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Course Descriptions

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Courses numbered 1000-1999 are open to freshmen; 2000-2999 to sophomores; 3000-3999 to juniors; 4000-4999 to seniors. It is recommended that students elect courses in the years for which they are listed. Freshmen will be admitted to courses above the 2000 level only with the consent of the instructor and the student’s advisor. Juniors and seniors taking freshman courses may be expected to do additional work. Any course above 4999 is a graduate course.

NOTE:
The number in parentheses following the course title indicates the semester hours of credit assigned to the course.
An H following the course number indicates an honors level course.

GEDU 5010
Planning, Instruction, & Assessment [Course] (3)

This course provides an integrated introduction to the processes by which teachers plan and deliver instruction, and assess student learning in inclusive classroom settings. Students will learn to create lesson and unit plans, identify and use a variety of teaching strategies, monitor and adjust during instruction, and use both informal and formal assessments. Students will learn multiple ways to use technology to enhance teaching and learning. Students will also learn the importance of adapting instruction to meet students’ learning differences and aligning instruction with the NYS Common Core Learning Standards.

GEDU 5011
Social Foundations of Education for Every Student [Course] (3)

Expands the student's understanding of motivation and management of the learning environment by looking beyond the classroom to the social and cultural context of education. Considers the impact of poverty, race, class, and gender; formation of character; culturally-sensitive teaching; involvement of parents and community; collaboration with school and community; cultural diversity; beliefs and norms. Considers the role of the CSE and instructional support teams in the broader context of the community. Includes models of collaboration used in working with families and with other professionals. Addresses the historical development and current status of schools in the US, with particular attention to the development of urban education systems. Introduces and critiques school law and funding structures. Attention is given to the evolving role of schools as institutions, the role of education in a democratic society, ethics in the context of education, and the meaning and importance of citizenship. OPE is a required component of this course.

GEDU 5012
Historical Foundations of Special Education [Course] (3)

This course provides an introduction to the historical foundations of special education and exceptionalities as defined in federal and state laws and regulations. Students will learn the historical perspective, definitions, etiology, characteristics, needs, and service delivery systems within each area of exceptionality. Students will develop an understanding of the needs of students with disabilities, and how to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum, consistent with New York State requirements for general and special education teachers. The nature and requirements of Individual Education Plans (IEPs) will be introduced as well as the ways that the New York State standards are addressed for students with disabilities.

GEDU 5014
Language and Literacy I [Course] (3)

Introduces language acquisition and emergent literacy for native English speakers as well as for English language learners (ELL). Focuses on pre-literate behaviors, emergent literacy, and literacy through grade two. Includes ELA standards, methods, and assessments, and the use of technology in reading, writing, speaking, and listening. Teaches students how to differentiate classroom instruction. Students gather data about learning-to-read and perform semantic analysis on the data. OPE is a required component of this course.

GEDU 5016
Literacy Theory & Practice [Course] (3)

This course explores the reading and writing process from a theoretical and practical perspective. Learning-to-read and reading-to-learn strategies will be examined so students develop a clear understanding of the purposes for reading and the problem solving strategies fluent readers use to create meaning from text. The course will address issues of second language acquisition, bilingualism, literacy enrichment, intervention with at-risk and struggling readers, and the importance of contributing to district initiatives in literacy. OPE is a required component of this course. Pre-requisite: GEDU 5031.

GEDU 5017
Differentiated Planning and Teaching Strategies [Course] (3)

This course builds on the introduction provided in EDUC 5210 and prepares students to plan and deliver lesson and unit plans at the secondary level that will promote success for all learners, with special attention to differentiated instruction and assessment, teaching culturally and linguistically diverse students, and Universal Design for Instruction (UDI) in an inclusive classroom. The course also addresses principles and strategies for assessing student learning, including criterion-referenced tests, portfolios, standardized tests and other forms of summative and formative classroom assessments. Emphasis is given to aligning instruction with the Common Core and other discipline specific learning standards and responding appropriately to the strengths, needs, and developmental levels of every student. Students read and reflect on current research in one of the main topics of the course. OPE is a required component of this course. Prerequisite: EDUC 5210.

