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Undergraduate Studies Catalog 2007-2009

Department of Education and Human Development

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

Chair 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, MS, SUNY Geneseo, Allison Wright, MSED, SUNY College at 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.

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 review dates are September 15 and February 15. Applications are available from the Department of Education and Human Development, the Office of Undergraduate Admissions, and from our Web page at www.brockport.edu/ehd. All programs require a minimum cumulative 2.5 GPA for entrance and for continued eligibility. All programs are very competitive and not all students meeting the minimum 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 course and field experience requirements.

Important Notice

New York State Board of Regents policies have lead to changes in both certificate titles and certification requirements. These changes are reflected in this catalog and on our Web page. SUNY Brockport’s revised 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.

The Department of Education and Human Development is a member of the Professional Education Unit at SUNY Brockport and is fully accredited by the National Council for Accreditation of Teacher Education (NCATE) for its teacher education programs.

Successful completion of the following New York State Teacher Certification Examinations are required for initial certification: Liberal Arts and Sciences Test (LAST), the Assessment of Teaching Skills–Written (ATS-W), and Content Specialty Exams. Upon program admission teacher candidates receive further information about state examination requirements. Please refer to Teacher Preparation at SUNY Brockport in this catalog and to our Web page for additional information on certification.

Childhood Inclusive Education Program (Grade 1-6)

The Department of Education and Human Development offers a Childhood Education Program that includes initial dual certification in Childhood and Special Education (Grade 1- Grade 6) qualifying teacher candidates to teach in general and special education/inclusive classrooms. Certification in Childhood Inclusive Education requires an appropriate major in an academic area. Education is NOT a major at SUNY Brockport. Approved majors are listed under Program Requirements. Specific advisement is provided for both the academic major and the certification program. Students should contact the Department of Education and Human Development about education requirements and their academic department about major and general education requirements as early as possible when planning their programs.

Program Requirements

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

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

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

III. Pre-professional Preparation: Arts and Science Cognates. In addition to choosing one of the majors listed above, all Childhood/Special 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/Special Education Program and may be taken prior to acceptance into the program.

       
Credits
A. Foreign Language-one year of college-level study or its equivalent of a language other than English with a minimum grade of “C” at the 112 level. American Sign Language can be used to fulfill this requirement.
3-6
B. English
6
  English 482 Children’s Literature
3
  An advanced writing course from one of the following:
3
    ENL 210 Creative Writing
    ENL 303 Introduction to Literary Analysis (English majors)
    ENL 305 Advanced Composition
    ENL 405 Creative Writing for Teachers
    HLS 306 Contemporary Issues in Health (Health Science majors)
    HST 390 The History Seminar (History majors)
C. Mathematics
6
  MTH 313 Mathematics for Elementary Teachers I
3
  MTH 314 Mathematics for Elementary Teachers II
3
D. Science
6-8
  NAS 273 Investigation in the Physical Science
4
  One course in field natural science or earth science
3-4
  Choose either:
    BIO 111  
    OR  
    GEL 100  
E. Social Studies
6
  ESC 102 Elements of Geography
3
  HST 211 Early America OR HST 212 Modern America OR
3
  AMS 327 Survey of American History (non-majors)
       
IV. Professional Preparation: Education Courses (46 credits)
  Phase 1  
Credits
  *PSH 384, PRO 370 and EDI 413 may be taken prior to program
acceptance. PSH 384 and PRO 370 require a minimum grade of “C.”
  All EDI courses require a minimum grade of “C+.”
  PSH 384 Child Psychology*
3
  PRO 370 Health and Drug Education for Teacher Candidates*
1
  EDI 330 Inquiry Into Learning**
3
  EDI 413 Introduction to Special Education*
3
     
Total:
10
       
  Phase 2 (must be taken concurrently):
Credits
  EDI 407 Emergent Language and Literacy
  EDI 414 Methods in Special Education**
  EDI 423 Diverse Learners in Social Studies
     
