Hobart and William Smith Colleges

The Educational Studies Department at Hobart and William Smith Colleges has two missions. One is to provide courses of study in education. The other is to offer programs that lead to New York State certification as teachers of most subjects in public primary and secondary schools.

The Education Department offers a disciplinary major, disciplinary and interdisciplinary minors, a Teaching English as a Foreign Language (TEFL) Certificate, an undergraduate program leading to teacher certification, and a fifth-year graduate program that extends the undergraduate program to a Master of Arts in Teaching (MAT) degree.

THE MAJOR IN EDUCATIONAL STUDIES
Education happens in many places—in museums and national parks, in open air schools in the global south, in creative studios, youth centers, and health care settings, in public and private schools, in community colleges and universities, via campaigns for environmental sustainability, and through activism, policy development, and community engagement, to name a few. . Those who would work in any of these contexts need some common understandings, such as: the aims and possibilities of education; the variety of learners and their ways of learning; how knowledge, skills, and values are crafted into curricula; and the pedagogies that are presently available or might be invented; and a critical analysis of structural inequalities that impact learning. A major or minor in Educational Studies helps provide this context.

The Colleges' major in Educational Studies is intended to help students develop competence as learners, researchers, and practitioners of education in a variety of settings. However, the major in Educational Studies cannot lead to certification to teach in public schools. Students interested in teacher certification are referred to the Department's Teacher Certification Programs that are detailed below.

REQUIREMENTS FOR THE MAJOR IN EDUCATIONAL STUDIES
disciplinary, 10 courses
At least 6 courses must be unique to the major. All courses for the major must be completed with a grade of C- or better, and no more than two may be taken CR/NC. At least four courses must be at the 300-level or higher. Up to 3 courses may be chosen from outside the Educational Studies Department, with permission of the adviser. The 10 courses consist of: 1 foundations course; 1 diversity course; 4 concentration courses; 3 electives; and 1 capstone experience: an approved course, independent study, honors, or internship. The four concentration courses support a particular focus or theme within the broad field of educational studies.

Representative Foundations Courses
EDUC 100 Perspectives on Education
EDUC 201 Schooling and Social Equality
EDUC 202 Human Growth and Development
(or others approved by adviser and chair)

Representative Diversity Courses
EDUC 170 Race Dialogues for Community and Change
EDUC 203 Children with Disabilities
EDUC 209 Gender and Schooling
EDUC 230 Teaching English Language Learners
EDUC 330 Disability and Transition
EDUC 331 Rethinking Families
(Or others approved by advisor and chair)

Students and their advisors identify a concentration based on four interrelated courses supporting a theme. Examples include:

• Social justice in education (e.g., examining issues related to inequality and injustice in education; education and youth-focused community engagement and activism,)

• Inclusive education (e.g. disability rights advocacy, equitable education and creating a sense of belonging for all students)
• Language and literacy (e.g., teaching English as an additional language; writing or publishing children's literature; producing curriculum materials, etc.)
• Technology in education (e.g., using technology to bring the world into classrooms and to create new learning environments; developing assistive technology for people with disabilities; using technology to bring the world into classrooms and to create new learning environments; citizen science projects; multimedia-mediated teaching and learning; etc.)
• International education (e.g., learning across places, cultures, and languages; preparing to teach overseas; supporting cultural-exchange programs; international child advocacy campaigns)
• Environmental education (e.g. policy development, education and advocacy for environmental conservation and sustainability)
• Educational policy (e.g. engaging with government agencies, foundations, and other advocacy groups concerned with issues that intersect education)
• Education for development (with an international focus, for example, via Save the Children, International Rescue Committee, or foreign-aid agencies; etc.)
• Child services (e.g. social work, recreation work, community-based education, parent/caregiver education, pediatric health professions, and any work that intersects with children and education)
• Informal education (e.g. museum work, park naturalists, and any other public or private activity focused on education and/or outreach)
• Social innovation for youth (e.g. using creative, new approaches to address issues related to youth and education)

REQUIREMENTS FOR THE MINOR IN EDUCATION
interdisciplinary, 6 courses
Six courses: at least two, but not more than three, in education. Courses in this minor must contribute to a theme; courses outside education must be conceptually related to the education courses. At least four of the six courses must be at the 300-level or above. Only one independent study may be counted toward the minor. At least three courses must be unique to the minor. All courses must be passed with a grade equivalent to a C- or better.

REQUIREMENTS FOR THE MINOR IN EDUCATION
disciplinary, 5 courses
Any five education courses with at least two courses at the 100 or 200-level, and at least two at the 300 or 400-level. Only one independent study may count toward the minor. SOC 261 Sociology of Education may substitute for one of the 200-level education courses; WRRH 322 Adolescent Literature may substitute for 300 or above education courses. At least three courses must be unique to the minor. All courses must be passed with a grade equivalent to a C- or better.

REQUIREMENTS FOR THE TEFL CERTIFICATE
Interdisciplinary, 6 courses
The Teaching English as a Foreign Language (TEFL) Certificate is an entry-level credential that is required for many jobs teaching English abroad. The certificate program does not count as a major or minor, nor towards New York State teacher certification, and students of any major and minor may apply. Requirements include courses in three areas: Foundations in Linguistics (EDUC 115 Introduction to Linguistics and EDUC 310 Second Language Acquisition), Language Teaching and Learning (EDUC 230 Teaching English Language Learners and EDUC 231 Linguistics and English Grammar for Teaching English as a Second Language), and Language and Culture (select one elective), along with one Practicum experience. All courses for the certificate must be completed with a grade of C- or better, except for the Practicum, which must earn a grade of "Credit" (CR). Completion of the TEFL Certificate is independent of any major, minor, or other program. There are no uniqueness requirements for the certificate.

UNDERGRADUATE TEACHER CERTIFICATION PROGRAMS
The Education Department offers programs leading to New York State Initial certification in childhood education (grades 1-6), childhood education and students with disabilities (grades 1-6), visual arts (PreK-12), music (PreK-12), TESOL (PreK-12), and several disciplines in adolescent education (grades 7-12). New York State certification is recognized in most other states. In all HWS certification programs, students learn to teach by teaching, and devote the majority of their coursework to academic study outside of the department. Students in teacher certification programs may major in a wide variety of disciplines or programs offered by the Colleges, with the proviso that those seeking adolescent certification, or certification to teach art or music, must major in the subject area in which they wish to be certified (e.g., mathematics, chemistry, art, English, Spanish).

Students typically apply for admission to the undergraduate certification programs in the spring of their first year. Those admitted begin in their sophomore year. Students who are willing to complete student teaching during an additional semester after graduation may apply as sophomores to start their junior year. Students who transfer into the Colleges are admitted on a rolling basis. Admission to the program is competitive and is based on good academic standing, a demonstrated interest in teaching, and personal traits such as initiative, punctuality and responsibility.

