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2019-2020 Undergraduate/Graduate Catalog [ARCHIVED CATALOG]
Courses
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Education |
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EDU 230 - Social Contexts in Learning (3 cr.)
Teacher candidates will analyze social contexts and their implications for learning. They will explore schools as societal institutions to identity aspects which perpetuate a system of dominance and oppression. In addition, teacher candidates will examine the classroom as a learning community for all students - including managing for student learning, language acquisition, literacy development, inclusion and use of technology. (Minimum of 10 hours of field experience). This course fulfills state-mandated requirements for the Dignity for All Students Act (DASA).
Prerequisite(s): EDU 130 or equivalent; B.S. Childhood Education or Combined B.S/M.S.Ed major.
Semester(s) Offered: Fall, Spring
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EDU 240 - Introduction to Instructional Planning (3 cr.)
Introduction to curriculum design, lesson design, instructional planning, technology integration, differentiation, assessment, classroom management, development of positive learning environments. (Minimum of 10 hours of field experience.)
Prerequisite(s): EDU130 or equivalent; B.S. Childhood Education or Combined B.S./M.S.Ed. major.
Semester(s) Offered: Fall, Spring
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EDU 280 - Introduction to Adolescence Education (3 cr.)
This course explores the social foundations of adolescence education. Students are introduced to the political, social, historical, and philosophical contexts of American adolescence education. They develop their professional skills in social foundations by considering how these contexts could and should affect adolescents in teaching and learning. Students are invited to consider public education and adolescence in larger perspectives in order to increase professional understanding and commitment to both. This course includes a minimum of 20 field hours toward the state-mandated 100 field hours before student teaching.
Prerequisite(s): Sophomore standing in the Combined BA/MST Adolescence Education program.
Corequisite(s): EDU 395
Semester(s) Offered: Fall, Spring
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EDU 299 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
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EDU 321 - Ethics and Professional Responsibilities for Classroom Teachers (1 cr.)
Coursework will focus on issues of in-school violence and prevention, how to recognize and report suspicion of child abuse, and how to support vulnerable students. This course meets the NYS Ed. Certification requirements for substance abuse, child abuse and S.A.V.E.
Prerequisite(s): Major is B.S. childhood education or combined B.S./M.S.Ed. program.
Semester(s) Offered: Fall, Spring
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EDU 325 - Teaching Methods I: Connecting Pedagogy in Reading and Writing, Content Areas and Special Education (6 cr.)
Candidates will build a foundation for best practices in teaching and learning through the connection of theories and practices, planning, content integration, and multicultural competencies. This course offers an introduction to pedagogy in reading and writing, special education and technology. (Minimum of 25 hours of field experience.)
Prerequisite(s): EDU 240 or equivalent; major in Childhood Education BS or Combined BS/MSEd program.
Semester(s) Offered: Fall, Spring
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EDU 335 - Teaching Methods II: Connecting Pedagogy in Reading and Writing, Content Areas, and Special Ed (6 cr.)
Teacher candidates will deepen their understandings of pedagogy, methods, best practices and integrated literacy and how to assess students’ learning in social studies, science, math, creative arts, and English language arts. An integrated planning model will be introduced and used in writing lessons, developing units, and creating projects across curricular areas including the arts. Candidates will engage in a variety of professional writing experiences (e.g., planning and organization, reflection, describing and analyzing student learning, narrative writing, critique of current practices - content standards, instructional practices, and instructional design). (Minimum of 25 hours of field experience.)
Prerequisite(s): EDU 325 ; major in Childhood Education BS or Combined BS/MSEd.
Semester(s) Offered: Fall, Spring
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EDU 359 - Integrating Technology Into Teaching (3 cr.)
This course is an introduction on how to facilitate P-12 student learning through the use of various technologies and technology applications. Pre-service teachers focus on technological skill development with hardware and multimedia applications, and construct lessons integrating technology with pedagogical practices.
Prerequisite(s): EDU230 or equivalent; major in Childhood Education or Combined B.S./M.S.Ed.
Semester(s) Offered: Fall, Spring
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EDU 371 - Psychological Foundations of Elementary Education (6 cr.)
This course is the study of the nature of children from birth through early adolescence, including cognitive, social, emotional, moral, and physical development. Candidates explore group and individual differences, paying close attention to diversity for teachers and learners. Topics include the interconnection that exists in the teaching-learning process from various theoretical perspectives. The relationship between theory and practice is explored during a field experience.
Prerequisite(s): EDU 330 .
Corequisite(s): EDR 315 .
Semester(s) Offered: Fall, Spring
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EDU 394 - Block II - Elementary Curriculum and Instruction (6 cr.)
Students continue to develop their knowledge base and skills for teaching and assessment with an emphasis on practice in the field. Students examine concepts and procedures of student learning, trends in elementary education, and NYS Learning Standards. Pragmatic experience is provided in the planning for and implementation of instruction in the elementary classroom as well as a corresponding assessment of student learning.
Prerequisite(s): EDR 315 , EDU 371 .
General Education Category: Oral Expression
Semester(s) Offered: Fall, Spring
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EDU 395 - Adolescent Development (3 cr.)
This course is an in-depth study of major theories of adolescent development. It examines how adolescents develop in multiple ways by multiple internal and external means; how they are motivated; and how their individual and group differences affect their learning. The course will allow students to develop an understanding of how adolescent education is informed and influenced by psychological theory and how these theories affect adolescent learning and development. The course includes a minimum of 20 field hours toward the state-mandated 100 field hours before student teaching. This course meets SED mandates for the completion of the child abuse/neglect prevention (CA), (Dignity for All Students Act (DASA), substance abuse awareness, and school violence prevention (SAVE).
