Mar 28, 2024  
2018-2019 Undergraduate Catalog 
    
2018-2019 Undergraduate Catalog [Archived Catalog]

Curriculum and Instruction


Marcia Burrell, Chair
315-312-4061
www.oswego.edu/CandI 
Directory of Professors  

The Curriculum and Instruction Department offers programs that lead to the Bachelor of Science degree and NYS initial teaching certification in Childhood 1-6 areas of The Arts, English, French, German, mathematics, science, social studies, Spanish, and women’s studies; Adolescence 7-12 in the certification areas of biology, chemistry, earth sciences, English, French, German, mathematics, physics, social studies and Spanish; and Teaching English to Speakers of Other Languages (TESOL) K-12. All programs offer candidates the opportunity to experience coursework in pedagogy and a variety of coursework in the content areas. Candidates in the Adolescence 7-12 programs and TESOL K-12 are encouraged to consider completing a second major in the area of their concentration.

Candidates interested in pursuing a Bachelor of Science degree in one of the Curriculum and Instruction majors may enter the major as a freshman or as a transfer student.

Eligibility for Student Teaching

Eligibility for student teaching for Childhood 1-6, Adolescence 7-12 and TESOL K-12 majors will be evaluated at the end of the semester or quarter preceding the student teaching assignment. To be considered eligible, candidates must meet the following criteria:

  1. A cumulative index of 2.50 or above.
  2. Complete a minimum of 80 credit hours of course work.
  3. Completion of all professional education course work.
  4. Earned grade of “S” in all prior field placements.
  5. Complete a minimum of 80% of concentration course work.
  6. Document successful completion of instruction required by the New York State Education Department on discrimination and harassment prevention, by completing an approved Dignity for All Students workshop (DASA 1020); and mandated reporting of child abuse (2 clock hrs); school violence prevention and intervention (2 clock hrs); alcohol, tobacco, and drug abuse prevention; highway safety, traffic regulations, and school safety patrols; fire and arson prevention; and child abduction prevention by completing an approved Safe Schools Health Students workshop (SSHS 1020). Go to www.oswego.edu/safeschools for enrollment information for both DASA 1020 and SSHS 1020
  7. Adolescence French, German and Spanish 7-12 candidates must successfully complete the official Oral Proficiency Interview (OPI).
  8. Submit required student teaching application forms to the appropriate office by the specified deadline.
  9. Childhood, Adolescence, and TESOL education majors must have grades of C- or better for all concentration, professional education, and cognate courses. All professional education courses and education cognates must be completed prior to student teaching.
  10. Required purchase of electronic assessment instrument.

Programs

Major

Adolescence Education Concentration Areas

Childhood Education Areas of Concentration

Courses

Adolescence Education

  • ADO 310 - Discipline Specific Methods: English Language Arts Grades 7-12


    2018-2019 Catalog Year:

    This course is designed to help prospective middle and adolescent English teachers better understand curricular issues; local, state, and national standards and reform efforts; and specific methods for developing the English and language arts knowledge and skills of all learners. Study of curriculum and methods of instruction in the English language arts in grades 7-12; focus on state and national learning standards; instructional decision-making; learning theories; curricular content; environments conducive to fostering growth of diverse students; using technology to support learning; collaboration with other professionals to help students with special educational needs; investigations arising from field-based practicum.

    Prerequisite: EDU 301.
    Co-requisite: ADO 313.
    Offered: Fall
    Credit: 4
  • ADO 313 - Field Experience III: Discipline Specific English Language Arts Grades 7-12


    2018-2019 Catalog Year:

    Observation and participation assignments in a school setting approximately four hours per week.