GEDU 5018
Language and Literacy in Childhood Classrooms [Course] (3)

In this course, students will further their understanding of the reading and writing continuum at grades 1-6. Students will learn research-based instructional practices that support students’ literacy development. These methods include the use of direct instruction, holistic approaches as well as literature-based approaches for use with all learners including ELL. Attention is paid to content-area reading and instructional strategies, including writing and listening to learn. This course presents technology to enhance the acquisition and development of reading and writing skills. Prerequisite: GEDU 5014

GEDU 5019
Student Behavior and Learning Environment [Course] (3)

Explores classroom management and how to adapt various classroom configurations to be more effective for learners with and without disabilities. Includes co-teaching models; system-wide efforts to prevent violence and disruption; the self-contained classroom; and push-in, pull-out models. Features functional behavior assessment. Following their introduction to action research (see "Preparation for Research") students consider various research designs to support the evaluation of new approaches to managing the learning environment; students then collaborate on the design of an action research project focused on a management approach they find in the professional literature. OPE is a required component of this course. Prerequisite: GEDU 5010

GEDU 5020
Application of Literacy Theory [Course] (3)

Students will explore in greater depth the key instructional strategies used to effectively guide all students to comprehend content area texts. Best practices in the application of various literacy strategies will be examined. Writing and reading will be examined as reciprocal processes, key to learning in the content areas. Students further explore the uses of multimedia technology in their content areas, developing ways to engage learners and scaffold learning. Additionally, visual literacy skills will be applied to content area textbooks in order to make the content subject matter more meaningful and available to all learners. OPE is a required component of this course. Prerequisites: GEDU 5031 and GEDU 5016.

GEDU 5021
Instructional Management for Productive Learning Environments [Course] (3)

This course explores instructional management and how to adapt various classroom configurations to be more effective for adolescent learners. Students will research and evaluate various approaches to understanding and managing adolescent behavior. Discussion topics include bullying and system-wide efforts to prevent violence and disruption, what do the actions really mean. OPE is a required component of this course. Prerequisite: GEDU 5010

GEDU 5022
Research I: Literature Review [Lecture] (3)

Students expand the reading on their topic to encompass 25 relevant, current sources, the majority from the research literature. Students prepare a synthesis of the literature, relative to their planned project or study. Major deliverables are Chapter 1 (Rationale) and Chapter 2 (Literature Review) for the M.Ed. Thesis or Curriculum Project.

GEDU 5023
Assessment in Inclusive Settings [Course] (3)

Expands the student's knowledge of Assessment through diagnostic-prescriptive teaching. Provides the skills and opportunities to assess a child with special needs and then plan effective educational activities at the appropriate level and in the appropriate sequence in all content areas found in the inclusive classroom. OPE is a required component of this course. Prerequisite: GEDU 5012

GEDU 5024
Research I: Literature Review [Course] (3)

Students expand the reading on their topic to encompass 25 relevant, current sources, the majority from the research literature. Students prepare a synthesis of the literature, relative to their planned project or study. Major deliverables are Chapter 1 (Rationale) and Chapter 2 (Literature Review) for the M.Ed. Thesis or Curriculum Project.

GEDU 5025
Assessment for Student Learning [Course] (3)

This course provides knowledge and understanding of the purposes and forms of assessment for student learning in the inclusive classroom. Students will learn diagnostic-prescriptive teaching strategies for assessment of both individuals and groups. Students develop and present differentiated lesson plans that address the needs of individual students. The application of knowledge gained from assessment to plan for individual student learning will be stressed. OPE is a required component of this course. Pre-requisite: GEDU 5012

GEDU 5026
Master's Project [Course] (3)

Through class instruction, collaboration with peers, and independent work, students will design and implement an action research study or project based upon their current and future practices as educators.The course hones students' ability to select a topic, craft clear research questions, and analyze articles that illuminate research problems. Students will develop methodological understandings in order to carry out an action research investigation. Students will collect, analyze, interpret data, and present their findings in a digital portfolio. Final portfolios will be presented to department students and faculty in a formal setting. Prerequisite: GEDU 5018 or GEDU 5020 or GEDU 5034

GEDU 5027
Child & Adolescent Development and Learning [Course] (3)

This course is designed to engage students in a meaningful exploration of human development and learning from prenatal experience through adolescence. Students will examine the nature of development across major domains (physical, cognitive, social-emotional, and moral), the impact of context (familial, school, community, and culture) on development, and the construction of identity. Attention will also be given to theories and processes of learning, and their implications for teaching. Throughout the course, the focus will be on using knowledge of learners and learning to develop evidence-based, developmentally appropriate teaching practices for increasingly diverse classrooms.

