83 courses with the subject EDUC, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
All applicants for a New York certificate on or after February 2, 2001 are required to complete two clock hours of course work or training in school violence prevention and intervention in accordance with section 3004 of the Education Law. This two-hour workshop fulfills this requirement for New York candidates.
All applications for New York certification are required to complete two clock hours of coursework or training regarding the identification and reporting if suspected child abuse and maltreatment in accordance with Section 3003(4) and 3004 of the Education Law. This two hour workshop fulfills this requirement of New York candidates.
This daylong workshop is required for certification candidates in St. Bonaventure University's registered initial certification programs. It provides knowledge, skills, and resources essential to the operation of a culturally affirming classroom and furthers the development of culturally competent classroom teachers.
This course will address the social patterns of harassment, bullying and discrimination, including but not limited to those acts based on a person's actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or sex. It will also cover the identification and mitigation of harassment, bullying and discrimination; and strategies for effectively addressing problems of exclusion, bias and aggression in educational settings. Successful completion of this course will meet the certificate requirements in §14(5) of Chapter 102 of the Laws of 2012.
This non-credit field experience requires students to complete a field experience of at least 30 hours in a diverse setting.
This course introduces participants to the world of education. It examines the historical and contemporary influences of education on individuals and society as well as the impact of theory, policy, and organization on education. Participants will investigate purposeds of education and the roles of those involoved in educational processes. They will explore critical issues in education. Participants are required to complete ten hours of observation in educational settings.
This course introduces students to the basic models, strategies, resources, and management tools used to implement instruction. Students will apply models of teaching, develop lessons and assessments, examine curriculum issues, utilize current research, and reflect on practices that are major strands in the course.
This course introduces students to the essential components of professional use of technology in secondary schools. Assignments will enhance competence with the use of a variety of technology-based tools used by the teacher for instruction and other professional work. Students in this course will be required to log hours in a supervised technology lab to complete assignments and master necessary technology skills.
This course introduces students to human development processes and the nature of learning throughout the developmental years. The study of development includes physical and biological systems, individual cognitive and affective processes and sociocultural models and influences. The nature of learning encompasses theories of learning and classroom application. The course provides an orientation and background for sounds educational practice.
This course is designed for students having no previous knowledge of American Sign Language (ASL). It provides a basic understanding of ASL including principles of sign formulation, history of ASL, knowledge of the deaf community and its cultural protocols, finger spelling, numbers, and a basic core vocabulary for the student to communicate in ASL conversation at the beginning level. Acquisition of both comprehension and production skills are encouraged by using the functional/notional (voiceless) approach for instruction.
This course expands the basic knowledge presented in ASL I. Spontaneous interaction in ASL mode is stressed by (voiceless) functional/notional instruction. Guided classroom conversations and activities encourage mastery of basic linguistic features, use of cultural protocols, additional core vocabulary, and more sophisticated finger spelling techniques.
This course introduces students to human development processes and the nature of learning throughout the developmental years. The study of development includes physical and biological systems, individual cognitive and affective processes and sociocultural models and influences. The nature of learning encompasses theories of learning and classroom application. The course provides an orientation and background for sound educational practice.
This course introduces students to human development processes and the nature of learning throughout the developmental years. The study of development includes physical and biological systems, individual cognitive and affective processes and sociocultural models and influences. The nature of learning encompasses theories of learning and classroom application. The course provides an orientation and background for sound educational practice.
This course is designed to give the individual an opportunity to work on a one-to-one basis with a professor. The study may be directed toward: research in an area school, creative projects, seminars or other projects as deemed appropriate by the faculty member and approved by the chair of the department. Student responsibilities include: identification of the topic or problem to be examined (prior to registration), selection of a faculty member with whom to work, guidelines set by the professor and provide any feedback to the lead professor and the program director/chair. Students may not take the course for more than 3 credit hours.
This course is designed to give the individual an opportunity to work on a one-to-one basis with a professor. The study may be directed toward: research in an area school, creative projects, seminars or other projects as deemed appropriate by the faculty member and approved by the chair of the department. Student responsibilities include: identification of the topic or problem to be examined (prior to registration), selection of a faculty member with whom to work, guidelines set by the professor and provide any feedback to the lead professor and the program director/chair. Students may not take the course for more than 3 credit hours.
