Jun 22, 2024  
2017-2018 Graduate Studies Bulletin 
    
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2017-2018 Graduate Studies Bulletin [ARCHIVED BULLETIN]

Course Descriptions

 

Educational Administration (EADM)
  

  • EADM 359 - Naturalistic Inquiry in School Leadership I


    Semester Hours: 4
    Fall
    The first semester of a two-semester course designed to provide an in-depth study of qualitative research focused on educational leadership issues, this course introduces students to qualitative traditions, research design, data collection and data analysis. Students will have opportunities to practice data collection and analysis strategies throughout the semester, both in class and in their work. This course will also help students to develop a pilot research project as a preliminary step in the design of their dissertation. Finally, students will gain an appreciation for the philosophical and theoretical roots of qualitative research as distinct from other research traditions.
  

  • EADM 360 - Naturalistic Inquiry in School Leadership II


    Semester Hours: 4
    Spring
    The second semester of a two-semester course designed to provide an in-depth study of qualitative research focused on educational leadership issues, this course builds on concepts and skills introduced in the first semester, but concentrates on developing understanding of and skill in the use of various strategies for data-gathering and analysis. Students will gather data, using multiple methods, in class and in their work, and engage in intensive analysis and writing. Students will implement the pilot research project developed in the fall and, if applicable, continue designing their dissertation research. Finally, students will develop a deeper understanding of the philosophical and theoretical roots of qualitative research as distinct from other research traditions.

    Prerequisite(s)/Course Notes:
    EADM 359 .
  

  • EADM 380 - Structure and Process in Educational Organizations


    Semester Hours: 3
    Once a Year
    This course helps the advanced graduate student develop a strong background in modern and emergent organizational theory as it applies to educational practice and administrative inquiry. Lays the groundwork for the advanced student to conceptualize either research into contemporary educational problems or improving administrative practice.
  

  • EADM 601 - Dissertation Seminar


    Semester Hours: 3
    Fall, Spring      
    Clarification and structuring of a dissertation topic as a research undertaking. Presentation, analysis and critique of participant’s research outlines leading to departmental acceptance of the research proposal.  Orientation to dissertation organization and writing format.

    Prerequisite(s)/Course Notes:
    Successful passing of the Doctoral Oral Qualifying Exam. Pass/Fail grade only.
  
  

  • EADM 604 - Dissertation Advisement


    Semester Hours: 3
    Fall, Spring, Summer     
    Doctoral candidates enroll in this course upon departmental acceptance of the dissertation proposal. Registration in 604 is continuous until the dissertation is accepted. Once the dissertation is accepted, students may apply up to 6 semester hours to satisfy dissertation advisement requirements.

    Prerequisite(s)/Course Notes:
    Pass/Fail grade only.

Elementary Education (ELED)
  

  • ELED 201 - Principles and Practices for Educating all Students


    Semester Hours: 2
    Fall, Spring
    This course is designed to prepare future teachers to theoretically situate and design strategies to educate all children in the elementary school, with an emphasis on children with special needs and English Language Learners. Case studies are the primary tool used for helping students to develop strategies based in principles.
  

  • ELED 202 - Teaching Reading, Writing, and Language Arts: Birth-Grade 3


    Semester Hours: 3
    Fall, Spring
    This course is designed to prepare students to teach reading and writing in the elementary school. The focus is on the acquisition of language and literacy in young children from diverse backgrounds, and the teacher’s active role in scaffolding this learning in accordance with New York state guidelines and national professional association Standards for the Language Arts. Theoretical and curricular issues will be considered in the context of the psychosocial nature of reading and writing, and the roles that family, culture, language, and diverse learning styles play in children’s learning. Readings and discussions address the integrated reading/writing program, technology, assessment, and the selection and use of children’s literature.

    Prerequisite(s)/Course Notes:
    Students in the MSEd in Early Childhood Education  and the MSEd in Elementary Education : Field placement corequisite ELED 202L .  Special Education majors will spend 15 hours as participants and observers in a classroom setting. (Formerly Teaching Reading, Writing, and Language Arts: PreK-Grade 3.)
  

  • ELED 202L - Supervised Language Arts Internship – Grades Pre-K-3


    Semester Hours: 1
    Fall, Spring
    Students participate in the practice and reflective study of their language arts teaching under close clinical supervision for a minimum of 45 clock hours. Early Childhood majors observe in grades PreK-K; Childhood majors observe in grades 1-3.  Students must provide transportation to-and-from schools. 

