Courses

Attendance is required for all Music majors at this weekly meeting for departmental recitals and/or seminars. A grade is given based on attendance requirements, which include evening programs.

The fundamentals in music are studied, including notation of pitch in various clefs, scales, intervals, elements of rhythm, triads and seventh chords, diatonic chords, principles of voice leading, part-writing, and harmonic progression.

All courses in the sightsinging sequence include rhythmic studies, singing with solfege syllables, and melodic and rhythmic dictation exercise. This course involves singing and aural recognition of diatonic intervals in the major and minor modes. Rhythms are limited to the first division of the beat in simple and compound meters. Taken concurrently with MUS 101 unless approved by the Division Chair.

This course is a continuation of MUS 101 with the addition of part-writing with inverted triads, seventh chords in root position and inversion, nonchord tones, and elements of form. Prerequisite: MUS 101.

Exercises include melodies in major and minor modes with chromatic alteration and single modulation, the subdivision of the beat, and syncopation. Prerequisite: MUS 101A.

Students are introduced to the art of music and its materials with emphasis on the development of listening skills. Requirements of the course include attendance at assigned recitals and concerts on campus and at other Rochester institutions. This course is not open to Music majors.

The literature, stylistic features, and historical background of music from antiquity through the 17th century are examined. The relationships between music and general culture are also examined. Prerequisite: Music major.

Musical concepts and teaching procedures appropriate for pre-school and kindergarten music are taught using the keyboard as the primary instrument. Open to students outside the piano pedagogy certificate program. (Offered in summer only)

A comprehensive study of the history of jazz beginning in the 1890's to the present, including the social, ethnic, and economic environment in and around New Orleans at the turn of the century. Recorded examples of jazz from ragtime through fusion will be analyzed. Also included are biographical studies of the most influential musicians responsible for the stylistic shifts that occurred during the 20th century.

Students learn to play percussion instruments including snare, timpani, mallet and auxiliary percussion. No audit is permitted. Prerequisite: Music Major

Students learn to play string instruments including violin, viola, cello, and bass. No audit is permitted. Prerequisite: Music Major.

This course is the continuation of MUS 102, with the introduction of chromatic harmony via secondary functions, mode mixture, the Neapolitan Chord, and modulation processes. Prerequisite: MUS 102.

Exercises include chromaticism in diatonic context, further division of the beat, triplets in simple meter, duplets in compound meter, and changing meters. Prerequisite: MUS 102A.

This continuation of MUS 200 pursues chromaticism with other altered chords, enharmonic spellings and modulations, and concludes with an introduction to twentieth-century practices. Prerequisite: MUS 200.

This continuation of MUS 115 is designed for teaching the second-level student. Students are taught how to teach in private, dyad, or group lessons. Theory, ear training, sight-reading, transposition, and improvisation are included with the traditional repertoire and technique--all geared for second-level piano students. Prerequisite: MUS 115. (Offered in summer only)

This continuation of MUS 207 is designed for teaching the third-level student. Students work with major, minor, augmented, and diminished triads in all inversions, two-octave scales, and related theory. Prerequisite: MUS 207. (Offered in summer only)

The literature, stylistic features, and historical background of 17th century through the early Romantic music are examined. The relationships between music and general culture are also examined.

This course is designed to develop a full knowledge of the fretboard through the study of fingerings, harmony, sight-reading, score reading, transposition, and figured bass. (Offered on demand)

The continuation of MUS 208 is for teaching the fourth- and fifth-level student. More advanced solo and ensemble literature in the four major historical periods is used. Four-octave scales, diminished 7th exercises, theory using chormatic harmony and 7th chords, and improvisation in various styles are included. Prerequisite: MUS 208. (Offered in summer only)

Students learn to play brass instruments including horn, trumpet, trombone, and tuba. No audit is permitted. Prerequisite: Music Major.

This is a continuation of MUS 230.

Students learn to play woodwind instruments including flute, oboe, clarinet, saxophone, and bassoon. No audit is permitted. Prerequisite: Music Major.

This is a continuation of MUS 235.

The objective, procedures, and methods of teaching string instruments (violin, viola, cello, bass) and the development of teaching skills for private and group lessons are studied. Demonstration and participation are included. Offered on demand.

Students selected by audition meet four hours a week. The Chorale performs a wide range of choral literature for men's and women's voices. Concerts are presented on annual tours and in the surrounding area. Auditions are held each fall.

Students selected by audition meet two hours per week. The Ensemble usually presents one evening performance per semester. The Percussion Ensemble meets weekly, performing a variety of literature and offering opportunities for performance both on and off campus. Membership is by audition.

The Men's Chorus meets twice weekly. It is a group of 4-12 auditioned singers and perform for on- and off-campus activities. Membership is by audition.