This course encompasses lifespan growth and development emphasizing late childhood, adolescent and young-adult issues. The study of development includes physical and biological systems, individual cognitive and affective processes, and socio-cultural models and influences. The course provides an orientation and background for sound educational practice.
This course provides an overview of middle level learning environments and instructional strategies that promote active involvement of learners within that structure. Students will investigate early adolescent developmental characteristics, research background, current trends and issues in middle level education and explore techniques utilized in an effective learning environment, including organization, curriculum, instruction and classroom management.
This course prepares prospective teachers to work effectively with English language learners (ELLs) in preK-12 classrooms so as to increase the ELL's achievement and adjustment in the classroom. The course will explore ELL student's varied backgrounds, laws and regulations regarding ELL instruction, lesson plan development for appropriate instruction and assessment procedures, selection of classroom management styles, and collaboration and co-teaching methods.
This course introduces students to human developmental processes and the bio/psycho/social nature of pregnancy. The study of pregnancy includes psychological and biological systems, individual cognitive and affective processes and sociocultural models and influences.
This course introduces students to the fundamentals of evaluating the literacy competencies of elementary students. Students learn individual and group strategies for informal and formal diagnosis of literacy difficulties. Emphasis is placed on utilizing research and best practice to determine appropriate prescriptions for remediation.
This course further develops students understanding of methods and models of instruction. student will refine and develop their lesson planning skills including writing objectives, connecting assessments to objectives, differentiating based on learning needs of students and the use of research based instructional strategies. Students will apply classroom management techniques, including the use of movement, in classrooms.
This course introduces students to the skills of managing the instructional process through identification of curriculum to be taught, standards integration, instructional delivery, assessment and re-teaching. Information is also provided on the various theories and models of classroom management and managing individual student behavior to improve learning and student success.
This course introduces students to the materials and strategies for teaching elementary social studies and language arts in an integrated manner. Emphasis is placed on initial and developmental literacy instruction. The course defines the scope and sequence, as well as state and local standards for literacy curricula. Students will plan and teach lessons in reading, writing, listening and speaking.
This course examines the philosophical frameworks of a variety of reading theories and instructional approaches. The course defines sequential reading instruction from decoding print to comprehension with emphasis placed on initial and developmental literacy instruction. State and local standards for literacy curricula are addressed in choosing effective practices and making optimal use of available literacy resources. Principles of teaching reading are applied to actual classroom practices.
This course explores a range of children's literature in English, including traditional tales, picture books, fiction and non-fiction genres and subgenres. We will think critically about what these texts tell us about children's literature as a genre, what literature for young readers reveals about how we understand childhood, and how these books participate in larger movements in history, culture, and art. We will think about the initial and evolving impacts of a few benchmarks in the history of children's literature, and how these canonical texts resonate through children's literature and through culture at large.
This course offers a systematic review of literature for children in elementary grades. The course covers; integration of literature in the elementary curriculum; children's literacy preference, processes for evaluating children's literature, sources and uses of multicultural literature, periodicals and other sources of information on children's literature; and censorship issues.
This course addresses specific issues in secondary subjects. Students apply discipline-specific knowledge of basic instructional models, strategies, resources and management tools used to implement instruction. Additional emphasis is placed on the uses of technology, application of discipline-specific curriculum standards, current issues, and professional development.
This course is designed to give the individual an opportunity to work on a one-to-one basis with a professor. The study may be directed toward any related field of study which could include: research in an area school, creative projects, seminars, or other projects as deemed appropriate by the faculty member and approved by the chair of the department. Student responsibilities include: identification of the topic or problem to be examined (prior to registration), selection of a faculty member with whom to work, guidelines set by the professor and provide any feedback to the lead professor and the program director/chair. Students may not take the course for more than 3 credit hours.
This course examines the methods, skills and best practices for English teachers. The recommended practices and activities from National Council of Teachers of English provide the basis for this content specific course for secondary certification. Students apply the discipline specific knowledge of basic instructional models, strategies, resources, and management tools used to implement instruction. Additional emphasis is placed on the uses of technology, application of discipline specific curriculum standards, current issues, and professional development.
