A Christian College of the Liberal Arts & Sciences

Department of Education

view dept. website http://www.houghton.edu/education/

Sunshine R. Sullivan, chair | Cathy E. Freytag, Associate Dean

585.567.9670
Overview

Adolescence Education (leading to certification to teach grades seven to 12 in a specific content area) 44 hours in the major.

Art Education (leading to certification to teach visual arts in grades PK-12). 44 hours in the major; 36 hours in content major (Art as a second major).

Inclusive Adolescence Education (leading to a Students with Disabilities Generalist certificate, grades 7-12). 48 hours in the major, plus 24 co-requisite hours. May be paired with a content major, in which case students may graduate with a second teaching certificate in their content area (grades 7-12).

Inclusive Childhood Education (leading to certification to teach grades one to six, for general education and the education of students with disabilities) 58 hours in the major; four hours in pre/co-requisites. Students majoring in Inclusive Childhood Education also complete a concentration of 30-32 hours.

TESOL (leading to certification to teach English to speakers of other languages in grades PK to 12) 54 hours in the major; plus a 32 hour concentration in Culture, Language and Linguistics.

Physical-Health Education (leading to dual certification in physical education and health education in grades PK to 12) 65-68 hours in major; 24 hours in education. (Please see Physical Education section of the catalog.)

Physical Education (leading to certification to teach physical education in grades PK to 12) 36.5 hours in the major; 11.5 hours in activities; 29 in education; 4 hours in pre/co-requisites. (Please see Physical Education section of the catalog.)

Music Education (leading to certification to teach music in grades PK to 12) varied hours depending upon the track chosen. (Please see the Music section of the catalog.)

Please go the the following link to see important information about the Teacher Education program requirements. General Information about Teacher Education requirements.

Faculty
Deborah S. Bruce Martin J. Coates Constance R. Finney Cathy E. Freytag
JooYoung Hong Sunshine R. Sullivan Jeff L. Wiesman
Courses
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EDUC 114 Mathematical Concepts and Reasoning

4-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. Attention to development of mathematical concepts and reasoning. Liberal Arts.

EDUC 191, 192; 291, 292; 391, 392; 491, 492 Independent Study

2 or 4-WSP

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; and the Dignity for All Students Act). In addition it will provide information about certification, state testing requirements, and student teaching. Required before practicum experiences.

EDUC 203 Workshop: Child Abuse + ID

0-F&S

All HCTEP majors and applicants for certification must complete two 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.

EDUC 204 Workshop: School Violence

0-F&S

All HCTEP majors and applicants for certification must complete two hours of coursework or training in school violence prevention and intervention, as required by section 3004 of the Education Law.

EDUC 205 Workshop: Harrassment, Bullying and Discrimination Prevention & Intervention & the Dignity for All Student Act (DASA)

0-F/S

All HCTEP majors and applicants for certification must complete 6 hours of course work or training in topics pertaining to harassment, bullying and discrimination prevention and intervention, and the Dignity for All Students Act as required by section 14(5) of Chapter 102 of the NYS education law.

EDUC 217 Education and American Culture

4-F&S

A survey of the philosophical and historical antecedents of American education and their relationships to current educational debates. The influence of culture and language on experience and on education are considered. Students develop an initial statement of their personal philosophy of education. Liberal Arts.

EDUC 219 Educational Psychology

4-F&S

The individual in the teaching/learning process. Focus on learning models and theories, cognition, individual differences, motivation, and instructional psychology. Particular attention is given to intellectual and social development in formal and informal learning situations. Liberal Arts.

EDUC 221 Children’s Literature

4-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. Particular attention is given to international and multicultural children’s literature, to literary criticism as it pertains to children’s literature, and to developmental and philosophical perspectives. Liberal Arts.

EDUC 223 Adolescent Literature

4-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. Students investigate critical theories about the function and purpose of literature for adolescents, including developmental, aesthetic, and cultural considerations. Attention will be given to international and multicultural literature, as well as to literary criticism of young adult literature. Liberal Arts.

EDUC 230, 330, 430 Special Topics

2 or 4-WSP

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 235 Educating Exceptional Learners

4-F&S

Examines the historical and legal contexts for providing services to diverse learners with a range of special educational considerations. Explores the scope of exceptionalities and the processes used to identify and ad-dress special needs. Emphasis is placed on the collaborative role of the general educator in meeting the needs of exceptional learners in inclusive settings. Liberal Arts.

EDUC 240 Teaching in Urban America

2-May

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 Courses: EDUC 202

EDUC 305 Middle School Content-Area Learning Strategies

3-May15

Examines a variety of research-validated content-area learning strategies, self-advocacy strategies and process strategies for use in inclusive classrooms in the middle grades (grades 5-9). Students will research, read, review, critique and develop a variety of instructional strategies for use with middle-grade learners (with and without disabilities) across multiple content areas. According to NYS teacher certification requirements (2/2010), ICE graduates who are granted an Initial Teaching Certificate from New York State and who complete this course with a C or better may be able to extend their teaching certificate to include the middle grades through Individual Evaluation for Additional Classroom Teaching Certificate pathway (http:eservices. nysed.gov/teach/certhelp/CertRequirementHelp.do).

