65 courses with the subject ED, 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.
ED 030Percussion Methods for K-12 Music Educators. The purpose of this course is to provide
music educators with basic information concerning teaching methods and performance techniques for musical instruments common to the percussion family. Students will follow a course of study that will enable them to teach beginning students at the elementary, middle, and high school levels and to continue to provide them with an accepted, organized approach to learning and developing percussion techniques and skills. This course of study is designed to acquaint students with the history of each major instrument found in the percussion family, their acoustical properties and methods of sound production, and the idiosyncrasies of percussion music notation. It will provide future music educators with a rudimentary technique on many of the instruments labeled percussion, concentrating on those that are most commonto today's PreK -12 grade music literature.
ED 031Brass Methods for K-12 Music Educators. The purpose of this course is to provide music
educators with basic information concerning teaching methods and performance techniques and pedagogy for musical instruments common to the high and low brass families. Students will follow a course of study that will enable them to teach beginning students at the elementary, middle, and high school levels and to continue to 124 / 445
ED 218Music Technology and Recording for Music Educators (TT) 1/ This course provides2
experience with a range of technology applications within education, including deep practice in using technology to design instructional learning opportunities for general education students and students with exceptionalities. Music Teacher candidates gain proficiency using online software, social media, multimedia, and data 125 / 445
ED 404Music Education for Middle School/High School 7-12 One unit. This course provides teacher
candidates with the knowledge and skills they need to effectively teach music in a diverse classrooms across a spectrum of abilities, particularly children with low-incidence exceptionalities, in the 7-12 setting. Candidates study State and professional association standards that support these disciplines (NafME, NYSSMA, and New York State Learning Standards, including the Common Core) to plan, implement, and assess interdisciplinary inquiry-focused lessons designed to meet all students’ needs. The course consists of lectures, teaching demonstrations, peer teaching, music classroom observations, and a review of music education literature. This course presents a range of material relating to the principles and philosophy upon which school music instruction is based. Topics include curriculum, learning theory, methodologies, content standards, lesson planning, career opportunities, rehearsing, program-building, assessment, advocacy, and history of American music education. Students will be able to describe the primary points of emphasis of several important learning theories, including those of Bloom, Ericson, and Dewey as well as identify and describe several rehearsal strategies for use with secondary music classes, including band, choir, jazz ensemble, and orchestra. Developmentally appropriate practice will be utilized to target the individual needs of students in the 7-12 classroom focusing specifically on skills in teaching music that incorporates singing, movement, playing instruments, listening, creating, and writing.
ED 426LLanguage and Literacy for Diverse Children Lab Zero unit. This lab will provide teacher candidates
with the opportunity to engage in an in-depth exploration related to literacy assessments to support English language learners and students With various literacy needs. Teacher candidates will focus on administering and analyzing and literacy assessmen1 utilized in schools. Teacher candidates will have direct supervised experiences when administering these assessments, when analyzing their validity and reliability, and when creating individualized literacy plans for English as a second language learners and students with various needs. Co-requisite ED 425 and ED 426.
