Skip Navigation

Graduate Studies Catalog 2007-2009

Department of Education and Human Development

282 Albert W. Brown Building
(585) 395-2205

Chairperson and Associate Professor: Sue Novinger, PhD, University of Missouri-Columbia; Distinguished Service Professor: Betsy Ann Balzano, PhD, Florida State University; Professor: Thomas R. Giblin, EdD, University of Florida; Associate Professors: Mary Corey, PhD, University of Rochester; Moira Fallon, PhD, University of New Mexico; Conrad Van Voorst, EdD, Vanderbilt University; Peter Veronesi, PhD, University of Iowa; Assistant Professors: Jeremy Browne, PhD, Brigham Young University; Donald Halquist, MA, University of New Mexico; Eun-Joo Kim, PhD, University of Georgia; Holly Manaseri, MS, Syracuse University; Janka Szilagyi, PhD, University at Buffalo; Jill Zarazinski, MS, University at Buffalo; Lecturers: Kathleen Cali, MS, University of North Carolina-Chapel Hill; Annette Hauenstein, CAS, MSEd, SUNY College at Brockport; Frank Rossi, MS, SUNY College at Geneseo; Agnes Seneway, MS, Nazareth College; Andrew Steck, MSEd, SUNY Geneseo; Allison Wright, MSEd, SUNY Brockport; Director of Field Experience and Certification: Diane Maurer, MSEd, SUNY Buffalo; Assistant Coordinator of Field Experience: Michelle Mitchell, MA, Arizona State University; Coordinator for Certification and Graduate Advisement: Karen McCarthy, MA, Binghamton University; Coordinator for Undergraduate Certification Programs: Nancy Di Pasquale, MSEd, SUNY College at Buffalo.

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

  • those who hold a valid provisional or initial certificate, and seek permanent or professional certification in the same title area;
  • those who hold a valid provisional or initial certificate, and seek an additional initial/professional certificate in Literacy Birth - Grade 6 or Bilingual Education; and
  • those who have no certification, and seek the initial/professional certifications in an adolescence title area.

Professional Education Programs (33-36 credits)
The department’s 33- and 36-credit programs are designed for those students who already possess provisional or initial certification, usually in the area in which the degree is being sought (see section on Admission Requirements for exceptions). These programs provide the master’s degree that is required in New York state for permanent or professional certification. Please note that there are additional New York state requirements for permanent and professional certification, including teaching experience and testing requirements (permanent only).

The Department of Education and Human Development currently offers the following 33- and 36-credit programs:

33-Credit

  • Adolescence English
  • Adolescence Mathematics
  • Adolescence Science
  • Adolescence Social Studies
  • Bilingual Education
  • Childhood Curriculum Specialist
36-Credit
  • Childhood Literacy

Collaborative Internship Master’s Program (CIMP)
This program is a variation on the Childhood Curriculum Specialist program and offers teachers with provisional or initial certification the opportunity to learn the philosophy, curriculum and instructional practices of a school district while simultaneously engaging in teaching AND full-time graduate study. Interns are selected from recommended program applicants in cooperation with the participating school district(s). The program is an academic year-long program in which interns have a 15 clock-hour per week teaching responsibility. (However, interns do not displace faculty members.) The remaining time is devoted to formal graduate study that culminates in the master’s degree. Selected interns receive tuition support, which is dependent on grant funding. Notification of CIMP acceptance is usually given in late spring.

Applications for the CIMP program may be requested either from the Office of Graduate Admissions, (585) 395-5465, at the time a College application for graduate study is requested, or from the department’s graduate secretary at (585) 395-5060.

Alternate Adolescence Inclusive Education Programs (60 credits)
The 60-credit alternate adolescence inclusive programs lead to a Master of Science in Education and are specifically designed for those who do not possess any certification and who have little or no professional education background. These programs lead to initial certification and also provide the master’s degree that is required in New York state for professional certification. Please note that there are additional New York state requirements for professional certification, including teaching experience. (Please contact the Office of Teacher Certification at SUNY Brockport, your local BOCES, or the New York State Department of Education for additional certification information.)

The Department of Education and Human Development currently offers the following 60-credit alternate programs. All are in the area of adolescence education (grades 7-12) and each includes dual certification in Students with Disabilities (grades 7-12) and an extension to middle childhood education (grades 5-6) certification:

  • Alternate Adolescence English Inclusive Education
  • Alternate Adolescence Mathematics Inclusive Education
  • Alternate Adolescence Science (biology, chemistry, earth science or physics) Inclusive Education
  • Alternate Adolescence Social Studies Inclusive Education

Please note that SUNY Brockport does not currently offer a graduate program leading to initial Childhood Education Grades 1-6 certification.

APPLICATION GUIDELINES

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

  • official transcripts of all graduate and undergraduate work completed;
  • three professional (not personal) recommendations from those who know of the applicant’s aptitude for teaching, ability to relate to children, and ability to successfully do graduate level work;
  • a statement of objectives on the applicant’s reasons and fitness for teaching and for pursuing graduate education; and<
  • a copy of the applicant’s NYS teaching certificate or a letter from the applicant’s college certification officer or BOCES Regional Certification Officer attesting to his/her eligibility for the certificate (33- and 36-credit program applicants only).

In addition to the materials submitted as part of the self-managed application, all programs in the Department of Education and Human Development may require an interview. If selected for an interview, applicants will be contacted within a few weeks after the application deadline to schedule the interview. Applicants selected for an interview who do not participate in the interview process, will not be considered for program admission.

Application forms can be obtained by visiting the Office of Graduate Admissions in Morgan Hall; calling the Office of Graduate Admissions at (585) 395-5465; sending a request by mail to the Office of Graduate Admissions at SUNY Brockport, 350 New Campus Drive, Brockport, NY 14420; or by e-mailing gradadmit@brockport.edu. Applicants should be certain to indicate the program for which they are applying.

For details on the application deadlines for programs offered by the Department of Education and Human Development, contact the Office of Graduate Admissions or visit www.brockport.edu/graduate.

