Course Descriptions

Courses numbered 100-199 are open to freshmen; 200-299 to sophomores; 300-399 to juniors; 400-499 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 200 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 499 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 5015
Differentiated Instruction for All Learners [Course] (3)

This course builds on the introduction provided in EDUC 52XX. Students learn how to develop learning objectives and lesson plans based on principles of effective teaching including Differentiated Instruction, Universal Design for Learning (UDL), Madeline Hunter Model, Bloom’s Taxonomy (revised), Multiple Intelligences, and other research-validated instructional practices for inclusive, culturally responsive classrooms. Emphasis is given to the planning of lessons aligned with the Common Core State Standards (CCSS) while considering the strengths, interests and needs of all students. This includes students with disabilities and other special needs (SWD), English Language Learners (ELLs) and diverse populations. This course introduces students to summative and formative classroom assessment in lesson planning and making effective instructional decisions to teach all students. Students read and reflect on current research in one of the main topics of the course. Prerequisite: GEDU 5010.

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 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 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 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 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 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 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 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.