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Department of Education and Human Development

282 Faculty Office Building
(585) 395-2205

Chairperson: TBD; Distinguished Service Professors: Betsy Ann Balzano, Morris I. Beers; Dean of Professions and Professor: Christine E. Murray; Professor: Thomas R. Giblin; Associate Professor: Moira Fallon, Sue Novinger, Scott Robinson, Lynae Sakshaug, Conrad Van Voorst, Peter Veronesi; Assistant Professor: Amy Barnhill, Mary Corey, Donald Halquist, Karen Hurlbutt; Lecturers: Annette Hauenstein, Linda Kramer-Schlosser; Director of Field Experience and Certification: Diane Maurer; Assistant Coordinator of Field Experience: Candace Tyler-Herrenkohl; Coordinator for Certification and Graduate Advisement: Sandra E. Selden; Coordinator for Undergraduate Certification Programs: Nancy Di Pasquale.

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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.

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 and program information are available from the Department of Education and Human Development, the Office of Undergraduate Admissions, and at www.brockport.edu/ehd. All programs require a minimum cumulative GPA of 2.5 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 the department Web site. 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), the Assessment of Teaching Skills–Written (ATS-W), and the Content Specialty Test (CST) 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 (Birth–Grade 2) and Childhood (Grade 1–Grade 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
    Physic
     
    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.

       
    Credits
    A. Foreign Language-one year of college-level stud or ts equivalent of a language other than English with a gade of "C" or better. American Sign Language can be used to fulfill this requirement.
    6
       
    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
    3
       
    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 course in field natural science or earth science
    Choose one from:

    3-4
      BIO 111 Principles of Biology (4)
      OR  
      GEL 100 Our Earth (3)
       
    E. Social Studies
    6
      ESC 102 Elements of Geography
    3
      HST 211 Early America OR HST 212 Modem America
    3

     

  4. Professional Preparation: Education Courses (49 credits)

    Phase 1
    Credits
    *PSH 384 & HLS 301 may be taken prior to beginning professional sequence, and require a grade of “C” or better.
    PSH 384 Child Psychology*
    3
    HLS 301 Principles for Healthful Living*
    3
    EDI 330 Inquiry Into Learning*
    3
    Total:
    9

    (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.) (EDI courses require a grade of “C+”.)

    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
    Total:
    12

     

    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 487 Supporting Young Children’s Language and Literacy Learning

    3
    EDI 483 Integrated Early Childhood Curriculum II 6

    EDI 430 Education and Society (may be taken in any Phase prior to Phase 4)

    3
    Total: 15

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

  5. Professional Preparation: Student Teaching and Seminar (13 credits)
       
    Phase 4 (must be taken concurrently):
    Credits
    EDI 488 Practicum in Early Childhood Education
    12
    EDI 489 Professional Development Seminar
    1
    Total
    13

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

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 Childhood Education Certification program;
  4. all other College graduation requirements;
  5. the language proficiency examinations in both English and Spanish with passing grades.

During the student-teaching portion of the Childhood 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

  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 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 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.

       
    Credits
    A. Foreign Language-one year of college-level stud or ts equivalent of a language other than English with a gade of "C" or better. American Sign Language can be used to fulfill this requirement.
    6
       
    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
    3
       
    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 course in field natural science or earth science
    Choose one from:

    3-4
      BIO 111 Principles of Biology (4)
      OR  
      GEL 100 Our Earth (3)
       
    E. Social Studies
    6
      ESC 102 Elements of Geography
    3
      HST 211 Early America OR HST 212 Modem America
    3

  4. Professional Preparation: Education Courses (46 credits)

    Phase 1
    Credits
    *PSH 384 & HLS 301 may be taken prior to beginning professional sequence, and require a grade of “C” or better.
    PSH 384 Child Psychology*
    3
    HLS 301 Principles for Healthful Living*
    3
    EDI 330 Inquiry Into Learning*
    3
    Total:
    9

    Phase 2 (must be taken concurrently):  
    EDI 407 Emergent Language and Literacy
    3
    EDI 408 The Learner in Mathematics, Science, and Social Studies
    6
    Total:
    9

    Phase 3 (must be taken concurrently):

    EDI 325 Understanding the Exceptional Learners (may be taken prior to program admission or in Phases l or 2)

    3
    EDI 417 Language, Literacy, and the Learner
    3
    EDI 418 The Learner in Mathematics, Science and Social Studies II
    6
    EDI 430 Education and Society (may be taken in any Phase prior to Phase 4)
    3
    Total:
    12

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

  5. 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
    Total:
    13

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

Adolescence Teacher Certification with Middle Childhood Education Extension

(Grade 5 – Grade 12)

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 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, including student teaching.

