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English Courses

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.

Click the titles to see course descriptions.
(3.0)
LIT 101
Introduction to Literature [Lecture]

This course acquaints students with the major literary genres: fiction, drama, and poetry. It is the recommended general education course for non-English majors. LIT 101 does not count toward the English major and should not be taken by students in that program.

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(3.0)
LIT 201
Survey of English Literature I [Lecture]

The first of a two-part sequence, this course provides a chronological overview of English literature from its beginnings to the Restoration of 1660. A goal of both LIT 201 and 202 is to familiarize students with the historical development of the ideas, styles, genres, and cultures embodied in the literature.

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(3.0)
LIT 202
Survey of English Literature II [Lecture]

The second of a two-part survey, this course explores English literature through three consecutive periods: Restoration and Eighteenth-Century, Romantic, and Victorian. Through reading, writing, lecture, discussion, and dramatic presentation, students respond to and interpret texts from these periods.

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(3.0)
LIT 204
American Literature I [Lecture]

The first of a two-part sequence, this course provides a chronological overview of American writers during the Colonial, Enlightenment, and Romantic eras. Poe and Hawthorne are emphasized in the latter part of the course.

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(3.0)
LIT 205
American Literature II [Lecture]

The second of a two-part survey, this course explores American literature from the Civil War to World War II. Through reading, writing, lecture, discussion, and dramatic presentation, students respond to and interpret texts from this era.

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(3.0)
LIT 207
World Literature I [Lecture]

Selected readings in the literature of the world from antiquity to the seventeenth century are considered. Though emphasis is placed on works in the Western tradition (excluding English and American texts), the course also includes a broad selection of texts from non-Western cultures, such as those of Asia, Africa, and Latin America. (Offered alternate years)

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(3.0)
LIT 208
World Literature II [Lecture]

This is a course of selected readings in the literature of the world from the seventeenth century to the present. Though emphasis is placed on works of Western tradition (excluding English and American texts), the course also includes a broad selection of texts from non-Western cultures, such as those of Asia, Africa, and Latin America. (Offered alternate years)

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(3.0)
LIT 302
Chaucer & His Contemporaries [Lecture]

The course provides a study of medieval English literature from Anglo-Saxon times through 1500, with special emphasis on Chaucer. Aims include perception of the historical reference of the early writers; a knowledge of medieval life, ideas, manners, and customs; and a finer appreciation of the English language. (Offered on demand)

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(3.0)
LIT 303
Shakespeare [Lecture]

This course traces the growth and development of the achievement of the most significant writer in the English language. In addition to reading and studying a broad selection of plays and sonnets, students will view and discuss videos on the life of Shakespeare, the so-called mystery surrounding the authorship of the plays, and at least one video of his plays. Frequently the class has the opportunity to travel as a group to Stratford Ontario to view a Shakespearean play at the world-famous Festival Theatre. (Offered alternate years)

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(3.0)
LIT 304
Short Story [Lecture]

This course offers an in-depth examination of an important literary genre. The course traces the growth and development of the short story form and examines its major elements: character, plot, point of view, setting, and theme. In addition to reading stories by major practitioners of the form, several cinematic adaptations of selected stories will be presented.

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(3.0)
LIT 305
Major Author: Milton [Lecture]

This course traces the growth and development of the finest Christian poet in English. In addition to reading minor poems such as "Lycidas" and "Comus," students will read and discuss all the major poems, including "Paradise Lost," "Paradise Regained," and "Samson Agonistes." (Offered alternate years)

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(3.0)
LIT 306
Eighteenth Century Literature [Lecture]

This course is a study of literature of the Augustan age with emphasis on Dryden, Pope, Swift, Addison, Steele, and Johnson. (Offered on demand)

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(3.0)
LIT 307
Literary Theory and Criticism [Lecture]

This course introduces students to literary theory, both by surveying major statements about poetry and interpretation and by focusing on sample critical issues. (Offered alternate years)

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(3.0)
LIT 308
Nineteenth Century Literature [Lecture]

This course is a survey of selected major English writers of the Romantic and Victorian periods. Among those included are Wordsworth, Shelley, Keats, Tennyson, Arnold, and Browning. Emphasis is placed on major themes in nineteenth century literature and life. (Offered on demand)

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(3.0)
LIT 309
Novel [Lecture]

