Chairperson: Associate Professor Fox, Interim
Co-Chair: Assistant Professor Krickovich
Faculty: Professor McMahon; Associate Professor Shields; Assistant Professors Andrews, Argenio, Berry, Brown, Fortune, Sadler, Scheitinger, Steck, Washington, Wheeler, Wright; Instructors Arnold, Miles
Bachelor of Science in Childhood Education (Grades 1-6)
Bachelor of Science in Childhood Education/Special Education (Grades 1-6)
Bachelor of Science in Early Childhood/Special Education (Birth–Grade 2)
Bachelor of Science in Visual Arts Education (Pre-K-Grade 12)
Bachelor of Arts in Adolescence Education: English (Grades 7-12)*
Bachelor of Arts in Adolescence Education: French (Grades 7-12)*
Bachelor of Arts in Adolescence Education: Spanish (Grades 7-12)*
Bachelor of Arts in Adolescence Education: Mathematics (Grades 7-12)*
Bachelor of Arts in Adolescence Education: Social Studies (Grades 7-12)*
Bachelor of Science in Adolescence Education: Biology (Grades 7-12)*
*Consult individual departments for course descriptions and program plans for Adolescence Education in English, French, Spanish, Mathematics, Social Studies and Biology.
Master of Science in Childhood Education (1-6) Initial Professional Certification**
Master of Science in Special Education: Childhood Education (1-6) Initial Professional
Certification**
Master of Science in Special Education: Childhood Education (1-6) Professional
Certification**
Master of Science in Adolescence Education: Initial Professional Certification (7-12)**
**Consult separately published Graduate Bulletin for information on Master of Science degree programs.
PHI 232 Learning Through Service
SOC 224 Ethnicity, Race, and Cultural Diversity
EDU 203 Learning Theory
EDU 237 Instructional Design: Theory & Practice
EDU 327 Teaching to the Standards
SED 270 Introduction to the Nature and Educational Needs of Children with Disabilities
Six credits in one foreign language
Three credits in mathematics (Recommended: MTH 111: Math for Elementary School Teachers)
Three credits in science
EDU 217
Facilitating
EDU 218
Facilitating
EDU 267 Practicum in Teaching Language Arts at the Elementary School Level
EDU 313 Foundations of Education
EDU 316 Elementary Education Methods: Social Studies
EDU 320 Elementary Education Methods: Mathematics, Science and Technology
EDU 319 Assessment Methods in Education
SED 371 Classroom Management Techniques for Individuals with Disabilities
EDU 473 Student Teaching & Seminar at the Primary Level (1–3)
EDU 474 Student Teaching & Seminar at the Intermediate Level (4-6)
AND 30-31 credit hours in Area Study (some hours of which will satisfy requirements in the core curriculum): Choose from English, foreign language, mathematics, science or social studies. Descriptions of Area Studies are available from the Education Department or office of the Registrar.
PHI 232 Learning Through Service
SOC 224 Ethnicity, Race, and Cultural Diversity
EDU 203 Learning Theory
EDU 237 Instructional Design: Theory & Practice
EDU 327 Teaching to the Standards
SED 270 Introduction to the Nature and Educational Needs of Children with Disabilities
Six credits in one foreign language
Three credits in mathematics (Recommended: MTH 111 - Math for Elementary School Teachers)
Three credits in science
SED 340 Inclusive Education for Children with Emotional/Behavioral Disorders
SED 363 Inclusive Education for Children with Learning Disabilities
SED 364 Inclusive Education for Children with Moderate/Severe Disabilities
SED 371 Classroom Management Techniques for Individuals with Disabilities
SED 401 Methods of Inclusive Special Education
SED 476 Student Teaching & Seminar at the Childhood Level (1-6) Inclusive
Education
EDU 217
Facilitating
EDU 218
Facilitating
EDU 267 Practicum in Teaching Language Arts at the Elementary School Level
EDU 313 Foundations of Education
EDU 316 Elementary Education Methods: Social Studies
EDU 319 Assessment Methods in Education
EDU 320 Elementary Education Methods: Mathematics, Science and Technology
EDU 475 Student Teaching and Seminar at the Childhood Level (1-6)
AND 30-31 credit hours in Area Study (some hours of which will satisfy requirements in the core curriculum): Choose from English, foreign language, mathematics, science or social studies. Descriptions of Area Studies are available from the Education Department or office of the Registrar.
