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Undergraduate Studies Catalog 2003-2005

Department of Education and Human Development

282 Faculty Office Building
(585) 395-2205

Chairperson and Professor: Morris I. Beers; Distinguished Service Professor: Betsy C. Balzano; Professors: Morris I. Beers. Associate Professors: Moira Fallon; Christine E. Murray; Scott Robinson; Lynae Sakshaug; Arthur E. Smith; Peter Veronesi. Assistant Professors: Mary Corey; Jean Clidas; Russell Coward; Susan Novinger; Robin Umber; Conrad Van Voorst. Lecturers: William R. Veenis. Director of Field Experience: Diane Maurer. Coordinator of Elementary and Secondary Certification: Nancy Di Pasquale.

The Department of Education and Human Development offers teacher certification programs in Early Childhood Education, Childhood Education, and Adolescence Education. Students pursuing a degree program with certification must also complete an appropriate academic major.

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Admission Requirements
There are specific requirements for acceptance to all teacher education programs and additional requirements for maintaining eligibility. For all certification areas, admission to the program requires a separate application, usually prior to entering the junior year. Applications are available from the Department of Education and Human Development, the Office of Undergraduate Admissions, and from our Web page at www.brockport.edu. All programs require a minimum cumulative GPA for entrance and for continued eligibility. All programs are very competitive and not all qualified students may be accepted in periods of high demand.

Special Note
Many teacher preparation programs require more than 120 credits and may require more than eight semesters of full-time study. In addition, many programs require availability during school hours for completion of field experience requirements.

Important Notice

New York State Board of Regents policies have lead to changes in both certificate titles and certification requirements. These changes are reflected in this catalog and on our Web page. SUNY Brockport's programs have been approved and they provide teacher preparation for certification that is eligible for the College's recommendation for a New York state teaching credential. New programs satisfy New York state academic requirements and, under the terms of the Interstate Agreement, the academic requirements for an initial certificate in many other states.

Successful completion of the Liberal Arts and Sciences Test (LAST) and the Assessment of Teaching Skills­Written (ATS-W) portions of the New York State Teacher Certification Examinations are required for initial certification. Candidates should inquire about these test requirements at the time of program admission. Please refer to Teacher Preparation at SUNY Brockport in this catalog and to our Web page for additional information on certification.

Certification in both the Early Childhood (Birth­Grade 2) and Childhood (Grade 1­Grade 6) areas requires an appropriate major in an academic area. Education is NOT a major at SUNY Brockport. A list of approved majors can be found under the individual certification areas below. Specific advisement is provided for both the academic major and the certification program. Students should contact the Department of Education and Human Development and their academic major department as early as possible when planning their programs.

Early Childhood Teacher Certification (Birth Grade 2)

Program Requirements

  1. General Education Requirements: Teacher candidates must meet the General Education requirements in effect at the time of acceptance.
  2. Pre-professional Preparation: Academic Major: Teacher candidates seeking certification in Early Childhood Education must complete one of the following academic majors prior to graduation:
    • Arts for Children French Meteorology
    • Biological Science Geology Physics
    • Chemistry Health Science Political Science
    • Earth Science History Spanish
    • English Mathematics
  3. Pre-professional Preparation: Arts and Science Cognates. In addition to choosing one of the majors listed above, all Early Childhood teacher candidates must complete the following cognate courses, some of which may also meet requirements in the major and/or general education core. The following courses fulfill the liberal arts cognate requirements in the Early Childhood Education Program and may be taken prior to acceptance into the program. Grades for cognate courses are averaged; a minimum cumulative grade of "C+" must be maintained for all cognate courses.
A. Foreign Language-one year of college-level study or its equivalent
3
B. English
6
English 482 Children's Literature
3
An advanced writing course such as the following:
ENL 210 Creative Writing
ENL 303 Introduction to Literary Analysis(English majors only)
ENL 305 Advanced Composition
ENL 405 Creative Writing for Teachers
or an upper-division writing course (U) or (J)
 
C. Mathematics
6
MTH 313 Mathematics for Elemetary Teachers I
3
MTH 314 Mathematics for Elementary Teachers II
3
 
D. Science
6-8
NAS 273 Investigation in the Physical Science
4

One additional course to be selected from those with content in field natural science or earth science
Choose one from:

4
BIO 111 Principles of Biology
4
ESC 200 Introduction to Oceanography
3
ESC 210 Weather (3) OR ESC 211 Weather (4)
GEL 100 Our Earth (3) OR ESC 101 Our Earth (4)
 
E. Social Studies
6
ESC 102 Elements of Geography
3
HST 211 Early America OR HST 212 Modem America
3

IV. Professional Preparation: Education Courses (49 credits)

Phase 1 (May be taken in sequence, over more than one Credits semester, but prior to Phase 2):

  • PSH 384 Child Psychology 3
  • HLS 301 Principles for Healthful Living 3
  • EDI 330 Inquiry Into Learning* 3

(Cumulative GPA of 2.5 or higher must be maintained in order to enroll in EDI 330 and all courses in Phases 2, 3, and 4.)

Phase 2 (must be taken concurrently):

  • EDI 407 Emergent Language and Literacy 3
  • EDI 482 Integrated Early Childhood Curriculum I 6
  • EDI 486 Early Childhood Seminar: Sociocultural Diversity/Working With Families 3

Phase 3 (must be taken concurrently):

  • EDI 325 Diverse Needs of Learners (may be taken prior 3 to program admission or in Phases l or 2)
  • EDI 487 Supporting Young Children's Language and Literacy Learning 3
  • EDI 483 Integrated Early Childhood Curriculum II 6
  • EDI 430 Education in Society (may be taken in Phases 2 or 3

*School-based observations and participation beyond class time are required for this course.