This course examines the methods, skills and best practices for Computer Science teachers. The recommended practices and activities from the Computer Science Teachers Association provide the basis for this content specific course. Students apply the discipline specific knowledge of basic instructional models, strategies, resources, and management tools used to implement effective instruction. Additional emphasis is placed on the uses of technology, application of discipline specific curriculum standards, current issues, and professional development.
This course exams the methods, skills and best practices for Language Other Than English (LOTE) teachers. The recommended practices and activities from the National Council of Teachers of LOTE provide the basis for this content specific course for secondary certification. Students apply the discipline specific knowledge of basic instructional models, strategies, resources, and management tools used to implement instruction. Additional emphasis is placed on the uses of technology, application of discipline specific standards, current issues, and professional development.
This course examines the methods, skills and best practices for Social Studies teachers. The recommended practices and activities from the National Council of Teachers of Social Studies provide the basis for this context specific knowledge of basic instructional models, strategies, resources, and management tools used to implement instruction. Additional emphasis is placed on the uses of technology, application of discipline specific curriculum standards, current issues, and professional development.
This course examines the methods, skills and best practices for Math teachers. The recommended practices and activities from the National Council of Teachers of Math provide the basis for this content specific course for secondary certification. Students apply the discipline specific knowledge of basic instructional models, strategies, resources, and management tools used to implement instruction. Additional emphasis is placed on the uses of technology, application of discipline specific curriculum standards, current issues, and professional development.
This course examines the methods, skills and best practices for Science teachers. The recommended practices and activities from the National Science Teachers Association provide the basis for this content specific course for secondary certification. Students apply the discipline specific knowledge of basic instructional models, strategies, resources, and management tools used to implement instruction. Additional emphasis is placed on the uses of technology, application of discipline specific curriculum standards, current issues, and professional development.
This course is designed to address the various difficulties teachers encounter when trying to teach reading to a diverse group of secondary learners. Special needs, English language learners, emotional, economic, social and cognitive problems will be explored. Students will learn strategies teachers can use to enhance literacy of secondary learners.
This course is a survey of literacy methods and study skills, critical thinking techniques and information processing for literacy in grades 6-12. The course includes text analysis, the role of metacognition and prior knowledge in reading, the integration of the language arts with content subjects, and the use of technology. The role of content teachers in supporting literacy development and in integrating literacy across all subjects is stressed.
This course is the introductory course for child advocacy studies. This course covers the history, comparative perspectives, the legal framework, responses to child maltreatment, the skills necessary to do the work, other pertinent issues pertaining to child maltreatment and child advocacy, and the future. The field of child maltreatment is fraught will controversy. Much of the class focuses on these controversies. The approach of the course will be from a variety of diverse, professional perspectives including the perspectives of a prosecuting attorney versus a defense attorney. The course is designed for students majoring in criminal justice, education, social work, sociology, psychology, nursing, paralegal, or other area where knowledge of child maltreatment and advocating for children might be necessary. Much of the work will be hands-on.
This course focuses on the responses of professionals to allegations of child maltreatment. The purpose of this course is to expand the student's knowledge and skills in identifying, investigating and prosecuting child maltreatment. The course is designed for students majoring in criminal justice, education, social work, sociology, psychology, nursing, paralegal and other areas where knowledge of child maltreatment investigation and advocacy are necessary. Students will receive competency-based skills training such as forensic interviewing, documentation, etc.
This course is the third course for child advocacy studies. The purpose of this course is to prepare students to recognize the effects of child maltreatment and apply interventions strategies for children and their families. Multidisciplinary approaches to prevention, advocacy and treatment of child maltreatment survivors will be presented and discussed. The course is designed for students majoring in criminal justice, education, social work, sociology, psychology, nursing, paralegal, or other areas where knowledge of child maltreatment and advocating for children will be necessary. The experiential lab for this course involves court room observation and interaction with children.
This course introduces students to the fundamentals of evaluating the literacy competencies of elementary students. Students learn individual and group strategies for informal and formal diagnosis of literacy difficulties. Emphasis is placed on utilizing research and best practice to determine appropriate prescriptions for remediation.