Total:
10
       
  Phase 3 (must be taken concurrently with the exception of EDI 430):
Credits
  EDI 417 Language, Literacy, and the Learner**
3
  EDI 419 Assessment in Special Education
3
  EDI 424 Diverse Learners in Math
3
  EDI 425 Diverse Learners in Science
3
  EDI 430 Education and Society ( Once accepted, may be taken in any Phase prior to Phase 4)
3
     
Total:
15
**School-based observations and participation beyond class time required in these courses.
Note: All pre-professional cognates and professional courses in Phases 1-3 must be completed prior to student teaching.
V.
Professional Preparation: Student Teaching with Seminar (12 credits)
Phase 4
Credits
EDI 455 Practicum and Seminar in Inclusive Childhood Education
12
Total:
12
Note: Teacher candidates are responsible for their own transportation for all off-campus field experiences, including student teaching.

Adolescence Inclusive Education with Middle Childhood Education Extension (Grade 5-12)

Program Requirements

The Department of Education and Human Development is pleased to offer a revised Adolescence Education Program that includes initial dual certification in Adolescence and Special Education (with Middle Childhood extension) in nine areas: English (Literature Track), in foreign language French and Spanish, mathematics, in science biology, chemistry, earth science, physics and social studies (history major). The four science areas include an optional general science certification and an optional dual science major. Teacher candidates with initial dual certification will be qualified to teach in their content area of certification and in special education/inclusive classrooms in grade 5-12.

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 (LAST) the written Assessment of Teaching Skills (ATS-W), and Content Specialty Tests. Please refer to the section on Teacher Preparation at SUNY Brockport in this catalog for additional information on certification. Each Inclusive 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 about education requirements and their academic department about major and General Education requirements 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 Inclusive Adolescence Education program requires a separate application and completion of at least 12-15 credits in the major at time of application.

English-Inclusive 5-12

Program Requirements

I. General Education Requirements: Teacher candidates must meet the General Education requirements in effect at the time of matriculation.
II. Pre-professional Preparation: Academic Major — Students must formally declare a major in English (Literature track), and successfully complete all requirements for the major, described under the listing for the Department of English in this catalog. At least 12-15 credits in the English major (Literature track) must be completed prior to Phase 1.
III. Professional Preparation: Education Courses (43-46 credits)
  Phase 1
Credits
  *Foreign Language, EDI 413, PSH 484 and PRO 370 may be taken
prior to program acceptance. Foreign Language, PSH 484 and PRO 370 require a minimum grade of “C.” All EDI courses require a minimum grade of “C+.”
  Foreign Language – one year of college-level study in a language other than English at 112 level*
3-6
  EDI 445 Inclusive Middle Level Teaching in English**
3
  EDI 431 Language Skills in Middle and High School
3
  Content Area I
3
  EDI 413 Introduction to Special Education*
3
  PSH 484 Adolescence*
3
  PRO 370 Health and Drug Education for Teacher
3
  Candidates*
1
   
Total: 16-19
  Phase 2
Credits
  EDI 465 Teaching English Inclusively**
3
  EDI 430 Education and Society (Once accepted can be completed in any phase prior to Phase 4)
3
  EDI 432 Language Skills in the Middle and High School
3
  Content Areas II
 
Total:
9
  Phase 3
Credits
  EDI 414 Methods in Special Education **
3
  EDI 419 Assessment in Special Education
3
 
Total:
6
 
*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.
 
Note: All professional preparation courses in Phases 1-3 must be successfully completed prior to student teaching.
IV.
Professional Preparation: Student Teaching with Seminar (12 credits)
  Phase 4
Credits
  EDI 475 Practicum in Inclusive Adolescence and Seminar
12
 
Total:
12

Foreign Language Inclusive 5-12

Program Requirements

I. General Education Requirements: Teacher candidates must meet the General Education requirements in effect at the time of matriculation.
II. Pre-professional Preparation: Academic Major — Students must formally declare either a major in French or Spanish, and successfully complete all requirements for the major, described under the listing for the Department of Foreign Language in this catalog. At least 12-15 credits in either the French or Spanish major must be completed prior to Phase 1.
III. Professional Preparation: Education Courses (43-46 credits)
  Phase 1
Credit
  *Foreign Language, EDI 413, PSH 484 and PRO 370 may be taken prior to program acceptance. Foreign Language, PSH 48 and PRO 370 require a minimum grade of “C.”
  All EDI courses require a minimum grade of “C+.”
  Foreign Language – one year of college-level study in a language other than English at 112 level*
3-6
  EDI 449 Inclusive Middle Level Teaching in Foreign Language**
3
  EDI 431 Language skills in the Middle and High School Content Area I
  EDI 413 Introduction to Special Education*
3
  PSH 484 Adolescence*
3
  PRO 370 Health and Drug Education for Teacher Candidates*
1
 
