Table of Contents

General Information and Academic Calendar

Graduate Programs of Study and Certification

Graduate Admissions

Registration Processes

Tuition, Fees and Financial Assistance

Support Services for Students

Academic Policies

Graduate Programs

Additional Graduate Course Offerings

Appendix

NEWS EVENTS

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Graduate Catalog

Department of Education
and Human Development

(585) 395-2205

Chairperson and Professor: Morris I. Beers. Distinguished Service Professor: Betsy Ann Balzano, PhD, Florida State University. Professors: Morris I. Beers, PhD, George Peabody College for Teachers (Vanderbilt University). Associate Professors: Moira Fallon, PhD, University of New Mexico; Christine E. Murray, PhD, Syracuse University; Arthur E. Smith, PhD, Syracuse University. Assistant Professors: Jeanne Clitas, PhD, Fordham University; Mary Corey, PhD, University of Rochester; Russell Coward, EdD, University of Rochester; Susan Novinger, PhD, University of Missouri-Columbia; Scott Robinson, PhD, Florida State University; Lynne Sakshaug, PhD, North Carolina State University; Robin Umber, PhD, University of Wisconsin; Conrad Van Voorst,EdD, Vanderbilt University; Peter Veronesi, PhD, University of Iowa. Lecturers: Karen Slonski-Fowler, EdD, SUNY Buffalo; William R. Veenis, MS, University of Pittsburgh. Director of Field Experience: Diane Maurer, MSEd, SUNY Buffalo. Coordinator of Elementary and Secondary Certification: Nancy Di Pasquale, BA, University of Lowell.

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Background

In New York state, the field of teacher education is in the midst of an era of unprecedented change. Effective February 2, 2004, not only the educational requirements for teaching certificates change, but the certificate titles themselves change.

What has been called a provisional certificate, effective February 2, 2004, is titled an initial certificate. Similarly, what has been called a permanent certificate, is titled a professional certificate. Please note that initial certification is the first certification level that prospective teachers earn under the revised 2004 NYS certification requirements; professional certification is the final required certification.

Because most of the department's 33-credit programs leading to permanent certification will be involved in a revision process at the time this catalog is printed, you should refer to the department's Web site for the latest information on these programs. The new programs, upon the State Education Department approval, will enable both provisionally and initially certified teachers to apply for a state-approved MSEd, which is required for permanent/professional certification respectively.

Department Programs-Overview
The Department of Education and Human Development currently offers MS in Education options for two groups of students:

· those who are provisionally certified prior to February 2, 2004, and seeking permanent certification, and

· those who have no certification and are seeking the new initial/professional certifications.

Beginning with the summer of 2004, the department intends to offer professional certification programs for those holding initial certification in Early Childhood/Childhood, Adolescent English, Adolescent Mathematics, Adolescent Science and Adolescent Social Studies. It is possible additional certification areas will be added. Consult the departmental Web site for the most current information.

MS in Education Programs (33-36 credits)

Our current 33- and 36-credit programs have been formulated for those students who already possess provisional certification in the area in which the degree is being sought (see section on Admission Requirements for exceptions). These programs provide the master's degree that is required in New York state for permanent certification. Please note that there are additional New York state requirements for permanent certification, including teaching experience and testing requirements.

The new Childhood Literacy and Childhood Special Education programs accept individuals with the current provisional certification in Elementary Education (Pre-K-6) or, beginning in 2004, the initial certification in Childhood Education (grades 1-6) or Early Childhood Education (birth-grade 2). These two programs provide the academic requirements for initial certification in either Childhood Literacy or Childhood Special Education, respectively. They also fulfill the master's degree requirement needed for professional certification under the 2004 State Education Department (SED) regulations. Please note that provisionally certified applicants may use this degree for permanent certification.

The Department of Education and Human Development currently offers the following 33- and 36-credit programs as described in more detail later in this catalog.

  • elementary education curriculum
  • elementary education/interdisciplinary arts for children
  • childhood literacy
  • childhood special education
  • secondary English
  • secondary mathematics
  • secondary science (biology, chemistry, earth science, or physics)
  • secondary social studies
  • bilingual education

Collaborative Internship Master's Program (CIMP)

This program is a variation on permanent/professional certification programs that offers teachers with provisional or initial certification the opportunity to learn the philosophy, curriculum, and instructional practices of a school district while simultaneously engaging in teaching and full-time graduate study. Interns are selected from recommended departmental program applicants in cooperation with the participating school district(s). The program is an academic yearlong program where interns have a 15 clock-hour per week teaching responsibility. (However, interns do not displace faculty members.) The remaining time is devoted to formal graduate study that culminates in one of the department's master's degrees for permanent/professional certification. Selected interns receive tuition support, which is dependent on grant funding. Notification of CIMP acceptance is usually given in late spring. Applications for the CIMP program may be requested through the Office of Graduate Admissions at the time a College application for graduate study is requested, or it may be obtained from the department's graduate secretary at (585) 395-5060.

Alternate MS in Education (54-credits)

Our 54-credit alternate programs lead to an MS in Education and are specifically designed for those who do not possess any certification and who have little or no professional education background. These programs lead to initial certification and also provide the master's degree that is required in New York State for professional certification. Please note that there are additional New York state requirements for professional certification, including teaching experience. (Please contact the Office of Teacher Certification at SUNY Brockport, your local BOCES, or the New York State Department of Education for additional certification information.)

The Department of Education and Human Development currently offers the following 54-credit alternate programs as described in more detail later in this catalog. All are in the area of adolescence education and each includes an extension to middle childhood education (grades 5-9) certification:

  • adolescence English education

  • adolescence mathematics education

  • adolescence science education (biology, chemistry, earth science, or physics)

  • adolescence social studies education

SUNY Brockport does not currently offer a graduate program leading to initial childhood (grades 1-6) certification.

Application Guidelines

Application packets may be obtained from the Office of Graduate Admissions in Morgan Hall. Be certain to indicate the program for which you are applying.