The RWC Jazz Ensemble is made up of 16-20 musicians and performs composed and improvised music derived from the American big band tradition; African-American composers and improvisers; contemporary classical music; and Latino, Brazilian, and various other ethnic traditions. Two hours of weekly rehearsal: sectional rehearsals also required. One major concert per semester, with additional performances on and off campus. Membership is by audition.

Students, selected by audition, meet four hours a week. The Wind Ensemble performs an extensive range of concert repertoire. Concerts are presented on an annual tour and in the surrounding area. Auditions are held each fall.

Experience is offered in small chamber jazz groups that perform throughout the school year on and off campus.

Rehearsals, coaching, and literature are arranged by consensus and faculty coach approval. Performances are combined with other groups, usually one evening program per semester, and occasionally during Music Seminar (MUS 100).

Rehearsal is one evening a week. The College-Community Orchestra is open to qualified instrumentalists from the College and community. The orchestra normally performs five concerts each year.

The Gospel Choir meets twice weekly. Created for the purpose of continuing a variety of African-American church traditions, the choir offers opportunities for performance both on and off campus. The choir is open to all students without audition.

This group rehearses three hours a week. The Women's Choir offers opportunities for performance both on and off campus. The choir is open to all women students without auditions.

Students receive group instruction in functional guitar for use in the general music classroom. The class is for Music Education majors only except by permission of the Division Chair. No audit is permitted.

This course is designed for non-woodwind instrumental music education majors. Students learn to play the clarinet at an intermediate level. No audit is permitted.

This course is designed for non-brass instrumental music education majors. Students learn to play the trombone at an intermediate level. No audit is permitted.

This course is designed for string music education majors. Students learn to play the violin or cello at an intermediate level. No audit is permitted. (offered on demand)

This is a volunteer program but is recorded on transcripts when requirements are met. The course is designed to take musical performance gifts into the community as a gesture of sharing and service. Requirements include the following: (1) approval of classical music selection(s) by applied teacher(s), (2) a minimum of 15 minutes performance time, (3) coaching by faculty in the area(s) of participant(s) before performances, and (4) a written report signed by participant(s) and faculty member(s). (Offered on demand)

Students study the fundamental techniques of conducting. This course is required as a core course for Music majors, and is recommended for liberal arts students and students studying for the ministry. To be taken concurrently with MUS 295 OPE by Music Education students.

(25 hours school-based field experience.) Students observe and participate in local school classrooms. To be taken concurrently with MUS 295 by all Music Education majors.

Students survey the history of church music with focus on hymnody, analysis and evaluation of hymns and hymn tunes, discussion of music in worship, and development of basic song leading skills. (Offered alternate years)

Jazz Arranging and Composing is a course designed to instruct the student in arranging for rhythm section plus four wind instruments (four part density) and serves as a pre-requisite to arranging for the standard 16-17 piece jazz ensemble. Offered on demand.

This course studies choral techniques and literature. Prerequisite: MUS 295.

This study of instrumental techniques and literature emphasizes beat patterns, various styles of conducting, and rehearsal techniques. Class participation in a lab band is required. Prerequisite: MUS 295.

The philosophy, objectives, and procedures of teaching music in the public schools are studied with an emphasis on teaching general music in grades 1-8. Students gain practical experience planning and teaching lessons which require the application of current methodologies, development of children's musical behaviors, and creation of authentic world music learning experiences. To be taken concurrently with MUS 308 OPE by Music Education students. Prerequisite: Acceptance into the Music Education major.

(25 hours school-based field experience.) Students observe and participate in local school classrooms. To be taken concurrently with MUS 308 by all Music Education majors.

Emphasis is on pedagogical principles of German, Italian, French, and English schools of voice training. Fundamental knowledge of scientific concepts of breathing, phonetics, and resonance are included. (Offered alternate years)

Musical Stage Performance equips students with techniques and skills of stage direction, rehearsal planning, and the audition process, which are needed by both educators and performers. Students will organize sets, costumes, makeup, props, and programs, and will produce and present scenes from operas in the European tradition, as well as musical traditions found in American cultures.

The literature, stylistic features, and historical background of music from 1850 through the end of the millennium are examined. Stylistic features of and perspectives regarding World Music, representative musical compositions, and relationships between music and general culture are also examined.

This course is designed to examine the historic and contemporary materials and techniques available for effectively teaching the guitar to students at all levels. The course surveys a wide range of method and studies, and examines the effectiveness of various pedagogical approaches to technique and interpretive analysis. The history of guitar pedagogy is also studied. (Offered on demand)

The objectives, procedures, and methods of teaching instrumental music in the public schools are studied. “To be taken concurrently with MUS 315 OPE. Prerequisite: MUS 308.

(25 hours school-based field experience.) Students observe and participate in local school classrooms. To be taken concurrently with MUS 315 by all Music Education majors.

