118 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.
Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.
This course explores education's role in shaping society through critical, justice-oriented lenses. Engagement will prepare students to analyze power, identity, and pedagogical practice while engaging with diverse learners in real-world educational and community settings.
Examining schools and teaching from a disability studies perspective. Topics, issues, values related to inclusive education. Readings, observations and analysis of cultural media.
Observation and engagement with students in schools serving diverse children. Provides opportunities to observe learning processes, motivation, and communication, develop relationships, and observe how children and youth make sense of their school worlds.
Learning theories; human development; principles of inclusive, culturally responsive-sustaining, and antiracist teaching; and language acquisition. Needs of emergent multilingual students and the impact of culture on development and learning in inclusive classrooms.
Introduction to clinical simulations in support of K-12 teacher preparation contexts. Includes focus on engaging with various school personnel, support systems, data management and reporting, and data-informed reflection.
Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.
Understanding learning, learner similarities and differences in diverse populations; schools and classrooms as complex learning settings; teacher decision-making based on classroom observations, student assessment, theory, and situation analysis. No more than one of EDU 204,303, or 307 may be taken for credit.
Early childhood pedagogy and curriculum. Instructional methods for developmentally appropriate learning communities, developing child's sense of self and others, and child's understanding of social studies, mathematics, and science content.
78-hour field experience. Develop knowledge and skills to create inclusive, anti-racist, culturally responsive learning communities. Analyze student learning and reflect upon experiences in grade 1-3 classrooms to shape their teacher identity and educational philosophy.
Exploration of education related professional fields. Critical examination of issues of power and privilege in U.S. Strategies for working toward social and cultural transformation.
Participation in a discipline- or subject-related experience. Students must be evaluated by written or oral reports or an examination. Limited to those in good academic standing.
Offered through SUAbroad by educational institution outside the United States. Student registers for the course at the foreign institution and is graded according to that institution's practice. SUAbroad works with the S.U. academic department to assign the appropriate course level, title, and grade for the student's transcript.
In-depth exploration of a problem or problems. Individual independent study upon a plan submitted by the student. Admission by consent of supervising instructor or instructors and the department.
Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.
Immersion in arts instructional responsibilities. Focus on developing emergent approaches to K-12 arts pedagogy. Initiates development of meaningful instructional repertoires and practices; teacher-learner dialogue techniques; classroom management strategies. Includes teaching Saturday art workshops. Additional worked required of graduate students.
Focuses on creating visual culture and culturally responsive curriculum and assessment units for first-year professional practice; interdisciplinary perspectives; values, ethics, and policy approaches for de-emphasizing prevailing "school art" paradigms. Includes teaching Saturday art workshops.
Introduction to grant writing for nonprofit organizations, research, and community-based projects. Students gain knowledge and skills in identifying funding opportunities, analyzing calls for proposals, constructing compelling grant narratives, and writing complete proposals.
A hands-on course introducing human physiological data resulting from clinical simulations. Students focus on human physiology theory and basic data science techniques (i.e., data collection, analysis, interpretation, and communication) through multiple cycles of practice. Additional work for graduate students.
Issues that impinge on teachers, teaching, and schools in today's society. May not be repeated for credit.
78-hour field experience. Develop knowledge/skills to create inclusive, anti-racist, culturally responsive learning communities. Analyze student learning and reflect upon experiences in grade 5-8 classrooms to shape their teacher identity and educational philosophy.
Theories of international development applied to international education. How nationalism, race, gender, culture, and class shape educational opportunity. Cultural and social transformation strategies. Additional work for graduate students.
This course will provide students with the opportunity to explore the methods and content needed to plan and teach culturally responsive social studies units to all students (with and without disabilities). Additional work required of graduate students.
Planning lessons and units for science, focused on scientific practices, disciplinary core ideas, and cross-cutting concepts. Emphasizes anti-racist and inclusive instruction that supports the development of students¿ agency, identity, and authority as sense makers in the classroom. Additional work required of graduate students.
Strategies for building community; implementing interactive, culturally-relevant instruction; planning using multiple intelligences; and teaching pro-social skills to youth in classroom and community environments. In-class practice of strategies. Course does not apply to teacher certification programs.
Offered through SUAbroad by educational institution outside the United States. Student registers for the course at the foreign institution and is graded according to that institution's practice. SUAbroad works with the S.U. academic department to assign the appropriate course level, title, and grade for the student's transcript.
Offered through SUAbroad by educational institution outside the United States. Student registers for the course at the foreign institution and is graded according to that institution's practice. SUAbroad works with the S.U. academic department to assign the appropriate course level, title, and grade for the student's transcript.
Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.