V. Professional Preparation: Student Teaching and Seminar (13 credits)

Phase 4 (must be taken concurrently):

  • EDI 488 Practicum in Early Childhood Education 12
  • EDI 456 Professional Development Seminar 1

Note: Teacher candidates are responsible for their own transportation for all off-campus field experiences.

Bilingual-Multicultural Education Certification

This program allows a student who is pursuing Childhood Education certification to extend that certificate to bilingual certification. A teacher thus prepared is able to teach in either a monolingual or a bilingual Spanish-English Childhood school classroom.

To meet the requirement for both the Childhood and the bilingual extension certification, a teacher candidate must complete:

  1. the B option of the Spanish major with a concentration in Bilingual-Multicultural Studies;
  2. the pre-professional preparation requirements: arts and sciences cognates as described in Item III, under Childhood; grade 1-6;
  3. the Elementary Education Certification program;
  4. all other College graduation requirements; and
  5. the language proficiency examinations in both English and Spanish with passing grades.

During the student-teaching portion of the elementary certification program, at least one-half of the experience will be in a bilingual classroom.

Prerequisites

  1. Completion of 12 credits in Spanish or equivalent through testing.
  2. Completion of the Communications Skills General Education requirement or the equivalent with a grade of "C" or better.

Childhood Teacher Certification (Grade 1 ­ Grade 6)

Program Requirements

I. General Education Requirements:
Teacher candidates must meet the General Education requirements in effect at the time of acceptance.

II. Pre-professional Preparation: Academic Major:
Teacher candidates seeking certification in Childhood Education must complete one of the following academic majors prior to graduation:

  • Arts for Children French Meteorology
  • Biological Science Geology Physics
  • Chemistry Health Science Political Science
  • Earth Science History Spanish
  • English Mathematics

III. Pre-professional Preparation: Arts and Science Cognates.
In addition to choosing one of the majors listed above, all Childhood Education teacher candidates must complete the following cognate courses, some of which may also meet requirements in the major and/or general education core. The following courses fulfill the liberal arts cognate requirements in the Childhood Education Program and may be taken prior to acceptance into the program. Grades for cognate courses are averaged; a minimum cumulative grade of "C+" must be maintained for all cognate courses.

A. Foreign Language-one year of college-level study or its equivalent of a language other than English with a grade of "C" or better 6

B. English

  • English 482 Children's Literature 3

An advanced writing course such as the following:

  • ENL 210 Creative Writing
  • ENL 303 Introduction to Literary Analysis (English majors only)
  • ENL 305 Advanced Composition
  • ENL 405 Creative Writing for Teachers, or an upper-division writing course (U) or (J). (3)

C. Mathematics 6

  • MTH 313 Mathematics for Elementary Teachers I (3)
  • MTH 314 Mathematics for Elementary Teachers II (3)

D. Science 6-8 NAS 273 Investigation in the Physical Science (4)

One additional course to be selected from those with content in the field of natural science or earth science (3-4)

Choose one from:

  • BIO 111, Principles of Biology (4)
  • ESC 200, Introduction to Oceanography (3)
  • ESC 210, Weather (3) or ESC 211 Weather (4)
  • GEL 100, Our Earth (3) or ESC 101 Our Earth (4)

E. Social Studies 6

  • ESC 102 Elements of Geography (3)
  • HST 211 Early America or HST 212 Modem America (3)

IV. Professional Preparation: Education Courses (49 credits)

Phase 1 (May be taken in sequence, over more than one Credits semester, but prior to Phase 2):

  • PSH 384 Child Psychology 3
  • HLS 301 Principles for Healthful Living 3
  • EDI 330 Inquiry Into Learning* 3

(Cumulative GPA of 2.5 or higher must be maintained in order to enroll in EDI 330 and all courses in Phases 2, 3, and 4.)

Phase 2 (must be taken concurrently):

  • EDI 407 Emergent Language and Literacy 3
  • EDI 408 The Learner in Mathematics, Science and Social Studies 6

Phase 3 (must be taken concurrently):

  • EDI 325 Diverse Needs of Learners (may be taken prior to program admission or in Phases l or 2) 3
  • EDI 418 The Learner in Mathematics, Science and Social Studies II 6
  • EDI 430 Education in Society (may be taken in Phases 2 or 3) 3

*School-based observations and participation beyond class time are required for this course.

V. Professional Preparation: Student Teaching and Seminar (13 credits)

Phase 4 (must be taken concurrently): Credits

  • EDI 455 Practicum in Childhood Education 12
  • EDI 456 Professional Development Seminar 1

Note: Teacher candidates are responsible for their own transportation for all off-campus field experiences.

Adolescence Teacher Certification (Grade 7 ­ Grade 12) and Middle Childhood Education Extension (Grade 5 ­ Grade 9)

Program Requirements

The Department of Education and Human Development offers programs that lead to initial Certification in Adolescence Education (with Middle Childhood extension) in nine secondary (7-12) areas: social studies, English, mathematics, biology, chemistry, earth science, physics, French and Spanish. The four science areas also include general science.

Students who complete a degree from SUNY Brockport that includes an approved program of teacher preparation for certification are eligible for the College's recommendation for a teaching credential. Approved programs satisfy New York state academic requirements and, under the terms of the Interstate Agreement, the academic requirements for an initial certificate in many other states. Initial certification in New York state requires satisfactory performance on the New York State Liberal Arts and Sciences Test, the written Assessment of Teaching Skills, and the Content Specialty Test. Please refer to Teacher Preparation at SUNY Brockport in this catalog for additional information on certification.

Each Adolescence Education certification area requires an academic major in the subject area of certification. Specific advisement is provided for both the academic major and the certification area. Students interested in teacher certification should contact the Department of Education and Human Development and their academic major department as early as possible when planning their programs. Students are responsible for their own transportation for all off-campus field experiences.