All students admitted to a certification program are required to complete four semesters of fieldwork (education practica) in local classrooms. Students spend at least 40 hours per semester working in a classroom in which they are placed by the department. Tutors (sophomores) are expected to observe their cooperating teachers, work with individuals and small groups, and occasionally teach a whole class. Assistant Teachers (juniors) take on increased responsibilities and regularly teach whole classes. Students are supervised as they teach and are offered personal guidance and encouragement to develop their own best teaching styles. In addition, all students must complete at least six teacher seminars that run concurrently with the fieldwork. Teacher seminars generally meet once a week and address issues of pedagogy. Tutoring, assistant teaching, and the seminars are non-credit bearing and are taken in addition to a full course load in other subjects.

One semester in the senior year (or in the MAT year for those admitted to the graduate program), is devoted to full-time student teaching. Four course credits are granted for student teaching and an accompanying seminar. Student teaching is the only part of the certification program that is awarded course credit.

Teacher-certification students may elect to take courses leading to a minor in education, although it is not required for teacher certification. 

The major in Educational Studies cannot be used as the basis for any HWS teacher-certification program. Teacher certification students may complete a major in Educational Studies as a second major, provided their first major is appropriate for their teacher-certification program.

All candidates for teacher certification in New York State must also, at their own expense, take and pass the examinations required by New York State and be fingerprinted prior to becoming a certified teacher. 

Adolescent Teacher Certification (grades 7-12)
Students may prepare to teach at the secondary level by completing the adolescent teacher certification program. The fieldwork in this program is conducted in the subject area in which students are preparing to teach. The department is licensed to prepare teachers of biology, chemistry, earth science, English, French, Latin, mathematics, physics, social studies, and Spanish. Adolescent certification candidates must meet certain requirements regarding their areas of concentration, and must student teach at the seventh-grade level or higher in the subject area in which they seek certification.

Art Teacher Certification (grades P-12)
Students may prepare to teach art in preschool through grade 12. Students pursuing certification in art complete their fieldwork in art classrooms in kindergarten through high school, and student teaching is carried out at both the elementary and secondary levels. In addition to the requirements noted above, students pursuing certification in art must also complete a 12-course major in studio art as described elsewhere in the Colleges' Catalogue with the proviso that the major include either four art history courses, or three art history courses and a course in aesthetics (PHIL 230); and that the art history courses address at least two historical periods or cultures.

Childhood Teacher Certification (grades 1-6)
Students may prepare to teach at the elementary level by completing the childhood education teacher certification program. Education practica in this program are completed in a variety of public and private elementary school settings in the Geneva area and local Finger Lakes region. Student teaching must be completed in the first through sixth grades. In addition to the distribution requirements noted above, students pursuing childhood certification must also complete a college-level course in mathematics (or place into MATH 130 on the Colleges' Math Placement exam). Students may pursue any major at the Colleges except Educational Studies, Studio Art, Theatre, and Writing and Rhetoric.

Dual Childhood and Students with Disabilities Teacher Certification (grades 1-6)
Students may prepare to teach elementary students with and without disabilities by completing dual certification in childhood education and students with disabilities. In addition to completing all of the requirements described above for childhood education certification, students pursuing dual certification take four courses related to special education offered by the education, psychology, and sociology departments, and complete two additional seminars in teaching students with disabilities. Student teaching is carried out in both general elementary classrooms and in special education settings. The dual certification program at the Colleges is intended to prepare students to work in a variety of inclusive and special education school settings.

Music Teacher Certification (grades P-12)
Students may prepare to teach music in preschool through grade 12. Students pursuing certification in music complete their fieldwork in music classrooms in kindergarten through high school, and student teaching is carried out at both the elementary and secondary levels. In addition to the requirements noted above, students pursuing certification in music must also complete a major in music (B.A.) as described elsewhere in the College's Catalogue, with the proviso that the major must include the following requirements: a) MUS 305 (Conducting); b) at least one course credit (two semesters) of ensemble participation; c) at least one course credit (two semesters) of private applied instruction on a primary instrument or voice; d) at least two additional course credits (four semesters) of private applied instruction (methods) in any four of the following areas: brass, woodwinds, strings, voice, piano, guitar or percussion. Unless the student's primary instrument is piano, one of the applied methods courses (two semesters) must be in piano.

Teaching English to Speakers of Other Languages Certification (grades P-12)
Students may prepare to teach English to speakers of other languages (TESOL) in preschool through grade 12. In addition to requirements noted above, students pursuing TESOL certification must take four courses in one or more world languages, and EDUC 230 and EDUC 231; and must major in anthropology, English, French & Francophone studies, history, individual studies (BA), international relations, psychology (BA), sociology, Spanish & Hispanic studies, theatre, or writing & rhetoric.

REQUIRED TEACHER SEMINARS
The following teacher seminars are professional seminars that generally meet weekly. In order to register for any of these seminars, students must be admitted and enrolled in a teacher certification program. Teacher seminars carry no academic credit, but do appear on transcripts and are counted toward teacher certification by New York State.

Tutor Seminars
EDUC 072-01 Teaching Elementary Students with Disabilities
EDUC 072-02 Teaching Secondary Students with Disabilities
EDUC 081-01 Teaching for Equity
EDUC 082-01 Teaching Reading and Writing - Elementary
EDUC 083-02 Teaching Secondary Science
EDUC 083-03 Teaching Secondary Social Studies
EDUC 083-04 Teaching Secondary English
EDUC 083-05 Teaching Secondary Foreign Language
EDUC 083-06 Teaching Secondary Math
EDUC 083-07 Teaching the Arts: Visual Art
EDUC 083-10 Teaching the Arts: Music
EDUC 083-11 Teaching TESOL

Assistant Teacher Seminars
EDUC 082-02 Teaching Reading and Writing - Secondary
EDUC 083-08 Teaching Elementary School Mathematics
EDUC 083-09 Teaching Elementary School Science
EDUC 084 Curriculum and Instruction
EDUC 085 Protecting the Dignity and Safety of All Children

TEACHER SEMINARS IN SPECIAL EDUCATION
In addition to the required teacher seminars listed above, students pursuing dual certification in childhood education and teaching students with disabilities must complete the following two seminars:

Tutor Seminar
EDUC 073 Assessments and IEPs

Assistant Teacher Seminar
EDUC 074 Collaboration and Management

EDUCATION FIELD PRACTICA
The following education practica must be completed by all students in a teacher certification program. Students must be enrolled in a teacher certification program in order to register for these practica. Education practica carry no academic credit, but do appear on transcripts and are counted toward teacher certification by New York State.

Tutor Practica
EDUC 091 Tutor Practicum I
EDUC 092 Tutor Practicum II

Tutor practica are completed by students during their first two semesters in a teacher certification program. Students are required to spend at least 40 hours per semester in a local classroom. In addition to observing experienced teachers at work, tutors are expected to help individual students with academic work, monitor the completion of guided practice by students, and plan and teach lessons to small groups of students. Practica run concurrently with seminars, and provide the field component for those seminars.