78-hour field experience. Develop knowledge and skills to maximize students with disabilities' learning and focus candidate practice on teaching mathematics. Analyze student learning and reflect to shape their teacher identity and educational philosophy. Topic varies.
Behavior techniques in classroom and rehearsal situations. Development of music task-analysis skills and reinforcement techniques. Learning goals in music for children of different ages and abilities.
This course examines democracy's origins, evolution, and practice in America. Students explore the tension between democratic ideals and political realities, anti-democratic forces throughout U.S. history, and school's role in shaping democratic participation amid persistent social and political challenges.
Workshop experience with art as it relates to the various academic areas and other arts. For education majors without an art background. Promotes effective working relationship between classroom teacher and arts specialists.
Introduction for non-music majors to skills/resources necessary to teach music to children. Assists the classroom teacher in the use of music and the music specialist in school setting.
Introduction to rhetorical and dramatic skills. Basic principles, critical and creative processes, and adaptive action. Students experience positions of reporter interpreter, advocate actor, and discussant oral reader.
Use of movement exploration as integral to the learning process; implementation of movement elements into curriculum; appreciation for and understanding of the child's basic need to move and to learn through movement is stressed.
Develop an ambitious vision for inclusive and antiracist mathematics instruction; learn to support students in developing mathematical thinking, reasoning, and communication; understand mathematics curriculum and pedagogical strategies to actively engage students in doing mathematics. Additional work required of graduate students.
The history and causes of school violence. Describes prevention and intervention strategies and involves students conducting original research on school violence.
Three-week study abroad immersion course; literacy, inclusion, and diversity in Italian schools and communities through language study, school-based literacy projects, lectures, school and museum visits, readings, and discussions.
Two-week study abroad immersion course; inclusion, disability, and diversity in Italian schools and communities through language study, community-based research projects, lectures, school and museum visits, readings, and discussion seminars. Additional work required for graduate students.
Participation in a discipline or subject related experience. Student must be evaluated by written or oral reports or an examination. Permission in advance with the consent of the department chairperson, instructor, and dean. Limited to those in good academic standing.
Each immersion explores a timely educational theme through location-based experiences, expert-led sessions, and inclusive learning. Topics vary and may include history, equity, global perspectives, and museum or community engagement. Additional work for graduate students.
Offered through SUAbroad by educational institution outside the United States. Student registers for the course at the foreign institution and is graded according to that institution's practice. SUAbroad works with the S.U. academic department to assign the appropriate course level, title, and grade for the student's transcript.
Selected Studies in Education advanced students examine potentially transformative educational research; write research proposals including topic identification, research question formulation, critical literature review, data collection and analysis selection; and consider the implications and limitations of potential findings.
In-depth exploration of a problem or problems. Individual independent study upon a plan submitted by the student. Admission by consent of supervising instructor or instructors and the department.
Completion of an Honors Capstone Project under the supervision of a faculty member.
Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.
Supervised teaching experience in pre-kindergarten through twelfth grade settings, with required seminars and conferences. Matriculated teacher preparation students only. Repeated as program requires. Variable length experiences earn V-grade until complete, leading to P or F grade. Prerequisites and credits vary by program. Offerings may vary each semester.
Child abuse identification; abduction, school violence, substance abuse, and fire prevention; Dignity for All Students Act (DASA) training; general safety; as it relates to all students, preK-12. Required for NY State school certification programs.
Exploration of equitable, inclusive, and antiracist perspectives on assessment. Use of formal and informal approaches to document growth for students with and without disabilities, evaluate instructional effectiveness, and adjust curriculum and instruction.
Supervised full-day student teaching in 2 classrooms, 35-days each, 1 special education, 1 general education in content and grade level matching certification area. Instructional planning, teaching, assessment. Matriculated teacher preparation students only. Topics vary.
Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.
Immersion in arts instructional responsibilities. Focus on developing emergent approaches to K-12 arts pedagogy. Initiates development of meaningful instructional repertoires and practices; teacher-learner dialogue techniques; classroom management strategies. Includes teaching Saturday art workshops. Additional worked required of graduate students.
Focuses on creating visual culture and culturally responsive curriculum and assessment units for first-year professional practice; interdisciplinary perspectives; values, ethics, and policy approaches for de-emphasizing prevailing "school art" paradigms. Includes teaching Saturday art workshops.
This introductory course explores what it means to engage in inquiry qualitatively. It deploys a transdisciplinary approach to consider the theoretical, philosophical, and political questions and sensibilities at the heart of the interpretivist qualitative tradition.
Examination of historical and social perspectives of world music in diverse cultural contexts. Strategies for teachers to develop and facilitate interdisciplinary curricula through examination of materials and resources featuring music from around the world.