Admission to the Adolescence Education program requires a separate application and completion of at least 18 credits in the major.

 

 

Secondary Teacher Certification
The Department of Education and Human Development has proposed programs that lead to provisional certification in nine Adolescent (7-12) areas: social studies, English, mathematics, biology, chemistry, earth science, physics, French, and Spanish. The four science areas also include general science.

The last possible date for admission into the Secondary programs listed here is Spring 2002 to begin the program in Fall 2002.

In order to be eligible for Secondary certification under present New York State requirements, the Bachelor's degree, all certification course work, testing and student teaching must be completed prior to February 1, 2004.

Secondary Teacher Certification
The Department of Education and Human Development offers programs that lead to provisional certification in nine secondary (7-12) areas: social studies, English, mathematics, biology, chemistry, earth science, physics, French and Spanish. The four science areas also include general science.

Students who complete a degree from SUNY Brockport that includes an approved program of teacher preparation for certification are eligible for the College's recommendation for a teaching credential. Approved programs satisfy New York state academic requirements and, under the terms of the Interstate Agreement, the academic requirements for an initial certificate in many other states. Initial certification in New York state requires satisfactory performance on the New York State Liberal Arts and Sciences Test and the written Assessment of Teaching Skills. Please refer to Teacher Preparation at SUNY Brockport in this catalog for additional information on certification.

Each secondary certification area requires an academic major in the subject area of certification. Specific advisement is provided for both the academic major and the certification area. Students interested in teacher certification should contact the Department of Education and Human Development and their academic major department as early as possible when planning their programs. Students are responsible for their own transportation for all off-campus field experiences.

Admission to current Secondary programs requires a separate application and completion of at least 12 S.H. in the major.

French 7-12
Program Requirements

I. General Education Requirements: Students must meet the General Education requirements in effect at the time of matriculation.

II. Pre-professional Preparation: Academic major: Students must formally declare themselves as French majors in the Department of Foreign Languages and Literatures, and successfully complete all requirements for the major, described under the listing for the Department of Foreign Languages and Literatures in this catalog.

III. Pre-professional Preparation: Students must complete HLS 301 Principles of Healthful Living and the BCEC experience or its approved equivalent.

IV. Pre-professional Preparation: Students must complete HLS 301 Principles of Healthful Living and the BCEC experience or its approved equivalent (a 40 hour experience working under supervision with adolescents in a school or related situation).

V. Additional Requirement (3 credits)

FCE 420 Multiculturalism in the USA
OR
CMC 418 Intercultural Communication

VI. Professional Preparation:

Education Courses (24 credits)
Credits
Phase Two Courses*
EDI 449 Frameworks
3
PSH 484 Adolescence
3
EDI 428 Middle School Instruction and Curriculum**
3
EDI 431 Language Skills in the Content Areas I
3
 
Total:
12

Note: All courses in Phase Two must be completed before courses in Phase Three may be taken.

Phase Three Courses*
EDI 469 Teaching Foreign Language Inclusively**
3
EDI 409 Secondary Students with Special Needs
3
EDI 432 Language Skills in the Content Areas II
3
EDI 430 Society and Education
3
 
 
Total:
12

Note: All courses in Phase Three must be completed before courses in Phase Four may be taken.

VII. Professional Preparation: Student Teaching (15 credits)

Phase Four Courses Credits
EDI 475 Practicum in Adolescence Education and Seminar 12
EDI 476 Creating a Positive Learning Environment 3
   
Total 15

**School-based observation and participation beyond class time are required for this course.

* School-based observation and participation beyond class time are required for this course.

Spanish 7-12
Program Requirements

I. General Education Requirements: Students must meet the General Education requirements in effect at the time of matriculation.

II. Pre-professional Preparation: Academic major: Students must formally declare themselves as Spanish majors in the Department of Foreign Languages and Literatures, and successfully complete all requirements for the major, described under the listing for the Department of Foreign Languages and Literatures in this catalog.

III. Pre-professional Preparation: Students must complete HLS 301 Principles of Healthful Living and the BCEC experience or its approved equivalent.

IV. Pre-professional Preparation: Students must complete HLS 301 Principles of Healthful Living and the BCEC experience or its approved equivalent (a 40-hour experience working under supervision with adolescents in a school or related situation).

V. Additional Requirement (3 credits)

FCE 420 Multiculturalism in the U.S.A.

or

CMC 418 Intercultural Communication

VI.Professional Preparation:

Education Courses (Sequenced by Phase) (24 credits)
Credits
Phase Two Courses*
EDI 449 Frameworks
3
PSH 484 Adolescence
3
EDI 428 Middle School Instruction and Curriculum**
3
EDI 431 Language Skills in the Content Areas I
3
 
Total:
12

Note: All courses in Phase Two must be completed before courses in Phase Three may be taken.

Phase Three Courses*
EDI 469 Teaching Foreign Language Inclusively **
3
EDI 409 Secondary Students with Special Needs
3
EDI 432 Language Skills in the Content Areas II
3
EDI 430 Society and Education
3
   
Total:
24

Note: All courses in Phase Three must be completed before courses in Phase Four may be taken.

 
   
VII. Professional Preparation: Student Teaching (15 credits)  
Phase Four Courses  
EDI 475 Practicum in Adolescence Education and Seminar
12
EDI 478 Creating a Positive Learning Environment
3
Total
15

**School-based observation and participation beyond class time are required for this course.

Mathematics 7-12
Program Requirements

I. General Education Requirements: Students must meet the General Education requirements in effect at the time of matriculation.

II. Pre-professional Preparation: Academic major: Students must formally declare themselves as mathematics majors, and successfully complete all requirements for the major, described under the listing for the Department of Mathematics in this catalog.