Normally, within 3-4 weeks of the application deadline, the faculty reviews the applications and makes admission recommendations. By the end of the month following the application deadline, applicants are notified by letter as to the admission recommendation.

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

ADMISSION REQUIREMENTS

Admission to degree programs in education and human development is highly competitive. There is not space to accommodate all qualified applicants in most programs; therefore, all qualified persons may not be accepted.

All applicants must have a baccalaureate degree from an accredited institution (see the Graduate Admissions section of this catalog for further details). Normally, an undergraduate GPA of 3.0 or higher is required. Applicants with a GPA below 3.0 must thoroughly address that issue upon application.

Professional or Second Initial Education Programs (33-36 Credit)
With three exceptions, students applying for a 33- or 36-credit program must hold provisional or initial certification in the area for which the application is being made. The exceptions are:

  • The Bilingual Program will consider applicants with certification in subject areas other than foreign languages, who wish to obtain the Bilingual Extension Certificate. (See list of appropriate certifications under the section entitled “Bilingual Program.”)
  • The Childhood Literacy Program requires provisional certification in PreK-6 or initial certification in either Early Childhood Education Birth-Grade 2 or Childhood Education Grades 1-6.
  • The Childhood Education Curriculum Specialist Program will consider applicants holding the initial Early Childhood Birth-Grade 2 certificate for the purpose of attaining the NYS Professional Early Childhood Birth-Grade 2 certificate by direct state application.

Alternate Adolescence Inclusive Education Programs (60 Credit)
In addition to a baccalaureate degree with a GPA of 3.0 or higher, all post-baccalaureate and 60-credit alternate programs require applicants to have completed a course in adolescent psychology (equivalent to PSH 484 at Brockport) and personal health (equivalent to HLS 301 or PRO 370 at Brockport).

Students applying for the 60-credit Alternate Adolescence Inclusive Education Program should be aware that a major or 30 credits in the content area is also required for program acceptance.

Acceptable majors for state certification and SUNY Brockport programs include:

  • English,
  • mathematics,
  • sciences (biology, chemistry, earth science and physics), and
  • social studies (history, or see section below).

Below are listed the academic requirements for non-majors to qualify for each of the Alternate Adolescence Inclusive Education Programs offered by the Department of Education and Human Development.

English
Courses offered by an English department as core requirements for a degree are acceptable. For example, courses in composition, English literature, poetry, playwriting, grammar and English linguistics are acceptable. A maximum of six credits for study in related areas such as speech, drama, theater and journalism may be allowed toward the 30-credit requirement for study in English.

Mathematics (see note on page 111)
Courses offered by a mathematics department that are considered core requirements toward a degree in mathematics are typically acceptable. For example, courses in mathematical reasoning, quantitative methods, number theory and concepts, algebra, analytic geometry, calculus, geometry, trigonometry, data analysis, probability, statistics and discrete mathematics are acceptable. Statistics courses that are offered by another department are also acceptable. Only those computer courses that involve using computers to solve mathematical problems are acceptable. Courses in computer science, accounting, finance and courses in which mathematics is applied to solving problems other than those that are purely mathematical are not acceptable.

Science (see note on page 111)

Biology - Courses in scientific methods, cell biology, biochemistry, anatomy and physiology, comparative anatomy, genetics and evolution, biological diversity, human biology and human ecology are acceptable. Courses in nutrition are acceptable only if they are in cell nutrition.
Chemistry - Courses in scientific methods, matter and atomic structure, energy, chemical bonds and molecular structure, chemical reactions and quantitative relations are acceptable. Courses in geochemistry are generally applied science courses and, therefore, not acceptable.
Earth science - Courses in scientific methods, space systems, atmospheric systems, geological systems and water systems are acceptable. Courses in engineering and geophysics are generally applied science courses and, therefore, not acceptable.
Physics - Courses in scientific methods, mechanics and heat, electricity and magnetism, waves, sound and light, and quantum theory and the atom are acceptable. Courses in engineering and geophysics are generally applied science courses and, therefore, not acceptable. Astronomy courses are acceptable only if the primary focus is on the mathematics of gravitational attraction between astral bodies.

SUNY College at Brockport, following state regulations, requires a total of 18 credits in at least two additional science areas to recommend students for the General Science Extension certificate.

Social Studies
Courses in US and world history and geography, economics, government, political science, anthropology and sociology are acceptable. SUNY Brockport, following state regulations, requires a minimum of 21 credits in history and 3 credits in government, economics and geography for program acceptance.

Please note: Individuals applying to the 60-credit Alternate Adolescence Inclusive Education Programs in Mathematics or Science, who possess an engineering or similarly technical degree, must provide a State Education Department (SED) or Board of Cooperative Educational Services (BOCES) written evaluation of the academic content area as part of the application process. To acquire the evaluation the individual must actually apply for the certificate through the BOCES office.

Please note that applicants with foreign credentials must obtain a review of credentials/transcripts from the New York State Education Department prior to application. This is necessary to determine if minimum content area requirements have been met.

DEGREE AND RELATED POLICIES

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

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

Previous Course Credit
Credit for courses taken before matriculation may be approved if a grade of “B” or better has been earned and if the courses are appropriate for the course of study pursued. Such retroactive credit will not exceed 12 credits, with no more than nine allowed from course work completed at SUNY Brockport in non-degree status prior to matriculation. Normally, courses older than five years will not be considered. A maximum of only six credits will be accepted from any other graduate level program leading to provisional or initial certification.

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

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

  • Students must follow the approved Plan of Study. The planned program must reflect a schedule that allows completion of all degree requirements within five years from the date of matriculation.
  • Since a minimum 3.0 GPA is required for graduation, students are expected to maintain a 3.0 GPA during all semesters. Grade point averages will be monitored after the completion of nine or more graduate credits. Matriculated graduate students whose cumulative GPA falls below 3.0 will be placed on academic probation. Students will receive written notification of their probationary status from the Office of Graduate Studies.
  • Continuous progress in a program means that a minimum of one course must be taken each calendar year. College policy provides that students who do not maintain such continuous enrollment will be dematriculated.