Admission to the Adolescence Education program requires a separate application and completion of at least 15-18 credits in the major at time of application.

English 5-12
Program Requirements

Phase One Courses and Experiences

  1. General Education Requirements: Students must meet the General Education requirements in effect at the time of matriculation.
  2. 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.
  3. Pre-professional Preparation: Students can complete the following Phase I courses prior to acceptance. Foreign Language: One year of college-level study in a language other than English, or its equivalent; HLS 301 Principles of Healthful Living; and PSH 484 Adolescence. These Courses require a grade of “C” or better.
  4. Pre-professional Preparation: Students must complete the BCEC experience or its approved equivalent (a 40-hour experience working under supervision with adolescents in a school or related setting) prior to program acceptance. Students are responsible for their own transportation for all off-campus field experiences, including student teaching.
  5. Professional Preparation: Education Courses (Sequenced by Phase) (36 credits)

    Phase Two Courses
    Credits
    EDI 445 Frameworks for Teaching 3
    3
    EDI 428 Middle School Curriculum and Instruction** 3
    3
    EDI 431 Language Skills in the Content Areas I 3
    3
    Total:
    9

    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 Education and Society
    3
    Total:
    12

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

  6. Professional Preparation: Student Teaching (15 credits)

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

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

** Students are responsible for their own transportation for all off-campus field experiences, including student teaching.

French 5-12
Program Requirements

Phase One Courses and Experiences

  1. General Education Requirements: Students must meet the General Education requirements in effect at the time of matriculation.
  2. 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.
  3. Pre-professional Preparation: Students can complete the following Phase I courses prior to acceptance. Foreign Language: One year of college-level study in a language other than English, or its equivalent, HLS 301 Principles of Healthful Living, and PSH 484 Adolescence. These courses require a grade of “C” or better.
  4. Pre-professional Preparation: Students must complete the BCEC experience or its approved equivalent (a 40-hour experience working under supervision with adolescents in a school or related setting) prior to program acceptance.
  5. Additional Requirements (3 credits):

    FCE 420 Multiculturalism in the US
    OR
    CMC 418 Intercultural Communication

  6. Professional Preparation: Education Courses (Sequenced by Phase) (36 credits)

    Phase Two Courses
    Credits
    EDI 449 Frameworks for Teaching
    3
    EDI 428 Middle School Curriculum and Instruction**
    3
    EDI 431 Language Skills in the Content Areas I
    3
    Total:
    9

    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 Education and Society
    3
    Total:
    12

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

  7. Professional Preparation: Student Teaching (15 credits)

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

    **School-based observation and participation beyond class time are required for this course. Students are responsible for their own transportation for all off-campus field experiences, including student teaching.

Spanish 5-12
Program Requirements

Phase One Courses and Experiences

  1. General Education Requirements: Students must meet the General Education requirements in effect at the time of matriculation.
  2. 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.
  3. Pre-professional Preparation: Students can complete the following Phase I courses prior to acceptance. Foreign Language: One year of college-level study in a language other than English, or its equivalent, HLS 301 Principles of Healthful Living, and PSH 484 Adolescence. These courses require a grade of “C” or better.
  4. Pre-professional Preparation: Students must complete the BCEC experience or its approved equivalent (a 40-hour experience working under supervision with adolescents in a school or related setting) prior to program acceptance.
  5. Additional Requirements (3 credits):

    FCE 420 Multiculturalism in the US
    OR
    CMC 418 Intercultural Communication

  6. Professional Preparation: Education Courses (Sequenced by Phase) (36 credits)

    Phase Two Courses
    Credits
    EDI 449 Frameworks for Teaching
    3
    EDI 428 Middle School Curriculum and Instruction**
    3
    EDI 431 Language Skills in the Content Areas I
    3
    Total:
    9

    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 Education and Society
    3
    Total:
    12

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

  7. Professional Preparation: Student Teaching (15 credits)

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

    **School-based observation and participation beyond class time are required for this course. Students are responsible for their own transportation for all off-campus field experiences, including student teaching.

