State University of New York at New Paltz · Courses
EDS
57 courses with the subject EDS, 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.
EDS 293Educational Studies Selected Topics1-12
Selected topics courses are regularly scheduled courses that focus on a particular topic of interest. Descriptions are printed in the Schedule of Classes each semester. Selected topics courses may be used as elective credit and may be repeated for credit, provided that the topic of the course changes.
Subject
EDS
Credits (min)
1
Credits (max)
12
Credit unit
Credits
Type
course
Repeatable
may be repeated for credit, provided that the topic of the course changes.
EDS 315Anti-Imperialist Pedagogy in Political Cinema3
The history and pedagogies of Resistance Cinema against domestic and global imperialism will be explored while interweaving race, gender and class oppression in various contexts of solidarity actions. The films challenge viewers to question and challenge ideas about social transformation and collective solidarity movements.
Examination of imperialism within the development of the capitalist mode of production and exploration of varied modes of resistance through education or pedagogical practice. Focus on the Global South.
Examines intersections of cultural, racial, socio-economic realities of urban education. Utilizes structural analyses, emphasizing implications for policy. Analyzes relationships between access, quality, scale and resources. Engages cities as providing unique educational challenges and possibilities.
EDS 340Sociological and Philosophical Foundations of Education3
Explores the social/cultural, philosophical, political, and historical context of schooling in the United States. Issues of social difference in education (such as class, race/ethnicity, gender, language, and ability/ disability) are addressed as well as values as they arise in relationships among schools, teachers, students, and communities, in school policies and practices, and in broader educational reform initiatives. Designed for those seeking certification to teach and for others interested in the study of education as a social practice. (Required for teaching certificate.)
Examination of the dynamic forces that guide the intersection of ‘politics’ and education within the US context. Emphasis will be placed on how power shapes structures of educational governance and popular discourse in historical and contemporary educational law, policy, and practice.
Structured learning experience in which students identify and process their basic concerns of identity, connectedness, and power. Activities help students clarify their behavior patterns and increase their range of choices personally and interpersonally.
This course will study human development from the prenatal period through old age. It explores physical, cognitive, social and emotional development during infancy, childhood, adolescence and adulthood. In addition, we will examine major cultural and psychological theories in Human Development. The course will explore core developmental issues: nature and nurture, universality and diversity in development, and qualitative and quantitative developmental changes in human development across the life span.
Considers theoretical positions regarding growth, learning and personality development as they relate to the education of children. Examines general characteristics and individual differences of the infant and preschool child and the school-age child up to adolescence. Includes child observation and discussion of such factors as sex, role, ethnic and linguistic differences, handicapping conditions and abuse and neglect. (Required for elementary teaching certificate.)
EDS 372Developing Adolescence in Middle and Secondary Schools3
Explores the relationship between the physical, emotional, cognitive and social areas of early and later adolescent development. Considers issues of inclusion such as multiculturalism, special needs and gender issues. Designed for prospective teachers and others who may work with adolescents at the middle and secondary levels (grades 5-9 and 10-12).
Introduction to the study of comparative education. Examines the educational process in a variety of countries. Topics include the social context, role of the teacher, goals of education, nature of the curriculum, and organization, control and financing of the system. Designed for those planning careers as teachers and for those interested in the study of education as a social process (EDS340 or EDS373 required for teaching certificate).
An interdisciplinary exploration of poverty in the U.S. - its causes, consequences, and relationship to schooling. Emphasis on how poverty affects particular groups of people - mothers and children, migrant farmworkers and other low-wage workers, people in rural areas, people of color, and students. Also, consideration of the public discourse on proverty and how it shapes thought about social and educational reform.
This is an experiential course, introducing the practical applications of the expressive arts therapies, including movement, music, paint, clay, journal keeping and drama, and their use in the fields of education and the human services. This course will demonstrate the utilization of the expressive arts therapies for the personal, interpersonal growth and change through person-centered listening and communication counseling skill development.
This is an experiential course, exploring the historical, contemporary and practical applications of the expressive arts therapies, including movement, music, paint, clay, journal keeping and drama, and their use in the fields of education and the human services. This course will demonstrate the utilization of the expressive arts therapies for personal, interpersonal, and social growth and change.
Learning happens everywhere: homes, libraries, gaming spaces, museums, parks, community centers, religious and cultural institutions. Drawing on diverse community resources, this seminar explores theory and practice of education in informal spaces across the lifespan.
EDS 382Native American Science and Literacy Education3
Introduces students to Native American education models and knowledge systems, foundations and practices of science and literacy learning. Elaborates connections between scientific and literacy-based understandings within Native American educational frameworks.
EDS 383Introduction to Literacy for Diverse Learners3
The course introduces the sociocultural, moral, political, historical, and developmental dimensions of literacy. Students consider how classroom practices for secondary students relate to theories of learning, to first- and second-language acquisition, and to literacy development. The course presents a broad view of literacy as a form of communication.
Selected topics courses are regularly scheduled courses that focus on a particular topic of interest. Descriptions are printed in the Schedule of Classes each semester. Selected topics courses may be used as elective credit and may be repeated for credit, provided that the topic of the course changes.
Subject
EDS
Credits (min)
1
Credits (max)
12
Credit unit
Credits
Type
course
Repeatable
may be repeated for credit, provided that the topic of the course changes.
Selected topics courses are regularly scheduled courses that focus on a particular topic of interest. Descriptions are printed in the Schedule of Classes each semester. Selected topics courses may be used as elective credit and may be repeated for credit, provided that the topic of the course changes.