CHILDHOOD EDUCATION PROGRAMS (33 credits)

MS in Education: Childhood Education Curriculum Specialist
The Childhood Education Curriculum Specialist Program meets the degree requirements for NYS Professional Childhood Education Grades 1-6, Early Childhood Birth-Grade 2*, or NYS Permanent PreK-6 certification.

  1. Prerequisites
    1. A baccalaureate degree from an accredited four-year college or university (see the Graduate Admissions section of this catalog for further details) with a minimum GPA of 3.0 on a 4.0 scale.
    2. Valid NYS initial Childhood Education Grades 1-6, initial Early Childhood Birth-Grade 2*, or provisional PreK-6 certification.
  2.  
    Required Courses Credits
    1. Core Courses
    EDI 600 Understanding Educational Research 3
    EDI 601 Diversity in Education 3
    EDI 603 Educational Assessment and Evaluation 3
    EDI 703 Seminar in Childhood Education 3
    2. Curriculum Concentration**
    At least one course in each of the following areas (selected with advisement):
    a) science or teaching of science 3
    b) mathematics or teaching of mathematics 3
    c) language arts or teaching of language arts 3
    d) social science or teaching of social studies 3
    3. Guided Electives (selected with advisement) 9
    Minimum Total: 33

    * Please note that completion of this program does not lead to an extension or additional certification in Childhood Education Grades 1-6 for those holding the initial Early Childhood Birth-Grade 2 Certification upon program entrance.
    ** Students holding certification in Early Childhood are strongly encouraged to complete pedagogy course work under the curriculum concentration.

MS in Education: Childhood Literacy
The Childhood Literacy Program can be completed only with part-time study over a minimum of two years. Students are admitted during the spring application period and begin the program in the summer or fall. The degree leads to New York State (NYS) certification as a Literacy Birth-Grade 6 teacher. It will also meet the state’s permanent/professional certification education requirement for teachers with provisional/initial certification.

  1. Prerequisites
    1. A baccalaureate degree from an accredited four-year college or university (see the Graduate Admissions section of this catalog for further details) with a minimum GPA of 3.0 on a 4.0 scale. (Please note: Applicants must complete all requirements for the baccalaureate degree by the May commencement at their college or university to be eligible for summer matriculation at SUNY Brockport. Applicants who are accepted and fail to graduate from the undergraduate program in May are not eligible to begin the program. Such applicants may request to begin the program the following summer. Applicants expecting to complete their baccalaureate degree in the summer or fall semesters should apply for matriculation in the following summer.)
    2. Valid NYS provisional PreK-6 certification or initial certification in Childhood Education Grades 1-6 or Early Childhood Education Birth-Grade 2. This should include six credits in literacy (reading) education. (Please note: Applicants must complete all requirements for the NYS teaching certificate prior to matriculation and provide proof of certification or eligibility for certificate.)
  2.  
    Required Courses Credits
    EDI 600 Understanding Educational Research 3
    EDI 601 Diversity in Education 3
    EDI 634 Teaching Reading to the Child with Special Needs 3
    EDI 730 Literacy Assessment 3
    EDI 731 Advanced Developmental Literacy Instruction 3
    EDI 732 Clinical Diagnosis 3
    EDI 735 Emergent Language and Literacy 3
    EDI 736 Literacy Seminar 3
    EDI 738 Reading and Writing in the Content Areas 3
    EDI 739 Language Arts in Literacy Instruction 3
    EDI 740 Literacy Practicum I 3
    EDI 741 Literacy Practicum II 3
    Minimum Total: 36

BILINGUAL EDUCATION PROGRAM (33 credits)

MS in Education: Bilingual Education (Spanish)
The Bilingual Program meets the academic requirements for the professional extension certificate in bilingual education except for those certified in a foreign language. This master’s degree program will meet the professional or permanent certification education requirement for the existing certifications held by those eligible for program participation.

  1. Prerequisites
    1. A baccalaureate degree from an accredited four-year college or university (see the Graduate Admissions section of this catalog for further details) with a minimum GPA of 3.0 on a 4.0 scale.
    2. Valid NYS certification in one of the following areas:
      • initial Early Childhood Birth-Grade 2
      • initial Childhood Education Grades 1-6
      • initial Adolescence, any content area 7-12 (other than foreign language)
      • provisional PreK-6, or
      • provisional Secondary, any content area 7-12 (other than foreign language)
    3. Demonstrated proficiency in Spanish at the advanced level. An oral proficiency interview may be required of some applicants. If required, the Department of Foreign Languages and Literatures, (585) 395-2269, will contact the applicant to schedule the interview.
  2.  
    Required Courses Credits
    1. Core Courses
    EDI 600 Understanding Educational Research 3
    EDI 601 Diversity in Education 3
    EDI 603 Educational Assessment and Evaluation 3
    EDI 722 Seminar in Bilingual Education 3
    2. Professional Education
    EDI 628 TESOL: Materials and Techniques 3
    EDI 521 Methods for Teaching the Bilingual Child 3
    EDI 612 Bilingual Methods of Teaching Content 3
    3. Liberal Arts
    FCE 520 Multiculturalism in the USA 3
    FCE 526 Foundations of Bilingual Education 3
    SPN 560 Spanish Phonology 3
    OR
    SPN 561 Advanced Spanish Grammar
    SPN 563 Linguistics and SLA 3
    Minimum Total: 33

ADOLESCENCE EDUCATION PROGRAMS (33 credits)

MS in Education: Adolescence English
This program meets the professional or permanent certification education requirement for adolescence or secondary English education.