Total:
16-19
  Phase 2
Credits
  EDI 469 Teaching Foreign Language Inclusively**
3
  EDI 430 Education and Society (Once accepted can be completed in any phase prior to Phase 4)
3
  Language Skills in the Middle and High School Content Areas II
3
 
Total:
9
  Phase 3
Credits
  EDI 414 Methods in Special Education **
3
  EDI 419 Assessment in Special Education
3
 
Total:
6
**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.
Note: All professional preparation courses in Phases 1-3 must be successfully completed prior to student teaching.
IV.
Professional Preparation: Student Teaching with Seminar (12 credits)
 
Phase 4
Credits
 
EDI 475 Practicum in Inclusive Adolescence Education and Seminar
12
 
Total:
6

Mathematics Inclusive 5-12

Program Requirements

I. General Education Requirements: Teacher candidates must meet the General Education requirements in effect at the time of matriculation.
II. Pre-professional Preparation: Academic Major — Students must formally declare a major in mathematics, and successfully complete all requirements for the major, described under the listing for the Department of Mathematics in this catalog. At least 12-15 credits in the mathematics major must be completed prior to Phase 1.
III. Professional Preparation: Education Courses (43-46 credits)
  Phase 1
Credits
  *Foreign Language, EDI 413, PSH 484 and PRO 370 may be taken prior to program acceptance. Foreign Language, PSH 484 and PRO 370 require a minimum grade of “C.”
  All EDI courses require a minimum grade of “C+.”
  Foreign Language – one year of college-level study in a language other than English at 112 level*
3-6
  EDI 446 Inclusive Middle Level Teaching in Mathematics**
3
  EDI 431 Language Skills in Middle and High School Content Area I
3
  EDI 413 Introduction to Special Education*
3
  PSH 484 Adolescence*
3
  PRO 370 Health and Drug Education for Teacher Candidates*
1
 
Total:
16-19
  Phase 2
Credits
  EDI 466 Teaching Mathematics Inclusively**
3
  EDI 430 Education and Society (Once accepted can be completed in any phase prior to Phase 4)
3
  EDI 432 Language Skills in Middle and High School Content Area II
3
 
Total:
9
  Phase 3
Credits
  EDI 414 Methods in Special Education **
3
  EDI 419 Assessment in Special Education
3
 
Total:
6
**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.
Note: All professional preparation courses in Phases 1-3 must be successfully completed prior to student teaching.
IV. Professional Preparation: Student Teaching with Seminar (12 credits)
  Phase 4
Credits
  EDI 475 Practicum in Inclusive Adolescence Education and Seminar
12
 
Total:
12

Science Inclusive 5-12

Program Requirements

I. General Education Requirements: Teacher candidates must meet the General Education requirements in effect at the time of matriculation.
II. Pre-professional Preparation: Academic Major: Students must formally declare a major in one of the following sciences: biology, chemistry, earth science or physics and successfully complete all requirements for the major, described under the listing for the Department of Biology, Chemistry, Earth Science or Physics in this catalog. At least 12-15 credits in the major must be completed prior to Phase 1.
III. To obtain the optional general science certification, teacher candidates must complete a minimum of 18 credits in at least two science areas other than the declared science major.
IV. To obtain an optional dual science certification, teacher candidates must complete a minimum of 24 semester hours of study in a single science area outside their declared science major.
V. Professional Preparation: Education Courses (43-46 credits)
  Phase 1
Credits
  *Foreign Language, EDI 413, PSH 484 and PRO 370 may be taken prior to program acceptance. Foreign Language, PSH 484 and PRO 370 require a minimum grade of “C.”
  “All EDI courses require a minimum of grade “C+.”
  Foreign Language – one year of college-level study in a language other than English at 112 level*
3-6
  EDI 447 Inclusive Middle Level Teaching in Science**
3
  EDI 431 Language Skills in Middle and High School Content Area I
3
  EDI 413 Introduction to Special Education*
3
  PSH 484 Adolescence*
3
  PRO 370 Health and Drug Education for Teacher Candidates*
1
 