    Prerequisite(s)/Course Notes:
    Recommended corequisite: ELED 202 .  Pass/Fail grade only.
  
  
  
  

  • ELED 206 - Social Studies in the Curriculum


    Semester Hours: 3
    Fall, Spring
    An in-depth study of social studies curriculum which considers the contributions of the social sciences and the humanities. Consideration of instructional strategies, materials and development of creative opportunities which meet the needs of diverse populations.

    Prerequisite(s)/Course Notes:
    Special Education majors will spend 15 hours as participants and observers in a classroom setting.
  

  • ELED 207 - Dynamics of Curricular Change


    Semester Hours: 3
    Periodically
    The implementation of curricular change through adaptation in subject matter, methodology, materials and facilities. The planning of change, models of the change process, generalizations developed in the research traditions in innovation, the diffusion process in education, status of adaptation and rejection of education innovations, organizing and implementing curricular change.

    Prerequisite(s)/Course Notes:
    Same as SED 207 .
  

  • ELED 208 - Interdisciplinary Perspectives on Teaching Mathematics and Science in Early Childhood and Elementary Curriculum


    Semester Hours: 3
    Fall, Spring
    An examination of the objectives, content and techniques of teaching appropriate to contemporary developments in science and mathematics. A theory of instruction based on the intellectual development of children is used as a basis for curriculum design.

    Prerequisite(s)/Course Notes:
    All students will be required to pass a Mathematics Proficiency Examination or pass ELED 041 (3 undergraduate s.h.) before enrolling in this course. (The Mathematics Proficiency Exam may only be taken once. Students who earn a failing grade in their initial registration for ELED 041 may enroll in the course only one additional time.) Special Education majors will spend 15 hours as participants and observers in a classroom setting.
  

  • ELED 209 - Mathematics in the Curriculum


    Semester Hours: 3
    Fall, Spring
    An evaluation of the objectives, content and techniques of teaching appropriate to contemporary developments in mathematics. A theory of instruction based on the intellectual development of children is used as a basis for curriculum design.

    Prerequisite(s)/Course Notes:
    All students  will be required to pass a Mathematics Proficiency Examination or pass ELED 041 (3 s.h.) before enrolling in this course. (Both ELED 041 and the exam may only be taken once for credit.) Recommended field placement corequisite: ELED 209L .
  
  
  

  • ELED 211 - Children’s Movement and Rhythmic Activities in the Curriculum


    Semester Hours: 1
    Fall, January, Spring, Summer
    Participants acquire methods of instruction, activities, and materials for use in children’s movement and rhythmic activities. Consideration is given to curriculum integration of the arts, multicultural content, and the special learning needs of diverse student populations.

    Prerequisite(s)/Course Notes:
    Sneakers required.
  

  • ELED 211A - Young Children’s Movement, Rhythmic Activities, Music and Play


    Semester Hours: 1
    Fall, Spring, Summer
    Theories concerning how young children learn and participate in creative movement, music, aesthetic, and rhythmic activities are stressed. Integrative learning experiences, constructivist teaching, and the role of play as a condition for learning are discussed. Consideration is given to multicultural content. Emphasis is also placed on constructing movement, music, and rhythmic activities for children with special learning needs.

    Prerequisite(s)/Course Notes:
    Sneakers required.
  

  • ELED 212 - Art in the Curriculum


    Semester Hours: 1
    Fall, January, Spring, Summer
    Explore modes of integrating the creative arts into the elementary school curriculum. Study art forms that engage students on a multitude of levels, thereby clarifying and enhancing required academic curriculum. Subjects covered include perception, developmental stages in art, multiple intelligence theory, adaptation for included children with handicapping conditions, curriculum mapping and art history. Art forms explored include painting, sculpture, collage, and poetry.

    Prerequisite(s)/Course Notes:
    There is a $10 materials fee.
  

  • ELED 213 - Critical Perspectives in Human Development


    Semester Hours: 3
    Fall, Spring, Summer
    One of the two courses that critically examines human development within the context of culture and schooling, designed for prospective teachers who need to take seriously the idea that cultural context is crucial to understanding development. Teachers’ preconceptions of school and children are identified and problematized. Traditional theories are explored and critiqued and the idea of a natural developmental progression is questioned. Emphasis on the individual is broadened to include the ways in which school/social structures limit and support development.