ED 551AStudent Teaching: Inclusive/Childhood Grades PreK-6 (OO) One unit. The teacher candidate’s
preparation for teaching diverse children in grades PreK-6 culminates in a full-time, seven week, 220-hour directed teaching experience in an accredited inclusive and/or self-contained classroom led by a teacher certified in the target certification area. The experience includes orientation to school and classroom, practice in planning instruction, developing teaching and evaluation skills, and improving professional relations skills. Candidates are expected to participate fully in instructional activities throughout the placement, assuming responsibility for the class during the last week, planning, implementing, and assessing technology-enhanced, constructivist, and interdisciplinary instruction. A regularly scheduled reflection seminar totaling 7 hours, led by the student’s college supervisor, accompanies the clinical experience. Either ED 551B or ED 561B must be in a special education context. Prerequisites: Completion of all 8 required Education courses and all required workshops; status as a senior; status as an Education major in good standing, including a B average overall and a B minimum in all education courses; and passing scores on all State certification exams for Childhood/Special Education1-6 except TPA. Co-requisites: ED 561B, ED 580. Offered fall and spring. 126 / 445
ED 559GThe Secondary Classroom in an Inclusive Setting. Three credits. This course surveys a variety
of general and special education topics about secondary schools, including historical and comparative contexts of schooling; socio-cultural influences on student learning; standards-based, professionally aligned curriculum design; content-specific pedagogy; authentic instruction and assessment; and differentiation within the high school context. Candidates develop constructivist instructional units and implement and assess lesson plans. The class explores models of secondary instruction such as tracking, integrated co-teaching, expeditionary, and vocational education Offered Summer A. 132 / 445
ED 560AStudent Teaching: Inclusive/Middle Grades 4-6 or 7-9. Three credits. The teacher candidate’s
preparation for teaching diverse children in late elementary grades (4-6) or early secondary grades (7-9) culminates in a full-time, seven week, 220-hour directed teaching experience in an accredited inclusive and/ or self-contained classroom led by a teacher certified in the target certification area. The experience includes orientation to school and classroom, practice in planning instruction, developing teaching and evaluation skills, and improving professional relations skills. Candidates are expected to participate fully in instructional activities throughout the placement, assuming responsibility for the class during the last week, planning, implementing, and assessing technology-enhanced, constructivist, and interdisciplinary instruction. A regularly scheduled reflection seminar totaling 7 hours, led by the student’s college supervisor, accompanies the clinical experience. Either ED 550A or ED 560A must be in a special education context. Prerequisites: Completion of all required Education courses and all required workshops; status as an Education major in good standing, including a B average overall and a B minimum in all education courses. In addition, all teacher candidates must take applicable state certification exams for the certificate sought except TPA. Offered fall and spring.
ED 562GContent Area Reading and Writing. Three credits. The course explores methods of teaching reading
writing, speaking, listening, and study skills in content area subjects in the secondary curriculum, with an emphasis on working with culturally and linguistically diverse students in inclusive settings. Candidates study the theory and practice of reading and writing, questioning and discussion, vocabulary, study strategies, fiction, and non-fiction across the curriculum. Approaches include collaborative, individual, electronic, and visual instructional techniques to address the needs of diverse classrooms. Using State and professional association standards that support literacy development for diverse learners (TESOL, CEC, and New York State Common Core and subject area standards), candidates plan differentiated content area learning and assessments for students who are English speakers and English language learners and for those with special needs or interrupted formal education (SIFE). Includes 25hours of professional field experience. Offered Summer A.
ED 570AStudent Teaching: Inclusive/Secondary Grades 10-12. Three credits. The teacher candidate’s
preparation for teaching diverse children in secondary grades (10-12) culminates in a full-time, seven week, 220-hour directed teaching experience in an accredited inclusive and/or self-contained classroom led by a teacher certified in the target certification area. The experience includes orientation to school and classroom, practice in planning instruction, developing teaching and evaluation skills, and improving professional relations skills. Candidates are expected to participate fully in instructional activities throughout the placement, assuming responsibility for the class during the last week, planning ,implementing, and assessing technology-enhanced, constructivist, and interdisciplinary instruction. A regularly scheduled reflection seminar totaling 7 hours, led by the student’s college supervisor, accompanies the clinical experience. Either ED 560A or ED 570A must be in a special education context. Prerequisites: Completion of all required Education courses and all required workshops (ED 500 through ED 503 and ED 506); status as an Education major in good standing, including a B average overall and a B minimum in all education courses. In addition, all teacher candidates must take applicable state certification exams for the certificate sought except TPA. Co-requisites: ED 560A, ED 604. Offered spring.