As part of the self-managed application, you must submit:

  • official transcripts of all graduate and undergraduate work completed;
  • three professional (not personal) recommendations, if possible, from those who know of your aptitude for teaching, ability to relate to children, and ability to successfully do graduate level work; and
  • an essay on your reasons and fitness for teaching and for pursuing graduate education.

The deadlines for submission of all required information are September 15 (for spring matriculation) and February 15 (for summer/fall matriculation). Please note that the childhood literacy and childhood special education programs have only one deadline per calendar year ­ February 15.

Normally, within 2-3 weeks of the deadlines stated above, the faculty reviews the applications and makes admission recommendations. Applicants are notified by letter whether or not they have been recommended for admission by the end of the month following the application deadline.

Candidates who are recommended for admission must attend an orientation session and meet with a designated advisor to complete a Plan of Study (POS). Only after the Plan of Study has been accepted will the admission recommendation be forwarded to the Office of Graduate Admissions. Only a letter from the Office of Graduate Admissions constitutes an official offer of admission. Students are not officially admitted until they return the reply form that accompanies the offer of admission. Once students accept the offer of admission and the reply form is received, they may register as matriculated students.

Admission Requirements

Admission to degree programs in Education and Human Development is highly competitive; all qualified applicants may not be accepted.

All applicants must have a baccalaureate degree from a regionally accredited institution. Normally, an undergraduate GPA of 3.0 or higher is required. Applicants with a GPA below 3.0 must thoroughly address that issue upon application.

33-36 Credit Programs*

Students applying for a current 33- or 36-credit program must hold provisional certification in the area for which the application is being made. There are two exceptions. The Arts for Children program also will consider applicants possessing provisional certification in art, dance, music and special education.

The Bilingual program will consider applicants with certification in subject areas other than foreign language who wish to obtain the bilingual extension certificate. In that case, an additional six-credit internship will be required. Neither of these programs leads to provisional certification in elementary school teaching.

*Please note that new permanent/professional programs accepting those with initial or provisional certification will be in place to begin during the summer of 2004. Information on these programs is not available at the time of this catalog printing.

54-Credit Programs

Students applying for a 54-credit alternate adolescence program should be aware that previous successful experience with children, completion of an appropriate liberal arts undergraduate major or its equivalent (36-credits in the specific academic content area) and foreign language credits are considered in the admission decision.

Acceptable majors for state certification and our programs include:

  • English,
  • mathematics,
  • sciences* (biology, chemistry, earth science and physics), and
  • social sciences/social studies** (history, anthropology, economics, geography, political science, sociology, and usually African-American studies and American studies).

*Science applicants should have 18 credits of courses in at least two science areas in addition to their major in order to qualify for the general science extension certificate.

**Social studies applicants preferably should possess a history major and an interdisciplinary minor. Applicants with 36 credits of state approved equivalent social science courses or a social science major plus at least 18 credits in history will be considered.

Those students without an acceptable major should read the following information on academic content areas:

ENGLISH

Courses offered by an English department as core requirements for a degree are acceptable. For example, courses in composition, English literature, poetry, playwriting, grammar and English linguistics are acceptable. A maximum of six credits for study in related areas such as speech, drama, theater, and journalism may be allowed toward the 36-credit requirement for study in English.

MATHEMATICS

Courses offered by a mathematics department that are considered core requirements toward a degree in mathematics are typically acceptable. For example, courses in mathematical reasoning, quantitative methods, number theory and concepts, algebra, analytic geometry, calculus, geometry, trigonometry, data analysis, probability, statistics, and discrete mathematics are acceptable. Statistics courses that are offered by other departments are also acceptable. Only those computer courses that involve using computers to solve mathematical problems are acceptable. Courses in computer science, accounting, finance and courses in which mathematics is applied to solving problems other than those that are purely mathematical are not acceptable.

SOCIAL STUDIES

Courses in US and world history and geography, economics, government, political science, anthropology, and sociology are acceptable. Courses of an historical nature from African-American studies and from women's studies may qualify. Courses in philosophy and psychology are not acceptable.

SCIENCE

Biology- Courses in scientific methods, cell biology, biochemistry, anatomy and physiology, comparative anatomy, genetics and evolution, biological diversity, and human biology and human ecology are acceptable. Courses in nutrition are acceptable only if it is cell nutrition.

Chemistry- Courses in scientific methods, matter and atomic structure; energy, chemical bonds and molecular structure; chemical reactions; and quantitative relations are acceptable. Courses in geochemistry are generally applied science courses and, therefore, not acceptable.

Earth Science- Courses in scientific methods, space systems, atmospheric systems, geological systems, and water systems are acceptable. Courses in environmental science, conservation and wildlife management, and agriculture are generally applied science courses and, therefore, are not acceptable.

Physics- Courses in scientific methods, mechanics and heat; electricity and magnetism; waves, sound, and light; and quantum theory and the atom are acceptable. Courses in engineering and geophysics are generally applied science courses and, therefore, are not acceptable. Astronomy courses are acceptable only if the primary focus is on the mathematics of gravitational attraction between astral bodies.

PLEASE CONSULT OUR DEPARTMENTAL WEB PAGES FOR FUTURE CHANGES.

For those who still have questions concerning acceptable content background, your local Board of Cooperative Educational Services (BOCES) may be able to perform a transcript evaluation. Monroe County residents living on the East side of the Genesee River can contact the Monroe I BOCES certification office. Monroe County residents on the West side of the Genesee River, Holley, Kendall, Wayne-Finger Lakes BOCES region, and Genesee Valley BOCES region can contact the Genesee Valley BOCES certification office. Those in the Orleans-Niagara BOCES region should contact the Orleans-Niagara BOCES certification office.

Degree and Related Policies

All courses taken must be part of the approved Plan of Study. At least 15 credits must be taken at the 600 or higher course level. A grade of "B-" or better is required in all program courses used to meet initial state certification requirements. A minimum 3.0 cumulative GPA is required for graduation.

