Learning Standards for Mathematics, a content item analysis of the mathematics and question formats of the Grade 7, Grade 8 NYS assessments and the Algebra 1 Common Core Regents will be reviewed.
EDU 5361Mathematics Concepts, Curriculum and Pedagogy of the Reform Pre-Calculus and Calculus3
This course focuses on the concepts of precalculus and calculus relevant to topics and courses taught at the adolescent level. Following the reform approach, topics are studied geometrically, numerically, analytically and verbally as appropriate (Rule of Four). Topics include review of different types of functions and their representations, limits and continuity, derivatives, integrals, series and applications. The graphing calculator, iPad and computer applications will be used to model the concepts inherent in the study of precalculus and calculus. Pedagogical teaching strategies such as cooperative learning and active learning will be emphasized throughout the course. This course helps teacher candidates develop the ability to create questions involving all areas of culture and ethnicity. In addition, developmentally appropriate presentations of the topics for the diverse learner will be explored. An examination of the AP exams for calculus AB and calculus BC will help the teacher candidate understand how course content aligns to assessment. The National Council of Teachers of Mathematics’ (NCTM) eight mathematical practices will be studied and applied in all activities.
EDU 5362Mathematics Curriculum and Pedagogy for Problem Solving in Geometry, Algebra 2 and Trigonometry for the Diverse Learner in the Inclusive Classroom3
This course consists of an examination of topics from modern mathematics that can be used to illustrate real-life applications for problem solving in the Geometry and Algebra 2 and Trigonometry courses. The applications are motivating mathematical connections to contemporary topics from everyday life. Technology uses are explored as a way to bring course content to life. Also, as a tool to analyze and solve the problems presented, problem solving strategies will be taught. The topics presented come from the conceptual categories of number and quantity, algebra, functions, modeling, geometry and statistics and probability as found in the New York State P-12 Common Core Learning Standards for Mathematics. Developmentally appropriate presentations of the topics for the diverse learner are explored throughout the course. The National Council of Teachers of Mathematics’ (NCTM) eight mathematical practices will be studied and applied in all activities.
EDU 5370Writing Techniques for Diverse Adolescent Learners3
This course involves teaching, in accordance with the New York State Common Core Learning Standards in English Language Arts, the skill of writing in the areas of rhetorical modes, structure, grammar and vocabulary to diverse adolescent learners. Through the course content and varied assignments, teacher candidates will learn methods of writing as well as teaching writing to diverse students. The course provides multiple methods, techniques and strategies for the teacher candidate to design as well as differentiate writing instruction in order to address the varied needs of learners. Adaptations for English learners (ELs) and students with special needs as well as enrichment and remediation approaches are addressed in the course. Topics to be explored include: the writing process; narrative, informative/explanatory and argumentative writing; responding to literature; research; and assessment.
EDU 5371Literary Genres for Diverse Adolescent Learners3
This course for teacher candidates emphasizes various methods of standards-based instruction for diverse adolescent learners in the areas of the major literary genres. Specifically, it focuses on poetic forms, short fiction, comedy, tragedy, the novel, media literacy, multiethnic literature, nonfiction, grammar, vocabulary and assessment. Methods of analysis of the styles and structures of each genre, effective teaching techniques, differentiated instruction, classroom adaptations and remediation/enrichment approaches for diverse learners are addressed for student-centered and technology-rich classrooms.
EDU 5372Mythology, Fiction, Film and the Teaching of Contemporary Issues to Diverse Adolescent Learners3
In this course, pre-service and in-service teachers are invited to explore how selected mythological themes are employed in modern films, novels and short stories to teach social concerns. The techniques, approaches and impact of the genres are analyzed, synthesized, compared and contrasted, with particular emphasis on how the diverse learner experiences and learns from these genres. Technology components are addressed as an applicable strategy for instruction.
EDU 5373Methods of Teaching Creative Writing to Diverse Adolescent Learners3
This course presents teacher candidates with mentor adolescent texts and with effective methods, techniques and strategies for stimulating diverse student learners to express their views and reflections through the genres of fiction, poetry and memoir with varied media techniques. Standards-based methods of teaching writing as well as enrichment and remediation approaches are included in the course. Teacher candidates will engage in creative writing assignments and learn how to effectively teach varied genres of writing to diverse adolescents in meaningful and engaging ways. Differentiated instruction and classroom adaptations to address the individual needs of students, including English learners (ELs) and students with special needs, in the area of creative writing will be explored.
EDU 5380Teaching the United States in the Age of Globalization to Adolescent Diverse Learners3
The course involves instruction in teaching, in accordance with the National and New York State Standards in Social Studies, the major movements and events in American history. The United States today is a nation of extraordinary diversity, but also one whose people share a common political system and public culture. In order to make informed judgments about the present and enrich the student’s understanding of America and its place in the world today, it is necessary to grasp a multi-faceted history of United States. This course aligns itself with the New York State Social Studies Frameworks, providing multiple methods for teaching the key topics in United States history, including the study of the major features of the U.S. Constitution and the history of the United States as an industrial nation. Teacher candidates will employ a multidimensional, technology driven approach that aligns content with the current changes in New York State assessment measures. Teacher candidates will develop a research paper in order to strengthen their knowledge of historical subject matter and be required to apply appropriate instructional strategies to teach their researched content.
EDU 5381Teaching the Global World in the 20th Century to Adolescent Diverse Learners3
This course will offer teachers and/or teacher candidates an opportunity to learn the complex historical content in the unfolding history of our world. This course will appropriately align itself the National and the New York State Social Studies Frameworks by including an examination of important connections and interactions of people and their differing views of the same events; an analysis of significant turning points in world history; a impact of the social, political, economic and military developments on world history and the influence of geography on the movement and the development of civilization. Content and strategies will be aligned with the current changes in New York State assessment measures. The course will include an introduction to the theories of Big History, a multidisciplinary approach that explores history from the Big Bang to today, offering a narrative of history that incorporates science and the use of evidence and logic to explain our world. Teacher candidates will develop a research paper in order to strengthen their knowledge of historical subject matter and be required to apply appropriate instructional strategies to teach their researched content.
EDU 5382Teaching Middle School Social Studies to Adolescent Diverse Learners3
This course will provide teacher candidates with an overview of the research on the developmental needs and unique challenges in teaching social studies at the middle school level, as well as the researched and proven strategies for successfully teaching students at this level. Candidates will be instructed in methods to employ technology to meet the pivotal needs of learners as they transition to the high school level. This course content will be aligned with current changes in New York State assessment measures that teachers need to prepare students for at the middle level. The National Standards, New York State Social Studies Frameworks for the Social Studies as well as the Association for Middle Level Education Middle Level Teacher Preparation Standards will be reflected in this course. Teacher candidates will develop a research paper in order to strengthen their knowledge of the middle level historical subject matter and candidates will be required to apply appropriate middle level instructional strategies to teach their researched content.
EDU 5383Teaching the Politics of Choice to Adolescent Diverse Learners3
This course will provide the teacher candidate with an introduction to political and economic policymaking and its importance to our society. The official and unofficial inputs in policymaking, with an emphasis on the role of citizens in the process, will be studied. The development of U.S. political, social and economic policies and their impact will be explored and the major challenges facing contemporary U.S. society will be analyzed. The New York State Social Studies Frameworks for government and economics will be the foundation of this course. Teacher candidates will select an appropriate public policy project, which will include an analysis of citizen decision making through the use of a primary source analysis of the scholarly literature and be required to apply appropriate instructional strategies to teach their researched content.