ED 580GSchool, Diversity & Society: Elementary Schools. Three credits. This capstone course, which
requires a comprehensive professional portfolio demonstrating effectiveness as an elementary schoolteacher, explores broad educational issues in light of current research and candidates’ student teaching experiences. Topics such as law, diversity, culturally-relevant pedagogy, educational history and reform, accountability, purposes of schooling, and the teaching profession undergird explorations of practice. Candidates assess their student teaching to improve their daily instructional practice and to become effective, transformational 133 / 445
ED 593Independent Study. One unit. Supervised independent research projects developed by the student with1
faculty advisement. Restricted to advanced majors. Offered as needed after consultation with the Department Chair. MUSIC-EDUCATION PreK-12 INITIAL CERTIFICATION MAJOR (B.S.) Music Content (9 units) MU111 + MU111L (Music Theory I and Musicianship lab) 1 unit MU112 + MU112L (Music Theory II and Musicianship lab) 1 unit MU211 + MU211L (Music Theory III and Musicianship lab) 1 unit MU212 + MU212L (Music Theory IV and Musicianship lab)
ED 600Curriculum Development and Strategies for Teaching. Three credits. This course provides a
foundation in constructivist theories of education and their applications to the practice of designing and modifying standards-based curriculum to effectively meet the needs of all students. Topics explored include critical thinking, questioning skills, classroom dynamics, the art of good reasoning, essential questions, affect, interdisciplinary learning, and addressing needs of children with exceptionalities. Pre-service teachers practice standards-based, curriculum-aligned lesson planning and implementation, with reflective, evidence-based assessment of strengths and weaknesses of various lessons. Includes 10 hours of professional field experiences for Childhood (1-6) students. Offered Summer B and fall.
ED 601Learning Environments for Students with Exceptionalities. Three credits. This course focuses
on the laws, policies, and principles for teaching individuals with different abilities and learning needs within appropriate placements in self-contained and inclusive settings. Using a framework of Universal Design for Learning, teacher candidates identify and analyze abilities and challenges related to specific exceptionalities, exploring evidence-based strategies for instruction, assessment, and assistive/adaptive technology use to ensure all students have access to meaningful, rigorous and standards-aligned educational experiences. Candidates engage Individualized Educational Plans and associated decision-making for inclusive settings emphasizing teaming, cultural inclusion, and family involvement, and incorporating formative and summative assessment of academic and social progress of students with exceptionalities. Includes 30 hours of professional field experiences for Childhood (1-6). Offered Summer A and spring.
ED 603Human Development: Childhood to Pre-Adolescence. Three credits. This course provides an
overview of major psychological principles as they relate to the emotional, cognitive and moral development of the growing child. In particular, the course examines this development from the early years through adolescence including the understanding of language acquisition as a developmental process. Using current research on motivation and learning, the course explores today’s classrooms and the surrounding cultural milieu to understand these psychological dynamics at work. Students are exposed to the importance of parental involvement and behaviors as well as the importance of accurate IEPs to enhance psychological and educational development. Current topics in human development are also be explored, including gender, diversity, inclusion, parenting and home life, mental health and individual differences. Includes 10 hours of professional field experiences. Offered fall.
ED 604School, Diversity & Society: Secondary Schools. Three credits. This capstone course, which requires
a comprehensive professional portfolio demonstrating effectiveness as a secondary teacher, explores broad educational issues in light of current research and candidates’ student teaching experiences. Topics such as law, diversity, culturally-relevant pedagogy, educational history and reform, accountability, purposes of schooling, and the teaching profession undergird explorations of practice .Candidates assess their student teaching to improve their daily instructional practice and to become effective, transformational professionals. In particular, the course develops pre-service teachers’ ability to foster individual and group motivation; to use technology 134 / 445
ED 607Human Development: Adolescence Through Adulthood. Three credits. This course is designed
to provide an overview of major psychological principles as they relate to the emotional, cognitive and moral development of the emerging adult, with a particular focus on personal growth in adolescents and young adults. Using current research on motivation and learning, the course explores today’s secondary classrooms and current teenage cultural norms to understand these psychological dynamics at work. Teacher candidates are exposed to the importance of parental involvement and behaviors and study effective approaches to motivating and educating adolescents in inclusive, diverse secondary classrooms. Current topics in human development are also be explored, including gender, diversity, inclusion, parenting and home life, mental health and individual differences. Includes 10 hours of professional field experiences for all programs except GAE. Offered fall and spring.