The objectives, procedures, and methods for teaching general and vocal music in the public schools are studied. Demonstration and participation are included. to be taken concurrently with MUS 316 OPE. Prerequisite: MUS 308

(25 hours school-based field experience.) Students observe and participate in local school classrooms. To be taken concurrently with MUS 316 by all Music Education (Vocal) majors.

This course, designed for piano performance majors, requires weekly observation and teaching under the supervision of a member of the piano faculty. Prerequisite: MUS 311. Offered on demand. Prerequisite: MUS 318.

The course is a sequential presentation of methods and materials for teaching the piano student. There is an emphasis on multi-key and group teaching in the Robert Pace method. Students are taught how to teach in private, dyad, or group lessons. Theory, ear training, sight-reading, transposition, and improvisation are included with the traditional repertoire and technique. Prerequisite: applied level three in piano.

This course, designed for vocal performance majors, requires weekly observation and teaching under the supervision of a member of the vocal faculty. Prerequisite: MUS 309. Offered on demand.

This course, designed for instrumental performance majors, requires weekly observation and teaching under the supervision of a member of the instrument faculty. Prerequisite: MUS 315 (non-string) or MUS 237 (strings). Offered on demand.

Fundamentals of stage performance and the production of operas, operettas, and/or musicals are studied, equipping the student with skills necessary to succeed as a teacher and as a performer. Course may be repeated for 0 credit.

The purpose of Diction for Singers is to develop the voice student's understanding and mastery of the pronunciation of English and the foreign languages commonly used in the performance of classical vocal literature: French, German, and Italian. (Offered alternate years)

Through the aural study of jazz traditions and cultural influences, students learn the theory and practices of jazz improvisation. The jam session setting emphasizes learning to swing and improvise over songs from the classic American songbook.

This is a survey of representative Baroque and Classical keyboard works with emphasis on comparative listening. (Offered on demand)

This survey of representative Baroque and Classical works emphasizes literature for practical teaching. (Offered alternate years)

This is a survey of representative works from Baroque to 20th century with emphasis on comparative listening and literature practical for teaching. (Offered on demand)

This course is a study of instrumental characteristics and notation, scoring and arranging for the instruments of the orchestra and band from small to large ensembles. Prerequisite: MUS 200.

This course is a continuation of MUS 317. (Offered on demand)

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, to hiring and interviewing processes, and to the review of pedagogical issues in music.

This survey of representative Romantic and twentieth century works emphasizes literature for practical teaching. (Offered alternate years)

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 School Dean, and the Registrar.

Students conduct laboratory research in music 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. (Offered on demand)

Graduate student participation in College Chorale or choral ensemble.

Graduate student participation in College Wind Ensemble or Orchestra.

Advanced study in piano techniques and literature.

Advanced study in piano techniques and literature.

Advanced study in organ techniques and literature.

Advanced study in organ techniques and literature.

Advanced study in voice techniques and literature.

Advanced study in voice techniques and literature.

Advanced study in violin techniques and literature.

Advanced study in violin techniques and literature.

Advanced study in applied viola techniques and literature.

Advanced study in applied viola techniques and literature.

Advanced study in applied cello techniques and literature.

Advanced study in applied cello techniques and literature.

Advanced study in applied string bass techniques and literature.

Advanced study in applied string bass techniques and literature.

Advanced study in applied trumpet techniques and literature.

Advanced study in applied trumpet techniques and literature.

Advanced study in applied french horn techniques and literature.

Advanced study in applied french horn techniques and literature.

Advanced study in applied trombone techniques and literature.

Advanced study in applied trombone techniques and literature.

Advanced study in applied baritone techniques and literature.

Advanced study in applied baritone techniques and literature.

Advanced study in applied euphonium techniques and literature.

Advanced study in applied euphonium techniques and literature.

Advanced study in applied tuba techniques and literature.

Advanced study in applied tuba techniques and literature.

Advanced study in applied flute techniques and literature.

Advanced study in applied flute techniques and literature.

Advanced study in applied clarinet techniques and literature.

Advanced study in applied clarinet techniques and literature.

Advanced study in applied oboe techniques and literature.

Advanced study in applied oboe techniques and literature.

Advanced study in applied bassoon techniques and literature.

Advanced study in applied bassoon techniques and literature.

Advanced study in applied saxophone techniques and literature.

Advanced study in applied saxophone techniques and literature.

Advanced study in applied percussion techniques and literature.

Advanced study in applied percussion techniques and literature.

Advanced study in applied guitar techniques and literature.

Advanced study in applied guitar techniques and literature.

Advanced study in improvisation techniques.

Advanced study in improvisation techniques.

Advanced study in applied harp techniques and literature.

Advanced study in applied harp techniques and literature.

Graduate student participation in Jazz Ensemble.