EDU 5390Communicative Proficiency: The Development of Oral Skills in the Inclusive Classroom of Adolescent Diverse Learners3
In this course strategies and techniques for teaching Spanish pronunciation will be addressed. Opportunities for expanding knowledge of the various dialects of Spanish will be provided to increase understanding of how the sound system functions and how the sounds of Spanish contrast both physically and conceptually. Practice sessions and exercises will enhance pre-service teachers’ ability to relate the sounds of the language to its spelling symbols.
EDU 5391Spanish Grammar Topics, Pedagogical Application to the Reading and Writing Process for the Inclusive Classroom of Adolescent Diverse Learners3
This course will provide pre-service Spanish teacher with an in-depth examination of Spanish grammar topics. Students will have opportunities to select effective strategies and techniques for the application of the rules of grammar to enhance communicative proficiency. Emphasis will be placed on the correction of errors in structure and syntax that interfere with the reading and writing processes. Current Spanish grammar pedagogical materials will be examined and students will be required to produce devices for the teaching and assessment of Spanish grammar.
EDU 5392Spanish Culture and Civilization for the Inclusive Classroom of Adolescent Diverse Learners3
This course will provide the pre-service Spanish teacher with a study of the history, geography, literature, music, social and political characteristics of the Iberian Peninsula. Students will develop methodologies to promote cross-cultural skills and understandings of the Spanish culture in their classrooms. Based on cultural understanding of the Spanish people, students will demonstrate the impact of such understanding to enhance communication. Pre-service teachers will have the opportunity to present lessons which integrate the contributions of Spanish culture to daily life.
EDU 5393Latin American Culture and Civilization for the Inclusive Classroom of Adolescent Diverse Learners3
This course will provide the Spanish teacher with a study of the history, geography, literature, music, social and political characteristics of Latin America. Candidates will develop methodologies to promote cross-cultural skills and understandings of the Latin-American culture in their classrooms. Based on cultural understanding of the Latin American people, candidates will demonstrate the impact of such understanding to enhance communication. Teachers will have the opportunity to present lessons which integrate the contributions of Latin American culture to daily life.
EDU 5395Overview of Business, Marketing, Economics, Accounting3
An intensive content driven course designed to provide students with a deep understanding of the variety of business disciplines necessary to be a successful business educator. Emphasis will be placed on topics and competencies required to successfully complete the Content Specialty Test (168).
EDU 5396Curriculum and Assessment in Business and Marketing3
Students learn and practice effective planning techniques for both short and long-term goals and objectives in Business and Marketing classrooms. Apply important elements such as time, pace, student versus teacher talk, and independent versus group activities in lesson planning. Students will design a lesson unit that meets CDOS, CTE, and/or NBEA that pays careful attention to the needs of complex learners, learning styles, differentiations, and Universal Design for Learning. Students will gain an understanding of the assessment process. Assessments that measure learning goals and help improve students’ learning will be emphasized. IEPs and 504s, will be discussed, and how assessments are critical to those functions. By the end of the course, students will have a better understanding of how assessments are part of the instructional process, how to monitor a student’s current level of understanding, multiple ways to assess students, how to make sure assessments are culturally sensitive/fair, and emphasis will be placed on gaining an understanding or project-based learning assessments.
EDU 5410Literacy Diagnosis and Remediation, Birth Through Grade 123
This course is designed to prepare literacy teacher candidates with the necessary skills to administer and analyze diagnostic assessments that will help diagnose literacy skills requiring further development, identify cause-effect relationships in literacy performance, and offer pedagogical approaches for remediation.
EDU 5414The Science of Reading, Birth Through Grade 123
This course focuses on the foundation of the Science of Reading (SOR) and prepares literacy teacher candidates to use an array of pedagogical approaches necessary for literacy development and instruction. Teacher candidates explore best practices that may be used to teach phonemic awareness, phonics, fluency, vocabulary, comprehension, writing instruction, and assessment. Developmentally appropriate, systematic, and explicit instruction of these foundational skills are researched, examined, and practiced.
This course prepares teacher candidates to utilize integrated language arts and reading in connection with the content areas taught in grades 7 through 12. This course aims to enable teacher candidates to effectively teach the integrated language arts as a meaningful and interwoven combination of listening, speaking, reading and writing skills as they apply to an interdisciplinary context.
EDU 5479Pre-Student Teaching in Inclusive Classrooms0
This field experience will take place the semester prior to student teaching. It will provide teacher candidates supervised experiences with different age groups within the range of grade levels and content areas for which the candidates are being prepared to teach. Teaching experiences with diverse inclusive student populations will be provided and opportunities for a gradual increase in the teacher candidate's classroom responsibilities. Teacher candidates will be under the supervision of certified cooperating teachers, as well as Molloy University Field Supervisors. Seventy hours of fieldwork is required to complete this course. In addition, six one-hour seminars are required throughout the semester. (Pass/Fail)
Practice for Special Education and Inclusive 3 Classrooms in Childhood Education EDU Elective (EDU 526, 569 3 Electives: The Liberal Arts and Sciences (LAS) requirement for a B.S. degree is met. FST 0-1 101 counts towards required Electives. No Elective required if FST is waived. 3 (Adjust Electives needed for having a Minor(s), Remedials, ESL, Honors Programs, PED/FST waivers as -- 0 needed, under consultation with advisor.) Total: 129-130 NOTE: The General Education requirement is 44, and has been adjusted to 38, because the following Major requirements will also satisfy the General Education requirement: HIS 101 and POL 101. 161
Practice for Special Education and Inclusive 3 Classrooms in Adolescent Education 0 EDU Content Elective (EDU 580-599) 3 Electives: 3 Elective credits must be Liberal Arts and 3 Sciences (LAS) for a B.A. degree. FST 101 counts towards required Electives. 4 LAS Elective credits are required if FST is waived. Internships are not 4 counted as LAS credits, so students taking SPA 461 must take 3 additional LAS elective credits for a total of 146 credits. (Adjust Electives needed for having a Minor(s), Remedials, ESL, Honors Programs, PED/FST waivers as -- needed, under consultation with 183
This seminar is a corequisite to student teaching. Weekly seminars, facilitated by a Molloy University Field Supervisor, provide student teachers with the opportunity to discuss field experiences and share best practices. Personal reflection on students’ emerging teaching techniques is an important component of this seminar. (Pass/Fail)
EDU 5505Student Teaching Seminar Part 1 Baccalaureate/Master Degrees0
This seminar is a corequisite to student teaching. Weekly seminars, facilitated by a Molloy University Field Supervisor, provide student teachers with the opportunity to discuss field experiences and share best practices. Personal reflection on students’ emerging teaching techniques is an important component of this seminar. (Pass/Fail)
EDU 5506Student Teaching Seminar Part 2 Baccalaureate/Master Degrees0
This seminar is a corequisite to student teaching. Weekly seminars, facilitated by a Molloy University Field Supervisor, provide student teachers with the opportunity to discuss field experiences and share best practices. Personal reflection on students’ emerging teaching techniques is an important component of this seminar. (Pass/Fail)
0 Childhood/Special Education (Grades 1-6) 0 EDU 574 Curriculum Content, Practices and Environmental Issues for Teaching 3 3 Childhood Students with Disabilities 5th YEAR PROFESSIONAL SEMESTER (6 credits) Spring of 5th Year
Special Education (Grades 7-9) ** EDU 556B Student Teaching Adolescence/ Special Education (Grades 10-12) ** EDU 557B Student Teaching Adolescence/ 0 ** Special Education (Grades 7-12) ** EDU Content Elective (EDU 580-599) 3 5th YEAR PROFESSIONAL SEMESTER (6 credits) Spring of 5th Year
Student Teaching must be completed in the final semester of the teacher preparation program. Student teachers are required to follow a full-time teaching schedule in a school under the direct supervision of a certified cooperating teacher from the field and a Molloy University Field Supervisor. This full-time field experience will be in a diverse inclusive classroom.