Prerequisite(s): sophomore standing in the Combined BA/MST Adolescence Education program.
Corequisite(s): EDU 280
Semester(s) Offered: Fall, Spring
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EDU 399 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
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EDU 432 - Teaching Social Studies K-9 (3 cr.)
Explores theories, practices and issues in social studies education. Relates analysis of information, professional standards and learning processes to planning and teaching effective curriculum for diverse learners. Emphasizes critical reading and inquiry strategies relevant to interdisciplinary studies.
Prerequisite(s): EDU 371 for Childhood Education Majors; EDU 330 for Special Education Majors; or POI.
Semester(s) Offered: Fall, Spring
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EDU 465 - Curriculum Design (6 cr.)
Teacher candidates will review, design, and implement curriculum in reading and writing, science, social studies, math, and the creative arts. Candidates will plan and organize instruction and describe and analyze student learning across curricular areas, and critique current practices. Introduction to action research and its role in informing best practices in teaching. Candidates will engage in professional discourse and reflect upon their practices and make necessary changes to meet student learning needs. Students will complete a minimum of 25 hours of field experience. Meets the Advanced Writing Requirement (AWR).
Prerequisite(s): EDU 335 ; major in Childhood Education or Combined BS/MSEd program.
General Education Category: Oral Expression
Meets Advanced Writing Requirement
Semester(s) Offered: Fall, Spring
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EDU 475 - Practitioner Research in the Classroom (2 cr.)
Introduction to research and its role in informing best practices in teaching. Candidates will explore scientific method, research approaches, and research designs and will learn how to read research critically.
Prerequisite(s): EDU 335 ; major in Childhood Education BS or Combined BS/MSEd.
Corequisite(s): EDU 465
Semester(s) Offered: Fall, Spring
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EDU 498 - Internship (1 to 15 cr.)
Semester(s) Offered: Fall
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EDU 499 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
Semester(s) Offered: Fall, Spring, Summer
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EDU 505 - Learning Theories (3 cr.)
This course explores learning theories from multiple standpoints and serves as an introduction to theory and implementation, as well as research. Goals include examining a variety of traditional and progressive approaches to learning theory and theorists in relation to both teaching as well as understanding. In addition this course will introduce educational research and its connection to learning. Integration of theory and practice will be developmentally explored. Self-reflection and analysis of learning theories will be delved into to provide foundational knowledge and understanding for pre-service teachers. Theorists examined will involve diverse standpoints as well as foundational scholars such as Vygotsky, Piaget and Montessori. In addition, engagement with culturally and socially diverse learners will be integrated throughout the course. Issues surrounding learning theories and pedagogies for ELL students, ethnic, racial, linguistic (ELL) learners will be examined through theory and practice.
Prerequisite(s): Matriculation in BA/MST Adolescence Education or MST Adolescence Education program.
Semester(s) Offered: Fall, Spring
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EDU 580 - Technology Foundations for Education (3 cr.)
Application and integration of technology into pedagogical practices. Includes extensive hands-on experiences. Addresses hardware and software; educational websites and resources; multimedia applications; technology-infused lesson development and implementation; and website, animation, and educational video development.
Prerequisite(s): Matriculation into the BA/MST or stand-alone MST programs.
Semester(s) Offered: Fall, Winter, Spring, Summer
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EDU 582 - Maintaining an Effective Learning Environment (3 cr.)
This course introduces pre-service teachers to motivation and classroom management strategies that address all students in an inclusive classroom. Participants will investigate best practices of classroom management, how to establish a positive and motivating classroom climate, and management techniques that help students become responsible for their behavior and choices. The participants will also explore positive teacher-student relationships, analyze effective partnerships between families and schools, establish strategies for minimizing and preventing classroom and behavior management problems, and develop comprehensive and efficient time management plans.
Prerequisite(s): EDU 280 or POI.
Semester(s) Offered: Fall, Spring
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EDU 589 - Social Foundations (3 cr.)
In this course we will study the social foundations (i.e. the political, social, and philosophical considerations) of American schooling from the 19th to the 21st century. We will contemplate assumptions of public schooling and assess their relevance to contemporary conditions. Students will consider the relevance of these conditions professionally and ethically. The course focuses on four major, interweaving themes in the course.
Prerequisite(s): MST Childhood or MST Adolescence majors or POI.
Semester(s) Offered: Fall, Spring
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EDU 593 - Educational Psychology Applied to Teaching Adolescents (2 cr.)
This course provides in-depth survey of the major theories of motivation, cognition, and human development as they relate to teaching adolescents. It examines how adolescents learn, and how theoretical principles of learning apply to the classroom instruction of adolescents. This course will allow students to develop an understanding of how secondary education is informed and influenced by psychological theory and how these theories play out in the classroom. It will also explore empirical research in education and psychology to better understand what constitiutes best practices.
Prerequisite(s): EDU 280 ; majors in BA/MST program.
Semester(s) Offered: Fall, Spring
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EDU 599 - Independent Study (1 to 12 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
Semester(s) Offered: Fall, Winter, Spring, Summer
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EDU 5109 - Curriculum Development I & Field: Grades 7-12 (3 cr.)
Intensive planning and implementation of instruction at the secondary school level including: secondary curriculum development, pedagogical techniques, best practices, positive learning environments, technology integration and multicultural considerations. 60 hour field placement.
Prerequisite(s): EDU 280 and student’s major subject-specific methods course(s).