This course explores an important literary genre-the novel. Included in the course are representative English authors of the nineteenth century, such as Austen, Eliot, and Dickens. The course considers not only the development of ideas within each novel, but also the historical background of the genre and period, as well as the traditional concerns of plot structure, narrative stance, style, characterization, setting, and theme. (Offered alternate years)

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(3.0)
LIT 310
German Literature in Translation [Lecture]

The course introduces prose and poetry of selected German writers in English translation. Special attention is given to two historical figures of Western civilization (Luther and Goethe) and several modern literary figures (Brecht, Kafka, Mann, and Rilke). (Offered alternate years)

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(3.0)
LIT 312
Major Author: Rotation [Lecture]

This course explores in depth the work of a major writer in English. Featured authors are rotated and are chosen by the instructors. Examples include Herman Melville and George Eliot.

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(3.0)
LIT 314
Children's Literature [Lecture]

Children’s Literature explores a variety of books written for children. The principal goals of the course are to deepen students’ understanding and appreciation of well-written children’s books and to help students recognize the value of such works as literature. Some of the books studied are established classics; others are more recent works of outstanding merit. Open to sophomores, juniors, and seniors only.

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(3.0)
LIT 315
Adolescent Literature [Lecture]

This course introduces students to the various kinds of writing that young adults are apt to read on their own. The course embraces more than books specifically marketed to adolescents (for instance, it includes mysteries and science fiction) and generally excludes materials covered in surveys of American and English literature. Since literature is sometimes controversial in the junior high and high school context, the issue of censorship is also addressed. (Offered alternate years)

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(3.0)
LIT 361
Literature for Adolescence Teachers [Lecture]

To ensure each student seeking certification in Students with Disabilities 7-12 has 6 hours of English Language Arts content and linked pedagogical skills, this course will introduce students to the various kinds of writings that adolescents read on their own and in the classroom. It includes instructional strategies for teaching to the goals and content of the New York State learning standards for English Language arts, including preparation and use of materials used to teach adolescents to read and listen to oral, written and electronic texts, how to relate these texts to their own lives and to develop an understanding of the social, historical and cultural dimensions the texts represent.

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(3.0)
LIT 402
Early Twentieth Century Literature [Lecture]

This course focuses on major American, British, and Continental writers from the turn of the century to the middle of the century. Major writers often include Housman, Hemingway, Faulkner, Fitzgerald, Steinbeck, Frost, Joyce, Camus, and Beckett. (Offered alternate years)

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(3.0)
LIT 403
Contemporary Literature [Lecture]

This course examines the American literary scene from World War II to the present, featuring representative authors in a variety of genres and addressing the interaction of literature and contemporary culture. (Offered alternate years)

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(3.0)
LIT 405
Special Topics in Literature [Lecture]

Special Topics is an upper-level seminar course designed for English majors and students from other disciplines interested in the serious pursuit of specified authors and topics. Such a course will enable students to explore literary concerns that are not a part of the Department's regular offerings. Content differs from year to year. (May be repeated if topic differs.)

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(1.0-3.0)
LIT 495
Independent Study in Literature [Independent Study]

Independent study provides opportunity to pursue advanced or special-interest topics not covered in the curriculum. Prerequisites: 1. Junior standing. 2. A minimum of 9 semester hours in the discipline of the Independent Study. 3. A minimum grade point average of 2.50 in the discipline. 4. Proof of motivation and ability to work independently. 5. Approval of the department in which the study is to be taken. 6. Permission from the student's advisor, the course instructor, the Department Chair, the Academic Dean, and the Registrar.

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Teacher Education Courses

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.

Click the titles to see course descriptions.
(0.0)
EDU 095
Pedagogy Workshop [Lecture]

This workshop provides an opportunity for students to work with a faculty member individually or in a small group to increase pedagogical knowledge, improve teaching skills, and deepen the ability to reflect critically upon their teaching and students’ learning. The course may be taken only after a student has completed (or failed to complete) a student teaching placement. It may be required as an intervention before an additional student teaching placement or recommended based upon a student’s scores on the edTPA. The fee for this workshop will vary depending upon the amount of work that needs to be done and whether some of the work will require the student to be placed in a classroom setting for all or part of the semester. Prerequisites: 1. Demonstrated motivation and ability to learn from constructive feedback intended to improve teaching. 2. Approval of the Teacher Education Department.

