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.
GEDC 5030
Clinical Foundations of Intervention [Course] (3)
This interactive course focuses on the training and practice of interpersonal skills, which are vital to functioning as a professional psychologist or counselor. The course will be centered on a three- stage helping model which assists individuals in exploring their problems, gaining insights, and taking action. In developing this helping model, three counseling theories will be explored: person-centered therapy, psychodynamic therapy, and behavior therapy. The course will largely focus on the skill development necessary to initiate helping relationships with diverse populations.
GEDC 5040
Clinical Foundations of Intervention II [Course] (3)
This course is designed to build upon the basic interpersonal and counseling skills developed in GEDC 5030. Emphasis will be placed on the development of further enhancement of challenging and guidance skills requisite for therapeutic intervention in established counseling relationships. In addition, several psychotherapy approaches and their intervention techniques will be presented and analyzed. Theoretical applications will be considered for both adults and children. The focus will be on developing interpersonal and therapeutic interventions which will foster change and growth in individual clients.
GEDC 5070
Career Development and Guidance [Course] (3)
This course introduces the student to some of the philosophical issues and sociological patterns of career development. Students will explore both theory and practice of career counseling and education. The focus upon development from childhood through adulthood provides examination of career counseling strategies in both schools and community agencies.
GEDC 5140
Professional, Legal, and Ethical Practice in School Counseling [Course] (3)
This course is designed as an introduction to the profession of school counselor. Areas explored include professional roles, settings, functions, goals and objectives, organizations, history, ethics, and credentialing. Special attention will be given to the practical applications of the job while examining various academic disciplines pertinent to the development of the school counselor. Key pieces of educational law will be reviewed such as Section 504 of the American Disabilities Act as well as ethical guidelines for school practitioners.
GEDC 5160
Practicum-School Counseling [Practicum] (3)
This supervised practicum experience will provide students with the opportunity to work with pre-K-12 students within the school setting for the purpose of applying and developing counseling skills (individual, group and lesson delivery) with students. In addition, they will gain a broad exposure to the educational and community environment of the school site. The practicum experience in conjunction with weekly class meetings for on campus supervision will occur on a weekly basis throughout the semester.
GEDC 5200
Assessment I:Psychological Measurement [Course] (3)
This course is designed as an introduction to testing and measurement. Primary emphasis will be placed on building a general understanding of elementary statistics and analysis of test scores in relation to the normal curve. An understanding of reliability, validity, and normative samples will be explored through an application process using a variety of standardized instruments, which are currently used. Students will gain a general understanding of both the purpose and practice of assessment through exposure to a wide variety instruments and procedures which are both traditional and non-traditional methods. It is important to note that this course only serves as an introduction to testing and assessment and that further courses/skills training are needed for students interested in specializing in assessment.
GEDC 5300
Advanced Developmental Psychology [Course] (3)
This course provides a broad understanding of individual development from a lifespan perspective. Study will focus on the major themes and issues of physical, cognitive, social, emotional, and moral development, with particular emphasis placed on foundational research and theory in these areas. Course content will reflect the contemporary view that life span development is a developmental process deeply intertwined and indistinguishable from the familial, societal, and cultural contexts. Developmental theories and research highlighted in the course will be discussed in relation to the useful application of the concepts for individuals working in the helping professions including school counselors, school psychologists, and clinicians. The course is designed to show how presented information can be translated into professional best practice applications.
GEDC 5650
Child & Adolescent Psychopathology [Course] (3)
This course is designed to explore the complexities of child and adolescent psychopathology, with a specific emphasis on the school setting. The content will focus on the epidemiology, symptomatology, etiology, comorbidity, and treatment of different psychopathologies experienced by children and adolescents. Common assessment strategies and classification systems, such as the DSM-IV, will be examined, along with their strengths and weaknesses. Intervention and prevention approaches for specific disorders will be discussed, including a particular focus on school-based intervention programs.
GEDC 6010
Research Methods and Statistics I [Course] (3)
This course is designed to help students gain an understanding of and appreciation for the use of research as a tool for professional evidence-based practice with and on behalf of school populations and to evaluate educational programs and practices. Students in this course are introduced to the concepts and skills underlying a systematic approach to educational research, including basic research terminology, the scientific method in education, the value of research in education, research ethics, problem formulation and conceptualization, measurement, research designs, sampling, and alternative quantitative and qualitative data gathering techniques.
GEDC 6030
Multicultural Diversity & Prof Practice [Course] (3)
This course is designed to develop multicultural competency in professional mental health practice. The focus will be on increasing students’ awareness of their cultural values and biases, while also developing knowledge about how race, ethnicity, gender, religion, sexual orientation, and social class have an impact on self and the counseling relationship. Additional emphasis will be placed on surveying culturally responsive skills that are necessary to evaluate and intervene with diverse client systems.