PHI 232 Learning Through Service
SOC 224 Ethnicity, Race, and Cultural Diversity
EDU 203 Learning Theory
EDU 237 Instructional Design: Theory & Practice
EDU 327 Teaching to the Standards
SED 270 Introduction to the Nature and Educational Needs of Children with Disabilities
Six credits in one foreign language
Three credits in mathematics (Recommended: MTH 111 - Math for Elementary School Teachers)
Three credits in science
ECSE 222 Infant Development and Intervention with Assistive Technology
ECSE 279 Typical & Atypical Child Development and Intervention Strategies for
Preschoolers with Special Needs: Part 1
ECSE 280 Typical & Atypical Child Development and Intervention Strategies for
Preschoolers with Special Needs: Part 2
ECSE 324 Transdisciplinary Intervention and Family Involvement
ECSE 325 Early Childhood Assessment Methods for Mild/Moderate Disabilities
ECSE 473 Student Teaching & Seminar at the Preschool Level for Students with
Disabilities (Birth - PreK)
or ECSE 474 Student Teaching & Seminar at the Primary School Level for Students
with Disabilities (PreK - 2)
SED 270 Introduction to the Nature and Educational Needs of Children with
Disabilities
SED 371 Classroom Management Techniques for Individuals with Disabilities
EDU 103 Arts, Movement and Music for the Young Child
EDU 217
Facilitating
EDU 237 Instructional Design: Theory & Practice
EDU 303 Children's Literature
EDU 320 Elementary Education Methods: Mathematics, Science, and Technology
EDU 321 Foundations in Early Childhood Education
EDU 326 Planning and Managing the Teaching and Learning Environment with
Assistive Technology
EDU 471 Student Teaching & Seminar at the Preschool and Primary School Level
(Birth - PreK)
or EDU 472 Student Teaching & Seminar at the Preschool and Primary School Level (PreK - Grade 2)
SOC 303 Sociology of the Family
AND 30-31 credit hours in Area Study (some hours of which will satisfy requirements in the core curriculum): Choose from English, foreign language, mathematics, science or social studies. Descriptions of Area Studies are available from the Education Department or Office of the Registrar
B.S. VISUAL ARTS EDUCATION
(Pre-K-Grade 12)
Essential Courses:
EDU 203 Learning Theory
EDU 237 Instructional Design
SED 270 Introduction to the Nature and Educational Needs of Children with
Disabilities
EDU 301 Art Methods & Materials (Elementary)
EDU 302 Art Methods & Materials (Secondary)
EDU 311 Art Methods & Materials (Middle)
EDU 313 Foundations of Education
EDU 402 Methods in Classroom Management
EDU 477 Student Teaching & Seminar at the Elementary School Level
EDU 478 Student Teaching & Seminar at the Secondary School Level
Required Art Courses:
ART 103 Foundation Design I
ART 104 Foundation Design II
ART 105 Foundation Drawing I
ART 106 Foundation Drawing II
ART 225 Watercolor Painting I
or ART 325 Introductory Oil Painting
or ART 326 Introductory Acrylic Painting
ART 230 Computer Rendering
ART 240 Woodcuts and Monoprints
or ART 340 Lithography and Intaglio
or ART 439 Serigraphy
ART 251 Ceramics I
ART 267 Sculpture I
ART 275 History of Art: Ancient-Medieval
ART 285 History of Art: Renaissance-Modern
ART 327 Fibers I
or ART 427 Fibers II
ART 443 Issues & Methodologies in Contemporary Art
ART 455 Photography
Art History Electives: three credit hours
Art Studio Electives: six credit hours
ART 498 Senior Art Exhibit
1. An overall grade point average of 2.55 or better for all completed college courses.
2. A grade point average of 2.55 or better in all Education courses.
3. A grade of “C” or better in EDU 203: Learning Theory.
4. A grade of “C” or better in EDU 237: Instructional Design.
5. A grade of “C” or better in EDU 217: Facilitating Reading Literacy.
6. A grade of “C” or better in SED 270: Introduction to the Nature & Educational
Needs of Children with Disabilities.
7. Must compile and submit for Education Department faculty review a comprehensive emerging portfolio, the contents of which include the following exhibits, artifacts, facsimiles, and projects. The expected format will be a three-ring binder with tabs for each of the separate sections. Projects must be the originals submitted to the professors and, therefore, include the professors’ comments/corrections/annotations, and rubrics, where appropriate.
• an emerging professional resume
• a researched, scholarship-based paper submitted for EDU 203 Learning Theory
• a researched, scholarship-based paper submitted for SED 270
• a teaching-learning experience or instructional unit prepared for EDU 237 Instructional Design: Theory & Practice
• a read aloud or shared reading assignment that includes facsimiles of visual aids/instructional materials utilized or implemented during EDU 217 (may be depicted as photographs, 8 1/2 ” X 11” reductions of larger visual, digital camera print-outs, samples of learners’ works; also included could be any print-outs of any electronic papers or presentations - such as Power Point)
• a written emerging philosophy of education presented to a professor in conjunction with EDU 237.