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(0.0)
EDU 096
Pedagogy Workshop [Lecture]

This workshop provides an opportunity for students to work with a faculty member individually or in a small group to increase pedagogical knowledge, improve teaching skills, and deepen the ability to reflect critically upon their teaching and students’ learning. The course may be taken only after a student has completed (or failed to complete) a student teaching placement. It may be required as an intervention before an additional student teaching placement or recommended based upon a student’s scores on the edTPA. The fee for this workshop will vary depending upon the amount of work that needs to be done and whether some of the work will require the student to be placed in a classroom setting for all or part of the semester. Prerequisites: 1. Demonstrated motivation and ability to learn from constructive feedback intended to improve teaching. 2. Approval of the Teacher Education Department.

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(3.0)
EDU 185
Education in a Changing World [Lecture]

This course introduces students to education in the contemporary context, with specific attention given to the history of education and the ways that schools and teaching have changed over time; laws governing the education of all students, including special education; the rapidly increasing diversity of students in schools today; the expanding uses of technology; current challenges in education, including closing the achievement gap and meeting the needs of all students; and what it means to enter the teaching profession today. This course provides students an essential foundation for all future classes in education. Education majors will begin the process of creating a professional portfolio. Taken by all education majors.

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(3.0)
EDU 195
Foundations of Special Education [Lecture]

This course provides an introduction to special education and exceptionalities as defined in federal and state laws and regulations. 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 NYS requirements for general and special education teachers. Students will learn the historical perspective, definitions, etiology, characteristics, needs and service delivery systems within each area of exceptionality; the nature and requirements of Individual Education Plans (IEPs); and the ways that the NYS Common Core Learning Standards are addressed for students with disabilities. To be taken concurrently with EDU 195 OPE. Taken by all education majors.

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(0.0)
EDU 195
Foundations of Special Education [OPE]

(25 hours school-based field experience) Students will visit special education programs around the Rochester area. Students will be given the opportunity to sit in on classes, observe instruction, and work with a wide range of students with disabilities. To be taken concurrently with EDU 195. Taken by all education majors.

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(3.0)
EDU 235
Curriculum, Instruction and Assessment I [Lecture]

This course provides an integrated introduction to the processes by which teachers develop curriculum, 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 conduct 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. To be taken after or concurrently with EDU 185 and EDU 195. Taken by all Early Childhood/Special Education, Childhood/Special Education, and Adolescence Education majors.

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(3.0)
EDU 255
Foundations of Language & Literacy [Lecture]

This course focuses on beginning language users and emergent literacy. It will examine the theories and stages of oral language acquisition, the development of emergent readers and writers, and the developmentally appropriate instructional methods and materials which are used in early childhood and elementary grade classes. Students will be expected to plan lessons based on what is learned in class and from the assigned readings. To be taken after or concurrently with EDU 235. Taken by all Early Childhood/Special Education and Childhood/Special Education majors.

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(3.0)
EDU 260
Learning & Development in Early Adolescence [Lecture]

This course focuses on early adolescents (ages 10-14), with specific attention to ways of promoting successful learning and healthy development of the whole person, at home, in school, and in the wider community. Students will examine the education of early adolescents, including the history, philosophy and curricula of middle level schooling, and the development of early adolescents across multiple domains, including community-based approaches to enhancing youth development. The course meets requirements for teacher education majors seeking certification at the middle school level, but is also appropriate for other majors who are interested in understanding and working with young people. Taken by Adolescent Education majors (who are not in the 7-12 Special Education Generalist Program). Offered once/year.

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(3.0)
EDU 294
Integrated Literacy Practices Across Curriculum [Lecture]

This course is designed to prepare students to teach and integrate literacy in specific content area disciplines. Students will explore ways to collaborate and plan, within an interdisciplinary model of teaching, how to create units that focus on the use of discipline literacy and the importance of developing mediated learning experiences. A “best practices” approach to developing these experiences will also focus on strengthening literacy pedagogy centered on constructing and communicating meaning in the various disciplines. Students will utilize the New York State Common Core Learning Standards in the development of the project based learning activities required for the course. Prerequisites: EDU 185 and EDU 195. Taken by all Adolescent Education and K-12 Education majors. Offered once/year.