All students in a degree program offered by the Department of Education and Human Development must successfully complete a culminating experiencean approved thesis, project, analytical review of the literature, or seminar portfolio. The culminating experience is planned in consultation with a faculty member(s) and is included as one of the final courses leading to the MSEd.

Previous Course Credit

Credit for courses taken before matriculation may be approved if a grade of "B" or better has been earned and if the course(s) are appropriate for the course of study pursued. Such retroactive credit will not exceed nine credits. Normally, courses older than five years will not be considered. A maximum of only six-credits will be accepted from any other graduate level program leading to permanent/professional certification.

Please note that courses taken prior to matriculation will not automatically be accepted as part of the graduate program regardless of where or when the courses were taken. Thus, it is in the applicant's best interest to seek admission prior to taking courses.

Requirements for Retention in Program

Students must make satisfactory progress toward meeting degree requirements in order to maintain their status. The following requirements must be satisfied:

  • Students must follow the approved Plan of Study. The planned program must reflect a schedule that allows completion of all degree requirements within five years from matriculation.
  • Since a minimum 3.0 GPA is required for graduation, students are expected to maintain a 3.0 GPA during all semesters. Grade point averages will be monitored annually. Any student whose GPA falls below 3.0 will be referred to the departmental Graduate Committee to determine if continued enrollment is warranted.
  • Continuous progress in a program means that a minimum of one course must be taken each calendar year. College policy provides that students who do not maintain such continuous enrollment will be dematriculated.

Graduate Assistants

A matriculated student seeking an appointment as a graduate assistant may obtain an application and information from the graduate secretary of the Department of Education and Human Development, (585) 395-5060.

ELEMENTARY EDUCATION PROGRAMS (33-36-credits)

MS in Education: Elementary Education, Elementary Curriculum Specialist (grades pre K- 6)

This specialization within the Elementary Education program meets the degree requirements for NYS Permanent Pre-K-6 certification.

I. Prerequisites

  1. A baccalaureate degree from a regionally accredited four-year college or university with a GPA of 3.0 on a 4.0 scale.
  2. Valid NYS provisional elementary (Pre-K-6) certification.
Required Courses
Credits
1. Core Courses
9
  EDI 602 Elementary Curriculum
3
  EDI 603 Educational Measurement and Evaluation
3
  EDI 703 Seminar in Elementary Education
3
   
2. Curriculum Concentration
12-15
  At least one course in each of the following areas:(selected with advisement)
  a) science or teaching of science
3
  b) mathematics or teaching of mathematics
3
  c) language arts or teaching of language arts
3
  d) social science or teaching of social studies
3
   
3. Breadth Courses (selected with advisement)
6-9
   
4. Elective
3
Minimum Total:
33

NOTE: Two courses in the program must carry liberal arts (A) designation.

MS in Education: Elementary Education, Interdisciplinary Arts for Children

The Arts for Children specialization fills the degree requirement for NYS permanent elementary certification. It also fills state permanent certification requirements for those provisionally certified in grades K-12 in art, dance, music or special education.

I. Prerequisites

  1. A baccalaureate degree from a regionally accredited four-year college or university with a 3.0 GPA on a 4.0 scale
  2. Valid NYS provisional elementary certification (or provisional certification in art, dance, music, or special education)
  3. Prior demonstrated course work or experiences with one or more of the arts.
Interdisciplinary Arts for Children Specialization
Credits
1. Core Courses
9
  EDI 602 Elementary Curriculum
3
  EDI 603 Educational Measurement and Evaluation
3
  EDI 703 Elementary Education Project/Thesis
3
   
2. General Program Concentration
15
  At least one course in each of the disciplines: art, dance, music, theatre (selected with advisement) Examples:
  ART 517 Art Education for Children
3
  ART 590 Advanced Studio Problems
3
  DNS 583 Children's Dance I
3
  DNS 584 Children's Dance II
3
  DNS 683 Studies in Dance Education
3
  MUS 513 American Music
3
  MUS 585 American Folk Music
3
  THE 530 Children's Theatre Mini-tour
3
  THE 583 Creative Drama Practicum
3
  THE 590 Special Topics in Academic Theatre
3
  IAC 580 Workshop in Interdisciplinary Arts for Children
3
  MUS 599 Independent Study 3
3
And the following:
  IAC 591 Interdisciplinary Arts for Children Seminar
3
   
3. Breadth Courses (selected with advisement)
6
4. Elective
3
   
 
Minimum Total:
33

 

MS in Education: Bilingual
The bilingual program meets the academic requirements for the extension certificate in bilingual education except for those certified in a foreign language.

I. Prerequisites

  1. A baccalaureate degree from a regionally accredited four-year college or university with a GPA of 3.0 on a 4.0 scale.
  2. Valid NYS certification as an elementary teacher (Pre-K-6) is normally required. Those with a valid certification in areas other than in foreign language also may be eligible.
  3. A passing score on the language proficiency examinations in Spanish and English.
Program Courses
Credits
1. Liberal Arts
18
  FCE 520 Multiculturalism in the U.S.
3
  FCE 526 Foundations of Bilingual Education
3
  SPN 560 Spanish Phonology
3
 

SPN 561 Advanced Spanish Grammar

3
 

or

 

an elective in Latin-American Literature and/or Culture

3
  ENL 551 Linguistics
3
  or
  ENL 555 Sociolinguistics
3
   
2. Professional Education
12
  EDI 628 TESOL: Materials and Techniques
3
  EDI 521 Teaching the Bilingual Child
3
  EDI 603 Educational Measurement and Evaluation
3
  or
  EDI 685 Statistics and Research Design
3
  EDI 722 Seminar Bilingual Ed (Project/Thesis)
3
   
3. Elective (by advisement)
3
Minimum Total:
33

Note: A College-supervised practicum experience will be provided to those lacking student teaching or an equivalent supervised experience in bilingual education. Completion of such an experience will increase program length to 39 credits.