    Prerequisite: EDU 303.
    Co-requisite: ADO 310
    Offered: Fall
    Credit: 2
  • ADO 320 - Discipline Specific Methods: Second Language Acquisition/Modern Language


    2018-2019 Catalog Year:

    This course is guided by local, state, and national learning standards as planning, instructional strategies, assessment strategies and management models are introduced for grades 7-12 foreign and second language classrooms. Candidates will become familiar with theories concerning the nature of language, the function of language across social class, geographic regions and time, the acquisition of language, the nature of “proficiency,” and reasons and goals for learning a foreign or second language. This course emphasizes teacher candidates’ transformation into professionals through reflective and practical application of theory and research to build professional understanding, skill, and dispositions, and encourages continuing growth in second/foreign language teaching.

    Prerequisite: EDU 301.
    Co-requisite: ADO 323
    Offered: Not on a regular basis
    Credit: 4
  • ADO 323 - Field Experience III: Discipline Specific Second Language Acquisition/Modern Language Grades 7-12


    2018-2019 Catalog Year:

    Teacher candidates observe, participate in, and teach mini-lessons in Second/Foreign Language classrooms, guided by experienced cooperating teachers and college supervisors in order to acquire an understanding of the relationship among diverse learners, teachers, schools, and curricula. In addition to observing teaching practice and curriculum, candidates will consider issues of power, politics, equity, language, and equality.

    Prerequisite: EDU 303.
    Co-requisite: ADO 320
    Offered: Not on a regular basis
    Credit: 2
  • ADO 330 - Discipline Specific Methods: Mathematics Grades 7-12


    2018-2019 Catalog Year:

    Study of curriculum and methods of instruction in mathematics in Grades 7-12; focus and local, state, and national standards; instructional decision-making; learning theories; curricular content; multicultural and all-ability environments; using technology to support learning; investigations arising from field-based practicum.

    Prerequisite: EDU 301.
    Co-requisite: ADO 333.
    Offered: Fall
    Credit: 4
  • ADO 333 - Field Experience III: Discipline Specific Mathematics Grades 7-12


    2018-2019 Catalog Year:

    This course is a field placement which requires observation and participation assignments in a school setting, approximately four hours per week. This practicum course is designed to help prospective middle and high school teachers better understand curricular issues; state and national standards and reform efforts; infusion technology in instruction; and specific methods for developing mathematics skills and dispositions for all learners.

    Prerequisite: EDU 303.
    Co-requisite: ADO 330.
    Offered: Fall
    Credit: 2
  • ADO 340 - Discipline Specific Methods: Science Grades 7-12


    2018-2019 Catalog Year:

    This course emphasizes study of the nature of science; how middle and high school students learn science (including science misconceptions); the curriculum (guided by local, state, and national learning standards); and pedagogy appropriate for teaching science to middle and high school students. Learning theories, curricular content, multicultural and inclusive environments, using technology to support learning, and investigations arising from the field-based practicum are explored. Inquiry, reflection, interpretation of research, modeling, and practice are used to build professional understanding, skill, and dispositions, and encourage continuing growth in science teaching.

    Prerequisite: EDU 301.
    Co-requisite: ADO 343.
    Offered: Fall
    Credit: 4
  • ADO 343 - Field Experience III: Science Practicum Grades 7-12


    2018-2019 Catalog Year:

    Observation and participation assignments in a school setting, approximately four hours per week. This practicum course is designed to help prospective middle and high school teachers better understand the relationships among diverse learners, teachers, schools, and curricula. In addition, prospective teachers will focus on state and national standards and reform efforts, infusion of technology in instruction, and specific methods for developing science skills and dispositions for all learners.

    Prerequisite: EDU 303.
    Co-requisite: ADO 340.
    Offered: Fall
    Credit: 2
  • ADO 350 - Discipline Specific Methods: Social Studies Grades 7-12


    2018-2019 Catalog Year:

    This course is the study of curriculum and methods of instruction in social studies, grades 7-12, with a focus on state and national standards; instructional decision-making; learning theories; curricular content; strategies of inquiry, environments conducive to fostering growth of diverse students; use of technology to support learning; collaboration with other professionals to help students with special educational needs; and investigations arising from field-based experiences.