GEDC 6040
Evidence-Based Treatments & Interventions [Course] (3)
This course is designed to foster the integration of clinical science and practice by examining the history, nature, and process of evidence-based practice. The course will emphasize evidence-based intervention strategies and programs designed to improve the emotional, behavioral, and social functioning of children, adolescents, and adults. Service delivery at the individual, group, and systems level will be addressed. Implementation issues specific to school and clinical settings will be examined.
GEDC 6080
Methods in Planning, Instruction & Assessment for School Counselors [Course] (3)
In this course students will be introduced to the role of the school counselor emphasizing planning, delivering, managing, and evaluating counseling services through instructional delivery with the goal of promoting academic, career and personal/social development of all students. Students will be prepared to serve as change agents to reduce barriers that impede student development. Students will focus on teaching skills of assessment, lesson planning, and classroom management while utilizing various teaching models. Students will also develop goals and objectives for students with disabilities.
GEDC 6550
Consultation for Prevention & Intervention [Course] (3)
Students will be exposed to the theory behind and practice of consultation as an indirect service delivery model for children, families, and schools. Although the class will utilize a lecture format, applied work will be provided via the students field and internship placements. Thus, as a pre-requisite, all students must also be enrolled in a Field or Internship class as well.
GEDC 6640
Group Dynamics and Group Counseling [Course] (2)
This course explores the rationale, goals, and fundamental dynamics of the individual in group situations. Group process will be explored in its entirety including initiation, maintenance, and termination of therapeutic group interactions. Methods of group leadership with people from diverse backgrounds, and both facilitative and non-facilitative roles will be explored.
GEDC 7000
Adv Integration of Counseling & Theology [Course] (3)
A study of basic concepts of evangelical Christian theology and its relationships to counseling theory and helping, within the social contexts of both individuals and families. Parallel relationships will be drawn between both disciplines with practical applications offered for the helping professional.
GEDC 7100
Internship in School Counseling [Practicum] (3)
This course allows students to practice skills learned through course material in supervised, approved field placements over the course of one full academic year. Students are required to spend 2 full days per week through the first semester and 3 full days per week through the second semester. Placements may also be split into two separate placements to offer the student a greater latitude of diversity. Prerequisite: Students must have completed all coursework in addition to their qualifying examination for graduation.
GEDC 7110
Internship in School Counseling [Practicum] (5)
This course allows students to practice skills learned through course material in supervised, approved field placements over the course of one full academic year. Students are required to spend 2 full days per week through the first semester and 3 full days per week through the second semester. Placements may also be split into two separate placements to offer the student a greater latitude of diversity. Prerequisite: Students must have completed all coursework in addition to their qualifying examination for graduation.
GEDC 7150
Counseling Supervision [Course] (3)
This course includes the study of the process of supervision and various models of supervision within schools and clinical settings. Students will gain experience with supervision by supervising students enrolled in the 1st year practicum experience. This course will receive a Pass or Fail grade.
GEDC 7160
Exceptionality & Diversity [Course] (3)
Inclusion of exceptional children and youth in unrestricted learning environments, and their academic success and social adjustment, requires school personnel to develop expertise in the recognition of special needs and a broad knowledge of appropriate school-based strategies for ensuring academic success and social development. This course is designed as a graduate-level introduction to the history, major issues, and contemporary practices defining exceptionalities, their categorization, and demographic characteristics.
GEDC 7340
Play Therapy [Course] (3)
This course is a practice elective. The purpose of this course is to provide students with exposure to and an opportunity to develop knowledge and skills in using play therapy with individuals, families and groups in diverse settings. Students will become familiar with various theoretical practice models and learn to apply those models with children experiencing a variety of problems across diverse populations. This course will expose the student to basic knowledge about play therapy as a component of services to children, including in mental health, child welfare, health and community based settings.
GEDC 7350
Conflict Management [Course] (3)
Conflict is an inevitable and ubiquitous phenomenon that can be either constructive or destructive. In this course, the causes and dynamics of conflict as well as ways to transform conflict into a constructive force in a school setting will be explored. This interactive course focuses on the development of school-based conflict transformation skills, with primary emphasis given to mediation and Life Space Crisis Intervention.
GEDC 7950
Independent Study [Course] (1 - 3)
This course is an elective in the curriculum that allows students the opportunity to expand their knowledge and/or skills in an in-depth and individualized manner. The independent study is arranged with and supervised by a graduate faculty member. No prerequisites.