EDU 5596Student Teaching in Inclusive Classrooms Part 1 Baccalaureate/Master Degrees3
Student Teaching must be completed in the final year of the teacher preparation program. Student teachers are required to follow a full-time teaching schedule in a school under the direct supervision of a certified cooperating teacher from the field and a Molloy University Field Supervisor. This full-time field experience will be in a diverse inclusive classroom.
EDU 5597Student Teaching in Inclusive Classrooms Part 2 Baccalaureate/Master Degrees3
Student Teaching must be completed in the final year of the teacher preparation program. Student teachers are required to follow a full-time teaching schedule in a school under the direct supervision of a certified cooperating teacher from the field and a Molloy University Field Supervisor. This full-time field experience will be in a diverse inclusive classroom.
This field experience is designed for classroom teachers who already possess initial New York State teaching certification in one area and are preparing for certification in another area. This full-time field experience will be in a diverse inclusive classroom within the range of grade levels and content areas for which the teacher is now being prepared to teach. This experience takes place in a field setting under the direct supervision of a certified cooperating teacher from the field and a Molloy University Field Supervisor
EDU 5640Developing Reflective Research in Diverse Classroom3
In preparation for the thesis capstone project, students learn how to develop a research proposal outlining all aspects of the planned work. The course aims to enhance students' capacity to plan independent research and communicate this proposal in written and oral formats. Upon completing the course, students will be able to distinguish between qualitative and quantitative methodologies, identify the relevant theories for their line of research, articulate their topic, and author a proposal. Both whole class instruction and individual consultations with the instructor will be scheduled.
This course will introduce and examine research approaches and methodologies common to the field of education. Upon completing the course, participants will be able to locate, understand, evaluate, and interpret qualitative as well as quantitative educational research. Candidates will use these skills to develop and respond to meaningful and relevant research questions through the production of a comprehensive literature review.
EDU 5650Teacher as Researcher in Diverse Classrooms3
In this course, students will conduct and analyze research that will contribute to their understanding of scholarship in the field of education. Students will acquire a set of tools that will help them learn to design and implement a research project. Students will implement their proposed methodology, collect data, and summarize results. They will explore the implications and impact of their study within the field of Education. The use of technology for a variety of purposes will be essential in the development, implementation, and presentation of the research. Course credit is contingent upon the individual development, completion, and presentation of the final research paper. Both whole class instruction and individual consultation with the instructor will be scheduled.
EDU 5680Leadership Perspectives: Theory and Practice3
This course will focus on leadership within an organization and the role of the leader. The examination of leadership theories will provide the foundation for participants to develop and support leadership skills and to create an educational vision. The course will center its focus on educational leadership settings and the demands that face schools and their leaders as they strive to meet the challenges of creating schools of excellence for the 21st Century. Through class discussion, group work, readings, case studies and projects, participants will develop a framework for their own individual leadership style. A field experience will be a component of this course. Field experience hours will be tallied throughout the SBL course of study. Cumulative field experience hours from courses (other than the internship) may not exceed 100 hours. The difference will be added to the internship experience requirement for a program total of 250 hours. The field experience includes experiences in districts serving students at different developmental levels and with a variety of characteristics, cultures and socioeconomic backgrounds. Along with a 2-page summary outlining the field experience, candidates must complete the portfolio and record the hours which is a Chalk & Wire benchmark and Advanced Certificate requirement.
This course will focus on leadership within an organization and the role of the leader. The examination of leadership theories will provide the foundation for participants to develop and support leadership skills and to create an educational vision. The course will center its focus on educational leadership settings and the demands that face schools and their leaders as they strive to meet the challenges of creating schools of excellence for the 21st Century. Through class discussion, group work, readings, case studies, and projects, participants will develop a framework for their own individual leadership style.
EDU 5682Educational Leadership for the Improvement of Instruction3
This course will cultivate an understanding of the important leadership role of the school building leader in the development of teachers, in order to enhance student learning and student achievement in an environment that drives new learning for each student. Professional Development opportunities to develop new strategies, new experiences, and for the improvement of instruction will be explored. The instructional leader is called upon to support the work of teachers and, at the same time, to further develop their commitment to creating learning organizations within the school and the classroom. This course will explore how educational research and the importance of social, political, cultural and economic factors affect learning communities. What does good teaching look like? That is the question to be answered throughout the course. Strategies and techniques for the improvement of teaching and learning will be integrated into the course through case studies, videos, class discussion and reflection. A field experience will be a component of this course. Field experience hours will be tallied throughout the SBL course of study. Cumulative field experience hours from courses (other than the internship) may not to exceed 100 hours. The difference will be added to the internship experience requirement for a program total of 250 hours. The field experience includes experiences in districts serving students at different developmental levels and with a variety of characteristics, cultures and socioeconomic backgrounds. Along with a 2-page summary outlining the field experience, candidates must complete the portfolio which is a Chalk & Wire benchmark and Advanced Certificate requirement.
EDU 5683Ethical, Moral, and Legal Aspects in Educational Leadership3
This course will focus on the study of ethical theory and its application to selected moral and legal issues in education. Examination of the ways in which educational leaders are responsible for change and decision-making, especially as they relate to diversity and the special needs of students, will be addressed. This course will explore the meaning of morality and offer a practical ethical theory that can be applied to the situations educators often face on a daily basis. The course also will consider the role conscience plays in moral decisions that may influence policies and procedures affecting the lives of others. Utilizing a problem-based approach that recognizes the ambiguity inherent within situations that school leaders confront, this course will offer participants a cogent and clear ethical framework to address moral and legal issues. The course will provide a critique of the educator’s own moral sensitivity in relation to instructional and curricular choices and in relation to the behavior and expectations of students. Participants will investigate and ethically assess current educational issues relative to federal, state, and local decisions and examine the major forms of justice: individual, distributive, and social, as they affect students, parents, and teachers. Participants will be exposed to a complex set of issues relating to ethical behavior in institutional settings, including academic integrity, curriculum choices, student assessment, parental involvement, community relations, and administrative-staff conflict. Through readings, case analyses and other means of investigation, the consequences of ethical and unethical practice and their impact on individuals and school organizations is examined. The National Education Association code of Ethics will be studied and applied to 21st century educational leadership. Ultimately, the principal goal of the course will be to develop an ethical framework from which school leaders can make informed decisions regarding moral and legal issues in education.