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(3.0)
EDU 301
Educational Psychology [Lecture]

This course provides an introduction to the concepts, principles, and theories of educational psychology, including human development, learner characteristics and variability, learning processes, instructional approaches and motivation. The focus will be on helping students to develop the knowledge, skills and dispositions needed to successfully apply educational psychology to promote learning in classroom settings. To be taken concurrently with EDU 301 OPE. Taken by Childhood/Special Education majors.

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(0.0)
EDU 301
Educational Psychology [OPE]

(40 hours of school-based Elementary field experience) Students observe and work with children in an urban elementary school classroom. Students are asked to integrate course learning with their field experience in required OPE reflection papers. To be taken concurrently with EDU 301. Taken by Childhood/Special Education majors.

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(3.0)
EDU 318
History & Philosophy of Art Education [Lecture]

(See description for ART 318)

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(1.0)
EDU 326
Relational Skills Training: Neurodevelopmental Differences I [Lecture and Laboratory]

This course explores the individual characteristics and interpersonal skills that contribute to effective mentoring of individuals with intellectual disabilities who are participating in college based transition programs. The course uses PEERS® (Program for the Evaluation and Enrichment of Relational Skills), an evidence-based mentor-assisted social skills intervention for young adults. During each class, mentors are taught important social skills and are given the opportunity to practice these skills in session with their assigned young adult. Students will incorporate the goals and objectives from the sessions into skill generalization activities that will be practiced in the campus community each week.

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(1.0)
EDU 327
Relational Skills Training: Neurodevelopmental Differences II [Lecture and Laboratory]

The course complements and supports the experiential learning of students currently active as peer mentors. The focus is on skills conversational skills-trading information, two-way conversations, electronic communication, entering and exiting a conversation; choosing appropriate friends, use of humor, and organized social contacts on campus. Homework will be assigned each week to be completed during individual peer mentoring sessions. Homework will be reviewed each session troubleshooting problems and individualizing the intervention to the specific needs of each participant. A certificate of training will be issued upon successful completion of this course.

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(3.0)
EDU 330
Classroom Behavior Management [Lecture]

The skills and competencies needed in order to manage effectively the classroom behavior of all students will be examined. The focus will be on the principles of developing a positive climate that facilitates learning. Participants explore the role of the teacher as the proactive manager of classroom environment, of student behavior (including self-management discipline), and of curriculum planning and delivery. To be taken concurrently with EDU 330 OPE. Taken by Education majors. (Note: EDU 330 OPE is not required for Adolescence Education majors.)

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(0.0)
EDU 330
Classroom Behavior Management [OPE]

(30 hours of school-based field experience) The student will record reflections of school-based experience in a journal. The journal will include examples of how the teacher facilitated the management of students and comments on how the environment was structured to facilitate learning. To be taken concurrently with EDU 330. Taken by Education majors. (Note: EDU 330 OPE is not required for Adolescence Education majors.)

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(3.0)
EDU 335
Curriculum, Instruction and Assesment II [Lecture]

This is the second in a two course sequence designed to help students develop and apply the knowledge, skills, and dispositions necessary to integrate the tools of assessment and curriculum to maximize student learning outcomes through effective instruction for all learners. The course will explore and extend students’ understanding of a variety of concepts, practices, and principles related to the alignment of curriculum development, instruction, and assessment as a cyclical and integrated approach to effective teaching. Prerequisite: EDU 235. Taken by all Early Childhood/Special Education and Childhood/Special Education majors

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(3.0)
EDU 353
Literacy in Early Childhood Classrooms [Lecture]

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. Prerequisites: EDU 235, 255, and admission to the Teacher Education Program. To be taken concurrently with EDU 353 OPE. Taken by Early Childhood/Special Education majors. Offered once/year.

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(0.0)
EDU 353
Literacy in Early Childhood Classrooms [OPE]

(25 hours school-based field experience) Students will observe and participate in early childhood classrooms. Students will be given the opportunity to engage in literacy instruction and assessment. To be taken concurrently with EDU 353. Taken by Childhood and Special Education majors. Offered once/year.

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(3.0)
EDU 355
Literacy in Childhood Classrooms [Lecture]

This course focuses on developing an understanding of the reading and writing continuum and learning the best practices for supporting students' growth once they have begun to read. The course will examine the skills of the fluent reader, the connection between reading and writing, differentiated literacy instruction, reading nonfiction, and appropriate assessment tools. Students will be expected to plan lessons based on what is learned in class and from the assigned readings. Prerequisites: EDU 235, 255, and admission to the Teacher Education Program. To be taken concurrently with EDU 355 OPE. Taken by Childhood and Special Education majors. Offered once/year.