MS in Education: Childhood Literacy

The Childhood Literacy program requires approximately a 14-month commitment to full-time study. Students admitted during the spring application period each year begin the program in the summer, engage in full-time study the following fall and spring semesters, and complete the last two courses during the second summer. The degree leads to New York State (NYS) certification as a Childhood Literacy (grades 1- 6) teacher. It also will meet the state's permanent/professional certification requirements for teachers with provisional/initial certification.

I. Prerequisites

  1. A baccalaureate degree from a regionally accredited four-year college or university with a GPA of at least 3.0 on a 4.0 scale.
  2. Valid NYS provisional Elementary (K-6) certification or initial certification in Childhood (grades 1-6) or Early Childhood Education (birth-2). This foregoing must include six credits in literacy (reading) education.
II. Required Courses
Credits
1. First Summer
  * Elective
3
  EDI 730 Literacy Assessment
3
2. Fall Semester
  EDI 731 Advanced Developmental Literacy Instruction
3
  EDI 732 Seminar I
3
  EDI 733 Language Arts in Literacy Instruction
3
  EDI 507 Emergent Language and Literacy
3
3. Spring Semester
  EDI 734 Seminar II
3
  EDI 735 Reading and Writing in the Content Areas
3
  EDI 736 Teaching Reading to the Child with Special Needs
3
  EDI 737 Clinical Diagnosis
3
4. Second Summer
  EDI 738 Literacy Practicum
3
  * Elective
   
  Minimum Total:
36
   
  * One elective must be taken in education.
   

MS in Education: Childhood Special Education

The Special Education program requires a yearlong commitment to full-time study. Students are admitted during the spring application period each year, begin the program in the summer, and engage in full-time study the following fall and spring semesters. The degree leads to New York State (NYS) certification as a Childhood Special Education (grades 1- 6) teacher. It also meets the state's permanent/professional certification requirements for teachers with provisional/initial certification.

I. Prerequisites

  1. A baccalaureate degree from a regionally accredited four-year college or university with a GPA of 3.0 on a 4.0 scale
  2. Valid NYS provisional Elementary (PreK-6) certification or initial certification in Childhood (grades 2-6) or Early Childhood Education (birth-grade 2).
II. Required Courses
Credits
1. *Summer
  EDI 608 Foundations of Special Education
3
  (Prerequisite EDI 325 or equivalent course)
  EDI 615 Creating Learning Environments
3
  EDI 652 Learning Strategies
3
2. Fall Semester
  EDI 613 Inclusion and Collaboration
3
  EDI 614 Assessment, Evaluation, and Intervention
3
  EDI 705 Principles and Methods of Educational Research
3
  EDI 693 Internship
3
3. Spring Semester
  EDI 653 Teaching Diverse Populations: Part I
3
  EDI 658 Teaching Diverse Populations: Part II
3
  EDI 694 Internship II
3
  Elective 3
3
   
  Minimum Total:
33
   
  *Requires participation in Camp Abilities
   

 

Secondary Education (33 Credits)
MS in Education: Secondary English
This program leads to permanent English 7-12 certification. The Plan of Study must include at least four courses in each of two areas: liberal arts (English) and professional education (English education). To meet the requirements for permanent certification, students are required to take courses in the following areas: teaching the English language, teaching literature, teaching writing and teaching reading. The seminar contains the culminating activity.

I. Prerequisites

  1. A baccalaureate degree from a regionally accredited four-year college or university with a 3.0 GPA on a 4.0 scale.
  2. Valid provisional certification in secondary English education.
1. Liberal Arts, for example:
12-18
  ENL 543 Contemporary American Poetry
3
  ENL 572 Critical Approaches to Literature
3
  ENL 581 English Grammar
3
  ENL 584 Young Adult Literature
3
   
2. Professional Education
12-18
  EDI 603 Educational Measurement and Evaluation
3
  EDI 645 Reading and Responding to Literature, K-12
3
  EDI 648 Teaching of Written Composition K-12
3
  EDI 791 Seminar in Secondary School English Education
3
   
3. Elective
3
Minimum Total:
33

MS in Education: Secondary Mathematics

This program leads to permanent mathematics 7-12 certification. The Plan of Study must include courses in each of two areas: liberal arts (mathematics) and professional education. The seminar contains the culminating activity.

I. Prerequisites

  1. A baccalaureate degree from a regionally accredited four-year college or university with a 3.0 GPA on a 4.0 scale.
  2. Valid provisional certification in secondary mathematics education.
1. Liberal Arts 12-18
  Selection of appropriate mathematics courses by advisement.  
     
2. Professional Education 12-18
  The following courses are required:  
  EDI 622 Advanced Secondary School Curriculum: Mathematics 3
  EDI 686 Problems in Secondary School Mathematics Education 3
  EDI 792 Seminar in Secondary School Mathematics Education 3
  An additional 3-9 credits selected with advisement, depending on the student's individual programmatic needs.  
     
3. Elective
3
Minimum Total:
33

MS in Education: Secondary Science
This program leads to a permanent certification in 7-12 biology, chemistry, earth science, or physics. The Plan of Study must include courses in each of two areas; professional education and liberal arts, specifically the science area(s) in which candidate holds provisional certification(s). The seminar contains the culminating activity.

I. Prerequisites

  1. A baccalaureate degree from a regionally accredited four-year college or university with a 3.0 GPA on a 4.0 scale.
  2. Valid provisional certification in a secondary science area.
1. Liberal Arts
12-18
  Selection of appropriate science courses by advisement.
   
2. Professional Education
12-18
  EDI 617 Advanced Methods in Teaching Secondary School Science
3
  EDI 623 Reading Research in Secondary Science Education
3
  EDI 685 Statistics and Research Design
3
  EDI 793 Seminar in Secondary School Science Education
3
  An additional 3-9 credits may be selected with advisement,
depending on the student's individual programmatic needs.
   
3. Elective
3
Minimum Total:
33

MS in Education: Secondary Social Studies

This program leads to secondary social studies 7-12 certification. The Plan of Study must include courses in each of two areas: liberal arts (social sciences) and professional education.

