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2017-2018 Undergraduate/Graduate Catalog [ARCHIVED CATALOG]
Courses
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Economics |
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ECO 392 - History of Economic and Financial Thought (3 cr.)
The evolution of economic and finance theory, knowledge and vision with emphasis on the 18th century and after, especially the great economists from Adam Smith to present.
Liberal arts
Prerequisite(s): ECO 111 , ENG 101 .
Semester(s) Offered: Fall
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ECO 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.
Semester(s) Offered: Fall, Spring
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ECO 435 - Economic Issues (3 cr.)
Analysis and debate of current economic issues. Recent examples include the cost of health care and the Affordable Care Act, college education and student debt, male/female wage disparities, capitalism vs. socialism, minimum wage laws, the federal budget, the Federal Reserve system, energy independence, transportation infrastructure. Approved AWR.
Liberal arts
Prerequisite(s): ENG 101 , ECO 110 , ECO 111 .
Semester(s) Offered: Spring
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ECO 440 - National Income and Business Forecasting (3 cr.)
The use of national income accounts in forecasting aggregate demand variables. Construction and analysis of economic indicators, and development and understanding of macro and micro forecasting models for better planning and decision making at the industry and corporate levels. (occasional).
Liberal arts
Prerequisite(s): ECO 101 or ECO 111 ; ECO 260 or ECO 362 .
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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.
Prerequisite(s): ECO 101 or ECO 111 .
Semester(s) Offered: Fall, Spring
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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
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ECO 481 - Economic Sustainability (3 cr.)
This course follows ECO 303 and describes the science, business, economics, and policy of sustainability. The subject matter is cross-disciplinary, requiring the student to understand the science of sustainable resource usage, and the interplay between science, the technologies, and economics before we can draw sustainable policy conclusions. Inevitably, sustainability invokes the entire global web of economics, the environment, and our finite factors of the earth. We will study this interaction and role non-renewable and renewable resources play in our global economy. However, these principles do not apply to resource usage alone. Rather, we describe how our decision can be made within the context of sustainable resources, practices, dispersed communities and economic systems, and organizations. The implications on our global political economy are highlighted.
Liberal arts
Prerequisite(s): ECO 101 or ECO 110 and ECO 303 .
Semester(s) Offered: Fall or Spring
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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, ECO260, ECO362, one of ECO392, ECO435, ECO470, and ECO490 as a prerequisite or corequisite
Semester(s) Offered: Fall, Spring
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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): Senior standing or POI.
Semester(s) Offered: Spring
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ECO 496 - Teaching Practicum (1 to 3 cr.)
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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
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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
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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. (Summer, Winter, Fall).
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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. (Summer, Fall).
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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. (Summer).
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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. (Summer, Fall).
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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. (Spring, Summer, Fall).
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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 557 - Understanding Assessments for Administrators (3 cr.)
This course is designed to provide aspiring school administrators with the knowledge and skills necessary to understand a variety of assessments and to use data from the assessments for planning. In order to complete class projects, access to a computer system, along with Internet connectivity, will be required.
Prerequisite(s): Class members must be matriculated in the CAS Program in Educational Leadership.
Semester(s) Offered: Spring
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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. (Summer, Fall).
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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. (At Least Once per Year).
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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. (At Least Once per Year).
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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. (At Least Once per Year).
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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. (At Least Once per Year).
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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. (At Least Once per Year).
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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. (At Least Once per Year).
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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). (At Least Once per Year).
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EDA 5070 - ISLLC Seminar Series: Application of Standards to Practice (3 cr.)
Provides interns with continuous and timely support during ten seminar series meetings. Students’ work will include 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. (At Least Once per Year).
Prerequisite(s): EDA 5000 , EDA 5010 , EDA 5020 , EDA 5030 , EDA 5040 , EDA 5050 , and EDA 5060 .
Corequisite(s): EDA 5080
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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. (At Least Once per Year). Corequisite: EDA 5070 .
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 506 - Teaching Elementary School Mathematics (3 cr.)
Curriculum, philosophies of teaching and learning, program aims and concepts, instructional strategies and aids, evaluation procedures and trends. Current research on methods for teaching/learning. Not open to students having taken EDM 453 .
Prerequisite(s): EDU 505 for MST students.
Semester(s) Offered: Fall, Spring, Summer
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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 318 - Fundamentals of Reading Curriculum and Instruction (3 cr.)