    Prerequisite: EDU 301.
    Co-requisite: ADO 353
    Offered: Fall
    Credit: 4
  • ADO 353 - Field Experience III: Social Studies Practicum Grades 7-12


    2018-2019 Catalog Year:

    Observation and participation assignments in a school setting, approximately four hours per week. This practicum course is designed to help prospective middle and high school teachers better understand curricular issues; state and national standards and reform efforts; infusion of technology in instruction; and specific methods for developing social studies skills and dispositions for all learners.

    Prerequisite: EDU 303.
    Co-requisite: ADO 350.
    Offered: Fall
    Credit: 2
  • ADO 394 - Interdisciplinary Methods Grades 7-12


    2018-2019 Catalog Year:

    This course is intended to provide adolescence education candidates with the ability to utilize the interrelationship of disciplined knowledge to further student understanding about how the world functions. Math, science, social studies, English, and foreign language education candidates will examine the common foundations, conceptual overlaps, and areas not addressed by conventional school subjects, but inherent within the broad spectrum of academia. Through a concept-driven approach, groups of interdisciplinary candidates will develop student learning activities and unit plans, which maybe implemented in classroom settings. The intent is to develop reflective educators who can collaborate to use a variety of integrated teaching strategies that are inquiry-based and will address the needs and development levels of all learners.

    Prerequisite: EDU 301.
    Offered: Spring
    Credit: 3
  • ADO 420 - Student Teaching Grades 7-12


    2018-2019 Catalog Year:

    This is one of two culminating courses of the undergraduate adolescence 7-12 programs. It provides the candidate with the opportunity to integrate content knowledge and practice to promote authentic learning for all students to insure social justice in a setting appropriate for the NYS initial teaching certificate.
    Note: This course is completed with collaborative supervision from the college and the field-based institution.
    Prerequisite: EDU 380 or EDU 381 concurrently or previously, or instructor permission

    Offered: Fall, Spring
    Credit: 6
  • ADO 421 - Cross-Cultural Student Teaching Grades 7-12


    2018-2019 Catalog Year:

    This is one of two culmination courses of the undergraduate adolescence 7-12 programs. It provides the teacher candidate with the opportunity to integrate content knowledge and practice to promote authentic learning for all students to insure social justice in a diverse setting appropriate for the NYS initial teaching certificate.

    Note: This course is completed with collaborative supervision from the college and field-based institution.
    Prerequisite: ADO 420.
    Offered: Fall, Spring
    Credit: 6

Childhood Education

  • CED 330 - Teaching Mathematics: Authentic Literacy and Learning


    2018-2019 Catalog Year:

    In-depth examination of the elementary school mathematics curriculum and current best professional practice in teaching mathematics; focus on research into children’s learning and the impact of various teaching strategies on the mathematics learning of all children; includes relevant field-based assignments.

    Prerequisite: MAT 106
    Offered: Fall, Spring
    Credit: 3
  • CED 340 - Teaching Science and Technology: Authentic Literacy and Learning


    2018-2019 Catalog Year:

    Study of the nature of science & technology, how children learn science (including science misconceptions), and the curriculum and pedagogy appropriate for teaching science & technology to preschool and elementary children, with special emphasis on integrating language arts skills into science & technology instruction. Inquiry, reflection, interpretation of research, modeling, and practice are used to build understanding, skill, professionalism, and continuing growth in science & technology teaching.

    Prerequisite: Admission to Childhood Education major.
    Co-requisite: EDU 301, EDU 303, and CED 350.
    Offered: Fall, Spring
    Credit: 3
  • CED 350 - Teaching Social Studies: Authentic Literacy and Learning


    2018-2019 Catalog Year:

    This course is the study of curriculum and methods of instruction for social studies Grades 1-6 with a focus on state and national learning standards; instructional decision making; learning theories; curricular content and development; environments conducive to fostering growth of diverse students; use of technology to support learning; collaboration with other professionals to assist students with social studies learning; and planning in the social studies area for students with special needs.

