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Undergraduate Courses

EDI 105 Exploring Teaching as a Profession (B,S). Encourages students to think more deeply, broadly, and systematically about what teaching is and what teachers do. Students examine research and theory and critically reflect upon their own learning experiences and clarify their motivation for choosing a career in education. Examines diversity and inclusion in American education and the importance of welcoming all students into learning communities regardless of race, class, gender, or ability. 3 Cr.

EDI 330 Inquiry into Learning (A). Prerequisite: Childhood Inclusive Program admission. Explores current theories of learning. Also explores how students and others learn and examines the implications for school learning experiences. Ties how one learns to how we teach and assess understanding. Attention is given to meeting the diverse needs of all learners. Includes a 50-hour field component. 3 Cr. Every Semester.

EDI 331 Adolescennce Classroom Management (B). Corequisites: EDI 414 0r 445 or 446 or 447 or 448 or 449 or 465 or 466 or 467 or 468 or 469 Provides participants with an understanding and application of 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, student, relationships and the curriculum. Emphasizes the design of a comprehensive classroom management plan based on multiple theories and practices most applicable to specific classroom situations. Course requires a minimum grade of "C" for major/minor/certification. NYSED requires a minimum course grade of “C” (undergraduate sections) or “B- (graduate sections) for certification. Course requires a minimum grade of C (for General Education/Major/Minor/Certification) 1 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 413 and EDI 330 or EDI 462, and Corequisites: EDI 414, EDI 423, and PRO 435. 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. Swing Course EDI 507. 3 Cr. Every Semester.

EDI 408 Differentiating Instruction for Diverse Learners (B). Introduces students to the philosophy of differentiation through a review of the literature and examples of real world applications. The course modules will take an in-depth look at the many sub-components of differentiation, including learning environment, data driven differentiation, tiering instruction, flexible grouping, and differentiated instructional strategies. Students will apply their learning in each module by developing artifacts for use in real world environment. 3 Cr. Every Semester.

EDI 409 Teaching Students with Special Needs Across the Curriculum (B). Understanding categories of disabilities, identifying students with diverse needs and providing effective individualized instruction are an integral part of this course. Laws, regulations and processes in special education, issues of family/professional partnerships, learner-centered constructivism, collaboration and consultation skills, and community building, and topics of a philosophy of inclusion, effective teacher performance in terms of addressing student and classroom management will be examined. 3 Cr. Spring.

EDI 413 Introduction to Special Education (B). May be completed prior to acceptance or completed in Childhood Inclusive or Adolescence Inclusive Phase I. 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 and Materials for the Inclusive Classroom (B). Prerequisite: EDI 413. Emphasizes serving students with a variety of needs in the inclusion classroom setting. Teacher candidates will learn to develop a positive and supportive learning environment for all students. Teacher candidates will 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 learner's abilities, learning rates and styles of learning. They will 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 417 Instructional Design Theories (B). This course introduces students to the history of instructional design and addresses current trends in the field. This course seeks to provide students with a concrete definition of instructional design, provide students with an introduction to theories, and explore instructional processes. students learn about basic instructional principles and concepts and how these ideas are applied in a variety of learning spaces and design contexts and how these implementations are guided by external contexts and theory. Course requires a minimum grade of "B" for major/minor/certification. Swing course EDI 517. 3 Cr.

EDI 418 Language, Literacy and the Learner (B). Prerequisites: EDI 407 & 414 and Corequisites: EDI 424 & 425 PRO 436. Expands understanding of language and literacy processes. Develops increasingly sophisticated understanding and skill in implementing strategies for supporting the language and literacy learning of diverse learners. Continued inquiry into a range of assessment strategies linking assessment and instruction. Examines integration of language and literacy across all curricular areas; creates environments that support children’s language and literacy learning. Includes a 50-hour field component. Swing course EDI 518. 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. Swing course EDI 519. 3 Cr. Every Semester.

EDI 420 Childhood Education for Language Teachers (B). Explores the nature and development of the childhood curriculum including cognitive, affective, psychomotor, and linguistic development. Focuses on the theory, teaching methodology, classroom management, and development of appropriate foreign language materials at the childhood level. Designed for foreign language teacher candidates certified for grades 7-12 who wish to extend their certification to teach a language in grades 1-6. 3 Cr.

EDI 421 Teaching and Assessing English Language Learners (B). Explores the social, emotional, cognitive and cultural implications of being bilingual or an English learner in classrooms. Examines culturally responsive teaching. Embeds literacy instruction and considers disabilities related to language development. Examines educational/assistive technology. Explores teaching and assessment of native or heritage language and English language arts according to Common Core Learning Standards. Relates theoretical knowledge to observation in bilingual/ESL settings. NYSED requires a minimum course grade of “C” (undergraduate sections) for certification. 3 Cr. Fall.

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). Prerequisites - EDI 413, EDI 330, Childhood Inclusive Phase I; Corequisites: Childhood Phase II, corequisites: EDI 407, EDI 414. 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: Childhood Inclusive Phase I, EDI 330 and 413 or Phase II EDI 407, 414, and 423 or Childhood Inclusive Phase III corequisites: EDI 417 and 425. 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: Childhood Inclusive Phase I, EDI 330 and 413 and Phase II EDI 407, 414, and 423; Childhood Inclusive Phase III corequisites: EDI 417 and 424. 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 427 Cultural Heritage and the African American Child (A). Explores African-American creativity, as well as the despair African-Americans have and continue to exhibit in response to discrimination and opportunity. Contrasts children's game songs with the black English controversy. Examines the influence of social and educational policies on the behavior of African-Americans. Cross listed with AAS427. 3 Cr. Every Semester.

EDI 430 Education and Society (A,I,W,Y). 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. The course will also explore the idea that education reflects the wider society in which we live. 3 Cr.

EDI 431 Teaching Literacy in Middle & High School Content Areas I (B). Prerequisite: Adolescence Inclusive Program Admission. Focuses on the notion that reading and listening for meaning are critical to thinking about and learning content knowledge in all disciplines of study in the middle and high schools. Stresses the development of these language skills in early and later adolescence and examines the individual differences among learners and multiple approaches and strategies that may be used to improve students' thinking and learning. Requires an analysis of reading and listening skills and abilities essential to successful learning in the disciplines that are taught in the middle and high schools. Identifies the successful strategies teachers and others have used to be effective readers and listeners and uses these as bridges to the construction of instructional units that improve performance. 3 Cr. Every Semester.