Semester(s) Offered: Fall, Spring
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EDU 5110 - Child Development for Education Professionals (3 cr.)
Survey of major theories and issues of child development with applications to K-6 learning. This course meets SED mandates for the completion of the child abuse/neglect prevention (CA), Dignity for All Students Act (DASA), substance abuse awareness, and school violence prevention (SAVE).
Prerequisite(s): MST Childhood majors only.
Semester(s) Offered: Fall, Spring
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EDU 5120 - Adolescent Development for Education Professionals (3 cr.)
Survey of major theories and issues of adolescent development with application to 7-12 learning. This course meets SED mandates for the completion of the child abuse/neglect prevention (CA), Dignity for All Students Act (DASA), substance abuse awareness, and school violence prevention (SAVE).
Prerequisite(s): MST Adolescence Education majors only.
Semester(s) Offered: Fall, Spring
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EDU 5130 - Assessment in Education (3 cr.)
This course includes topics on assessing student knowledge and skills, both quantitatively and qualitatively. It includes traditional and non-traditional assessment methodologies. It includes concepts such as the assessment cycler, collaborative analysis of student work, data-driven decision making, interpretation and reporting of data, and communicating assessment results to parents, creating assessments for diverse learners, and analyzing these data to make informed instructional decision. Skills such as description, analysis, and reflection are emphasized. This course highlights teacher responsibilities in assessment and promotes ethics in testing.
Prerequisite(s): BA/MST Adolescence Ed. or MST Childhood Ed. or MST Adolescence Ed. majors only.
Semester(s) Offered: Fall, Spring
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EDU 5140 - Curriculum Design and Pedagogical Methods I: Grades 1-6 (3 cr.)
Intensive planning and implementation of instruction at the 1-6 school level including: 1-6 curriculum development, pedagogical techniques, best practices, positive learning environments, technology integration and multicultural considerations. Includes 50 hours minimum of learning environment field experience, with at least 8 hours working with students with disabilities.
Prerequisite(s): MST Childhood Education majors only.
Corequisite(s): EDU 5130
Semester(s) Offered: Fall, Spring
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EDU 5150 - Curriculum Design and Pedagogical Methods I: Grades 7-12 (3 cr.)
Intensive planning and implementation of instruction at the 7-12 school level including: 7-12 curriculum development, pedagogical techniques, best practices, positive learning environments, technology integration and multicultural considerations. Includes 50 hours minimum of learning environment field experience, with at least 8 hours working with students with disabilities.
Prerequisite(s): BA/MST or MST Adolescence Education majors only.
Corequisite(s): EDU 5130
Semester(s) Offered: Fall, Spring
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EDU 5160 - Urban Education & School Culture (3 cr.)
This course will delve deeper into conceptions and misconceptions of urban education, schools, and students. Through multiple lenses, forms of diversity and their interconnections to urban schools will be explored. Examinations of educational policies, practices, case-studies, and greater understanding will be the focus of this course, specifically of the many facets of urban education. Avoiding a simple “one-size-fits all” approach, we will problematize and consider the ways in which we can work towards effectively teaching diverse students in urban settings. This course includes intensive self-reflection as a tool for understanding around issues of power and privilege and their connections to urban education as well.
Prerequisite(s): Matriculation in MST or BA/MST program.
Semester(s) Offered: Fall, Spring
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EDU 5170 - Educational Technology I (2 cr.)
This course is an introduction on how to facilitate P-12 student learning through the use of various technologies and technology applications. Pre-service teachers focus on technological skill development with hardware and multimedia application and begin to construct lessons integrating technology with pedagogical practices.
Prerequisite(s): MST Childhood and MST Adolescence majors or POI.
Semester(s) Offered: Fall, Spring
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EDU 5180 - Assessment in Education II: Practical Applications (3 cr.)
This course includes topics on assessing student knowledge and skills, both quantitatively and qualitatively. It includes concepts such as the Assessment Cycle, collaborative analysis of student work, data-driven decision making, interpretation and reporting of data, and communicating assessment results to parents. Skills such as description, analysis, and reflection are emphasized. This course highlights teacher responsibilities in assessment of diverse learners and promotes ethics in testing. A minimum of 10 hours of fieldwork is required.
Prerequisite(s): BA/MST Adolescence Ed., MST Childhood Ed. and MST Adolescence Ed. majors only; EDU5130 (Assessment in Education I: Theories and Conceptual Frameworks).
Semester(s) Offered: Fall, Spring
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EDU 5204 - Advanced Study in Content & Pedagogy: Portfolio & Mastery Teaching (6 cr.)
This course is the culminating experience in the Teaching & Learning degree program. Students will teach in a P-12 classroom setting using newly acquired skills in curriculum design, assessment, and pedagogy, linking each to advanced concepts in their academic disciplines. They will also present their final portfolio, illustrating growth in skills, concepts, and knowledge throughout the T&L program. Finally, students will prepare and present a final capstone project that illustrates advanced study in their content area and link that study to pedagogy, curriculum, assessment, and topical issues in education. (Note: this course is the final checkpoint for portfolio submission in the Teaching & Learning program.).
Prerequisite(s): EDU 5201 , EDU 5202 , EDU 5203 , and completion of 21 credits in the M.S.Ed. Teaching & Learning program.
Semester(s) Offered: Spring
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EDU 5205 - Curriculum and Instruction for Birth - Grade 2: Foundations (4 cr.)