  1. Prerequisites
    1. A baccalaureate degree from an accredited four-year college or university (see the Graduate Admissions section of this catalog for further details) with a minimum 3.0 GPA on a 4.0 scale.
    2. Valid NYS initial or provisional certification in English 7-12.
  2.  
    Program Courses Credits
    1. Core Courses
    EDI 600 Understanding Educational Research 3
    EDI 601 Diversity in Education 3
    EDI 603 Educational Assessment and Evaluation 3
    EDI 791 Seminar in English Education 3
    2. Professional Education
    EDI 647 Teaching Reading, Writing and Literature 3
    EDI 678 Issues in English Education 3
    3. Liberal Arts, by advisement (for example):
    ENL 581 English Grammar 3
    ENL 584 Young Adult Literature 3
    ENL 632 Studies in American Literature Before 1870 3
    ENL 636 Studies in American Literature 1870-1920 3
    3. Elective 3
    Minimum Total: 33

MS in Education: Adolescence Mathematics
This program meets the professional or permanent certification education requirement for adolescence or secondary mathematics education.

  1. Prerequisites
    1. A baccalaureate degree from an accredited four-year college or university (see the Graduate Admissions section of this catalog for further details) with a minimum GPA of 3.0 on a 4.0 scale.
    2. Valid NYS initial or provisional certification in Mathematics 7-12.
  2.  
    Program Courses Credits
    1. Core Courses
    EDI 600 Understanding Educational Research 3
    EDI 601 Diversity in Education 3
    EDI 603 Educational Assessment and Evaluation 3
    EDI 792 Seminar in Mathematics Education 3
    2. Professional Education
    EDI 622 Advanced Adolescence Curriculum: Mathematics 3
    EDI 686 Problems in Mathematics Education 3
    3. Liberal Arts, by advisement (for example)
    MTH 551 Applied Calculus 3
    MTH 555 Differential Equations 3
    MTH 612 History of Contemporary Mathematics 3
    MTH 621 Algebra 3
    4. Elective 3
    Minimum Total: 33

MS in Education: Adolescence Science
This program meets the professional or permanent certification degree requirements for 7-12 biology, chemistry, earth science or physics.

  1. Prerequisites
    1. A baccalaureate degree from an accredited four-year college or university (see the Graduate Admissions section of this catalog for further details) with a minimum GPA of 3.0 on a 4.0 scale.
    2. Valid NYS initial or provisional certification in Biology 7-12, Chemistry 7-12, Earth Science 7-12, or Physics 7-12.
  2.  
    Program Courses Credits
    1. Core Courses
    EDI 600 Understanding Educational Research 3
    EDI 601 Diversity in Education 3
    EDI 603 Educational Assessment and Evaluation 3
    EDI 793 Seminar in Science Education 3
    2. Professional Education
    EDI 617 Advanced Methods in Teaching Science 3
    EDI 623 Reading Research in Science Education 3
    3. Liberal Arts 12
    Selection of appropriate graduate science courses in BIO, CHM, ESC, GEL, NAS or LST by advisement
    4. Elective 3
    Minimum Total: 33

MS in Education: Adolescence Social Studies
This program meets the professional or permanent certification education requirement for adolescence or secondary social studies education.

  1. Prerequisites
    1. A baccalaureate degree from an accredited four-year college or university (see the Graduate Admissions section of this catalog for further details) with a minimum GPA of 3.0 on a 4.0 scale.
    2. Valid NYS initial or provisional certification in Social Studies 7-12.
  2.  
    Program Courses Credits
    1. Core Courses
    EDI 600 Understanding Educational Research 3
    EDI 601 Diversity in Education 3
    EDI 603 Educational Assessment and Evaluation 3
    EDI 794 Seminar in Social Studies Education 3
    2. Professional Education
    EDI 670 Issues in Social Studies Education 3
    EDI 674 Applied History Seminar 3
    3. Liberal Arts by advisement (for example):
    HST 501 American History Topics 3
    HST 511 History of New York State 3
    HST 601 Topics in American History 3
    HST 602 Topics in World History 3
    4. Elective 3
    Minimum Total: 33

ALTERNATE ADOLESCENCE INCLUSIVE EDUCATION PROGRAMS (60 credits)

Purpose and Academic Eligibility
These programs were developed for persons with a baccalaureate degree who do not hold initial certification and wish to obtain NYS initial and professional certifications in grades 7-12 content area (English, Social Studies, Mathematics or Science), middle childhood grades 5-6 extension, and students with disabilities in a content area grades 7-12.

Prerequisites for Admission to an Alternate Adolescence Inclusive Education Program:

  1. A baccalaureate degree from an accredited four-year college or university (see the Graduate Admissions section of this catalog for further details) with a minimum GPA of 3.0 on a 4.0 scale.
  2. An academic major in the program discipline or equivalent (30 credits in the discipline) as previously described.
  3. Satisfactory completion, with a grade of “B” or better, of a course in adolescent psychology (equivalent to PSH 484 at Brockport).
  4. Satisfactory completion, with a grade of “B” or better, of a course in personal health (equivalent to HLS 301[3 cr.] or PRO 370 [1 cr.] at Brockport).

Additional Certification Requirements
The College endorsements of the candidate’s applications for certificates are made only after program completion and the awarding of the Master of Science in Education. Candidates are not eligible for the College endorsements for certification prior to program completion.

The following NYS initial certification requirements are not included in the alternate master’s program:

  • one college level course in a language other than English (American Sign Language is acceptable) with a minimum grade of “C” , an 85 or higher on the high school regents exam for a language other than English, or the equivalent (determined by a placement examination);
  • successful completion of four state teacher certification examinations (including the LAST, ATS-W and appropriate Content Specialty Tests in the content area and Students with Disabilities);
  • state mandated fingerprinting;
  • Identification and Reporting of Child Abuse and Maltreatment workshop; and
  • School Violence Prevention Training workshop (also known as SAVE training).

Alternate Programs and Professional Certification
As mentioned earlier, completion of the MS in Education satisfies the academic requirement for a NYS professional certificate--the final certificate in the licensure process. While the student will qualify for the professional certificate endorsement upon program completion, he/she may still have the three-year teaching requirements to fulfill.