EDI 432 Teaching Literacy in Mid/High School Content Area II (B). Prerequisite: Adolescence Inclusive Program Admission & EDI 431or 531. Builds on students' study in EDI 431. This is the application level of literacy instruction, emphasizing effective teaching methods. This course explores the notion that reading, writing, and speaking are fundamental to thinking about and learning content knowledge in all disciplines of study. Students use written and verbal presentations to explore thinking processes, and to take skills and theory from EDI 431 and translate them into teaching practice. Learners will achieve an understanding of the kinds of experiences that help students make meaning from text, write and speak with an authentic voice, and produce writing and verbal presentations of consequence. Students will design and deliver literacy lessons, integrate literacy lessons into their specific content, integrate technology into literacy lessons, engage learners through multiple research based methods, and further their understanding of an inclusive environment to promote literacy development. 3 Cr. Every Semester.

EDI 436 Gender and Sexuality Topics in K-12 Education (A,W). Focuses on the topics of gender and sexuality in schools K-12. Identifies and examines the ways in which gender roles and sexuality are reinforced in schools and studies the ways in which race and class interact with gender and sexuality to influence the schooling experience. Presents ways in which teachers and other educators can promote an equitable educational experience for all students. 3 Cr. Every Semester.

EDI 439 Pedagogical Mathematics Knowledge for Teachers I (A). Prerequisite: MTH 112 or > and enrollment in Childhood Inclusive Education Program, Cert or Intent Cert2. Open to students seeking childhood teaching certification. The focus of this course is on developing pedagogical content knowledge promoting conceptual understanding, procedural fluency, and problem solving skills in early number concepts, base ten, whole numbers, integers, rational numbers and their operations, fractions, ratios and proportions. This course employs on a social constructivist approach, focusing on mathematical practices, and explores content from an advanced perspective, including how children develop concepts, mathematical strategies, and misconceptions. NYSED requires a minimum course grade of “C” (undergraduate sections) or “B- (graduate sections) for certification. Swing course EDI 539. 3 Cr. Every Semester.

EDI 442 Pedagogical Mathematics Knowledge for Teachers II (A). Prerequisite: MTH 113 or higher or EDI 439 and Enrollment in Childhood Inclusive Education Major, Cert or Intent Cert2. The focus of this course is on developing pedagogical content knowledge promoting conceptual understanding, procedural fluency, and problem solving skills in various aspects of algebra, geometry, including area, volume, coordinate and transformational geometry, probability, statistics, and the instructional use of calculators and computers. This course employs on a social constructivist approach, focusing on mathematical practices, and explores content from an advanced perspective, including how children develop concepts, mathematical strategies, and misconceptions. Course requires a minimum grade of "C" for major/minor/certification. 3 Cr. Every Semester.

EDI 444 eLearning Design (B). Students will learn about the multiple facets of eLearning environments and fundamentals of designing online courses, including designing online versions of face-to-face courses/components. Graduate students from Instructional design must be allowed to register first. Graduate students will complete an extra assignment. Swing course EDI444. Course requires a minimum grade of B- (for Major/Minor/Certification) NYSED requires a minimum course grade of “C” (undergraduate sections) or “B- (graduate sections) for certification. 3 Cr. Every Semester.

EDI 445 Inclusive Middle Level Teaching in English (B). Prerequisite: Adolescence Inclusive 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 clarify goals and construction of an educational philosophy. Requires 50 hours of field experience in a middle level inclusion classroom. 3 Cr. Every Semester.

EDI 446 Inclusive Middle Level Teaching in Mathematics (B). Prerequisite: Adolescence Inclusive Program admission. 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. Every Semester.

EDI 447 Inclusive Middle Level Teaching in Science (B). Prerequisites: Adolescence Inclusive Program admission. 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. Fall semester. 3 Cr. Every Semester.

EDI 448 Inclusive Middle Level Teaching in Social Studies (B). Prerequisite: Adolescence Inclusive Program admission. 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. Requires 50 hours of field experience in a middle level inclusion classroom. 3 Cr. Every Semester.

EDI 449 Inclusive Middle Level Teaching in Foreign Language (B). Prerequisite: Adolescence Inclusive Program Admission. 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. Requires 50 hours of field experience. 3 Cr. Every Semester.

EDI 450 Disability Studies in Education (A). This course provides an introduction to Disability Studies in Education and is appropriate for anyone who will be working with humans in any educational field of study. Students will learn about the social construction of disability through a study of the history and culture of disability in mutiple contexts. Disability as a social and intersectional identity is explored through first-person narratives and reflective journaling. 3 Cr. Every Semester.

EDI 454 Accessible Design Basics (B). Students will learn the legal and technological aspects of accessible design. As part of this course students will research and apply a blend of accessible design best practices to designs for online and onsite learning environments and evaluate learning materials using a legal compliance lens. The course is useful for those engaged in teaching and course designing for online and face to face settings. Swing course is EDI554. 3 Cr. Every Semester.

EDI 455 Practicum and Seminar inInclusive Childhood Education (B). Prerequisite: Childhood Inclusive Phases I, II and III courses. A full-time supervised teaching experience in an elementary school setting, grades 1-6. Candidates obtain experience with students in both general education and students with disabilities over a full-semester placement while they gain knowledge in all aspects of teaching including planning, delivery, and assessment of student learning. A weekly student teaching seminar provides support and encouragement for teacher candidates through meetings with peers, college supervisor(s) and resource personnel as well as support for the edTPA. NYSED requires a minimum course grade of “C” (undergraduate sections) or “B- (graduate sections) for certification. Course requires a minimum grade of C (for General Education/Major/Minor/Certification) 12 Cr. Every Semester.

EDI 458 Women and Education in the Arab World (A,W). Examines the persistent cultural and socioeconomic barriers to women’s education in the Arab World. Investigates how women’s education is influenced by religion, culture, family, teachers and costs, not only in relation to the decision of going to school but also to their education path. Contemporary concerns in education such as equity in schools, in higher education, and in the job market are also addressed. Crosslisted as FCE & WMS 458. 3 Cr. Every Semester.