Focuses on elementary aged students, their diversity, and development. Examines the elementary school, curriculum, setting up and running the elementary classroom; explores creating a classroom community and how that builds a child's sense of self and relationships.
Explores foundational themes in learning, curriculum, and learner diversity for prospective teachers. Emphasizes backward design and universal design for learning to develop inclusive, standards-based instruction responsive to classroom and community contexts. Includes clinical simulations and lesson planning.
A hands-on course introducing human physiological data resulting from clinical simulations. Students focus on human physiology theory and basic data science techniques (i.e., data collection, analysis, interpretation, and communication) through multiple cycles of practice. Additional work for graduate students.
Issues that impinge on teachers, teaching, and schools in today's society. May not be repeated for credit.
Examines a diverse selection of assessment methods for student learning within music education settings. Strategies for future instruction planning; instructional adaptations based on data gathered through teacher-created assessment tools.
Plan and apply inclusive, evidence-based strategies for teaching math, science, English, or social studies to adolescent or child learners, integrating developmental theory and research-validated methods to support diverse abilities across content areas.
Skills for assessing the effectiveness of instruction using formal and informal assessments to collect data. Analyzing data and using findings to make curricular or instructional decisions.
For master's degree and beginning doctoral students who have had little, if any, exposure to research methods. Quantitative and qualitative methods are studied in the context of education.
Supervised teaching experience in kindergarten through twelfth-grade settings. Matriculated teacher preparation students only.
Behavior techniques in classroom and rehearsal situations. Development of music task-analysis skills and reinforcement techniques. Learning goals in music for children of different ages and abilities.
Theories of international development applied to international education. How nationalism, race, gender, culture, and class shape educational opportunity. Cultural and social transformation strategies. Additional work for graduate students.
Supervised teaching experience in pre-kindergarten through twelfth grade settings.
An introduction to the language and culture of the American Deaf community. Basic conversational skills and vocabulary. History of the American Deaf community.
Further development of skills in American Sign Language. Conversational idioms and vocabulary. Translation of stories, poems and songs. Continued discussion of American Deaf culture
This course will provide students with the opportunity to explore the methods and content needed to plan and teach culturally responsive social studies units to all students (with and without disabilities). Additional work required of graduate students.
Planning lessons and units for science, focused on scientific practices, disciplinary core ideas, and cross-cutting concepts. Emphasizes anti-racist and inclusive instruction that supports the development of students¿ agency, identity, and authority as sense makers in the classroom. Additional work required of graduate students.
Develop an ambitious vision for inclusive and antiracist mathematics instruction; learn to support students in developing mathematical thinking, reasoning, and communication; understand mathematics curriculum and pedagogical strategies to actively engage students in doing mathematics. Additional work required of graduate students.
The history and causes of school violence. Describes prevention and intervention strategies and involves students conducting original research on school violence.
The fundamental concepts, basic techniques, and logic of quantitative analysis in education and social science. Introductory inferential statistical methods covered include chi-square, t-test; basic ANOVA, correlation and multiple correlation.
Basic theory under-lying construction, evaluation, and use of educational tests. Construction and evaluation of achievement tests. Guided practice in test construction and test score analysis.
For elementary- and secondary-school administrators and teachers to work in their own schools toward improvement of their programs. Staff members available to give continual or periodic direction and consultation. Further information may be obtained from the Extended Campus Office, Syracuse University, Huntington Hall, Syracuse NY 13244.
Focus on building caring, secure, and nurturing learning communities and creating classroom and school climates that encourage student focus, productivity, and cooperation. Positive approaches for supporting individual students and helping them to manage conflict (e.g., self-determination, peer mediation).
Two-week study abroad immersion course; inclusion, disability, and diversity in Italian schools and communities through language study, community-based research projects, lectures, school and museum visits, readings, and discussion seminars. Additional work required for graduate students.
Participation in a discipline or subject related experience. Student must be evaluated by written or oral reports or an examination. Permission in advance with the consent of the department chairperson, instructor, and dean. Limited to those in good academic standing.
Each immersion explores a timely educational theme through location-based experiences, expert-led sessions, and inclusive learning. Topics vary and may include history, equity, global perspectives, and museum or community engagement. Additional work for graduate students.
In-depth exploration of a problem or problems. Individual independent study upon a plan submitted by the student. Admission by consent of supervising instructor or instructors and the department.
Special topics of current interest in the field of professional education for depth study by graduate students.
The course uses problem solving activities, research, and theories to develop mathematical and scientific models or arguments as tools for exploring and solving problems relevant to STEM learning.
Political, historical, and methodological aspects of elementary and secondary schools. Skills in analysis, synthesis, and criticism developed.
Curriculum decision making as a function of the school's role in society. Theory and research in human growth and learning. Models of organization and instruction.
