Course Directory

Education Classes

• EDUC 500: Child Development
  Credit(s) 3.0

  Term(s) Offered Fall; Spring; Summer 2

  In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
• EDUC 500CR: Child Development
  Credit(s) 3.0

  Term(s) Offered Please inquire

  In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children. For Child Life students only.
• EDUC 500ESR: Child Development
  Credit(s) 3.0

  Term(s) Offered Please inquire

  In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children. For students in fully-online programs only.
• EDUC 502: Human Development
  Credit(s) 3.0

  Term(s) Offered Summer 1

  This course focuses on understanding, teaching, and meeting the needs of children and adolescents through emerging adulthood. The interactions between physical growth and social, emotional, and cognitive development will be an organizing focus in the course. Participants will analyze critically different developmental theories in relation to their own educational settings and experience. Participants explore the social and educational implications of a wide range of learning and behavioral variations in the context of family, school lives, community and society. Issues related to identity --self and other, dependence and autonomy, race, class, gender, language, religion, sexuality, power, ability, and disability -- will be recurring themes. Participants will investigate topics and issues through a combination of readings, observations, interviews, case studies and discussion.
• EDUC 503: Development: Adolescence through Emerging Adulthood
  Credit(s) 3.0

  Term(s) Offered Spring; This course is offered as a blended or fully online course

  This course continues from EDUC 500: Child Development, focusing on development from adolescence through emerging adulthood. The interactions between physical, social, emotional, and cognitive development will be an organizing focus in the course. Participants will critically analyze different developmental theories about their own experiences, and the experiences of adolescents and young adults and their families, in a range of settings. Through reading classic and current literature, participants will attend to some of the larger questions about development, such as the role and impact of brain development, as well as the tension between the search for developmental universals and the reality of individual differences. The course will pay close attention to adolescents’ emerging identities as mediated by factors including family, peer group, socioeconomic class, gender identity, power, religion, race, language, culture and health, as participants learn to support adolescents and young adults in health care and community environments to develop agency and a positive sense of self. Prerequisite: EDUC 500.
• EDUC 503CR: Development: Adolescence through Emerging Adulthood
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course continues from EDUC 500: Child Development, focusing on development from adolescence through emerging adulthood. The interactions between physical, social, emotional, and cognitive development will be an organizing focus in the course. Participants will critically analyze different developmental theories about their own experiences, and the experiences of adolescents and young adults and their families, in a range of settings. Through reading classic and current literature, participants will attend to some of the larger questions about development, such as the role and impact of brain development, as well as the tension between the search for developmental universals and the reality of individual differences. The course will pay close attention to adolescents’ emerging identities as mediated by factors including family, peer group, socioeconomic class, gender identity, power, religion, race, language, culture and health, as participants learn to support adolescents and young adults in health care and community environments to develop agency and a positive sense of self. Prerequisite: EDUC 500.  This course is for Child Life students only 
• EDUC 505: Language Acquisition and Learning in a Linguistically Diverse Society
  Credit(s) 2.0

  Term(s) Offered Fall; Spring; Summer 2; This course is offered as a blended or fully online course

  Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters.
• EDUC 505ESR: Language Acquisition and Learning in a Linguistically Diverse Society
  Credit(s) 2.0

  Term(s) Offered Please inquire

  Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters. This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. For students in fully-online programs only.
• EDUC 510: Curriculum in Early Childhood Education (Grades N – 3)
  Credit(s) 3.0