GEDU 5028
Research II: Masters Project [Course] (3)

Students are guided through the completion of their M.Ed. Thesis or Curriculum Project through weekly seminars, supplemented by regular meetings with the chosen Reader.

GEDU 5029
Teaching Mathematics in the Inclusive Classroom [Course] (3)

In early childhood and childhood classrooms, children develop problem solving and numeracy skills, so teachers must have a strong foundation in the content and methods of mathematics. In this course, students will develop computational and pedagogical skills to support instruction and conceptual understanding in mathematics. Students will explore and use New York State mathematics standards to plan, teach, and assess for understanding. Methods of instruction and assessment will consider differentiated and inclusive practices.

GEDU 5030
Elementary Curriculum and Methods (1-6) [Course] (3)

This course includes instruction in the New York State Common Core Learning Standards, goals, and content of the elementary school curriculum including English language arts, mathematics, science, social studies, fine arts, health, and technology, Grades 1 -6; and inclusive, developmentally appropriate methods for teaching the curriculum. This course also addresses various aspects of the teaching-learning process, and the preparation and use of instructional materials. Students will develop lesson and unit plans, teach a lesson, and engage in reflective practice about their teaching. Prerequisite: GEDU 5018

GEDU 5031
Instructional and Adaptive Technology [Course] (3)

This course explores instructional technology as a tool to facilitate learning for all students. Students will explore the use of technology as "mind tools" to stimulate and engage student interest and participation in learning; students also consider the use of technology and adaptive technology to scaffold learning for all students. The class features hands-on instruction with hardware, software, and networks that are typical in today's schools, including Smart boards, cameras, data projectors, office packages, content-specific software, web-based inquiry and collaborative multimedia projects. Students will consider issues and opportunities with emerging technologies, with an emphasis on media literacy and opportunities to further literacy with technology. Using research methods they have learned, students gather data and analyze results to further their understanding of technology impact. OPE is a required component of this course. Prerequisite: GEDU 5023 or GEDU 5025

GEDU 5032
Methods of Content Instruction [Course] (3)

This course focuses on instructional methods specific to the content area. The New York State Learning Standards are emphasized and used in developing a conceptual understanding of how teachers interpret required curriculum standards in their fields and use those standards to plan and implement meaningful instruction in the middle / high school classroom. Unit planning is emphasized; students are expected to develop a unit plan with accompanying lessons in their content area. Students develop and share their understanding of discipline-specific literacy with those in other disciplines. OPE is a required component of this course. Prerequisite: GEDU 5020

GEDU 5034
Language and Literacy in Early Childhood Classrooms [Course] (3)

This course will focus on the language and literacy learning of children from birth to second grade. Students will explore instructional strategies, developmentally appropriate materials and activities, and ways to support the families of the children in their care. Topics will include mapping cognitive and language development stages, assessing students’ progress, and creating effective literacy lessons which meet the needs of all students. Additionally, students will learn to modify and adapt instruction for ELL learners and children with developmental delays. The importance of early intervention will be examined. Prerequistie: GEDU 5014

GEDU 5035
Early Childhood Curriculum and Methods [Course] (3)

This course includes an overview of growth and development of young children from birth to age 7 with an emphasis on formulating developmentally appropriate practices, including the importance of play and collaboration with families and caregivers. Topics include models of early childhood education, evaluation, working with community agencies, and the New York State Next Generation Learning Standards for inclusive Pre-K classrooms. This course also addresses various aspects of the teaching-learning process, and the preparation and use of instructional materials. Students will develop lesson and unit plans, teach a lesson, and engage in reflective practice about their teaching. Prerequisite:GEDU 5034