Mathematics 5-12
Program Requirements

Phase One Courses and Experiences

  1. General Education Requirements: Students must meet the General Education requirements in effect at the time of matriculation.
  2. 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.
  3. Pre-professional Preparation: Students can complete the following Phase I courses prior to acceptance. Foreign Language: One year of college-level study in a language other than English, or its equivalent, HLS 301 Principles of Healthful Living, and PSH 484 Adolescence. These courses require a grade of “C” or better.
  4. Pre-professional Preparation: Students must complete the BCEC experience or its approved equivalent (a 40-hour experience working under supervision with adolescents in a school or related setting) prior to program acceptance.
  5. Professional Preparation: Education Courses (Sequenced by Phase) (36 credits)

    Phase Two Courses
    Credits
    EDI 446 Frameworks for Teaching
    3
    EDI 428 Middle School Curriculum and Instruction**
    3
    EDI 431 Language Skills in the Content Areas I
    3
    Total:
    9

    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 Education and Society
    3
    Total:
    12

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

  6. Professional Preparation: Student Teaching (15 credits)

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

    **School-based observation and participation beyond class time are required for this course. Students are responsible for their own transportation for all off-campus field experiences, including student teaching.

Biology and General Science 5-12
Program Requirements

Phase One Courses and Experiences

  1. General Education Requirements: Students must meet the General Education requirements in effect at the time of matriculation.
  2. Pre-professional Preparation: Academic major: 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.
  3. Additional Requirement for general science: In addition to the major, students must complete two science courses in each of the other three science areas.
  4. Pre-professional Preparation: Students can complete the following Phase I courses prior to acceptance. Foreign Language: One year of college-level study in a language other than English, or its equivalent, HLS 301 Principles of Healthful Living, and PSH 484 Adolescence. These courses require a grade of “C” or better.
  5. Pre-professional Preparation: Students must complete the BCEC experience or its approved equivalent (a 40-hour experience working under supervision with adolescents in a school or related setting) prior to program acceptance.
  6. Professional Preparation: Education Courses (Sequenced by Phase) (36 credits)

    Phase Two Courses
    Credits
    EDI 447 Frameworks for Teaching
    3
    EDI 428 Middle School Curriculum and Instruction**
    3
    EDI 431 Language Skills in the Content Areas I
    3
    Total:
    9

    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 Education and Society
    3
    Total:
    12

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

  7. Professional Preparation: Student Teaching (15 credits)

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

    **School-based observation and participation beyond class time are required for this course. Students are responsible for their own transportation for all off-campus field experiences, including student teaching.

Chemistry and General Science 5-12
Program Requirements

Phase One Courses and Experiences

  1. General Education Requirements: Students must meet the General Education requirements in effect at the time of matriculation.
  2. Pre-professional Preparation: Students can complete the following Phase I courses prior to acceptance. Foreign Language: One year of college-level study in a language other than English, or its equivalent, HLS 301 Principles of Healthful Living, and PSH 484 Adolescence. These courses require a grade of “C” or better.
  3. Pre-professional Preparation: Students must complete the BCEC experience or its approved equivalent (a 40-hour experience working under supervision with adolescents in a school or related setting) prior to program acceptance.
  4. Pre-professional Preparation: Academic major: 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.
  5. Additional Requirement for general science: In addition to the major, students must complete two science courses in each of the other three science areas.
  6. Professional Preparation: Education Courses (Sequenced by Phase) (36 credits)

    Phase Two Courses
    Credits
    EDI 447 Frameworks for Teaching
    3
    EDI 428 Middle School Curriculum and Instruction**
    3
    EDI 431 Language Skills in the Content Areas I
    3
    Total:
    9

    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 Education and Society
    3
    Total:
    12

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

  7. Professional Preparation: Student Teaching (15 credits)

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

    **School-based observation and participation beyond class time are required for this course. Students are responsible for their own transportation for all off-campus field experiences, including student teaching.

Earth Science and General Science 5-12
Program Requirements

Phase One Courses and Experiences

  1. General Education Requirements: Students must meet the General Education requirements in effect at the time of matriculation.
  2. Pre-professional Preparation: Students can complete the following Phase I courses prior to acceptance. Foreign Language: One year of college-level study in a language other than English, or its equivalent, HLS 301 Principles of Healthful Living, and PSH 484 Adolescence. These courses require a grade of “C” or better.
  3. Pre-professional Preparation: Students must complete the BCEC experience or its approved equivalent (a 40-hour experience working under supervision with adolescents in a school or related setting) prior to program acceptance.
  4. Pre-professional Preparation: Academia major: 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.
  5. Additional Requirement for general science: In addition to the major, students must complete two science courses in each of the other three science areas.
  6. Professional Preparation: Education Courses (Sequenced by Phase) (36 credits)