I. Prerequisites

  1. A baccalaureate degree from a regionally accredited four-year college or university with a 3.0 GPA on a 4.0 scale.
  2. Valid provisional certification in secondary social studies.
1. Liberal Arts 12-18
  Selection of appropriate (social science) courses by advisement.  
     
2. Professional Education 12-18
  The following courses are required:  
  EDI 670 Innovation in Secondary Social Studies Education 3
  EDI 624 Advanced Secondary School Curriculum: Social Studies 3
  EDI 794 Seminar: Secondary School Social Studies Education 3
  An additional 3-9 credits selected with advisement,
depending on the student's individual programmatic needs. 		 
     
3. Elective 3
Minimum Total: 33

SECONDARY EDUCATION (54-credits)

Alternate MS Programs in Adolescence Education

Purpose and Academic Eligibility

These programs were developed for persons with a baccalaureate degree who do not hold Initial Certification and wish to obtain NYS initial and professional certifications in an Adolescence (Grades 7-12) /Middle Childhood Education (Grades 5-9) area (for program completion after February 1, 2004).

To be considered for admission, applicants must possess the necessary academic credentials. An academic major or the equivalent (36-credits in the certification content area) are required for entry into the program. (See Admissions Requirements for a list of acceptable majors for the various certification areas, special content requirements for the science and social studies programs, and all other admissions requirements.) Those not possessing one of the accepted majors are reminded that a written evaluation of academic content may need to accompany the application.

Additional Certification Requirements

Below are listed NYS initial certification requirements not included in the alternate master's program:

  • two college-level courses in a language other than English (American Sign Language is acceptable),
  • successful completion of the state's testing program (including the appropriate Content Specialty Test),
  • state-mandated fingerprinting, and
  • HLS 301, Principles of Healthful Living (or the equivalent). This course may be a corequisite, but most will need to complete it prior to certification because it includes content that satisfies state requirements such as violence prevention and child abuse reporting.

Alternate MS in Education Degree and Professional Certification

As mentioned earlier, completion of the MS in Education satisfies the academic requirement for NYS Professional Certification, the final certificate in the certification process. Students still may have teaching and testing requirements to fulfill. Currently students also receive a notation on their transcript upon MS program completion that allows them to participate in the reciprocity agreement between NYS and other states that have signed the agreement. This occurs only upon completion of the MS in Education program.

Prerequisites for Alternate Adolescence Programs

  • A baccalaureate degree from a regionally accredited institution of higher learning, with a 3.0 GPA on a 4.0 scale.
  • An academic major in the program discipline or equivalent (36-credits in the discipline) as previously described.
  • Verifiable experience with students in schools or other approved situations in an educational capacity - 40 clock hours of such interaction are normally required prior to taking Phase II of the program. Such experiences may include volunteer or paid tutoring, work as an aide or substitute teacher, recreational or coaching or scouting responsibilities, etc. There should be a mixture of middle-level and secondary-level experiences, if at all possible.

Program Notes Applicable to the Alternate MS in Education programs

  • Students must be matriculated in an appropriate program prior to registering for program courses.
  • The Initial Sequence must be completed in the order given.
  • Please note that Phase I and Phase II courses and experiential requirements may be combined with advisor approval.
  • Students must take six-credits of liberal arts courses prior to Phase IV.
  • All requirements of Phases I-III must be completed prior to the practicum semester.
  • A total of 110 clock hours of documented experience with middle childhood and adolescent students is required in these programs. Phase I requires 40 hours, Phase II requires 30 hours, and Phase III requires 40 hours. Please note that the College will secure experiences for Phase II and III requirements. Students are responsible for securing their own Phase I experiences.

Alternate MS in English Adolescence Education (Grades 7-12) With Middle Childhood Extension (Grades 5-9)

Please refer to the section on Admission Requirements and all introductory program information at the beginning of this section.

II. Required Courses
   
Credits
1. Initial Sequence
42
*Liberal Arts Courses (by advisement)
6
Phase I
  PSH 584 Adolescence
3
  Phase II
  EDI 531 Language Skills in Middle and High School Content Area I
3
  EDI 545 Frameworks for Teaching English
3
  ** EDI 528 Middle School Curriculum
3
  Phase III
  EDI 530 Education and Society
3
  ** EDI 565 Teaching English Inclusively
3
  EDI 606 Teaching Secondary Students with Mild Disabilities
3
  EDI 532 Language Skills in Middle and High School Content Area II
3
  Phase IV
  EDI 575 Practicum (Student Teaching with Seminar)
9
  EDI 576 Creating Positive Learning Environments
3
   
2. Post-Initial Sequence
12
  * Liberal Arts courses, by advisement
6
  *** EDI 700 Reading Educational Research
3
  ***EDI 791 Seminar in English Education
3
   
    Total:
54

* Six liberal arts credits must be taken at the 600 or higher level.

** Courses incorporating major experiential requirements.

*** Must be taken after practicum.

Alternate MS in Mathematics Adolescence Education (Grades 7-12)

With Middle Childhood Extension (Grades 5-9)

Please refer to the section on Admissions Requirements and all introductory program information at the beginning of this section.

II. Required Courses Credits
Credits
1. Initial Sequence
42
  * Liberal Arts courses, by advisement
6
  Phase I
  PSH 584 Adolescence
3
  Phase II
  ** EDI 528 Middle School Curriculum
3
  EDI 546 Intro to Teaching Secondary Mathematics
3
  EDI 531 Language Skills in Middle and High School Content Area I
3
  Phase III
  EDI 530 Education and Society
3
  ** EDI 566 Teaching Mathematics Inclusively
3
  EDI 606 Teaching Secondary Students with Mild Disabilities
3
  EDI 532 Language Skills in Middle and High School Content Area II
3
  Phase IV
  EDI 575 Practicum (Student Teaching with Seminar)
9
  EDI 576 Creating Positive Learning Environments
3
   
2. Post-Initial Sequence
12
  * Liberal Arts Courses, by advisement
6
  *** EDI 700 Reading Educational Research
3
  EDI 792 Seminar in School Mathematics Education
3
    Total:
54

* Six credits of liberal arts courses must be taken at the 600 or higher level.