EDU 5684Ethical, Moral and Legal Aspects in School Leadership3
This course will focus on the study of ethical theory and its application to selected moral and legal issues in education. Examination of the ways in which educational leaders are responsible for change and decision-making, especially as they relate to diversity and special needs of students will be addressed. This course will explore the meaning of morality and offer a practical ethical theory that can be applied to the situations educators often face on a daily basis. The course also will consider the role conscience plays in moral decisions that may influence policies and procedures affecting the lives of others. Utilizing a problem-based approach that recognizes the ambiguity inherent within situations that school leaders confront, this course will offer participants a cogent and clear ethical framework to address moral and legal issues. The course will provide a critique of the educator's own moral sensitivity in relation to instructional and curricular choices and in relation to the behavior and expectations of students. Participants will investigate and ethically assess current educational issues relative to federal, state and local decisions and examine the major forms of justice, individual, distributive and social, as they affect students, parents and teachers. Participants will be exposed to a complex set of issues relating to ethical behavior in institutional settings, including academic integrity, curriculum choices, student assessment, parental involvement, community relations and administrative-staff conflict. Through readings, case analyses and other means of investigation, the consequences of ethical and unethical practice and their impact on individuals and school organizations is examined. The National Education Association Code of Ethics will be studied and applied to twenty-first century educational leadership. Ultimately, the principal goal of this course will be to develop an ethical framework from which school leaders can make informed decisions regarding moral and legal issues in education. Field experience hours will be tallied throughout the SBL course of study. Cumulative field experience hours from courses (other than the internship) may not exceed 100 hours. The difference will be added to the internship experience requirement for a program total of 250 hours. The field experience includes experiences in districts serving students at different developmental levels and with a variety of characteristics, cultures and socioeconomic backgrounds. Along with a 2-page summary outlining the field experience, candidates must complete the portfolio which is a Chalk & Wire benchmark and Advanced Certificate requirement.
EDU 5685Educational Leadership for Curriculum, Instruction, and Assessment3
This course provides an in-depth examination of curriculum theory within the broader context of learning and instructional theory. Students will explore national and local trends in curriculum development and design while analyzing the historical, philosophical, and theoretical foundations that shape curriculum in diverse educational settings. Emphasis will be placed on studying major curriculum theorists and interpreting their influence on instructional practices, assessment, and teacher development. Participants will engage in research-driven analysis of curriculum models and instructional strategies that promote academic success for all learners. Special attention will be given to the social, cultural, linguistic, and economic factors that influence learning in school communities. Students will evaluate how to align curriculum with local and national standards and guide teachers in using these standards to create inclusive, meaningful, and inquiry-based learning experiences. Throughout the course, students will reflect on their beliefs about the purpose of education and develop a vision for curriculum that fosters understanding, engagement, equity, and social justice. They will learn to design effective lessons and assessments, create implementation plans, consider budget and professional development needs, and analyze the role of supervision and evaluation in supporting instructional quality.
EDU 5686Curriculum and Instruction: Design for Learning3
Curriculum theory, as well as current national and local trends in curriculum development and design, will be investigated and analyzed to understand why and how curriculum is shaped. Using data driven research reporting, students needs analysis and assessment of pupil achievement, an accountability system will help to design a curriculum path for school-wide improvement. In our diverse learning communities, an understanding of the different strategies for learning and the importance of designing curriculum for all learners will be explored. Students support services and the provisions of these services to the learner will be identified in order to address the curriculum needs of all. A field experience may be a component of this course. Field experience hours will be tallied throughout the SBL course of study. Cumulative field experience hours from courses (other than the internship) may not exceed 100 hours. The difference will be added to the internship experience requirement for a program total of 250 hours. The field experience includes experiences in districts serving students at different developmental levels and with a variety of characteristics and socioeconomic backgrounds. Along with a 2-page summary outlining the field experience, candidates must complete the portfolio which is a Chalk & Wire benchmark and Advanced Certificate requirement.
EDU 5687Operations and Management in Educational Settings3
This course is designed to equip aspiring district and school building leaders with the knowledge, skills, and conceptual foundation necessary to effectively manage and lead schools as open social systems. Emphasis will be placed on key areas of school administration, including budgets, personnel and facilities management, school culture, student affairs, policy development, community engagement, and the broader political, economic and cultural influences that shape learning organizations. This course will prepare aspiring school and district leaders to manage operations and resources - both monetary and nonmonetary - to promote the mission and vision of the school. Students will also develop strategies for effective communication with staff, parents, and community leaders to support and achieve educational goals. The course will utilize a variety of instructional methods including literature review, case studies, lectures, cooperative learning, problem-solving techniques, and research.
EDU 5688School-based Administration and Management3
The aim of this course is to develop and nurture skills and provide a conceptual base that will enable the school building leader to undertake the administrative and managerial responsibilities of the school as an open social system. Associated with the administration of a building are areas of responsibility including functions of the principal related to aspects of staffing (personnel management), facilities management, school culture, student affairs, policy, community engagement and the political and cultural influences on the learning organization. The course will develop its knowledge base utilizing literature, case studies, lecture, cooperative learning, problem solving techniques and research. A field experience will be a component of this course. Field experience hours will be tallied throughout the SBL course of study. Cumulative field experience hours from courses (other than the internship) may not exceed 100 hours. The difference will be added to the internship experience requirement for a program total of 250 hours. The field experience includes experiences in districts serving students at different developmental levels and with a variety of characteristics, cultures and socioeconomic backgrounds. Along with a 2-page summary outlining the field experience, candidates must complete the portfolio which is a Chalk & Wire benchmark and Advanced Certificate requirement.
EDU 5689Data Analysis for Continuous Educational Improvement3
This course provides an in-depth analysis of issues related to organizational change and strategic planning, combined with the critical role of data-driven decision-making to improve teaching and learning at the school and district level. Participants will explore the nature and applications of strategic planning theories to think, decide, and plan strategically, while also learning how to collect, analyze, and use data to diagnose strengths and weaknesses across grades and schools. Strategic leadership and management require district leaders to initiate and implement shared goals, communicate effectively, align district goals, and understand the theories and conflicts associated with large-scale organizational change. Participants will develop or sustain an educational vision for the district, define a plan for success, and nurture relationships with all stakeholders. The integration of technology to develop instructional strategies will assist schools in meeting learning standards for all students. The course will culminate with a project examining a public school district in New York State, and presenting a detailed, data-informed action plan for district improvement. Field experience will be a component of this course, including experiences in districts serving students at different developmental levels and with a variety of characteristics and socioeconomic backgrounds. Participants must complete a two-page summary outlining their field experience.
EDU 5690Data and Program Analysis to Improve Teaching and Learning3
Making decisions based on data has become a key component for improving instruction in schools. The importance of data-driven decisions is dependent on asking the right questions to help clarify the issues involved, and to identify solutions to areas that need improvement. How to collect data, analyze it and use the data will be the main focus of this course. Diagnosing strengths and weaknesses across grades and vertically through schools will help teachers align curriculum and link instruction for the improvement of teaching and learning. The integration of technology to help develop instructional strategies for school community will assist schools to meet learning standards for all students. After analyzing data for school improvement, the course will culminate with a project examining and comparing a public-school district in New York State. The projects presented will represent a diversity of districts. A field experience will be a component of this course. Field experience hours will be tallied throughout the SBL course of study. Cumulative field experience hours from courses (other than the internship) may not exceed 100 hours. The difference will be added to the internship experience requirement for a program total of 250 hours. The field experience includes experiences in districts serving students at different developmental levels and with a variety of characteristics and socioeconomic backgrounds. Along with a 2-page summary outlining the field experience, candidates must complete the portfolio which is a Chalk & Wire benchmark and Advanced Certificate requirement.
EDU 5691Administration and Supervision for Equity and Excellence3
Student learning and success for all students is a responsibility of building and district leaders. Knowing and understanding the community at large, culture of the school/district, the implications of student differences, and the process of planning to meet the diverse needs within a school/district requires a leader who will encourage and support strategies that promote genuine collaboration and excellence. In this course students will focus on the complex issues building and district leaders face. They need to know how to secure and provide the necessary resources to support programs while creating a culture of learning that promotes equity and diversity. Gathering information, analyzing data, program analysis, allocating resources and providing professional support for administrators, teachers, and staff are components of successful educational programs. Building/district leaders must also have the requisite skills to engage the community at large in a meaningful manner. Case studies, readings, activities and research projects will help students gain practical, as well as theoretical, understandings of the responsibilities. The field experience includes experiences in buildings/districts serving students at different developmental levels and with a variety of characteristics and socioeconomic backgrounds. As a requirement of the course, a two-page summary outlining your field experience is required.