ED 608Philosophical Foundations of Education. Three credits. This course explores educational policy and
practice through examination of philosophical theories and approaches. The course identifies and explores major epistemological, ethical and political theories and how they impact and are informed by education in a democracy. The course develops awareness of the complexities of the aims of education in a democracy with an emphasis on what it means to educate for democratic citizenship. Fundamental axiological and epistemological issues around curriculum design, family involvement, pedagogical approaches and school reform are addressed. Questions in philosophy of mind such as nature of the person, personal identity and issues around human nature are also explored. Further issues addressed in the course include the epistemological and ethical basis for feminist pedagogies and the nature and purpose of moral education. Includes 10 hours of professional field experiences. Offered Summer B.
ED 613Inclusive Methods I: Social Studies, PE, & Health. Three credits. This course provides teacher
candidates with the theoretical knowledge and practical skills they need to effectively teach social studies, physical education, and health within diverse classrooms across a spectrum of abilities, particularly children with low-incidence exceptionalities, in the 1-6 setting. Candidates study State and professional association standards that support these disciplines (ACEI, NCSS, ISTE, AAHPERD, CEC, and New York State Learning Standards, 135 / 445
ED 614Inclusive Methods II: Science, Math, Technology, and Arts. Three credits. This course provides
teacher candidates with the theoretical knowledge and practical skills they need to effectively teach mathematics, science, technology, and the fine arts within diverse classrooms across a spectrum of abilities, particularly children with high-incidence exceptionalities, in the 1-6 setting. Candidates study State and professional association standards that support these disciplines (ACEI, NCTM, NSTA, ISTE,NAEA, CEC, and New York State Learning Standards, including the Common Core) to plan, implement, and assess interdisciplinary inquiry- focused lessons designed to meet all students’ needs. Candidates create technology-enhanced, content-specific lessons that emphasize hands-on, constructivist-oriented practices. Includes 20 hours of professional field experiences. Prerequisite: ED 650.Generally offered fall or spring; check with the department for current cycle.
ED 615Parent, Family, and Community Cooperation and Collaboration. Three credits. This course offers
an overview of the changes in contemporary society and families that influence children with a range of exceptionalities from birth through second grade. Children are members of family units as well as larger, culturally diverse, social networks and systems; accordingly, their growth and development is linked with the cultural context that informs parent, family, and community involvement. Candidates learn possibilities for parental and family involvement in the out-of-home care and education of young children, including the provision of family- centered services for children with special needs. The class addresses a range of collaborative partnerships that support learning, in particular examining effective approaches for teenage parents, foster care, adoption, single- parent homes, step-families, language minority parents and families, divorced and blended families, and early intervention services for families with children with mild, moderate, or severe exceptionalities. Includes 25 hours of professional field experiences. Offered fall.
ED 618Holistic Instruction: Aesthetic Education and Curriculum. Three credits. This course studies
educational goals that move beyond mere academic learning. Theoretical connections between aesthetic education and emotional intelligence, including the ways in which these arenas support academic development, provide the foundation for the class. Teacher candidates design and experience lessons for young children geared towards the development of emotional intelligence through the use of the arts, exploring what assessment might mean in an aesthetically and emotionally orientated curriculum. The notions of multiple intelligences and differentiation for various learning styles and exceptionalities forma key portion of the course. Includes 25 hours of professional field experiences. Offered fall.
