EDUCATION

 

Philosophy 

The Philosophy of the Education Department at Daemen College is to promote faculty and teacher candidate commitment to an established paradigm for life-long learning. The Education Department’s learning community is committed to the mastery of all appropriate standards.¹ We believe that an active discourse regarding the general education core in the liberal arts and sciences, the content core and the pedagogical core can be utilized to instill knowledge and professionally prepare teacher candidates.  This discourse also fosters community understanding regarding equity and the needs of diverse and exceptional students. We further believe that practical opportunities to apply the learning community’s knowledge and understanding must be provided to all community members. Reflection within the learning community upon the results of assessment, in turn, inspires personal and collective growth. Our learning community exists within the Daemen College learning community and its wider constituencies, where resources, technology, support services, information, and due process rights empower both faculty and candidate. ²

 

1. ^{The faculty has adopted the Standards for Teacher Educators and has committed to an adapted version of the Interstate New Teacher Assessment and Support Consortium (INTASC) standards, the National Board for Professional Teaching Standards, and the National Education Technology Standards, the National Association for the Education of Young Children (NAEYC) Standards, the standards for the division for Early Childhood of the Council for Exceptional Children, and the USNY Early Elementary Resource Guide to Integrated Learning Standards as guiding standards for the Education Department of Daemen College in an effort to prepare teacher candidates to teach to the NYS learning standards.}
2. ^{The above philosophy is derived in part from Section 4-2.5 Standards for Regents Accreditation of Teacher education programs/Standards of quality.}

PURPOSE

The Purpose of the Education Department is to foster active discourse regarding the general education core in the liberal arts and sciences, the content core and the pedagogical core.  By fostering this discourse within our learning community we will instill within our teacher candidates knowledge and professional preparedness while promoting understanding regarding equity, diversity and exceptionality. It is also the Purpose of the Education Department to offer practical opportunities for the application of the knowledge and understanding gained in our learning community and related communities.  We will also offer opportunities for assessment of and reflection upon this knowledge and understanding. Our paradigm for Life Long Learning consists of the concepts of discourse, knowledge, professional preparedness, understanding regarding equity, diversity and exceptionality, practica, assessment and growth, and serves as the framework upon which our Purpose is based.

 

Admission

In addition to satisfying the general criteria for graduate admission to Daemen College, applicants must:

 

1. Possess a cumulative undergraduate grade point average of 3.00 or above (on a 4.00 scale).
2. Submit a letter of application stating the candidate’s reasons for seeking a Master’s degree in Education, and experience relevant to the field of study/degree program.
3. Submit two letters of recommendation, preferably including one professional reference and one character reference.
4. Applicants to professional programs should also provide proof of graduation from an initial certification program in Education, and provide proof of initial certificate or certificate of qualification licensure from the New York State Education Department or similar documentation from other states awarding the license.
5. Include a copy of a current resume.

 

Applicants with GPAs below 3.00 may be admitted on a conditional basis if they submit evidence of the potential to be successful in graduate studies. Additional evidence may require letters of recommendation and a personal interview with graduate program faculty.

 

Candidates who are admitted conditionally are required to take and pass the New York State Liberal Arts and Sciences Test (LAST) within their first semester. In addition, candidates admitted conditionally who do not earn a satisfactory (3.0) average in their first nine credit hours of study will be subject to dismissal from the graduate program.

 

Graduation Requirements

Degree candidates for the Master of Science in Education must complete all courses in their Plan of Study and other degree requirements with a minimum GPA of 3.00.

 

Plan of Study

At the end of the first year of study, each candidate is required to meet with his/her advisor to develop a Plan of Study to achieve his/her educational goals.

 

Those graduate candidates seeking initial/professional or permanent certification from the State of New York must design a plan of study that includes the following course work:

 

                        •           Core requirements

                        •           Selection of specialization area, if required

                        •           Practicum in Education

                        •           Comprehensive Exam or Research Project

 

Time Limitations

All requirements for the Master of Science degree must be completed within a period of five years from the student's enrollment for graduate study. For information on leaves of absence and extensions, consult the Academic Regulations and Standards section of this Bulletin. (NOTE: Applying for a leave or an extension from Daemen College does not preclude candidates from applying to the New York State Education Department for an extension of their initial certification. The New York State Education Department stipulates that from the date of their initial certification, individuals have five years to complete their professional certification, which includes the completion of a Master's degree.)

 

Degree Requirements

Candidates will complete 30-45 credit hours of graduate course work, including core courses and required specialization courses, if any. The program may be undertaken on a full-time or part-time basis.

 

In addition, 100 hours of field experience are required prior to student teaching. Candidates in all programs will have two student teaching placements.

 

Initial/Professional Graduate Programs

These programs are for individuals seeking certification from the State of New York who do not possess a teaching credential. The candidate must possess a bachelor's degree, from an accredited college or university, in an acceptable liberal arts concentration and demonstrate a major area of study. Once the master's program has been completed, the New York State initial/professional certification will be coordinated by Daemen College. Additional New York State Education Department requirements for initial certification include passing the New York State Teacher Certification Examination (NYSTCE): Liberal Arts and Science Test (LAST), Assessment of Teaching Skills - Written (ATS-W), and Content Specialty Test (CST); complete fingerprinting process, Project SAVE, and Child Abuse Seminar.