Development of reasoning, creative expression, and perceptual-motor skills, planning, implementing, and evaluating experiences for children ages Birth - 8 years, including those with special needs. This course includes a 10-hour field experience with young children. This course fulfills state-mandated requirements for the Dignity for All Students Act (DASA).
Semester(s) Offered: Fall
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EDU 5240 - Curriculum Design and Pedagogical Methods II: Grades 1-6 (3 cr.)
Exploration of elementary curriculum design and teaching methods in collaboration with skilled mentors. Emphasis on the development of an integrated unit of instruction that incorporates appropriate learning standards, research-based instructional strategies, formative and summative assessment, differentiated instruction, explicit vocabulary instruction, 21st century skills, technology, and cognitive student engagement. The course also includes creating a teacher work sample, using assessment and reflection to assess student impact, and formal observations during clinical practice in addition to further investigations into best practices. Includes 50 hours minimum of learning environment field experience, with at least 8 hours working with students with disabilities.
Prerequisite(s): EDU 5140 ; MST Childhood Education majors only.
Semester(s) Offered: Fall, Spring
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EDU 5250 - Curriculum Design and Pedagogical Methods II: Grades 7-12 (3 cr.)
Exploration of secondary curriculum design and teaching methods in collaboration with skilled mentors. Emphasis on the development of an integrated unit of instruction that incorporates appropriate learning standards, research-based instructional strategies, formative and summative assessment, differentiated instruction, explicit vocabulary instruction, 21st century skills, technology, and cognitive student engagement. The course also includes creating a teacher work sample, using assessment and reflection to assess student impact, and formal observations during clinical practice in addition to further investigations into best practices. Includes 50 hours minimum of learning environment field experience, with at least 8 hours working with students with disabilities.
Prerequisite(s): EDU5150; BA/MST or MST Adolescence Education majors only.
Semester(s) Offered: Fall, Spring
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EDU 5270 - Educational Technology II (2 cr.)
This course focuses on advanced concepts and skills for facilitating P-12 student learning through the use of technology. Technological skills continue to be developed in tandem with pedagogical practices that facilitate critical thinking and problem solving. Community technology resources are also explored.
Prerequisite(s): EDU 5170 or POI; MST Childhood and MST Adolescence majors or POI.
Semester(s) Offered: Fall, Spring
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EDU 5280 - Practitioner Research in Education II: Conducting Research (2 cr.)
Students will investigate educational practice by conducting original research under the guidance and supervision of college faculty. An informal report of the progress of the research will be presented as a preparation for sharing meaningful information with a broader audience in the future.
Prerequisite(s): EDU 475 or EDU 5180 ; MST Childhood and MST Adolescence majors or POI.
Semester(s) Offered: Fall, Spring
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Education Administration |
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EDA 500 - Theories of Educational Administration (3 cr.)
Theories, principles, and concepts of educational administration, leadership, and management applicable to elementary and secondary schools.
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EDA 502 - Educational Leadership and Organizational Behavior (3 cr.)
This course is designed to introduce prospective leaders to organizational behavior and process of organizational development. School leaders need to know how to assess needs, establish priorities, set goals, allocate resources, and develop and implement strategic plans in order to facilitate the development of effective educational programs and practices. In addition, they need to develop the ability to involve others in the development, planning and implementation phases of school improvement efforts. Major topics include organizational theory, the human dimension in organizations, organizational change, leadership, and school reform.
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EDA 504 - Educational Leadership and Human Relations (3 cr.)
A study of theory, research, and practice in the area of human relations in schools including public relations; clear and appropriate communications; and equitable, sensitive, and responsive relations with students, teachers, parents and community.
Semester(s) Offered: Spring
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EDA 506 - The Principal (3 cr.)
Improvement of classroom instruction through effective supervision subjected to theoretical and practical examination. Review of basic goals, concepts, and processes; critical analysis of specific methods, techniques and problems.
Semester(s) Offered: Fall, Spring, Summer
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EDA 508 - Curriculum Improvement (3 cr.)
Contemporary theories of curriculum design and evaluation are explored. Candidates are expected to develop an eclectic approach to curriculum improvement based upon those theories and contemporary organizational factors, including leadership and management. Material is presented relating to developing community education programs, and to personnel and program planning.
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EDA 510 - Supervision for the Improvement of Instruction (3 cr.)
This course will examine the communication, relationship, and problem solving skills required in the role of the principal in working effectively with teachers. This course details skills needed to work effectively with teachers individually and with the faculty as a group in creating a school culture for work.
Semester(s) Offered: Fall
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EDA 512 - Public School Law (3 cr.)
Intended for administrators and prospective administrators and teachers interested in the legal perspectives of schools. The constitutional, statutory, regulatory, and contractual aspects of public teaching contracts, labor relations, collective bargaining, and tenure.
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EDA 513 - School Business Administration (3 cr.)
A study of the financial support for public schools from local, state, and federal governments. The following topics will be addressed: fiscal planning, budgeting, plant management, state and municipal financing, accounting and purchasing procedures, distribution of supplies and services, transportation, and food service.
Semester(s) Offered: Fall, Spring, Summer
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EDA 529 - Internship I - Educational Administration and Supervision (3 cr.)
Administrative and supervisory experiences in a public school system. Credit will not be given until thesis/ research project has been completed.
Prerequisite(s): Permission of student’s program advisor and the Coordinator of the Internship Experience. Note: The student must be enrolled in the 42 or 60 hour certificate options in Administration/Supervision.
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EDA 530 - Internship II Educational Administration and Supervision (3 cr.)