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(0.0)
EDU 355
Literacy in Childhood Classrooms [OPE]

(25 hours school-based field experience) Students will observe and participate in elementary classrooms. Students will be given the opportunity to engage in literacy instruction and assessment. To be taken concurrently with EDU 355. Taken by Childhood and Special Education majors. Offered once/year.

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(3.0)
EDU 357
Literacy in Adolescent Classrooms [Lecture]

This course is designed for students who are planning to teach in a specific content area at the middle or high school level. It will address the complex nature of reading and writing fluently and the literacy skills students need to be successful in content area classes. Teaching strategies to enhance students’ comprehension will be explored. The role content area teachers must take in supporting their students reading will be addressed and instructional strategies for supporting adolescent readers will be investigated. Prerequisites: EDU 235 and admission to the Teacher Education Program. To be taken concurrently with EDU 357 OPE. Taken by all Adolescent Education majors. Offered once/year.

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(0.0)
EDU 357
Literacy in Adolescent Classrooms [OPE]

(25 hours school-based field experience) Students will observe and participate in middle and high school classrooms. Students will be given the opportunity to engage in literacy instruction and assessment. Prerequisite: EDU 235. To be taken concurrently with EDU 357. Taken by all Adolescent Education majors. Offered once/year.

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(3.0)
EDU 360
Creating Inclusive Learning Communities [Lecture]

This course prepares students to create a mutually respectful, safe and supportive learning environment that is inclusive of all students. Students will learn strategies for creating classroom communities focused on learning, including ways to maximize students’ active engagement, promote student motivation, and foster a climate of respect and appreciation for diversity. Students will also learn strategies for supporting students with disabilities in general education settings. Although focused on positive behavior and prevention, appropriate interventions to address student misbehavior will also be addressed. Students will create a classroom behavior management plan. Prerequisites: EDU 235.To be taken concurrently with EDU 360 OPE. Taken by Early Childhood/Special Education, Childhood/Special Education, K-12 Art Education, and all Adolescent Education majors.

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(0.0)
EDU 360
Creating Inclusive Learning Communities [OPE]

(25 hours school-based field experience) Students will observe and participate in instructional and behavior management processes in local school classrooms. To be taken concurrently with EDU 360. Taken by Early Childhood/Special Education, Childhood/Special Education, K-12 Art Education, and all Adolescent Education majors.

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(3.0)
EDU 365
Assessment for Special Education [Lecture]

This course emphasizes assessment as a multi-faceted tool for special educators. Students will investigate IEP procedures (screening, prereferral interventions, eligibility determinations, and classification based upon assessment data). Students will develop the ability to make instructional decisions based upon norm-referenced, criterion-referenced, and informal/formal classroom assessments. Students will learn how to utilize curricular and assessment models to develop alternate assessments. These include authentic assessments, growth-based assessments, performance-based assessments and portfolios. Students will also increase understanding of contemporary issues and practices, including: Response to Intervention (RTI); Functional Behavioral Assessment (FBA); culturally responsive assessment ; and testing accommodations. Prerequisite: EDU 235. Taken by Early Childhood/Special Education, Childhood/Special Education, and Adolescent Education/ 7-12 Special Education Generalist majors. To be taken concurrently with EDU 365 OPE by Adolescent Education/ 7-12 Special Education Generalist majors.

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(3.0)
EDU 372
Early Childhood Curriculum (Birth to K) [Lecture]

This course includes an overview of growth and development of young children from birth to 5 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, observation, evaluation, working with community agencies, and the New York State Common Core Learning Standards for inclusive Pre-K classrooms. Prerequisite: EDU 235, and admission to the Teacher Education Program. To be taken concurrently with EDU 372 OPE. Can be taken before or after, but not concurrently with EDU 372 or EDU 374. Taken by Early Childhood/Special Education majors. Offered once/year.

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(0.0)
EDU 372
Early Childhood Curriculum (Birth to K) [OPE]

(25 hours school-based field experience) Students will observe and participate in early childhood classrooms. To be taken concurrently with EDU 372. Taken by Early Childhood/Special Education majors. Offered once/year.