EDI 459 Adolescent Development and Learning (B). This course will explore social, cultural, and developmental perspectives on adolescence and youth. It will provide students with theoretical resources for understanding adolescence and approaches to analyze young people's experiences and positions in multiple contexts. We will unpack the common conceptions of this state of human development within both research and public contexts. We will also explore youth cultures and the ways that youth use, transform, and are represented in popular culture and contemporary media. Lastly, students will use their understandings developed in this course to construct a classroom management plan and rationale. Course requires a minimum grade of "C" for major/minor/certification. 3 Cr. Every Semester.

EDI 460 Childhood Development and Learning (B). This course will explore social, cultural, and physical developmental perspectives on pre- adolescence youth. It will provide students with theoretical resources for understanding childhood and approaches to analyze young people's experiences and positions in multiles contexts. We will unpack the common conceptions of this state of human development within both research and public contexts. Lastly, students will use their understandings developed in this course to construct a classroom management plan and rationale. Course requires a minimum grade of "C+" for major/minor/certification. 3 Cr. Every Semester.

EDI 461 Childhood Inclusive Classroom Management (B). Pre/Corequisite: EDI 414. Provides participants with an understanding and application of 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, student relationships and the curriculum. Emphasizes the design of a comprehensive classroom management plan based on multiple theories and practices most applicable to specific classroom situations. Course requires a minimum grade of "C+" ffor major/minor/certification. 3 Cr. Every Semester.

EDI 462 Inquiry to Learning (B). Explores current theories of learning with a particular attention to social constructivism in childhood education. Also explores how students and others learn and examines the implication for inquiry-based learning experiences. Ties how one lwarns to how we teach and assess understanding in inclusive settings. attention is given to meeting the diverse needs of all learners. Includes a 50-hour field component in which students explore professional standards, ethics, and dispositions in meeting the needs of all learners. Course requires a minimum grade of "C+" for major/minor/certification. 3 Cr. Every Semester.

EDI 463 Seminar in Childhood Inclusive Education (B). Prerequisite: EDI 417 and Co-requisite: PRO 437. The course is weekly, small-group student teaching seminar that provides opportunities to develop teaching skills with students who have diverse learning needs, including students who have been identified for spcial education support (IEPs). The student teaching seminar provides support and encouragement for the teacher candidate through meetings with other teacher candidates, the college supervisor(s), and resource personnel. Teacher candidates are expected to consider the connections between theory and practice, to share new knowledge about teaching skills and the profession, and to reflect upon their teaching experiences in terms of evaluation of self and future goals. Teacher candidates will also have opportunities to develop their edTPA portfolios. Course requires a minimum grade of "C+" for major/minor/certification. 3 Cr. Every Semester.

EDI 464 Seminar in Adolescence Inclusive Education (B). Co-requisite: PRO 433. The course is a weekly, small-group student teaching seminar that provides opportunities to develop teaching sills with students who have diverse learning needs, including students who have been identified for special education support (IEPs). The student teaching seminar provides support and encouragement for the teacher candidate through meetings with other teacher candidates, the college supervisor(s), and resource personnel. Teacher candidates are expected to consider the connections between theory and practice, to share new knowledge about teaching skills and the profession, and to reflect upon their teaching experiences in terms of evaluation of self and future goals. Teacher candidates will also have opportunities to develop their edTPA portfolios. 3 Cr. Every Semester.

EDI 465 Methods of Teaching Secondary English (B). Focuses on inclusive teaching strategies, lesson planning, instruction and assessment in English content areas. Emphasizes secondary curriculum content; New York State English Language Arts 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. Every Semester.

EDI 466 Teaching Mathematics Inclusively (B). Focuses on inclusive teaching strategies, lesson planning, instruction and assessment in mathematics content areas. Emphasizes secondary curriculum content; New York State MST 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. Every Semester.

EDI 467 Teaching Science Inclusively (B). Prerequisite: Adolescence Inclusive Program admission & EDI 447or 547. 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. Every Semester.

EDI 468 Teaching Social Studies Inclusively (B). Prerequisite: Adolescence Inclusive Program admission & EDI 448 or 548, Corequisites: EDI 432. 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. Every Semester.

EDI 469 Methods in Teaching Foreign Language Inclusively (B). Prerequisite: Adolescence Inclusive Program admission & EDI 549 or 449. 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. Every Semester.

EDI 471 Supporting English Lang & Multilingual Learners in the Clssr (B). This course is for in-service teachers and pre-service teacher candidates, as well as for practitioners in other areas, who work with English language learners (Ells) and culturally and linguistically diverse students in any capacity, especially in school settings. In order to support Ells, this course will provide an overview of second language acquisition theories as well as social, emotional, and cultural implications for Ells and emergent bilinguals. The course will delve into ways all teachers can support Ells in their classrooms by not only engaging in co-teaching and co-planning with teachers of Ells, but by modifying their own teaching and materials to support Ells as they acquire not only content area knowledge but academic language necessary to build that knowledge and also demonstrate it. Course requires a minimum grade of C for General education/major/minor/certification 3 Cr. Every Semester.

EDI 475 Practicum and Seminar in Adolescence Inclusive Generalist Ed (B). Prerequisites: EDI 430 and EDI 414 min grade C+. Adolescence Inclusive Phase I, II and 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. 6-13 Cr. Every Semester.

EDI 481 Technology for Learning (B,T). This course explores information technologies, tools for communication, and course delivery systems. Examines the technical features and characteristics of technology and the implications of integrating technology into learning contexts. Provides a foundation for technological troubleshooting of tools that will be used throughout the program in the field. Course requires a minimum grade of "C+" for major/minor/certification. 3 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. 1-15 Cr. Every Semester.

Graduate Courses

EDI 507 Emergent Language and Literacy (B). Prerequisites: EDI 413 and EDI 330 or EDI 462, and Corequisites: EDI 414, EDI 423, and PRO 435. 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. Swing Course EDI 407. 3 Cr. Every Semester.