Theories of reading development, individual differences, the nature of reading and causes of reading difficulties, and principles of assessment. Curriculum and instruction in reading skills and strategies in the areas of word identification and vocabulary, comprehension, and study strategies. Principles of and methods for assessment of student performance and progress in reading and for using assessment information to plan reading programs.
Prerequisite(s): EDU 330 , EDR 315 .
Semester(s) Offered: Fall, Spring
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EDR 360 - Using Children’s Literature and Trade Books in the Classroom (3 cr.)
A study of the use of children’s literature and trade books in the classroom. Development and application of criteria used in selecting books for a variety of uses (read aloud, content areas instruction, shared reading). An exploration of the interrelationship of children’s needs, interests, cultural backgrounds, attitudes, and reading behaviors.
Liberal arts
Prerequisite(s): Matriculation into BS/MSED in early childhood education, childhood education/literacy education (birth to grade 6) combined program and EDU 240 .
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, Spring, Summer
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EDR 509 - Assessment of Reading & Writing Skills & 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.
Prerequisite(s): Matriculation in an M.S.Ed. Literacy program or Literacy Certificate program; EDR 504 , EDR 522 .
Corequisite(s): EDR 511
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 PreK-Grade 6.
Prerequisite(s): Matriculation in M.S.Ed. Literacy Birth-Grade 6 program or Literacy Certificate program; EDR 504 , EDR 522 .
Corequisite(s): EDR 509
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. This course fulfills state-mandated requirements for the Dignity for All Students Act (DASA).
Prerequisite(s): Matriculation in an M.S.Ed. program or EDR 501 or equivalent.
Semester(s) Offered: Fall, Spring
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EDR 514 - Developing Multicultural Competencies: Literacy for Social Justice (3 cr.)
Affirm, respect, and value cultural, linguistic, and ethnic diversity through the development of multicultural competencies. Respond to increasing diversity in classrooms through conscious awareness and use of multiple, integrated, practical, and creative problem-solving strategies adapted to the specific needs and interests of children in all areas of literacy. Explore literature that reflects diversity and issues of social justice. Study systems of dominance and marginalization with specific attention to the role of literacy within such systems.
Prerequisite(s): Matriculation in B.A./M.S.T. Adolescence Ed., B.S./M.S.Ed. Childhood/Special Ed., M.S.T., or M.S.Ed. program AND one of the following: EDR 501 or EDR 513 or EDR 524 .
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 extend and deepen their thinking of literacy and literacy instruction. Students will study issues and trends in literacy development, approaches and strategies of literacy instruction, assessment, and social-cultural factors that affect literacy behaviors from Birth-Grade 6. This course includes a ten-hour supervised practicum at either Birth-Grade 6 or Grades 5-12.
Prerequisite(s): Matriculation into the M.S.Ed. in Literacy or Certificate in Literacy or MST Childhood 1-6 or POI.
Semester(s) Offered: Fall, Spring
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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. (Summer).
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 570 - Literacy Education and Technology (3 cr.)
Examination of the role of technology in literacy education. Focuses on digital innovations and uses of media in literacy to enhance teaching and learning. Considers instructional applications within eduational settings, evaluative criteria for technological resources, applicable media creation, and current literature in the field. (Summer & Fall).
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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. (Summer).
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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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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EDS 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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EDS 405 - Literacy for Students with Exceptional Learning Needs (3 cr.)
Aspects of the development of listening, speaking, reading, writing, listening, and viewing and representing visually (media literacy), focusing on diverse learners, students who are at-risk, struggling, or identified as having Exceptional Learning Needs (ELN). Exploration of research-based best practices, assessment, Response to Intervention, materials, and techniques to promote literacy development of students who are at-risk, struggling, or who have ELN. Examination of differentiation of curriculum and instruction in the Language Arts, with a focus on reading. Emphasis on multiple approaches: multi-sensory, phonemic awareness, alphabetic principle, fluency, vocabulary, comprehension, and reading as a lifelong pursuit.
Prerequisite(s): EDS 201 .
Semester(s) Offered: Fall, Spring, Summer
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EDS 410 - Foundations of Special Education (3 cr.)
