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B.S.
Adolescence Urban Education (grades 7-12)
30 credits
Optional Adolescence/Middle
Childhood Urban Education (grades 5 – 12) 37 credits
(Biology, Chemistry, English, Math, Social Studies, Spanish)
Optional Bilingual Education Extension
Program
of Study:
Course Description
Teaching
and Learning 201 Teaching
Imagine the Possibilities
Offered every semester An introduction for the preprofessional student
to the possibilities and processes of professional life in diverse
inclusive urban schools through initial exploration of school contexts,
learning processes, roles of teachers, and the self as a prospective
teacher. Guided school visits, reflective writings, and seminal
readings enable students to examine the field of education from
historical, sociological and philosophical perspectives. Selected
Teaching and Learning faculty discuss such current trends as multiculturalism
and the inclusion of students with disabilities. For all students
considering teaching as a career choice. Fifteen hours of fieldwork
are required. Three credits. back
Teaching
and Learning 250 Development Psychology
An introductory study of the physical, cognitive, language,
social, emotional, and moral development of children, adolescents
and adults from birth through the lifespan. The relationship between
learning and development and the factors that may hinder or enhance
these processes are explored. Throughout the course, attention is
given to ways in which race, culture, ethnicity, language, class,
gender, sexual orientation, and disability play a role in development
and in the teaching and learning process. 3 credits. back
Teaching
and Learning 301 Observing and Describing
Children
Prerequisite: Teaching and Learning 201 Offered every semester An
introduction to a holistic method of observing and reflecting on
children. Throughout the semester, students observe a child in home,
school and community settings; this descriptive review process has
as its philosophical foundation the premise that children construct
knowledge and make meaning of their world. Students learn a descriptive
vocabulary and the skills necessary to write a full and balanced
portrayal of a learner that becomes fundamental to their teaching
practice. Twenty-five hours of fieldwork are required. Three credits.
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Teaching
and Learning 350 The Developing Child
Prerequisite: Teaching and Learning 301 or 302 Corequisites: Teaching
and Learning 351, 359.1 for Childhood; Teaching and Learning 401
or 359.2 for Middle Childhood and Adolescence Offered every semester
An introductory examination of the process of change from birth
to preadolescence in children from diverse backgrounds with a range
of abilities. Theories of development and learning and ways in which
they inform child rearing and educational practices are studied.
The relationship between learning and development and the factors
that may hinder or enhance these processes are explored. Throughout
the course, attention is given to ways in which race, culture, ethnicity,
language, class, gender, sexual orientation, and disability play
a role in development and in the teaching and learning process.
Students have fieldwork experience with children in different settings.
Four credits. back
Teaching
and Learning 352 Sociology and Education
Prerequisite: Teaching and Learning 301 or 302 Offered every semester
A field-based course in which students use the results of sociological
research to inform their observation and analysis of schools and
society. Emphasis is placed on such variables as parental involvement
and home environment, race/ ethnicity, and social class as well
as school-related variables, including grouping and teaching practices,
teacher attributes and expectations, class and school size, and
curriculum. Students make an observational study in a classroom
setting that addresses a problem of significance. Fifteen hours
of structured fieldwork are required. Three credits. back
Teaching
and Learning 356 Bilingualism, Bilingual Education
and Multiculturalism
Prerequisite: Teaching and Learning 301 or 302 Offered every Fall
and Summer An introduction to the individual, social, cognitive
and linguistic nature of bilingualism, including issues related
to assessment and second language acquisition. The course also addresses
bilingual education policies, historical and legal foundations,
program models, and practices, including the impact of culture on
teaching and learning. Ten hours of fieldwork are required. Three
credits. back
Teaching
and Learning 359.2 Integrated Field Experience
I: Middle Childhood Prerequisite: Teaching and
Learning 301 or 302 Corequisites: Teaching and Learning 350, 401
Offered every semester An integrated field experience that focuses
on the development of middle childhood and adolescent learners and
their language and literacy development. Thirty hours. Pass/Fail
only. Non credit. back
Teaching
and Learning 399 Preparing for the NYSTCE
Special Fee: $200.00 Prerequisites: Admission to the professional
stage; Teaching and Learning 201, 301 or 302 Offered every semester
A course that enhances studentsŐ ability to read critically and
write serious essays, while deepening the liberal arts and sciences
knowledge base required for the Liberal Arts Skills Test (LAST).