  Term(s) Offered Spring

  This course engages participants in understanding curriculum as the development of experiences and environments across the school day that support all domains of children’s development including social, emotional, and cognitive. Participants study how children come to learn about themselves, others, and the world through rich interactions with people, environments, and materials. The course focuses on social studies as the core of the early childhood classroom, using children’s lived experiences within families, neighborhoods, and communities as the central content for exploration. Social studies is a vehicle for a deeper understanding of self and others towards the goal of creating more just and democratic communities. Participants apply their learning as they develop interdisciplinary curriculum grounded in their observations of children’s identities and curiosities as well as their development. Participants consider how to advocate for a progressive approach to curriculum across a range of contexts and with a diverse range of learners.
• EDUC 512: Teaching Social Studies: Curriculum, Methods and Assessment for Adolescents with Disabilities
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Deeply rooted in the philosophy that social studies is central to adolescents’ understanding the world that they inherit and inhabit, this course examines methods for planning, developing, implementing, and evaluating curriculum and instructional strategies for adolescents with disabilities in the social studies. It emphasizes collaboration to support the differentiation of instruction based on teaching structures, learners, environment, curriculum, and standards. Methods for teaching study skills to build student advocacy are integrated. There is an emphasis on making interdisciplinary connections within and beyond the school walls as well as incorporating students’ experiences and beliefs into lessons and course design. Access to the general education curriculum is central. This course will also examine a variety of approaches for fostering critical thinking and conversations about controversial issues in a culturally responsive and anti-bias context. An inquiry approach within a social justice framework is essential to this course. Assistive technology to support learning is included. (Pending approval of the Program Review and Curriculum Committee)
• EDUC 513: Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6)
  Credit(s) 3.0

  Term(s) Offered Fall; Spring

  This course provides the opportunity for participants to analyze and develop integrated curricula in social studies using a sociopolitical lens. Participants integrate knowledge from the six disciplines of social studies: history, anthropology, sociology, political science, geography, and economics into the design of a constructivist, inquiry-based social studies curriculum. The course explores ways children come to learn and care about themselves and others through social studies. There is an emphasis on differentiating curriculum, including attention to diverse linguistic and cultural backgrounds, and variations in development.
• EDUC 514: Curriculum in Early Childhood Education for Inclusive and Special Education Settings
  Credit(s) 3.0

  Term(s) Offered Fall; Spring

  This course provides a framework for developing curriculum that engages all children in authentic meaning making about themselves and their wider world.  Participants use principles of child development and developmental variation as a foundation for planning experiences that support deep learning.  The course focuses on curriculum as the core vehicle for affirming children’s developing identities, including cultural and linguistic identity. Using social studies as the core of an integrated curriculum, participants plan using diverse materials, modalities, content, and perspectives to help children examine big questions. Participants use universal design principles to create learning experiences that are inclusive of a broadly diverse range of learners.
• EDUC 514A: Curriculum in Early Childhood Education for Inclusive and Special Education Settings
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course provides a framework for developing curriculum that engages all children in authentic meaning making about themselves and their wider world.  Participants use principles of child development and developmental variation as a foundation for planning experiences that support deep learning.  The course focuses on curriculum as the core vehicle for affirming children’s developing identities, including cultural and linguistic identity. Using social studies as the core of an integrated curriculum, participants plan using diverse materials, modalities, content, and perspectives to help children examine big questions. Participants use universal design principles to create learning experiences that are inclusive of a broadly diverse range of learners. For students in ECASP only.
• EDUC 514ER: Curriculum in Early Childhood Education for Inclusive and Special Education Settings
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course provides a framework for developing curriculum that engages all children in authentic meaning making about themselves and their wider world. Participants use principles of child development and inclusive practice as a foundation for planning experiences that support deep learning. The course focuses on curriculum as the core vehicle for affirming children’s developing identities, including cultural and linguistic identity. Using social studies as the core of an integrated curriculum, participants plan using diverse materials, modalities, content, and perspectives to help children examine big questions. Participants use universal design principles to create learning experiences that are inclusive of a broadly diverse range of learners. For students in Online programs only.
• EDUC 515: Curriculum Development and Sheltered Instruction in Dual Language/Bilingual Classrooms
  Credit(s) 3.0