EDI 508 Differentiating Instruction for Diverse Learners (B). Introduces students to the philosophy of differentiation through a review of the literature and examples of real world applications. The course modules will take an in-depth look at the many sub-components of differentiation, including learning environment, data driven differentiation, tiering instruction, flexible grouping, and differentiated instructional strategies. Students will apply their learning in each module by developing artifacts for use in real world environment. Minimum grade B-. students will create a new classroom assessment plan that will aid in gathering student data to better differentiate instruction. This activity will focus on gathering learning profile data which is the type of data often forgotten about when conducting pre-assessments and classroom surveys. 3 Cr. Every Semester.

EDI 509 Teaching Students with Special Needs Across the Curriculum (B). Understanding categories of disabilities, identifying students with diverse needs and providing effective individualized instruction are an integral part of this course. Laws, regulations and processes in special education, issues of family/professional partnerships, learner-centered constructivism, collaboration and consultation skills, and community building, and topics of a philosophy of inclusion, effective teacher performance in terms of addressing student and classroom management will be examined. 3 Cr. Spring.

EDI 513 Introduction to Special Education (B). May be completed prior to acceptance or completed in Childhood Inclusive or Adolescence Inclusive Phase I. 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 514 Methods in Special Education (B). Prerequisite: EDI 513. Emphasizes serving students with a variety of needs in the inclusion classroom setting. Teacher candidates will learn to develop a positive and supportive learning environment for all students. Teacher candidates will 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 learner's abilities, learning rates and styles of learning. They will develop and apply instructional techniques for use in the inclusive classroom with individuals with disabilities, including the use of assistive technology services and devices. Includes a 50-hour field component. 3 Cr. Every Semester.

EDI 517 Instructional Design Theories (A). This course introduces students to the history of instructional design and addresses current trends in the field.1bis course seeks to provide students with a concrete definition of instructional design, provide students with an introduction to theories, and explore instructional processes. students learn about basic instructional principles and concepts and how these ideas arc applied in a variety of learning spaces and design contexts and how these implementations are guided by external contexts and theory. Course requires minimum grade of B for General Education/major/minor/certification 3 Cr. Every Semester.

EDI 518 Language, Literacy, and the Learner (B). Expands understanding of language and literacy processes. Develops increasingly sophisticated understanding and skill in implementing strategies for supporting the language and literacy learning of diverse learners. Continued inquiry into a range of assessment strategies linking assessment and instruction. Examines integration of language and literacy across all curricular areas; creates environments that support children’s language and literacy learning. Includes a 50-hour field component. Graduate students are required to complete an extra assignment v. students in the undergraduate section. Swing course EDI 417. 3 Cr. Every Semester.

EDI 519 Assessment for Special Education (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. Each student who takes EDI 519 will complete a research project related to assessment(s) for students with special needs. Swing course to EDI 419. 3 Cr. Every Semester.

EDI 520 Childhood Education for Language Teachers (B). Explores the nature and development of the childhood curriculum including cognitive, affective, psychomotor, and linguistic development. Focuses on the theory, teaching methodology, classroom management, and development of appropriate foreign language materials at the childhood level. Designed for foreign language teacher candidates certified for grades 7-12 who wish to extend their certification to teach a language in grades 1-6. 3 Cr.

EDI 521 Teaching and Assessing English Language Learners (B). Prerequisite: EDI 628 with minimum grade of C. Explores the social, emotional, cognitive and cultural implications of being bilingual or an English learner in classrooms. Examines culturally responsive teaching. Embeds literacy instruction and considers disabilities related to language development. Examines educational/assistive technology. Explores teaching and assessment of native or heritage language and English language arts according to Common Core Learning Standards. Relates theoretical knowledge to observation in bilingual/ESL settings. 25-hour field experience. 3 Cr. Fall.

EDI 522 Learning Experience Design (B). Students will learn the theories and applications pertaining to Learning Experience Design (LXD) in education, using the framework of Human Centered Design. As part of this course students will engage with users and learning environments locally, nationally and/or globally. They will research and apply a blend of learner preferences, learning sciences and technology to design and develop learning experience prototypes that are cognitively usable and useful. The course requires a minimum of B. 3 Cr.

EDI 523 Diverse Learners in Social Studies (B). 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. Use the information you have uncovered during the CKP assignment to create a professional development session that you will lead in class. Course requires a minimum grade of B- for major/minor/certification. (swing course EDI 423) 3 Cr. Every Semester.

EDI 524 Diverse Learners in Mathematics (B). Prerequisite: Childhood Inclusive program admission. Allows teacher candidates to apply appropriate elements of instruction of mathematics in inclusive grades 1 through 6. It 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 of mathematics. Course requires a minimum grade of B- for major/minor/certification. All EDI 524 graduate students will be required to complete one additional assignment. Graduate students will make a proposal to the course instructor and meet with the course instructor to discuss planning and progress over the course of the semester. (swing course EDI 424) 3 Cr. Every Semester.

EDI 525 Diverse Learners in Science (B). Allows teacher candidates to apply appropriate elements of instruction of science in grades one through six. It 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 standards in science. In addition, teacher candidates will increase their content knowledge of science. An additional assignment for graduate students is required and for this course, graduate students will submit one additional lesson plan with their final unit. Course requires a minimum grade of B- for major/minor/certification. (swing course EDI425) 3 Cr. Every Semester.

EDI 530 Education and Society (B). Prerequisite: Program admission. Focuses on social, cultural, historical, and philosophical foundations of education; changing roles of teachers within contexts of contemporary schools; and other programs serving children. The course will also explore the idea that education reflects the wider society in which we live. 3 Cr. Every Semester.

EDI 531 Teaching Literacy in Middle & High School Content Areas I (B). Prerequisite: Adolescence Inclusive Program admission. 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 Teaching Literacy in Mid/High School Content Area II (B). Builds on students' study in EDI 431. This is the application level of literacy instruction, emphasizing effective teaching methods. This course explores the notion that reading, writing, and speaking are fundamental to thinking about and learning content knowledge in all disciplines of study. Students use written and verbal presentations to explore thinking processes, and to take skills and theory from EDI 431 and translate them into teaching practice. Learners will achieve an understanding of the kinds of experiences that help students make meaning from text, write and speak with an authentic voice, and produce writing and verbal presentations of consequence. Students will design and deliver literacy lessons, integrate literacy lessons into their specific content, integrate technology into literacy lessons, engage learners through multiple research based methods, and further their understanding of an inclusive environment to promote literacy development. 3 Cr. Every Semester.