This course provides a foundational understanding of the field of special education, including contemporary issues and controversies. It includes study of the disability classifications, needs of children and youth with exceptionalities, and significant litigation and legislation related to special education. The course will examine program options for students and the roles of teachers. Teacher candidates will learn about differentiated instructional and assessment practices to engage all students in meaningful learning activities.
Prerequisite(s): EDU 230 and matriculation in B.S. Childhood Education; or EDU 230 and matriculation in B.S./M.S.Ed Childhood Education/Special Education; or B.A./M.S.T. Adolescence Education.
Semester(s) Offered: Fall, Spring, Summer
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EDS 424 - Autism Spectrum Disorders (3 cr.)
Descriptions, definitions, and methods of identifying Autism Spectrum Disorder. The symptoms and assessment instruments or techniques available to alert parents and providers to seek further evaluation by a child study team of the local school district and a developmental pediatrician. Local, state, and national resources for parents and professional. Current research and debate associated with the perceived causes of the disorders. Learning to work with students on the spectrum through teaching strategies and techniques.
Semester(s) Offered: Fall, Spring, Summer
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EDS 498 - Internship (1 to 15 cr.)
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EDS 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, Winter, Spring, Summer
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EDS 505 - Literacy for Students with Exceptional Learning Needs (3 cr.)
Aspects of the development of listening, speaking, reading, writing, listening, and viewing and representing visually (media literacy), focusing on diverse learners, students who are at-risk, struggling, or identified as having Exceptional Learning Needs (ELN). Exploration of research-based best practices, assessment, Response to Intervention, materials, and techniques to promote literacy development of students who are at-risk, struggling, or who have ELN. Examination of differentiation of curriculum and instruction in the Language Arts, with a focus on reading. Emphasis on multiple approaches; multi-sensory, phonemic awareness, alphabetic principle, fluency, vocabulary, comprehension, and reading as a lifelong pursuit.
Semester(s) Offered: Fall, Spring
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EDS 506 - Assessment, Evaluation, and Learning (3 cr.)
Candidates will learn to select and implement informal and formal assessment tools, strategies, and procedures for students who are at risk or struggling with content, processes, or products. Candidates will learn to select and implement informal and formal assessment tools, strategies, and procedures. Candidates will study how to interpret and use assessment results to make data-based decisions regarding student performance, instruction, curriculum modifications, and placement. Candidates will also learn effective approaches for communicating assessment results to parents, other professionals and specialists, paraprofessionals, and school administrators.
Semester(s) Offered: Fall, Spring
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EDS 507 - Prosocial Skills, Positive Behavior Supports B-12 (3 cr.)
Study of techniques to change challenging classroom behaviors both in the academic and social areas. Assessment and analysis of a Functional Behavior Assessment (FBA) and the development of a Behavior Improvement Plan (BIP) which includes the identification of antecedent and consequent events. Understand why challenging behavior may occur and long-term strategies to reduce and teach positive alternatives. Provide contextual supports necessary for successful outcomes. Proactive and reactive strategies appropriate for Birth-12. Strengthening the foundation of Developmentally Appropriate Practice (DAP), behavior in school and other settings will be developed. This course fulfills state-mandated requirements for the Dignity for All Students Act (DASA).
Semester(s) Offered: Fall, Spring
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EDS 508 - Practicum in Special Education Birth to Grade 2 (6 cr.)
Practicum stresses assessing children’s instructional needs; candidates will focus on developing and delivering appropriate lesson plans; designing curriculum; delivering and evaluating instruction for learners with disabilities in school environments.
Prerequisite(s): BS/MSEd major.
Semester(s) Offered: Fall, Spring
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EDS 510 - Introduction to Special Education (3 cr.)
This course provides an overview of the field of special education, past and present, including historical and contemporary issues. It covers the categories and characteristics of disabilities and needs of learners with exceptionalities. It includes significant litigation and legislation in the field of special education. The course will examine curriculum, placement options, and various types of supports for students and the roles of teachers in planning, delivering, and assessing appropriate education. Teacher candidates will learn about individualized and differentiated instructional practices to engage all students in meaningful learning activities.
Prerequisite(s): Matriculation into Childhood M.S.T., or Adolescence M.S.T., or M.S.ED. Special Education.
Semester(s) Offered: Fall, Spring, Summer
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EDS 511 - Young Children with Exceptional Learning Needs (3 cr.)