    Prerequisite: Admission to Childhood Education major.
    Co-requisite: EDU 301, EDU 303 and CED 340.
    Offered: Fall, Spring
    Credit: 3
  • CED 393 - Field Experience III: Planning and Teaching Practicum


    2018-2019 Catalog Year:

    This course is designed to help students become collaborative, reflective educators who plan, implement, and assess lessons and units of study that use a variety of integrated teaching strategies to promote the learning of all students. Research-based, culturally relevant, anti-bias, technology-supported teaching, fair and equitable assessment, and responsible management strategies will be implemented in a field placement.

    Prerequisite: SPE 303 and LIT 311.
    Co-requisite: CED 394
    Offered: Fall, Spring
    Credit: 2
  • CED 394 - Integrated Childhood Methods


    2018-2019 Catalog Year:

    This course is designed to help students become collaborative, reflective educators who plan, implement, and assess lessons and units of study that use a variety of integrated teaching strategies to promote the learning of all students. Research-based, culturally relevant, anti-bias, technology-supported teaching; fair and equitable assessment, and responsible management strategies will be developed. Inquiry, interpretation of research, modeling, and practice are used to build professional understanding, skills, and dispositions, and encourage continuing growth.

    Prerequisite: LIT 311 and SPE 304.
    Co-requisite: CED 393 and LIT 314.
    Offered: Fall, Spring
    Credit: 4
  • CED 420 - Childhood Student Teaching


    2018-2019 Catalog Year:

    This is one of two culminating courses of the undergraduate childhood teacher education major. It provides the candidate with the opportunity to integrate content and to promote learning for all students in a setting appropriate for the NYS initial teaching certificate.
    Prerequisite: EDU 380 or 381

    Offered: Fall, Spring
    Credit: 6
  • CED 421 - Cross-Cultural Student Teaching


    2018-2019 Catalog Year:

    This is one of two culminating courses of the undergraduate childhood teacher education major. It provides the candidate with the opportunity to integrate content to promote learning for all students in a diverse setting appropriate for the NYS initial teaching certificate.

    Prerequisite: CED 420.
    Offered: Fall, Spring
    Credit: 6

Early Childhood Education

  • ECH 383 - Language Arts, Culture and Media for Young Children


    2018-2019 Catalog Year:

    This course will build candidates’ knowledge of children’s literature, media, dramatic and visual arts, and music and movement education for young children, Birth-Grade 2. Developmentally appropriate curriculum topics will include: utilizing quality children’s literature to plan integrated thematic units, designing rich daily language and literacy routines that involve shared reading, writing and phonemic awareness activities; incorporating music and movement activities to enhance early language and literacy skills, using anti-bias and culturally inclusive curriculum and teaching methods and materials to promote cultural awareness and appreciation, “process” vs. “product” art activities, the importance of dramatic play, collaboration with families, community agencies and other educators, and the principles of Universal Design for Learning to improve access to the curriculum for diverse learners.
    Prerequisite: Upper division standing.

    Offered: Summer
    Credit: 3

Education

  • DASA 1020 - DASA Training


    2018-2019 Catalog Year:

    Training in harassment, bullying, and discrimination prevention and intervention: Dignity for All Students Act. A six-hour workshop in compliance with Part 52 and Part 80 of the Commissioners’ Regulations.

    Offered: Fall, Spring, Summer
    Credit: 0
  • EDU 101 - Introduction to College Level Learning


    2018-2019 Catalog Year:

    This course is designed specifically to give students the academic perspective, tools, and strategies appropriate to the college-level challenges they will face.  Students will have the opportunity to practice and demonstrate skills including but not limited to: priority management, note taking, learning styles, test taking, reading and writing.  These skills will be presented in class with an emphasis on self-reflection and awareness.

    Offered: Fall
    Credit: 3
  • EDU 104 - Strategy Instruction in the Disciplines


    2018-2019 Catalog Year:

    This course is designed to complement a specific content area course taught by a particular instructor. Students who elect this course will develop learning strategies to enhance their success in the companion course.