  

  • ELED 214 - Critical Connections: Human Development and Schooling


    Semester Hours: 3
    Spring
    One of the two courses that critically examines human development within the context of culture and schooling, designed for prospective teachers who need to take seriously the idea that cultural context is crucial to understanding development. Emphasis is placed on changing those aspects of the school and classroom environment to support and enhance the development of children. Students consider notions of development that are grounded in concerns for equity and social justice.
  

  • ELED 215 - Methods for Study of and Research With Young Children


    Semester Hours: 3
    Spring
    Methods for study of and research with children (birth-grade 2) in the school setting, family, and community. Research and assessment methods with particular attention to early education. Critical study of child development theories; child study of social, emotional, cognitive, linguistic, physical, health, and aesthetic processes. Attention to sociocultural and personal contexts is integrated in assessing the learning of children with diverse experiences and abilities.
  

  • ELED 216 - Early Childhood Curriculum


    Semester Hours: 3
    Fall
    This course considers the variety of early childhood settings, rationales, programs, and organizations. The historical bases of the field are reviewed in order to identify and assess these roots in the context of present trends and practices. Participants will use a variety of models of teaching in order to differentiate instruction and assessment of children of different abilities. There is study of how to set up, organize, and maintain active learning in decentralized ways.

    Prerequisite(s)/Course Notes:
    Special Education majors will spend 15 hours as participants and observers in a classroom setting.
  

  • ELED 217 - Developing and Evaluating Innovations in Early Childhood Curriculum


    Semester Hours: 3
    Spring
    This course focuses on the integrated processes and content of curriculum decision making and development. Particular attention will be given to the integration of the social studies, arts, literacy, and humanities in ways that are multicultural, and as part of a dynamic themes approach. Participants will study and critique methods and materials, with particular emphasis on physical knowledge activities and related mathematics materials within an integrated classroom organization. There is study of how to set up, organize, and maintain active learning in decentralized ways.

    Prerequisite(s)/Course Notes:
    Prerequisite: ELED 216 . Students in the MSEd in Early Childhood Education  and the MSEd Dual Certificate Program in Early Childhood and Childhood Education : Field placement corequisite: ELED 217L . Special Education majors will spend 15 hours as participants and observers in a classroom setting.
  

  • ELED 217L - Supervised Mathematics Internship – Grades 1-3


    Semester Hours: 1
    Fall, Spring
    Students participate in the practice and reflective study of their mathematics teaching under close clinical supervision for a minimum of 45 clock hours. Early Childhood majors observe in grades 1-2; Dual Early Childhood/Childhood majors observe in grades 1-3. Students must provide transportation to-and-from schools. 

    Prerequisite(s)/Course Notes:
    Recommended corequisite: ELED 217 . Pass/Fail grade only.
  

  • ELED 219 - Supervised Teaching With Normal and Handicapped Children


    Semester Hours: 9
    Fall, Spring
    Full-time student teaching for matriculated students with no teaching certification seeking a master’s degree as well as certification in early childhood general education and special education at early childhood, childhood, middle childhood and adolescent developmental level. Students are placed in educational settings that correspond to their area of certification. University supervisors visit periodically in each setting. Mandatory weekly seminars focus on the analysis of teaching behavior using research-based best practice theory as well as the development of reflective practice skills. In addition, special state-mandated seminars address issues of child abuse and abduction, substance abuse, violence prevention, fire and arson prevention and safety education.

    Prerequisite(s)/Course Notes:
    Must be taken concurrently with ELED 223 .
  

  • ELED 221 - Student Teaching


    Semester Hours: 6
    Fall, Spring
    Full-time student teaching in cooperating schools with direction and supervision from University supervisors. Students have two placements during the semester: one on the primary level (1-3) and on the intermediate level (4-6). Weekly seminars are provided. Admission by interview and application to the Office of Field Placement by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester.

    Prerequisite(s)/Course Notes:
    Must be taken concurrently with ELED 223 . Completion of Phase 2 course work. Pass/Fail grade only.
  

  • ELED 222 - Supervised Teaching


    Semester Hours: 6
    Fall, Spring
    Close clinical supervision of MSEd students currently teaching in an elementary school on a full-time basis. Must be taken concurrently with ELED 223 . Admission by interview and application to the Office of Field Placement by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester.

    Prerequisite(s)/Course Notes:
    18 s.h. in education. Pass/Fail grade only.
  

  • ELED 222A - Supervised Teaching


    Semester Hours: 3
    Fall, Spring
    Close clinical supervision of MSEd students currently teaching in an elementary school on a full-time basis. Must be taken concurrently with ELED 223  (for elementary education majors) or ELED 262  (for early childhood majors). Weekly seminars are provided. In order to receive a passing grade, students must attend four New York state-mandated seminars: prevention of child abuse and abduction, prevention of substance abuse, safety education/fire and arson prevention, and school violence prevention. Admission by interview and application to the Office of Field Placement by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester.