EDI 536 Gender Issues K-12 (A). Focuses on the issue of gender in schools K-12. Identifies and examines the ways in which gender roles are reinforced in schools and studies the ways in which race and class interact with gender to influence the schooling experience. Presents ways in which teachers and other educators can promote an equitable educational experience for all students. 3 Cr. Every Semester.

EDI 539 Pedagogical Mathematics Knowledge for Teachers I (A). The focus of this course is on developing pedagogical content knowledge promoting conceptual understanding, procedural fluency, and problem solving skills in early number concepts, base ten, whole numbers, integers, rational numbers and their operations, fractions, ratios and proportions. This course employs on a social constructivist approach, focusing on mathematical practices, and explores content from an advanced perspective, including how children develop concepts, mathematical strategies, and misconceptions. Course requires a minimum grade of "C" for major/minor/certification. NYSED requires a minimum course grade of “B- (graduate sections) for certification. Pedagogical Content Knowledge Portfolio (Part 11): For graduate students only; this will include a collection of articles that address pedagogical content knowledge for a topic of choice, with a focus on strategies, mistakes and misconceptions, and will address mathematical reasoning, conceptual understanding, and procedural fluency. Swing course EDI 439. 3 Cr. Every Semester.

EDI 542 Pedagogical Mathematics Knowledge for Teachers II (A). Prerequisite: MTH113 or EDI 539. The focus of this course is on developing pedagogical content knowledge promoting conceptual understanding, procedural fluency, and problem solving skills in various aspects of algebra, geometry, including area, volume, coordinate and transformational geometry, probability, statistics, and the instructional use of calculators and computers. This course employs on a social constructivist approach, focusing on mathematical practices, and explores content from an advanced perspective, including how children develop concepts, mathematical strategies, and misconceptions. Pedagogical Content Knowledge Portfolio (Part II): For graduate students only; this will include a collection of articles that address pedagogical content knowledge for a topic of choice, with a focus on strategies, mistakes and misconceptions, and will address mathematical reasoning, conceptual understanding, and procedural fluency. Course requires a minimum grade of "B-" for major/minor/certification. 3 Cr. Every Semester.

EDI 544 eLearning Design (B). Students will learn about the multiple facets of eLearning environments and fundamentals of designing online courses, including designing online versions of face-to-face courses/components. Swing course EDI544. Course requires a minimum grade of B- (for Major/Minor/Certification) NYSED requires a minimum course grade of “C” (undergraduate sections) or “B- (graduate sections) for certification. 3 Cr. Every Semester.

EDI 545 Inclusive Middle Level Teaching in English (B). Prerequisite - Adolescence Inclusive 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 clarify goals and construction of an educational philosophy. Requires 50 hours of field experience in a middle level inclusion classroom. 3 Cr. Every Semester.

EDI 546 Inclusive Middle Level Teaching in Mathematics (B). Prerequisite: Admission to Mathematics Education Inclusive Generalist Program. 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. Fall semester. 3 Cr. Every Semester.

EDI 547 Inclusive Middle Level Teaching in Science (B). Prerequisite: Admission to Science Education Inclusive Generalist Program. 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. 3 Cr. Every Semester.

EDI 548 Frameworks for Teaching Social Studies (B). Prerequisite: Admission to Social Stuides Education Inclusive Generalist Program. 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. Requires 50 hours of field experience in a middle level inclusion classroom. 3 Cr. Every Semester.

EDI 550 Disability Studies in Education (A). This course provides an introduction to Disability Studies in Education and is appropriate for anyone who will be working with humans in any educational field of study. Students will learn about the social construction of disability through a study of the history and culture of disability in mutiple contexts. Disability as a social and interesectional identity is explored through first-person narratives and reflective journaling. (Graduate Assignment) Students will do a presentation for 20 minutes in length to the class with an annotated bibliography of 10 peer-reviewed articles used to develop the project. 3 Cr. Every Semester.

EDI 554 Accessible Design Basics (B). Students will learn the legal and technological aspects of accessible design. As part of this course students will research and apply a blend of accessible design best practices to designs for online and onsite learning environments and evaluate learning materials using a legal compliance lens. The course is useful for those engaged in teaching and course designing for online and face to face settings. NYSED requires a minimum course grade of B- (graduate sections) for certification. Swing course is EDI454. 3 Cr. Every Semester.

EDI 558 Women and Education in the Arab World (A). Examines the persistent cultural and socioeconomic barriers to women’s education in the Arab World. Investigates how women’s education is influenced by religion, culture, family, teachers and costs, not only in relation to the decision of going to school but also to their education path. Contemporary concerns in education such as equity in schools, in higher education, and in the job market are also addressed. 3 Cr.

EDI 560 Childhood Development and Learning (B). This course will explore social, cultural, and physical developmental perspectives on pre- adolescent youth. It will provide students with theoretical resources for understanding childhood and approaches to analyze young people's experiences and positions in multiple contexts. We will unpack the common conceptions of this stage of human development within both research and public contexts. Lastly, students will use their understandings developed in this course to construct a conceptual unit. Using at least 5-7 additional and current resources, create and record a podcast aimed at educating an audience of your choice about a topic covered in the course. The finished podcast should be between 20 and 30 minutes in length. This course requires a minimum grade of "B-" for major/minor/certification. (swing course EDI 460) 3 Cr. Every Semester.

EDI 561 Childhood Inclusive Classroom Management (B). Provides participants with an understanding and application of recent theoretical models employed in the practice of classroom management. Emphasizes methods of engineering classroom environments that promote student self-awareness and self-regulation. Allows participants to explore the role of the teacher in providing instruction and intervention around classroom expectations and preferred behavior, community and relationship building and the connection between student engagement and student behavior. Emphasizes the consideration of a comprehensive classroom management plan based on current most promising theories and practices applicable to a variety of classroom situations. Create a school wide proposal using data, statistics and either a textbook or 5-7 articles to address concerns regarding managements and behavior. This should identify key areas of focus, proposed action steps, and research that supports the recommendation. Course requires a minimum grade of B- for major/minor/certification. (swing course EDI 461) 3 Cr. Every Semester.