    Offered: Not on a regular basis
  • EDU 114 - Comparative and International Education: Non-Western Perspectives


    2018-2019 Catalog Year:

    The purpose of this course is to evaluate the role of education across global boundaries by addressing interrelationships among culture, economics, and politics as they relate to the processes of schooling and pedagogical practices. We will consider how education influences global change through discussions of educational policies and practices, pedagogies, curriculum standards, and accountability measures utilized in different countries.

    Offered: Fall, Spring
    Credit: 3
  • EDU 200 - Critical Thinking: Schools, Homes, and Communities


    2018-2019 Catalog Year:

    This course engages students in critical inquiry in the context of education issues involving the home and community in relationship with schools and learning.

    Offered: Fall
    Credit: 3
  • EDU 204 - Training: College Level Tutors


    2018-2019 Catalog Year:

    Note: This course is a prerequisite to apply to be an EOP Summer Program Peer Leader. Variable credit one to three, not repeatable.
    Offered: Spring
    Credit: 3
  • EDU 210 - History of Education in the United States Since 1865


    2018-2019 Catalog Year:

    This course explores the development of relationships between public schools and the social, political, cultural, and economic climate of US communities since 1865.  We will focus on how school conditions, curriculum, and pedagogical practice have interacted with the development of the US since the Civil War.

    Offered: Fall, Spring
    Credit: 3
  • EDU 300 - Elected Field Experience


    2018-2019 Catalog Year:

    A highly individualized classroom teaching experience of shorter duration than student teaching. The College student is placed in a classroom within a school to which the student has access in the city of Oswego or a neighboring community.

    Note: The student may earn zero to three credit hours of academic credit. Repeatable for a total of three credits.  Twenty-five hours of classroom time is equivalent to one hour of college credit.
    Prerequisite: Instructor permission.
    Offered: Fall, Spring
    Credit: 0 to 3
  • EDU 301 - Schooling, Pedagogy, and Social Justice


    2018-2019 Catalog Year:

    This course guides candidates to explore the roles individuals and groups play shaping the dynamic relationship between schools and society. We pay particular attention to issues of social/cultural difference and dominance, and how framing of these issues influences schooling conditions, curriculum, and pedagogical practice. We also consider the converse of how school practices influence understanding of social/cultural difference and dominance (e.g., race, class, gender, disability, and sexuality). We use historical and contemporary examples to illuminate how the answers to the following questions change over time and space: What is the purpose of schooling? How does the institution of schooling in the United States influence individuals. How do cultural groups and/or communities influence U.S. schooling?

    Prerequisite: Minimum second semester sophomore standing; or instructor permission.
    Offered: Fall, Spring
    Credit: 3
  • EDU 303 - Field Placement I: Observation and Participation


    2018-2019 Catalog Year:

    This is the first of the required field-based experiences in the undergraduate education programs.

    Note: Requires admission to Childhood, Adolescence or TESOL major. Candidates are required to attend and participate at a school setting for a minimum of 25 clock hours; they will observe and participate to help them better understand educational issues at local, state, and national levels.
    Prerequisite: Minimum second semester sophomore standing and EDU 301 taken concurrently or previously; or instructor permission
    Offered: Fall, Spring
    Credit: 1
  • EDU 305 - Topics in Education


    2018-2019 Catalog Year:

    Topics in Education.

    Prerequisite: Instructor permission.
    Offered: Not on a regular basis.
    Credit: 3
  • EDU 380 - Culturally Relevant Teaching


    2018-2019 Catalog Year:

    Culturally relevant teaching combines an examination of the cultural and socioeconomic influences on teaching and learning with a commitment to challenging social (and educational )injustice. In this course, candidates make use of common experiences to examine the social/cultural (and political and economic) characteristics of educational settings. Candidates examine social structures of race, class, gender (dis)ability, and sexuality which create dominate and subordinate groups, privileging some and denying opportunity to others.