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(3.0)
EDU 373
Elementary Curriculum & Methods (Grades 1-3) [Lecture]

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 1-3; 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: EDU 235, and admission to the Teacher Education Program. To be taken concurrently with EDU 373 OPE. Can be taken before or after, but not concurrently with EDU 372 or EDU 374. Taken by Early Childhood/Special Education and Childhood/Special Education majors.

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(0.0)
EDU 373
Elementary Curriculum & Methods (Grades 1-3) [OPE]

(25 hours school-based field experience) Students will observe and participate in grades 1-3 classrooms. To be taken concurrently with EDU 373. Taken by Early Childhood/Special Education majors and Childhood/Special Education majors.

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(3.0)
EDU 374
Elementary Curriculum & Methods (Grades 4-6) [Lecture]

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 4-6; 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: EDU 235, and admission to the Teacher Education Program. To be taken concurrently with EDU 374 OPE. Can be taken before or after, but not concurrently with, EDU 372 or EDU 373. Taken by Childhood/Special Education majors. Ofered once/year.

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(0.0)
EDU 374
Elementary Curriculum & Methods (Grades 4-6) [OPE]

(25 hours school-based field experience) Students will observe and participate in grades 4-6 classrooms. To be taken concurrently with EDU 374. Taken by Childhood/Special Education majors. Offered once/year.

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(3.0)
EDU 385
Secondary Content Methods [Lecture]

This course focuses on the pedagogical content knowledge Adolescent Education majors need to be effective secondary teachers within in their academic subject area. Attention is given to developmentally appropriate practices that will engage and challenge all students to meet or exceed the New York State Common Core Learning Standards. Students will develop lesson and unit plans, teach a lesson, and engage in reflective practice about their teaching. The course is team taught by faculty with expertise in curriculum and instruction, special education, and various academic disciplines. Prerequisite: EDU 235, and admission to the Teacher Education Program. To be taken concurrently with EDU 385 Secondary Content Methods OPE. Taken by all Adolescent Education majors. Open only to juniors and seniors.

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(0.0)
EDU 385
Secondary Content Methods [OPE]

(25-50 hours school-based field experience) Students will observe and participate in middle and high school classrooms. Students will be expected to prepare and deliver a lesson in their content area appropriate for the particular students and curriculum being observed. To be taken concurrently with EDU 385. Taken by Adolescent Education majors.

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(3.0)
EDU 390
Collaboration for Learning [Lecture]

This is the third in a sequence of courses that prepares students to be effective teachers for all students across the continuum of educational settings. The course emphasizes the value and importance of collaborative and collegial partnerships with families, other teachers, related service provides, paraprofessionals, and others. Students will develop effective coping strategies and problem resolution skills related to contemporary demands of public education. Students will improve their ability to write and implement standards-based Individualized Education Programs (IEPs). Prerequisite: EDU 365. Taken by Early Childhood/Special Education, Childhood/Special Education, and Adolescent Education/7-12 Special Education Generalist majors. Open only to juniors and seniors.

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(2.0)
EDU 394
Culturally Responsive Teaching [Lecture]

This course is designed to engage students in an in-depth exploration of the challenges and opportunities facing teachers in today’s diverse classrooms. Students will examine what it means to be culturally competent, the characteristics of effective multicultural teachers, education in urban contexts, and efforts to overcome the achievement gap. Students will be asked to think critically about the cultural lenses they bring to teaching, as well as contemporary issues and controversies in the broad field of multicultural education. The focus will be on developing the knowledge, skills and dispositions required for teaching that both affirms the value of human differences and maximizes learning for all students. Prerequisites: PSY 203, EDU 335. To be taken concurrently with EDU 395 OPE. Taken by Early Childhood/Special Education majors and Childhood/Special Education majors. Open only to juniors and seniors.

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(0.0)
EDU 394
Culturally Responsive Teaching [OPE]

(25 hours school-based field experience) Students will observe and participate in preschool and elementary classrooms in schools designated by NYS as high-need schools, including urban schools. To be taken concurrently with EDU 395. Taken by Early Childhood/Special Education majors and Childhood/Special Education majors. Open only to juniors and seniors.