 

Professional Graduate Programs

These programs are for individuals seeking Professional certification from the state of New York. The individual must already possess a teaching certificate in a content or specialization area in order to obtain Professional certification in the same content or specialization area. The candidate must provide the college with a copy of his/her teaching certificate along with the other required documentation as part of the admission application. Candidates for certification must also complete the appropriate CST and if required, the ATS-P.

 

Comprehensive Exam

Beginning Fall 2008, candidates admitted to the graduate programs will be required to take a comprehensive exam at the end of their program of study.  Questions will be based on core courses taken by candidates in each of the graduate programs.

 

M.S. Childhood Education (Grades 1-6) – Initial/Professional Certification

 

36-39 credit hours in core course work plus nine hours specialization in mathematics or literacy:

 

Core Courses:

 

CE 500           Dimensions of Teaching and Learning at the Primary Level (6)

CE 502           Language Arts Methods (3)

CE 503           Assessment and Evaluation in Childhood Education (3)

CE 505           Elementary Classroom Management (3)

CE 507           Math, Science, Social Studies and Technology Methods (6)

CE 512           Collaborative Approaches within Inclusive Programs (3)

CE 575           Student Teaching and Seminar in Childhood Education (6)

CE 600           Research Methods in Education (3)

CE 610           Seminar in Education/Action Research (3)

 

Comprehensive Exam (NC) or

CE 699           Research Project in Education (3) [Only with faculty advisement.]

 

Literacy Specialization

CE 504           The Reading Process and Students with Disabilities (3)

CE 530           Children's Literature (3)

CE 534           Reading in the Content Areas (3)

 

Mathematics Specialization

CE 515           Diagnosis and Remediation of Students with Difficulties in Mathematics (3)

CE 520           Mathematics for the Teacher (3)

CE 531           Practicum in Teaching Math, Science and Technology (3)

 

M.S. Special Education (Grades 1-6) – Initial/Professional Certification

 

30-33 credit hours in required core courses plus twelve credit hours in specialization. In addition, prerequisite course work may be required of candidates whose undergraduate degree is not in Education.

 

Core Courses:

 

SED 502        Special Education: Laws and Trends (3)

SED 503        Assessment and Evaluation of Students with Disabilities (3)

SED 504        The Reading Process for Students with Disabilities (3)

SED 505        Classroom and Behavior Management for Students with Disabilities (3)

SED 506        Instructional Methods and Strategies for Learners with Special Needs (3)

SED 512        Collaborative Approaches within Inclusive Programs (3)

SED 570        Special Education Student Teaching and Seminar for Children with Disabilities (3)

SED 580        Special Education Student Teaching & Seminar at the Intermediate Level for Children with Disabilities (3)

SED 600        Research Methods in Special Education (3)

SED 610        Seminar in Special Education/Action Research (3)

 

Comprehensive Exam (NC) or

SED 699        Research Project in Education (3) [Only with faculty advisement.]

 

Specialty COURSES

 

Candidates are required to take four additional courses (12 credit hours), one course in each of four specialty areas:  Autism Spectrum Disorders, Learning Disabilities, Literacy, and Emotional and Behavior Disorders.

 

Autism Spectrum Disorders

SED 559        Introduction to Autism Spectrum Disorders (3)

 

Emotional & Behavior Disorders

SED 540        Survey of Emotional and Behavior Disorders (3)

 

Learning Disabilities

SED 513        Survey of Learning Disabilities (3)

 

Literacy

SED 535        Reading Diagnosis and Instruction (3)

 

Prerequisite Course Work:

(If required, and authorized by faculty advisor and Graduate Program Director.)

 

SED 500        Educational Psychology (3)

SED 501        Introduction to Special Education (3)

 

M.S. Special Education (Grades 1-6) -- Professional Certification

 

30-33 credit hours in required course work as follows:

 

SED 600        Research Methods in Education (3)

SED 602        Special Education Laws and Trends (3)

SED 603        Standards Based Assessment and Instruction for Students with Disabilities (3)

SED 606        Instructional Methods and Strategies for Students with Disabilities (3)

SED 610        Seminar in Education/Action Research (3)

SED 612        Quality Inclusion/Collaboration Methods (3)

SED 615        Issues, Trends and Research in Special Education (3)

SED 635        Reading Diagnosis and Instruction (3)

SED 639        The Writing Process with Students with Disabilities (3)

SED 642        Curriculum Modifications in the Content Areas of Math, Science, Social Studies, and Technology (3)

 

Comprehensive Exam (NC) or

SED 699        Research Project in Education (3) [Only with faculty advisement.]