Defining critical media and literary analysis for K-16 social studies and English classrooms. Using research and activities to evaluate and design learning tasks that develop students' critical analysis skills across both disciplines.
Seminar addresses key issues, strengths, and limitations of various quantitative research designs, and integrates design with theory, sampling, measurement, and statistical analysis, using examples from the research literature in students' program areas.
Effective models for personal and professional growth. Skills for designing, implementing, evaluating, and supporting staff development processes. Historical, organizational, political, interpersonal, and cultural contexts.
Concepts and practices in mentoring among teachers. Induction programs at the state and local levels. Programs as part of professional development. Qualities and skills of mentors.
For teachers, administrators, and other school personnel to work on campus toward solution of specific problems in elementary and secondary education in their schools. Each workshop has a core or central theme. Parallel to EDU 660.
This course interrogates and reimagines engaged research design and participatory methods. It centers critical perspectives and community voice, examines power and equity in researcher and participant relationships, challenges notions of reciprocity, and prioritizes collective meaning-making to address educational issues.
An exploration of the use of narrative methods in research and creative practice. Conducted in the form of a creative workshop, participants will learn to decode stories as data, and construct experiential data as stories.
Analyzes racial inequities in education with a focus on engaged scholarship and educational change through multi-disciplinary perspectives, analyses, and findings. Students will develop knowledge, positions, and proposals of local concern and broader significance.
Reviews, integrates and extends concepts and techniques from introductory statistics and research design. Focuses on intermediate-level statistical techniques including AVOVA, multiple regression, discriminant analysis, and path analysis. Training in SPSS using extant data sets. Student must have completed a graduate course in statistics.
Consolidates and refines previous training in quantitative research design, statistical procedures, and computerized data analysis (using the SAS package) in the context of closely supervised research projects that fulfill Ph.D. apprenticeship and Ed.D. practicum requirements.
Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.
Introductory course focusing on knowledge, skills, and dispositions required for doctoral study and educational inquiry. Examines a wide range of innovative educational research approaches that offer critical insights toward promoting equitable education.
The focus of this course is on conducting data collection, which includes various qualitative research methods, and critical approaches in qualitative inquiry.
Explores qualitative data analysis through coding, memo writing, and critical inquiry. Students primarily interpret data, and connect findings to theory and literature, culminating in a final paper grounded in original analysis and reflective scholarship.
Theoretical models, experimental programs. Historical perspective on recent innovative movements. Development in local pre-service/in-service program.
Issues and concepts in assessment of teaching and teachers. Skill and experience developed from political, psychological, and sociological perspectives.
Continuum of practices: recruitment preparation, induction, continuing professional development. Developing a frame of reference regarding teacher education.
Radical traditions in curriculum theory in the Americas and Europe. Critical, radical, and progressive approaches concerned with issues of power, language access, justice, and equity. Critical theorists, feminists, multiculturalists, culturally relevant pedagogues, and post-structuralists.
Examination of cognitive science, constructivism, social cognition, and other learning theories and their influence on how educators view learning and have conducted research about learning.
Overview of social, academic, and psychological aspects, including fundamental mental abilities of inquiry. Introduction to full range of quantitative and qualitative inquiry strategies and practice in research topic identification, problem formation, and study design.
Advanced discussion of problem formation, literature review, study design, and professional context of instructional research; support in preparation of dissertation research proposal.
Develop advanced knowledge in student's field of study through the process of learning how to conduct a literature review; learn how to successfully communicate and defend understanding of study area.
Discussion and critique of multivariate research methods, designs, and strategies as applied in contemporary educational research. Practical applications in multivariate research design, implementation, and interpretation of data.
An introduction to structural equation modeling (SEM) and factor analysis (FA), and the uses of these approaches in scientific research.
Exploration of a problem, or problems, in depth. Individual independent study upon a plan submitted by the student. Admission by consent of supervising instructor(s) and the department.
Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.
Seminar in current scholarly work of teaching and leadership faculty. Topics, interests, research. Methods and approaches. Forms of publication and exhibition. Matriculation at doctoral level.
Doctoral seminar exploring the writing of classic and contemporary educators who have had significant impact on the development of educational thinking, policies, and practices that promote democratic schooling and social justice.
Participation in a discipline- or subject-related experience. Students must be evaluated by written or oral reports or an examination. Limited to those in good academic standing.
In-depth exploration of a problem or problems. Individual independent study upon a plan submitted by the student. Admission by consent of supervising instructor or instructors and the department.
For qualified students who wish to pursue individual problems under faculty direction, particularly problems in those fields not served by a special research course.
Source: Syracuse University's catalog, linked per course · table learning_unit · CourseShelf publish 61