  Term(s) Offered Fall

  This course is designed to acquaint teachers with current curriculum mandates and methods of implementation in a dual language classroom. Emphasis will be placed on social studies as the core in a dual language setting, including language planning and models of authentic assessment. Participants will have the opportunity to plan and develop curricula based on principles of child development, content knowledge, and the culture and values of the community of teachers and learners. Students will develop curricula both in English and in the native language. Attention will be given to the classroom environment; the selection of materials; literature, art, and mixed media; and trips and community resources. Teacher-family partnerships will also be discussed.
• EDUC 516: Teaching English: Curriculum, Methods and Assessment for Adolescents with Disabilities
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course uses a progressive and inquiry-based approach as a framework for teaching English language arts to adolescents with a wide range of abilities and challenges.  Participants will use a sociopolitical lens as they consider the study of literature, digital, multimodal and new literacies, and reading and writing skills and strategies across genres.  This course focuses on developing participants’ skills in planning, instruction, and assessment to create meaningful access to the general education English language arts curriculum for students with disabilities. It emphasizes teacher collaboration to support the differentiation of instruction based on learner characteristics, learning environment, curriculum, and standards. An anti-bias and social justice orientation are woven throughout the course, with a focus on teacher and student advocacy and agency. (Pending approval of the Program Review and Curriculum Committee)
• EDUC 519: Educating Infants and Toddlers: Environments
  Credit(s) 3.0

  Term(s) Offered Every other Fall

  In this course graduate students will examine, define and expand the varied meanings of environment as it applies to the early care and education of children birth to three and their families. Participants will analyze and develop environments from a socio-economic, cultural, and developmental perspective, planning for infants and toddlers who develop typically as well as for those with developmental variations, with a special focus on trauma-informed practice. Issues surrounding diversity, anti-bias care and infant mental health are addressed throughout in order to increase the awareness and sensitivity of teacher/caregivers. Graduate students gain experience in designing, setting up, and maintaining nurturing and emotionally responsive environments that promote the development of early literacy, scientific and mathematical thinking, and creativity. Principles of curricular and environmental design and materials selection are grounded in developmental theory. Topics include the relation of physical space to learning and development, scheduling the child’s day, primary caregiving, staff relations, care of the family, and issues in caregiving such as separation, ethics, health and safety. The broad focus includes settings in centers, family child care, and hospitals.
• EDUC 520: Educating Infants and Toddlers: Programs and Activities
  Credit(s) 3.0

  Term(s) Offered Every other Fall

  Graduate students will explore aspects of the infant/ toddler curriculum through the framework of the developmental interaction approach, which uses relationship-based care to promote healthy social and emotional well-being. A major focus of the course is infant/toddler play and the adult’s role in reflecting on, supporting, and fostering play. Participants will learn to design curriculum that integrates language and literacy development; art and music; the use of expressive materials; and experiences that promote scientific and mathematical thinking. The course will prepare graduate students to critically examine the parameters of noteworthy programs for typically developing infants and toddlers as well as those with developmental variations and exposure to toxic stress. Graduate students will critique various local, national, and international exemplary and evidence-based approaches and programs. In order to concretize real-life issues, the course will include exploration of programs that serve diverse populations such as Early Intervention and Early Head Start. An overview of the early intervention law (Part C of IDEA) is included.
• EDUC 522A: Developmental Interaction Approach to Science
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course focused on developing a science way of thinking and doing. Each session deepens the participant’s understanding that doing science requires direct sensory encounters with the physical world. Alongside experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations of these experiences and can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence based ways of making sense of the world that support the integration of science inquiry across the curriculum. 
• EDUC 525: Assistive Technology as a Tool for Providing Educational Access
  Credit(s) 1.0

  Term(s) Offered Fall; Spring

  This course examines how technology can create opportunities for access and expression for learners, including children with variations in learning, sensory, communication, and physical development. Through readings, discussion, and experimenting with a variety of actual technologies, participants will strengthen their capacities to match such tools to learner needs in diverse learning environments and activities. Participants will reflect on classroom experiences to ascertain how accessibility for learners can be enhanced. They will consider broader issues of access and equity, as they deepen their understandings of how technology can assist in creating more inclusive learning environments.
• EDUC 526: Teaching Math, Science and Tech: Curriculum, Methods and Assessment for Adolescents w Disabilities
  Credit(s) 3.0