Subject
EDS
Credits (min)
3
Credits (max)
12
Credit unit
Credits
Type
course
Repeatable
may be repeated for credit, provided that the topic of the course changes.
Examines recent research findings in the social, emotional, intellectual, and physical development of children and implications for teachers' relationship with individual children.
Traces the history of American education from the Colonial Period. It includes a discussion of the development of public schools, and the relationship between cultural pluralism and schooling.
This course examines the way that racial and cultural differences shape the purposes and practices of education. It examines the social foundations of multicultural education, with particular attention to inequities among racial and cultural groups.
This course examines the links between education, particularly schooling, and psychological development. Themes addressed include development, the interplay of psyche and culture, paradigmatic and narrative modes of thinking, etc. Central to the course is the consideration of how theory influences individual learners and their communities.
Examines the relationship of schooling to its context through philosophy and/or social science. It addresses cultural diversity, economic stratification, gender, and the social condition of children as they affect contemporary educational challenges and possibilities.
EDS 541Approaches to Social Justice Educational Studies3
This introductory course examines social justice as a movement and approach to education. Students explore the challenges of implementing principals and practices that support diversity and equity in their schools, human service institutions, and communities.
Conflict is part of the human social life, and educators across settings must understand and constructively deal with conflict. The course explores tools (e.g., meditation) and practices such as navigating conflict among diverse peoples and perspectives.
This experiential course focuses on the role of self-knowledge in teaching and learning. The impact of gender, age, race, class, culture and family history on personal development are explored. Students examine limiting patterns and design alternatives.
Working in education, nonprofits, human services, or advocacy means being of service. This course reflectively explores the politics and ethics of these professional and personal relationships in the contexts of a diverse society.
Explores issues in the sociocultural, moral, political, historical, and developmental dimensions of literacy. Students consider how classroom practices for secondary students relate to theories of learning, to first- and second-language acquisition, and to literacy development. This course presents a broad view of literacy as a form of communication.
The expressive arts can be utilized in envisioning and leading change initiatives that address social justice issues in schools and community organizations. This reflective and experiential course will explore practical, arts-based teaching and learning strategies.
EDS 552Restorative and Transformative Justice and Practice3
This course examines restorative and transformative justice within the complicated relationships between the prison industrial complex and schooling, community resistance and activism, and ideologies that inform a society’s politic of justice.
Through an in-depth study of theories, policies, and practices, this course examines critical issues impacting U.S. higher education. Research in higher education and our collective contributions will be crucial sites of our study.
Antioppressive pedagogies actively challenge multiple manifestations of oppression in society, learning spaces, relationships, and lives. This course explores and applies theoretical foundations and daily, lived practices for teaching, learning, and facilitation.
Introduction to drugs, drug use, drug education, and disciplinary responses to drug use in public schools. Cultivates capacities for understanding and investigating the impact of drug policy in schools.
This course examines how race and gender, along with other identities, shape and are are shaped by educational settings, It explores systemic and personal manifestations and strategies for equity in curricula, classrooms, schools and organizations.
This course explores the role educational institutions play in the construction of gender. Students analyze curriculum, policies, organizational/social factors, and methods that work toward gender affirming and just relationships in classrooms and human service settings.
Selected topics courses are regularly scheduled courses that focus on a particular topic of interest. Descriptions are printed in the Schedule of Classes each semester. Selected topics courses may be used as elective credit and may be repeated for credit, provided that the topic of the course changes.
Subject
EDS
Credits (min)
1
Credits (max)
12
Credit unit
Credits
Type
course
Repeatable
may be repeated for credit, provided that the topic of the course changes.
Principles of motivation and learning taken from psychological theory and their application to classroom learning. Works of some outstanding psychologists examined for similarities and differences in points of view toward how learning takes place and how people are motivated.
EDS 730Adolescent Development in Middle & Secondary Schools3
Study of early and later adolescent contexts and their educational implications for middle and secondary school teachers (grades 5-9 and 10-12). Not open to students who have taken undergraduate developing adolescence courses.
A laboratory for experiencing and analyzing group processes such as leadership, diversity, decision-making, communication, conflict resolution, problem-solving and team building. Students analyze and enhance their own behavior in groups and practice process-observation skills.
EDS 741Social-Emotional Learning for Social Justice3
This course focuses on social-emotional learning in an interdisciplinary social justice context. Participants will explore programs and resources for use with a diverse range of learners in educational and human service settings.
This required course introduces students to qualitative research methods. Students design, implement and present a major research project. This course should be taken near the end of the program.
EDS 749Seminar in Social Justice Educational Studies3
This culminating course in the MPS program asks students to articulate their social justice positionality, philosophy, and practice. Students will identify the tools and supports necessary for sustaining just relationships and practices.
Examines the purposes, ideals and central concepts of education. It draws on texts from the history of philosophy as well as contemporary educational thought.
EDS 753Leadership in Education and Human Service Settings3
Leadership can be a transformational force for social change in education, human services, and nonprofits. Learning from social justice leaders and student's own experiences, knowledges, and values, this course critically examines leadership practices and conceptualizations.
Selected topics courses are regularly scheduled courses that focus on a particular topic of interest. Descriptions are printed in the Schedule of Classes each semester. Selected topics courses may be used as elective credit and may be repeated for credit, provided that the topic of the course changes.
Subject
EDS
Credits (min)
3
Credits (max)
12
Credit unit
Credits
Type
course
Repeatable
may be repeated for credit, provided that the topic of the course changes.