    Prerequisite(s)/Course Notes:
    Corequisite: ELED 222B . Completion of Phase 2 course work. Pass/Fail grade only.
  

  • ELED 222B - Summer Supervised Student Teaching Extension


    Semester Hours: 3
    Summer
    Provides close clinical supervision of MSEd students teaching in an elementary school on a full-time basis during the fall or spring semester. Requires a minimum of 20 full days of student teaching during the summer with an age group that differs from the full semester of supervised teaching and conforms to the New York state teacher certification guidelines. Weekly seminars are provided. Admission by interview and application to the Office of Field Placement by February 15 for summer teaching.

    Prerequisite(s)/Course Notes:
    Completion of Phase 2 course work. Corequisite: ELED 222A . Pass/Fail grade only.
  

  • ELED 223 - Classroom Perspectives and Issues: Elementary Education


    Semester Hours: 3
    Fall, Spring
    Systems of classroom interaction are studied. Students engage in self-study of their own teaching behavior while engaging in analysis of macro- and micro-issues concerning classroom structures, equity, diversity, inclusion, assessment, and integration of curriculum. Includes development of classroom management techniques, provision for aesthetic education, development of cognitive abilities, home-school relationships, and integration of computer technology. Issues of health, nutrition, and safety are studied.

    Prerequisite(s)/Course Notes:
    Must be taken concurrently with ELED 221  or ELED 222A .
  

  • ELED 224 - Multicultural Literature in the Curriculum


    Semester Hours: 3
    Fall, Spring
    This course examines the social contexts of language use and identity in relation to the use of children’s literature and literature based software in the integrated curriculum. Assignments and readings enable students to develop criteria for selecting and using culturally authentic literature from diverse perspectives in the language arts and content areas. Students are involved in the process of reading and writing about children’s books in content areas through journals, drama, and electronic bulletin board discussions. Curricular materials and activities that meet New York state and national standards and that utilize multiple genres of literature, including bilingual tests and texts in nonstandard dialect, are designed for urban elementary classrooms.
  

  • ELED 225 - Teaching English as a Second Language in the Elementary Classroom


    Semester Hours: 3
    Fall, Spring
    An intensive study of the linguistic development of bilingual children. The problems of psychological, cognitive and psycholinguistic developmental stages as they affect the acquisition of a second language. Specific methods and materials are developed, including materials and techniques for teaching English to speakers of other languages through mathematics, science, and social studies. Classroom observations are required.

    Prerequisite(s)/Course Notes:
    (Formerly Teaching English as a Second Language.)
  
  
  
  

  • ELED 231 - STEM Instruction in the Sciences


    Semester Hours: 3
    Fall, Spring
    For experienced teachers that addresses the multiple methods of doing science with children. Teachers are encouraged to explore their own scientific selves, science in the media, and contemporary attitudes towards science and technology in society. The construction of science curriculum is embedded in a science technology-society framework where teachers examine locally relevant issues for curriculum construction.

    Prerequisite(s)/Course Notes:
    For BA/MA STEM five-year program students only. Corequisite: ELED 231L . (Formerly Curriculum and Instruction in Science.)
  
  

  • ELED 232 - STEM Instruction in the Mathematics Curriculum


    Semester Hours: 3
    Fall, Spring
    For experienced teachers offering advanced study of mathematics curriculum. Stresses the design and implementation of instructional methodologies that actively engage the learner in elementary/middle grade mathematics. Mathematics curricula are examined with a view toward providing all students opportunities for becoming mathematically literate in a rapidly changing, culturally diverse, technological society.

    Prerequisite(s)/Course Notes:
    For BA/MA STEM five-year program students only, co-requisite ELED 231L . (Formerly Curriculum and Instruction in Mathematics.)
  
  

  • ELED 233 - Curriculum and Instruction in Creative Arts


    Semester Hours: 3
    Spring, Summer
    For experienced teachers, this course presents methods of integrating the creative arts into the elementary school curriculum. Explores art forms that engage the student on many levels as well as clarifies and enhances required academic curriculum. Subjects covered include perceptual stages of development, creativity, multiple intelligence theory, adaptation for included children with handicapping conditions, interdisciplinary teaching, art history as a means to understand culture, aesthetics and the museum as educator. Practice painting, puppetry, drama, collage, sculpture and poetry. Museum trips and research required.