ED 620LAdvanced Curriculum Development and Instruction (Birth-2) Lab. One credit. This 40-hour
practicum of professional field experiences requires candidates registered for ED620 to work in a minimum of two placements in early childhood/special education contexts to provide targeted early interventions on a one-on- one basis with a student needing specialized social, emotional, behavioral, or intellectual supports. Candidates prepare a portfolio that includes the results from interviews, inventories, and informal assessments. Co-requisite:
ED 621Linguistic, Numerical and Artistic Symbols and Tools (Birth-2). Three credits. This course explores
interdisciplinary approaches to the development of language acquisition, numeracy, creative expression, and literacy skills. Topics include the influence of parents and community and characteristics and behaviors of children birth to second grade. Course discussions focus on diversity and children with special needs, exploring effective ways to differentiate standards-based instruction based on formative and summative assessment. Includes 25 hours of professional field experiences. Offered Summer A.
ED 622Learning Differences in the Inclusive Setting (Birth-2). Three credits. This course presents an
overview of children with learning differences who are placed in inclusive early childhood settings from birth to second grade. Teacher candidates study the needs of young children with exceptionalities, with an emphasis on developing nurturing and stimulating environments that are specifically organized and adjusted to promote optimal functioning for each child. The course explores approaches for and evidence around early interventions for young children with mild, moderate, and severe exceptionalities. Candidates practice designing and implementing interventions within legal and ethical frameworks that ensure appropriate delivery of services for all children, including those with and at risk for exceptionalities, receive appropriate services. Includes 25 hours of professional field experiences. Offered spring.
ED 624Action Research. Three credits. This course examines research design, methodology, and qualitative
and quantitative analyses through the lens of action research. Participants conduct literature reviews, build or select a conceptual framework, and design an action research project intended to deepen their knowledge of their field, to develop their leadership skills by promoting learning among colleagues, and to support positive change within their organizations. Includes 10 hours of professional field experience. Offered spring.
ED 635Advanced Studies in Literacy for the B-6 Inclusive Setting. Three credits. This course examines
the processes, theories, and models underlying literacy development. Teacher candidates practice supporting students in the developmental process of becoming sophisticated readers, writers, speakers, and listeners. Using State and professional association standards that support English Language Arts learning, including ACEI, IRA, CEC, and New York State Common Core standards, candidates plan, implement, and assess the impact of interdisciplinary inquiry-focused lessons using both fiction and non-fiction to meet all students’ ELA learning needs. Includes 25 hours of professional field experiences. Offered spring.
ED 636Intervention Strategies for Students with Reading Difficulties. Three credits. This course explores
the complex characteristics and needs of individuals with reading difficulties, including linguistically and culturally diverse children across a wide spectrum of abilities. Candidates study approaches for teaching reading, including strategies such as controlled sight vocabulary; analytic phonics; organizing and summarizing; the use of mnemonics, background knowledge, and context clues; problem solving; and relational thinking. Using State and professional association standards that support literacy development for diverse learners, including TESOL, CEC, and New York State Common Core standards, candidates plan, implement, and assess the impact of 137 / 445
ED 647Educational Assessment and Testing. Three credits. This course examines instructional techniques
that focus on effective practices for students with disabilities. Candidates practice developing and implementing NYS Common Core-aligned differentiated instruction for students with exceptionalities across both inclusive and self-contained special education environments. Students also learn how assistive and adaptive technology facilitate learning for students with disabilities in various environments. Includes25 h.ours of professional field experiences for all programs except GAE. Generally offered fall
ED 650The Elementary Classroom in an Inclusive Setting. Three credits. This course surveys a variety of
general and special education topics about elementary schools, including historical and comparative contexts of schooling; socio-cultural influences on student learning; curriculum design; classroom management; and differentiation within the elementary school context. Candidates develop instructional units and implement and assess lesson plans that incorporate informal assessment and result in appropriate modifications for re- teaching and curriculum revision. The class explores philosophies and models of elementary instruction such as grouping, integrated co-teaching, constructivism, and cooperative learning. Includes 15 hours of professional field experiences. Generally offered fall or spring; check with thedepartment for current cycle.