Total:
16-19
  Phase 2
Credits
  EDI 467 Teaching Science Inclusively**
3
  EDI 430 Education and Society (Once accepted can be completed in any phase prior to Phase 4)
3
  EDI 432 Language Skills in the Middle and High School Content Areas II
3
 
Total:
9
  Phase 3
Credits
  EDI 414 Methods in Special Education **
  EDI 419 Assessment in Special Education
 
Total:
6
 
**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.
Note: All professional preparation courses in Phases 1-3 must be successfully completed prior to student teaching.
VI. Professional Preparation: Student Teaching with Seminar (12 credits)
  Phase 4
Credits
  EDI 475 Practicum in Inclusive Adolescence Education and Seminar
12
 
Total:
12

Education and Human Development Courses

EDI 330 Inquiry into Learning (A). Prerequisite: Acceptance in Inclusive 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. A 50-hour field component is required. 3 Cr. Every Semester

EDI 360 America Reads I (B). Provides opportunities for students to work with children to improve their literacy skills in a classroom setting (k-6). Students are placed primarily with the Brockport Central School District. Students have the opportunity to learn tutoring techniques, create lesson plans and grade papers. Includes a 60 hour field component. 3 Cr. Every Semester

EDI 361 America Reads II (B). Prerequisite: EDI 360. Provides opportunities for students to work with children to improve their literacy skills in a classroom setting (k-6). Students are placed primarily with the Brockport Central School District. Students have the opportunity to learn tutoring techniques, create lesson plans and grade papers. Includes a 60 hour field component. Requires students to serve as student mentors to help coordinate the activities of the first year students. 3 Cr. Every Semester

EDI 407 Emergent Language and Literacy (B). Prerequisites: EDI 330. Corequisite: Phase II courses. 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 413 Introduction to Special Education (B). Introduces teacher candidates to the characteristics of students with exceptionalities according to state and national standards and laws. Identification of students with diverse needs is an integral part of this course. Issues of diversity will be explored 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 414 Methods in Special Education (B). Prerequisite: EDI 413; Childhood Phase I EDI courses. Corequisite: Phase II courses. Adolescence/Special Education Prerequisite: Phase I and II EDI courses. Corequisite: Phase III courses. Explores the selection, modification, application, and evaluation of inclusive curricular materials and instructional techniques for learners with disabilities. Addresses the learners’ abilities, learning rates, and styles of learning. Includes the use of assistive technology services and devices. Emphasizes development of positive and supportive learning environment for all students. Includes a 50-hour field component. 3 Cr. Every Semester

EDI 417 Language Literacy and the Learner (B). Prerequisites: Phase I and Phase II. Corequisite: Phase III courses. Develops increasingly sophisticated understanding of and skill in implementing strategy support language and literacy learning of diverse learners in grades 1 through 6. Engages students continued inquiry into assessment strategies; develops skills linking assessment and instruction integration of language and literacy across all curricular areas; creates learning environments through children’s language and literacy learning. Includes 50-hours of field experience. 3 Cr. Every Semester

EDI 419 Assessment for Special Education (B). Prerequisite: EDI 413. 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 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.