** Courses incorporating major experiential requirements

*** Must be taken after practicum.

Alternate MS in Science (Biology, Chemistry, Earth Science, or Physics-With General Science) Adolescence Education (Grades 7-12) With Middle Childhood Extension (Grades 5-9)

Please refer to the section on Admissions Requirements and all introductory program information at the beginning of this section.

II. Required Courses

   
Credits
1. Initial Sequence
42
  * Liberal Arts courses, by advisement
6
  Phase I
  PSH 584 Adolescence
3
  Phase II
  ** EDI 528 Middle School Curriculum
3
  EDI 547 Introduction to Teaching Secondary Science
3
  EDI 531 Language Skills in Middle and High School Content Area I
3
  Phase III
  EDI 530 Education and Society
3
  ** EDI 567 Teaching Science Inclusively
3
  EDI 606 Teaching Secondary Students with Mild Disabilities
3
  EDI 532 Language Skills in Middle and High School Content Area II
3
  Phase IV
  EDI 575 Practicum (Student Teaching with Seminar)
9
  EDI 576 Creating Positive Learning Environments
3
   
2. Post-Initial Sequence
12
  * Liberal Arts courses, by advisement
6
  *** EDI 700 Reading Educational Research
3
  *** EDI 793 Seminar in Science Education
3
   
    Total:
54

* Six credits of liberal arts courses must be taken at the 600 or higher level.

**Courses incorporating major experiential requirements.

***Must be taken after practicum.

Alternate MS in Social Studies Adolescence Education (Grades 7-12) With Middle Childhood Extension (Grades 5-9)

Please refer to the section on Admissions Requirements and to the introductory program information at the beginning of this section.

II. Required Courses
   
Credits
1. Initial Sequence
24
  * Liberal Arts courses, by advisement
6
  Phase I
  PSH 584 Adolescence
3
  Phase II
  EDI 546 Frameworks for Teaching Social Studies
3
  ** EDI 528 Middle School Curriculum
3
  EDI 531 Language Skills in Middle and High School Content Area I
3
  Phase III
  EDI 530 Education and Society
3
  ** EDI 566 Teaching Social Studies Inclusively
3
  EDI 606 Teaching Secondary Students with Mild Disabilities
3
  EDI 532 Language Skills in Middle and High School Content Area II
3
  Phase IV
  EDI 575 Practicum (Student Teaching with Seminar)
9
  EDI 576 Creating Positive Learning Environments
3
   
2. Post-Initial Sequence
12
  Liberal Arts Courses, by advisement
6
  *** EDI 700 Reading Educational Research
3
  *** EDI 794 Seminar in Social Studies Education
3
   
  Total:
54

* Six credits of liberal arts courses must be taken at the 600 or higher level.

** Courses incorporating major experiential requirements.

*** Must be taken after practicum.

Education and Human Development Courses

EDI 507 Emergent Language. Examines the development of children's oral and written language from a socio-psycholinguistic perspective. Provides opportunities to explore the cognitive, social, and cultural bases for language development and use, including dialect variation and second-language learning. 3 Cr.

EDI 509 Secondary Students with Special Needs. Examines the social, educational, and personal implications of human exceptionality. Explores issues and concerns related to the identification and evaluation of exceptional individuals as well as ways to modify curriculum and instruction to meet the needs of a range of students, including inclusive and gifted and talented. Emphasizes the historical, legal, and instructional issues related to educating students who learn differently. 3 Cr.

EDI 520 Elementary Education for Language Teachers. A 45-hour institute designed for certified secondary foreign language teachers who wish to extend their certification to teach a language at the elementary school level. Includes topics such as the nature and development of the elementary school; elementary school curriculum; language acquisition of the child; cognitive, affective, psychomotor, and linguistic development; elements of instruction as applied to teaching a language to elementary children; and development of materials. 3 Cr.

EDI 521 Teaching the Bilingual Child. Explores social, emotional and cognitive implications of the child who must function as a bilingual student in a classroom. Requires students to complete special bilingual modules specific to students' areas of teacher certification. Presents materials, teaching and assessment techniques used in the development of a coordinated bilingual lesson plan. Provides a study of general curriculum theory and application in a bilingual program. 3 Cr.

EDI 524 Practicum in Bilingual Education. Prerequisite: Instructor's permission. Provides practical experience in planning, instructing, testing, developing materials, and positive interaction with students and school personnel, classroom management in a bilingual classroom setting for teachers seeking bilingual extension certification at the graduate level. 6 Cr. Summer 2003 only

EDI 527 Cooperative Learning. Explores learning as a classroom structure that enables learners to work together to accomplish a task. Addresses how teachers can frame cooperative lessons that maximize student learning. Allows a participant to learn the attributes of cooperative learning, study documentation on cooperative learning, and plan for a classroom environment that reflects cooperation. Highly interactive and participatory in nature. 3 Cr.

EDI 528 Middle School Curriculum and Instruction. Introduces teachers and teacher candidates to middle school philosophy and organization, including the rationale for and function of: interdisciplinary teams, teachers-based guidance programs, flexible grouping and program scheduling. Focuses on the developmental characteristics for effective instructional strategies. Provides opportunities for the development of interdisciplinary curriculum and examines current practices and controversial issues in middle grade schools. Includes 30 clock hours of field experience in a middle level school, grades 5-9. 3 Cr.

EDI 530 Education and Society. For alternate program students only. Introduces students to the historical, sociological, and philosophic foundations of education including the role of education in America and in the teaching profession. 3 Cr.

EDI 531 Language Skills in Middle and High School Content Areas I. Focuses on the premise that reading and listening for meaning are critical to thinking about and learning content knowledge in all disciplines of study in the middle and high schools. Stresses the development of these language skills in early and later adolescence and the examination, the individual differences among learners, and multiple approaches and strategies that may be used to improve student thinking and learning. 3 Cr.