Alternate Adolescence English Inclusive Education
Initial and Professional Certificates:

  • Students with Disabilities English Language Arts 7-12
  • English Language Arts 5-6 Extension

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

Required Courses
1. Initial Sequence
Phase I
EDI 513 Introduction to Special Education 3
EDI 531 Language Skills I 3
EDI 545 Inclusive Teaching Middle Level English* 3
Phase II
EDI 530 Education and Society 3
EDI 532 Language Skills II 3
EDI 565 Teaching English Inclusively* 3
Phase III
EDI 514 Special Education Methods* 3
EDI 519 Special Education Assessment 3
Phase IV
EDI 575 Practicum (Student Teaching with Seminar) 9
2. Core Courses
EDI 600 Understanding Educational Research** 3
EDI 601 Diversity in Education 3
EDI 603 Educational Assessment and Evaluation 3
EDI 791 Seminar in English Education** 3
3. Professional Education
EDI 647 Teaching Reading, Writing and Literature** 3
EDI 678 Issues in English Education** 3
4. Liberal Arts, by advisement (for example):
ENL 525 Contemporary British Writers 3
ENL 543 Contemporary American Poetry 3
ENL 584 Young Adult Literature 3
Minimum Total: 60

* Courses incorporating major experiential requirements
** Must be taken after practicum

Alternate Adolescence Mathematics Inclusive Education
Initial and Professional Certificates:

  • Students with Disabilities Mathematics 7-12
  • Mathematics 5-6 Extension

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

Required Courses
1. Initial Sequence
Phase I
EDI 513 Introduction to Special Education 3
EDI 531 Language Skills I 3
EDI 546 Inclusive Teaching Middle Level Mathematics* 3
Phase II
EDI 530 Education and Society 3
EDI 532 Language Skills II 3
EDI 566 Teaching Mathematics Inclusively* 3
Phase III
EDI 514 Special Education Methods* 3
EDI 519 Special Education Assessment 3
Phase IV
EDI 575 Practicum (Student Teaching with Seminar) 9
2. Core Courses
EDI 600 Understanding Educational Research** 3
EDI 601 Diversity in Education 3
EDI 603 Educational Assessment and Evaluation 3
EDI 792 Seminar in Mathematics Education** 3
3. Professional Education
EDI 622 Advanced Adolescence Curriculum: Math** 3
EDI 686 Issues in Adolescent Mathematics** 3
4. Liberal Arts, by advisement (for example):
MTH 512 History of Mathematics 3
MTH 551 Applied Calculus 3
MTH 555 Differential Equations 3
Minimum Total: 60

* Courses incorporating major experiential requirements
** Must be taken after practicum

Alternate Adolescence Science Inclusive Education
Initial and Professional Certificates:

  • Students with Disabilities Biology, Chemistry, Earth Science or Physics 7-12
  • Biology, Chemistry, Earth Science or Physics 5-6 Extension
  • General Science 7-12 Extension
  • General Science 5-6 Extension

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

Required Courses Credits
1. Initial Sequence
Phase I
EDI 513 Introduction to Special Education 3
EDI 531 Language Skills I 3
EDI 547 Inclusive Teaching Middle Level Science* 3
Phase II
EDI 530 Education and Society 3
EDI 532 Language Skills II 3
EDI 567 Teaching Science Inclusively* 3
Phase III
EDI 514 Special Education Methods* 3
EDI 519 Special Education Assessment 3
Phase IV
EDI 575 Practicum (Student Teaching with Seminar) 9
2. Core Courses
EDI 600 Understanding Educational Research** 3
EDI 601 Diversity in Education 3
EDI 603 Educational Assessment and Evaluation 3
EDI 793 Seminar in Science Education** 3
3. Professional Education
EDI 617 Advanced Methods in Teaching Science ** 3
EDI 623 Reading Research in Science** 3
4. Liberal Arts 9
Selection of appropriate graduate science courses in BIO, CHM, ESC, GEL, NAS or LST by advisement
Minimum Total: 60

* Courses incorporating major experiential requirements
** Must be taken after practicum

Alternate Adolescence Social Studies Inclusive Education
Initial and Professional Certificates:

  • Students with Disabilities Social Studies 7-12
  • Social Studies 5-6 Extension

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

Required Courses Credits
1. Initial Sequence
Phase I
EDI 513 Introduction to Special Education 3
EDI 531 Language Skills I 3
EDI 548 Inclusive Teaching Middle Level Social Studies* 3
Phase II
EDI 530 Education and Society 3
EDI 532 Language Skills II 3
EDI 568 Teaching Social Studies Inclusively* 3
Phase III
EDI 514 Special Education Methods* 3
EDI 519 Special Education Assessment 3
Phase IV
EDI 575 Practicum (Student Teaching with Seminar) 9
2. Core Courses
EDI 600 Understanding Educational Research** 3
EDI 601 Diversity in Education 3
EDI 603 Educational Assessment and Evaluation 3
EDI 794 Seminar in Social Studies Education** 3
3. Professional Education
EDI 670 Issues in Social Studies Education** 3
EDI 674 Applied History Seminar** 3
4. Liberal Arts, by advisement (for example):
HST 501 American History Topics 3
HST 511 History of New York State 3
HST 521 America since 1929 3
Minimum Total: 60

* Courses incorporating major experiential requirements
** Must be taken after practicum

Program Notes Applicable to the Alternate Adolescence Inclusive Education Programs

  • Students must be matriculated in an appropriate program prior to registering for program courses.
  • The Initial Sequence must be completed in the order given.
  • All requirements of Phases I-III must be completed prior to the practicum semester.
  • A total of 150 clock hours of documented experience with middle childhood and adolescent students is required in these programs. Each phase requires 50 hours of field experience. Please note that the College will secure all field experience placements.