Assistant Teacher Practica
EDUC 093 Assistant Teacher Practicum I
EDUC 094 Assistant Teacher Practicum II

Assistant teacher practica are completed by students during their third and fourth semesters in a teacher certification program. These practica provide students with field experiences in local classrooms. Students are required to spend at least 40 hours per semester working as assistant teachers in local classrooms. Assistant teachers are expected to teach lessons to small groups of students and to help individuals as needed. While taking on further responsibility for the entire classroom, they are expected to teach an increasing number of large group lessons. Practica run concurrently with seminars, and provide the field component for those seminars. On occasion, a student may be required to complete an additional practicum in preparation for the rigors of student teaching.

THE MASTER OF ARTS IN TEACHING PROGRAM
The MAT program is open on a competitive basis only to students who are enrolled in one of the eligible Teacher Education programs at Hobart and William Smith Colleges. The program is designed to be completed in one academic year following graduation, during which students continue their liberal arts studies at the same time as they prepare for teacher certification. Eligible programs include Adolescent Education, Childhood Education, and dual Childhood Education & Students with Disabilities. The MAT program has not yet been expanded to include the three newer certification programs: Art, Music, and TESOL.

Requirements of the MAT Program
The MAT program consists of nine graduate course credits. Candidates must pass all of the courses in the graduate program with a grade of B- or better and maintain at least a 3.0 GPA during the graduate year. Students admitted to the MAT program take EDUC 420 Research in Education during the spring of their senior year, student teach in the fall semester of their 5th year, take a set of required and elective courses, and complete an MAT project and literature review during the spring semester of their 5th year. At the conclusion of the program, students are eligible to apply for Initial New York State teacher certification, which may be raised to the professional level after three years of full-time teaching.

COURSE DESCRIPTIONS
Note: Courses numbered 072 to 095 (teaching seminars and field practica) may be taken only by students who have been admitted to a teacher-certification program. They carry no academic credit but are recorded on the student's official transcript and are required for teacher certification.

EDUC 072 Teaching Special Education In this course, students examine a variety of ways that teachers understand learners and design instruction in response to those learners. Students explore a range of strategies used by teachers to accommodate the needs of all students and discuss ways to evaluate student learning strengths and needs. In addition, the seminar outlines a framework for special education, IDEA, and curricular and instructional adaptations. (Kelly, Fall)

EDUC 073 Assessments & IEPS This seminar focuses on the appropriate uses and limitations of some of the assessment tools used in special education. Alternate and adaptive assessment approaches are considered. Students are also introduced to the process of developing an IEP. (Kelly, Spring)

EDUC 074 Collaboration and Management This seminar investigates a variety of collaborative and management approaches effective teachers utilize. Students first explore the special education teacher's participation as a member of school district and building level interdisciplinary teams and as a team collaborator with general education teaching colleagues. Students then carefully consider the special education teacher's role as an advocate for students with special needs and their families. Finally, students examine classroom management strategies that promote a positive teaching-learning environment that supports all students. (Baker, offered each semester)

EDUC 081 Teaching for Equity This seminar establishes the foundations for effective teaching. As students develop keen observation skills they examine human development processes as manifested in classrooms. They explore the teacher's complex role as well as the social context of schools. They are introduced to learning processes as they relate to motivation, lesson planning, and classroom management, and they also study student diversity issues to insure that the needs of all students are met. (Huskie, Fall)

EDUC 82 Teaching Reading and Writing This seminar, in conjunction with an accompanying field placement, explores contemporary approaches for assessing and teaching reading and writing in schools. The seminar addresses the New York State Next Generation Learning Standards for English Language Arts and teaching to all learners, including children with disabilities and speakers of additional languages. EDUC 081-01: Elementary (Staff, Spring); EDUC 082-02: Secondary (Staff, Fall).

EDUC 83 Teaching Content: This seminar, in conjunction with the accompanying field placement, focuses on contemporary teaching, learning, curriculum, and assessment related to specific subject matter in schools. Students develop and analyze lesson plans that incorporate New York State Learning Standards, with attention to designing curricular and instructional strategies to meet the needs of all learners, including children with disabilities and speakers of additional languages. Materials, methods, and topic specific content is explored. EDUC 083-02 Secondary Science (MaKinster, Spring), EDUC 083-03 Secondary Social Studies (Staff, Spring), EDUC 083-04 Secondary English (Huskie, Spring), EDUC 083-05 Secondary Foreign Language (Staff, Spring), EDUC 083-06 Secondary Math (Kehle, Spring), EDUC 083-07 PreK-12 Visual Arts (Staff, Spring), EDUC 083-08 Elementary Math (Kehle, Fall), EDUC 083-09 Elementary Science (MaKinster, Fall), EDUC 083-10 PreK-12 Music (Staff, Spring), EDUC-11 PreK-12 TESOL (Roberson, Spring).

EDUC 084 Curriculum and Instruction In this seminar, students examine the philosophies and frameworks used in curriculum design and discuss how instructional practices can best meet the diverse needs of 21st century learners. Students will have the opportunity to build a curriculum unit from the ground up, referencing the most current New York State Standards in their discipline, using innovative approaches with content that engages all learners. In addition to utilizing techniques explored in previous seminars, students will also be looking toward building their familiarity with the necessary curriculum and instructional tools to successfully complete the edTPA requirement for certification in New York State. (Huskie, offered each semester)

EDUC 085 ProtectDignity&Safety Children This seminar is designed to fulfill prevention and intervention training required for teacher certification under the Dignity for All Students Act (DASA) related to issues of harassment, bullying, and discrimination. The seminar also includes necessary training in the Safe Schools Against Violence in Education (SAVE) Act and Child Abuse Identification and Reporting requirements outlined in New York State Education Law. We will discuss other critical issues including student substance abuse, mental health, trauma and suicide, teacher sexual harassment protections, school safety plans and district codes of conduct. Students will have the opportunity to examine how school climate and culture have an impact on student achievement and behavior and will investigate the tools necessary to ensure a safe and culturally responsive learning environment. (Huskie, offered each semester)

EDUC 091 Tutor Practicum I Tutor practica are completed by students during their first two semesters in a teacher certification program. These practica provide students with field experiences in local classrooms. Students are required to spend at least three hours a week (40 hours total throughout the semester) working as a tutor in a local classroom. In addition to observing expert teachers at work, tutors are expected to help individual students with academic work, monitor the completion of guided practice by students, and plan and teach lessons to small groups of students. This practica typically runs concurrently with EDUC 081 and 072, and provides the field component for those seminars. (Offered every semester)