Establishing a school budget and managing school finances will be explored in this course. Among the topics to be covered are sources of revenues, expenditure of funds, understanding compliance issues with local state and federal regulations, school and district fiscal health, information systems, personnel funding and plant maintenance. Communicating effectively with staff, parents and community leaders in order to provide and facilitate support to achieve educational goals and objectives. The course is structured to provide an overview of the financial impact on schools. A field experience will be a component of this course. Field experience hours will be tallied throughout the SBL course of study. Cumulative field experience hours from courses (other than the internship) may not exceed 100 hours. The difference will be added to the internship experience requirement for a program total of 250 hours. he field experience includes experiences in districts serving students at different developmental levels and with a variety of characteristics and socioeconomic backgrounds. Along with a 2-page summary outlining the field experience, candidates must complete the portfolio which is a Chalk & Wire benchmark and Advanced Certificate requirement.
The Internship is a 300-hour (numerous hours are embedded in other courses) hands-on participation experience in the administrative and supervisory activities of a school building and district. 100 hours will be spent on the building level and 100 hours will be spent on the district level. The focus of the Internship will be on a culturally responsive understanding and development of leadership skills within the school, district, and community. Program development, data analysis, budgeting, classroom supervision, assessment, school and district improvement, student growth and success and the legal, moral and ethical responsibilities of a leader will be the focus of the internship. A seminar experience will be part of the Internship. The course if Pass/Fail. PREREQUISITE – 4 courses in the Professional Administrator Program must be completed in order to register for the internship course (EDU 5693).
The Internship is a 250-hour (numerous hours are embedded in other courses) hands-on participation experience in the administrative and supervisory activities of a school building. The focus of the Internship will be on: developing leadership skills within the school and community, program development, data analysis, budgeting, classroom supervision, assessment, school improvement, student growth and success and the legal, moral and ethical responsibilities of a leader. A seminar experience will be part of the Internship. Pass/Fail.
EDU 5700Strategic Planning and Organizational Change3
This course will provide an in-depth analysis of issues related to organizational change and helps participants understand the nature of the applications of strategic planning theories in order to think, decide and plan strategically. Participants will be guided in developing or sustaining an educational vision for the district. Strategic leadership and management requires the district leader to initiate and implement shared goals. Communicating, aligning the district’s goals, understanding the theories and conflicts associated with large-scale organizational change, defining a plan for success and nurturing the relationships with all the stakeholders are keys to successful planning. The analysis of a strategic plan to understand the process for district-wide change and accountability will be explored through team building, ethical decision-making, communicating skills and case studies. A 15 hour field experience will be a component of the course. The field experience includes experiences in districts serving students at different developmental levels and with a variety of characteristics and socioeconomic backgrounds. As a requirement of the course, a two-page summary outlining the field experience is required.
A school district leader works with all the stakeholders of the school community: the board of education, school building leaders, teachers, staff, parents and students. In addition, the district leader is responsible to ensure that laws and regulations of the local, state and federal governance structures are in compliance. This course will be instrumental in guiding each participant to understand the roles and responsibilities of the district leader in the challenging environment of schools today. Through readings, research, case studies and simulations participants will analyze issues revolving around school board relationships, policies in practice, change process, personnel management, finance, school safety and local, state and federal relationships. Participants will be given the opportunity to develop knowledge and skills necessary to communicate the vision, analyze strategies necessary for establishing and promoting standards and expectations in order to engage all stakeholders, and to work through conflict and problems that arise. A 15 hour field experience will be a component of the course. The field experience includes experiences in districts serving students at different developmental levels and with a variety of characteristics and socioeconomic backgrounds. As a requirement of the course, a two-page summary outlining the field experience is required.
EDU 5704District Resources and Compliance Administration3
The aim of this course is to provide an understanding of management and development of district resources and compliance in areas of personnel, plant facilities, supplies, equipment, finances, law and government mandates. Management theory, collective bargaining, contract negotiations, group dynamics, team building, data analysis and systems thinking will provide the baseline for understanding district-level management. Participants will develop an understanding of laws and regulations governing all areas of district capital and strategies for communicating effectively with organizations, the school community and the broader local community. A 15 hour field experience will be a component of the course. The field experience includes experiences in districts serving students at different developmental levels and with a variety of characteristics and socioeconomic backgrounds. As a requirement of the course, a two-page summary outlining the field experience is required.
EDU 5706District Educational Programs: Administration and Supervision for Equity and Excellence3
Student learning and success for all students is a responsibility of the district leader. Knowing and understanding the culture of the district, the implications of student differences and the process of planning to meet the diverse needs within a district requires a leader who will encourage and support strategies that promote excellence. In this course, students will focus on the complex issues districts leaders face. District leaders need to know how to secure and provide the necessary resources and providing professional support for administrators, teachers and staff are components of successful educational programs. Case studies, readings, activities and research projects will help students gain practical, as well as theoretical, understandings of the responsibilities. A 15 hour field experience will be a component of the course. The field experience includes experiences in districts serving students at different developmental levels and with a variety of characteristics and socioeconomic backgrounds. As a requirement of the course, a two-page summary outlining the field experience is required.
A 150 hour (60 hours embedded in other courses) field-based Internship is to be completed in order to receive the Advanced Certificate. The Internship is a hands-on experience focusing on leadership that includes experiences in districts serving students at different developmental levels and with a variety of characteristics and socioeconomic backgrounds. The Internship may begin after the successful completions of 50% of the courses in Molloy School District Leader Advanced Certificate Program. A seminar experience will be part of the Internship. As per New York State, to receive a NYS SDL Internship Certificate, completion of at least 50% of a NYS Registered Graduate Program (Molloy University) must be completed. In addition, a recommendation from Molloy University to be granted. The Internship Certificate must be obtained. The New York State Certification for SDL is awarded after successfully completing the program of student and the NYS SDL Certification Examination. Molloy University awards and Advanced Certificate not New York Certification. PASS/FAIL
Childhood Students with Disabilities 6 5th YEAR PROFESSIONAL SEMESTER (9 credits) ** Fall of 5th Year ** EDU 551B Student Teaching Childhood (Grades 1-3, Regular and Special Education) **
and Environmental Issues for Teaching 3 Childhood Students with Disabilities 5th YEAR PROFESSIONAL SEMESTER (6 credits) 0 Spring of 5th Year 3 EDU 547B Developing Reflective Research Practice for Special Education and Inclusive 3 Classrooms in Childhood Education EDU Elective (EDU 526, 569 3 3 ‡English Competency Specialty Test Preparation o
This course will provide Professional Development for in-service teachers who have earned Master’s degrees. The course is available to non-matriculated students. Course may be taken for graduate credit or CTL.
EDU 5910Diversity Equity and Inclusion in American Higher Education3
Students will learn how the mission and purpose of higher education has evolved, including the aims of higher education, who it serves, how access is granted, and the types and forms of institutions. Students will also learn in what ways various groups, including Boards of Trustees, accrediting bodies, government, faculty, administration, students, and others influence and control higher education. In this analysis attention will be given to the ways in which these influencers limit, promote or protect higher education as a force for promoting social justice, diversity, inclusion and equity.