GEDU 5308
Linguistics & Grammar for Second Language Acquisition [Course] (3)

This course provides foundational knowledge into theories of language and cultural acquisition. This course surveys the various aspects of a scientific description of human language. The course includes direct instruction of English grammar and the system of rules that defines the structure of the English language and provides an interdisciplinary exploration of the impact of linguistics in the field of education, including applied linguistics, second language acquisition, and language and culture. (cross-listed COMM 3308)

GEDU 5358
Language & Literacy for English Language Learners I [Course] (3)

This course provides foundational knowledge in teaching the literacy skills of reading, writing speaking, and listening to ELLs as well as English native speakers in early childhood and childhood environments. Students will learn to identify strategies and modify resources to meet the varying needs of language learners. Throughout the course, attention will be given to how teachers can support students in continuing development in their first language and their culture while also providing the tools necessary to be successful in an English dominant learning environment. (cross-listed TEDU 3580)

GEDU 5359
Language & Literacy for English Language Learners II [Course] (3)

This course provides foundational knowledge in literacy instruction and methods for ELLs in secondary settings, with focus on modifying resources to meet the varying needs of language learners in content and language instruction, and particular focus on reading instruction in the content areas, and methods of teaching reading to adolescents. Special care is given to support students in continuing development of their first language and culture while providing the tools to be successful in English dominant learning environments. (cross-listed: TEDU 3590)

GEDU 5382
Methods of Instruction & Assessment ESOL [Course] (3)

This course provides foundational knowledge into theories of language and cultural acquisition and development while fostering understanding of evidence-based practices and strategies for planning, implementing, and assessing English language and content-area instruction. Special attention is given to how teachers can support their students in continuing the development of their first language and culture while providing them with tools to be successful in English dominant learning environments. (cross-listed TEDU 3820)

GEDU 5900
Nature and Acquisition of Literacy [Course] (3)

This course presents an overview of the major language and literacy acquisition theories through a historical survey and introduction to the theorists who have shaped current literacy instruction. Topics will include oral language development, the definition of reading, the reading process, changing perspectives on literacy, legislation regarding literacy, sources of information regarding best practices, and the investigation of different reading programs. Additionally, there will be a focus on turning theory into practice and examining the implementation of the theories in the reading classroom. Students will be expected to read the original works of important literacy authorities and to investigate the research related to how research is conducted in the field of literacy.

GEDU 5901
Literacy in the Content Areas [Course] (3)

"This course presents skills and strategies that can be applied to reading, writing, listening and speaking across disciplines in grades K-12. Topics will include evaluating a text for complexity, preparing students to read rigorous texts, understanding and the importance of academic language and supporting vocabulary development, creating strategic and purposeful lessons through modeling and thinking aloud, the implementation of inquiry and project based learning in across disciplines and assessing student learning. Students will develop a repertoire of discipline specific teaching strategies that support students as they read to learn, as well as supporting mastery of Common Core State Standards."

GEDU 5902
Assessing Literacy [Course] (3)

This course investigates the tools available to assess a student's reading and writing development. It will look at the New York State Language Arts Standards and help students to choose or develop assessments that match the standards. Topics will include observation as an assessment tool, running records, reading and writing continuums, analysis of written work, assessment of spelling, phonics, and phonemic awareness. Students will be expected to prepare case studies and report their findings.

GEDU 5903
Assessment-driven Literacy Instruction [Course] (3)

This course will build on students’ knowledge of assessment and develop their ability to provide assessment driven literacy instruction suitable for struggling readers and/or writers in grades K-12. It will focus on research-based, code-emphasis intervention. In addition, course topics will include utilizing informal and formal assessments, analysis of assessment data, choosing texts with and for students that align with the students’ reading levels, interests, needs, and cultural and linguistic backgrounds. Students will prepare lesson plans that connect explicit, code-emphasis, instruction and reading and writing for authentic purposes. Students are expected to fulfill about 26 hours of their literacy practicum requirements. Pre-req. GEDU 5902.