III. Pre-professional Preparation: Foreign Language: The equivalent of one year of college-level study in a language other than English is required for teacher certification in New York state. American Sign Language may be used to meet this requirement.

IV. Pre-professional Preparation: Students must complete HLS 301 Principles of Healthful Living and the BCEC experience or its approved equivalent (a 40-hour experience working under supervision with adolescents in a school or related situation).

V. Professional Preparation:

Education Courses (Sequenced by Phase) (24 credits)
Credits
Phase Two Courses*
EDI 446 Frameworks
3
PSH 484 Adolescence
3
EDI 428 Middle School Instruction and Curriculum**
3
EDI 431 Language Skills in the Content Areas I
3
 
Total:
12

Note: All courses in Phase Two must be completed before courses in Phase Three may be taken.

Phase Three Courses*
EDI 466 Teaching Mathematics Inclusively**
3
EDI 409 Secondary Students with Special Needs
3
EDI 432 Language Skills in the Content Areas II
3
EDI 430 Society and Education
3
   
Total
12
   

Note: All courses in Phase Three must be completed before courses in Phase Four may be taken.

VI. Professional Preparation: Student Teaching (15 credits)

 
Phase Four Courses  
EDI 475 Practicum in Adolescence Education and Seminar
12
EDI 478 Creating a Positive Learning Environment
3
 
Total
15

**School-based observation and participation beyond class time are required for this course.

Biology and General Science 7-12

Program Requirements

Phase One Courses and Experiences

I. General Education Requirements: Students must meet the General Education requirements in effect at the time of matriculation.

II. Pre-professional Preparation: Biology major and required minor: Students must formally declare themselves as biology majors, and successfully complete all requirements for the major, described under the listing for the Department of Biology in this catalog. Students must also formally declare a minor in one of the following sciences: chemistry, earth science, or physics.

III. Additional Requirement: In addition to the major and minor, students must complete two laboratory science courses in each of the above science areas (total of 16 additional credits) not selected for a major or a minor.

IV. Pre-professional Preparation: Foreign Language: The equivalent of one year of college-level study in a language other than English is required for teacher certification in New York state. American Sign Language may be used to meet this requirement.

V. Pre-professional Preparation: Students must complete HLS 301 Principles of Healthful Living and the BCEC experience or its approved equivalent (a 40-hour experience working under supervision with adolescents in a school or related situation).

VI. Professional Preparation:

Education Courses (Sequenced by Phase) (24 credits)
Credits
Phase Two Courses*
EDI 447 Framework
3
PSH 484 Adolescence
3
EDI 428 Middle School Instruction and Curriculum**
3
EDI 431 Language Skills in the Content Areas I
3
 
Total:
12
 

Note: All courses in Phase Two must be completed before courses in Phase Three may be taken.

Phase Three Courses*
EDI 467 Teaching Science Inclusively**
3
EDI 409 Secondary Students with Special Needs
3
EDI 432 Language Skills in the Content Areas II
3
EDI 430 Society and Education
3
   
Total
12

Note: All courses in Phase Three must be completed before courses in Phase Four may be taken.

VII. Professional Preparation: Student Teaching (15 credits)

EDI 475 Practicum in Secondary Education
12
EDI 478 Creating a Positive Learning Environment
3
 
Total:
15

** School-based observation and participation beyond class time are required for this course.

Chemistry and General Science 7-12
This program is designed to prepare students to teach chemistry in New York state schools in grades 7-12. In addition to certification in chemistry, students will meet the New York state requirements for certification in the area of a minor and in general science.

Program Requirements

Phase One Courses and Experiences

I. General Education Requirements: Students must meet the General Education requirements in effect at the time of matriculation.

II. Pre-professional Preparation: Foreign Language: The equivalent of one year of college-level study in a language other than English is required for teacher certification in New York state. American Sign Language may be used to meet this requirement.

III. Pre-professional Preparation: Students must complete HLS 301 Principles of Healthful Living and the BCEC experience or its approved equivalent (a 40-hour experience working under supervision with adolescents in a school or related situation).

IV. Pre-professional Preparation: Chemistry major and required minor: Students must formally declare themselves as chemistry majors, and successfully complete all requirements for the major, described under the listing for the Department of Chemistry in this catalog. Students must also formally declare a minor in one of the following sciences: biology, earth science, or physics.

V. Additional Requirement: In addition to the major and minor, students must complete two laboratory science courses in each of the above science areas (total of 16 additional credits) not selected for a major or a minor.

IV. Professional Preparation:

Education Courses (Sequenced by Phase) (24 credits)
Credits
Phase Two Courses*
EDI 447 Frameworks
3

PSH 484 Adolescence

3
EDI 428 Middle School Instruction and Curriculum**
3
EDI 431 Language Skills in the Content Areas I
Total:
12
   

Note: All courses in Phase Two must be completed before courses in Phase Three may be taken.

 
Phase Three Courses  
EDI 467 Teaching Science Inclusively**
3
EDI 409 Secondary Students with Special Needs
3
EDI 432 Language Skills in the Content Areas II
3
EDI 430 Society and Education
3
 
Total
12

Note: All courses in Phase Three must be completed before courses in Phase Four may be taken.

VII. Professional Preparation: Student Teaching (15 credits)

Phase Four Courses
EDI 475 Practicum in Adolescence Education and Seminar
12
EDI 478 Creating a Positive Learning Environment
3
Total:
15
   

** School-based observation and participation beyond class time are required for this course.

Earth Science and General Science 7-12
Phase One Courses and Experiences

This program is designed to prepare students to teach earth science in New York state schools in grades 7-12. In addition to certification in earth science, students will meet the New York state requirements for certification in the area of a minor and in general science.

Phase One Courses and Experiences

I. General Education Requirements: Students must meet the General Education requirements in effect at the time of matriculation.