This course further develops students understanding of methods and models of instruction. student will refine and develop their lesson planning skills including writing objectives, connecting assessments to objectives, differentiating based on learning needs of students and the use of research based instructional strategies. Students will apply classroom management techniques, including the use of movement, in classrooms.
Students investigate the uses and functions of traditional and alternative assessments in the context of 1) recognized measurement principles; 2) national, state and local standards, and benchmarks; and 3) sensitivity to learner differences and needs. Students will develop, administer and interpret results of a variety of classroom assessments and scoring instruments. Legal, ethical and political aspects of collecting and disseminating assessment results and grades will also be examined.
This course introduces students to the fundamentals of measurement along with formal and informal assessment strategies that are developmentally appropriate, curriculum-specific, and incorporate an awareness of learning styles and multiple intelligences. Authentic and performance assessments will be analyzed and constructed. The course also develops the skills for managing instruction in a wide variety of learner groups and settings in elementary classrooms.
This course introduces students to the materials and strategies for teaching elementary science, technology, engineering, arts and mathematics in an integrated manner. The course delineates the disciplines, skills and concepts of each of these disciplines. It also defines the scope and sequence, as well as state and local standards for elementary curricula in each of the disciplines.
This course is designed to give the individual an opportunity to work on a one-to-one basis with a professor. The study may be directed toward: research in an area school, creative projects, or seminars. Student responsibilities include: identification of the topic or problem to be examined (prior to registration), selection of a faculty member with whom to work, analysis of concepts learned at the end of the semester. Students may not take the course for more than 3 credit hours.
This course is designed to give the individual an opportunity to work on a one-to-one basis with a professor. The study may be directed toward: research in an area school, creative projects, or seminars. Student responsibilities include: identification of the topic or problem to be examined (prior to registration), selection of a faculty member with whom to work, analysis of concepts learned at the end of the semester. Students may not take the course for more than 3 credit hours.
This course will examine the set of skills for success known as Executive Functioning Skills. These will be examined in detail. Various tools for successful implementation and development of executive functioning skills will be explored. Students will then tailor a plan to complete their honors program courses and project based upon their specific needs incorporating these skills. Additional plans may be developed in conjunction with specific skills of interest that each student hopes to develop as a part of the course.
The Field Experience is designed to provide opportunities for individualized reinforcement in content areas at the N-12 levels in local schools. The experience provides pre-service teachers with more opportunities to work with children in classroom situations through contracting for tutoring sessions, individualizing instruction for a particular pupil, or small group, and utilizing appropriate instructional techniques, methods and strategies.
Student teaching is the culminating experience in the professional preparation of teachers. The primary student teaching experience (K-3) consists of approximately seven weeks in an elementary classroom. Students are expected to: apply developmentally appropriate instruction to meet individuals' needs, develop both long and short term plans to implement curriculum, use technology to enhance instruction, develop and administer appropriate assessment strategies, organize and manage the classroom environment and exhibit the characteristics and ethics of a professional teacher.
Student teaching is the culminating experience in the professional preparation of teachers. The intermediate student teaching experience (4-6) consists of approximately seven weeks of full-time experience in an elementary classroom. Students are expected to apply developmentally appropriate instruction to meet individual needs, develop both long and short term plans to implement curriculum, use technology to enhance instruction, develop and administer appropriate assessment strategies, organize and manage the classroom environment and exhibit the characteristics and ethics of a professional educator.
Student teaching is the culminating experience in the professional preparation of teachers. This secondary student teaching experience consists of approximately seven weeks student teaching in grades 7-9. Students are expected to: apply developmentally appropriate instruction to meet individual needs, develop both long and short term plans to implement curriculum, use technology to enhance instruction, develop and administer appropriate assessment strategies, organize and manage the classroom environment and exhibit the characteristics and ethics of a professional educator.
This seminar will focus on professional self-assessment and standards-based documentation. The course will help students synthesize the major learnings in their program as they relate to the components of excellent teaching: planning, instruction and assessment. Students will use theory and research to support decisions in all three components. Pass/Fail. Co-requisite: enrollment in Student Teaching.