EDUC 092 Tutor Practicum II Tutor practica are completed by students during their first two semesters in a teacher certification program. These practica provide students with field experiences in local class rooms. Students are required to spend at least three hours a week (40 hours total throughout the semester) working as a tutor in a local classroom. In addition to observing expert teachers at work, tutors are expected to help individual students with academic work, monitor the completion of guided practice by students, and plan and teach lessons to small groups of students. This practica typically runs concurrently with EDUC 082 or 083, and provides the field component for those seminars. (Offered every semester)

EDUC 093 Assistant Teacher Practicum I Assistant teacher practica are completed by students during their third and fourth semesters in a teacher certification program. These practica provide students with field experiences in local classrooms. Students are required to spend at least three hours a week (40 hours total throughout the semester) working as an assistant teacher in a local classroom. Assistant teachers are expected to teach lessons to small groups of students and to help individuals as needed. While taking on further responsibility for the entire classroom, they are expected to teach an increasing number of large group lessons. This practica typically runs concurrently with EDUC 082 or 083, and provides the field component for those seminars. (Offered every semester)

EDUC 094 Assistant Teacher Practicum II Assistant teacher practica are completed by students during their third and fourth semesters in a teacher certification program. These practica provide students with field experiences in local classrooms. Students are required to spend at least three hours a week (40 hours total throughout the semester) working as an assistant teacher in a local classroom. Assistant teachers are expected to teach lessons to small groups of students and to help individuals as needed. While taking on further responsibility for the entire classroom, they are expected to teach an increasing number of large group lessons. This practica typically runs concurrently with EDUC 084, and provides the field component for this seminar. (Offered every semester)

EDUC 095 Assistant Teacher Practicum III These practica provide students with an additional field experience in a local classroom. Students are required to spend at least three hours a week (40 hours total throughout the semester) working as assistant teachers in local classrooms. Assistant teachers are expected to teach lessons to small groups of students and to help individuals as needed. While taking on further responsibility for the entire classroom, they are expected to teach an increasing number of large group lessons. This practicum is an optional, additional placement or is taken on an as needed basis. (Offered every semester)

EDUC 100 Perspectives on Education The course takes an interdisciplinary approach to critically examine the fundamental nature of American education. It aims to provide a rich understanding of the context of schooling and education and tools to support ethical and responsive teaching and research. Variable topics. (Staff, offered annually)

EDUC 107 Unliving Racism: Interrogating Race, Place, and History in the Remaking of Community "Unliving Racism: Interrogating race, place, and history in the remaking of community" takes a dialogical approach to engage interpersonal and interspatial learning about racism and racial healing. This is an intergroup and place-based learning context that will grapple with three critical areas of racial justice discourse: indigenous rights and history, immigration policy and impact, and policing of globally displaced persons. Dialogical learning spaces may seem like passive forms of engaged learning, especially in light of street protests against instances of deadly state violence, but these dialogues aim to be intense and the conversations direct, even uncomfortable - aimed to inform and support deeper praxis and community engagement. Together we will grow our capacity for non-violent communication, dialogical approaches to 'race talk': reflective listening and a familiarity with collaborative models for community engagement. We will also become more familiar with how to use group dialogue to collectively identify social problems and enact constructive community change.

EDUC 115 Introduction to Linguistics This course provides an introduction to the scientific study of language. We will address questions related to the nature of language as a means of communication, and then focus on the core areas in linguistic analysis, including phonetics and phonology (the structure and patterns of sounds), morphology (word structures), syntax (sentence structure), semantics (meanings of words), and pragmatics (words in use). We will also briefly discuss topics in language variation, consider the importance and types of data in linguistics, and identify implications for education. (Roberson, offered alternate years)

EDUC 170 Race Dialogues for Community and Change "Race Dialogues for Community and Change" puts Hobart and William Smith (HWS) students and Geneva School (GHS) students in critical dialogue about race, community and social justice. Both GHS and HWS students will participate in weekly conversations that address issues of race and racism and develop a civic program for community action. Participants will learn a language and capacity for dialogue by which to reflect upon and learn about self and others and they will identify and plan individual and collective actions to empower and engage students on HWS and GHS campuses. This service-learning course will meet at Geneva High School. (Staff, offered occasionally)

EDUC 200 Phil of Education This course is designed to help students articulate and critically examine their own philosophical notions of education. It addresses questions such as: What is education? What are the aims of education? What does it mean to be educated? What are the processes of education? What should be the relationship between education and society? Throughout the course, an emphasis is placed upon conceptual analysis of the problems of education in terms of contemporary educational practice. This course is run as a seminar; with the guidance of the instructor, students are responsible for preparing and presenting units of study to be discussed by the entire class. (Staff, offered occasionally)

EDUC 201 Schooling and Social Equality This course traces a social and political history of American schooling. Beginning with the meteoric rise of formal schooling in the 19th century, the course examines how the common schooling movement radically transformed the economic and political significance of education in America. Next the course follows the schooling experiences of groups systemically targeted by policy makers: European immigrant, working class, Indigenous, Chicano/a, Black, new immigrant and women of each group. We shall seek to understand the significance of schooling for various communities as well as the reforms produced from resistance and contestation (Staff, offered alternate years).

EDUC 202 Human Growth & Develop. This is a survey of the major theories of human development. Topics include the progression and determinants of the development of personality, intelligence, language, social competence, literacy, and artistic and music ability. Readings are taken from works by Freud, Erikson, Piaget, Gardner, Gilligan, and others. (Staff, offered annually).

EDUC 203 Children With Disabilities Explore social movements, policies, and practices that impact the experiences of children with disabilities in schools and society. The course examines the following questions: How does society determine who is considered disabled? What impact does labeling have on children's lives? How special is special education? How does inclusive practices impact children with disabilities and society? This course has a service learning component. (Baker, or Kelly, offered most semesters)

EDUC 205 Youth Migrations This course examines the processes surrounding youth migrations, with a focus on racial formation and inequality, citizenship, cultural conflict, and the politics of mobility. We will examine these strands by considering schooling experiences, community involvement, and family relationships. This course will address questions of how the movement of youth across borders of nation, language, culture, and race shape their experiences and shed light on social institutions such as schools, immigration, policy, and the law. We will examine how racial positions shift as students move across national borders, how language ability impacts roles and relations within family settings, and how immigration policy, schooling practices, and economic conditions shape the trajectories of migrant youth. (Staff, Offered alternate years)

EDUC 209 Gender & Schooling This course examines the entanglement of gendered identities and the educational experience. This course will address questions of how educational institutions operate as sites for the production and reinforcement of gender norms. We will examine how the gendered positions of teachers and students shape the educational experience and investigate how gender inequalities impact educational achievement. Through a variety of readings this course will ask students to address how gender operates within school settings, how gender and sexuality are shaped by educational institutions, and how scholars, teachers, and youth might work to address these inequalities. (Staff, Offered ocasionally)

EDUC 220 Storytelling Storytelling is the oldest form of teaching. Knowing how to marshal words, voice, gestures, and meaning to orchestrate an audience's imaginative experience is still an essential part of any communicator's competence, whether in leadership, peace building, religious education, teaching, or artistic performance. The scholarship concerning story and the oral tradition is hefty and interesting, and students will read from it. But the main emphasis of the course is developing skill as storytellers as students consider dozens of stories from many traditions and practice telling stories in many ways to different audiences both in and out of class. The course is intended to fulfill a performing arts goal. (Staff, offered occasionally).