    Phase Two Courses
    Credits
    EDI 447 Frameworks for Teaching
    3
    EDI 428 Middle School Curriculum and Instruction**
    3
    EDI 431 Language Skills in the Content Areas I
    3
    Total:
    9

    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 Education and Society
    3
    Total:
    12

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

  7. Professional Preparation: Student Teaching (15 credits)

    Phase Four Courses  
    EDI 475 Practicum in Adolescence Education and Seminar
    12
    EDI 478 Creating Positive Learning Environments
    3
    Total:
    15
    **School-based observation and participation beyond class time are required for this course. Students are responsible for their own transportation for all off-campus field experiences, including student teaching.

Physics and General Science 5-12
Program Requirements

Phase One Courses and Experiences

  1. General Education Requirements: Students must meet the General Education requirements in effect at the time of matriculation.
  2. Pre-professional Preparation: Students can complete the following Phase I courses prior to acceptance. Foreign Language: One year of college-level study in a language other than English, or its equivalent, HLS 301 Principles of Healthful Living, and PSH 484 Adolescence. These courses require a grade of “C” or better.
  3. Pre-professional Preparation: Students must complete the BCEC experience or its approved equivalent (a 40-hour experience working under supervision with adolescents in a school or related setting) prior to program acceptance.
  4. Pre-professional Preparation: Academic major: 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.
  5. Additional Requirement for general science: In addition to the major, students must complete two science courses in each of the other three science areas.
  6. Professional Preparation: Education Courses (Sequenced by Phase) (36 credits)

    Phase Two Courses
    Credits
    EDI 447 Frameworks for Teaching
    3
    EDI 428 Middle School Curriculum and Instruction**
    3
    EDI 431 Language Skills in the Content Areas I
    3
    Total:
    9

    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 Education and Society
    3
    Total:
    12

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

  7. Professional Preparation: Student Teaching (15 credits)

    Phase Four Courses  
    EDI 475 Practicum in Adolescence Education and Seminar
    12
    EDI 478 Creating Positive Learning Environments
    3
    Total:
    15
    **School-based observation and participation beyond class time are required for this course. Students are responsible for their own transportation for all off-campus field experiences, including student teaching.

Social Studies 5-12
Program Requirements

Phase One Courses and Experiences

  1. General Education Requirements: Students must meet the General Education requirements in effect at the time of matriculation.
  2. 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.
  3. Pre-professional Preparation: Students can complete the following courses prior to acceptance. Foreign Language: One year of college-level study in a language other than English, or its equivalent; HLS 301 Principles of Healthful Living; and PSH 484 Adolescence. These courses require a grade of “C” or better.
  4. Pre-professional Preparation: Students must complete the BCEC experience or its approved equivalent (a 40-hour experience working under supervision with adolescents in a school or related setting) prior to program acceptance.
  5. Pre-professional Preparation: Social Science Courses (12 credits)

     
    Credits
    PLS 113 American Political Systems
    3
    ESC 102 Elements of Geography
    3
    Choose one course from the following areas:
    3
    African-American Studies, Anthropology, or Sociology
    ECN 100 Contemporary Economic Problems or
    3
    ECN 202 Macro Economics
    Total:
    12

  6. Professional Preparation: Education Courses (Sequenced by Phase)
    (36 credits )

    Phase Two Courses
    Credits
    EDI 448 Frameworks for Teaching
    3
    EDI 428 Middle School Curriculum and Instruction**
    3
    EDI 431 Language Skills in the Content Areas I
    3
    Total:
    9

    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 Education and Society
    3
    Total:
    12

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

  7. Professional Preparation: Student Teaching (15 credits)

    Phase Four Courses  
    EDI 475 Practicum in Adolescence Education and Seminar
    12
    EDI 478 Creating Positive Learning Environments
    3
    Total:
    15
    **School-based observation and participation beyond class time are required for this course. Students are responsible for their own transportation for all off-campus field experiences, including student teaching.