The internship is an integrated experience in the Educational Leadership program at SUNY Plattsburgh. It requires 200 hours of experience over a school year and is guided by a set of competencies based on the ELCC (AASA, ASCD, NASSP, and NAEP) standards. Requirements for these courses are included with a packet which contains an outline of the objectives of the internship contract. Each intern has a mentor who is an experienced administrator and practitioner who signs a contract agreeing to the requirements which comprise the experience. Orientation and training for interns and mentors is held prior to and during the internship period.
Semester(s) Offered: Fall, Spring
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EDA 556 - Technology Trends for Tomorrow’s Administrators (3 cr.)
This course is designed to provide aspiring school administrators with technological knowledge and skills necessary for success in today’s school systems. In order to complete class projects, access to a computer system, along with Internet connectivity, will be required.
Prerequisite(s): Matriculation in the CAS Program in Educational Leadership.
Semester(s) Offered: Fall
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EDA 599 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
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EDA 5000 - Digital Age Learning (3 cr.)
This course is designed to provide aspiring school leaders with a working knowledge of the vital role of technology in today’s school systems. Beginning with a review of current literature and standards documents such as the ISTE-NETS, ISLLC, and TEAC Standards, this course provides pre-service administrators with exposure to a wide range of instructional and administrative technology, including, but not limited to, student management systems, emerging technologies, assistive technology, acceptable use policies, social networking, cyberbullying, and other relevant social, ethical, cultural, and legal issues involving schools and technology. In addition, this course provides participants with the opportunity to develop an engaging multimedia presentation for use in a school setting in an administrative capacity.
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EDA 5010 - Managing Organizational Systems and Safety (3 cr.)
This course will help prepare aspiring administrators to manage organizational systems and safety. Students will study the financial support for public schools from local, state, and federal governments and understand the importance of the budget process in achieving educational goals and objectives. Students will examine aspects of organizational structure and behavior and learn how to support a safe and healthy learning environment for all students. All coursework is aligned with TEAC, ISLLC, and ISTE-NETS Standards.
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EDA 5020 - Teaching and Learning: Student Assessment (3 cr.)
This course is designed to provide aspiring school administrators with the knowledge and skills necessary to effectively use data to improve instruction. Students will analyze comprehensive assessments, understand issues related to assessments, and utilize data to make sound use of assessments, performance management, and accountability strategies to improve student achievement. Students will collect a variety of assessment data and work collaboratively to construct a coherent instructional plan that will improve instruction and student learning. Students will use research-based data improvement plans and current technology to create the plan. Students will be responsible for developing a major independent project on Assessment of Teaching and Learning Using Student Assessment Data for their e-portfolio. All course work is aligned with TEAC, ISLLC, and ISTE-NETS Standards.
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EDA 5030 - Teaching and Learning: Curriculum (3 cr.)
This performance-based course will assist students in developing and demonstrating basic skills of curriculum planning, evaluation, and supervision. Supervision skills in building climate and culture, assessment, observation, collaboration, and conferencing will be developed and practiced. Contemporary theories of curriculum design and evaluation are explored. From this study of current theoretical thought, candidates are expected to develop a personal theory base from which to approach curriculum improvement within the context of contemporary organizational factors, including leadership and management. A particular focus on New York State Common Core State Standards serves as an organizing theme of this course. Activities and materials prepare the student to assume a leadership role in developing school and community education programs to successfully achieve Common Core State Standards. Discussions, simulations, direct classroom observation, conferencing, team building activities, case studies, readings, and guest presenters will serve as the primary instructional methods. All course work is aligned with TEAC, ISLLC, and ISTE-NETS Standards.
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EDA 5040 - Teaching and Learning: Professional Standards (3 cr.)
This performance-based course will assist students in developing and demonstrating basic skills of supervision for the improvement of instruction. Knowledge and skills in formative and summative teacher evaluation, building climate and culture, observation methods, collaboration, and conferencing will be developed and practiced. Discussions, simulations, direct classroom observation, conferencing, team building activities, case studies, readings, and guest presenters will serve as the primary instructional methods. While students will study broadly accepted concepts of instructional supervision, this course will have as its primary focus the New York State requirements for Annual Professional Performance Review (APPR). A practical guide to the implementation of APPR with both novice and master teachers will be the product produced upon successful completion of EDA5040. All course work is aligned with TEAC, ISLLC, and ISTE-NETS Standards.
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EDA 5050 - Instructional Leadership: Organizations and Change (3 cr.)
This course will help prepare aspiring administrators to become instructional leaders. Students will be expected to work in teams to diagnose student learning needs. Students will be exposed to change management theory and practices and use this knowledge to improve a school’s instructional program. Students will learn through research of instructional leadership topics and case studies, and by working in small learning teams to analyze specific school practices and the instructional leader’s role in improving the school culture to enhance student learning. All course work is aligned with TEAC, ISLLC, and ISTE-NETS.
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EDA 5060 - School Law, Ethics, and Integrity (3 cr.)
The goal of this course is to provide aspiring administrators with a strong background in educational law enabling them to meet the legal challenges associated with the field of education. Students will be expected to work individually and collaboratively with other members of the class to analyze case studies and provide information to determine case outcomes or in another sense what the district(s) could have done differently to prevent the legal issue from arising. This process will include researching topics (e.g., 3020a, Part 83, Collective Bargaining, etc.) within their individual districts to present their findings for critique. The culminating activity for the course is designed for students to do research on a legal topic of interest, present their findings, defend their conclusions, and be subject to inquiry (a written submission of their research is required). All course work is aligned with TEAC, ISLLC, and ISTE-NETS Standards. This course fulfills state-mandated requirements for the Dignity for All Students Act (DASA).