II. Pre-professional Preparation: Foreign Language: The equivalent of one year of college-level study in a language other than English is required for teacher certification in New York state. American Sign Language may be used to meet this requirement.

III. Pre-professional Preparation: Students must complete HLS 301 Principles of Healthful Living and the BCEC experience or its approved equivalent (a 40-hour experience working under supervision with adolescents in a school or related situation).

IV. Pre-professional Preparation: Earth Science major and required minor: Students must formally declare themselves as earth science majors, and successfully complete all requirements for the major, described under the listing for the Department of the Earth Sciences in this catalog. Students must also formally declare a minor in one of the following sciences: biology, chemistry, or physics.

V. Additional Requirement: In addition to the major and minor, students must com- plete two laboratory science courses in each of the above science areas (total of 16 additional credits) not selected for a major or a minor.

VI. Professional Preparation:

Education Courses (Sequenced by Phase) (24 credits)
Credits
Phase Two Courses*
EDI 447 Frameworks
3
PSH 484 Adolescence
3
EDI 428 Middle School Instruction and Curriculum**
3
EDI 431 Language Skills in the Content Areas I
3
 
Total:
12
   

Note: All courses in Phase Two must be completed before courses in Phase Three may be taken.

 
Phase Three Courses*  
EDI 467 Teaching Science Inclusively** 3
EDI 409 Secondary Students with Special Needs 3
EDI 432 Language Skills in the Content Areas II 3
EDI 430 Society and Education 3
Total 12
   

Note: All courses in Phase Three must be completed before courses in Phase Four may be taken.

VII. Professional Preparation: Student Teaching (15 credits)
Phase Four Courses

EDI 475 Practicum in Adolescence Education and Seminar
12
EDI 478 Creating a Positive Learning Environment
3
 
Total:
15

* *School-based observation and participation beyond class time are required for this course.

Physics and General Science 7-12

This program is designed to prepare students to teach physics in New York state schools in grades 7-12. In addition to certification in physics, students will meet the New York state requirements for certification in the area of a minor and in general science.

Phase One Courses and Experiences

I. General Education Requirements: Students must meet the General Education requirements in effect at the time of matriculation.

II. Pre-professional Preparation: Foreign Language: The equivalent of one year of college-level study in a language other than English is required for teacher certification in New York state. American Sign Language may be used to meet this requirement.

III. Pre-professional Preparation: Students must complete HLS 301 Principles of Healthful Living and the BCEC experience or its approved equivalent (a 40-hour experience working under supervision with adolescents in a school or related situation).

IV. Pre-professional Preparation: Physics major and required minor: Students must formally declare themselves as physics majors, and successfully complete all requirements for the major, described under the listing for the Department of Physics in this catalog. Students must also formally declare a minor in one of the following sciences: biology, chemistry, or earth science.

V. Additional Requirement: In addition to the major and minor, students must complete two laboratory science courses in each of the above science areas (total of 16 additional credits) not selected for a major or a minor.

VI. Professional Preparation:

Education Courses (Sequenced by Phase) (24 credits)
Credits
Phase Two Courses*
EDI 447 Frameworks
3
PSH 484 Adolescence
3
EDI 428 Middle School Instruction and Curriculum**
3
EDI 431 Language Skills in the Content Areas I
3
 
Total:
12
   

Note: All courses in Phase Two must be completed before courses in Phase Three may be taken.

 
Phase Three Courses*  
EDI 467 Teaching Science Inclusively** 3
EDI 409 Secondary Students with Special Needs 3
EDI 432 Language Skills in the Content Areas II 3
EDI 430 Society and Education 3
   
Total 12

Note: All courses in Phase Three must be completed before courses in Phase Four may be taken.

 

VII. Professional Preparation: Student Teaching (15 credits)
Phase Four Courses

EDI 475 Practicum in Adolescence Education and Seminar
12
EDI 478 Creating a Positive Learning Environment
3
 
Total:
15

** School-based observation and participation beyond class time are required for this course.

Social Studies 7-12

Program Requirements

Phase One Courses and Experiences

I. General Education Requirements: Students must meet the General Education requirements in effect at the time of matriculation.

II. Pre-professional Preparation: Academic major: Students must formally declare themselves as history majors, and successfully complete all requirements for the major, described under the listing for the Department of History in this catalog.

III. Pre-professional Preparation: Foreign Language: The equivalent of one year of college-level study in a language other than English is required for teacher certification in New York state. American Sign Language may be used to meet this requirement.

III. Pre-professional Preparation:

Interdisciplinary Social Science Minor (18 credits)
Credits
PLS 113 American Political Systems
3
ANT 301 Native AmericansContemporary Issues
3
SOC 210 Social Problems
3
ESC 102 Elements of Geography
3
A course in Women's Studies (WMS)
3
and one of the following:
3
ECN 111 Contemporary Economic Problems
ECN 201 Principles of EconomicsMicro
ECN 202 Principles of EconomicsMacro
 
Total:
18

V. Pre-professional Preparation: Students must complete HLS 301 Principles of Healthful Living and the BCEC experience or its approved equivalent (a 40-hour experience working under supervision with adolescents in a school or related situation).

VI. Professional Preparation:

Education Courses(Sequenced by Phase)(24 credits)
Credits
Phase Two Courses*
EDI 448 Frameworks
3
PSH 484 Adolescence
3
EDI 428 Middle School Instruction and Curriculum**
3
EDI 431 Language Skills in the Content Areas I
3
 
Total:
13
   

Note: All courses in Phase Two must be completed before courses in Phase Three may be taken.