Educatiiton and Human Development Courses

 

EDI 325 Diverse Needs of Learners (B). Participants will examine the characteristics and appropriate education planning for individuals with exceptionalities. The course will emphasize educational and developmental factors that affect individuals and groups traditionally considered exceptional. A cross categorized perspective will be the focus rather than the presentation of excessive details about specific labels. 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. Attention is given to meeting the diverse needs of all learners. Includes a 15- hour field component. 3 Cr. Every Semester

EDI 360 America Reads 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 America Reads 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). Prerequisites: EDI 330. Childhood corequisite: EDI 408. Early Childhood corequisites: EDI 482, EDI 486. Explores universality and diversity in the development of oral and written language. Emphasizes constructivist, sociocultural, and sociopsycho-linguistic 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 Math, Science andSocial Studies I (B). Prerequisite: EDI 330. Corequisite: EDI 407. Explores elements of instruction in the context of mathematics, science, and social studies in grades 1 through 6. Includes an extensive 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 409 Secondary Students with Special Needs (B). Prerequisites: EDI 44X, EDI 428, EDI 431. Corequisites: EDI 46X, EDI 432, EDI 430. Examines the social, educational, and personal implications of human exceptionality. Explores issues and concerns related to the identification and evaluation of exceptional individuals. Explores ways to modify curriculum and instruction to meet the needs of a range of students, including inclusive as well as gifted and talented. Emphasizes the historical, legal, and instructional issues related to educating students who learn differently. 3 Cr. Every Semester

EDI 417 Language Literacy and the Learner (B). Prerequisites: EDI 330, EDI 407, EDI 408. Corequisite: EDI 418. Continuation of students' Emergent Language and Literacy. Expands teacher candidates' 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 Math, Science, Social Studies II (B). Prerequisites: EDI 330, EDI 407, EDI 408. Corequisite: EDI 417. Allows teacher candidates to apply appropriate elements of instruction in the context of mathematics, science, and social studies in grades 1 through 6. Includes an extensive 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 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 teacher candidates 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 428 Middle School Curriculum and Instruction (B). Prerequisite: Admission to Adolescent Education Program. Corequisites: EDI 431, EDI 44X. Introduces teacher candidates 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 and Society (A,D,I,W). 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 the Middle and High School Content Areas I (B). Prerequisite: Admission to Adolescent Education Program. Corequisites: EDI 428, EDI 44X. 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). Prerequisites: EDI 428, EDI 431, EDI 44X. Corequisites: EDI 409, EDI 430, EDI 46X. Builds on teacher candidates' 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 not only of 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). Prerequisites: Admission to Adolescent Education Program. Corequisites: EDI 428, EDI 431. Introduces students to the methods and strategies involved in the teaching of middle and high school English. Begins the teacher candidates' exploration of the nature of teaching, instructional planning, designing unit and lesson plans, interdisciplinary approaches, assessment, and teaching portfolios. Requires teacher candidates to practice teaching lessons they have designed and be reflective about their own and others' lessons. Focuses on teacher candidates' ability to work collaboratively as members of teams. Provides opportunities for teacher candidates 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). Prerequisites: Admission to Adolescent Education Program. Corequisites: EDI 428, EDI 431. Introduces students to the methods and strategies involved in the teaching of a middle and high school mathematics. Begins the teacher candidates' exploration of the nature of teaching, instructional planning, designing unit and lesson plans, interdisciplinary approaches, assessment, and teaching portfolios. Requires teacher candidates to practice teaching lessons they have designed and be reflective about their own and others' lessons. Focuses on teacher candidates' 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). Prerequisites: Admission to Adolescent Education Program. Corequisites: EDI 428, EDI 431. Introduces teacher candidates to the methods and strategies involved in the teaching of middle and high school science. Begins the teacher candidates exploration of the nature of teaching, instructional planning, designing unit and lesson plans, interdisciplinary approaches, assessment, and teaching portfolios. Requires teacher candidates to practice teaching lessons they have designed and be reflective about their own and others' lessons. Focuses on teacher candidates' ability to work collaboratively as members of teams. Provides opportunities for teacher candidates 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). Prerequisite: Admission to Adolescent Education Program. Corequisites: EDI 428, EDI 431. Introduces teacher candidates to the methods and strategies involved in the teaching of middle and high school social studies. Begins the teacher candidates' exploration of the nature of teaching, instructional planning, designing unit and lesson plans, interdisciplinary approaches, assessment, and teaching portfolios. Requires teacher candidates to practice teaching lessons they have designed and be reflective about their own and others' lessons. Focuses on teacher candidates' ability to work collaboratively as members of teams. Provides opportunities for teacher candidates 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 Secondary Foreign Language (B). Prerequisite: Admission to Adolescent Education Program. Corequisites: EDI 428, EDI 431. Introduces teacher candidates to the methods and strategies involved in the teaching of middle and high school foreign language. Begins the teacher candidates' exploration of the nature of teaching, instructional planning, designing unit and lesson plans, interdisciplinary approaches, assessment, and teaching portfolios. Requires teacher candidates to practice teaching lessons they have designed and be reflective about their own and others' lessons. Focuses on teacher candidates ability to work collaboratively as members of teams. Provides opportunities for teacher candidates 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 453 Teaching Children's Literature (B). Covers both traditional and current literature for young children that are 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. Summer

