May 04, 2024  
2021-2022 Undergraduate/Graduate Catalog 
    
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2021-2022 Undergraduate/Graduate Catalog [ARCHIVED CATALOG]

Courses

 

Economics
  

  • ECO 443 - Selected Topics in Economics (3 cr.)

    A course or seminar dealing with advanced economics topics of current interest.
    Liberal Arts
    Prerequisite(s): ECO 101   or ECO 110  ; ECO 111  .
    Semester(s) Offered: Occasional
  

  • ECO 452 - Economics of Development (3 cr.)

    Theoretical examination of the process of economic development in economically depressed areas of both developed and developing countries. Comparative and case studies are used to identify problems, policies and prospects for economic growth.
    Liberal Arts
    Prerequisite(s): ECO 101  or ECO 111 .
    Semester(s) Offered: Fall, Spring
  

  • ECO 470 - Introduction to Econometrics (3 cr.)

    Application of statistical inference, probability and other theories to economic data, focusing on multiple regression analysis, time series and model building.
    Liberal arts
    Prerequisite(s): ECO 110 ; ECO 101  or ECO 111 ; ECO 362 .
    Semester(s) Offered: Fall
  

  • ECO 481 - Sustainability, the ESG Paradigm, and the Triple Bottom Line (3 cr.)

    This course describes the science, business, economics, and policy of sustainability using the Environmental, Social, and Governance (ESG) paradigm and the Triple Bottom Line. The implications on corporate decision making and our global political economy are highlighted, especially in light of such issues as global warming, sustainable governance, and diversity.
    Liberal arts
    Prerequisite(s): ECO 101   or ECO 110  and ECO 303  or POI.
    Semester(s) Offered: Fall
  

  • ECO 487 - Economics Exit Exam (0 cr.)

    Course consists of administration of the Economics Exit Exam that serves as an assurance of learning standards by students in the SBE. A passing grade on the exam is a graduation requirement for SBE students majoring in economics.
    Prerequisite(s): junior standing and ECO201, ECO202, ECO 260  , ECO 362  , one of ECO 392  , ECO 435  , ECO 470  , and ECO 490  as a prerequisite or corequisite
    Semester(s) Offered: Fall, Spring
  

  • ECO 490 - Senior Seminar in Economics and Finance (3 cr.)

    Research seminar in economics. In consultation with the teacher, students conduct independent or group research in economics culminating in an original academic paper.
    Liberal arts
    Prerequisite(s): ECO 470  or POI.
    Meets Advanced Writing Requirement
    Semester(s) Offered: Spring
  

  • ECO 496 - Teaching Practicum (1 to 3 cr.)
  

  • ECO 498 - Internship in Economics (1 to 6 cr.)

    Advanced students may work in a professional setting in either a private business or government agency. Students will spend approximately ten hours weekly working on applied economic problems under the supervision of a faculty member and an on-site supervisor.
    Prerequisite(s): 24 hours of economics and permission of the internship committee.
    Semester(s) Offered: Fall, Spring, Summer
  

  • ECO 499 - Independent Study (0 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

Education
  

  • EDU 118 - Human Growth and Development (3 cr.)

    A study of cognitive, social, physical, and emotional development across the lifespan. Factors affecting development and learning will be investigated, such as cultural and family variables. Major theoretical perspectives will serve as frameworks for developing links between theory and experience.
    Liberal Arts
    Prerequisite(s): Major in B.S. Childhood Education or Combined B.S./M.S.Ed.
    Corequisite(s): EDU 120  
    Semester(s) Offered: Fall, Spring
  

  • EDU 120 - Exploring Teaching, Learning, and Child Development (3 cr.)

    A study of cognitive, social, physical, and emotional development in school and community settings. Teacher candidates will investigate the cultural and family variables which affect teaching, learning, and human development. Major theoretical perspectives will serve as frameworks for developing links between theory and experience. Students will complete a minimum of 10 hours of field experience.
    Liberal Arts
    Prerequisite(s): Major in B.S. Childhood Education or Combined B.S./M.S.Ed.
    Semester(s) Offered: Fall, Spring
  

  • EDU 130 - Ethics, Relationships, and Multicultural Competencies in Education (3 cr.)

    Teacher candidates will investigate, think critically, and reflect on ethics, relationships, and multicultural competencies. They will explore the ethical and practical dimensions of teaching within the diverse contexts teachers and their students bring to the classroom community. Candidates will be expected to develop multicultural teaching competencies and engage in self-reflection to identify and monitor their strengths and areas in need of improvement by increasing their own awareness of biases, attitudes, and beliefs. (Minimum of 10 hours of field experience.)
    Liberal Arts
    Prerequisite(s): EDU 118  and EDU 120  or equivalent; B.S. Childhood Education or Combined B.S./M.S.Ed. major.
    Semester(s) Offered: Fall, Spring
  

  • EDU 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.
  