ED 654Theory and Practice of Second Language Acquisition. Three credits. This course provides a
theoretical and practical overview of linguistically diverse students and the various potential pedagogical approaches that can be adapted to meet their needs. The course begins by providing a clear linguistic foundation, explaining how linguistically diverse students and students with exceptionalities learn language and the psycholinguistic and sociolinguistic implications of this language process, enabling students to plan relevant learning experiences that utilize both individual and collaborative approaches to incorporate home and community languages. Looking at the issue of second language acquisition from a pedagogical and administrative perspective, a number of educational alternatives are discussed including submersion, pull-out ESL, bilingual education, immersion, and two-way bilingual education. These programs are examined using such criteria as feasibility, theoretical assumptions, research evidence and impact on students. Finally, the legal implications of these programs are discussed. Includes 30 hours of professional field experiences for all programs except GAE. Offered summer and fall.
ED 656Classroom Management. Three credits. This course covers the concepts of individual and classroom
management with an emphasis on designing, implementing, and evaluating strategies. Teacher candidates learn how to establish a classroom culture that maximizes engagement and thus minimize disruptions, learning how to address behavior efficiently, effectively, ethically, and with minimal disruption to the learning process. Participants learn to conduct functional assessment with secondary students, including those with mild, moderate, severe, and multiple exceptionalities, using classroom-based technology to support students’ progress towards behavioral goals. The course examines the challenges and positive effects of educational programs for individuals with exceptional learning and behavioral needs. Includes 20 hours of professional field experiences for all programs except GAE. Offered summer and fall.
ED 668Inclusive Secondary Methods: Mathematics. One credit. This course examines research and the
effects of educational theories upon the objectives, curriculum design, and delivery approaches of mathematics in inclusive classrooms. Undertaken within a social construction framework, the course emphasizes the 138 / 445
ED 669Inclusive Secondary Methods: Science. One credit. This course examines research and the effects
of educational theories upon the objectives, curriculum design, and delivery approaches of science instruction in inclusive classrooms. Undertaken within a social constructionist framework, the course emphasizes the development of a standards-based curriculum in a student-centered environment. Candidates learn and apply standards-based theories and effective practices around the teaching of science(NSTA), technology (ISTE), and individuals with exceptionalities (CEC). Candidates plan, implement, and assess consecutive lessons that demonstrate their abilities to teach inquiry-based, standards-aligned constructivist lessons. Co-requisite: ED 680. Offered fall.
ED 673Inclusive Secondary Methods: Social Studies. One credit. This course examines research and the
effects of educational theories upon the objectives, curriculum design, and delivery approaches of social studies instruction in inclusive classrooms. Undertaken within a social constructionist framework, the course emphasizes the development of a standards-based curriculum in a student-centered environment. Candidates learn and apply standards-based theories and effective practices around the teaching of social studies (NCSS), technology (ISTE), and individuals with exceptionalities (CEC). Candidates plan, implement, and assess consecutive lessons that demonstrate their abilities to teach inquiry-based, standards-aligned constructivist lessons. Co-requisite: ED 680. Offered fall.
ED 674Inclusive Secondary Methods: Language Arts. One credit. This course examines research and
the effects of educational theories upon the objectives, curriculum design, and delivery approaches of English Language Arts instruction in inclusive classrooms. Undertaken within a social constructionist framework, the course emphasizes the development of a standards-based curriculum in a student-centered environment. Candidates learn and apply standards-based theories and effective practices around the teaching of English (NCTE), technology (ISTE), and individuals with exceptionalities (CEC). Candidates plan, implement, and assess consecutive lessons that demonstrate their abilities to teach inquiry-based, standards-aligned constructivist lessons. Co-requisite: ED 680. Offered fall.