 

M.S. Adolescence Education (Grades 7-12) -- Initial/Professional Certification

 

45-48 credit hours in required course work as follows:

 

AE 500           Dimensions of Learning and Teaching Methods – Content Specific (6)

AE 503           Assessment and Evaluation in Adolescence Education (3)

AE 511           Adolescent Psychology (3)

AE 513           Foundations of Education (3)

AE 515           Specific Methods of Teaching Secondary Subjects (6)

AE 524           Management Strategies for the Inclusive Secondary   Classroom (6)

AE 525           Literacy Theory at the Secondary Level (3)

AE 536           Literacy in the Content Areas (3)

AE 579           Student Teaching and Seminar at Early Secondary Level (7-9) - Content Specific (3)

AE 580           Student Teaching and Seminar at Secondary Level (10-12) - Content Specific (3)

AE 600           Research Methods in Education (3)

AE 610           Seminar in Education/Action Research (3)

 

Comprehensive Exam (NC) or

AE 699           Research Project in Education (3) [Only with faculty advisement.]

 

M.S. Early Childhood Special Education (Birth – 2) – Alternative Certification

*offered only at Brooklyn, NY instructional site 

 

ECSE 521     Language/Communication Development and Intervention for Young Children with Special Needs (3)

ECSE 522     Infant Development and Intervention with Assistive Technology (3)

ECSE 524     Transdisciplinary Intervention and Family Involvement (3)

ECSE 570     Student Teaching & Seminar in Early Childhood Special Education

(B-2)(3)

ECSE 610     Seminar in Early Childhood/Action Research (3)

SED 504        The Reading Process for Students with Disabilities (3)

SED 505        Behavior Management for Students with Disabilities (3)

SED 516        Introduction to Special Education, Educational Policies, Community Education and Working with Families (3)

SED 517        Instructional Methods & Strategies for Effective Classroom Management of Learners with Special Needs (3)

SED 519        Literacy Instruction and Students with Disabilities (3)

SED 535        Reading Diagnosis and Instruction (3)

SED 553        Assessment, Evaluation and Intervention Strategies for Young Children with Special Needs (3)

SED 600        Research Methods in Special Education (3)

 

Comprehensive Exam (NC) or

SED 699        Research Project in Education (3) [Only with faculty advisement.]

 

M.S. Childhood Special Education (Grades 1-6) – Alternative Certification

*offered only at Brooklyn, NY instructional site.

 

SED 503        Assessment and Evaluation of Students with Disabilities (3)

SED 504        The Reading Process for Students with Disabilities (3)

SED 505        Behavior Management for Students with Disabilities (3)

SED 515        Introduction to Theories of Learning, Child Development and Cognitive Studies (3)

SED 516        Introduction to Special Education, Educational Policies, Community Education, and Working with Families (3)

SED 517        Instructional Methods & Strategies for Effective Classroom Management for Learners with Special Needs (3)

SED 519        Literacy Instruction and Students with Learning Disabilities (3)

SED 522        Curriculum Adaptations/Modifications in the Content Areas of Math, Science, Social Studies, and Technology (3)

SED 523        Survey of Learning Disabilities and Instructional Methods (3)

SED 570        Special Education Student Teaching and Seminar for Children with Disabilities (3)

SED 600        Research Methods in Special Education (3)

SED 610        Seminar in Special Education/Action Research (3)

 

Comprehensive Exam (NC) or

SED 699        Research Project in Education (3) [Only with faculty advisement.]

 

Research Project [Only with faculty advisement.]

Graduate research is carried out during the course AE/CE/ECSE/SED 699   Research Project. This is not a required course.  Certain teacher candidates based on personal career goals and with faculty advisement, will complete a thesis in partial fulfillment of degree requirements, in lieu of the Comprehensive Exam.  The thesis is prepared under the direction of the major department and should demonstrate capacity for independent research, facility, organization and expression and originality in thought. The thesis must receive the approval of the Department Graduate Committee and must comply with Human Subjects Research Review Committee guidelines, if applicable.

 

A candidate for the oral presentation and defense of thesis must:

 

1.         be an admitted degree candidate;

2.         be finished with all major area course requirements by the end of the semester in which the Research Project course is taken;

3.         be able to provide the examining committee with copies of the completed thesis a minimum of two weeks prior to the oral presentation;

4.         have a graduate grade point average of 3.00 or higher.

 

Early in the graduate program, candidates who wish to pursue the completion of a thesis, and after consulting with the faculty advisor, should begin to formulate a plan for their research project. After familiarizing him/herself with the research interests of the faculty, the candidate, with guidance from his/ her advisor, will choose a two-person research committee consisting of:

 

1.         a primary member who must be a full-time or part-time faculty member with research experience or expertise in the area of study;

2.         a secondary member who may be either a full- or part-time faculty member or an adjunct graduate faculty member.

 

The candidate will design and execute a research project with guidance from his or her committee. The detailed process for completion of research is laid out in the course syllabus. The candidate will prepare a research manuscript in a format suitable for submission for publication. The candidate will also present his/her research orally within the College or professional community. Such presentation requires the presence of at least one member of the research committee.

 

Any proposed investigation involving human subjects must be reviewed and approved by Daemen College's Human Subjects Research Review Committee. The HSRRC Guidelines are published on the Daemen College website at www.daemen.edu/academics/HSRR/.