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(6.0)
EDU 400A
Early Childhood Education Student Teaching A [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. This course is the first in a two course placement. Prerequisites: all EDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Students take EDU 440 concurrently with EDU 400A and B. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

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(6.0)
EDU 400B
Early Childhood Education Student Teaching B [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. This course is the second in a two course placement. Prerequisites: all EDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Students take EDU 440 concurrently with EDU 400A and B. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

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(6.0)
EDU 401A
Elementary Student Teaching A [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the College supervisor. This course is the first in a two course placement. Prerequisites: all EDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Students take EDU 441 concurrently with EDU 401 A and B. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

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(6.0)
EDU 401B
Elementary Student Teaching B [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the College supervisor. This course is the second in a two course placement. Prerequisites: all EDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Students take EDU 441 concurrently with EDU 401 A and B. Application deadlines for student teaching: January 15 (for fall semester) and September 1(for spring semester).

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(6.0)
EDU 402A
Adolescence Education Student Teaching A [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the College supervisor. This course is the first in a two course placement. Prerequisites: all EDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Students take EDU 442 concurrently with EDU 402 A and B. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

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(6.0)
EDU 402B
Adolescence Education Student Teaching B [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the College supervisor. This course is the second in a two course placement. Prerequisites: all EDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Students take EDU 442 concurrently with EDU 402 A and B. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

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(5.0)
EDU 403A
Music Student Teaching I [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. This course is the first in a two course placement. Prerequisites: all EDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

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(5.0)
EDU 403B
Music Student Teaching II [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. This course is the second in a two course placement. Prerequisites: all EDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

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(6.0)
EDU 404A
Art Student Teaching I [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. This course is the first in a two course placement. Prerequisites: all EDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

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(6.0)
EDU 404B
Art Student Teaching II [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. This course is the second in a two course placement. Prerequisites: all EDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

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(6.0)
EDU 405A
Physical Education Student Teaching I [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all EDU and PPE courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

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(6.0)
EDU 405B
Physical Education Student Teaching II [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all EDU and PPE courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

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(3.0)
EDU 421
Contemporary Issues in Art Education Methods [Lecture and Laboratory]

This course analyzes current prospective instructional trends in art education. Course objectives focus on helping students execute learning experiences, conceptualized around the national standards of art education. This course presents instructional knowledge and techniques to integrate discursive views on art education while making educated instructional decisions in devising culturally responsive instruction. Also listed as ART 421. Prerequisites: ART 318 and 319 with a minimum grade of B- in each course.

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(2.0)
EDU 440
Early Childhood Education Student Teaching Seminar [Lecture]

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. Taken by Early Childhood/Students with Disabilities majors concurrently with Student Teaching EDU 400.

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(2.0)
EDU 441
Childhood Education Student Teaching Seminar [Lecture]

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. Taken concurrently with Student Teaching EDU 401.

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(2.0)
EDU 442
Adolescence Education Student Teaching Seminar [Lecture]

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. Taken by Adolescence Education majors concurrently with Student Teaching EDU 402.

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(1.0-3.0)
EDU 495
Independent Study in Education [Independent Study]

Independent study provides opportunity to pursue advanced or special-interest topics not covered in the curriculum. Prerequisites: 1. Junior standing. 2. A minimum of 9 semester hours in the discipline of the Independent Study. 3. A minimum grade point average of 2.50 in the discipline. 4. Proof of motivation and ability to work independently. 5. Approval of the department in which the study is to be taken. 6. Permission from the student's advisor, the course instructor, the Department Chair, the Academic Dean, and the Registrar.

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(1.0-3.0)
EDU 498
Undergraduate Research [Independent Study]

Students conduct laboratory research in education under supervision of a faculty member. Permission of instructor is required. Guidelines for Independent Study apply. A written report is required. (May be repeated with new research.) Prerequisites: 1. Junior standing. 2. A minimum of 9 semester hours in the discipline of the Independent Study. 3. A minimum grade point average of 2.50 in the discipline. 4. Proof of motivation and ability to work independently. 5. Approval of the division in which the study is to be taken. 6. Permission from the student's advisor, the course instructor, the Division Chair, and the Registrar.

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(1.0-3.0)
EDU 498H
Honors Undergraduate Research [Honors Option]

Students conduct laboratory research in education under supervision of a faculty member. Permission of instructor is required. Guidelines for Independent Study apply. A written report is required. (May be repeated with new research) Prerequisites: 1. Junior standing 2. A minimum of 9 semester hours in the discipline of the Independent Study 3. A minimum grade point average of 2.50 in the discipline 4. Proof of motivation and ability to work independently 5. Approval of the division in which the study is to be taken 6. Permission from the student's advisor, the course instructor, the Division Chair, and the Registrar

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