  • 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
  

  • 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): EDU 130   or equivalent; B.S. Childhood Education or Combined B.S./M.S.Ed. major.
    Semester(s) Offered: Fall, Spring
  

  • 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
  

  • 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.
  

  • 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
  

  • 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
  

  • EDU 335 - Methods of Math and Technology (6 cr.)

    This course provides fundamental experience in mathematics pedagogy as described by current research and practice. Aligned with the standards for mathematical practice outlined in the New York State Next Generation Mathematics Learning Standards, it will focus on building a foundation for the teaching and learning of elementary school mathematics. (Minimum of 25 hours of clinical experience.)
    Prerequisite(s): MAT 113   or (MAT 110  or MAT 111  ) EDU 240  ;  major in Childhood Education BS or Combined BS/MSEd.
    Meets Advanced Writing Requirement
    Semester(s) Offered: Spring
  

  • EDU 359 - Methods of Science and Technology (3 cr.)

    This course provides fundamental experience in science pedagogy as described by current research and practice. Aligned with the New York State Next Generation Science Learning Standards, it will focus on building a foundation for the teaching and learning of elementary school science and technology.
    Prerequisite(s): EDU 240  ; major in Childhood Education or Combined B.S./M.S.Ed.
    Semester(s) Offered: Spring
  

  • 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
  

  • 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.
  

  • 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
  

  • 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
  

  • EDU 498 - Internship (1 to 15 cr.)

    Semester(s) Offered: Fall
  

  • 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
  

  • 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
  

  • EDU 521 - Capstone: Analysis of Teaching (3 cr.)

    This course is the culminating experience in the BA/MST degree program. It gives teacher candidates the opportunity to bring meaning to what they may perceive as discrete facts and to identify common threads throughout undergraduate and graduate coursework. They will use research-based elements and principles of effective teaching to analyze their own practice. Teacher candidates will highlight professional growth in a revealing and meaningful way by making connections to their content areas and respective specialized professional association standards.
    Prerequisite(s): completion of all coursework, except student teaching, in the BA/MST degree program.
    Corequisite(s): EDT 594  
    Semester(s) Offered: Fall, Spring, Summer
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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): EDU 5150  ; BA/MST or MST Adolescence Education majors only.
    Semester(s) Offered: Fall, Spring
  

  • 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
  

  • 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

Education Administration
  

  • EDA 500 - Theories of Educational Administration (3 cr.)

    Theories, principles, and concepts of educational administration, leadership, and management applicable to elementary and secondary schools.
  

  • 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.
  

  • 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
  

  • 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
  

  • 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.
  

  • 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
  

  • 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.
  

  • 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
  

  • 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.
  

  • 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
  

  • 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
  

  • 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.
  

  • 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 NYSED CS/DF Standards (NYSED Computer Science and Digital Fluency Standards), ISTE (International Society for Technology in Education), PSEL (Professional Standards in Educational Leadership), and AAQEP (Association for Advancing Quality in Educator Preparation) 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, privacy, 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.

     

    All course work is aligned with the current Professional Educational Leadership Standards.
  

  • 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 course work is aligned with ISTE (International Society for Technology in Education), PSEL (Professional Standards in Educational Leadership), and AAQEP (Association for Advancing Quality in Educator Preparation) Standards.
  

  • 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 and implement data driven instruction protocols to improve student achievement.  Students will analyze district wide 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 ISTE (International Society for Technology in Education), PSEL (Professional Standards in Educational Leadership), and AAQEP (Association for Advancing Quality in Educator Preparation) Standards.

     
  

  • EDA 5030 - Teaching and Learning: Curriculum (3 cr.)

    This performance-based course will assist students in developing and demonstrating knowledge, understanding, and application of key principles of teaching, learning, instructional design, and curriculum. Leadership skills in developing a rich understanding of the learning processes; identifying and developing research-based instructional strategies; identifying curricular needs to meet state standards and student learning outcomes; understanding the use and role(s) of assessments; strategically using observation and feedback to improve teaching and learning; understanding the critical role of literacy as foundational to strong curriculum; understanding the design, delivery, and evaluation of professional learning, and other related topics will be explored and developed. From this study of critical knowledge and skills, students are expected to write reflections, curriculum action plans, faculty/department meeting agendas, letters to staff, and other documents that they will experience as full time administrators. With an additional focus on change management in a school setting, students will leave the course with an understanding of the critical work of school administrators. Discussions, school and classroom observations, case studies, readings, and guest presenters will serve as the primary instructional methods for achieving the course outcomes. Students will be responsible for developing a major independent project on Teaching and Learning Curriculum for their e-portfolio.

    All course work is aligned with ISTE (International Society for Technology in Education), PSEL (Professional Standards in Educational Leadership), and AAQEP (Association for Advancing Quality in Educator Preparation) Standards.
  