  Term(s) Offered Please inquire

  An inquiry and problem solving approach forms an essential framework for the teaching of math, science and technology. This course examines assessment, curriculum and methods for developing, planning, implementing, and evaluating instructional strategies for students with disabilities, in the areas of math, science, and technology. It emphasizes teacher collaboration to support the differentiation of instruction based upon teaching structures, learner characteristics, learning environment, curriculum and standards. This course explores theoretical and practical frameworks for cross-curricular connections with access to the general education curriculum. Technology is both a subject of instruction as well as an instructional tool to support learning and communication. (Pending approval of the Program Review and Curriculum Committee)
• EDUC 528: Curriculum and Assessment for Adolescent Mathematics
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course introduces participants to the important ideas necessary to understand, use, critique, and create curricula and assessments in mathematics courses for adolescents. The course explores how context—including race, class, language and gender of students; the school culture; teacher experiences and identity; and social contexts—all need to be considered in the development of math curriculum. Participants will examine the role learning theories, standards, and politics have in shaping secondary math curricula; and they analyze the structure and uses of formative and summative assessment to shape instruction and provide feedback for learners. Participants will apply their understandings of context, curriculum, and assessment to the creation of a math unit grounded in authentic inquiry and designed to be accessible for a diverse range of adolescent learners.
• EDUC 530: Foundations of Modern Education
  Credit(s) 3.0

  Term(s) Offered All terms

  This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
• EDUC 530ESR: Foundations of Modern Education
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments. For students in online programs only.
• EDUC 532: Human Development
  Credit(s) 2.0

  Term(s) Offered Please inquire

  This course focuses on understanding, teaching, and meeting the needs of children and adolescents through emerging adulthood. The interactions between physical growth and social, emotional, and cognitive development will be an organizing focus in the course. Participants will analyze critically different developmental theories in relation to their own educational settings and experience. Participants explore the social and educational implications of a wide range of learning and behavioral variations in the context of family, school lives, community and society. Issues related to identity—self and other, dependence and autonomy, race, class, gender, language, religion, sexuality, power, ability, and disability—will be recurring themes. Participants will investigate topics and issues through a combination of readings, observations, interviews, case studies and discussion.
• EDUC 533: Seminar in Museum Education I
  Credit(s) 2.0

  Term(s) Offered Fall

  This foundation course examines the history and philosophy of museums and museum education, emphasizing the role of museums in a pluralistic society. A key focus is on learning theories and on the relationship of learning in museums to learning in schools. Students examine the progressive educational philosophy of John Dewey and consider issues such as cultural diversity, interpretation from multiple perspectives, and museum-school partnerships (on-site and virtual). Through readings, discussions, visits to museums, talks with museum professionals, and written and technology-based assignments, students develop a theoretical framework for learning in museums and schools. For matriculated Museum Education students or by permission of director.
• EDUC 535: Science for Teachers (Grades N – 6)
  Credit(s) 2.0

  Term(s) Offered All terms

  Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum.
• EDUC 535ESR: Science for Teachers (Grades N – 6)
  Credit(s) 2.0

  Term(s) Offered Please inquire

  Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum. For students in fully-online programs only.
• EDUC 540: Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6)
  Credit(s) 2.0

  Term(s) Offered All terms

  This course provides participants with an overview of mathematics learning for children grades N-6. Participants deepen their own mathematical knowledge while furthering their understanding of effective mathematics instruction. In each session, participants do math together and use these experiences to investigate the development of mathematical thinking and to reflect on their own learning. Participants explore the essential elements of a constructivist mathematics classroom in which collaboration is core to building concepts and skills. Designing a classroom where deep mathematical understanding is the primary goal requires explorations of attitudes and beliefs as well as practices and expectations. This course addresses the moral imperative that all students are capable of learning math. It focuses on creating inclusive environments for learners with developmental variations. The course also focuses on creating mathematical experiences that support students for whom English is a new language. Participants discuss classroom management strategies for grouping and individualizing instruction.
• EDUC 543: Diverse Learners in Specialized and Inclusive Settings
  Credit(s) 3.0