An in-depth look at the philosophy, intervention strategies, service delivery approaches, and professional development for early intervention, preschool and primary grades. Practices and policies appropriate to the needs of infant, preschool children and primary grades with disabilities and/or “at risk” are addressed.
Semester(s) Offered: Fall, Spring
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EDS 512 - Special Education Capstone (0 cr.)
Members of the special education program faculty strive to make a connective link across the disciplines, place specialties in a larger context, and highlight the student’s scholastic efforts in a revealing and meaningful way. The capstone project will provide students with the opportunities to examine the Council for Exceptional Children Advanced Professional Standards and the Teacher Education Unit Claims and connect them to their courses and their practice.
Semester(s) Offered: Fall, Spring
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EDS 520 - Specific Learning Disabilities/School and Society (3 cr.)
Exploration of the complexities of the field of learning disabilities; study of the sociological, psychological, educational, vocational, familial, and societal aspects of this exceptional condition; study of the precursors of specific learning disabilities and clinical teaching practices.
Semester(s) Offered: Fall, Spring
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EDS 521 - Intellectual and Low-Incidence Disabilities (3 cr.)
Introduction to the history, philosophy, causation, and service delivery models related to the education/habilitation of individuals with developmental and low-incidence disabilities. This includes intellectual disabilities, blindness, deafness, deaf-blindness, and multiple disabilities. Legal issues, ethical practices, and rights of individuals with disabilities will be examined.
Semester(s) Offered: Fall, Spring
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EDS 522 - Emotional and Behavior Disorders in School and Society (3 cr.)
Historical, etiological, societal, and psychological nature of behavior disorders, current therapeutic, and educational interventions. Emphasis on multidisciplinary approaches. Problems in the analysis, interpretation, and treatment of disordered behavior will be evaluated.
Semester(s) Offered: Fall, Spring
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EDS 523 - Advocacy and School Law in Special Education (3 cr.)
An in-depth examination of litigation and educational law (state and federal) that pertain to persons with disabilities. Introduction to the philosophical and historical legacy of advocacy for and by persons with disabilities. Development of skills and techniques required to become an educational advocate for infants, children, and young adults. Topics of discussion focus on defining disabilities, group process, communication skills, and assertiveness.
Semester(s) Offered: Spring
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EDS 524 - Autism Spectrum Disorder (3 cr.)
Descriptions, definitions, and methods of identifying Autism Spectrum Disorder. The symptoms and assessment instruments or techniques available to alert parents and providers to seek further evaluation by a child study team of the local school district and a developmental pediatrician. Local, state, and national resources for parents and professionals. Current research and debate associated with the perceived causes of the disorders. Learning to work with students on the spectrum through teaching strategies and techniques.
Semester(s) Offered: Fall
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EDS 525 - Adaptive Technology (3 cr.)
This course is designed to provide special education teacher candidates with an introduction to and overview of Assistive Technology (AT) and its application within the context of early intervention and early childhood education programs for children with disabilities. Teacher candidates will have an opportunity to engage in authentic learning experiences related to the assessment, consideration, selection, and use of AT in areas of play, positioning, mobility, communication, learning, and activities of daily living. (Summer).
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EDS 531 - Action Research for Teacher-Researchers (3 cr.)
A conceptual framework for educators in their roles as producers and consumers of research. The basic concepts and principles important to planning and implementing action research are explored with emphasis on how educators conduct research in settings where they work as practitioners. The focus will be on sensitizing educators to caveats and ethical issues by developing abilities to frame, analyze, evaluate, and critique research.
Semester(s) Offered: Fall, Spring
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EDS 536 - Instructional Practices for Students with Disabilities Birth-Grade 2 (3 cr.)
Acquisition of knowledge and skills in curricular and instructional programming for children birth to Grade 2 who have been identified as having, or at risk of developing, developmental disabilities or other disabilities. The use of specific instructional techniques and practices as they apply to pre-elementary school levels or early elementary grades to facilitate success in elementary schools. (Summer).
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EDS 537 - Instructional Practices for Students with Disabilities Grades 1-6 (3 cr.)
Instructional and curricular programming for school-age children with mild and moderate disabilities, development of individual programs of instruction, instructional objectives, lesson planning and instructional design, curriculum-based assessment and instruction, data-based decision making, application of research-based teaching strategies.
Semester(s) Offered: Fall, Spring, Summer
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