EDI 532 Language Skills in Middle and High School Content Areas II. Builds on students' study in EDI 645. Explores the idea that writing and speaking are fundamental to thinking about and learning content knowledge all disciplines of study. Requires students to achieve an understanding of not only their own speaking and writing processes, but also of the kinds of experiences that help students write and speak with an authentic voice, develop a high degree of fluency, and produce writing and verbal presentations of consequences. 3 Cr.

EDI 539 Reading in Content Areas. Examines ways to help students get the most from their textbooks. Considers alternatives to textbooks in teaching content-area classes. 3 Cr.

EDI 545 Frameworks for Teaching English. Prerequisites or corequisites: EDI 530 and PSH 584. Introduces students to the methods and strategies involved in the teaching of a middle and high school subject, including English. Begins the exploration of the nature of teaching, instructional planning, designing unit and lesson plans, interdisciplinary approaches, assessment, and teaching portfolios. Requires students to practice teaching lessons they've designed and to be reflective about their own and others' lessons. Focuses on the student's ability to work collaboratively as members of teams. Provides opportunities for students to clarify their goals in pursuit of a teaching career, and requires the construction of a personal statement of educational philosophy. 3 Cr.

EDI 546 Frameworks for Teaching Mathematics. Prerequisites or corequisites: EDI 530 and PSH 584. Introduces students to the methods and strategies involved in the teaching of a middle and high school subject, including mathematics. Begins the exploration of the nature of teaching, instructional planning, designing unit and lesson plans, interdisciplinary approaches, assessment, and teaching portfolios. Requires students to practice teaching lessons they've designed and to be reflective about their own and others' lessons. Focuses on the student's ability to work collaboratively as members of teams. Provides opportunities are provided for students to clarify their goals in pursuit of a teaching career. Requires constructing a personal statement of educational philosophy. 3 Cr.

EDI 547 Frameworks for Teaching Science. Prerequisites or corequisites: EDI 530 and PSH 584. Introduces students to the methods and strategies involved in the teaching of a middle and high school subject, including science. Begins the exploration of the nature of teaching, instructional planning, designing unit and lesson plans, interdisciplinary approaches, assessment, and teaching portfolios. Requires students to practice teaching lessons they've designed and to be reflective about their own and others' lessons. Focuses on the student's ability to work collaboratively as members of teams. Provides opportunities for students to clarify their goals in pursuit of a teaching career. Requires constructing a personal statement of educational philosophy. 3 Cr.

EDI 548 Frameworks for Teaching Social Studies. Prerequisites or corequisites: EDI 530 and PSH 584. Introduces students to the methods and strategies involved in the teaching of a middle and high school subject, including social studies. Begins the exploration of the nature of teaching, instructional planning, designing unit and lesson plans, interdisciplinary approaches, assessment, and teaching portfolios. Requires students to practice teaching lessons they've designed and to be reflective about their own and others' lessons. Focuses on the student's ability to work collaboratively as members of teams. Provides opportunities for students to clarify their goals in pursuit of a teaching career, and requires construction of a personal statement of educational philosophy. 3 Cr.

EDI 551 Overseas Studies in British Education. Enables a small group of students to visit selected urban and suburban English schools and educational agencies over a two-week period. Provides background seminars at SUNY Brockport in the months preceding the trip. Conducted under direct supervision of a Brockport professor. Interested students should contact the Department of Education and Human Development for further information. 3 Cr.

EDI 553 Teaching Children's Literature. Covers both traditional and current literature for young children critically appraised in terms of behavioral objectives. Analyzes nursery rhymes, nursery tales, songs, finger play, and the many current books for preschool and primary school children in terms of their contributions to social growth, language development, reading, math, science, and the social studies. 3 Cr.

EDI 565 Teaching Secondary English Inclusively. Prerequisite: EDI 545. Focuses on inclusive teaching strategies in the content areas, including lesson planning, instruction, and assessment. Emphasizes secondary curriculum content and the New York State Education Learning Standards as well as technological applications that apply to teaching and learning. Requires the student to take an active role in becoming a reflective practitioner, working on personal portfolios, and reading research articles. 3 Cr.

EDI 566 Teaching Secondary Mathematics Inclusively Prerequisite: EDI 546. Focuses on inclusive teaching strategies in the content areas, including lesson planning, instruction, and assessment. Emphasizes secondary curriculum content and the New York State Education Learning Standards as well as technological applications that apply to teaching and learning. Requires students to take an active role in becoming a reflective practitioner, working on personal portfolios, and reading research articles. 3 Cr.

EDI 567 Teaching Secondary Science Inclusively. Prerequisite: EDI 547. Focuses on inclusive teaching strategies in the content areas, including lesson planning, instruction, and assessment. Emphasizes secondary curriculum content and the New York State Education Learning Standards as well as technological applications that apply to teaching and learning. Requires students to take an active role in becoming a reflective practitioner, working on personal portfolios, and reading research articles. 3 Cr.

EDI 568 Teaching Secondary Social Studies Inclusively. Prerequisite: EDI 548. Focuses on inclusive teaching strategies in the content areas, including lesson planning, instruction, and assessment. Emphasizes secondary curriculum content and the New York State Education Learning Standards as well as technological applications that apply to teaching and learning. Requires students to take an active role in becoming a reflective practitioner, working on personal portfolios, and reading research articles. 3 Cr.

EDI 571 Conflict Resolution (A). Covers conflict resolution as an attempt to fulfill personal and professional goals regarding constructive ways of managing and resolving conflict. Discusses personal, public and professional conflicts. Covers methods of conflict resolution, including exploration of pertinent communication and group dynamics and mediation skills along with the use of dilemmas, games, and other activities. Discusses the teaching of the skills of conflict resolution to students at the elementary and secondary levels. Requires a final project and extensive class participation. 3 Cr.