    Prerequisite(s)/Course Notes:
    There is a $10 materials fee.
  

  • ELED 234 - Critical Perspectives on Curriculum and Teaching


    Semester Hours: 3
    Fall
    This course addresses the child in relation to the curriculum by examining the influences of family, community, and society on the world of the learner. Students engage in self-reflection while exploring diverse perspectives on teaching and learning. Critical literacy about curriculum and teaching is developed through the collaborative study of diverse teaching/learning environments.
  

  • ELED 235 - Intersections of Science, Technology, Engineering, Mathematics and Curriculum Design


    Semester Hours: 3
    Spring
    This course will examine the curriculum, goals, methods, and materials for teaching the STEM curriculum in the elementary school. It will focus on methods for making these integrated subjects meaningful to children by promoting an active learning process. Attention also is given to methods for teaching children with special needs and for whom English is a second language.
  
  
  
  
  

  • ELED 243 - Multicultural Perspectives on Early Childhood Development


    Semester Hours: 3
    Fall
    This course explores the physical health, nutrition, safety, social, emotional, aesthetic, linguistic, and cognitive characteristics of young children from diverse sociocultural backgrounds with an emphasis on implications for group care and education. Global perspectives on prenatal development through the primary school years frame discussion of both typical and atypical growth and learning.

    Prerequisite(s)/Course Notes:
    Students in the MSEd Dual Certification Program in Early Childhood and Childhood Education will spend 45 hours as participants and observers in a classroom setting. Special Education majors will spend 15 hours as participants and observers in a classroom setting.
  
  
  

  • ELED 246 - Methods and Materials for Bilingual Teaching of Reading in Bicultural Setting


    Semester Hours: 3
    Once a Year
    An in-depth study of readiness and beginning reading including the effects of language and experience on reading instruction and the relationship of reading to child development and self-concept. Consideration of teaching strategies and organization in the classroom as well as the selecting and adapting of appropriate materials for classroom use. Methods and materials specifically analyzed, developed and designed to teach reading in Spanish, and in addition, a consideration of the techniques to ease the transition to reading and writing in English.
  

  • ELED 247 - Social Studies and Communication Arts for Bilingual and Bicultural Children


    Semester Hours: 3
    Once a Year
    An understanding of the regional, social and developmental variations in children’s language. Develop curricular materials and activities utilizing learner’s cultural background through the social studies curriculum in elementary school. Ways to utilize an interdisciplinary bilingual approach to these two curricular areas are explored.
  
  

  • ELED 249 - Practicum for Teachers of Bilingual Children


    Semester Hours: 3
    Once a Year
    Extended teaching practice with close clinical supervision. Admission by interview and application to the Office of Field Placement by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester. Seminars meet weekly with supervisory personnel from the Teaching, Learning and Technology  Department and public school districts to work intensively with specific student problems. Demonstration classes and observations of innovative programs in bilingual settings in local school districts are arranged.

    Prerequisite(s)/Course Notes:
    Pass/Fail grade only.
  

  • ELED 250A - Techniques of STEM Classroom Research


    Semester Hours: 3
    Fall, Spring
    This course explores elementary school classroom research through the development of assessment techniques that demonstrate students’ understanding of mathematics, science, and technology processes and concepts. The use of a wide range of assessment devices are explored, including performance based assessment, use of teaching and student journals, interviews and observation scales, portfolio design and construction, and criterion referenced standards.

    Prerequisite(s)/Course Notes:
    Permission of the STEM program director required. (Formerly Techniques of Classroom Research.)
  
  

  • ELED 250C - Teacher Action Research: Culminating Experience for the M.A. in Elementary Education


    Semester Hours: 4
    Fall, Spring
    This course requires that students develop and implement an action research project that emerges out of and is embedded in their course work and experiences in the MA in Elementary Education : Special Programs in Curriculum Studies. This project represents the implementation, completion, and evaluation of a capstone thesis.

    Prerequisite(s)/Course Notes:
    This course must be taken in the last semester of the program, concurrently with ELED 253C .
  
  
  
  
  

  • ELED 254 - History and Geography in the Early Childhood and Elementary Curriculum


    Semester Hours: 3
    Summer
    This course studies history and geography in the context of early childhood and childhood education classrooms. It combines in-depth content knowledge with pedagogic practice and allows practitioners to gain experiences in disciplinary studies while designing curriculum appropriate to the needs of their students in particular classroom settings.
  