Successful test-taking strategies. Required of all students who
have not passed the LAST. Forty-five hours. Pass/Fail only. Non-credit.
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Teaching
and Learning 400 The Developing Adolescent
Prerequisite: Teaching and Learning 201, 301 or 302 Corequisites:
Teaching and Learning 409.2, 421 Offered every Fall A focus on the
preadolescent and adolescent that examines the processes of growth
and development in individuals from diverse backgrounds with a range
of abilities. Theories of development and learning and ways in which
they inform social and educational practices are studied. The relationship
between learning and development and the factors that may hinder
or enhance these processes are explored. Throughout the course,
attention is given to ways in which race, culture, ethnicity, language,
class, gender, sexual orientation, and disability play a role in
development and in the teaching and learning process. The impact
of early developmental experiences on adolescent development is
also investigated. Students have integrated fieldwork experience
with adolescents in different settings. Three credits.
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Teaching
and Learning 401 Language and Literacy II
Prerequisite: Professional candidacy Corequisites: Teaching and
Learning 402 and 409.1 for Childhood; 350 and 359.2 for Middle Childhood
and Adolescence A focus on the developing and fluent reader and
the place of reading within the integrated curriculum. Linguistic
and cognitive processes underlying comprehension are explored within
a balanced literacy program of reading and writing instruction.
Students become familiar with a variety of literature for children.
Special attention is given to developing strategies to meet individual
learning needs within an inclusive model, including issues of bilingualism
and biliteracy. The role of assessment in planning instruction is
also addressed. An integrated fieldwork experience focuses on small
group and classroom instruction. Three credits.
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Teaching
and Learning 406 health Education for Teachers
Corequisites: For Secondary Education majors, Teaching and Learning
460, 461, 411-416 Offered every Spring A study of critical issues
in health for teachers, including methods and materials for teaching
about substance abuse, nutrition, fitness, stress management and
sex education. Emphasis is placed on the role of critical thinking
in making personal choices about health issues. State-mandated training
in child abuse identification and reporting, fire safety, and abduction
prevention is also provided. One credit.
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Teaching
and Learning 408 Middle Childhood Curriculum
Prerequisite: Teaching and Learning 350 Offered every Spring and
Summer An opportunity to create, evaluate and implement middle school
curriculum by beginning with essential questions about language
arts, mathematics, science and social studies. They become familiar
with national, state and city standards and learn to integrate these
standards into the curriculum they develop for diverse learners.
In-depth exploration of critical issues across subject areas is
emphasized. Various inquiry and assessment methods to engage middle
school learners are taught, and students learn how to collaborate
with colleagues in a team approach. Students have 15 hours of fieldwork
experience in middle school classrooms. Three credits.
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Teaching
and Learning 409.2 Integrated Field Experience
II: Middle Childhood and Adolescence Prerequisite:
Teaching and Learning 359.2 Corequisites: Teaching and Learning
400, 421 Offered every semester An integrated field experience that
focuses on middle childhood and adolescence development and the
teaching and learning of literacy in the middle school and high
school. Thirty hours. Pass/Fail only. Non-credit.
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Teaching
and Learning 411 Teaching and Learning English
Language Arts in Middle and Secondary Schools
Prerequisites: Teaching and Learning 400, 421 Corequisites: Teaching
and Learning 406, 460, 461 Offered every Spring An examination of
fundamental issues in the teaching of English language arts at the
middle and secondary levels. New York State English Language Arts
standards are reviewed, with a focus on reading and writing for
information, literary interpretation, personal expression, and critical
analysis. Students are introduced to a range of literary genres
and texts from a multicultural perspective and to various approaches
to the teaching of writing. Applications of technology to teaching
language arts are explored. The place of grammar in the English
curriculum is also addressed. Emphasis is on formative assessment
and strategies to meet individual learning needs within an inclusive
model. Three credits.