The principles and problems of accompanying are studied. Students attend a private or class lesson each week and accompany three students per semester (assigned by piano faculty).

The principles and problems of accompanying are studied. Students attend a private or class lesson each week and accompany three students per semester (assigned by piano faculty).

Weekly composition lessons working one-on-one with the composition teacher. Prerequisite: Permission of Instructor.

Weekly composition lessons working one-on-one with the composition teacher. Prerequisite: Permission of Instructor.

Weekly private conducting lessons working one-on-one with an instrumental conductor/ choral conductor.

Weekly private conducting lessons working one-on-one with an instrumental conductor/ choral conductor.

The purpose of this course is four-fold: (a) to present a review of foundational theory including harmonic analysis, part writing, chromatic harmony, counterpoint, form, and 20th century techniques, (b) to have students apply foundational theory understanding to advanced study of form and analysis, (c) to have students learn techniques of composition using current music writing software, and (d) to address topics in music theory relevant to students’ skill and experience.

In this course, students will learn about fundamental movement skills; i.e., locomotor, non-locomotor, and integrated movement, principles of motor development, and levels of beat coordination. Students will learn how to execute improvised sequential movement patterns and established movement patterns in folk dance. Through the study of international folk dance, students will become familiar with the styles and music used in various dance forms.

The purpose of this course is first to reacquaint students with the significant musical developments of the common practice period. This will be achieved through the study of the most important composers of each era, the most significant works of those composers and the trends and developments found in those works, which defined those eras. Secondly, to explore classical non-Western musical styles and forms from a variety of cultures and examine the similarities and differences found in Western classical music and non-Western music.

The course is designed to provide the student an in depth study of the methods, materials, and skills needed to be a successful choral or instrumental conductor. Study will focus on advanced conducting and rehearsal techniques in addition to instrumental and choral literature.

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The principles and problems of accompanying are studied. Students attend a private or class lesson each week and accompany three students per semester (assigned by piano faculty). Course fee applicable.

Weekly composition lessons working one-on-one with the composition teacher. Prerequisite: permission of the instructor.

Weekly composition lessons working one-on-one with the composition teacher. Prerequisite: permission of the instructor.

For Performance and Music Education majors, passing the piano proficiency exam is required; this course is preparation toward the exam. The objective is to develop functional keyboard skills that will support the student’s long-term musical goals. Content includes music theory, aural skills, improvisation, accompanying, ensemble and performance skills, and score reading. A course fee applies.

For Performance and Music Education majors, passing the piano proficiency exam is required; this course is preparation toward the exam. The objective is to develop functional keyboard skills that will support the student’s long-term musical goals. Content includes music theory, aural skills, improvisation, accompanying, ensemble and performance skills, and score reading. A course fee applies.

For Performance and Music Education majors, passing the piano proficiency exam is required; this course is preparation toward the exam. The objective is to develop functional keyboard skills that will support the student’s long-term musical goals. Content includes music theory, aural skills, improvisation, accompanying, ensemble and performance skills, and score reading. A course fee applies.

For Performance and Music Education majors, passing the piano proficiency exam is required; this course is preparation toward the exam. The objective is to develop functional keyboard skills that will support the student’s long-term musical goals. Content includes music theory, aural skills, improvisation, accompanying, ensemble and performance skills, and score reading. A course fee applies.

Course fee applicable. Prerequisite: MUS 295

Course fee applicable. Prerequisite: MUS 295

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.

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.

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.

This course serves to prepare future educators for the challenges and opportunities facing teachers in today’s diverse classrooms. This course provides an introduction to special education and exceptionalities as defined in federal and state laws and regulations. Students will not only develop an understanding of the needs of students with disabilities, but will also determine how diverse groups of students (including English Language Learners) all influence the dynamic of the classroom environment. Students will examine the characteristics of specific disabilities along with the history of disability in America. Students will learn about the different models (medical and social) that special education is viewed through and then relate this information to the roles and responsibilities of educators teaching in diverse classrooms. Students will examine what it means to incorporate the ideas of multiculturalism, social justice, and culturally responsive teaching into the classroom. The focus will be on developing the knowledge, skills, and dispositions required for teaching all learners and how we as teachers can promote student differences while also meeting the needs of all students.

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.

(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.

This course introduces students to the relationship between society and education in various contexts. Through readings and course discussion, students will explore the historical, philosophical, and socio/cultural events and ideas that help shape the ways in which we understand the purpose of education and the role of educators in diverse settings. Specific attention will be given not only to changes over time, but current challenges in education, including closing the achievement gap and meeting the needs of all learners, and what it means to enter the teaching profession today as well. Students will revisit the philosophy of education written at the start of the program and will revise to include learning from CMP 104PT and EDU 190PT.