    Note: Candidates identify obvious and subtle individual, institutional , and cultural actions that perpetuate social structures.
    Prerequisite: EDU 301.
    Offered: Fall, Spring
    Credit: 3
  • EDU 381 - Schools and Urban Society


    2018-2019 Catalog Year:

    This course will guide candidates in critical inquiry regarding schooling within the social context of an urban setting. Through a combination of study and practical experience in an urban school setting, candidates will gain an understanding of contextual, personal, and pedagogical issues related to teaching in an urban school.

    Prerequisite: Instructor permission.
    Offered: Summer
    Credit: 3
  • EDU 382 - Schools in Global Context


    2018-2019 Catalog Year:

    This course will guide candidates in critical inquiry regarding schooling in an international context.  Through a combination of study and practical experiences in school settings abroad, candidates will gain an understanding of comparative contextual, personal, and pedagogical issues related to teaching and learning in urban and rural schools in a global context.

    Prerequisite: EDU 301; or instructor permission.
    Offered: Not on a regular basis.
    Credit: 3
  • EDU 383 - Teaching English Language Learners Across the Curriculum


    2018-2019 Catalog Year:

    This course develops essential understandings of the backgrounds and the linguistic, educational, emotional, social and cultural needs of English language learners (ELLs). Teacher candidates learn methods and techniques proven effective for the instruction and assessment of ELLs. The course is designed for those in the Childhood or Adolescence Education program.

    Prerequisite: EDU 301
    Offered: Not on a regular basis
    Credit: 3
  • EDU 430 - Professionalism & Social Justice Seminar


    2018-2019 Catalog Year:

    This course will examine professionalism through a social justice lens. This course will be completed through observation, research and analysis in the student teaching classroom followed by presentation about teaching for social justice at a professional conference.

    Prerequisite: Upper division standing.
    Offered: Fall, Spring
    Credit: 2
  • SSE 200 - Basic Concepts in Social Studies


    2018-2019 Catalog Year:

    This course is divided into two components. The first component sets out to explore the nature and meaning of social studies education and the 5 core disciplines (Economics, Geography, History, Political Science, Civics (Sociology/Anthropology) that make up holistic social studies education. Students will focus on grade level appropriate understanding and integration of social studies as a phenomenon. Assignments will be guided by standards from the National Council for the Social Studies (NCSS) and 2014 New York Learning Standards. We will explore democratic citizenship education, inquiry skills, as well as critical thinking and problem solving.
     

    Offered: Not on a regular basis
    Credit: 3
  • SSHS 1020 - Safe Schools, Healthy Students


    2018-2019 Catalog Year:

    Approved by the SUNY Oswego School of Education; Safe Schools, Healthy Students is a web-based workshop designed to fulfill New York State Education Department (NYSED) requirements for teacher education candidates applying for certification after February 1, 2004. This professional development (non-credit) workshop is available through SUNY Oswego’s Division of Extended Learning and Open SUNY. From home or a campus computer lab, you will be able to work conveniently at your own pace using the Blackboard course management system.
    Workshop topics include:

        Child Abuse Recognition and Reporting
        School Violence Prevention and Intervention (SAVE)
        Fire and Arson Prevention
        Highway Safety and Traffic Regulations and School Safety Patrols
        Child Abduction Prevention
        Prevention of Alcohol, Tobacco, and Drug Abuse

    Successful completion of this course will allow you to take the competency exam, which is offered on a regularly scheduled basis. A passing score is required for SUNY Oswego to confirm on your transcript to the New York State Department of Education that you have completed the appropriate training. Safe Schools, Healthy Students will be offered at least six times per calendar year.

    Offered: Fall, Spring, Summer
    Credit: 0

Literacy Education

  • LIT 311 - Language and Literacy Development for All Learners


    2018-2019 Catalog Year:

    The emphasis in this course is teaching literacy to all elementary school language learners across all content areas. This course is based on the premise that reading, writing, listening, speaking, and viewing are integral components of language processing and literacy. It uses these understandings to teach both the content and process of language acquisition and literacy development. Principles and structures of language are taught through the process of language use. That is, language skills are taught and modeled in context, then applied to the teaching of language arts in the elementary school.