  • ELED 256 - The Newspaper as a Teaching Tool


    Semester Hours: 3
    Summer
    This course introduces students to the newspaper as an educational tool of children of all grade levels, K-12, and in every subject area. The newspapers on Long Island and the metropolitan area contribute editors, Newspaper in Education coordinators, and NIE managers as speakers in the workshop. Students tour Newsday and see the newspaper in production. The history and background of Newspapers in Education are presented. Students receive a comprehensive overview of NIE and the practical means to implement it in their classrooms. Curriculum materials and teaching strategies relating to the newspaper are employed.

    Prerequisite(s)/Course Notes:
    Same as CT 256 /SED 256 .
  

  • ELED 258 - Introduction to Information Technology in Education


    Semester Hours: 1
    Fall, Spring, Summer
    The classroom teacher is called upon to use new technologies to facilitate the teaching and learning process. This course focuses on the integration of information technologies across the early childhood/elementary curriculum. A variety of information technologies including computers, scanners, digital cameras, and video capture devices. The Internet and communication tools are explored with a view toward enhancing classroom instruction. Students initiate the development of their professional electronic portfolios which continue to evolve throughout the MSEd program.

    Prerequisite(s)/Course Notes:
    Students who took ELED 104A on the undergraduate level will not get additional credit for this course, and should consult their adviser for a substitute course.
  
  

  • ELED 261 - Student Teaching: Early Childhood


    Semester Hours: 6
    Fall, Spring
    Full-time student teaching in cooperating schools with direct supervision from University supervisors. Students have two placements during the semester: one in kindergarten and one in grades 1-2. Weekly seminars are provided. In order to receive a passing grade, students must attend four New York state-mandated seminars: prevention of child abuse and abduction, prevention of substance abuse, safety education/fire and arson prevention, and school violence prevention. Admission by interview and application to the Office of Field Placement by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester.

    Prerequisite(s)/Course Notes:
    Completion of Phase 2 course work. Must be taken concurrently with ELED 262 . Pass/Fail grade only.
  

  • ELED 261A - Student Teaching: Early Childhood and Childhood Education


    Semester Hours: 8
    Fall, January, Spring
    Full-time student teaching in cooperating schools with direct supervision from University supervisors.

    Prerequisite(s)/Course Notes:
    Completion of Phase 1 and Phase 2 course work of the MSEd Dual Certification Program  with no Incompletes or grades lower than C-, with a departmental grade point average of 3.0. Students must earn a grade C- or higher in each graduate course. Admission by interview and application to the Office of Field Placement. Pass/Fail grade only. Students have three placements during the 19 week period: 7 weeks in Kindergarten; 7 weeks in grades 1-2; 5 weeks in grades 4-6. Weekly seminars are provided. Admission by interview and application to the Office of Field Placement by May 1 for the succeeding January semester and February 15 for the succeeding Fall-January semester. Must be taken concurrently with ELED 262A . Pass/Fail grade only. Note: January-Spring student teaching begins in December, the day after fall semester student teaching ends.
  

  • ELED 262 - Classroom Perspectives and Issues: Early Childhood


    Semester Hours: 3
    Spring
    Systems of early childhood curriculum development, classroom interaction and environmental design are studied. Students engage in reflective self-study of their own teaching behavior. This course integrates early education curriculum inquiry and development, environmental design, and assessment. Issues of classroom structures, equity, diversity, and the inclusion of children with disabilities are also considered. This course includes development of classroom governance, provision for aesthetic education, play as a condition for learning, health nutrition, safety, development of student cognitive abilities, home-school relationships, and the integration of computer technology. Educational research findings and field experiences are studied and evaluated in order to develop insights that can inform classroom teaching.

    Prerequisite(s)/Course Notes:
    Must be taken concurrently with ELED 222A  or ELED 261 .
  

  • ELED 262A - Dual Certification Program Classroom Perspectives and Issues: Early Childhood and Childhood Education


    Semester Hours: 4
    Fall, January, Spring
    Systems of early childhood and childhood education curriculum development, classroom interaction and environmental design are studied. Students engage in reflective self-study of their own teaching behavior. This course integrates curriculum inquiry and development, environmental design, and assessment. Issues of classroom structures, equity, diversity, and the inclusion of children with disabilities are also considered. This course includes development of classroom governance, provision for aesthetic education, play as a condition for learning, health nutrition, safety, development of student cognitive abilities, home-school relationships, and the integration of computer technology. Educational research findings and field experiences are studied and evaluated in order to develop insights that can inform classroom teaching.