 
Phase Three Courses*  
EDI 468 Teaching Social Studies Inclusively**
3
EDI 409 Secondary Students with Special Needs
3
EDI 432 Language Skills in the Content Areas II
3
EDI 430 Society and Education
3
Total
12

Note: All courses in Phase Three must be completed before courses in Phase Four may be taken.

VII. Professional Preparation: Student Teaching (15 credits)
Phase Four Courses

EDI 475 Practicum in Adolescence Education and Seminar
12
EDI 478 Creating a Positive Learning Environment
3
 
Total:
15

* *School-based observation and participation beyond class time are required for this course.

English 7-12
Program Requirements

I. General Education Requirements: Students must meet the General Education requirements in effect at the time of matriculation.

II. Pre-professional Preparation: Academic major: Students must formally declare themselves as English majors, and successfully complete all requirements for the major, described under the listing for the Department of English in this catalog.

III. Pre-professional Preparation: Foreign Language: The equivalent of one year of college-level study in a language other than English is required for teacher certification in New York state. American Sign Language may be used to meet this requirement.

IV. Pre-professional Preparation: Students must complete HLS 301 Principles of Healthful Living and the BCEC experience or its approved equivalent (a 40-hour experience working under supervision with adolescents in a school or related situation).

V. Professional Preparation:

Education Courses (Sequenced by Phase)(24 credits)
Credits
Phase Two Courses*
EDI 445 Frameworks
1
PSH 484 Adolescence
3
EDI 428 Middle School Instruction and Curriculum**
3
EDI 431 Language Skills in the Content Areas I
3
 
Total:
13

Note: All courses in Phase Two must be completed before courses in Phase Three may be taken.

Phase Three Courses

EDI 465 Teaching English Inclusively*
3
EDI 409 Secondary Students with Special Needs
3
EDI 432 Language Skills in the Content Areas II
3
EDI 430 Society and Education
3
Total:
12

Note: All courses in Phase Three must be completed before courses in Phase Four may be taken.

VI. Professional Preparation: Student Teaching credits
Phase Four Courses  
EDI 475 Practicum in Adolescence Education and Seminar 12
EDI 478 Creating a Positive Learning Environment 3
Total: 15

**School-based observation and participation beyond class time are required for this course.

Education and Human Development Courses

EDI 325 Diverse Needs of Learners (A). Provides an introductory overview of the social, educational, and personal implications of human exceptionality in today's world. Examines issues and concerns related to the identification, instruction, and evaluation of individuals with specific disabilities, as well as extraordinary gifts or talents. Emphasizes the role and responsibility of teachers to maximize individual growth for learners with atypical characteristics or needs. 3 Cr. Every Semester

EDI 330 Inquiry into Learning (B). Prerequisite: Acceptance in Early Childhood or Childhood Program. Explores current theories of learning. Also explores how students and others learn and examines the implications for school learning experiences. Ties how one learns to how we teach and assess understanding, including meeting the diverse needs of all learners in both areas. Includes a 15- hour field component. 3 Cr. Every Semester

EDI 360 Student Literacy Corps I (B). Provides opportunities for students to work with individuals to improve their literacy skills. Exposes students to the problem of illiteracy by training them as tutors and placing them in adult literacy or migrant education classes. Assists community organizations in the delivery of educational services. 3 Cr. Every Semester

EDI 361 Student Literacy Corps II (B). Prerequisite: EDI 360. Provides opportunities for students to work with individuals to improve their literacy skills. Requires students to serve as student mentors to help coordinate the activities of first-year students. 3 Cr. Every Semester

EDI 407 Emergent Language and Literacy (B). Explores universality and diversity in the development of oral and written language. Emphasizes constructivist, sociocultural, and sociopsycholinguistic perspectives. Examines language processes, strategies, and materials for supporting all young children's oral and written language development. Also examines national and state standards for literacy learning. Explores authentic assessment strategies. 3 Cr. Every Semester

EDI 408 The Learner in Mathematics, Science and Social Studies I (B). Explores elements of instruction in the context of mathematics, science, and social studies in grades 1 through 6. Includes an extensive two-semester field experience. Also includes planning and implementing lessons for diverse learning needs, integrating across multiple content areas and addressing state and national learning standards. 6 Cr. Every Semester

EDI 417 Language, Literacy and the Learner (B). Prerequisite: EDI 407. Corequisite: EDI 418. Continuation of students' Emergent Language and Literacy. Expands student"s understanding of language and literacy processes. Develops increasingly sophisticated understanding of and skill in implementing a range of strategies for supporting the language and literacy learning of diverse learners in grades 1 through 6. Engages students in continued inquiry into a range of assessment strategies, and develops skill in linking assessment and instruction. Examines strategies for integrating language and literacy across all curricular areas, as well as creating learning environments that support children's language and literacy learning. 3 Cr. Every Semester

EDI 418 The Learner in Mathematics, Science and Social Studies II (B). Allows students to apply appropriate elements of instruction in the context of mathematics, science, and social studies in grades 1 through 6. Includes a second semester of an extensive two-semester field experience. Includes implementing lessons for diverse learning needs, integrating across multiple content areas and addressing state and national learning standards. 6 Cr. Every Semester

EDI 420 Elementary Education for Language Teachers (B). Entails 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; cognitive, affective, psychomotor, and linguistic development; elements of instruction as applied to teaching a language to elementary children; and development of materials. 3 Cr. Summer

EDI 421 The Bilingual Child (B). Explores the social, emotional and cognitive implications of being a child who must function as a bilingual in a classroom setting. Relates theoretical knowledge to actual observations as students observe and work with children in a bilingual setting. Requires a case study. 3 Cr. Spring

EDI 422 TESOL: Materials and Techniques (B). Covers the methods and materials used in teaching English as a second language to children and adults. Competency-based. 3 Cr. Fall