Student teaching is the culminating experience in the professional preparation of teachers. This secondary student teaching experience consists of approximately seven weeks student teaching in grades 10-12. Students are expected to: apply developmentally appropriate instruction to meet individual needs, develop both long and short term plans to implement curriculum, use technology to enhance instruction, develop and administer appropriate assessment strategies organize and manage the classroom environment and exhibit the characteristics and ethics of a professional educator.
This capstone professional seminar brings to fruition the preparation of student teacher candidates. The course will provide students the opportunity to synthesize the major learnings in their program as they relate to the components of effective teaching: planning, instruction and assessment. Students will apply theory and research to support decisions in all three components. Through research and discussion, student will broaden their perspectives on relevant issues in education today and prepare to engage fully in professional discourse.
This course provides an introduction to the many methodologies commonly used in the education professions of teaching and leadership. Participants will recognize the characteristics of well-designed quantitative and qualitative research and what methodologies may be used to best address given research questions. Design of an original research project and critical analysis of both qualitative and quantitative research are components of the course.
This course will develop understanding, perspective, competence, and leadership in the use of educational technologies. This course will provide students with hands-on experience and allow them to gain a working approciation of the value of technology in the profession.
The course addresses development and cognitive processes governing learning from conception to death. Normative, non-normative and historical effects within childhood, adolescence, adulthood and later life are presented. Formal developmental and learning theory is emphasized in conjunction with practical interpretation and application. The course provides an orientation and background for sound educational practices.
This course introduces students to the basic models, strategies, resources and management tools used to implement instruction. Students will apply models of teaching, develop lessons and assessments, examine curriculum issues, utilize current research, and reflect on practice. Appropriate uses of technology and utilization of effective inclusive practices are major strands in the course.
This course expands on knowledge gained in EDUC 523: Designing and Delivering Instruction and addresses specific issues in secondary subjects. Students apply discipline-specific knowledge of basic instructional models, strategies, resources and management tools used to implement instruction. Additional emphasis is placed on the use of technology, application of discipline specific curriculum standards, current issues and professional development. Appropriate uses of technology and utilization of effective inclusive practices are major strands in the course.
This course examines the methods, skills and best practices for teachers of English. The recommended practices and activities from the National Council for Teachers of English provide the basis for this content specific course for secondary certification. Students apply the discipline specific knowledge of basic instructional models, strategies, resources, and management tools used to implement effective instruction. Additional emphasis is placed on the uses of technology, application of discipline specific curriculum standards, current issues, and professional development.
This course examines the methods, skills and best practices for teachers of Languages Other Than English (L.O.T.E.). The recommended practices and activities from the National Council for Teachers of Foreign Languages provide the basis for this content specific course for secondary certification. Students apply knowledge of basic instructional models, strategies, resources, and management tools used to implement instruction as it applies in a L.O.T.E classroom. Additional emphasis is placed on the uses of technology, application of L.O.T.E. curriculum standards, current issues, and professional development.
This course examines the methods, skills and best practices for teachers of Math. The recommended practices and activities from the National Council for Teachers of Math provide the basis for this content specific course for secondary certification. Students apply the discipline specific knowledge of basic instructional models, strategies, resources, and management tools used to implement effective instruction. Additional emphasis is placed on the uses of technology, application of discipline specific curriculum standards, current issues, and professional development.
This course examines the methods, skills and best practices for Science teachers. The recommended practices and activities from the National Science Teachers Association provide the basis for this content specific course for secondary certification. Students apply the discipline specific knowledge of basic instructional models, strategies, resources, and management tools used to implement effective instruction. Additional emphasis is placed on the uses of technology, application of discipline specific curriculum standards, current issues, and professional development.
This course examines the methods, skills and best practices for teachers of English. The recommended practices and activities from the National Council for Teachers of English provide the basis for this content specific course for secondary certification. Students apply the discipline specific knowledge of basic instructional models, strategies, resources, and management tools used to implement effective instruction. Additional emphasis is placed on the uses of technology, application of discipline specific curriculum standards, current issues, and professional development.
Students learn the skills of managing the instructional process through identification of curriculum to be taught, standards integration, instructional delivery, assessment, and re-teaching. Information is also provided on the various theories and models of classroom management and managing individual student behavior to improve learning and student success.