This course is designed to enable Molloy students to take a three credit course while participating in Teacher’s Summer Institute, "Reimagining Education: Teaching and Learning in Racially Diverse Schools" in New York City. The 4-day Institute will assist and support leaders and educators from urban and suburban communities across the country in the process of rethinking policy, pedagogy and practice for a more racially, ethnically and socioeconomically diverse student body. This course, therefore, will give Ed.D. students a unique opportunity to engage with major speakers, performers and facilitators committed to addressing issues of inequality within our school systems. In addition to participating in the Institute, Molloy students will meet once before and once after the Institute to discuss their class-specific readings and assignments related to the central themes of the Institute but tailored to a graduate course in the multidisciplinary field of educational leadership. The course will provide for greater integration of research and practice and for helping course participants identify contemporary issues in education as their potential topics for dissertation research.
EDU 5921Critical Pedagogy and Education Research in Transnational Context3
This course focuses on Critical Pedagogy and Education Research Methods in the U.S. and Brazil. In this course, students will learn about Paulo Freire's philosophy (developed in the 1960's in Brazil) and critical pedagogy, the U.S. interpretation of Freire’s philosophy. Under the mentorship of Molloy University faculty and in partnership with faculty from Tiradentes University in Brazil, students will gain hands-on experience conducting research about the influence of Freire's philosophy of democratic pedagogy and critical pedagogy in Brazil and the U.S. Students and faculty will collaboratively design research methods, gather and analyze data, and develop preliminary findings, culminating in a draft of a scholarly publication.
EDU 5922Explorations in Higher Education Curriculum3
This course will focus on curriculum in the context of higher education institutions. The course will focus on higher education institutions as co-curricular spaces that afford experiences of inclusion and exclusion in the discourse and practice of higher learning. Students will explore what curriculum is in theory, including features of hidden curriculum, and how curriculum can be identified in multiple and overlapping spaces of student and faculty experience in higher education. Students will explore the curriculum of departments and classrooms, clubs, extra- and co-curricular activities; online and technological spaces; residency halls and campus life; and student support services. Specific attention will be paid to how curriculum can facilitate or prevent student engagement and belonging and university-wide efforts to diversity, equity, and inclusion goals. The course will culminate in a mini-ethnographic research project in which students conduct fieldwork about curriculum in a higher education institution.
EDU 5930Oh Look! Critical Vision: Art, Art Museums, and Social Justice Education3
This course focuses on critical and social justice approaches to understanding and using visual art and art museums in education, exploring connections between looking, seeing and being with others. In this course students will begin with a basic overview of social justice in education to then learn about visual knowledge, in particular the knowledge contained in art museums. They will engage in an analysis of key questions about visual art and power through reading academic texts and visiting museums and community art spaces. They will demonstrate understanding by producing both formal academic writing and their own social justice art. Note: no artistic skill is needed to participate in this course. The aim of this course is to give educators the tools to improve their practice by developing a better understanding of the relationship between social justice and visual art.
This course is designed for students who do not intend to become attorneys but require knowledge of the law to inform their professional practice in higher education administration. Students will be challenged to learn how to identify and resolve legal issues common to higher education administration. In addition, the course is intended to familiarize students with regulatory, statutory, and case law that have implications for both higher education administrators and policy makers with particular emphasis on such areas as employment including affirmative action, dismissal, contracts, tenure, civil rights, due process, and student rights.
EDU 5942Inclusive and Transformational Leadership in Higher Education3
This course delves into the nuances of contemporary leadership within higher education, focusing on cultivating an environment that thrives on inclusivity and diversity. Leaders are equipped to craft visionary strategies that reflect inclusive goals, promoting an organizational culture that embraces diverse perspectives and fosters belonging. Through a comprehensive exploration of dynamic leadership practices—from strategic decision-making and innovation to effective people management and conflict resolution—participants will learn to implement frameworks that enhance participation, respect, and equity across educational institutions. This course emphasizes the importance of social intelligence, emotional intelligence, and interpersonal skills in creating a supportive and inclusive atmosphere. By integrating these principles, the course prepares leaders to effectively navigate and influence the complex landscapes of modern higher education institutions.
This introductory course in educational research is designed to offer an overview to the entire doctoral program through the lens of the educational leader. Participants will review the nature of educational research including research problems, questions, hypotheses, experimental designs, data analyses, research methodologies, proposal writing and critical analysis of published research. Emphasis will be placed on procedures used by researchers to select subjects as well as collect and analyze data; methods for synthesizing research findings and preparing reports will also be addressed. The course will focus on library research skills, database searches, IRB protocol and writing using APA style among other important research skills. It will promote the knowledge and skills necessary for locating, understanding, and evaluating published research in education, centering on research, which exemplifies the scientific method.
EDU 6040Change Leadership for Equity, Social Justice and Excellence3
This course will focus on leadership for effective school-based programs in the context of diverse learning communities. Attention to policies and practices regarding equity, social justice, and the purpose of public education will be explored. Highly regarded and emerging research underlying student access to quality curriculum and instruction will be examined. Personal and community biases will be analyzed in terms of culture, gender, language diversity, poverty, privilege, religion, special needs, sexual orientation, social class and race. The equitable distribution of high levels of student learning across race and class in non-public schools and school cultures that foster equity and academic excellence will be explored. Doctoral students will develop an understanding of the leadership capacities needed to ensure access and academic equity for all members of the school community. Course participants will be provided opportunities to examine issues and frameworks related to equity, diversity and social justice and their implications for leadership in varied educational settings. Through coursework, group work, an equity audit and situational case studies, students will be challenged to examine their knowledge, skills and attitudes toward these critical issues, become sensitive to the plight of disenfranchised and marginalized student populations and understand how to proactively respond to them.
EDU 6060Ethical, Moral and Legal Issues in Educational Leadership3
This course will focus on the study of ethical theory and its application to selected moral and legal issues in education. Examination of the ways in which educational leaders are responsible for change and decision-making, especially as they relate to diversity and special needs of students will be addressed. This course will explore the meaning of morality and offer a practical ethical theory that can be applied to the situations educators often face on a daily basis. The course also will consider the role conscience plays in moral decisions that may influence policies and procedures affecting the lives of others. Utilizing a problem-based approach that recognizes the ambiguity inherent within situations that school leaders confront, this course will offer participants a cogent and clear ethical framework to address moral and legal issues. The course will provide a critique of the educator's own moral sensitivity in relation to instructional and curricular choices and in relation to the behavior and expectations of students. Participants will investigate and ethically assess current educational issues relative to federal, state and local decisions and examine the major forms of justice: individual, distributive and social, as they affect students, parents and teachers. Participants will be exposed to a complex set of issues relating to ethical behavior in institutional settings, including academic integrity, curriculum choices, student assessment, parental involvement, community relations and administrative-staff conflict. Through readings, case analyses, and other means of investigation, the consequences of ethical and unethical practice and their impact on individuals and school organizations are examined. The National Education Association Code of Ethics will be studied and applied to twenty-first century educational leadership. Ultimately, the principal goal of this course will be to develop an ethical framework from which school leaders can make informed decisions regarding moral and legal issues in education.
This course in quantitative research is designed to introduce participants to the fundamentals of statistical reasoning and methodology in educational research settings. Emphasis will be placed on the applied knowledge and skills needed for designing research, writing problem statements and hypotheses, selecting subjects and gathering data to test hypotheses. The primary goals of the course will be to introduce students to the process of data analysis and essential statistical methods used in educational research. Topics will include exploring and summarizing data, probability distributions used in hypothesis testing, randomization tests, bivariate correlation and simple linear regression. Most statistical analyses will be performed using SPSS. Students will interpret graphs and statistical results, learn how to create graphs and tables and report statistical findings in the form of a professionally written document. The organization, analysis, and interpretation of research findings in light of the concepts of statistical conclusion validity, internal validity, construct validity and external validity will also be stressed.