EDUCATION AND HUMAN DEVELOPMENT COURSES

EDI 513 Introduction to Special Education (B). Introduces teacher candidates to the characteristics of students with exceptionalities according to state and national standards and laws. Includes identification of students with diverse needs as an integral part of this course. Explores issues of diversity across race, culture, language, gender, religion, disability and socioeconomic status. An introduction will be required into issues of family/professional partnerships, learner-centered constructivism, collaboration and consultation skills, and community building. Addresses the philosophy of inclusion and collaboration for all students, effective teacher performance, and special education law for educators. 3 Cr. Every Semester

EDI 514 Special Education Methods (B). Prerequisite: EDI 513. Emphasizes serving students with a variety of needs in the inclusion classroom setting. Teacher candidates learn to develop a positive and supportive learning environment for all students; also learn to select, modify and evaluate inclusive curricular materials and instructional techniques for individuals and groups of learners with disabilities taking into account the learners’ abilities, learning rates and styles of learning; and develop and apply instructional techniques for use in the inclusive classroom with individuals with disabilities, including the use of assistive technology services and devices. 3 Cr. Every Semester

EDI 519 Special Education Assessment (B). Prerequisite: EDI 513. Prepares teacher candidates with the skills, theory, practice and knowledge to engage in quality assessment of special education students. Examines principles and criteria of evaluative and diagnostic techniques, norm referenced testing, criteria/referenced testing, and informal teacher-made tests. Explores the use and understanding of standardized tests and test scores in statewide assessments; necessary skills in the practical application of classroom assessment for special education students. 3 Cr. Every Semester

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

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

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

EDI 531 Language Skills I (B). Corequisite: EDI 54X. For alternate program students only. Focuses on the premise that reading and listening for meaning are critical to thinking about and learning content knowledge in all disciplines of study in the middle and high schools. Stresses the development of these language skills in early and later adolescence and the examination, the individual differences among learners, and multiple approaches and strategies that may be used to improve student thinking and learning. 3 Cr. Every Semester

EDI 532 Language Skills in Middle and High School Content Areas II (B). Prerequisites: EDI 531, EDI 54X. Corequisites: EDI 530, EDI 56X. Builds on teacher candidates’ study in EDI 531. 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 545 Inclusive Middle Level Teaching in English (B). Prerequisite: Program admission. Introduces students to the methods and strategies involved in inclusive middle level English teaching. Explores the nature of teaching, instructional planning, designing unit and lesson plans, interdisciplinary approaches, assessment, and teaching portfolios. Includes practice teaching and reflection. Focuses on ability to work collaboratively as team members of teams clarifying goals and construction of an educational philosophy. Requires 50 hours of field experience in a middle level inclusion classroom. 3 Cr. Fall

EDI 546 Inclusive Teaching Middle Level Mathematics (B). Prerequisite: Program admission. Introduces students to the methods and strategies involved in the teaching of a middle and high school subject, including mathematics. Begins the exploration of the nature of teaching, instructional planning, designing unit and lesson plans, interdisciplinary approaches, assessment and teaching portfolios. Requires students to practice teaching lessons they’ve designed and to be reflective about their own and others’ lessons. Focuses on the students’ ability to work collaboratively as members of teams. Provides opportunities for students to clarify their goals in pursuit of a teaching career. Requires constructing a personal statement of educational philosophy. 3 Cr. Fall

EDI 547 Inclusive Teaching Middle Level Science (B). Prerequisite or corequisite: Program admission. Introduces students to the methods and strategies involved in the teaching of a middle and high school subject, including science. Begins the exploration of the nature of teaching, instructional planning, designing unit and lesson plans, interdisciplinary approaches, assessment and teaching portfolios. Requires students to practice teaching lessons they’ve designed and to be reflective about their own and others’ lessons. Focuses on the students’ ability to work collaboratively as members of teams. Provides opportunities for students to clarify their goals in pursuit of a teaching career. Requires constructing a personal statement of educational philosophy. 3 Cr. Fall

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

EDI 565 Teaching English Inclusively (B). Prerequisites: EDI 513, EDI 531, EDI 545. Corequisites: EDI 532. Focuses on inclusive teaching strategies, lesson planning, instruction and assessment in English content areas. Emphasizes secondary curriculum content; New York State English Language Arts technological applications that apply to teaching and learning. Requires teacher candidates to become reflective practitioners, develop personal portfolios and become familiar with research in the field. Includes 50 hours of field experience in a high school inclusion classroom. 3 Cr. Spring

EDI 566 Teaching Mathematics Inclusively (B). Prerequisites: EDI 513, EDI 531, EDI 546. Corequisites: EDI 532. Focuses on inclusive teaching strategies, lesson planning, instruction and assessment in mathematics content areas. Emphasizes secondary curriculum content; New York State MST technological applications that apply to teaching and learning. Requires teacher candidates to become reflective practitioners, develop personal portfolios and become familiar with research in the field. Includes 50 hours of field experience in a high school inclusion classroom. 3 Cr. Spring

EDI 567 Teaching Science Inclusively (B). Prerequisites: EDI 513, EDI 531, EDI 547. Corequisites: EDI 532. Focuses on inclusive teaching strategies, lesson planning, instruction and assessment in science content areas. Emphasizes secondary curriculum content; New York State MST technological applications that apply to teaching and learning. Requires teacher candidates to become reflective practitioners, develop personal portfolios and become familiar with research in the field. Includes 50 hours of field experience in a high school inclusion classroom. 3 Cr. Spring

EDI 568 Teaching Social Studies Inclusively (B). Prerequisites: EDI 513, EDI 531, EDI 548. Corequisites: EDI 532. Focuses on inclusive teaching strategies, lesson planning, instruction and assessment in social studies content areas. Emphasizes secondary curriculum content; New York State social studies standards; technological applications that apply to teaching and learning. Requires teacher candidates to become reflective practitioners, develop personal portfolios and become familiar with research in the field. Includes 50 hours of field experience in a high school inclusion classroom. 3 Cr. Spring

EDI 575 Practicum (Student Teaching with Seminar) (B). Prerequisites: Completion of Phase I, II and III courses. A full-time supervised teaching experience and seminar in inclusive middle level and adolescence classrooms and settings. Divides the semester into two placements; one in grades 5-8, the other in grades 9-12. This is the final course taken in the Inclusive Adolescence Certification Program. 12 Cr. Every Semester

EDI 590 Topics of Instruction (B). Meets the needs of intact groups of clients. Transcript title, content, bibliography and assessment procedures vary in accordance with the predetermined needs and interests of the group of clients served. 1-6 Cr.