EDI 455 Practicum in Childhood Education (B). Prerequisites: EDI 325, EDI 330, EDI 407, EDI 408, EDI 417 and EDI 418. Corequisite: EDI 456. A full-time, supervised teaching experience in childhood classrooms and settings. The semester is divided into two placements; one in 1-3, the other in 4-6 grades. This is the final course taken in the childhood program. 12 Cr. Every Semester

EDI 456 Professional Development Seminar (B). Prerequisites: EDI 325, EDI 330, EDI 407, EDI 408, EDI 417, EDI 418. Corequsite: EDI 455. Provides ongoing support related to teacher candidates' work in childhood classrooms. Includes topics such as, but not limited to: assessment, curriculum planning and implementation, creating and sustaining supportive classroom environments, certification, and job search strategies. 1 Cr. Every Semester

EDI 465 Teaching English Inclusively (B). Prerequisites: EDI 445, EDI 428, EDI 431. Corequisites: EDI 430, EDI 432, EDI 409. 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 ELA technological applications that apply to teaching and learning. Requires teacher candidates to take an active role in becoming a reflective practitioner, working on personal portfolios, and reading research articles. Includes 40 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 428, EDI 431, EDI 446. Corequisites: EDI 430, EDI 432, EDI 409 . 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 MST standards as well as technological applications that apply to teaching and learning. Requires teacher candidates to take an active role in becoming a reflective practitioner, working on personal portfolios, and reading research articles. Includes 40 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, EDI 428, EDI 431. Corequisites: EDI 409, EDI 432, EDI 430. 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 MST standards as well as technological applications that apply to teaching and learning. Requires teacher candidates to take an active role in becoming a reflective practitioner, working on personal portfolios, and reading research articles. Includes 40 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 428, EDI 431, EDI 448. Corequisites: EDI 409, EDI 430, EDI 432. 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 social studies standards as well as technological applications that apply to teaching and learning. Requires teacher candidates to take an active role in becoming a reflective practitioner, working on personal portfolios, and reading research articles. Includes 40 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 428, EDI 431, EDI 449. Corequisites: EDI 409, EDI 430, EDI 432. 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 second language standards as well as technological applications that apply to teaching and learning. Requires teacher candidates to take an active role in becoming a reflective practitioner, working on personal portfolios, and reading research articles. Includes 40 hours of field experience in a high school inclusion classroom, grades 9-12. 3 Cr. Spring

EDI 475 Practicum in Adolescence Education Seminar (B). Prerequisites: EDI 428, EDI 431, EDI 409, EDI 430, EDI 432, EDI 44X, EDI 46X. Corequisite: EDI 478. A full-time, supervised teaching experience in middle childhood and adolescence classrooms and settings. The semester is divided into two placements; one in grades 5-8, the other in grades 9-12. This is the final course taken in the Adolescence Certification Program. 12 Cr. Every Semester

EDI 478 Creating Positive Learning Environments (B). Prerequisites: EDI 409, EDI 428, EDI 430, EDI 431, EDI 432, EDI 44X, EDI 46X. 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). Prerequisites: EDI 330. Corequisites: EDI 486, EDI 407. 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 330, EDI 407, EDI 482, EDI 486. Corequisite: EDI 487. A continuation of Integrated Early Childhood Curriculum I. Continues to explore and refine teacher candidates' 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). Prerequisite: EDI 330. Corequisites: EDI 407, EDI 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, EDI 407, EDI 482, EDI 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 325, EDI 330, EDI 407, EDI 482, EDI 483, EDI 486, EDI 487. Corequisite: EDI 489. Entails a full-time supervised 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). Prerequisites: EDI 325, EDI 330, EDI 407, EDI 482, EDI 483, EDI 486, EDI 487. Corequisite: EDI 488. Provides ongoing support related to teacher candidates' work in early childhood classrooms. Includes topics such as, but not limited to: assessment, curriculum planning and implementation, 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. 1-3 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 June 2005 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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