• a comprehensive reflective narrative detailing perception of current status, skills gained during coursework, targets or goals for continuing professional development, and expectations for the future
8. Traditionally admitted students (non-transfer students) who are seeking admission to upper division status must apply by March 19 of their second year of studies.
9.
Transfer students must apply for upper division by March 19 during the semester
in which they are completing EDU 267 or ECSE 280. Transfer students who enter
1. An overall grade point average of 2.55.
2. A grade point average of 2.55 in all Education courses.
3. Be recommended for student teaching by the department chairperson.
SED 270 Introduction to the Nature and Educational Needs of Children with Disabilities
AND an additional twelve credit hours in special education course work to be selected from the following: *
ECSE 279 Typical & Atypical Child Development and Intervention Strategies for Preschoolers with Special Needs I
ECSE 280 Typical & Atypical Child Development Intervention Strategies for Preschoolers with Special Needs II
SED 340 Inclusive Education for Children with Emotional/Behavioral Disorders
SED 363 Inclusive Education for Children with Learning Disabilities
SED 364 Inclusive Education for Children with Moderate/Severe Disabilities
SED 371 Classroom Management Techniques for Individuals with Disabilities
* other courses may be allowed with the advisement and approval of the Special Education Chair
Should you plan to teach children in an elementary setting, you will earn a Bachelor of Science degree in Childhood Education with New York State Initial Certification for Grade One through Grade Six.
A 30-31 credit hour area study must be chosen in one of the following liberal arts or sciences: English, foreign language, mathematics, science, or social studies. Students pursuing the Special Education dual certification must select an area study of 30-31 credit hours in one of the following: Liberal Arts or Sciences listed above. For students who select Mathematics as their area of study, a grade of C or better must be earned in MTH 124, MTH 134, MTH 144 and MTH 145. A portion of the area study requirements may be fulfilled in the core curriculum and may be included in the aforementioned essential courses. All education majors will have two student teaching placements.*
Should you plan to teach children in an elementary setting and/or youth with a disability, you will earn a Bachelor of Science degree in Special Education with dual New York State Initial Certification for Childhood Education Grade One through Grade Six.
Should you plan to teach infants and toddlers with a disability you will earn a Bachelor of Science degree in Early Childhood Education and Special Education: Early Childhood Education (Birth to Grade 2) with dual New York State Initial Certification Birth through Grade Two. Areas of specialization covered under these special education certification programs include: chronic health disorder, conduct or behaviorally disordered (socially and/or emotionally disturbed), learning disabled, mentally retarded, physically disabled, multiple disabled, and elementary children who are developing typically. Areas of specialization not covered under these special education certification programs include speech, hearing, and visually impaired.
All dual certification education majors will have two student teaching placements – one in a general education setting and one with children and/or students with a disability.*
Current information on
requirements for
Students planning to teach at the secondary level can earn a Bachelor of Arts or Bachelor of Science degree in the field of their choice with a sequence of education courses leading to New York State Initial Certification for Grades Seven through Twelve for the following areas: English, French, Mathematics, Social Studies, Natural Sciences (Biology), and Spanish. Adolescence Education majors will have two student teaching placements - one at the early secondary level (7-9) and one at the secondary level (10-12).*
Students pursuing either a Bachelor of Science in Education or working toward Adolescence Teaching Certification must complete at least six (6) credit hours in an approved foreign language.
A degree program in Visual Arts Education allows candidates to work toward New York State Initial Certification for Kindergarten through Twelfth Grade.
Reciprocal certification agreements
(interstate compacts) exist with many states. A complete listing is available
in the
Information on the College’s teacher education programs, including relevant statistics about the labor market and job availability for each certificate title, is published on the College’s website and also available from the offices of Career Development, Admissions, and the Education Department.
*Between field experiences (practicums) and student teaching, teacher candidates are required to have experiences in a “variety of communities and across the range of student developmental levels of the certificate, experiences practicing skills for interacting with parents or caregivers, experiences in high need schools, and experiences with each of the following student populations: socio-economically disadvantaged students, students who are English language learners, and students with disabilities” (Excerpts from the Regulations of the Commissioner of Education Concerning Registration of Programs of Study at Degree-Granting Institutions, May, 2003, p. 131).
As required by the New York State Education Department, reports of our pass rates and comparison data are as follows: 100% pass rate on the ATS-W (Assessment of Teaching Skills-Written; 342 students tested, 341 passed; statewide pass rate = 99%; 99% pass rate on the LAST (Liberal Arts and Science Test); 348 students tested, 345 passed; statewide pass rate = 98%; 94% summary pass rate (individuals who passed all tests they took); 354 students tested, 333 passed every test, statewide summary pass rate = 94%.
All