EDI 565 Teaching English Inclusively (B). Prerequisite Adolescence Inclusive Program admission & EDI445 or 545. 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. Every Semester.

EDI 566 Teaching Mathematics Inclusively (B). Prerequisite Adolescence Inclusive Program admission & EDI446 or 546. Focuses on inclusive teaching strategies, lesson planning, instruction and assessment in mathematics content areas. Emphasizes secondary curriculum content; New York State MST 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. Every Semester.

EDI 567 Teaching Science Inclusively (B). Prerequisite Adolescence Inclusive Program admission & EDI447or547. 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. Every Semester.

EDI 568 Teaching Social Studies Inclusively (B). Prerequisite Adolescence Inclusive Program admission &EDI548or448. 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 and Seminar in Inclusive Adolescence Education (B). Prerequisites: Completion of Adolescence Inclusive Phase I, II and III courses. A full-time supervised teaching experience in a high school or middle school setting, grades 7-12. Candidates obtain experience with students in their content area of certification and students with disabilities over a full-semester placement while they gain knowledge in all aspects of teaching including planning, delivery, and assessment of student learning. A weekly student teaching seminar provides support and encouragement for teacher candidates through meetings with peers, college supervisor(s) and resource personnel as well as support for the edTPA. 9-13 Cr. Every Semester.

EDI 581 Technology for Learning (B). This course explores information technologies, tools for communication, and course delivery systems. Examines the technical features and characteristics of technology and the implications of integrating technology into learning contexts. Provides a foundation for technological troubleshooting of tools that will be used throughout the program in the field. Must earn a minimum grade of "B-". For graduate students only; this will include a collection of articles that address pedagogical content knowledge for a tope of choice, with a focus on strategies, mistakes and misconceptions for using technology in an educational environment. Course requires a minimum grade of "C+" for major/minor/certification. 3 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 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 our 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. Emphasizes assessment and evaluation practices consistent with appropriate standards. Methods include performance assessments, instructional rubrics, portfolios and exhibitions, and objectively-scored tests. Includes assessments used for improving performance, design, and instructional practices. Course requires a minimum grade of "B-" for major/minor/certification. 3 Cr. Every Semester.

EDI 610 Children with Behavioral Problems (A). Provides a comprehensive study of the use of learning principles in the comprehensive assessment and treatment of problem behavior displayed by children both with and without developmental and intellectual disabilities (e.g. emotional disturbances, ADHD, Autism, Down syndrome). Additionally, the course content includes a review of current New York State Education Department policy related to the assessment and treatment of problem behavior for all children both with and without intellectual and developmental disabilities. Finally, the role of the general education and special education teacher in these assessments and intervention will be provided. 3 Cr.

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. 3 Cr. Spring.

EDI 616 Project Management (B). Project management is a highly desirable skillset, which can be applied across multiple disciplines and job prospects. Instructional design projects are inherently different from regular academic and corporate projects, which is why managing ID projects requires a special set of skills. In this course students will learn the tenets of project management across multiple situations and fields, including instructional design. Course requires a minimum grade of "B-" (for Major/Minor/Certification) 3 Cr. Every Semester.

EDI 617 Advanced Methods in Teaching Adolescence 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. Spring.

EDI 620 Learning Theories for Instructional Designers (A). Explores current theories of learning. Also explores how students and others learn and examines the implications for instructional design. Ties how one learns how to teach and assess understanding. Course requires a minimum grade of "B" for major/ minor/ certification. 3 Cr. Every Semester.

EDI 621 Applications of Instructional Design (B). Prerequisites: EDI 517, 581 with a minimum grade of B-. In this course, students will display instructional design competencies and then apply those competencies to instructional design models and processes .This course advances knowledge gained in earlier coursework to gain experience that translates to external contexts. Course requires minimum grade of B for General Education/major/minor/certification. Course requires minimum grade of B for General Education/major/minor/certification. 3 Cr. Spring.

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 Adolescence Science (B). Examines current and relevant research in science education. Analyzes methods, procedures, implications, and applications for research-based science teaching. Requires the ability to gain access to, and express knowledge of, multiple thematic areas of science education research and delve into and develop expertise in one or more self-selected thematic area(s). 3 Cr. Spring.

EDI 628 Meth, Materls & Cultrl Perspect in TESOL/Bilingual Education (B). Prepares teachers in bilingual or TESOL programs who wish to achieve pedagogical competency in the teaching of English as a second language. 25-hour field experience. Is a required TESOL/Bilingual Ed methods course. Course requires a minimum grade of "B-"(for General Education/Major/Minor/Certification) and Add statement - NYSED requires a minimum course grade of “B-” (for undergraduate sections). or “B- (graduate sections) for certification. Swing course with EDI428. 3 Cr.

EDI 632 Graduate Childhood Foundations (B). Explores current theories of learning with a particular attention to social constructivism in childhood education. Also explores how students and others learn and examines the implication for inquiry-based learning experiences. Ties how one learns to how we teach and assess understanding in inclusive settings. Explores the social, cultural, historical, and philosophical foundations of inclusive education; the changing roles of teachers within contexts of contemporary schools; and other programs serving diverse children. Includes a 50-hour field component in which students explore professional standards, ethics, and dispositions in meeting the needs of all learners. NYSED requires a minimum course grade of B- (graduate sections) for certification. 3 Cr. Every Semester.

EDI 634 Teaching Reading to Children with Diverse Needs (A). Explores learning, cultural, language and behavioral challenges for students with diverse needs, including students with disabilities and English Language Learners, through readings, videos, and discussions. Examines research-informed techniques for supporting the literacy development of students with various learning differences and how these relate to “best practice” instruction for all students. Develops the practitioner’s observational and reflective techniques to promote responsive teaching and differentiated instruction. 3 Cr. Every Semester.