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 423 Diverse Learners in Social Studies (B). Prerequisite: Phase I courses. Corequisite: Phase II courses. Fosters a teacher candidate’s ability to appropriately design and deliver elements of social studies instruction in grades 1 through 6. Includes implementing social studies lessons for diverse learning needs, integrating technology and other content areas, and developing meaningful assessments. Addresses New York State Learning Standards and Social Studies Core Curriculum, and the Ten Thematic Strands from the National Council for the Social Studies. 3 Cr. Every Semester

EDI 424 Diverse Learners in Mathematics (B). Prerequisite: Phase I, II courses. Corequisite: Phase III courses. Allows teacher candidates to apply appropriate elements of instruction of mathematics in inclusive grades 1 through 6. Includes implementing problem-based mathematics lessons for diverse learning needs, integrating technology and other content areas, developing a range of meaningful assessments and addressing state and national learning standards in mathematics. In addition, teacher candidates will increase their content knowledge. 3 Cr. Every Semester

EDI 425 Diverse Learners in Science (B). Prerequisite: Phase I, II courses. Corequisite: Phase III courses. Allows teacher candidates to apply appropriate elements of instruction of science in grades 1 through 6. Includes implementing inquiry-based science lessons for diverse learning needs, integrating technology and other content areas, connecting to families through science, developing a range of meaningful assessments and addressing state and national learning standards in science. In addition, teacher candidates will increase their content knowledge in science. 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 432 Language Skills in Middle and High School Content Areas II (B). Corequisite: Admission to Inclusive Adolescence Program; Phase I courses. 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 Inclusive Middle Level Teaching in English (B). Prerequisites: Admission to Adolescence Inclusive Education Program. Corequisite: Phase I courses. 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 clarify goals and construction of an educational philosophy. Requires 50 hours of field experience in a middle level inclusion classroom. 3 Cr. Fall

EDI 446 Inclusive Middle Level Teaching in Mathematics (B). Prerequisites: Admission to Adolescence Education Program. Corequisite: Phase I courses. Introduces students to the methods and strategies involved in inclusive middle level Mathematics 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 clarify goals and construction of an educational philosophy. Requires 50 hours of field experience in a middle level inclusion classroom. Every semester. 3 Cr. Fall

EDI 447 Inclusive Middle Level Teaching in Science (B). Prerequisites: Admission to Adolescence Education Program. Corequisite: Phase I courses. Introduces students to the methods and strategies involved in inclusive middle level Science 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 clarify goals and construction of an educational philosophy. Requires 50 hours of field experience in a middle level inclusion classroom. Every semester. 3 Cr. Fall

EDI 448 Inclusive Middle Level Teaching in Social Studies (B). Prerequisite: Admission to Adolescence Education Program. Corequisites: Phase I courses. 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. Fall Only

EDI 449 Inclusive Middle Level Teaching in Foreign Language (B). Prerequisite: Admission to Adolescence Education Program. Corequisite: Phase I courses. 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. Fall Only

EDI 455 Practicum and Seminar in Inclusive Childhood Education (B). Prerequisites: EDI 330, EDI 407, EDI 413, EDI 414, EDI 419, EDI 423, EDI 424, EDI 425. Supervised full-time teaching experience in childhood classrooms and settings. The semester is divided into two placement; one in grades 1-3, the other in grades 4-6. Includes a two-hour weekly seminar, which provides on going support related to teacher candidates’ work in childhood classrooms. Includes topics such as assessment, curriculum planning and implementation, creating and sustaining supportive classroom environments, certification, and career strategies. This is the final course taken in the childhood program. 12 Cr.

EDI 465 Teaching English Inclusively (B). Prerequisite: Phase I courses. Corequisite: Phase II courses. 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 Only

EDI 466 Teaching Mathematics Inclusively (B). Prerequisite: Phase I courses. Corequisite: Phase II courses. 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 Only

EDI 467 Teaching Science Inclusively (B). Prerequisites: Phase I courses. Corequisites: Phase II courses. 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 Only

EDI 468 Teaching Social Studies Inclusively (B). Prerequisites: Phase I courses. Corequisites: Phase II courses. 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 Only

EDI 469 Teaching Foreign Language Inclusively (B). Prerequisites: Phase I courses. Corequisites: Phase II courses. Focuses on inclusive teaching strategies, lesson planning, instruction and assessment in foreign language content areas. Emphasizes secondary curriculum content; New York State second language 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 Only

EDI 475 Practicum and Seminar in Inclusive Adolescence Education (B). Prerequisites: Phase I, II, III courses. A full-time supervised teaching experience and seminar in inclusive middle level 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 Inclusive Adolescence Certification Program. 12 Cr. Every Semester

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 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 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.