  • 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, including the development and monitoring of SLOs and evidence based observation protocols, with both novice and master teachers, will be the product upon successful completion of EDA5040. Students will be responsible for developing a major independent project on Teaching and Learning: Professional Standards for their e-portfolio.

     

    All course work is aligned with ISTE (International Society for Technology in Education), PSEL (Professional Standards in Educational Leadership), and AAQEP (Association for Advancing Quality in Educator Preparation) Standards.
  

  • 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 district’s instructional program.  Students will learn through research of instructional leadership topics, working in small learning teams, and analyzing specific school practices, the instructional leader’s role in improving a school district and school building level culture to enhance student learning.  Students will be responsible for developing a major independent project on Instructional Leadership: Organizations and Change for their e-portfolio.

    All course work is aligned with ISTE (International Society for Technology in Education), PSEL (Professional Standards in Educational Leadership), and AAQEP (Association for Advancing Quality in Educator Preparation) Standards.
  

  • EDA 5060 - School Law, Ethics, and Integrity (3 cr.)

    The goal of this course 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 complete projects across a broad array of legal issues administrators face in public education.

    All course work is aligned with ISTE (International Society for Technology in Education), PSEL (Professional Standards in Educational Leadership), and AAQEP (Association for Advancing Quality in Educator Preparation) Standards.
  

  • 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 through 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.

    All course work is aligned with ISTE (International Society for Technology in Education), PSEL (Professional Standards in Educational Leadership), and AAQEP (Association for Advancing Quality in Educator Preparation) Standards.
    Prerequisite(s): EDA 5000 , EDA 5010 , EDA 5020 , EDA 5030 , EDA 5040 , EDA 5050 , and EDA 5060 .
  

  • EDA 5080 - Educational Administrative Internship I (3 cr.)

    This course is the first semester of a yearlong internship.  Interns work with a mentor who is an experienced administrator and practitioner to begin an integrated, clinically rich experience.  Interns receive further guidance from the internship supervisor, a highly experienced faculty member and school leader who will make periodic site visits to assess progress and/or needs.  The intern is expected to maintain a log of experience and to compile a portfolio which serve as evidence of the ability to demonstrate competencies.  To gain the fullest experience, interns are expected to participate in district and school level functions that may occur before and after college semesters begin and end.

    All course work is aligned with ISTE (International Society for Technology in Education), PSEL (Professional Standards in Educational Leadership), and AAQEP (Association for Advancing Quality in Educator Preparation) Standards.

     
    Prerequisite(s): EDA 5000 , EDA 5010 , EDA 5020 , EDA 5030 , EDA 5040 , EDA 5050 , and EDA 5060 .
    Corequisite(s): EDA 5070  
  

  • EDA 5081 - Educational Administrative Internship II (3 cr.)

    This course is the second semester of a yearlong internship. Interns continue to work with a mentor to build on the knowledge and skills developed in EDA 5080 to complete their academic school year experience. Interns submit a portfolio of evidence of meeting course outcomes and competencies. Interns are expected to participate in district and school level functions that may occur before and after college semesters begin and end.

    All course work is aligned with ISTE (International Society for Technology in Education), PSEL (Professional Standards in Educational Leadership), and AAQEP (Association for Advancing Quality in Educator Preparation) Standards.
    Prerequisite(s): EDA 5080  
  

  • 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 stakeholders 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 and district leaders 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 and district leaders face in the daily exercise of their responsibilities.

    All course work is aligned with the current Professional Educational Leadership Standards
    Prerequisite(s): Have completed an accredited graduate SBL program, and NYS permanent or professional teaching certification.
    Semester(s) Offered: Summer
  

  • 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 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 course work is aligned with the current Professional Educational Leadership Standards.
    Prerequisite(s): Completion of SBL 30 credit hour requirements.
    Semester(s) Offered: Summer

Education (Mathematics)
  

  • EDM 498 - Independent Study (1 to 15 cr.)
  

  • 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

Education (Reading)
  

  • 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.
  

  • 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
  

  • 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.
  

  • EDR 315 - Teaching English Language Learners in the Elementary Classroom (ELLs) (3 cr.)

    This course prepares candidates to teach English Language Learners (ELLs) in the ELL-inclusive classroom. Candidates will develop knowledge of language, diversity of the ELL population, policy and regulations; ability to plan, implement, and assess instruction that build on ELL students’ strength and address their needs; as well as professional dispositions and leadership skills to support ELLs in language development and content learning. 
    Prerequisite(s): EDU 240   or equivalent course about lesson planning; major in Childhood Education BS or Combined BS/MSEd
    Semester(s) Offered: Fall
  

  • 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
  

  • 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.
  

  • 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
  

  • EDR 498 - Internship (1 to 15 cr.)
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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): EDR 509  
    Semester(s) Offered: Spring
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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 .
  

  • 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
  

  • 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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