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EDA 5070 - Internship Seminar Series: Application of Standards to Practice (3 cr.)
The SUNY Plattsburgh Seminar Series will provide interns with continuous and timely support during ten, 2-hours each seminar series meetings. Students’ work will include self-assessments of leadership styles; large and small group interactive tasks; Socratic deliberations; video exercises requiring decision making review and analysis; case studies of relevant issues; current educational events of a local, state, national, and global perspective; study of best educational leadership practices and peer-reviewed research; guest speakers; and personal reflections on observations and experiences which will result in a cumulative self assessment and digital, multimedia presentation to peers at the conclusion of the seminar series.
Prerequisite(s): EDA 5000 , EDA 5010 , EDA 5020 , EDA 5030 , EDA 5040 , EDA 5050 , and EDA 5060 .
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EDA 5080 - Education Administrative Internship (3 cr.)
The internship is an integrated experience in the Educational Leadership Program. The internship is spread over an entire school year. Interns are expected to participate in school functions that occur before and after college semesters begin and end. Each intern has a mentor, who is an experienced administrator and practitioner who signs a contract agreeing to the requirements which comprise the experience. In addition, an internship supervisor will be assigned during each semester of the internship. This highly experienced school leader will make periodic site visits to meet with the intern and mentor, in order to assess progress and/or needs. The intern is expected to maintain a log of experiences during the internship which serves as evidence of the ability to demonstrate the identified competencies. Can be repeated for a total of six credits.
Prerequisite(s): EDA 5000 , EDA 5010 , EDA 5020 , EDA 5030 , EDA 5040 , EDA 5050 , and EDA 5060 .
Corequisite(s): EDA 5070
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EDA 5600 - School District Leader: Board and Community Relations and Internship (4 cr.)
This performance-based course will assist students in developing and demonstrating basic skills needed to work effectively with internal and external stakeholder in the school setting. Students who complete this course will gain knowledge and skill needed to promote the success of all students by collaborating with families and community members, responding to unique community needs and interests, and gaining public support to mobilize actions within the school setting. As a broad outcome of this course, students will gain an appreciation of the political process that is the reality of school community relations and understand the role of the school superintendent in directing the response to such reality. Discussions, simulations, direct observation of school and community events, conferencing, team building activities, case studies, readings and guest presenters will serve as the primary instructional methods. These methods are designed to allow students to experience the wide range of responsibilities that superintendents face in the daily exercise of their responsibilities. All course work is aligned with TEAC, ISLLC, and ISTE NETS Standards.
Prerequisite(s): Completion of SBL 30 credit hour requirements.
Semester(s) Offered: Fall
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EDA 5602 - School District Leader: Lead Evaluator, Law, Contracts, Ethics and Accountability (4 cr.)
This course is designed to provide aspiring school district leaders with a strong background knowledge of the school district leader’s role as a lead evaluator of professional and support staff; to understand the school district leader’s responsibility to address complex legal and ethical issues; to negotiate fair and ethical contracts with multiple constituent groups; and to recognize the school district leader’s responsibility for the school district’s accountability to the multiple stakeholders within the school district’s boundaries and the broader political landscape for all actions taken in this leadership role. All coursework is aligned with TEAC, ISLLC, and ISTE NETS Standards.
Prerequisite(s): Completion of SBL 30 credit hour requirements.
Semester(s) Offered: Spring
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Education (Mathematics) |
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EDM 199 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
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EDM 299 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
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EDM 399 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
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EDM 453 - Introduction to Teaching/Learning Elementary Mathematics (3 cr.)
Course provides pre-service teachers with an introduction to concepts, issues, methods and materials they will encounter as elementary teachers of mathematics. Instruction cultivates research-proven techniques for teaching K-6, concepts, skills, and processes. All lessons are connected to New York State Mathematics Standards and fully integrate the latest hardware and software technology.
Prerequisite(s): EDU 330 .
Semester(s) Offered: Fall, Spring, Summer
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EDM 498 - Independent Study (1 to 15 cr.)
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EDM 499 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
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EDM 599 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
Semester(s) Offered: Spring
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Education (Reading) |
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EDR 199 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
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EDR 201 - Curriculum & Instruction for Birth-Grade 2 (4 cr.)
Aspects of development of children from birth to age eight in all of the critical domains. Planning, implementing, and evaluating curriculum, instruction, and literacy experiences for children from birth to age eight, including those with exceptional needs. Includes a 50-hour supervised field experience with young children in the two following early childhood groups: pre-kindergarten and kindergarten.
Prerequisite(s): Matriculation into B.S./M.S.Ed. Childhood Education/Literacy Education (birth to grade six) combined program; EDU 230 .
Semester(s) Offered: Spring
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EDR 299 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
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EDR 315 - Supporting Success for English Language Learners (ELLs) (3 cr.)
This course prepares teacher candidates to work with ELLs in the mainstream classroom. Candidates will develop knowledge, skills, and dispositions to support ELL students in literacy development and content learning. Candidates will engage in a variety of learning experiences to examine pedagogy, methods, policy, and best practices of teaching ELLs.
Prerequisite(s): EDU 118 , EDU 120 , and EDU 130 or POI.
Semester(s) Offered: Fall, Spring
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EDR 360 - Literacy Instruction for Elementary Classroom (3 cr.)
