Academics

About Christian
Liberal Arts

Academic Programs
and Majors

Academic
Records Office

Adult Degree
Programs

Catalog

Course Descriptions

Faculty List

Learning Resources

Off-Campus
Programs

Office of the
Academic Dean

Web Sites for
Departments

EDUC 102 College Study Methods (P/U) (1, F&S)
Improve study habits: reading textbooks, taking notes, improving memory, preparing for and taking exams, writing research papers, time management. For any student who wishes to work to full potential.

EDUC 114 Math for Elementary Teachers (3, F & S)
Builds a conceptual framework for understanding number, numeracy, number operations, probability, statistics, geometry, and measurement. Focus on problem-solving and the use of manipulative materials for developing conceptual understanding.

EDUC 202 Topics in Professionalism (0, F & S)
This pass or fail course is designed to enable all education majors to meet New York state regulations for training in special topics (Identification and Reporting of Suspected Child Abuse or Maltreatment; School Violence Prevention and Intervention; Prevention of Child Abduction; Prevention of Alcohol, Tobacco and other Drug Abuse; Safety Education; Instruction in Fire and Arson Prevention). In addition it will provide information about certification, state testing requirements, and student teaching. Required before practicum experiences.

EDUC 203 WKSP: Child Abuse + ID (0)

All HCTEP majors and applicants for certification must complete two clock hours of coursework or training in the identification and reporting of suspected child abuse and maltreatment, as required by Sections 3003(4) and 3004 of the Education Law. Upon completion of the workshop, each participant will receive a certificate of completion.

EDUC 204 WKSP: School Violence (0)

All HCTEP majors and applicants for certification must complete two clock hours of coursework or training in school violence prevention and intervention, as required by section 3004 of the Education Law. Upon completion of the workshop, each participant will receive a certificate of completion. 

EDUC 217 History and Philosophy of Education (3, F & S)
A survey of the philosophical and historical antecedents of American education and their relationships to current educational debates. Students develop an initial statement of their personal philosophy of education.

EDUC 218 History and Philosophy of Secondary Education (3, F)
A survey of the philosophical and historical antecedents of American education and their relationships to current educational debates with a focus on secondary schools. Students develop an initial statement of their personal philosophy of education.

EDUC 219 Educational Psychology (3, F&S)
The individual in the teaching/learning process. Focus on learning models and theories, cognition,
individual differences, motivation, and instructional psychology.
Prerequisite: PSY 111

EDUC 221 Children’s Literature (3, F&S)
Offers a survey of various genre in literature for pre-school and elementary grade children with an emphasis upon developing criteria for selection and evaluation utilizing reader response theory, literary criticism, child development and philosophical perspectives.

EDUC 223 Adolescent Literature (3, F)
Students will read and analyze a variety of literature of interest to adolescents with an eye toward understanding adolescents and their place in society, developing criteria for evaluating adolescent literature, and exploring current trends in this literature. In this process students will investigate critical theories about the function and purpose of literature for adolescents, including developmental, aesthetic, and cultural considerations.

EDUC 235 Educating Exceptional Learners (3, F & S)
Examines the historical and legal contexts for providing services for children with special educational needs. Explores the scope of exceptionalities and the processes used to identify and address special needs. Emphasis is placed on the role of the general educator in meeting the needs of exceptional learners in inclusive settings.

EDUC 236 Language, Culture, and Human Development (3, F & S)
This course focuses on the cultural foundations of education. Students consider the roles that culture and language (both native and second language) play in shaping the development of individuals, families, and communities. Comparisons between the linguistic practices of families and communities of varied social status and cultural background and those of schools and other institutional settings provides the framework for understanding differences in the educational experiences of individuals and groups.

EDUC 240 Teaching in Urban America (3, M)
Provides exposure to and an understanding of race, class and culture issues in contemporary urban schools. The student will develop an awareness of family and community as partners with schools in the education enterprise. Students will participate in a 10 day field experience in an urban school, working as teachers’ assistants. Recommended sophomore year.
Prerequisite: EDUC 202.

EDUC 313 Language and Literacy in the Content Area (3, S)
Analysis of theory and practice of effective use of reading, writing and thinking across the curriculum, as applied to specific secondary school content areas.

EDUC 314 Elementary Practicum I (1, F)
Two half-days per week in either a primary (grades one-three) or intermediate (grades four-six) classroom. Focus on observing children and the learning environment, assisting the classroom teacher with daily routines, and supporting the learning of individual children. Taken concurrently with EDUC 320 and EDUC 328.
Prerequisites: EDUC 202, EDUC 217, and EDUC 219.

EDUC 315 Elementary Practicum II (1, S)
Continuation of EDUC 314. Two half-days per week in same classroom assigned for EDUC 314. Focus on increasing responsibility for planning and teaching of lessons under the guidance of the classroom teacher. Taken concurrently with EDUC 329, EDUC 341, and EDUC 342. Prerequisites: EDUC 314, EDUC 320 and EDUC 328.

EDUC 320 Curriculum and Assessment in Elementary Classroom (4, F)
Provides an exploration of the development of elementary curriculum and assessment and the creation of learning environments that support diverse learners in inclusive settings. Includes an examination of lesson planning and unit planning. Taken concurrently with EDUC 314.

EDUC 328 Foundations of Language and Literacy (4, F)
Introduces the nature of children’s language and literacy learning and the assessment and instruction of the English language arts in inclusive classrooms. Considers the means of developing a learning environment that nurtures the language learning of all children. Students articulate a philosophy of teaching the English language arts and begin to develop their program portfolio. Taken concurrently with EDUC 314 and EDUC 320.
Prerequisites: EDUC 217, EDUC 219, and EDUC 221, or permission of instructor.