EDI 425 Secondary Students with Special Needs (B). Prerequisite: Completion of 15 semester courses in Phase II. Examines the social, educational, and personal implications of human exceptionality. Also explores issues and concerns related to the identification and evaluation of exceptional individuals, and ways to modify curriculum and instruction to meet the needs of a range of students, including inclusive and well as gifted and talented. Emphasizes the historical, legal, and instructional issues related to educating students who learn differently. 3 Cr. Every Semester

EDI 428 : Middle School Curriculum and Instruction (B). Introduces teachers to middle school philosophy and organization, including the rationale for and function of: interdisciplinary teams, teacher-based guidance programs, flexible grouping and scheduling programs. Focuses on the implications of developmental characteristics for effective instructional strategies. Provides opportunities for the development of interdisciplinary curriculum. Examines current practices and controversial issues in middle grade schools. Includes 30 hours of field experience in a middle level school, grades 5-9. 3 Cr. Every Semester

EDI 430 Education in Society (B). Prerequisite: Program admission. Focuses on social, cultural, historical, and philosophical foundations of education; changing roles of teachers within contexts of contemporary schools and other programs serving children. 3 Cr. Every Semester

EDI 431 Language Skills in Middle and High School Content Areas I (B). Focuses on the notion 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 examines the individual differences among learners and multiple approaches and strategies that may be used to improve students' thinking and learning. Requires an analysis of reading and listening skills and abilities essential to successful learning in the disciplines that are taught in the middle and high schools. Identifies the successful strategies teachers and others have used to be effective readers and listeners and uses these as bridges to the construction of instructional units that improve performance. 3 Cr. Every Semester

EDI 432 Language Skills in Middle and High School Content Areas II (B). Builds on students' study in EDI 431. Explores the notion that writing and speaking are fundamental to thinking about and learning content knowledge in all disciplines of study. Achieves an understanding of not only the teachers' 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 consequence. Covers the following areas: using writing and verbal presentations to create and explore thinking, to make learning personal, to get ready to learn, to exercise intellectual independence, to wonder, to struggle with difficult learning, and to engage the imagination in learning. 3 Cr. Every Semester

EDI 445 Frameworks for Teaching English (B). Introduces students to the methods and strategies involved in the teaching of a middle and high school English. Begins the students' 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 be reflective about their own and others' lessons. Focuses on students' ability to work collaboratively as members of teams. Provides opportunities for students to clarify their goals in pursuit of a teaching career and requires them to construct a personal statement of educational philosophy. 3 Cr. Every Semester

EDI 446 Frameworks for Teaching Mathematics (B). Introduces students to the methods and strategies involved in the teaching of a middle and high school mathematics. Begins the students' 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 be reflective about their own and others' lessons. Focuses on students' ability to work collaboratively as members of teams. Provides opportunities for students to clarify their goals in pursuit of a teaching career and requires them to construct a personal statement of educational philosophy. 3 Cr. Every Semester

EDI 447 Frameworks for Teaching Science (B). Introduces students to the methods and strategies involved in the teaching of a middle and high school science. Begins the students' 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 be reflective about their own and others' lessons. Focuses on students' ability to work collaboratively as members of teams. Provides opportunities for students to clarify their goals in pursuit of a teaching career and requires them to construct a personal statement of educational philosophy. 3 Cr. Every Semester

EDI 448 Frameworks for Teaching Social Studies (B). Introduces students to the methods and strategies involved in the teaching of a middle and high school social studies. Begins the students' 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 be reflective about their own and others' lessons. Focuses on students' ability to work collaboratively as members of teams. Provides opportunities for students to clarify their goals in pursuit of a teaching career and requires them to construct a personal statement of educational philosophy. 3 Cr. Every Semester

EDI 449 Frameworks for Teaching Foreign Language (B). Introduces students to the methods and strategies involved in the teaching of a middle and high school foreign language. Begins the students' 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 be reflective about their own and others' lessons. Focuses on students' ability to work collaboratively as members of teams. Provides opportunities for students to clarify their goals in pursuit of a teaching career and requires them to construct a personal statement of educational philosophy. 3 Cr. Every Semester

EDI 451 Overseas Studies in British Education (B). Allows a small group of students to visit selected urban and suburban British schools and educational agencies over a two-week period. Provides background seminars at SUNY Brockport in the months preceding the trip. Conducted under the direct supervision of a Brockport professor. Interested students should contact the Department of Education and Human Development for details. 3 Cr. Summer

EDI 453 Teaching Children's Literature (B). Covers both traditional and current literature for young children that are critically apprised 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. Summer

EDI 455 Practicum in Childhood Education (B). As a full-time mentored teaching experiences in childhood classrooms and settings, this semester is divided into two placements: one in K-3, the other in 3-6 grades. Final course taken in the program. 12 Cr. Every Semester

EDI 456 Professional Development Seminar (B). Corequisite: EDI 456. Provides ongoing support related to candidates' work in childhood classrooms. Includes topics such as, but not limited to, assessment, curriculum planning and implementation, and creating and sustaining supportive classroom environments, certification, and job search strategies. 1 Cr. Every Semester

EDI 465 Teaching English Inclusively (B). Prerequisites: EDI 445 and 431, and PSH 484. Focuses on inclusive teaching strategies in the English content areas, including lesson planning, instruction, and assessment. Emphasizes secondary curriculum content and the New York state education. Covers 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. Includes 30 hours of field experience in a high school inclusion classroom, grades 9-12. 3 Cr. Every Semester

EDI 466 Teaching Mathematics Inclusively (B). Prerequisites: EDI 446 and 431, and PSH 484. Focuses on inclusive teaching strategies in the mathematics content areas, including lesson planning, instruction, and assessment. Emphasizes secondary curriculum content and the New York state education 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. Includes 30 hours of field experience in a high school inclusion classroom, grades 9-12. 3 Cr. Every Semester