EDI 600 Understanding Educational Research (B). Prerequisite: EDI 603. Explores qualitative and quantitative methods of doing research through examination of action research that pertains to teaching and research interests. Involves an action research project related to the discipline; formulation of an action research question for possible use with project/thesis; and development of a literature review for the question, including an evaluation of the research. 3 Cr. Every Semester

EDI 601 Diversity in Education (A). Engages students in critical examination, grounded in historical, philosophical, theoretical and legal frameworks, of issues of diversity, including race, ethnicity, language, culture, class, disability, gender, sexual orientation, ability and religion as applied to education in a pluralistic democracy. Exploration of identity construction, family systems, power, privilege, oppression, and implications for work as teachers, and for children’s and family experiences within a variety of inclusive educational settings. 3 Cr. Every Semester

EDI 603 Educational Assessment and Evaluation (B). Provides an overview of the theory and practice of assessment for teachers. Emphasizes classroom assessment and evaluation practices consistent with the NYS Learning Standards. Methods include performance assessments, instructional rubrics, student portfolios and exhibitions, and objectively-scored tests. Includes assessments used for improving student performance and teaching practices. 3 Cr. Every Semester

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

EDI 611 Teaching Childhood Science (B). Explores methods and techniques for teaching childhood school science through a hands-on approach. Emphasizes the goals of the New York State Science Syllabus: problem solving, skills of inquiry, science attitudes and science content. 3 Cr. Spring

EDI 612 Bilingual Methods of Teaching Content (B). Provides practical experience in planning, developing materials, and instructing in the childhood or adolescence content area of the student’s certificate. Examines the relationship between language acquisition and learning content areas. A 50-hour field experience provides positive interaction with students and school personnel, as well as classroom management in a bilingual setting. 3 Cr. Even Spring

EDI 617 Advanced Methods in Teaching Science (B). Explores the methods, materials and techniques for the teaching of adolescence science. Includes topics such as the psychological aspects of teaching and learning, systematic classroom management and effective instruction. 3 Cr. Fall

EDI 622 Advanced Adolescence Curriculum: Mathematics (A). Provides a study of mathematics curriculum with emphasis on development, content and implementation of new programs. Provides students with a deeper understanding of the math they teach and barriers to learning. Expects students to formulate their own action research question for possible use with their project/thesis and develop a literature review for the question, including an evaluation of the research they are reading. 3 Cr. Spring

EDI 623 Reading Research in Science Education (B). Examines current research in science education. Analyzes methods, procedures, implications, and applications for research-based science teaching. Requires knowledge of many areas of science education research and expertise in one or more thematic areas. Requires an action research design component as a basis for the final project/theses and an extensive, relevant literature review to function as warrant, claim and conceptual framework for the action research. 3 Cr. Spring

EDI 627 Education Change and Organizational Theory (A). Introduces students to theoretical frameworks about complex organizations and the dynamics of educational change at the school level. Asks students to test applicability of these frameworks based on their own experience in schools. 3 Cr.

EDI 628 TESOL: Methods, Materials and Techniques (B). Trains teachers in a bilingual-multicultural program and others who wish to achieve pedagogical competency in the teaching of English as a second language. 3 Cr. Fall

EDI 634 Teaching Reading to Children with Special Needs (B). Prerequisites: Two reading courses equivalent to Literacy II, instructor’s permission or EDI 730. Explores reading as an extension of the language process, focusing on children with special needs (e.g. the learning disabled, the gifted, the linguistically different, the emotionally disturbed and students with other disabilities). Emphasizes the learning environment. 3 Cr. Fall

EDI 647 Teaching Reading, Writing and Literature. Examines secondary student reading needs; provides a survey of methods, materials and assessments for reading instruction. Uses the writing workshop model to enhance writing skills, teaching of composition. Provides a survey of major theories of literary interpretation and develops methods for reading and responding to literature. Emphasizes contemporary language arts curriculum content, NYS Education Standards and assessments and technological applications related to teaching secondary English. 3 Cr. Fall

EDI 657 Teaching Childhood Writing (B). For childhood school teachers who wish to improve their own writing skills and teaching of written composition in the elementary grades. Requires students to produce expressive, expository and persuasive writing; discuss their writing in class; summarize recent research in elementary school writing; review effective techniques for teaching children’s writing; and create lessons for classroom use. 3 Cr.

EDI 665 Classroom Management (B). Provides participants with an understanding and application of some of the most recent theoretical models employed in the practice of classroom management. Emphasizes problem-solving techniques. Allows participants to explore the role of the teacher as the manager of the classroom environment, the students and the curriculum. Emphasizes the design of a comprehensive classroom management plan. 3 Cr. Every Semester

EDI 670 Issues in Social Studies Education (B). Analyzes current scholarship in history, anthropology and other social science disciplines in order to analyze a variety of perspectives on historical topics. Gives special attention to the first phase of the research and writing that will become the basis for the master’s thesis and is an important component of the class. Requires the completion of a review of the literature in the student’s chosen area. 3 Cr. Spring

EDI 671 Teaching Childhood Social Studies (B). Provides a comprehensive study of the curriculum and methods of guiding learning in childhood social studies. Examines current trends and issues in social studies instruction. Also provides opportunities for individual in-depth study of selected topics. 3 Cr. Every Semester

EDI 674 Applied History Seminar (B). Continues the research begun in EDI 670. Uses a seminar format to involve students in a variety of readings and experiences designed to maximize personal and collegial engagement with history in the form of field experiences, workshops and classroom discussion. 3 Cr. Fall

EDI 678 Issues in English Education (B). Examines contemporary instructional, curricular and assessment issues. Combines theory and practice in a manner designed to lead students toward formulating their culminating master’s projects or theses. 3 Cr. Spring