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Teaching
and Learning 412 Teaching and Learning Social
Studies in Middle and Secondary Schools Prerequisites:
Teaching and Learning 400, 421 Corequisites: Teaching and Learning
406, 460, 461 Offered every Spring An inquiry-directed, literature-rich,
multicultural approach to teaching and learning Social Studies in
middle and secondary schools. New York State Social Studies standards
for history and social sciences are reviewed, with a focus on teaching
strategies and methods, learning goals, essential questions, portfolio
assessment, uses of technology, and literacy in the content area.
Strategies for meeting individual learning needs within inclusive
classroom communities are emphasized. Three credits.
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Teaching
and Learning 413 Teaching and Learning Mathematics/Technology
in Middle and Secondary Schools Prerequisites:
Teaching and Learning 400, 421 Corequisites: Teaching and Learning
406, 460, 461 Offered every Spring An integrated inquiry-based approach
to the teaching of mathematics and technology at the middle and
secondary school levels. Basic mathematics concepts, such as properties
of numbers, algebraic expressions, solving linear equations, and
geometry, are reviewed. Attention is paid to teaching to meet New
York State learning standards while developing strategies to meet
students' diverse needs. Emphasis is placed on raising questions,
planning, and developing solutions for open-ended problems, reviewing
secondary curricula in the students' subject field of specialization,
and formative assessment of learning. Three credits.
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Teaching
and Learning 414 Teaching and Learning Science/Technology
in Middle and Secondary Schools Prerequisites:
Teaching and Learning 400, 421 Corequisites: Teaching and Learning
406, 460, 461 Offered every Spring An integrated inquiry-based approach
to the teaching of science and technology at the middle and secondary
school levels. The focus is on common themes, such as motion, energy,
and form and function, that connect the life, physical, chemical,
and earth sciences. Attention is paid to teaching to meet New York
State learning standards while developing strategies to meet students'
diverse needs. Emphasis is placed on raising questions, planning,
and developing solutions for open-ended problems, reviewing secondary
curricula in the studentsŐ subject field of specialization, and
formative assessment of learning. Three credits.
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Teaching
and Learning 415 Teaching and Learning a Language
Other Than English in Middle and Secondary Schools
Prerequisites: Teaching and Learning 400, 421 Corequisites: Teaching
and Learning 406, 460, 461 Offered every Spring An examination of
issues and standards in teaching Languages Other Than English (LOTE)
at the middle and secondary levels. Students analyze different strategies
and materials used in middle and secondary schools to develop communicative
fluency as well as literacy in a LOTE. Strategies are also developed
to teach the literature in the LOTE, as well as the culture of the
speakers of the LOTE. Differences in strategies between teaching
a LOTE, teaching English as a second language, and teaching a heritage
language in a bilingual classroom are addressed. Students design
lessons and thematic units, practice strategies, and develop competency
in language assessment. Three credits. back
Teaching
and Learning 417 Teaching in the Native Language
in Bilingual Classrooms
Prerequisites: Teaching and Learning 350, 351 Corequisite:
Teaching and Learning 418 Offered every Summer and Spring An exploration
of teaching models and strategies used to develop native language
literacy (reading, writing, speaking and listening) and to use the
native language in teaching content areas (mathematics, science
and social studies). Students evaluate and select a wide variety
of culturally appropriate native language curricula and resources
to enhance literacy and content skills. In addition, students become
knowledgeable about children's literature and media in the native
language. Five hours of fieldwork are required. Two credits. back
Teaching
and Learning 418 Teaching in English in Bilingual
Classrooms Prerequisites: Teaching and Learning
350, 351 Corequisite: Teaching and Learning 417 Offered every Summer
and Spring An introduction to TESOL methods and materials. Students
also learn strategies for teaching English language literacy and
content area subject matter through the second language. Special
attention is given to building on the native language knowledge
base. Students evaluate and select a wide variety of culturally
appropriate English language curricula and resources to enhance
literacy and content skills, including children's literature and
media. Five hours of fieldwork are required. Two credits. back
Teaching
and Learning 421 Language & Literacy III:
The Adolescent Learner Prerequisite: Teaching
and Learning 401 Corequisites: Teaching and Learning 400, 409.2
Offered every Fall A course designed to prepare teachers to understand
and address the language and literacy needs of adolescent learners.