GEDU 5905
Literacy Specialist as Instruction Coach [Course] (3)

This course prepares future literacy specialists to be a literacy leader in their school building. In addition to working with students, literacy specialists are increasingly working as an instructional coach or teacher leader, working with other teachers to improve their practice. In this course, students will learn how to engage in instructional coaching, including working through a coaching cycle with colleagues; modeling research-based instructional strategies; engaging in data-driven dialogue to collaboratively analyze student data and create instructional/intervention plans; and planning a variety of professional development opportunities for colleagues.

GEDU 5950
Independent Study in MED [Online/Independent Study] (1 - 4)

Independent Study is an individualized course of reading and/or research designed to allow in-depth study of material not normally covered in the regular curriculum. Consent of the instructor and the graduate's academic adviser is required.

GEDU 6000
Capstone Seminar [Course] (2)

This is a weekly seminar that accompanies student teaching, in which students and the lead instructor address issues that arise in student teaching through problem-solving, role-playing, and situational analysis. An important goal is relating theory to practice. In addition, the course uses the student's portfolio to set goals for growth during student teaching. At the beginning of the course and after each placement, students reflect (in writing) on their development as teachers and special educators; these student reflections become part of the student's portfolio. Students and the instructor develop a rubric to score their portfolios for excellence, using professional norms as categories. Topical instruction throughout the semester is rotated among the cohort team; topics include adapting instruction for students with disabilities; knowledge of and teaching in all content areas; managing the classroom environment; integration of technology; school law; school culture; professional ethics and demeanor; reflective practice; the portfolio; the job search. The team also consults with student-teaching supervisors to insure that each student demonstrates strength in all areas of emphasis.

GEDU 6001
Capstone Seminar [Course] (2)

This capstone experience is taken concurrently with student teaching. The students will debrief and process their student teaching experiences. Attention will be given to classroom management issues, to schools as organizations, and to hiring and interviewing processes.

GEDU 6002
Student Teaching Special Education [Practicum] (3)

One or both of the grade-level placements (EDUC 6216, EDUC 6217) also serve as the student's placement in Special Education-- either in an inclusive classroom or in a resource setting. Students participate in teaching experiences and planning. Student teachers in this role are expected to discuss various aspects of their experiences with their master teacher and college supervisor and to develop skills needed for self-reflection and self-evaluation. Whenever possible, the college supervisor for the special-education placement will be a full-time faculty who has had the student face-to-face for a SPED-related class; when this is not possible, such a faculty person will work closely with the college supervisor. Such a faculty person has awareness of the student's development as a special educator and knows the need for experience and development in particular areas. At the same time, supervising student teaching gives the faculty person an opportunity to stay current with Special Education needs, practices, issues, and personnel in area schools.

GEDU 6003
Student Teaching 1-3 [Practicum] (2)

Incorporates a supervised student teaching experience that allows the student to work in a childhood setting under the supervision of a teacher holding the appropriate certification and supervised by a RWC faculty member. Candidates participate in planning and teaching with increasing responsibility. In the accompanying weekly seminar, student teachers engage in reflective, self-evaluative discussion of teaching experiences.

GEDU 6004
Student Teaching - Early Childhood Grades B-K [Practicum] (2)

Incorporates a supervised student teaching experience that allows the student to work in an early childhood setting under the supervision of a teacher holding the appropriate certification and supervised by a Roberts Wesleyan College faculty member. Candidates participate in planning and teaching with increasing responsibility. In the accompanying weekly seminar, student teachers engage in reflective, self-evaluative discussion of teaching experiences. This constitutes half of the student teaching requirement with students from birth to kindergarten.

GEDU 6005
Student Teaching - Early Childhood Grades 1-2 [Practicum] (2)

Incorporates a supervised student teaching experience that allows the student to work in an early childhood setting under the supervision of a teacher holding the appropriate certification and supervised by a Roberts Wesleyan College faculty member. Candidates participate in planning and teaching with increasing responsibility. In the accompanying weekly seminar, student teachers engage in reflective, self-evaluative discussion of teaching experiences. This constitutes half of the student teaching requirement with students from grades 1-2.

GEDU 6006
Student Teaching 4-6 [Practicum] (2)

Incorporates a supervised student teaching experience that allows the student to work in a childhood setting under the supervision of a teacher holding the appropriate certification and supervised by a RWC faculty member. Candidates participate in planning and teaching with increasing responsibility. In the accompanying weekly seminar, student teachers engage in reflective, self-evaluative discussion of teaching experiences. This constitutes half of the student teaching requirement and is in grades 4-6.