Develop knowledge of literacy and literacy instruction. Explore and analyze learning standards, major concepts, theories, and practices regarding language and language development, early literacy behaviors, balanced literacy instruction, formal and informal assessment. Identify and deconstruct common misconceptions. Learn to use multiple, integrated, relevant, problem-solving instructional strategies adapted to the specific needs and interests of individuals as they develop their literacy skills in a wide range of grade levels.
Liberal arts
Prerequisite(s): EDU 130
Semester(s) Offered: Fall, Winter, Summer
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EDR 399 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
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EDR 401 - Study in Literacy Instruction (3 cr.)
Analysis and exploration of topics including: theories, process, and models of reading and writing; emergent literacy; knowledge of language, graphophonic system, metacognition, vocabulary, fluency, and comprehension; formal and informal assessment. Focus on multiple, integrated, relevant, problem-solving instructional strategies adapted to the specific needs and interests of individuals as they develop their literacy skills in a wide range of grade levels.
Prerequisite(s): Matriculation into BS/MSED in early childhood education, childhood education/literacy education (birth to grade 6) combined program and EDU 335 .
Semester(s) Offered: Fall
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EDR 498 - Internship (1 to 15 cr.)
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EDR 499 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
Semester(s) Offered: Spring
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EDR 501 - Introduction to Literacy Instruction (3 cr.)
Analysis and exploration of topics including: theories, process, and models of reading and writing; emergent literacy; knowledge of language, graphophonic system, metacognition, vocabulary, fluency, and comprehension; formal and informal assessment. Focus on multiple, integrated, relevant, problem-solving instructional strategies adapted to the specific needs and interests of individuals as they develop their literacy skills in a wide range of grade levels.
Prerequisite(s): Education majors.
Semester(s) Offered: Fall, Spring
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EDR 502 - Current Trends in Reading (3 cr.)
Current theory, practice and emerging research. Variable topics reflecting current issues in the field of reading education.
Semester(s) Offered: Fall, Spring, Summer
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EDR 504 - Writing and the Teaching of Writing (3 cr.)
Students will experience and analyze writing as a process and the teaching of writing as a process with attention to: writing as a craft; organizing students for engaging in writing workshop (whole class, small group, one-to-one instruction); the connections between reading and writing; writing across content areas; writing across genres; various ways to assess writing to inform instruction.
Semester(s) Offered: Fall
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EDR 509 - Assessment of Reading & Writing Skills and Strategies (2 cr.)
Theories and models of literacy assessment, both formal and informal, will be presented to candidates with an emphasis on putting theoretical models into practice in authentic settings. Assessment of reading and writing skills and strategies will provide the framework needed for candidates to both administer assessments and then use the information gleaned from the data to provide appropriate instruction for P-12 students.
Semester(s) Offered: Spring
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EDR 511 - Literacy Education Birth-Grade 6 (3 cr.)
In this course, candidates develop an understanding of fundamental aspects of literacy and concepts of reading and writing as active, meaning-seeking processes. Study of theories of literacy development, scope and sequence of skills, individual differences, the relationship of language and cognitive development to literacy development, motivation and other factors that affect literacy behaviors from Birth-Grade 6. Exploration of high-quality, research-based literacy programs, including literature-based curriculum and instruction and pragmatic experiences converting theory to practice. Includes 10 hours of supervised practica with students Birth-Grade 6.
Semester(s) Offered: Spring
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EDR 512 - Literacy Education Grades 5-12 (3 cr.)
In this course, candidates develop an understanding of fundamental aspects of literacy and concepts of reading and writing as active, meaning-seeking processes. Study of theories of literacy development, scope and sequence of skills, individual differences, the relationship of language and cognitive development to literacy development, motivation and other factors that affect literacy behaviors in Grades 5-12. Exploration of high-quality, research-based literacy programs, including literature-based curriculum and instruction and pragmatic experiences converting theory to practice. Includes 10 hours of supervised practica with students in Grades 5-12.
Prerequisite(s): Matriculation in M.S.Ed. Literacy Grades 5-12 program or Literacy Certificate program; EDR 504 , EDR 522 .
Corequisite(s): EDR509
Semester(s) Offered: Spring
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EDR 513 - Literacy for Democratic and Global Societies (3 cr.)
Students will rethink the traditional definition of literacy as “reading and writing” and consider how 21st century definitions of literacy are tied to social, political, and cultural processes of globalization. They will investigate how communicating in a diverse democratic society, engaging in social practices, living in relationship with each other, and contributing to justice and democracy leads to a thoughtful, committed, and active citizenry.
Semester(s) Offered: Fall, Spring
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EDR 514 - Teaching Literacy and Social Justice for All Students (3 cr.)
This course focuses on teaching reading, writing, speaking, listening, and visual and media literacy skills through conscious awareness and use of multiple, integrated, practical, and creative problem-solving strategies adapted to the specific needs and interests of all students including emergent bilingual/multiligual students (English Language Learners). Topics will include language development and acquisition, multilingualism, as well as literature and classroom activities that reflect diversity and issues of social justice in the classroom. This course will help candidates affirm, respect, and value cultural, linguistic, and ethic diversity through the development of multicultural competencies and their role in teaching literacy.
Semester(s) Offered: Fall, Spring, Summer
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EDR 515 - Advanced Studies in Children’s Literature (3 cr.)
Immersion into the world of children’s literature: fiction and non-fiction in a variety of genres and formats. Reader response and transactional theories, rationale and methodologies for integrating children’s literature throughout the curriculum. Genre, author and thematic approaches.
Semester(s) Offered: Fall, Winter, Spring, Summer
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EDR 516 - Reading, Literature and the Young Adult (3 cr.)