This course provides foundational knowledge of principles and best practices associated with assessing and instructing students with special education needs in the least restrictive environment as determined by individual student needs and abilities. The course has two primary components: diagnostic practices and effective prescriptive teaching methods. Assessment procedures include an overview of measurement principles, diagnostic assessment tools, and the practical application of a range of assessment practices for classroom teachers. Specific formal and informal assessment procedures and their use for instructional evaluation and planning are reviewed. Prescriptive teaching instruction seeks to enable teachers to identify the academic and skill area strengths and weaknesses of a range of student learners, including students with disabilities, and develop and implement appropriate and effective instructional interventions to meet their individualized needs.

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.

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.

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.

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.

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.

(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.

This course will examine the basic principles of Educational Psychology and the application of these principles for the purpose of improving classroom practice and student learning. Theories associated with understanding the psychological makeup of students and their motivation to learn will be considered. In addition, we will explore the employment of psychological understanding and culturally relevant teaching to support a positive urban classroom environment which high expectations exist for each and every student. 25 OPE hours are associated with this course.

This course provides an introduction to the process by which teachers plan and deliver instruction in inclusive secondary classroom settings. Students will examine the critical elements of effective instructional planning, apply those elements as they design lesson plans and unit plans, deliver the lessons, and reflect on the effectiveness of the lessons. Students will learn how to create lessons and units that are aligned with NYS Common Core Learning Standards, as well as allow for adapting instruction to meet the diverse needs in an inclusive classroom.

The course is designed to increase students' understanding of the multidimensional nature of literacy. Ideas and concepts about teaching reading from a multi-modal perspective and integrating writing and reading will be the main focus of the course. Topics will include the definition of literacy, the different modes of language use, the developmental stages of learning to read and write, instructional strategies which support students' literacy development, literacy assessment tools, and evaluating reading materials. Students will be asked to analyze what they already know about teaching literacy skills and then explore alternatives which are grounded in the best practices in literacy instruction research. By the end of the course, students will be able to determine students' needs and develop appropriate literacy lessons using a range of materials and technology.

The course is designed to teach students the importance of strategic teaching and learning. Students gain an understanding of the historical and current concerns about literacy as a basis to knowing the importance of their roles as teachers of literacy. Students demonstrate an understanding of best practices in education by designing lessons that incorporate modern teaching/learning theories into strategic teaching. The course is designed to meet the needs of elementary and secondary teachers. Students will design projects that focus on individual content areas, learning needs and interests. This course is a continuation of the first literacy course, Foundations of Multiple Literacies. Topics will include a historical prospective of literacy, an in-depth study of current teaching and learning theories as they relate to teaching literacy skills, informal literacy assessment, data driven instruction, individualizing instruction, strategic learning, strategic teaching, classroom management and lesson design/implementation. Students will be asked to analyze what they already know about teaching literacy skills and then explore grounded alternatives from best practices of instructional literacy research. 25 OPE hours are associated with this course.

This course provides foundational knowledge of principles and best practices associated with assessing and instructing students with and without disabilities in the general education classroom. The course is designed to examine the various facets of assessment and provides ongoing opportunities for participants to examine, create, critique and revise current assessments used in their own classrooms. Participants will explore various models of effective assessment practices that promote meaningful participation in heterogeneous groups. Participants will examine the role of assessment in developing curriculum and implementing best practices for promoting challenging standards-based education for all students in the general classroom.

(See description for ART 318)

This course includes instruction in the NYS standards, goals, and content of the elementary school curriculum in English Language Arts, Mathematics, Science and Social Studies. The course also addresses various aspects of the teaching-learning process, and the preparation and the use of instructional materials.

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. Also listed as PSY 326 and SWK 326.

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. Also listed as PSY 327 and SWK 327.

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.)

(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.)

This course will introduce teacher candidates to the knowledge and teaching strategies necessary in order to create safe and nurturing learning environments in urban classrooms. Teacher candidates will be exposed to both theoretical and practical information, and provided with a variety of opportunities to apply their understanding with groups of students, including those with special needs, in order to learn how to sustain student interest, cooperation, and engagement in learning activities.

This course provides an introduction to the process by which teachers plan and deliver instruction in inclusive elementary classroom settings. Students will examine the critical elements of effective instructional planning, apply those elements as they design lesson plans and unit plans, deliver the lessons, and reflect on the effectiveness of the lessons. Students will learn how to create lessons and units that are aligned with NYS Common Core Learning Standards, as well as allow for adapting instruction to meet the diverse needs in an inclusive classroom.

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

This is the second of two courses designed to help students develop and apply the knowledge, skills, and dispositions necessary to plan and deliver instruction in inclusive classroom settings. Students will revisit the critical elements of effective instructional planning, with more attention to how to differentiate instruction and use assessments to drive instructional planning. Students will further hone their lesson planning and unit planning skills by creating lessons and units that are aligned with NYS Common Core Learning Standards.