EDUC 221 Understanding Autism This course provides an introduction to the complexities and controversies surrounding Autism Spectrum Disorders. The course begins with an examination of behavioral, social, language, and cognitive characteristics of Autism. The controversy surrounding possible causes of autism is discussed. The course also involves an in-depth study of research regarding current educational and behavioral intervention strategies for Autism, including the controversies surrounding various treatment approaches. (Baker, offered alternate years)

EDUC 222 Learn,Teach,Schools & Math Contemporary society - through the sciences, many jobs, industries, health issues, economic theories, and technologies-depends upon mathematics and quantitative literacy. Mathematical knowledge has also been part of human culture since the earliest civilizations. Being more informed about mathematics education helps students be more responsive to contemporary educational issues. Student interest determines topics selected from: effective pedagogy, the cognitive nature of mathematical problem solving, the roles of mathematics in education and society, state and federal standards, comparative education, curriculum, assessment, and equity. Crosslisted with Cognition, Logic and Language. (Kehle, Spring, offered alternate years)

EDUC 225 Educational Leadership Educational settings are being newly defined by technology and globalization. As access to global networks continues to spur an interconnectedness, today's educators must navigate environments where complex social challenges exist, resource allocations are unpredictable and systems are consistently impacted by external forces, such new policy or laws from state or federal governments. Contemporary educational leaders must engage across difference, identify critical needs, build coalitions, manage uncertainty and collaborate with stakeholders. This course is designed to provide a conceptual framework of leadership theory as well as introduce a variety of change models that can be applied within educational settings. (MaKinster, offered alternate years)

EDUC 230 Teaching Eng. Lang. Learners While the number of school children speaking a language other than English at home has been growing exponentially over the last few decades, their level of academic achievement has lagged significantly behind that of their language-majority peers. This course aims to contribute to preparing future teachers for working in culturally and linguistically diverse classrooms. One of its major goals is to give students a better understanding of the cognitive, linguistic, and emotional challenges involved in being schooled in a second language. In the first part of the course, therefore, through readings and discussions, students will become acquainted with some key theoretical frameworks for understanding second language and literacy development as well as sociocultural issues particularly relevant to the education of English language learners. The second major goal of the course is to provide students with pedagogical strategies for adjusting instruction to meet the needs of English language learners in the mainstream classroom. This goal will be achieved in the second part of the course, which will consist predominantly of lesson planning workshops and teaching demonstrations. The course will have a service learning component consisting of 15-20 hours of tutoring an English language learner. (Roberson, offered alternate years)

EDUC 231 Linguistics & English Grammar for ESL This course aims to provide an introduction to the study of language to all students interested in the way language works. Students will learn linguistics by "doing linguistics," that is, by analyzing language data both in contrived exercises and in "live" samples (billboard signs, newspaper headlines, etc.). They will gain a basic understanding of phonology, morphology, syntax, semantics, pragmatics, and language variation, and of the ways in which language is represented in writing. The course also aims to develop students' awareness of basic English grammar and to enable them to explain its rules to learners of English as a second or foreign language. (Roberson, offered alternate years)

EDUC 304 Representations and Meanings Learning, teaching, research, artistic expression, and everyday life all involve making sense of aspects of the world around us. In these activities, and across diverse disciplines, humans employ the same fundamental cognitive mechanisms and processes but generate very different results: mathematical proofs, poetry, scientific or historical explanations, paintings, etc. Students use cognitive science frameworks to trace the roles played by different ways of representing and connecting thoughts, and to explore how they simultaneously enable and constrain understanding. Students analyze episodes of sense-making and become more aware of their own cognition and better able to help others construct meaning. (Kehle, Spring, offered alternate years)

EDUC 306 Technology And Disability This course will actively explore the user of assistive technology (AT) and universal design for Learning (UDL) for children with disabilities. We will focus on social, legal, and ecological factors relating to the use of AT and UDL in education and community settings. Participants will explore various technologies from non-electronic 'low-tech' to digital and mechanized 'high-tech' devices, and learn strategies to assess AT and the strengths and needs of children with disabilities. We will examine issues of mobility, speech communication, independent living and self-determination, along with Universal Design principles. Participants will have hands-on opportunities to use AT. (Kelly, offered alternate years)

EDUC 307 Civil Rights Education Since the Supreme Court's 1954 ruling in Brown v. Board, educational equality has been central to the ongoing struggle for civil rights in the U.S. This course will explore the origins and legacy of civil rights activism with regard to educational opportunity, with a focus on current issues of racial and socioeconomic justice. Taking a social history perspective, the course will evaluate major debates between civil rights leaders in the 1930's and the movements that dramatically emerged in the 1960's and continue today. Of particular interest to this course is an analysis of why schooling in particular has been central to civil rights struggles. (Staff, offered ocassionally)

EDUC 308 Politics of Care Rescue, donation, aid, teaching, and other forms of "helping" are wrapped up in forms of inequality. From orphanages to drug rehabilitation clinics, individuals and organizations who aim to help others find themselves entangled in complex relations of power. This course examines contemporary ethnographies that engage with issues of advocacy, social justice, and care work. We'll explore theories of dependency and the politics of care, relationships between state and private organizations, and the complex position of an ethnographer working as both a researcher and an agent of "change." How do narratives of "serving" and "saving" demarcate lines between those who "have" and those who "need?" We'll consider ethnographies of drug rehabilitation clinics, homeless shelters, immigration advocacy organizations, transgender support groups, homes for the elderly, and mental institutions as we explore the ethics and politics of care. (Staff, Offered alternate years)

EDUC 310 Second Language Acquisition Acquiring a language other than your first is a complicated and challenging endeavor. When the newest language learning app, software program, or textbook comes out, they often claim to be founded in the latest research in psychology, linguistics, or classroom pedagogy, proposing the 'best' way to learn a language. These claims should be evaluated with an understanding of the range of theoretical approaches and research studies that attempt to explain how we acquire second languages, which also account for the immense variation in the success of individual people. This course is an introduction to those theories of second language acquisition (SLA). We will study the major schools of thought and concepts that underpin the field of SLA, and begin to apply this knowledge to analyses of second language data. Many topics are also discussed with respect to their relevancy in the second language classroom. While there are no prerequisites, prior course work or experience in language, linguistics, or language teaching and learning is recommended. This course is required for the HWS Certificate in TEFL (Teaching English as a Foreign Language), and for the Spanish for Bilingual Education minor. (Roberson, offered alternate years)