EDUC 306 Early Childhood Education: Language and Literacy Development

3-May16

Focuses on research-based principles and practices for language and literacy development of children birth to 2nd grade. Emphasis is given to understanding the processes by which young children learn spoken and written language and to designing appropriate learning experiences to support the development of language and literacy in young children. According to NYS teacher certification requirements (2/2010), ICE graduates who are granted an Initial Teaching Certificate from New York State and who complete this course with a C or better may be able to extend their teaching certificate to include the early childhood grades through Individual Evaluation for Additional Classroom Teaching Certificate pathway (http:eservices.nysed.gov/teach/certhelp/ CertRequirementHelp.do).

EDUC 313 Language, Literacy and Curriculum Integration for Diverse Learners

4-S

Considers the role of language in secondary curriculum from philosophical, technical, cultural, and political perspectives. Models of integrating literacy across the curriculum for diverse secondary learners are explored and applied.

EDUC 314 Inclusive Childhood 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.

Prerequisite Courses: EDUC 235, EDUC 219 , EDUC 202

EDUC 315 Inclusive Childhood 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 325, EDUC 329, EDUC 341, and EDUC 342.

Prerequisite Courses: EDUC 320 , EDUC 235, EDUC 328 , EDUC 314

EDUC 320 Curriculum and Assessment in Inclusive Classrooms

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 and EDUC 328.

Prerequisite Courses: EDUC 235, EDUC 219

EDUC 321 Classroom Dynamics: Models & Research

2-WSP

Examines and critiques several proven models of classroom management through research and direct observation. It will provide the participant with ideas to consider and tools to draw upon when managing group learning situations with learners from all ages and grade levels. Participants will develop their own personal philosophy of management and discipline based on this new foundation.

EDUC 325 Issues in Inclusive Education I

2-S

This course addresses issues in inclusive education, including the ongoing assessment of children with special needs; assistive technology; and collaboration among parents, teachers, administrators, and students. Special attention will be given to the evaluation of various teaching methodologies and the development of appropriate academic and behavioral interventions for students with disabilities. Taken concurrently with EDUC 315, EDUC 329, EDUC 341 and EDUC 342.

EDUC 326 TESOL Practicum I: Elementary

1-F

Two half days or one full day per week in an elementary TESOL placement. 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, EDUC 328, and EDUC/LING 371.

Prerequisite Courses: EDUC 235, EDUC 219 , EDUC 202

EDUC 327 TESOL Practicum II: Secondary

1-S

Two half days or one full day per week in a secondary TESOL placement. 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 329 and EDUC 372.

Prerequisite Courses: EDUC 235, EDUC 328 , EDUC 326

EDUC 328 Foundations of Language and Literacy for Diverse Learners I

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. Prerequisites: Course listed below or permission of instructor. Taken concurrently with EDUC 314 and EDUC 320.

Prerequisite Courses: EDUC 235, EDUC 219

EDUC 329 Foundations of Language and Literacy for Diverse Learners II

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 325, EDUC 341, and EDUC 342.

Prerequisite Courses: EDUC 328

EDUC 331 Secondary Teaching: General Methods

2-S

This course addresses a range of responsive pedagogical approaches and delivery methods designed to meet the learning needs of adolescent learners across the curriculum. Adolescence Education majors from all content areas will take this course concurrently with the methods course in their subject-area (EDUC 3XX). This course should be taken the year prior to student teaching.

Prerequisite Courses: EDUC 338

EDUC 338 Inclusive Curriculum & Assessment in Secondary Classrooms

4-F

Examination and analysis of responsive, inclusive strategies and dynamics of teaching and learning in middle and high school classrooms. Attention given to technology integration in classroom settings and to implementation of developmentally appropriate instruction for the diverse range of learners present in secondary classrooms.

Prerequisite Courses: EDUC 219

EDUC 33X Secondary Teaching: Content Methods and Practicum

2-S

Adolescence Education majors from all content areas will take the methods course in their subject-area (see list below) concurrently with EDUC 331: Secondary Teaching: General Methods. These courses should be taken the year prior to student teaching. Each course will address instructional methods, New York State Learning and Common Core Standards, and curricular issues particular to the given content. Practicum placement with a secondary teacher certified in the target content area is part of the course. EDUC 332 English Methods; EDUC 333 Foreign Language Methods; EDUC 334 Math Methods; EDUC 335 Science Methods; EDUC 336 Social Studies Methods

Prerequisite Courses: EDUC 338

EDUC 341 Social Studies in Inclusive Classrooms

2-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. The focus will be on helping students develop a knowledge base and skills in areas such as: history, geography, economics, civics, cultural studies, and global education. Taken concurrently with EDUC 315, EDUC 325, EDUC 329, and EDUC 342.

EDUC 342 Mathematics and Science in Inclusive Classrooms

4-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 325, EDUC 329 and EDUC 341.

EDUC 346 Art Education: Elementary Methods

2-S

This course analyzes learning styles and cognitive theory in relationship to educating youth in visual arts, (grades K-6). Students will discuss and work in a diversity of art materials and methods appropriate to grade level, relating them to integrated lessons addressing multiple student populations. Course work includes lectures, studio experiences, collaborative assignments, and demonstrations. Prerequisite: EDUC 338.