  Term(s) Offered Summer 2

  This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, political, and developmental implications of disability. The course is meant to help educators recognize and respond to the needs of children and adolescents as part of a broad spectrum of individuals who differ in learning experience and ability. We will examine variations in physical, social, cognitive, and /or behavioral development of learners through a series of questions that link the strengths and challenges of the individual learner with perspectives of school, family, and community. The main course text has a focus on the spectrum of experiences of individuals and families. The course will incorporate issues and questions related to the evaluation and classification of children and adolescents, as well as the legal and philosophical obligations of general and special education teachers. Participants will be expected to identify essential questions to guide their own learning, and to share personal perspectives, research, and critical thinking about the challenges of disability in the context of a diverse learning community. There is a designated fieldwork component included in course requirements. Prerequisite: EDUC 500 or EDUC 502. (Pending approval of the Program Review and Curriculum Committee)
• EDUC 545: Math for Middle and High School Teachers in Diverse and Inclusive Classrooms
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course will provide participants with a deeper understanding of mathematics pedagogy for diverse adolescent learners. The course will explore who adolescent learners are developmentally and how domains of identity, for both teacher and students—including language, ability, class, gender, race, and schooling experiences—impact the learning of mathematics. This course is grounded in a constructivist approach to learning and teaching. Participants will work collaboratively with peers to deepen understandings of and approaches to learning and teaching mathematics. Participants will explore attitudes and beliefs about math pedagogy and adolescent learners as they develop their teaching repertoire. The course will support participants’ skills in developing math experiences that are accessible to students with a broad range of language and learning abilities and challenges.
• EDUC 551: Science Inquiry for Children in the Natural Environment
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Students investigate the natural environment, at Bank Street and the Tiorati Workshop for Environmental Learning in Bear Mountain State Park, to focus on the theory and practice of natural science. Students conduct inquiries under the principle that teachers should learn significant science concepts in ways that they are expected to teach. Students investigate materials, science concepts, and teaching strategies that are appropriate for preschool and elementary school learners. Class sessions include field explorations at the Tiorati Workshop.
• EDUC 560: Native Language Literacy for Spanish-Speaking Children
  Credit(s) 2.0

  Term(s) Offered Spring

  Through this course, students explore the acquisition of literacy skills in the child’s first language—in this case, Spanish. The course will focus on four areas: oral language development through storytelling, songs, poems, games, etc.; literacy development; the use of literature and of teacher- and student-made materials; and grammar and spelling. Students will analyze ways of using children’s literature and children’s writing in a reading program and will explore ways to teach reading and writing in the content areas. Participants will also assess commercially available materials for teaching reading and writing in Spanish, as well as original and translated Spanish children’s literature. Teacher- and student-made materials will be examined and developed, particularly in the context of children’s varied learning styles. Graduate students will also review the rules of Spanish grammar and orthography. This course is taught in Spanish.
• EDUC 561: Linguistics: Implications for Teachers
  Credit(s) 1.0

  Term(s) Offered Fall

  This course is an introduction to the study of language as it applies to educational settings. Participants will learn about the five basic linguistic structures: phonetics and phonology (sounds and sound patterning), morphology (form of words), syntax (arrangement of words), semantics (meaning), and pragmatics (the use of language). Participants will examine language structure as it exists within the larger context of sociolinguistics, equity, and social justice. The course will investigate how students use their full linguistic repertoire in academic settings (translanguaging), how teachers and society at large perceive language  varieties, and how teachers value linguistic diversity in classrooms. The course examines the role of the brain in language development (psycholinguistics), language universals, body language, and discourse analysis. The focus of the course will be on the practical application of this knowledge to developing a broader range of instructional strategies to support students’ language proficiency in school.
• EDUC 561R: Linguistics: Implications for Teachers
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course is an introduction to the study of language as it applies to educational settings. Participants will learn about the five basic linguistic structures: phonetics and phonology (sounds and sound patterning), morphology (form of words), syntax (arrangement of words), semantics (meaning), and pragmatics (the use of language). Participants will examine language structure as it exists within the larger context of sociolinguistics, equity, and social justice. The course will investigate how students use their full linguistic repertoire in academic settings (translanguaging), how teachers and society at large perceive language  varieties, and how teachers value linguistic diversity in classrooms. The course examines the role of the brain in language development (psycholinguistics), language universals, body language, and discourse analysis. The focus of the course will be on the practical application of this knowledge to developing a broader range of instructional strategies to support students’ language proficiency in school.
• EDUC 563: The Teaching of Reading, Writing, and Language Arts in the Primary Grades
  Credit(s) 3.0