EDUC 320 Children's Literature Children's literature is roughly as old as the United States, and in recent years it has evolved into the most energetic branch of the publishing industry, with works in the genres of folk tales, poetry, picture books, "easy readers," informational books, chapter books, and novels for middle grades and young adults. Children's books regularly spawn films, and even as we speak the medium is rapidly becoming digital. Children's books can be read carefully for their literary qualities, and are an interesting testing ground for skills in literary criticism. Children's books have been part of the effort to promote multicultural education and social justice in the schools, too; and with the recent robust push-back of conservative religious and political books for children, it is useful to examine the political and social dimension of children's literature. This course examines a set of children's books from many angles, and is suitable for those interested in writing or publishing for children, for future teachers, and for people interested in literature generally. (Staff, offered alternate years)

EDUC 321 Creating Children's Literature In this course, students will write and share manuscripts in several genres of fiction and nonfiction for children and young people after examining several exemplary children's books for their features. Students will consider issues of child development and the social and pedagogical purpose of children's literature in relation to appealing literature for children. And they will consult with practicing writers, illustrators, book designers, editors, and critics of children's books, both live and in print. In the process, students will channel their creativity as well as their disciplinary knowledge into works that may be of value to children. (Staff, offered occasionally)

EDUC 323 Comparative & Internat'l Educ Schools in Finland do a far better job of educating students from all corners of society than American schools by pursuing approaches that are virtually the opposite of what policy-makers in the US are currently demanding. Research methods from comparative education can guide us as we ask what other countries do that might succeed in our own context. In recent decades the Education for All initiative has brought millions more students into the primary school classrooms of poor countries. Yet in 2013 few sixth graders in Mali could read a sentence, and of the high school seniors in Liberia who took university entrance exams, none passed. International education is the study of what the children's educational needs are in developing countries, what is being done about them, and what is working. This course is a survey of both comparative and international education, with case studies from countries with both high and low educational achievement. (Staff, offered occasionally)

EDUC 330 Disability and Transition This course will explore issues related to transitions in the lives of individuals with disabilities, with a focus on transitions between school and adulthood. Current and emerging issues related to equal access for people with disabilities in post-secondary educational, vocational residential, and community settings will be explored. Educational policies and practices related to students with disabilities will also be examined, including self-determination and self-advocacy, IEP planning, assistive technologies, and accommodations. (Kelly, offered alternate years)

EDUC 331 Rethinking Families This course is an exploration of the concept of the family in relation to the policies and institutions that shape our daily lives. We will explore the ways that multiple family formations challenge our conceptions of what makes a family and consider how families are impacted by categories of race, class, citizenship, ability, and sexuality. We will then examine how the family institution has been positioned as a key political site, and explore how families are shaped by public education, law, and social welfare policies, among other institutions. This course asks students to develop an understanding of the family as a political institution, to consider a variety of diverse family formations, and to critically examine the policies and institutions that shape the lives of children and families in the contemporary United States. (Staff, offered annually)

EDUC 333 Literacy Sixty million adult Americans are said to be functionally illiterate. So are nearly a billion other adults on the planet. In this course, we consider what these people are missing, in terms of ways of thinking and seeing the world as well as in civic and economic life. Then we will plunge into what we might do to help them. Solutions are not simple. We will need to explore the history of the English conventions of writing and spelling, the linguistic basis for reading skill, and 'best practices' of teaching reading and writing. Since promoting literacy is a major concern of the international development community, the course will briefly consider international literacy efforts. Contemporary and emerging issues in literacy are also explored. The course is relevant to those interested in educational aspects of public policy, international development, and teaching in the schools. It will also be useful to students involved in tutoring projects such as America Reads. (Staff, offered annually)

EDUC 335 Arts and Education The primary purpose of this course is to explore the ways in which the arts serve human development. Students examine the relationship between the arts and various dimensions of development such as cognitive, cultural, and emotional growth. This course is interdisciplinary in nature and addresses some of the following questions: What is art? Do different forms of art serve different functions? What do the arts teach children that other traditional subjects do not teach? What is the role of creativity in art? Students are encouraged to explore connections between the arts and education while also reflecting upon the significance of the arts in their own lives. (Davenport, Spring, offered annually)

EDUC 336 Special Topics The purpose of this series of courses is to investigate a variety of specific, salient social issues in the field of education. Recent topics include Digital Landscapes. (Offered occasionally)

EDUC 337 Education & Diversity in US & NZ New Zealand's unique cultural landscape offers an opportunity to consider diversity and reflect on the educational implications of diverse student populations in schools. A rich history of Maori, Pacific, European, and Asian influences are evident in this island culture. Diversity in student populations often raises questions about equity and equal access to educational resources. There are parallels and differences to be noted in a comparative study of schools in New Zealand and the United States. We will examine how students' social and academic needs are being met in classrooms in the US and NZ with an emphasis on the role that socio-economic status, race, ethnicity, gender, gender identity, sexual orientation, and dis/abilities play in schooling. An understanding of the complex factors and multiple contexts that shape educational policies and practices will be explored. This course is avialable only for students enrolled in the Auckland study abroad program. (Offered alternate years)

EDUC 338 Inclusive Schooling This course focuses on children with special needs within the larger context of general education and public school. Students discuss and debate the following issues: Who are schools for? How has society historically perceived children with disabilities? in what ways has the creation of special education impacted the field of education? Are inclusionary schools too idealistic to work? Is the merger of general and special education beneficial for all students? The class examines models of inclusive classrooms and schools with teachers, parents, students, and administrators who presently work in inclusive settings. Site visits are included. (Offered occasionally)

EDUC 339 Special Topics: The purpose of this series of courses is to investigate a variety of specific, salient social issues in the field of education, with a focus that includes scientific inquiry. Recent topics include Patterns and Meanings in Language: Applied Corpus Linguistics. (Offered occasionally)

EDUC 346 Technology in Education We live in a society and culture where technology often dominates our social, emotional and professional lives. Yet, the creative and productive use of educational technologies in schools, is relatively absent. Most teachers use active whiteboards as a means to facilitate lecture and discussion. And many elementary schools require a certain amount of 'screen time' for subjects such as math or language arts. However, there exists an incredible number of technologies that can support students in creative design, inquiry-based learning, project-based learning, role-play simulations, and access to real-world data or information in ways that go far beyond what we often see in a more traditional classroom. This course explores such technologies, the social and technological forces that shape the use of technology in our lives and in schools, and will help you understand how you might think about the use and adaptation of any technology for teaching or learning in the future. We will explore policy, social patterns, ethical perspectives, and a number of frameworks that provide greater clarity as to why we see the use and disuse that we do. Most importantly, we will explore examples of teachers and others using educational technology with students in ways that embody the transformative potential of certain technologies to create contexts that are meaningful, engaging, and productive. (MaKinster, offered alternate years)