EDI 467 Teaching Science Inclusively (B). Prerequisites: EDI 447 and 431, and PSH 484. Focuses on inclusive teaching strategies in the science content areas, including lesson planning, instruction, and assessment. Emphasizes secondary curriculum content and the New York state education 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. Includes 30 hours of field experience in a high school inclusion classroom, grades 9-12. 3 Cr. Every Semester

EDI 468 Teaching Social Studies Inclusively (B). Prerequisites: EDI 448 and 431, and PSH 484. Focuses on inclusive teaching strategies in the social studies content areas, including lesson planning, instruction, and assessment. Emphasizes secondary curriculum content and the New York state education 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. Includes 30 hours of field experience in a high school inclusion classroom, grades 9-12. 3 Cr. Every Semester

EDI 469 Teaching Foreign Language Inclusively (B). Prerequisites: EDI 449 and 431, and PSH 484. Focuses on inclusive teaching strategies in the foreign language content areas, including lesson planning, instruction, and assessment. Emphasizes secondary curriculum content and the New York state education 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. Includes 30 hours of field experience in a high school inclusion classroom, grades 9-12. 3 Cr. Spring

EDI 475 : Practicum in Secondary Education with Seminar (B). Prerequisite: Completion of Phase II courses. Examines strategies to establish and maintain positive classroom learning environments. Emphasizes reflection on practice, effective use of class time, understanding group dynamics, and interpreting student actions in classrooms. 12 Cr. Every Semester

EDI 478 : Creating Positive Learning Environments (B). Prerequisite: Completion of Phase II Courses. Corequisite: EDI 475. Examines strategies to establish and maintain positive classroom learning environments. Emphasizes reflection on practice, effective use of class time, understanding group dynamics, and interpreting student actions in classrooms. 3 Cr. Every Semester

EDI 482 Integrated Early Childhood Curriculum I (B). Prerequisite: EDI 330. Corequisites: EDI 407 and 486. Explores strategies for supporting the learning and growth of all young children across developmental domains and curricular areas, birth through grade two. Explores topics such as creating integrated, inquiry-based, anti-bias curricula and learning environments; understanding children's mathematical, scientific, social, and artistic thinking and development; strategies for assessment; and meaningful integration of technology across the curriculum. Entails extensive field experience with children birth to age 2, preK-kindergarten/nursery, and grades 1 and 2 as integral. 6 Cr. Spring

EDI 483 Integrated Early Childhood Curriculum II (B). Prerequisites: EDI 407, 482 and 486. Corequisite: EDI 487 . A continuation of Integrated Early Childhood Curriculum I. Continues to explore and refine student's understanding of strategies for supporting the learning and growth of all young children across developmental domains and curricular areas. Explores topics in greater depth such as creating integrated, inquiry-based, anti-bias curricula and learning environments; understanding children's mathematical, scientific, social, and artistic thinking and development; strategies for assessment; and meaningful integration of technology across the curriculum. Entails extensive field experiences with children in preschool and kindergarten and/or 1st or 2nd grades as integral. 6 Cr. Fall

EDI 486 Early Childhood Seminar: Sociocultural Diversity/Working with Families and Communities (B). Prerequisites: EDI 330, 407 and 482. Explores how individuals, families, communities, and institutions are socioculturally situated. Examines family systems and processes, as well as ways of equitably and meaningfully working with diverse families and community members. Also examines possible causes, indicators, and outcomes of child abuse and neglect, including the role of educators in identifying and reporting suspected abuse and neglect. 3 Cr. Spring

EDI 487 Supporting Young Children's Language and Literacy Learning (B). Prerequisites: EDI 330, 407 and 486. Corequisite: EDI 483. Continues opportunities to develop and refine understandings of language and literacy processes. Includes topics such as strategies for teaching language and literacy through inquiry-based, anti-bias curriculum; examination of national and state language arts standards; understanding and meeting the needs of diverse language and literacy learners; uses of a variety of assessment strategies; and technology in language and literacy learning. 3 Cr. Fall

EDI 488 Practicum in Early Childhood Education (B). Prerequisites: EDI 487, 483, 486, 325 and 482. Corequisite: EDI 489. Entails a full-time mentored teaching experiences in early childhood classrooms and settings. Divides the semester into two placements: one in pre-kindergarten or kindergarten, the other in 1st or 2nd grade. 12 Cr. Spring

EDI 489 Professional Development Seminar in Early Childhood (B). Corequisite: EDI 488. Provides ongoing support related to candidates' work in early childhood classrooms. Includes topics such as, but not limited to, assessment, curriculum planning and implementation, and creating and sustaining supportive classroom environments, certification, and job search strategies. 1 Cr. Spring

EDI 490 Topics of Instruction (B). Meets the needs of intact groups of clients at the upper-division undergraduate level. Transcript title, content, bibliography and assessment procedures vary with the predetermined needs and interests of the group of clients served. 3 Cr.

EDI 499 Independent Study (B). To be defined in consultation with the instructor-sponsor and in accordance with the procedures of the Office of Academic Advisement prior to registration. 1-3 Cr.

The information in this publication was current as of December 2002 when the text was compiled. Changes, including but not restricted to, tuition and fees, course descriptions, degree and program requirements, policies, and financial aid availability may have occurred since that time. Whether or not a specific course is scheduled for a given term is contingent on enrollment, budget and staffing. The college reserves the right to make any changes it finds necessary and may announce such changes for student notification in publications other than the College catalogs. For the purpose of degree and program completion, students are bound by the requirements in effect as stated in the printed catalog at the time of their matriculation at SUNY Brockport. Inquiries on the current status of requirements can be addressed to the appropriate College department of office. Also refer to the Brockport Web site home page at www.brockport.edu for current information.

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