  Term(s) Offered Fall; Spring; From Summer 1 to Summer 2

  This course examines the process through which reading and writing are acquired by young children, ages 4-8.  We study the ways teachers can support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status.  The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning.  Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children’s language and literacy learning in early childhood classrooms.
• EDUC 563A: The Teaching of Reading, Writing, and Language Arts in the Primary Grades
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course examines the process through which reading and writing are acquired by young children, ages 4-8.  We study the ways teachers can support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status.  The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning.  Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children’s language and literacy learning in early childhood classrooms. For students in ECASP only.
• EDUC 563ESR: The Teaching of Reading, Writing, and Language Arts in the Primary Grades
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course examines the process through which reading and writing are acquired by young children, ages 4-8. We study the ways teachers can support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status. The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning. Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children’s language and literacy learning in early childhood classrooms. This course is for students in online programs only.
• EDUC 564: Language, Literature, and Emergent Literacy in the Primary Grades
  Credit(s) 3.0

  Term(s) Offered Fall; Summer 1

  This course examines the role of literature in children’s lives. Participants develop criteria for selecting literature for children, considering factors including but not limited to child development, aesthetics, language, and culture, as well as children’s interests and curiosities. Through active engagement with books, artifacts, and ideas, participants gain an understanding of the role of literature in language development in children’s primary and new languages. Participants will examine ways to use literature from a wide range of genres and perspectives for reading aloud, honoring and stimulating children’s storytelling, and for deepening learning across content areas.
• EDUC 564ER: Language, Literature, and Emergent Literacy in the Primary Grades
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course examines the role of literature in children’s lives. Participants develop criteria for selecting literature for children, considering factors including but not limited to child development, aesthetics, language, and culture, as well as children’s interests and curiosities. Through active engagement with books, artifacts, and ideas, participants gain an understanding of the role of literature in language development in children’s primary and new languages. Participants will examine ways to use literature from a wide range of genres and perspectives for reading aloud, honoring and stimulating children’s storytelling, and for deepening learning across content areas. For students in fully-online programs only.
• EDUC 567: Teaching Reading and Writing in the Content Areas for Elementary and Middle School Classrooms
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Designed as a reading course for teachers in grades four through nine, this course provides a framework for understanding how language, cognition, and social development interact with middle school children’s literacy and content learning. Students learn approaches to assessing children’s literacy needs. They also learn ways to analyze text forms, both print and electronic, in terms of the kind of responses they call for from children and the support they offer to children’s conceptual understanding. Students also develop their repertoire of strategies for supporting the ability of all children to comprehend and create nonfiction text in diverse classroom settings. Special attention is given to the needs of children who are English Language Learners and of children who are struggling readers.
• EDUC 568: Teaching Literacy in the Upper Elementary Grades
  Credit(s) 3.0

  Term(s) Offered Fall

  This course addresses the ways in which language, cognition, and the social-emotional development of children shape and are shaped by effective reading, writing, and language arts instruction. Employing a social constructivist perspective, it prepares teachers to meet the needs of children from diverse cultural and linguistic backgrounds, across a range of learners. During the course, students will work with individual children, plan for small and large groups, and create classroom environments that support a balanced approach to literacy. Particular emphasis will be paid to the ways in which linking assessment and instruction enables teachers to meet the developing needs of individuals and groups, incorporating guidelines from the NYS Standards. Students will learn to create units of study in reading and writing that include all aspects of speaking, listening, reading, and writing. Through the experiences in this course, participants will gain a deeper understanding of the interrelationship between reading and writing processes and the roles of the teacher, the family, and the child in those processes.
• EDUC 576: Writing in the Elementary Grades
  Credit(s) 2.0

  Term(s) Offered Fall

  In this course, participants examine the theories and practices of teaching writing, both as writers and as teachers. The goal of this dual focus is to develop meta-cognitive awareness of one’s own writing process to inform one’s teaching practice. Participants do this through discussing course texts, children’s literature, videos and children’s writing. The course explores: teaching children to select topics, draft, revise, edit and publish their own writing; designing writing curriculum that is inclusive and culturally responsive; using children’s literature to teach writing through concrete observation and inquiry; using writing conferences and assessments to guide curricular decisions; teaching writing mechanics using a constructivist approach; exploring a range of teaching methods and literature to accommodate diverse learners.
• EDUC 590: Arts Workshop for Teachers (Grades N – 6)
  Credit(s) 2.0