EDUC 348 Our National Parks The U.S. National Park Service functions to preserve unique and invaluable cultural resources throughout the country. At the same time, our parks serve a number of more personal purposes. They renew our spirits, provide endless formal and informal educational opportunities and are diverse settings for recreational activities. Students explore our National Park system from educational, historical, sociological, cultural, scientific, political and economic perspectives. Controversies abound when one examines the history and current state of our parks. At the same time, contemporary threats to our parks include financial troubles, overuse by the public, pollution, industry pressures and political agendas. The complexity of these situations create a series of educational challenges in terms of helping visitors, regional citizens and politicians make well-informed personal and political decisions. This course may require at least two weekend field trips. (MaKinster, Fall, offered alternate years)

EDUC 351 Teaching with Citizen Science This course will explore the ways in which emerging opportunities and technologies enable students and teachers to contribute to and use citizen science data. Citizen science initiatives enable any person to make scientific observations, gather data and submit those data to web or app-based databases. These data are then available for use, visualization and analysis by both professional scientists and the average citizen. The increasing availability of these technologies creates enormous potential for educators, teachers and students, especially with regard to environmental science, biodiversity conservation, and technology-enhanced field studies. Students will explore a variety of citizen science projects, engage in their own data collection, collaborate with teachers from across the state, and explore the variety of teaching, learning and pedagogical opportunities available to educators. Discussions, projects and topics relate to environmental studies, environmental ethics, public policy, conservation and sustainability. (MaKinster, offered alternate years)

EDUC 360 Teaching Environmental Sustainability Teaching to help solve environmental problems must occur across all segments of society: homes, schools, places of work, business and industry, laboratories, political arenas, and recreational venues. Teaching is defined very broadly as any action directed at people or institutions to promote a sustainable environment. Students examine the roles of ethical reasoning and critical pedagogy in helping address educational challenges posed by conflicting value systems. Students design projects to meet related environmental education needs on campus or in the surrounding community. Prerequisites: At least one course in environmental studies. Crosslisted with Environmental Studies. (Kehle, Fall, offered annually)

EDUC 370 Multiculturalism This course examines the institution of schooling, broadly conceived, as it is positioned in a multicultural and diverse society. It looks at historical and contemporary debates surrounding the concept of multiculturalism and explores how the ideas are played out in U.S. education systems and in our everyday, public and private social experiences. Students examine the relationship of schooling to other societal institutions in order to understand the academic, political, and social effects on students and society. Throughout the course students tackle topics with an eye for meaningful incorporation of personal and systemic dimensions of diversity and broaden their knowledge about being responsible citizens of the world. (Staff, Offered occasionally)

EDUC 401 Analysis Secondary Teaching This seminar accompanies EDUC 402 and 403, student teaching in the secondary schools, and is open only to adolescent teacher certification participants engaged as full-time student teachers. It provides a structure within which participants critically examine their classroom experiences of teaching, learning, and curriculum development, with the goal of becoming reflective practitioners. Texts and readings are selected from those that provide analysis of the experience of secondary school education, as well as those that provide rationales for the methods and purposes of the academic disciplines. This course must be passed with a C or better in order to be recommended for certification. Prerequisites: Completion of all other teacher certification requirements. (Huskie, offered each semester)

EDUC 402 Secondary Practicum The practicum experience includes supervised observation and teaching of an academic subject in a secondary school. Students spend the entire day at a secondary school for the complete term. EDUC 401 is taken concurrently. This course is open only to candidates seeking secondary school teacher certification. The readings for this course are determined by the subject and grade level being taught. This course is taken on a credit/no credit basis. (Huskie, offered each semester)

EDUC 403 Secondary Practicum The practicum experience includes supervised observation and teaching of an academic subject in a secondary school. Students spend the entire day at a secondary school for the complete term. This course is open only to candidates seeking secondary school teacher certification or who require a secondary school placement for certification. The readings for this course are determined by the subject and grade level being taught. This course is taken on a credit/no credit basis. (Huskie, offered each semester)

EDUC 404 Analysis Elem & Special EdTeaching This course is open only to participants in the childhood or dual childhood and students with disabilities teacher certification programs and engaged as full-time student teachers. It provides student teachers with an opportunity to critique education as it is offered in school settings for all children. Participants focus on becoming reflective practitioners as they critically examine teaching, learning, and curriculum development. Emphasis is placed on application of the above to the teaching of reading and English Language Arts. Students must pass this course with a grade of C or better in order to be recommended for certification. Prerequisites: Completion of all other teacher certification requirements. (Staff, offered each semester)

EDUC 405 Elementary Practicum Students plan and direct instructional and ancillary activities in an elementary school classroom setting for an academic term. It is expected that the student take on all responsibilities normally carried out by elementary teachers. These include supervision of children, curriculum planning and evaluation, reporting to parents, direction of paraprofessionals and classroom assistants, participation in professional conferences or in service training sessions, and budgeting. EDUC 405 is open only to student teachers in the childhood or dual childhood and students with disabilities teacher certification programs or who require an elementary placement for certification. This course is taken on a credit/no credit basis. (Staff, offered each semester)

EDUC 406 Elementary Practicum This is full-time student teaching, taken in tandem with EDUC 405 during the second seven weeks of the semester, for students in the childhood certfication program. Students complete student teaching (as described in EDUC 405 above) in elementary education settings. This course is taken credit/no credit. (Staff, offered each semester)

EDUC 407 Special Educ. Practicum This is full-time student teaching, taken in tandem with EDUC 405 during the second seven weeks of the semester, for students in the dual childhood and students with disabilities certfication programs. Students complete student teaching (as described in EDUC 405 above) in elementary special education settings. This course is taken credit/no credit. (Staff, offered each semester)

EDUC 410 Analysis of Teaching in the Disciplines This professional field-based seminar open only to students engaged in full time student teaching focuses on the development of a deeper understanding of the disciplinary content the student teacher is teaching. Through weekly conversations with their student-teaching college supervisor, the student will develop a more advanced understanding of how content knowledge combines with pedagogical content knowledge in effective teaching. Weekly observations of the student teacher by the supervisor and readings selected from educational journals and books will support these conversations. Occasional group meetings may be held. (Staff, Offered each semester)

EDUC 412 Analysis of Teaching the Arts This course is open only to students pursuing certification in visual arts or music who are engaged in full-time student teaching. It provides a structure within which students critically examine their classroom experiences of teaching, learning, and curriculum development within the arts, with an eye towards helping students become reflective practitioners. Emphasis is placed upon helping students meet the developmental needs of all students (grades p-12) while also exploring the means of helping all learners meet the New York State Learning Standards in the Arts. This course must be passed with a grade of C or better in order to be recommended for certification. Prerequisites: Completion of all other teacher certification requirements. (Staff, Offered each semester)