ED 675Inclusive Secondary Methods: Languages Other Than English. One credit. This course xamines
research and the effects of educational theories upon the objectives, curriculum design, and delivery approaches of foreign language instruction in inclusive classrooms. Undertaken within a social constructionist framework, the course emphasizes the development of a standards-based curriculum in a student-centered environment. Candidates learn and apply standards-based theories and effective practices around the teaching of foreign language (ACTFL), technology (ISTE), and individuals with exceptionalities (CEC). Candidates plan, implement, and assess consecutive lessons that demonstrate their abilities to teach inquiry-based, standards-aligned constructivist lessons. Co-requisite: ED 680. Offered fall.
ED 676Clinical Residency Inclusive/Middle Grades or High School. Three credits. Teacher candidates
participate in a full-time clinical experience at an assigned school. Supported by a mentor at the middle/high school level and a mentor at the college level, mimics the experience of a full-time educator and it includes 139 / 445
ED 676AClinical Residency Inclusive/Middle Grades or High School. Three credits. Teacher candidates
participate in a full-time clinical experience at an assigned school. Supported by a mentor at the middle/high school level and a mentor at the college level, teacher candidates immerse themselves in the daily life of a school. The clinical experience mimics the experience of a full-time educator and it includes orientation to the school and classroom, the planning of culturally responsive, inclusive, and differentiated instruction, and participation as a professional in the life if the school. Pre- req. Completion of all state mandated workshops and certification examinations. Co-req*. ED 680, ED 647, ED 656, ED676 (I). Offered fall. * ED 668, 669, 673, 674, or 675 Based on content area specialty.
ED 676BClinical Residency Inclusive/Middle Grades or High School. Three credits. Teacher candidates
participate in a full-time clinical experience at an assigned school. Supported by a mentor at the middle/high school level and a mentor at the college level, teacher candidates immerse themselves in the daily life of a school. The clinical experience mimics the experience of a full-time educator and it includes orientation to school and classroom, the planning of culturally responsive, inclusive, and differentiated instruction, and participation as a professional in the life if the school. Students complete their TPA. Pre- req. Completion of all state mandated workshops and certification examinations and completion of ED 676 A. Co-req. ED 604 and ED 607. Offered spring and summer.
ED 680Inclusive Secondary Education Curriculum and Methods. Two credits. This course, in conjunction
with a disciplinary-specific one-hour class, provides content-specific pedagogical explorations and applications in inclusive middle and high school settings. The course deals specifically with ideas, strategies, and techniques for teaching content at the appropriate license level, with explicit inclusion of technology and media-supported learning. Undertaken with a social constructivist framework, teacher candidates explore how curriculum can be adapted to meet the needs of students who have different learning styles and needs, creating a safe, inclusive learning environment. Candidates demonstrate their ability to implement a pedagogically sound and effective curriculum in a high school classroom and with middle school students using State, ISTE, and CEC standards, as well as pertinent specialty association standards (NCSS, NCTM, NSTA, NCTE, ACTFL). Includes 50 hours of professional field experience. Co-requisite: ED 668, ED 669, ED 673, ED 674, or ED 675. Offered fall.
ED 694Practicum in Early Childhood. Three credits. This culminating 50-hour practicum provides candidates
with in-depth experience in at least two developmentally appropriate birth-2nd grade settings, including settings that serve students with diverse learning needs and students identified on the autism spectrum disorder. Under supervision of certified specialists at each placement, candidates implement instructional and intervention strategies to support children’s social, emotional, and intellectual development, including children with mild, moderate and severe exceptionalities, including autism spectrum disorders. Offered spring.
ED 699Action Research Project. Three credits. This course supports students in their research and writing
of an action research capstone project, as planned in ED 624 and approved by the candidate’s committee. The research must be appropriate to the degree and must involve an intervention that is designed to help students or colleagues grow in ways that will either support the individual or the organization. A major goal of the project 140 / 445