Students learn how to meet the individual needs of a diverse population,
including adolescents with minimal or interrupted schooling, English
language learners, speakers of a second dialect, and adolescents
with learning difficulties, as well as fluent readers. Linguistic
and cognitive processes underlying comprehension, content area reading,
and study skills are explored within a balanced literacy program.
Students become familiar with various kinds of inclusive literature
for adolescents. Instructional planning, including assessment, classroom
organization, and materials development and adaptation, are also
addressed. As part of the integrated fieldwork experience students
focus on individual and small group instruction. Three credits.
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Teaching
and Learning 460 Student Teaching in Adolescence
Education Prerequisites: Teaching and Learning
400, 409.2, 421 Corequisites: Teaching and Learning 406, 411-415,
461 Offered every semester A student teaching semester that prepares
reflective teachers to create excellent classrooms and schools for
all urban students. Students participate in every aspect of practice,
including planning, implementation, and assessment of curriculum
and instruction. They immerse themselves in the life of a school,
recording and thinking about the purposes, complexities and consequences
of what they do as teachers in order to learn from their experiences.
Students are supervised by a University faculty member and a cooperating
teacher in the participating school. Schools and classrooms are
chosen with special attention to diversity. Student teaching is
full time, five days a week for 15 weeks. Students have one main
placement in grades 7 through 9 or grades 10 through 12 throughout
the semester. In addition, they will be required to student teach
for a minimum of 20 full days at the other level. Six credits.
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Teaching
and Learning 461 Student Teaching Seminar
in Adolescence Education Prerequisites: Teaching
and Learning 400, 409.2, 421 Corequisites: Teaching and Learning
406, 411-415, 460 Offered every semester A student teaching seminar
that gives students an opportunity to look closely and critically
at their work in classrooms. Through reflective conversations, readings,
and writing assignments about their teaching practice students come
to understand how to create meaningful relationships with children
and the classroom community through engaging curriculum. They explore
how issues of diversity, including class, disability, ethnicity,
gender, language, race and sexual orientations, affect the lives
of children and their own lives as teachers. Two credits.
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Teaching
and Learning 485 Student Teaching in Bilingual
Adolescence Education Prerequisites: Teaching
and Learning 400, 409.2, 421 Corequisites: Teaching and Learning
406, 411-415, 486 Offered every semester A student teaching semester
that prepares reflective bilingual education teachers who work to
create excellent classrooms and schools in urban settings. Students
participate in every aspect of practice, including implementation
and assessment of dual language curriculum and instruction. They
immerse themselves in the life of a school, recording and thinking
about the purposes and complexities of what they do as teachers
in order to learn from their experiences. Students are supervised
by a University faculty member and a cooperating teacher in the
school. Schools and classrooms are chosen with special attention
to diversity. Student teaching is full time, five days a week for
15 weeks. Students have one main placement in grades 7 through 9
or grades 10 through 12 throughout the semester. In addition, they
are required to student teach for a minimum of 20 full days at the
other level (7-9 or 10-12). Six credits.
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Teaching
and Learning 486 Student Teaching Seminar
in Bilingual Adolescence Education Prerequisites:
Teaching and Learning 400, 409.2, 421, Corequisites: Teaching and
Learning 406, 411-415, 485 Offered every semester A student teaching
seminar that gives students an opportunity to look closely and critically
at their work in classrooms. Through reflective conversations and
reading and writing assignments about their teaching practice they
come to understand how to create meaningful relationships with children
and the classroom community through an inclusive bilingual curriculum.
They explore the impact of diversity, including race, culture, ethnicity,
language, class, gender, sexual orientation and disability, within
the school culture. Two credits.
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