    Prerequisite: EDU 301
    Offered: Fall, Spring
    Credit: 3
  • LIT 313 - Adolescence Literacy: Assessment and Intervention


    2018-2019 Catalog Year:

    This course is intended to provide adolescence education candidates with the ability to utilize the interrelationship of disciplined knowledge to further student understanding about how the world functions. Math, science, social studies, English, and foreign language education candidates will examine the common foundations, conceptual overlaps, and areas not addressed by conventional school subjects, but inherent within the broad spectrum of academia. Through a concept-driven approach, groups of interdisciplinary candidates will develop student learning activities and unit plans, which may be implemented in classroom settings. The intent is to develop reflective educators who can collaborate to use a variety of integrated teaching strategies that are inquiry-based and will address the needs and development levels of all learners.

    Prerequisite: EDU 301
    Offered: Spring
    Credit: 3
  • LIT 314 - Childhood Literacy: Assessment and Intervention


    2018-2019 Catalog Year:

    The purpose of this course is to develop understandings about the nature and function of diagnostic and evaluative processes in literacy instruction. A primary focus of study will be on the application of information derived through diagnostic procedures and making decisions about instruction. Instructional procedures will be developed and implemented with individual students.

    Prerequisite: LIT 311.
    Offered: Fall, Spring
    Credit: 3
  • LIT 396 - Teaching Literacy in the Content Areas Grades 7-12


    2018-2019 Catalog Year:

    The purpose of this course is to introduce candidates to current approaches, materials, and methods for teaching literacy in the middle and secondary grades. This course will include an overview of the processes of reading and writing. Instructional strategies for promoting literacy within content areas will be discussed and demonstrated.

    Prerequisite: Admission to Adolescence Education major.
    Offered: Fall, Spring
    Credit: 3

Special Education

  • SPE 303 - Field Placement II: Small-Group Instruction in Inclusive Classrooms


    2018-2019 Catalog Year:

    This field-based experience will require students to observe and explore the roles and responsibilities of classroom teachers related to teaching learners with disabilities. Candidates will implement instructional activities for small groups in classrooms which include students with disabilities. Competencies will accentuate teaching practices that address the needs of individual students with disabilities within school classrooms.

    Prerequisite: EDU 303
    Co-requisite: SPE 304
    Offered: Fall, Spring
    Credit: 1
  • SPE 304 - Educational Planning for Students with Disabilities


    2018-2019 Catalog Year:

    This course provides an introduction to federal laws and state regulations for educating students with disabilities. Characteristics of various disabilities will be presented with a focus on educational implications. Course content will emphasize effective strategies for meeting individual student needs within the regular classroom (e.g., curriculum, instruction and assessment practices for diverse groups, collaboration with special education teammates).

    Prerequisite: EDU 301.
    Offered: Fall, Spring
    Credit: 3
  • SPE 363 - Field Placement II: Small-Group Instruction in Inclusive Classrooms


    2018-2019 Catalog Year:

    This field-based experience will require candidates to observe and explore the roles and responsibilities of TESOL teachers related to teaching learners with disabilities. Candidates will implement instructional activities for small groups in classrooms which include students with disabilities. Competencies will accentuate TESOL teaching practices that address the needs of individual students with disabilities within school classrooms.

    Prerequisite: EDU 303
    Co-requisite: TSL 360
    Offered: Spring
    Credit: 1
  • SPE 393 - Field Placement II: Small-Group Instruction in 7-12 Inclusive Classrooms


    2018-2019 Catalog Year:

    This field-based experience will require candidates to observe and explore the roles and responsibilities of classroom teachers related to teaching learners with disabilities. Candidates will implement instructional activities for small groups in classrooms which include students with disabilities. Competencies will accentuate teaching practices that address the needs of individual students with disabilities within school classrooms.