EDI 572 Values Education. Examines the objectives and theory of moral and values education, explores productive approaches to values education that can be used in the classroom, and instructs students how to make plans for the incorporation of values education into the existing curricula for their grade and subject areas. 3 Cr.

EDI 575 Practicum in Secondary Education with Seminar. Prerequisites: Completion of Phase II courses and corequisites. Provides a student teaching assignment involving professional teaching responsibility in an appropriate secondary and/or middle school subject matter field for one semester. 9 Cr.

EDI 576 Creating Positive Learning Environments. Prerequisites: Completion of Phase II courses and corequisites. Specifically examines strategies to establish and maintain positive classroom learning environments and emphasizes reflection on best teaching practices, effective use of class time, understanding group dynamics, and interpreting student actions in classroom situations. 3 Cr.

EDI 581 Technology in the Classroom. Designed for the computer novice. Introduces teachers (and prospective teachers) to a wide variety of uses for technology in education. Includes topics such as effective use of the internet in education; integrating "tool" software (word processor, database, spreadsheet) into the classroom; creating standards-based, technology-rich lesson plans; classroom uses of digital cameras and scanners; constructing classroom multimedia presentations; developing school Web pages; graphics and desktop publishing; demonstrations of software and Web sites for classroom use; discussions of pertinent technology topics (such as viruses, copyright law, plagiarism, and the social and ethical implications of using educational technologies. 3 Cr.

EDI 585 Operation Physics (A). Increases the knowledge and conceptual understanding of fundamental physical principles directed toward teachers of grades 4-8. Provides many hands-on activities for use and adaptation by teachers. 3 Cr.

EDI 590 Topics of Instruction. Meets the needs of intact groups of clients. Transcript title, content, bibliography and assessment procedures vary in accordance with the predetermined needs and interests of the group of clients served. 3 Cr.

EDI 594 Integrating Geography Skills. Examines the five themes of geography­place, location, movement, regions, human environment interactions, as well as the development of map and globe skills with an emphasis on the integration of these topics within the social studies curriculum and within the other subject areas. 3 Cr.

EDI 602 Seminar in Elementary Curriculum. Provides an understanding of the processes and programs of the elementary school curriculum. Requires students to engage in reading and discussion of curriculum and current topics related to curriculum design and implementation. 3 Cr.

EDI 603 Educational Measurement and Evaluation. Provides a survey of practices in educational measurement and evaluation, test and non-test measurement; basic statistical procedures; diagnostic procedures; test interpretation; score conversion; data analysis; and decision making. 3 Cr.

EDI 604 Secondary School Curriculum. Provides a study of secondary school curriculum problems, effective practices, and governance issues. Covers patterns of curriculum organization to serve as basis for individual research papers. 3 Cr.

EDI 605 Inclusion (A). Examines the historical, legal and instructional issues related to educating students with disabilities in settings with their typical, non-disabled peers. Explores theoretical, professional, and programmatic implications of practices such as mainstreaming, blended classes and especially inclusion. Emphasizes the interdependency among students, families and educators. Provides students with research, observation, and presentation opportunities to increase understanding of the relationship between special and regular education. Students who have received academic credit for DBD 311 or DBD 601 may not receive credit for this course. 3 Cr.

EDI 606 Teaching Secondary Students with Mild Disabilities (A). Allows students to develop an understanding of the factors which have led to special education services to secondary students with mild disabilities; increase awareness of how students with mild disabilities affect learning and school performance; evaluate the strengths, weaknesses and efficacy of alternatives to traditional classroom teaching in content area; identify, examine and practice specific methods of assessing, reporting, and managing classroom behaviors to provide useful evaluative data for decision making; and summarize the significant issues and special considerations in reading, written expression and math instruction for adolescents with mild disabilities in inclusive secondary classrooms. 3 Cr.

EDI 607 Brain-based Teaching (A). Allows students to understand how the brain learns; studies multiple intelligences theory; and allows for practice with the tools and procedure for designing effective learning environments for students of different grade levels. 3 Cr.

EDI 608 Foundations of Exceptional Education. Childhood Special Education students only. Helps educators and prospective teachers examine the historical, philosophical, sociological and cultural foundations of the field of special education. Provides a greater understanding of legislation, past and present, and socioeconomic considerations that impact the efficacy and equity of special education services and models. Provides an overview of special education assessment, diagnostic and evaluation tools and discuss the implications for practice based on assessment outcomes. 3 Cr.

EDI 609 Performance Assessment. Addresses the growing national concern for more effective assessment practices that involve students in authentic learning tasks, measure learning outcomes, and how they are linked with curriculum. Surveys and studies various methods of assessing student performance, including new assessment practices as indicators of student learning such as portfolios. Analyzes the link between effective assessment and effective curriculum through implementation and reflective practices with classrooms. 3 Cr. Summer

EDI 610 Behavior-problem Children (A). Provides a comprehensive study of the etiology and treatment of children and adolescents whose deviant behaviors necessitate special treatment and/or management in schools or residential settings. Studies the role of various disciplines involved in the treatment plan. 3 Cr.

EDI 611 The Teaching of Elementary School Science. Explores methods and techniques for teaching elementary school science through a hands-on approach. Emphasizes the goals of the New York State Science Syllabus: problem solving, skills of inquiry, science attitudes and science content. 3 Cr.

EDI 613 Inclusion and Collaborative for Educators of Exceptional Learners. Helps educators and prospective teachers examine effective strategies for integrating and supporting special needs students into classes and programs with non-disabled peers. 3 Cr.

EDI 614 Assessment and Prescriptive Teaching for Exceptional Learners. Concentrates on formal and informal testing procedures for exceptional learners and on the prescription of the appropriate teaching methods based on the data. Examines standardized tests, administration of achievement tests, observational skills, anecdotal writing, report writing, learning strengths and weaknesses, multiple intelligences, learning styles, application to content, and IEP writing. 3 Cr.

EDI 615 Creating a Learning Environment for Students with Exceptionalities. Targets the safe learning environment for students with special needs. Emphasizes behavior management, learner centered constructivis