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.

(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.

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.

(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.

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.

(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.

This course provides foundational knowledge in teaching the literacy skills of listening, speaking, reading, and writing to English language learners as well as native English speakers in early childhood and childhood learning environments. Students will learn to identify strategies and modify resources to meet the varying needs of language learners, particularly language learners with special needs. Throughout the course, attention will be given to how teachers can support students in continuing development of their first language and culture while also providing the tools they will need to be successful in English dominant learning environments. Prerequisites: EDU 235, EDU 255, and admission to the Teacher Education Program for education majors. Taken concurrently with EDU 358 OPE.

(25 hours school-based field experience) Students will observe ESOL teachers and participate in ESOL classrooms. To be taken concurrently with EDU 358.

This course provides foundational knowledge in literacy instruction for ELLs in secondary settings, with special emphasis on modifying resources to meet the varying needs of language learners in content and language instruction, particularly language learners with special needs. 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. Prerequisites: EDU 235, EDU 255, and admission to the Teacher Education Program for education majors. Taken concurrently with EDU 359 OPE.

(25 hours school-based field experience) Students will observe ESOL teachers and participate in ESOL classrooms. To be taken concurrently with EDU 359.

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.

(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.

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.

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.

(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.

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.

(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.

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.

(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.

This course provides foundational knowledge into theories of language and cultural acquisition and development while learning 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. Issues in the assessment of English language learners, including the identification of ELLs with disabilities, are addressed. Prerequisites: EDU 235 and admission to the Teacher Education Program for education majors. Taken concurrently with EDU 382 OPE.

(25 hours school-based field experience) Students will observe ESOL teachers and participate in ESOL classrooms. To be taken concurrently with EDU 382. Taken by ESOL majors.

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.

(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.

The secondary methods course includes instruction in the goals and content of the secondary school curriculum, various aspects of the teaching-learning process, and the preparation and use of instructional materials. The first part of the course prepares students to do the lesson planning, instruction, and assessment required for the edTPA that students must pass for NYS certification. Students will prepare lesson plans and unit plans in their content area, creating instructional opportunities that are adapted to diverse learners, including implementation of IEPs. Students pursuing SWD 7-12 Generalist certification without a content area will focus on teaching students with disabilities across the secondary curriculum. In the second part of the course, students will work with specialists in their content area or special education to ensure that they have mastered necessary content knowledge and content pedagogical knowledge.

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.

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.

(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.

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).

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).

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).

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).

The final module is dedicated to the 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. The student will attend weekly meetings of student teaching seminars Module 13 School and Community Collaboration and Module 14 Teaching in Diverse Urban Classrooms during student teaching. Student teachers will complete two (2) placements totaling 60 days - one at the 1st-3rd grade level, and the other at the 4th-6th grade level. One of the placements will be in a Students with Disabilities self-contained or inclusive setting.

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).

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).

The final module is dedicated to the 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. The student will attend weekly meetings of student teaching seminars Module 13 School and Community Collaboration and Module 14 Teaching in Diverse Urban Classrooms during student teaching. Student teachers will complete two placements totaling 60 days- one at the 7th-9th grade level, and the other at the 10th-12th grade level. One of the placements will be in a Students with Disabilities self -contained or inclusive setting.

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).

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).

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).

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).

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).

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).

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: successful completion of all required EDU courses (earning minimum grade); overall GPA of 2.70 or better; successful completion of all OPE hours; and demonstration of Technical Standards approved by the Teacher Education Department. Students take EDU 446 concurrently with EDU 406 A and EDU 406B. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

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: successful completion of all required EDU courses (earning minimum grade); overall GPA of 2.70 or better; successful completion of all OPE hours; and demonstration of Technical Standards approved by the Teacher Education Department. Students take EDU 446 concurrently with EDU 406 A and B. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

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.

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.

This course will provide teacher candidates with the background knowledge required to develop the skills and dispositions necessary to meet the educational, social and emotional needs of diverse students. This course will explore the influence and impact of five aspects of human diversity on teaching and learning in the urban setting, including: race and ethnicity, social class, gender and sexual orientation, language, and religion. Teacher candidates will be introduced to the history, theory and practice that informs effective teaching with students in a pluralistic society. The goal of this course is to help candidates understand various aspects of human diversity as interrelated and interactive - not as isolated variables - and to better understand the ways in which their identities effect their practice as teachers. This course serves as the required seminar to student teaching. Students will meet and connect to the class community through their student teaching experiences. Student will utilize reflective practice as a means to express their teaching narratives. The course content will bridge the essential components found in teaching in the diverse urban classroom. Students will be expected to respond to course work from the lens of the student teacher

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.