EDI 641 Theories and Trends in Bilingual/Multicultural Education (A). Provides advanced study and research in bilingual/multicultural education. Focuses on philosophy, theoretical foundations, principles, and current trends. Identifies historical and political foundations in the US and roles federal and state governments have played. Investigates the role of advocacy and empowerment on local, state, and national scales for parents, teachers, and children enrolled in bilingual/multicultural programs. Investigates various types of bilingual programs and English-only movements. 3 Cr. Fall.

EDI 645 Research in Literacy Education (B). Prerequisite: 9 completed credits. Designed to assist students in understanding current research in literacy education and the connections between research and practice. Through this course, students will learn to examine critically various types of research, apply findings of research to classroom contexts, synthesize research findings, write literature reviews, and lead discussions about various topics in the field of literacy. Students will consider qualitative and quantitative methodologies, and formulate an inquiry question and the research methodology for their EDI 736 capstone project. Students will register for the section of EDI 736 taught by their EDI 645 instructor the semester following EDI 645. 3 Cr. Every Semester.

EDI 647 Teaching Adolescence 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. Spring.

EDI 655 Practicum in TESOL (B). Prerequisites: EDI521 and EDI628. A field-based, supervised experience in planning, testing, developing materials and providing instruction to English Language learners in an ESOL setting. The practicum is for six weeks in either a childhood or adolescence setting. Candidates will complete the practicum in the opposite area (Childhood or Adolescence) of their initial certification. Students are responsible for securing their own placements with an English to Speakers of Other Languages (ESOL) certified teacher in a school or related setting. The experience is supervised by a School Based Teacher Educator and a college instructor who interacts with the students via video and online conferencing. Students have the opportunity to share experiences and reflect on their progress during the online and video sessions. The practicum provides candidates with experiences with English language Learners in a variety of communities, and across student developmental levels. 3 Cr.

EDI 661 Research in Linguistics and Second Language Acquisition (A). Through the in-depth analysis and later creation of research studies, the course centers on a contrastive analysis of the language components of English and Spanish; phonetics and phonology, morphology, syntax, lexicon, and semantics. Examines sociolinguistic and psycholinguistic perspectives related to the role of language in culture, identity, and learning. Explores language acquisition theories and their application to bilingualism and the teaching of English to speakers of other languages. Writing intensive and creation of extended research studies. 3 Cr. Spring.

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.

EDI 666 Critical Approaches to Digital Literacies (B). This course focuses on multiple digital literacy practices beyond traditional print-based texts. Grounded in the concept of multi-literacies and the theoretical framework of critical literacies, it introduces multiple forms of making meaning that involve print, images, video, and combinations of forms in various contexts including digital contexts. A critical theory of multi-literacies emphasizes complex ways of knowing with newly emerging information and technologies and ethical reflection on multimodel textual practices for academic, social, political, and business goals. Course requires a minimum grade of "B-" for major/minor/certification. 3 Cr. Every Semester.

EDI 670 Issues in Social Studies Education (B). Assesses current scholarship in history, anthropology and other social science disciplines in order to analyze a variety of perspectives on historical topics. Begins the first phase of the research and writing that forms the basis of the capstone project. Requires completion of literature review in the student's chosen area. Uses field experiences, workshops with authorities in their fields, and classroom discussion. 3 Cr. Spring.

EDI 671 Supporting English Lang & Multilingual Learners in the Clssr (B). This course is for in-service teachers and pre-service teacher candidates, as well as for practitioners in other areas, who work with English language learners (Ells) and culturally and linguistically diverse students in any capacity, especially in school settings. In order to support Ells, this course will provide an overview of second language acquisition theories as well as social, emotional, and cultural implications for Ells and emergent bilinguals. The course will delve into ways all teachers can support Ells in their classrooms by not only engaging in co-teaching and co-planning with teachers of Ells, but by modifying their own teaching and materials to support Ells as they acquire not only content area knowledge but academic language necessary to build that knowledge and also demonstrate it. Graduate teacher candidates in initial certification programs must earn a minimum grade of 8-. Graduate students will be responsible for additional assignments including, but not limited to, discussion leading, creating a lesson plan with assessment and book review and sharing. In order to support Ells, this course will provide an overview of second language acquisition theories as well as social, emotional, and cultural implications for Ells and emergent bilinguals. The course will delve into ways all teachers can support Ells in their classrooms by not only engaging in co-teaching and co-planning with teachers of Ells, but by modifying their own teaching and materials to support Ells as they acquire not only content area knowledge but academic language necessary to build that knowledge and also demonstrate it. Course requires a minimum grade of "B-" for major/minorc/certification. 3 Cr. Every Semester.

EDI 674 Applied History Seminar (B). Involves students in an eclectic variety of readings designed to maximize personal and collegial engagement with history. Uses workshops with experts in their fields and classroom discussion. Designed to coordinate with the second phase of capstone research. Supports original, individual research in keeping with the types of experiences, readings and workshops conducted during the class. 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 capstone projects. 3 Cr. Fall.

EDI 686 Issues in Adolescence Mathematics Education (A). Masters candidates will discuss issues and trends in math, science, and technology education and its impact on classroom practice. They will apply research-based math education methods and curricular topics and implement an extensive action research project. 3 Cr. Fall.

EDI 687 Literacy, Literature, & Imagination (A). Explores the relationship between play, imagination and literacy- engaging students in transactions with socially situated and multimodal texts. 3 Cr. Summer.

EDI 690 Topics of Instruction (A). Topic varies. May be repeated with instructor's permission. 1-3 Cr.

EDI 695 Common Core and ELA: Reform or Revolution? (A). Examines multiple issues and perspectives related to the introduction of The Common Core State Standards (CCSS), focusing specifically on the English Language Arts Standards. Participants will have an opportunity to study the origins of the CCSS as well as the range of conversations leading up to their anticipated adoption and implementation in the 2014-1015 school year. This is not a “methods course” in terms of examining specific ELA methods and materials, but it is an assessment of what national, state, and local educators and business leaders are expecting the ELA Standards to do and the impact they are likely to have on the many dimensions of schooling, K-12. A guiding question for the course is: Will the introduction of the K-12 ELA Standards simply reform education as we know it today or will this result in a game-changing revolution of education as we know it today? 3 Cr.