This 1-credit course is a lab course designed to be a companion to the core quantitative research course EDU 6080, providing foundational skills in statistical concepts and hands-on training in SPSS software. Through a combination of practical exercises and data analysis projects, students will gain proficiency in conducting basic statistical analyses and interpreting results within SPSS. The course emphasizes the application of statistical techniques covered in the main Quantitative Research course, including descriptive statistics, inferential tests, and data visualization. * *This course will be graded as a Pass/Fail.
In this course, participants will explore both historical and current learning theoretical principles, concepts and research findings, especially as they relate to education and diversity. Specifically, behavioral and social cognitive theories, emotional and social intelligences, as well as motivational learning theories will be examined. Participants will analyze the applications of these theories to instructional practices for diverse learners. The cognitive, cultural, linguistic, educational and personality factors that contribute to variations among diverse learners will be considered. As a result of in-depth study and research of learning theories and their applications, participants will develop advanced skills and abilities as decision makers and problem solvers to enhance student learning in diverse settings. Topics such as language processing, intrinsic and extrinsic motivation, metacognition, attention, problem solving, reasoning, developmental disorders of learning and cognition, individual differences in learning, childhood and adolescent cognitive development as well as cultural contexts and influences will be addressed.
This course will introduce participants to various approaches to designing and implementing qualitative research including concepts, methods and related issues as it is conducted in educational settings. The techniques for and issues in gathering, analyzing and reporting qualitative data will be examined. This course aims to provide participants with an introduction to theoretical perspectives, which underlie each methodological approach. It will also examine how qualitative researchers have used critical perspectives (critical race, feminist (dis)ability) to inform their research methodologies. More specifically, this class will ask students to critically examine how the research we do both advances and undermines struggles for social justice. Participants will have opportunities to explore the theoretical and philosophical foundations of qualitative inquiry while applying these principles in a research project. As an outcome, participants will gain hands-on experience in various qualitative methods and analysis techniques while carrying out a pilot research project related to their area of interest and social justice and equity.
This doctoral writing seminar will introduce students to foundational knowledge and skills for the successful preparation of written scholarly products. Students will learn to distinguish between the purpose of academic writing and other forms of writing (e.g., technical writing, professional reports, journalism, creative writing). Students will be exposed to different academic writing genres and begin to identify and develop their unique academic voice. Designed as a companion course for EDU 6140 and 6120, this course will provide opportunities for students to refine their academic voice and writing style by getting formative feedback toward writing assignments that will be submitted for the two companion courses.** This course will be graded as a Pass/Fail
This course will examine the critical issues of schooling within the context of the social, political, economic and cultural aspects of today’s society. Through the lens of leadership and while acknowledging the challenge of equity, class participants will consider economic access, educational policies, critical pedagogy, existing teaching and learning programs, as well as models of successful schools and their resources. By historically linking the development of the American system of education to current practice, the purposes of democratic and universal education will be discussed and analyzed. The ways in which schools and institutions of learning are implicated in a continuum of social agendas will be recognized. Additionally, the themes of social mobility, competing goals, evaluation/ assessment, technology and innovation will be woven throughout the course as students share their own experiential knowledge and relate it to research-based educational frameworks in an effort to understand the transformative nature of education and how it may affect student populations and learning outcomes.
EDU 6180Preparing for the Dissertation: The Literature Review3
Topic selection for dissertation and writing the literature review will be the main focus of this course. It is designed to facilitate the dissertation research topic selection and the development of the preliminary literature review chapter of the dissertation. By the end of the course, each student will be expected to identify an area of professional interest and a research topic that will serve as the foundation for his or her dissertation. Students will review, evaluate and critique applicable literature and summarize their findings by preparing a comprehensive literature review and a professional presentation on the major findings. As an outcome, students will gain insight into the research process and its practical application for improving educational practices as well as make progress toward their dissertation completion. This course will be linked to the "Critical Issues in Education" course taught in the same semester for greater integration of theory, research, and practice and for helping course participants identify contemporary issues in education as their potential topics for dissertation research. Individual conferences with the course professor, joint seminars with the instructor of the "Critical Issues in Education" course, as well as guest speakers will enhance the course experience.
EDU 6220Curriculum Theories and Best Practices for the Diverse Learner3
Through research and in-depth study, participants in this course will analyze and evaluate curriculum approaches and instructional methodologies for inclusive instruction of diverse learners. This analysis will be grounded in the participants’ understanding of curriculum theory, curriculum history and the politics of curriculum. The implementation of effective curriculum and instructional approaches that employ current research-based methods, technology and assessment techniques will be addressed. Participants will compare national standards of education with the approaches of curriculum design in other countries and research resources and organizations that support international collaboration. They will research, analyze and evaluate effective models of curriculum planning, including problem-based learning, interdisciplinary curriculum design and literacy-based content-area curriculum. Current trends in curriculum will be explored. Ethical issues regarding curriculum design, implementation and assessment will be considered. Participants will learn how to contextualize curriculum to best meet the needs of diverse learners.
The research internship is designed to provide doctoral students with the opportunity to conduct specialized field research in educational settings. The internship will allow course participants an opportunity to explore a specific research interest under the guidance of a faculty member. Learners may choose to work with a faculty member in the Division of Education, or in certain situations may choose to work with a professor in another Division, or even a professor from another university. The intent of the research internship is to connect doctoral students with their passion for learning, and help them articulate and implement a research methodology. Alternately, this course may be taken as an independent research study to pilot the course participant’s future doctoral research project on a smaller scale or to pilot a research tool or instrument the learner plans to use in his or her dissertation. Appropriate internships are those that will allow doctoral learners the opportunity to create and demonstrate new strategies and methodologies for conducting research in educational settings.
EDU 6260Collaborative Leadership in the Twenty-First Century Diverse Educational Organizations3
This course will focus on the knowledge and skills educational leaders need to work collaboratively and foster an appreciation of cultures in schools with diverse student populations. The purpose of this course will be to build a foundation for leadership in both theory and practice that transcends differences by developing participants’ knowledge and understanding of collaborative partnerships. Developing leaders with the necessary training and requisite skills for bridging cultures in schools with constantly changing demographic populations will be an important dimension of this course. Examination of the conceptual, organizational, political, social, and moral dimensions of collaborative instructional leadership practices as well as the design and implementation and assessment of integrated, collaborative service delivery models will be explored. Shared leadership, building community and enhancing schools as professional learning organizations will be highlighted. Through discussion of the research and literature, examination of case studies, and team-oriented projects, participants will clarify their own understandings of collaborative leadership, sustainable change, collaborative professional development and the opportunities and challenges of collaboratively leading diverse institutions of learning.
This course is designed for students who are beginning their dissertation projects. The aim of the course will be to give students the tools to conceptualize their projects in terms of research questions, study design, methodology, data collection, qualitative and quantitative analyses, and interpretation of results. The course will review various designs of research and the preparation of research proposals. This course will contrast the issues, problems and strategies related to qualitative research versus statistical analysis of quantitative research and discuss mixed methodologies. The class will discuss issues related to theory formation and hypothesis testing; creating measurement protocols; descriptive and causal inference; longitudinal, comparative and case study research; field data collection; working with texts and analyzing qualitative and quantitative data, interpreting results; and, finally, dissertation write-up. Students will be expected to combine the theoretical aspects of research with the knowledge base of their specialty areas of study. Students will be expected to define acceptable questions for study, determine an appropriate research design based on the questions asked, and develop methodically acceptable analytic procedures.