This seminar is taken concurrently with student teaching. Students will increase their understanding of teaching and learning and enhance their skills through shared reflection on their classroom experiences. Attention will be given to specific topics, such as classroom management, learning standards and assessments, school organizations, and hiring and interviewing processes, in response to students’ experiences and needs. Students will also complete professional portfolios suitable for presentation to potential employers.

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.

This seminar is taken concurrently with student teaching. Students will increase their understanding of teaching and learning and enhance their skills through shared reflection on their classroom experiences. Attention will be given to specific topics, such as classroom management, learning standards and assessments, school organizations, and hiring and interviewing processes, in response to students’ experiences and needs. Students will also complete professional portfolios suitable for presentation to potential employers.

This seminar is taken concurrently with student teaching. Students will increase their understanding of teaching and learning and enhance their skills through shared reflection on their classroom experiences. Attention will be given to specific topics, such as classroom management, learning standards and assessments, school organizations, and hiring and interviewing processes, in response to students' experiences and needs. Students will also complete professional portfolios suitable for presentation to potential employers. Taken by ESOL majors concurrently with Student Teaching EDU 406A and 406B.

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 School Dean, and the Registrar.

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.

Incorporates a supervised student teaching experience that allows the student to work in a childhood setting under the supervision of a teacher holding the appropriate certification and supervised by a RWC faculty member. Candidates participate in planning and teaching with increasing responsibility. In the accompanying weekly seminar, student teachers engage in reflective, self-evaluative discussion of teaching experiences. This constitutes half of the student teaching requirement and is a 20 day setting in grades 1-3.

Incorporates a supervised student teaching experience that allows the student to work in a childhood setting under the supervision of a teacher holding the appropriate certification and supervised by a RWC faculty member. Candidates participate in planning and teaching with increasing responsibility. In the accompanying weekly seminar, student teachers engage in reflective, self-evaluative discussion of teaching experiences. This constitutes half of the student teaching requirement and is a 20 day setting in grades 4-6.

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

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.

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

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.

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.

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

Provides continued insights into the teaching of reading. Includes 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. Presents technology to enhance the acquisition and development of reading and writing skills. OPE is a required component of this course.

This course builds on the introduction provided in EDUC 52XX. Students learn how to develop learning objectives and lesson plans based on principles of effective teaching including Differentiated Instruction, Universal Design for Learning (UDL), Madeline Hunter Model, Bloom’s Taxonomy (revised), Multiple Intelligences, and other research-validated instructional practices for inclusive, culturally responsive classrooms. Emphasis is given to the planning of lessons aligned with the Common Core State Standards (CCSS) while considering the strengths, interests and needs of all students. This includes students with disabilities and other special needs (SWD), English Language Learners (ELLs) and diverse populations. This course introduces students to summative and formative classroom assessment in lesson planning and making effective instructional decisions to teach all students. Students read and reflect on current research in one of the main topics of the course. Prerequisite: EDUC 5210.

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.

This course serves as an introduction to the historical, cultural, and social foundations of education for all students in the United States. Students will examine the roots of current educational theories, policies, practices, and questions regarding the diverse and rich nature of secondary schools today. Additionally students will be presented with the role of inclusive education and the responsibilities and rights of all educators involved. Students will begin exploring current research in education. Introduces students to sources of research on inclusion and on various disabilities; students read and report on current research on a particular disability. OPE is a required component of this course.

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.

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 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.

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.

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 both individual 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: EDUC 5223.

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: EDUC 5224.

This course gives students the opportunity to staff a summer literacy clinic, working with children and youth individually and in small groups under the direct supervision of literacy faculty to increase participants’ literacy skills of reading, writing, and speaking. Students will engage in lesson planning, instruction, and assessment of clinic students, and prepare an end-of-clinic report to parents and school district personnel about clinic participants’ literacy skills. This is an elective course for M.Ed. students pursuing childhood certification (who are eligible to work with children grades 1-6). Completion of the course gives the M.Ed. students 50 hours of OPE. Graduates of the M.Ed. in Literacy program who wish to extend their certification (from childhood to adolescent or adolescent to childhood) may take EDUC 6910 or 6912 and EDUC 5230 or EDUC 6230 to meet the 6 credit hour and practicum requirements for extension by individual evaluation.

Practical application of content area strategies and assessments will be the focus for this course which is a follow-up to EDUC 5561. Texts used in EDUC 5561 will continue to serve as references for this course. In depth review of the seven key cognitive strategies used to effectively comprehend content area texts and materials will be studied. The implementation of best practices in the use of literacy strategies as appropriate for special education and content area classrooms will serve as a foundation for class discussions and assignments.

Practical application of content area strategies and assessments will be the focus for this course which is a follow-up to EDUC 5561. Texts used in EDUC 5561 will continue to serve as references for this course. In depth review of the seven key cognitive strategies used to effectively comprehend content area texts and materials will be studied. The implementation of best practices in the use of literacy strategies as appropriate for special education and content area classrooms will serve as a foundation for class discussions and assignments.