EDUC 347 Art Education: Secondary Methods

2-S

This course examines current assessment and instructional methods of teaching visual art to secondary-level students (grades 7-12). The role of the visual arts in the secondary level curriculum will be examined through lectures, discourse and projects focusing on media appropriate for grade level. Course focuses on current instructional theories in viewing and analyzing artwork, teaching methodologies of studio art, art history and theories of aesthetics discourse. Prerequisite: EDUC 338 or permission of instructor.

EDUC 355 Theory and Practice of Bilingual Education

3-WSP

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 371 TESOL Methods: ELA

2-F

Examines the language, reading and writing development of English language learners. It explores assessment and instructional methods of teaching English Language Arts to speakers of languages other than English. It also explores ways of creating a classroom learning environment that encourages English language and literacy development for all learners. Prerequisites: Courses listed below or permission of instructor.

Prerequisite Courses: LING 350 , LING 220 , LING 351

EDUC 372 TESOL Methods: Content Areas

2-F

Explores assessment and instructional methods designed to make content areas (math, science, social studies) concepts comprehensible while promoting English language development.

Prerequisite Courses: EDUC 371

EDUC 403 Student Teaching in Art Education: Elementary

6-F&S

Six-to-seven week placement in an art setting at the elementary level (grades PK-6). The experience will include a minimum of two weeks with full teaching responsibilities. Taken concurrently with EDUC 203, EDUC 204, EDUC 404 and EDUC 412. (See department policy on “Employment and Activities While Student Teaching.”)

EDUC 404 Student Teaching in Art Education: Secondary

6-F&S

Six-to-seven week placement in an art setting at the secondary level (grades 7-12). The experience will include a minimum of two weeks with full teaching responsibilities. Taken concurrently with EDUC 203, EDUC 204, EDUC 403 and EDUC 412. (See department policy on “Employment and Activities While Student Teaching.”)

EDUC 408 Inclusive Childhood Student Teaching

10-F&S

Twelve weeks in a supervised student teaching experience in inclusive classroom setting(s), 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 425 and EDUC 485. Students must also register for EDUC 203, 204, 425 & 485. (See department policy on “Employment and Activities While Student Teaching.”)

EDUC 409 Secondary Student Teaching I

6-F&S

Six-to-seven week placement in either grades 7-9 or grades 10-12 in the appropriate content area. The experience will include a minimum of two weeks with full teaching load responsibilities. Prerequisite: EDUC 33x (Secondary Teaching Methods), EDUC 338, and EDUC 313. Taken concurrently with EDUC 203, 204, 410 & 411. (See policy below on “Employment and Activities while Student Teaching.”)

EDUC 410 Secondary Student Teaching II

6-F&S

Six-to-seven week placement in either grades 7-9 or grades 10-12 in the appropriate content area. The experience will include a minimum of two weeks with full teaching load responsibilities. Prerequisite: EDUC 33x (Secondary Teaching Methods), EDUC 338, and EDUC 313. Taken concurrently with EDUC 203, EDUC 204, EDUC 409 & EDUC 411. (See policy below on “Employment and Activities while Student Teaching.”)

EDUC 411 Senior Capstone: Seminar in Secondary Teaching

2-F&S

Serves as a capstone course to the major, exploring issues related to the teaching professions through reflective thinking and research-based learning. Taken concurrently with EDUC 409 & 410.

EDUC 412 Senior Capstone: Seminar in Art Education

2-F&S

Serves as a capstone course to the major, exploring issues related to the teaching professions through reflective thinking and research-based learning. Taken concurrently with EDUC 403 & 404.

EDUC 422 TESOL Student Teaching: elementary level

6-F&S

Six-to-seven week placement in TESOL setting at the elementary level (grades K-6). The experience will include a minimum of two weeks with full teaching responsibilities. Taken concurrently with EDUC 203, EDUC 204, EDUC 423 and EDUC 424. (See department policy on “Employment and Activities While Student Teaching.”)

EDUC 423 TESOL Student Teaching: secondary level

6-F&S

Six-to-seven week placement in TESOL setting at the secondary level (grades 7-12). The experience will include a minimum of two weeks with full teaching responsibilities. Taken concurrently with EDUC 203, EDUC 204, EDUC 422 and EDUC 424. (See department policy on “Employment and Activities While Student Teaching.”)

EDUC 424 Senior Capstone: Seminar in TESOL

2-F&S

Serves as a capstone course to the major, exploring issues related to the teaching professions through reflective thinking and research-based learning. Taken concurrently with EDUC 422 & 423.

EDUC 425 Issues in Inclusive Education II

2-F&S

This course addresses issues in inclusive education, giving explicit attention to legislative initiatives and revisions impacting the education of students with special needs, as well as the professional roles and responsibilities of special educators. The thorough development of an individualized education program is a key course component. Taken concurrently with EDUC 203, EDUC 204, 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 425.

EDUC 496 Honors in Education

2 or 4-WSP

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