GEDU 6007
Capstone Seminar [Course] (2)

This is a weekly seminar that accompanies student teaching, in which students address issues that arise in student teaching. In addition, the course uses the student's portfolio to set goals for growth during student teaching. Topics to be considered include: adapting instruction for students with disabilities, managing a positive classroom environment, integration of technology, school law, school culture, professional ethics; reflective practice, the portfolio, and the job search.

GEDU 6008
Student Teaching Special Education [Practicum] (3)

One or both of the grade-level placements (GEDU 6009, GEDU 6012) may also serve as the student's placement in Special Education-- either in an inclusive classroom or in a resource setting.

GEDU 6009
Student Teaching 7-9 [Practicum] (2)

Incorporates a supervised student teaching experience that allows the student to work in a middle school or high school setting under the supervision of a teacher holding the appropriate certification and supervised by a RWC faculty member.

GEDU 6010
Student Teaching - Special Education [Practicum] (3)

One or both of the grade-level placements (GEDU 6004, GEDU 6005) may also serve as the student's placement in Special Education-- either in an inclusive classroom or in a resource setting.

GEDU 6012
Student Teaching 10-12 [Practicum] (2)

Incorporates a supervised student teaching experience that allows the student to work in a high school setting under the supervision of a teacher holding the appropriate certification and supervised by a RWC faculty member.

GEDU 6406
Practica in TESOL [Practicum] (3)

Post-masters TESOL program students spend 20 days in a college supervised learning experiences in which the student teacher practices the skills being learned in the teacher education program through direct experiences with individual students, or with groups of students. These skills are practiced under the direct supervision of the certified teacher who has official responsibility for the students. Prerequisites: successful completion of all required EDU courses (earning minimum grade); overall GPA of 2.70 or better (cross-listed TEDU 4060)

GEDU 6900
Teaching Writing [Course] (3)

This course provides opportunities for students to inquire and experience the process of writing and the teaching of writing across the disciplines. A guiding principle of this course is teachers who are writers have the confidence and understanding to be better teachers of writing and, therefore, to coach teachers of writing. Students will be expected to participate in writing workshops to discuss and discover their own writing process. Students will also examine current research and theory on the teaching of writing to inform instructional decisions. Students will participate in a 25-hour practicum working with children in grades 3-12 in a workshop setting to help foster the confidence and skills to become better writers.

GEDU 6914
Literacy Theory Childhood & Adolescence [Course] (3)

This course is designed to increase students’ understanding of the theories of literacy, as well as the application of theory into practice. The focus will be on the examination of literacy in terms of concepts, methods, and materials used to support readers, birth through grade 12. Course topics will include phonemic awareness, phonics, vocabulary, fluency, and an emphasis will be placed on comprehension. It will include a review of various instructional approaches such as reading aloud, shared reading, guided reading, and close reading. Students will continue to explore how to meet individual students’ needs and differentiate small and whole group instruction. Students will develop a repertoire of strategies used to support literacy development birth-12. Pre-requisite: GEDU 5900 and GEDU 5902

GEDU 6915
Literature, Media, and Children & Adolescence [Course] (3)

In this course students will explore a wide range of children’s books and young adult novels as well as multimodal texts. Students will critique texts, evaluate nonfiction texts, participate in book clubs, and selecting texts for and with K-12 students. Students will make connections to in-and-out of school literacy practices, and they will draw on theories from a sociocultural lens including critical literacies and new literacies. Students will be expected to read widely and examine reading materials for elementary and secondary students.

GEDU 6919
Research and Theory into Practice [Practicum] (3)

As a culminating experience for the Master of Education in Literacy Program, students will engage in a 42-hour supervised practicum as a literacy specialist. The practicum is embedded in a course that requires students to apply their understanding of current research. Graduate students will teach small groups of students in grades 1-6 for two weeks and students in grades 5-9 for an additional two weeks. They will maintain field logs, design lessons or intervention plans, and reflect on their practicum experience in formal written responses.