This doctoral seminar guides students in preparing and presenting artifacts and a writing sample to complete their comprehensive exams and demonstrate their readiness to begin the dissertation process. Students will explore their worldview, orientation to research, and positionality. Then they will craft a leadership journey essay and compile artifacts showcasing their academic and professional growth. Through revisiting past coursework and readings, they will deeply reflect on their development as scholars and leaders. Designed as a companion to EDU 6280, this course provides opportunities for students to articulate their scholarly journey as leaders with a social justice orientation. ** This course will be graded as a Pass/Fail.
EDU 6300Educational Assessment of the Diverse Learner3
The online assessment course explores foundational principles of educational assessment, measurement, and evaluation to meet the needs of diverse learners, including ELLs, SWDs, and other at-risk groups. Topics include assessment alignment with educational standards, reliability and validity, legal and ethical considerations, test construction, grading, scoring, and rubric development. The course also addresses data-driven decision-making, data management, and the use of computer-based adaptive tools at the individual, classroom, and school-wide levels. Current issues in assessment and accountability, including relevant legislation, teacher evaluation, and leveraging AI for assessment, will be critically examined.
During the course of their doctoral studies, students may elect to work directly with a faculty member on a reading, writing or research-related independent study. Contact faculty directly to arrange for independent studies. These courses are collaboratively custom-designed by the Ed.D. professor and the student. Professors will agree to meet with students regularly to evaluate the students’ work. Independent studies do not duplicate courses that exist as regular Ed.D. course offerings. The course of study must include a culminating project, paper, presentation or dissertation chapter(s), which communicates the key learning developed by the student. Pass/Fail.
During the course of their doctoral studies, students may elect to work directly with a faculty member on a reading, writing or research-related independent study. Contact faculty directly to arrange for independent studies. These courses are collaboratively custom-designed by the Ed.D. professor and the student. Professors will agree to meet with students regularly to evaluate the students’ work. Independent studies do not duplicate courses that exist as regular Ed.D. course offerings. The course of study must include a culminating project, paper, presentation or dissertation chapter(s), which communicates the key learning developed by the student. Pass/Fail.
During the course of their doctoral studies, students may elect to work directly with a faculty member on a reading, writing or research-related independent study. Contact faculty directly to arrange for independent studies. These courses are collaboratively custom-designed by the Ed.D. professor and the student. Professors will agree to meet with students regularly to evaluate the students’ work. Independent studies do not duplicate courses that exist as regular Ed.D. course offerings. The course of study must include a culminating project, paper, presentation or dissertation chapter(s), which communicates the key learning developed by the student. Pass/Fail.
During the course of their doctoral studies, students may elect to work directly with a faculty member on a reading, writing or research-related independent study. Contact faculty directly to arrange for independent studies. These courses are collaboratively custom-designed by the Ed.D. professor and the student. Professors will agree to meet with students regularly to evaluate the students’ work. Independent studies do not duplicate courses that exist as regular Ed.D. course offerings. The course of study must include a culminating project, paper, presentation or dissertation chapter(s), which communicates the key learning developed by the student. Pass/Fail.
During the course of their doctoral studies, students may elect to work directly with a faculty member on a reading, writing or research-related independent study. Contact faculty directly to arrange for independent studies. These courses are collaboratively custom-designed by the Ed.D. professor and the student. Professors will agree to meet with students regularly to evaluate the students’ work. Independent studies do not duplicate courses that exist as regular Ed.D. course offerings. The course of study must include a culminating project, paper, presentation or dissertation chapter(s), which communicates the key learning developed by the student. Pass/Fail.
During the course of their doctoral studies, students may elect to work directly with a faculty member on a reading, writing or research-related independent study. Contact faculty directly to arrange for independent studies. These courses are collaboratively custom-designed by the Ed.D. professor and the student. Professors will agree to meet with students regularly to evaluate the students’ work. Independent studies do not duplicate courses that exist as regular Ed.D. course offerings. The course of study must include a culminating project, paper, presentation or dissertation chapter(s), which communicates the key learning developed by the student. Pass/Fail.
During the course of their doctoral studies, students may elect to work directly with a faculty member on a reading, writing or research-related independent study. Contact faculty directly to arrange for independent studies. These courses are collaboratively custom-designed by the Ed.D. professor and the student. Professors will agree to meet with students regularly to evaluate the students’ work. Independent studies do not duplicate courses that exist as regular Ed.D. course offerings. The course of study must include a culminating project, paper, presentation or dissertation chapter(s), which communicates the key learning developed by the student. Pass/Fail.
During the course of their doctoral studies, students may elect to work directly with a faculty member on a reading, writing or research-related independent study. Contact faculty directly to arrange for independent studies. These courses are collaboratively custom-designed by the Ed.D. professor and the student. Professors will agree to meet with students regularly to evaluate the students’ work. Independent studies do not duplicate courses that exist as regular Ed.D. course offerings. The course of study must include a culminating project, paper, presentation or dissertation chapter(s), which communicates the key learning developed by the student. Pass/Fail.
During the course of their doctoral studies, students may elect to work directly with a faculty member on a reading, writing or research-related independent study. Contact faculty directly to arrange for independent studies. These courses are collaboratively custom-designed by the Ed.D. professor and the student. Professors will agree to meet with students regularly to evaluate the students’ work. Independent studies do not duplicate courses that exist as regular Ed.D. course offerings. The course of study must include a culminating project, paper, presentation or dissertation chapter(s), which communicates the key learning developed by the student. Pass/Fail.
The dissertation will be part one in the culmination of doctoral study. The dissertation seminar will be taken after the completion of all required coursework and successfully passing the comprehensive exam. This series of seminars will provide the opportunity for the student to develop and refine the dissertation. Students will propose original research and develop their doctoral thesis proposals. Having completed drafts of the Research Prospectus (Chapter 1) and Proposed Methodology (Chapter 3) in the "Dissertation Research Design" course, the students will complete the first three chapters of their dissertation. Proposal defense will be completed by the end of the course and students move to candidacy status. Students will be expected to define acceptable questions for study, determine an appropriate research design based on the questions asked, and develop methodically acceptable analytic procedures. Accordingly, the seminars will not focus on a specific content area but instead are designed to provide students with an overview of the requirements for completing a doctoral dissertation, and a forum for discussing dissertation-related concerns and issues with other students. In particular, the seminar will emphasize the development of the conceptual and research skills necessary for the completion of the doctoral dissertation, including the formulation of the dissertation proposal (selection of an area and topic, formulation of appropriate research questions/hypotheses, rationales etc.), the development of the skills necessary for identifying and critically evaluating published research relevant to the chosen dissertation topic, as well as an appropriate research methodology for empirically evaluating the hypotheses proposed. Ethical issues in the conduct of research and in the preparation of a written dissertation proposal will also be discussed. Throughout the seminars, exercises and assignments will be geared towards helping the students to identify their own area of research; to critically evaluate relevant empirical research; to develop a workable research question and set of hypotheses; and to select appropriate methodological approaches relevant to the questions/hypotheses generated.
Dissertation Progression provides the opportunity for the student to develop and refine the dissertation. Following the Dissertation Seminar, the student registers for Dissertation Progression and then, if needed, Dissertation Continuation. The student must be registered in the semester that the completed dissertation is defended.
If needed, Dissertation Continuation is taken to refine the dissertation until defense. The student must be registered in the semester that the dissertation is defended.