EDUC 329 Language and Literacy for Diverse Learners (4, S)
Examines authentic assessment and instruction of the English language arts in inclusive classrooms with particular focus on children with special needs, English language learners, and students from diverse cultures. Students focus on educational research and the continued development of their program portfolio. Taken concurrently with EDUC 315, EDUC 341, and EDUC 342.
Prerequisite: EDUC 328.

EDUC 338 Curriculum & Assessment in Secondary Classrooms (3, F)
Examination and analysis of the strategies and dynamics of teaching and learning in adolescent classrooms. Students will spend 20 class hours in a secondary school practicum experience. Prerequisite: EDUC 218 and EDUC 219

EDUC 33X Secondary Teaching: Content Methods (3, S)
Adolescence Education majors register for the appropriate content area methods course (EDUC 332 English Methods, EDUC 333 Foreign Language Methods, EDUC 334 Math Methods, EDUC 335 Science Methods, EDUC 336 Social Studies Methods). This course should be taken the year prior to student teaching. Each course will address instructional methods, New York state Learning Standards, and curricular issues particular to the given content.
Prerequisite: EDUC 338

EDUC 341 Teaching Elementary Social Studies and Language Arts (3, S)
Exploration of methods and materials for addressing the needs of diverse students in pursuing various aspects of national and state curriculum standards in social studies and language arts. Our emphasis will be upon thinking, speaking, listening, reading, and writing about world, U.S., and New York history and geography, as well as citizenship and multicultural education. Prerequisites: EDUC 217, EDUC 219, and EDUC 221, or permission of instructor.

EDUC 342 Teaching Elementary Mathematics and Science (3, S)
Exploration of methods and materials pertaining to teaching elementary mathematics and science in inclusive settings. National curriculum standards are examined as well as New York State Learning Standards in each subject. Taken concurrently with EDUC 315, EDUC 329, EDUC 341 and EDUC 342.
Prerequisites: EDUC 217 and EDUC 219.

EDUC 351 TESOL (Teaching English to Speakers of Other Languages) (3, F)
Review of second language teaching methodologies and learning theories. Examination of some of the unique challenges of English structure (phonological, morphological and syntactical) and the transfer problems that non-native speakers may have.
Recommended prerequisite: LING 220

EDUC 355 Theory and Practice of Bilingual Education (3, OD)
Designed as an introduction to bilingual education and bilingualism. Study of the sociolinguistic and psycholinguistic issues that surround bilingualism and bilingual education. An attempt is made to balance the psychological and the sociological, the macro education issues and the micro classroom issues, the linguistic and the sociopolitical, and to balance discussion at the individual and societal levels.
Recommended prerequisite: LING 220

*EDUC 408 Inclusive Childhood Student Teaching (10, F&S)
Twelve weeks in a supervised student teaching experience in one inclusive classroom, either primary (grades one-three) or intermediate (grades four-six) depending on the elementary practicum placement. Designed for students who have completed all education course work except EDUC 420 and EDUC 485. Students must also register for EDUC 420 & EDUC 485. (See department policy on “Employment and Activities While Student Teaching.”)

*EDUC 409 Secondary Student Teaching I (6, F&S)
Minimum seven-week placement in either grades seven-nine or grades 10-12 in the appropriate content area. The experience will include a minimum of two weeks with full teaching load responsibilities. Taken concurrently with EDUC 410 & EDUC 411. (See policy below on “Employment and Activities while Student Teaching.”)
Prerequisite: EDUC 33x (Secondary Teaching Methods), EDUC 338, and EDUC 313.

*EDUC 410 Secondary Student Teaching II (6, F&S)
Minimum six-week placement in either grades seven-nine or grades 10-12 in the appropriate content area. The experience will include a minimum of two weeks with full teaching load responsibilities. Taken concurrently with EDUC 409 & EDUC 411. (See policy below on “Employment and Activities while Student Teaching.”)
Prerequisite: EDUC 33x (Secondary Teaching Methods), EDUC 338, and EDUC 313.

*EDUC 411 Senior Capstone: Seminar in Secondary Teaching (3, F&S)
Serves as a capstone course to the major, exploring issues related to the teaching professions through reflective thinking and research-based learning. Other issues examined include identification and prevention of child abuse and abduction, safety education, substance abuse prevention, and similar current educational concerns. Taken concurrently with EDUC 410 & EDUC 411.

EDUC 420 Issues in Inclusive Education (3, F&S)
This course addresses current issues in inclusive education, including the ongoing assessment of children with special needs; assistive technology; collaboration among parents, teachers, administrators, and students; and legislative initiatives and revisions impacting the education of students with special needs. Taken concurrently with EDUC 408 and EDUC 485.

*EDUC 485 Senior Capstone: Seminar on Reflective Teaching (2, F&S)
Provides an opportunity for inclusive childhood student teachers to summarize and reflect on their knowledge and understanding of the liberal arts and the nature of teaching and learning in inclusive classrooms and to apply their understanding of the intellectual tools of their major disciplines through the final revision and development of their program portfolio. Taken concurrently with EDUC 408 and EDUC 420.

*EDUC 230, 330, 430 Special Topics (1, 2, or 3 OD)
Depending on interest, demand and faculty availability, courses will be offered to allow students to consider issues and aspects of educational theory and practice which are not fully explored elsewhere in the curriculum.

*EDUC 191, -2; 291, -2; 391, -2; 491, -2 Independent Study (1, 2, or 3)

*EDUC 496 Honors in Education (3, OD)