This seminar is designed to parallel the M.Ed Adolescent Education Student Teaching Practicum required by the New York State Education Department (EDUC 5592). It will be taken concurrently with EDUC 5014 School and Society/EDUC 5590 Lecture Student Teaching Capstone Seminar

The student teaching practicum is completed in the appropriate certification area. Consists of two placements of 20 days. One placement will occur in grades 7-9, the other will occur in grades 10-12.

This seminar is designed to parallel the M.Ed Adolescent Education Student Teaching Practicum required by the New York State Education Department (EDUC 5593). It will be taken concurrently with EDUC 5014 School and Society/EDUC 5590 Lecture Student Teaching Capstone Seminar

The student teaching practicum is completed in the appropriate certification area. Consists of two placements of 20 days. One placement will occur in grades 7-9, the other will occur in grades 10-12.

This seminar is designed to parallel the M.Ed Adolescent Education Student Teaching Practicum required by the New York State Education Department (EDUC 5594). It will be taken concurrently with EDUC 5014 School and Society/EDUC 5590 Lecture Student Teaching Capstone Seminar

The student teaching practicum is completed in the appropriate certification area. Consists of two placements of 20 days. One placement will occur in grades 7-9, the other will occur in grades 10-12.

This seminar is designed to parallel the M.Ed Adolescent Education Student Teaching Practicum required by the New York State Education Department (EDUC 5595). It will be taken concurrently with EDUC 5014 School and Society/EDUC 5590 Lectuer Student Teaching Capstone Seminar

The student teaching practicum is completed in the appropriate certification area. Consists of two placements of 20 days. One placement will occur in grades 7-9, the other will occur in grades 10-12.

This seminar is designed to parallel the M.Ed Adolescent Education Student Teaching Practicum required by the New York State Education Department (EDUC 5596). It will be taken concurrently with EDUC 5014 School and Society/EDUC 5590 Lecture Student Teaching Capstone Seminar

The student teaching practicum is completed in the appropriate certification area. Consists of two placements of 20 days. One placement will occur in grades 7-9, the other will occur in grades 10-12.

This seminar is designed to parallel the M.Ed Adolescent Education Student Teaching Practicum required by the New York State Education Department (EDUC 5597). It will be taken concurrently with EDUC 5014 School and Society/EDUC 5590 Lecture Student Teaching Capstone Seminar

The student teaching practicum is completed in the appropriate certification area. Consists of two placements of 20 days. One placement will occur in grades 7-9, the other will occur in grades 10-12.

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.

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. EDUC 5902

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.

This course will build on the students’ knowledge of assessment and investigate how the information collected can be used to make informed instructional decisions. The focus will be on using what the teacher knows about their students’ skills to choose reading materials and mini-lessons in reading. Topics will include utilizing various informal and formal assessments, the analysis of assessment data, a review of the New York State Language Arts Standards, examination of reading materials, leveling texts, matching books with students, and developing lesson plans that address student needs. Students will be expected to write lesson plans that reflect their analysis of student skills and strategies. Students are expected to fulfill a minimum of 20 hours of their literacy practicum requirements through tutoring or clinic teaching in conjunction with this course. Co-requisite EDUC 6912.

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

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

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.

Incorporates a supervised student teaching experience that allows the student to work in a childhood setting under the supervision of a teacher holding the appropriate certification and supervised by a RWC faculty member. Candidates participate in planning and teaching with increasing responsibility. In the accompanying weekly seminar, student teachers engage in reflective, self-evaluative discussion of teaching experiences. This constitutes half of the student teaching requirement and is in grades 1-3.

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

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

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

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

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.

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: EDUC 5224 and EDUC 5228

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.

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

One or both of the grade-level placements (EDUC 6226, EDUC 6228) may also serve as the student's placement in Special Education-- either in an inclusive classroom or in a resource setting.

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

This course gives students the opportunity to staff a summer literacy clinic, working with children and youth individually and in small groups under the direct supervision of literacy faculty to increase participants’ literacy skills of reading, writing, and speaking. Students will engage in lesson planning, instruction, and assessment of clinic students, and prepare an end-of-clinic report to parents and school district personnel about clinic participants’ literacy skills. This is an elective course for M.Ed. students pursuing adolescence certification in English/Language Arts (who are eligible to work with students in grades 7-12). Completion of the course gives the M.Ed. students 50 hours of OPE. Graduates of the M.Ed. in Literacy program who wish to extend their certification (from childhood to adolescent or adolescent to childhood) may take EDUC 6910 or 6912 and EDUC 5230 or EDUC 6230 to meet the 6 credit hour and practicum requirements for extension by individual evaluation.

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

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: EDUC 5900 and EDUC 5902

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.

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.