GEDU 5010
Planning, Instruction, & Assessment [Course] (3)
This course introduces how teachers develop curriculum, plan and deliver instruction, and assess student learning in inclusive classroom settings. Students will create lesson and unit plans, identify and use various teaching strategies, monitor and adjust methods during instruction, and conduct informal and formal assessments. Students will learn to adapt instruction to meet students’ learning differences and align instruction with New York State 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)
This course introduces language acquisition and emergent literacy for native English speakers as well as for English language learners (ELL). Students will learn and explore pre-literate behaviors, emergent literacy, and developing literacy. This practice includes ELA standards, methods, assessments, and differentiated instruction as well as the use of technology in reading, writing, speaking, and listening. Students gather data about learning-to-read and perform semantic analysis on the data.
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)
This course expands the student's knowledge of assessment through diagnostic-prescriptive teaching. Students will learn to provide 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. Prerequisites: 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 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)
In this course, students practice writing and teaching lessons using the New York State learning standards, goals, and content of the elementary school curriculum. Students will learn developmentally appropriate methods in the areas: English language arts, mathematics, science, and social studies in Grades 1-6. Students will learn and practice integrating content areas to develop higher-order thinking skills. This course also addresses various aspects of the teaching-learning process, the preparation and use of instructional materials, and factors that impact student learning. 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 in English Language Arts, Mathematics, Science, and Social Studies content areas. The New York State Learning Standards are emphasized and used in developing a conceptual understanding of how teachers interpret required curriculum standards and use those standards to plan and implement meaningful instruction in the middle/high school classroom. Students develop and share their understanding of discipline-specific literacy with those in other disciplines. Prerequisites: 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 6000
Capstone Seminar [Course] (1 - 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] (1 - 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 [Practicum] (1 - 7)
Students will complete a supervised student teaching experience that allows them to work in an early childhood setting under the supervision of a teacher holding the appropriate certification and supervised by a Roberts Wesleyan University faculty member. Student teachers participate in planning and teaching with increasing responsibility. In the accompanying weekly seminar, student teachers engage in reflective, self-evaluative discussions of teaching experiences.
GEDU 6003
Student Teaching 1-3 [Practicum] (2)
Students will complete a supervised student teaching experience that allows them to work in a childhood setting under the supervision of a teacher holding the appropriate certification and supervised by a Roberts Wesleyan University faculty member. Student teachers participate in planning and teaching with increasing responsibility. In the accompanying weekly seminar, student teachers engage in reflective, self-evaluative discussions of teaching experiences.
GEDU 6004
Student Teaching [Practicum] (1 - 7)
Students will complete a supervised student teaching experience that allows them to work in an early childhood setting under the supervision of a teacher holding the appropriate certification and supervised by a Roberts Wesleyan University faculty member. Student teachers participate in planning and teaching with increasing responsibility. In the accompanying weekly seminar, student teachers engage in reflective, self-evaluative discussions of teaching experiences.
GEDU 6005
Student Teaching - Early Childhood Grades 1-2 [Practicum] (1 - 2)
Students will complete a supervised student teaching experience that allows them to work in an early childhood setting under the supervision of a teacher holding the appropriate certification and supervised by a Roberts Wesleyan University faculty member. Student teachers participate in planning and teaching with increasing responsibility. In the accompanying weekly seminar, student teachers engage in reflective, self-evaluative discussions of teaching experiences.
GEDU 6006
Student Teaching 4-6 [Practicum] (1 - 2)
Students will complete a supervised student teaching experience that allows them to work in a childhood setting under the supervision of a teacher holding the appropriate certification and supervised by a Roberts Wesleyan University faculty member. Student teachers participate in planning and teaching with increasing responsibility. In the accompanying weekly seminar, student teachers engage in reflective, self-evaluative discussions of teaching experiences.
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 [Practicum] (3 - 7)
Students will complete a supervised student teaching experience that allows them to work in an adolescent setting in their designated content area under the supervision of a teacher holding the appropriate content area certification and supervised by a Roberts Wesleyan University faculty member. Student teachers participate in planning and teaching with increasing responsibility. In the accompanying weekly seminar, student teachers engage in reflective, self-evaluative discussions of teaching experiences.
GEDU 6010
Student Teaching - Special Education [Practicum] (3)
One or both of the grade-level placements (GEDU 6004, GEDU 6005) also serve as the student's placement in Special Education. Student teachers will participate in teaching experiences and planning to support students' developmental and specific needs in the special education setting. Student teachers will discuss various aspects of their experiences with their mentor teacher and college supervisor to develop skills needed for self-reflection and self-evaluation.
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
Adv Methods for Supporting Readers in All Grades [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
Lit & Media [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.