    Prerequisite(s)/Course Notes:
    Corequisite: ELED 261A . Completion of Phases 1 and 2 of the MSEd Dual Certification Program  with no Incompletes or grades lower than C-, with a departmental grade point average of 3.0. Students must earn a grade C- or higher in each graduate course. Admission by interview and application to the Office of Field Placement.Note: January-Spring student teaching begins in December, the day after fall semester student teaching ends.
  

  • ELED 264 - Dual Certification Program Student Teaching: Grades 4-6


    Semester Hours: 2
    January
    Candidates for the Dual Certification Program  student teach for a minimum of 20 days in January in grades 4-6 with direct supervision by University supervisor. Weekly seminar required. 

    Prerequisite(s)/Course Notes:
    Must be taken concurrently with ELED 266 . Completion of Phase 2 and Phase 3 of the MSEd Dual Certification Program  with no Incompletes or grades lower than C-, with a departmental grade point average of 3.0.  Students must earn a grade C- or higher in each graduate course. Admission by interview and application to the Office of Field Placement. Pass/Fail grade only. Note: Winter student teaching begins in December, the day after fall semester student teaching ends.
  

  • ELED 265 - Children’s Literature for Early Childhood Educators


    Semester Hours: 3
    Once a Year
    This course considers children’s literature for young children and its role in both early literacy development and the early childhood classroom, including classrooms with diverse, English language learners, and special- needs children. The focus is on the development of reflective practitioners who can respond critically to research and political trends in literacy education that may engender good teaching. The relationships between literature and children’s development as readers, writers, and thinkers within a cultural context, including issues of social justice. Classroom contexts, the use of technology, the role of play, and social interaction around children’s literature are studied.
  

  • ELED 266 - Dual Certification Program Classroom Perspectives and Issues (Grades 4-6)


    Semester Hours: 1
    January
    Systems of intermediate grade (4-6) classroom interaction are studied.  Includes integration of curriculum, assessment, classroom management techniques, provision for aesthetic education, development of cognitive abilities and home-school relationships. 

    Prerequisite(s)/Course Notes:
    Must be taken concurrently with ELED 264 . Completion of Phase 2 and Phase 3 of the MSEd Dual Certification Program  with no Incompletes or grades lower than C-, with a departmental grade point average of 3.0.  Students must earn a grade C- or higher in each graduate course. Admission by interview and application to the Office of Field Placement. Pass/Fail grade only. Note: Winter student teaching begins in December, the day after fall semester student teaching ends.
  

  • ELED 267 - Promoting Algebraic Ideas in K-8 Classrooms


    Semester Hours: 3
    Spring, Summer
    This course is designed to explore how algebraic thinking does fit into the elementary school mathematics curriculum. Both content and pedagogy will be explored simultaneously. Algebra in this context is treated as way of thinking about number and mathematical relationships and as a powerful tool for deepening students’ understanding of mathematics lessons and investigate a variety of problems that can be used with students to foster their algebraic reasoning. Participants will read and discuss relevant research on the importance of promoting algebraic thinking and organize algebraic activities using the Principles and Standards for School Mathematics and the New York State Mathematics Learning Standards as guides.

    Prerequisite(s)/Course Notes:
    Same as CT 267 .
  
  
  
  
  
  
  
  

  • ELED 275 - Literacy in Early Childhood Education


    Semester Hours: 3
    Fall
    Deals with early literacy development and instructional practices based upon theory and research. Emphasis on the use of relevant instructional approaches and materials. Participants consider sound awareness. creative language development, early reading and writing, special language learning needs, and thinking-reading-and-writing connections. Participants engage in the study of integrated teaching practices. 

    Prerequisite(s)/Course Notes:
    Special Education majors will spend 15 hours as participants and observers in a classroom setting.
  
  
  
  
  

  • ELED 300 - Departmental Seminar


    Semester Hours: 3
    Fall, Spring
    Serves as an integrative and culminating function with respect to the student’s studies and experiences in the School of Education. The student is required to prepare and present a paper or project of “publishable” quality. The paper or project should demonstrate a synthesis of the student’s comprehensive knowledge in the fields of child development, curriculum theory and at least one specific curriculum area.

    Prerequisite(s)/Course Notes:
    Matriculation in the department and completion of all required course work in professional education. Successful completion of ELED 300 may be offered in place of the departmental comprehensive examination. This course may not be used to satisfy any part of the basic semester hour requirements for a master’s degree in elementary education. Pass/Fail grade only.
  