EDI 681 Teaching Childhood Mathematics (B). Explores past and present trends in teaching childhood mathematics. Considers problems concerning content, grade placement of topics and techniques of evaluating achievement in this subject matter field. Evaluates important research in the area of childhood mathematics. 3 Cr. Spring

EDI 686 Problems in Mathematics Education (A). Involves masters candidates in discussion of issues and trends in math, science, and technology education and its impact on classroom practice. Includes application of research-based math education methods and curricular topics and implementation of an extensive action research project. 3 Cr. Fall

EDI 689 Inquiry Teaching in Science, Math and Technology (A). Emphasizes the teaching of science, math and technology as involving the process skills of learning to gather information; to observe, study and classify; to speculate, hypothesize and generate theories; to test ideas and reject previously held assumptions in the face of new contradictory evidence; to design investigations and experiments; and to interpret data intelligently. Provides participants with the opportunity to clarify their own evolving definition of inquiry teaching and to explore activities that allow children to examine decisions requiring scientific judgments and make decisions about matters in science, math and technology with intelligence, sensitivity and growing wisdom. 6 Cr. Fall

EDI 703 Seminar in Childhood Education (B). Assists graduate students in childhood education in completing the required thesis or project as part of the MS in Education requirements. 3 Cr. Every Semester

EDI 722 Seminar in Bilingual Education (B). Requires students to analyze the history and basic bibliography of bilingual education in the United States; to identify trends and practices in current bilingual programs; and to understand the principles of socio- and psycholinguistic analysis as applied to the target population. 3 Cr. By Arrangement

EDI 730 Literacy Assessment (B). Explores current issues involving different types of literacy assessments, including standardized testing, and the impact of socio-cultural background on assessment results. Provides opportunities to conduct a variety of classroom assessments and analyze those assessments to construct appropriate instructional plans. 3 Cr. Fall, Summer

EDI 731 Advanced Developmental Literacy Instruction (B). Prerequisite: EDI 730. Advances candidate understanding of reading instruction, class discussion and development of instructional materials for use during practica and beyond. Other topics covered include word identification, comprehension, responding to test, and home/school connections. 3 Cr. Fall

EDI 732 Clinical Diagnosis of Reading/Writing Difficulties (B). Prerequisite: EDI 730. Focuses on assessment of difficulties in reading and writing, and developing/selecting learning/teaching strategies. Topics covered include: miscue analysis and retrospective miscue analysis; diagnostic instruments used in reading assessment of early writing. Includes close critical examination of reading/writing processes, language cueing systems and the reflexive relationships among assessment, language, readers and writers, culture, texts and learning opportunities. 3 Cr. Spring

EDI 735 Emergent Language and Literacy (B). Prerequisite: EDI 730. Examines the development of children’s oral and written language from a sociopsycholinguistic perspective. Provides opportunities to explore cognitive, social, and cultural bases for language development and use, including dialect, variation and second-language learning. 3 Cr. Fall

EDI 736 Literacy Seminar (B). Prerequisite: EDI 730. Serves as a forum for integrating learning from other courses and from field experiences. Focuses on communications and program development as well as final development of a research project. Considers: action research in literacy curriculum and literacy programs; supervision of literacy resources and programs at local, state and federal levels. 3 Cr. Spring

EDI 738 Reading and Writing in the Content Areas (B). Prerequisite: EDI 730. Combines reading and writing in all the curricular areas of the preschool and elementary school. Explores specific strategies and activities for engaging students in productive content learning, creating a positive literacy environment for learning, and considering issues of critical literacy within content area learning. 3 Cr. Spring

EDI 739 Language Arts in Literacy Instruction (B). Prerequisite: EDI 730. Explores six areas of literacy instructions: teaching and assessing writing, using the writing process, word study (spelling, vocabulary) development and instruction, the conventions of written English, connecting the arts and literacy development, and technology. 3 Cr. Spring

EDI 740 Literacy Practicum I (B). Provides a field-based experience in literacy education. Engages students in a literacy education teaching experience in education programs where elementary students with reading or writing problems are given extra support. Requires candidates to demonstrate various instructional competencies and content knowledge and to exhibit traits such as responsibility, reliability, punctuality, empathy, basic communication skills, and a positive attitude toward all children, parents and colleagues. 3 Cr. Summer

EDI 741 Literacy Practicum II. Continuation of EDI 740. 3 Cr. Summer

EDI 791 Seminar in English Education (B). Designed to be a culminating experience. Expects creative, innovative and extensive individual work at the highest level of proficiency. Offers three options for meeting the requirements of this course: a curriculum project, an analytic review of professional literature or a professional teaching portfolio. 3 Cr. Fall

EDI 792 Seminar in Mathematics Education (B). Designed to be a culminating experience. Expects creative, innovative and extensive individual work at the highest level of proficiency. Offers three options for meeting the requirements of this course: a curriculum project, an analytic review of professional literature or a professional teaching portfolio. 3 Cr. Fall

EDI 793 Seminar in Science Education (B). Designed to be a culminating experience. Expects creative, innovative and extensive individual work at the highest level of proficiency. Offers three options for meeting the requirements of this course: a curriculum project, an analytical review of professional literature or a professional teaching portfolio. 3 Cr. Fall

EDI 794 Seminar in Social Studies Education (B). Designed to coordinate with the third and final phase of the master’s thesis research. A culminating experience that will lead to the completion of the master’s degree. 3 Cr. Fall

The information in this publication was current as of Summer 2007 when the text was compiled. Changes, including but not restricted to, tuition and fees, course descriptions, degree and program requirements, policies, and financial aid eligibility may have occurred since that time. Whether or not a specific course is scheduled for a given term is contingent on enrollment, budget support 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 purposes 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. Students matriculated in summer are bound by the catalog in effect the following fall semester. Inquiries on the current status of requirements can be addressed to the appropriate College department or office. Also refer to the Brockport Web site home page at www.brockport.edu for current information. Printed Summer 2007

Events

Fri, Dec 5

Major Exploration Day
9 am - 3:15 pm