    Prerequisite: EDU 303
    Co-requisite: LIT 313 and ADO 394.
    Offered: Spring
    Credit: 1

TESOL

  • TSL 302 - Perspectives on Schools, Homes & Communities


    2018-2019 Catalog Year:

    This course engages candidates in critical inquiry about the educational issues that concern the home and community in relation to schools and learning, particularly connected to students of English as a New Language.
     

    Prerequisite: TSL 320
    Offered: Not on a regular basis
    Credit: 3
  • TSL 320 - Methods of Teaching English to Speakers of Other Languages I


    2018-2019 Catalog Year:

    Teacher candidates engage in reflective and practical application of theory and research to build professional understanding, skill, and dispositions. Candidates develop their skills through practice in teaching English as a New Language in the content areas. The focus is on learning how to teach the integrated skills areas, plus grammar and vocabulary, with a focus on speaking and listening.

    Prerequisite: TSL 325
    Offered: Not on a regular basis
    Credit: 4
  • TSL 323 - Clinically Rich Field Experience I: TESOL


    2018-2019 Catalog Year:

    Teacher candidates observe, participate in, and teach/co-teach mini-lessons in classrooms in which English as a New Language is taught, guided by experienced mentor-teachers and college supervisors in order to acquire an understanding of the relationship among diverse learners, teachers, schools, and curricula.  In addition to experiencing teaching practice and standards-based curricula and assessment, candidates will consider issues of power, politics, equity and language.

    Prerequisite: TSL 325
    Co-requisite: TSL 320
    Offered: Not on a regular basis
    Credit: 2
  • TSL 325 - Linguistics and English Language Teaching


    2018-2019 Catalog Year:

    In this course, students connect key ideas, insights and methodologies of linguistic research to teaching English as a second or foreign language. The foci of this course are areas of linguistic research that bears on a) second language acquisition, b) second language learning, c) second language teaching and d) second language assessment.

    Prerequisite: EDU 301, LIN 100 and LIN 200 or 201, or instructor permission.
    Offered: Not on a regular basis
    Credit: 3
  • TSL 360 - Methods of Teaching English to Speakers of Other Languages II


    2018-2019 Catalog Year:

    Teacher candidates engage in reflective and practical application of theory and research to build professional understanding, skill, and dispositions. Their continuing growth in teaching English as a New Language in the content areas is encouraged. The focus is on learning how to teach the integrated skills areas, plus grammar and vocabulary, with a focus on reading and writing.

    Prerequisite: TSL 320
    Offered: Not on a regular basis
    Credit: 3
  • TSL 363 - Clinically Rich Field Experience II: TESOL


    2018-2019 Catalog Year:

    Teacher candidates observe, participate in, and teach/co-teach mini-lessons in classrooms in which English as a New Language is taught, guided by experienced mentor-teachers and college supervisors in order to acquire an understanding of the relationship among diverse learners, teachers, schools, and curricula.  In addition to experiencing teaching practice and standards-based curricula and assessment, candidates will consider issues of power, politics, equity and language.

    Prerequisite: TSL 325

     
    Co-requisite: TSL 320
    Offered: Not on a regular basis
    Credit: 2

  • TSL 420 - Clinically Rich Student Teaching I: TESOL


    2018-2019 Catalog Year:

    Teacher candidates are placed with a mentor-teacher and have a clinically rich student teaching experience in which they prepare and deliver standards-based lessons and assessments for diverse students in order to promote learning for all students. As candidates integrate content into English language teaching, they learn about the relationships between schooling, assessment, second language learning and cultural and linguistic diversity.

    Prerequisite: TSL 325
    Offered: Not on a regular basis
    Credit: 6
  • TSL 421 - Clinically Rich Student Teaching II: TESOL


    2018-2019 Catalog Year:

    Teacher candidates are placed with a mentor-teacher and have a clinically rich student teaching experience in which they prepare and deliver standards-based lessons and assessments for diverse students in order to promote learning for all students. As candidates integrate content into English language teaching, they learn about the relationships between schooling, assessment, second language learning and cultural and linguistic diversity.

    Prerequisite: TSL 320
    Offered: Not on a regular basis
    Credit: 6