This course examines legal and ethical issues affecting teachers, including civil and constitutional issues, copyright (including internet) issues, testing and grading issues, teacher liability, employment, contracts, assignment, dismissal tenure, retirement, special needs issues, and pupil control. Students will be familiar with major laws and cases that affect schools, as well as sources of information on legal issues for teachers.
The purpose of this course is to provide teachers and administrators with a solid historical and philosophical curriculum foundation in order to prepare them to be leaders of K-12 curriculum development and design. Students will examine numerous historical, theoretical and philosophical approaches to the foundations of curriculum design. Students will explore components of curriculum design and implementation as they relate to local and state curriculum issues and trends. Students will gain knowledge of approaches to the curriculum process, the nature of the subject matter, and how society/culture and learners contribute to the curriculum. Students will analyze curriculum evaluation strategies and curriculum-based assessment in terms of the effect of the curriculum on students and the school community.
Students investigate the uses and functions of traditional and alternative assessments in the context of 1) recognized measurement principles; 2) national and state, and local standards and benchmarks; and 3) sensitivity to learner differences and needs. Students will develop, administer and interpret results of a variety of classroom assessments and scoring instruments. Legal, ethical and political aspects of collecting and disseminating assessment results and grades will also be examined.
This course centers on the development of competencies in communication and collaboration. Those skills necessary for fostering successful integration and full inclusion of students with mild/moderate disabilities are addressed. In addition, strategies for collaboration with agencies, other specialists, families and classroom teachers are presented. A field experience is required with this course. Prerequisite: Taken concurrently with student teaching.
Student teaching is the culminating experience in the professional preparation of teachers. The secondary student teaching experience consists of 70 days in secondary classrooms (35 days in grades 7-9, and 35 days in grades 10-12) Students are expected to: apply developmentally appropriate instruction to meet individual needs, develop both long and short term plans to implement curriculum, use technology to enhance instruction, develop and administer appropriate assessment strategies organize and manage the classroom environment and exhibit the characteristics and ethics of a professional educator. Prerequisites: Successful completion of clinical block
Teacher residency is the practice of teaching in a 7-12 classroom under the direct supervision of an attending teacher. Teacher residency requires a minimum of 1000 hours in the classroom as a paid resident who is not the teacher of record. Teacher residents must be accepted into a residency by a school partner and match with an attending teacher. Residents are expected to: apply developmentally appropriate instruction, develop both long- and short-term plans to implement curriculum, adapt instruction to meet individual needs, use technology to enhance instruction, develop and administer appropriate assessment strategies, organize and manage the classroom environment, and exhibit the characteristics and ethics of a professional educator.
Teacher residency is the practice of teaching in a 7-12 classroom under the direct supervision of an attending teacher. Teacher residency requires a minimum of 1000 hours in the classroom as a paid resident who is not the teacher of record. Teacher residents must be accepted into a residency by a school partner and match with an attending teacher. Residents are expected to: apply developmentally appropriate instruction, develop both long- and short-term plans to implement curriculum, adapt instruction to meet individual needs, use technology to enhance instruction, develop and administer appropriate assessment strategies, organize and manage the classroom environment, and exhibit the characteristics and ethics of a professional educator.
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This course will address the social patterns of harassment, bullying and discrimination, including but not limited to those acts based on a person's actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or sex. It will also cover the identification and mitigation of harassment, bullying and discrimination; and strategies for effectively addressing problems of exclusion, bias and aggression in educational settings. Successful completion of this course will meet the certificate requirements in §14(5) of Chapter 102 of the Laws of 2012.
This non-credit field experience requires students to complete a field experience of at least 30 hours in a diverse setting.
This course will provide students experience in reviewing different types of data, analyzing data from multiple sources, and in using different methodologies in interpreting and presenting data for continuous improvement in educational practice. Students will also explore (1) using data to guide curriculum, instruction and comprehensive school improvement efforts, (2) developing a data driven culture within the school and (3) using technologies to present data in meaningful ways to school stakeholders.
Study and research conducted under the supervision of a faculty member, usually holding a doctorate, in an area of interest mutually shared by the student and supervisor. Permission of instructor required.
This non-credit field experience requires students to complete a field experience of at least 30 hours in a diverse setting.
Source: St Bonaventure University's catalog, linked per course · table learning_unit · CourseShelf publish 61