EDUC 413 TESOL Practicum I This course is only open to students pursuing certification in TESOL who are engaged in full-time student teaching. TESOL Practicum I is a half-semester practicum in which students work with children in kindergarten through grade 6 who are English Language Learners. The practicum requires a full-time presence in a local school from early morning until mid-afternoon or later, five days per week. During student teaching, students plan and teach lessons for children who are learning English as a language of instruction, conduct assessments, and collaborate about the children's instructional matters with other teachers in the school as well as with parents/care-givers. Student teachers are visited weekly by faculty supervisors from the Education Department. This course is taken on a credit/no credit basis. (Staff, Offered each semester)

EDUC 414 TESOL Practicum II This course is only open to students pursuing certification in TESOL who are engaged in full-time student teaching. TESOL Practicum II is a half-semester practicum in which students work with children in grades 7 through 12 who are English Language Learners. The practicum requires full time presence in a local school from early morning until mid afternoon or later, five days per week. During student teaching, students plan and teach lessons for students who are learning English as a language of instruction, conduct assessments, and collaborate about the students' instructional matters with other teachers in the school as well as with parents/care-givers. Student teachers are visited weekly by faculty supervisors from the Education Department. This course is taken on a credit/no credit basis. (Staff, Offered each semester)

EDUC 415 Analysis of TESOL This course is only open to students pursuing certification in TESOL who are engaged in full-time student teaching. Analysis of TESOL is a full-semester seminar to accompany the student teaching semester for students completing New York State certification in Teaching English to Speaker of Other Languages (TESOL), pre-kindergarten through grade 12. In the seminar, students carry out readings and discussions on teaching speaking, listening, reading and writing in English, and relate academic writings on these issues to daily experiences in classrooms. This course must be passed with a grade of C or better in order to be recommended for certification. Prerequisites: Completion of all other teacher certification requirements. (Staff, Offered each semester)

EDUC 420 Sem: Research in Education This course is a survey of educational research methods with a special emphasis on qualitative and teacher-generated research. ( Staff, Spring)

EDUC 601 Analysis Secondary Teaching: Graduate Level This seminar accompanies EDUC 602 and 603, student teaching in the secondary schools and is open only to adolescent teacher certification participants engaged as full-time student teachers who are enrolled in the MAT program. It provides a structure within which participants critically examine their classroom experiences of teaching, learning, and curriculum development, with the goal of becoming reflective practitioners. Texts and readings are selected from those that provide analysis of the experience of secondary school education, as well as those that provide rationales for the methods and purposes of the academic disciplines. This course must be passed with a B- or better in order to be recommended for certification. Prerequisites: Completion of all other teacher certification requirements. (Huskie, offered each semester)

EDUC 602 Secondary Practicum: Graduate Level The practicum experience includes supervised observation and teaching of an academic subject in a secondary school. Students spend the entire day at a secondary school for the complete term. EDUC 601 is taken concurrently. This course is open only to candidates seeking secondary school teacher certification who are enrolled in the MAT program. The readings for this course are determined by the subject and grade level being taught. This course is taken on a credit/no credit basis. (Huskie, offered each semester)

EDUC 603 Secondary Practicum: Graduate Level The practicum experience includes supervised observation and teaching of an academic subject in a secondary school. Students spend the entire day at a secondary school for the complete term. EDUC 601 is taken concurrently. This course is open only to candidates seeking secondary school teacher certification who are enrolled in the MAT program. The readings for this course are determined by the subject and grade level being taught. This course is taken on a credit/no credit basis. (Huskie, offered each semester)

EDUC 604 Analysis in Elem Ed & Special EdTeaching: Graduate Level This course is open only to participants in the childhood education or dual childhood and students with disabilities teacher certification programs and engaged as full-time student teachers who are enrolled in the MAT program. It provides student teachers with an opportunity to critique education as it is offered in school settings for all children. Participants focus on becoming reflective practitioners as they critically examine teaching, learning, and curriculum development. Emphasis is placed on application of the above to the teaching of reading and English Language Arts. Students must pass this course with a grade of B- or better in order to be recommended for certification. Prerequisites: Completion of all other teacher certification requirements. (Staff, offered each semester)

EDUC 605 Elementary Practicum: Graduate Level Students plan and direct instructional and ancillary activities in an elementary school classroom setting for an academic term. It is expected that the student take on all responsibilities normally carried out by elementary teachers. These include supervision of children, curriculum planning and evaluation, reporting to parents, direction of paraprofessionals and classroom assistants, participation in professional conferences or in service training sessions, and budgeting. EDUC 605 is open only to student teachers in the childhood or dual childhood and students with disabilities teacher certification programs who are enrolled in the MAT program. This course is taken on a credit/no credit basis. (Staff, offered each semester)

EDUC 606 Elementary Practicum: Graduate Level This is full-time student teaching, taken in tandem with EDUC 605 during the second seven weeks of the semester, for students in the childhood program who are enrolled in the MAT program. Students complete student teaching (as described in EDUC 605 above) in elementary education settings. This course is taken credit/no credit. (Staff, offered each semester)

EDUC 607 Special Educ. Practicum: Graduate Level This is full-time student teaching, taken in tandem with EDUC 605 during the second seven weeks of the semester, for students in the dual childhood and students with disabilities programs who are enrolled in the MAT program. Students complete student teaching (as described in EDUC 605 above) in elementary special education settings. This course is taken credit/no credit. (Staff, offered each semester)

EDUC 610 Analysis in Teaching in the Disciplines: Graduate Level This professional field-based seminar open only to students engaged in full time student teaching who are enrolled in the MAT program focuses on the development of a deeper understanding of the disciplinary content the student teacher is teaching. Through weekly conversations with their student-teaching college supervisor, the student will develop a more advanced understanding of how content knowledge combines with pedagogical content knowledge in effective teaching. Weekly observations of the student teacher by the supervisor and readings selected from educational journals and books will support these conversations. Occasional group meetings may be held. (Staff, Offered each semester)

EDUC 801 Master's Project Students will complete a graduate level integrative group project that addresses an issue of educational relevance. This project will analyze an educational issue from multiple perspectives and develop a set of presentations that will be presented publically (e.g., Senior Symposium, Community Engaged Scholarship Forum, community meeting with stakeholders, conference presentation). This is a required course for students enrolled in the MAT program. (Staff, Spring)

EDUC 803 Master's Project This seminar is offered in tandem with EDUC 801 and is only open to students enrolled in the MAT program. This course is taken credit/no credit. (Staff, Spring)

EDUC 820 Graduate Seminar in Education Research Students will explore educationally relevant research and practices through the course and produce a literature review addressing an area of focus. An outside faculty reader must be identified who will review the final literature review. This course is only open to students enrolled in the MAT program. Prerequisite: EDUC 420. (Staff, Spring)