Rationale and methodologies for integrating young adult literature throughout the curriculum. Genre, author, and thematic approaches. Analysis of pertinent scholarly and controversial issues.
Semester(s) Offered: Fall, Spring, Summer
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EDR 519 - Curriculum and Instruction for Birth-Grade2: Foundations in Language Development and Literacy (3 cr.)
Language and literacy for the early childhood period; Developmentally Appropriate Practice (DAP) as it applies to language and literacy acquisition; aspects of emergent literacy, naturalistic literacy environments, quality children’s literature, and curricular and instructional approaches and programs appropriate for language and literacy development in the early childhood settings.
Prerequisite(s): EDU 5205 ; matriculation into C&I program or Certificate program in Early Childhood Education Birth - Grade 2.
Semester(s) Offered: Spring
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EDR 522 - Advanced Literacy Instruction for All Learners (3 cr.)
Students will study issues and trends in literacy development, approaches and strategies of literacy instruction and assessment, and sociocultural factors that affect literacy behaviors form Birth-Grade 6. This course includes a ten-hour supervised practicum Birth-Grade 6.
Semester(s) Offered: Fall, Spring, Summer
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EDR 524 - Literacy Instruction in the Content Areas in Grades 7-12 (3 cr.)
Examination of the relationships between general reading and language arts skills and strategies and the unique and specialized literacy skills and strategies needed for efficient and effective reading in content areas. Exploration of methods for differentiating the instructional program to foster continuing literacy development as learners advance through grades 7-12. Analyze curriculum and instructional approaches in literacy that foster the integration of literacy in the content disciplines (social studies, math, science, English, foreign language, technology, and the visual and performing arts).
Semester(s) Offered: Fall, Spring, Summer
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EDR 527 - Becoming a Literacy Leader (3 cr.)
Students will study, analyze and have opportunities to experience literacy leadership with attention to teaching, professional development, on-going learning, and coaching.
Prerequisite(s): Matriculation in M.S. Ed. Literacy; EDR 504 , EDR 513 and EDR 522 .
Semester(s) Offered: Spring
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EDR 553 - Teaching English Language Learners (ELLs) (3 cr.)
This course helps candidates develop dispositions, knowledge, and skills to work effectively with English Language Learner (ELL) students in classrooms. It includes topics such as diversity of ELL students, language development and second language acquisition, types of bilingualism and bilingual education programs, strategies and skills of developing language and content knowledge, assessing ELL students, and communicating with parents and communities.
Prerequisite(s): MST Childhood, MST Adolescence majors, BA/MST majors, or POI
Semester(s) Offered: Spring, Summer
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EDR 555 - Thesis/Research Project Seminar (3 cr.)
Direction, assistance, and critical evaluation relating to the design, implementation and presentation stages of the student research/thesis project.
Prerequisite(s): EDU 513 .
Semester(s) Offered: Fall, Spring, Summer
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EDR 560 - Clinical Experience in Literacy Instruction (6 cr.)
Coursework will focus on the influences of motivation and prior knowledge, phonological awareness, word recognition, vocabulary, comprehension, fluency, metacognition, writing, spelling, and reading to learn. During the 30-hour tutorial, candidates will work with one or more students at the Birth-Grade 6 or Grades 5-12 level. Candidates will establish rapport, gain knowledge of students’ literacy interests, and use informal reading inventories and/or an array of emergent literacy, phonological awareness, and phonics assessments. Candidates will interpret the results of all assessments and create, implement, monitor, evaluate, and modify individualized instructional plans based on the student’s specific strengths, needs, and progress in literacy. Candidates will compose detailed reports and will confer with children and parents/guardians in order to facilitate continued support and progress.
Prerequisite(s): Matriculation in an M.S.Ed. Literacy program or Literacy Certificate program; completion of at least 27 hours of coursework toward the M.S.Ed. degree or 11 hours of coursework toward the Certificate; EDR 509 ; and either EDR 511 or EDR 512 .
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EDR 585 - Practitioner Research (2 cr.)
Students will investigate educational practice by designing and conducting original research in education. This course will emphasize the approaches used in practitioner and action research. An informal report of the progress of the research will be presented as a preparation for sharing meaningful information with a broader audience in the future.
Prerequisite(s): Matriculation in an M.S.Ed. program.
Semester(s) Offered: Fall, Spring, Summer
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EDR 598 - Reading Internship (3 cr.)
Advanced field work under professional supervision. Prepares the student for a leadership role in the area of Reading Education. Students work in an approved school, by invitation only, under the supervision of a practicing reading professional and Plattsburgh State reading faculty sponsor. Responsibilities vary by position but entail daily attendance and close collaboration with a reading teacher in the assessment and tutoring of children in reading participation in conferences and meetings, lesson planning and implementation.
Prerequisite(s): EDR 560 , POI.
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EDR 599 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
Semester(s) Offered: Fall, Spring, Summer
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Education (Special) |
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EDS 199 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
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EDS 201 - Infants and Young Children with Exceptional Needs (3 cr.)
Exploration of practices and policies appropriate to the needs of infants and preschool children who are disabled and/or at risk. The philosophy of early intervention, federal legislation related to early intervention, intervention strategies, service delivery approaches, development of children from birth-age 5, and awareness of the range of available Assistive Technology (AT) options and applications for young children with disabilities. The importance of the family structure and the cultural, linguistic, and social differences that affect the lives of young children.
Prerequisite(s): B.S./M.S.Ed major.
Semester(s) Offered: Fall, Spring
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EDS 299 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
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