EDI 699 Independent Study in Education (B). Designed individually through consultation between student and instructor to suit the student's needs and interests and the special competence of the instructor. Additional requirements may be established by the department. 1-3 Cr.

EDI 722 Seminar in Bilingual/TESOL Education (B). Prerequisite: 21 credits completed. Requires students to identify trends, practices, and issues in current bilingual or TESOL programs, and to investigate the current research in the area of the students’ specialization. Requires students to create a product that will help to resolve the identified issue(s). Guides students in the creation of a Capstone project, which is the culminating assessment for the MSED. 3 Cr. By Arrangement.

EDI 726 Methods and Materials B-6 (B). Examines pedagogy, materials, and assessment strategies to support the literacy needs of diverse learners including English Language Learners (ELLs) (B-6). Includes methods and materials to instruct students in the use of multimodalities and multiliteracies. Critically applies current research-based methods, materials, and resources including digital tools and technology. Prepares students to provide increased educational opportunities for all learners of all abilities. Explores and develops adult pedagogy and materials for professional development. 3 Cr. Spring.

EDI 727 Methods and Materials 5-12 (B). Examines pedagogy, materials, and assessment strategies to support the literacy needs of diverse learners including English Language Learners (5-12). Includes methods and materials to instruct students in the use of multimodalities and multiliteracies. Critically applies current research-based methods, materials, and resources including digital tools and technology. Prepares students to provide increased educational opportunities for all learners of all abilities. Explores and develops adult pedagogy and materials for professional development. 3 Cr. Spring.

EDI 728 Critical Literacy B-12 (B). Focuses on the critical literacy practices for children and adolescent youths (B-12). Grounded in the concept and the theoretical framework of critical literacies, it introduces multiple forms of making meaning that involve print, images, video, and combinations of forms in various contexts including digital contexts. Focuses on exploring and using critical literacy as a theoretical framework for engaging in literacy practices that disrupt the commonplace, interrogate multiple viewpoints, highlight sociopolitical issues, and take action and promote social justice. A critical literacy stance emphasizes complex ways of knowing, analyzing, and encourages reflection on teaching practices for academic, social, and political goals. 3 Cr. Every Semester.

EDI 729 Critical Approaches to Digital Literacies (B). This course focuses on the Instructional Design paradigms of critical digital literacy practices, using the lens of User Experience Design (UX). Students will use key UX principles and processes to evaluate and create user focused digital media that will help them learn critical digital issues and ways to sustain digital equity and ethical practices. Course structure will concentrate on using UX for Critical Digital Production, Distribution, and Invention, following Mirra et al (2020). Hands on experience in visual prototyping and wireframing, interface/application design, storyboarding and web prototyping using Adobe Creative Suite and other design software will be integrated into the core course package. Course requires a minimum grade of "B" for major/minor/certification. 3 Cr. Every Semester.

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. Fall and Summer, 3cr. 3 Cr.

EDI 735 Emergent Language and Literacy (B). Examines the development of children's oral and written language from a sociopsycholinguistic perspective. Students will have opportunities to explore cognitive, social, and cultural bases for language development and use, including dialect, variation and second-language learning. Fall and Spring, 3 cr. 3 Cr. Every Semester.

EDI 736 Literacy Seminar (B). Prerequisite: EDI 645. Serves as a forum for integrating learning from other courses and from field experiences. Specific focuses includes communications and program development as well as final development of a research project. Major topics to be considered include: action research in literacy curriculum and literacy programs; supervision of literacy resources and programs at local, state and federal levels. Students will register for the section of EDI 736 taught by their EDI 645 instructor the semester following EDI 645. 3 Cr. Every Semester.

EDI 739 Teachers as Writers; Teachers Teaching Writing (B). Explores six areas of literacy instruction: 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 Childhood Literacy Internship (B). Prerequisite: enrollment requires departmental approval. Provides a field-based experience in literacy education. Students will engage in a literacy education teaching experience in education programs where elementary students with reading or writing problems are given extra support. Candidates are required 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 742 Literacy Policy, Advocacy and Coaching (B). Prerequisites: EDI 634 and 18 completed credits. Supports reading specialists in becoming advocates for all students’ literacy development. Prepares reading specialists to coach other educators and to advocate for literacy instruction that meets children’s needs across the social, cultural and political contexts of education that shape students’ language and literacy developments. Examines the effects of current educational practices on students’ learning and on teachers’ curricular design and instructional practice. 3 Cr. Every Semester.

EDI 743 Insructional Design Capstone (B). Prerequisite: EDI 621 with a minimum grade of B- and All electives must also be completed prior to taking this course. Students must complete all other courses required for the program to enroll in this capstone. Students will use their instructional design competencies gained through participation in all other courses in the program to engage in workplace practice sessions and showcasing of their instructional design skills. Reflective and mentoring practices may also be part of this course experience. Students will design/consult for local, national and/or international organizations and educational institutions (for -profit or non-profit) who will act as real clients. Course requires a minimum grade of "B" for major/minor/certification. 3 Cr. Summer.

EDI 745 Adolescent Literacy Internship (B). Prerequisites: Enrollment requires departmental approval. Provides a field-based experience in literacy education in which students will engage in a literacy education teaching experience with upper elementary, middle and high school (5-12) students who need extra support with reading and or writing skills. Students are required 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 school-aged students, parents, and colleagues 3 Cr. Summer.

EDI 763 Seminar in Childhood Inclusive Education (B). Co-requisite: PRO 737. The course is a weekly, small-group student teaching seminar that provides opportunities to develop teaching skills with students who have diverse learning needs, including students who have teen identified for special education support (IEPs). The student teaching seminar provides support and encouragement for the teacher candidate through meetings with other teacher candidates, the college supervisor(s), and resource personnel. Teacher candidates are expected to consider the connections between theory and practice, to share new knowledge about teaching skills and the profession, and to reflect upon their teaching experiences in terms of evaluation of self and future goals. Teacher candidates will also have opportunities to develop their edTPA portfolios. 3 Cr. Every Semester.

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. Three options are available 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 capstone project research. A culminating experience that will lead to the completion of the master's degree. 3 Cr. Fall.

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