  
  

  • ELED 303-309 A-Z - Special Topics


    Semester Hours: 1-3
    Periodically
    Advanced courses for experienced teachers, designed to explore emerging topics in education.

    Prerequisite(s)/Course Notes:
    As individual subjects are selected, each is assigned a letter (A-Z) and added to the course number. Specific titles and course descriptions for special topics courses are available in the online class schedule. Any course may be taken a number of times so long as there is a different letter designation each time it is taken. Not applicable to the MSEd or MA degrees. 
  
  

Engineering (ENGG)
  

  • ENGG 201 - Quantitative Methods for Decision Making


    Semester Hours: 3
    Fall
    Introduction to various operations research tools and techniques used in decision making. Linear Programming methods, including the simplex method and duality as well as the transportation and assignment problem, will be studied in order to provide students with an understanding of mathematical optimization methods. Additional topics, including forecasting and inventory control methods, will be covered so as to familiarize students with problem solving methods for decision making. Software tools will be utilized, and examples will be based on typical engineering management decisions.
  

  • ENGG 202 - Probability and Statistics for Engineering Managers


    Semester Hours: 3
    Fall
    Introduction to the statistical methods used for quantitative analysis by managers. Probability theory will be used to demonstrate the theories of randomness and variability. Statistical analysis methods, including: confidence interval calculation, hypothesis testing, and regression analysis, will then be covered in order to provide students with the analytical tools useful for and necessary of managers. Examples from engineering will be used to demonstrate the concepts and statistical methods.
  

  • ENGG 203 - Project Management


    Semester Hours: 3
    Fall
    An introduction to the concept of the project management as a unique management approach. Since projects are the focus of many engineering ventures, it is especially important that engineering managers are capable of addressing the variety of challenges a project presents. Concepts such as project organizational design, the strategic context of projects, project leadership and control, project evaluation, and stakeholder management will be discussed. Specific tools for the management of projects, including, but not limited to, software packages will be demonstrated and used. The various aspects of projects, such as directing, planning, and controlling, will be studied through the use of case studies.

    Prerequisite(s)/Course Notes:
    ENGG 202 .
  

  • ENGG 204 - Accounting and Finance for Engineering Managers


    Semester Hours: 3
    Spring
    A comprehensive overview of the concepts of financial and managerial accounting, focusing on accounting systems, statements, and reports along with the analysis of these reports. Analysis of balance sheets, income and retained earnings sheets, and statements of cash flows will be covered. The ethical dimensions of utilizing financial data for decision making will be discussed. Case studies and the analysis of publicly held companies will be employed in order to demonstrate and reinforce the concepts of financial decision making.
  

  • ENGG 205 - Total Quality Management


    Semester Hours: 3

    Spring
    An examination of the concept of quality in the context of the business world. A multitude of tools with an emphasis on quantitative methods, designed to insure and maintain quality will be studied in depth including: analysis of variance, statistical quality control, benchmarking, and ISO certification. Also, the theories of Deming, Juran, and others that have added significantly to the study of quality will be covered as well in order to provide a historical and contemporary look at quality in industry. Emphasis will be placed on the engineering aspects of the measurement and maintenance of quality.

    Prerequisite(s)/Course Notes:
    ENGG 202 .

    .
  

  • ENGG 209 - Wave Propagation and Distributed Systems


    Semester Hours: 3
    Once a Year
    General features common to wave motion, wave propagation, reflection and generation are developed and applied to acoustics, electromagnetics and optics, elastic and hydrodynamic waves. Dispersion, diffraction and coherence are also studied. Applications to systems for energy and information transfer.

    Prerequisite(s)/Course Notes:
    PHYS 012A, MATH 144 or equivalent.
  

  • ENGG 210 - Engineering Management Capstone Project


    Semester Hours: 3
    Spring
    The capstone design project requires students to take a teambased multi-disciplinary approach and address an industry-based engineering management problem. The design project will require the integration of the many tools utilized by engineering managers as taught in the course work of the engineering management program. Course deliverables will include a written report and oral presentation demonstrating that appropriate research and analysis support the recommendations put forth by the students. This course is designed to be the culmination of students’ studies in engineering management.

    Prerequisite(s)/Course Notes:
    ENGG 201 , 202 ,203 . (Normally taken for 3 credits. Must be taken for 6 credits, if necessary, to meet AACSB guidelines governing the ratio of engineering credits to business credits in this program. See Program Requirements.)
 

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