  Term(s) Offered Fall; Summer 1

  This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, printmaking, and such crafts as puppet making, dyeing, and weaving. Readings and class discussion deal with the development of art curricula using child development as a base. Students study children’s art through slides and children’s actual work.
• EDUC 591: Music and Movement Workshop for Teachers (Grades PreK-6)
  Credit(s) 2.0

  Term(s) Offered Spring; Summer 2

  This course explores the importance of children’s expression through music and movement. Everyone has the capacity to produce music and engage in creative movement. Participants at all levels of experience and skill will learn about and share songs, rhythms, and games from a range of cultural and linguistic traditions. In order to develop strategies for integrating music and movement across the curriculum, participants will engage with topics such as instrument-making from recyclable materials, drumming, sound improvisation, and movement as vehicles for expression and learning. As they engage with creating and reflecting on music and movement experiences, participants will explore the role music and movement play in children’s development in classroom environments.
• EDUC 603: Assistive Technology in Early Childhood Inclusive and Special Education Settings
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course is designed to prepare students to respond to the needs of diverse learners in early childhood classrooms by using current augmentative and assistive technology to promote communication, improve classroom organization and management, and expand literacy opportunities. Students will have hands-on experiences using different technologies to create a variety of multimodal tools that they can incorporate into their teaching practices to support all children.
• EDUC 604: Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings
  Credit(s) 2.0

  Term(s) Offered Summer 1

  In this course, participants will explore the teacher’s and the larger school’s roles in constructing caring, collaborative, and reciprocal relationships with children and families.  Participants will critically examine their own experiences, identities, and assumptions as they develop skills and dispositions to work with a broad range of families and communities. The course will support participants in developing their skills in communication, advocacy, and collaboration as they learn to partner with families to support children’s positive identity development along with their social, emotional, language, and learning abilities and needs.
• EDUC 605: Designing and Managing Classroom Environments in Inclusive and Special Education Settings
  Credit(s) 3.0

  Term(s) Offered Summer 1

  This course is designed to help participants create classroom environments that will meet the needs of all children, including those with developmental variations. Addressing the concerns of both general and special education teachers, it incorporates presentations, role-playing, discussions, analyses of multimedia content, and informal diagnostic procedures. Participants examine the complexities of teachers’ day-to-day responsibilities and concerns, including classroom design, varied approaches to behavioral intervention, and the interplay among curricula, rules, expectations, routines, procedures, and children’s behavior.
• EDUC 605SR: Designing and Managing Classroom Environments in Inclusive and Special Education Settings
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course is designed to help participants create classroom environments that will meet the needs of all children, including those with developmental variations. Addressing the concerns of both general and special education teachers, it incorporates presentations, role-playing, discussions, analyses of multimedia content, and informal diagnostic procedures. Participants examine the complexities of teachers’ day-to-day responsibilities and concerns, including classroom design, varied approaches to behavioral intervention, and the interplay among curricula, rules, expectations, routines, procedures, and children’s behavior. For Childhood Special and General Education Online students only.
• EDUC 606: Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum
  Credit(s) 1.0

  Term(s) Offered January

  This course introduces block building and dramatic play as experiences that are central to learning in the early child-hood curriculum. We will explore the ways block building supports children’s physical, social, emotional, and cognitive development. Participants will think about how children explore the physical properties of blocks, explore blocks to represent and learn about the world around them, and create symbolic stories related to their structures. Participants will build with blocks and consider questions related to setting up a block area, developmental expectations, and the role of blocks in curriculum planning, as well as gender and inclusion considerations.
• EDUC 606N: Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum
  Credit(s) 1.0

  Term(s) Offered Please inquire

  Unit blocks and the dramatic play that accompanies block building offer children multiple and diverse opportunities to develop and express their understanding of the social and physical world in which they live. In this course, you will learn how to integrate block-building experiences into the curriculum and organize block-building areas in the classroom. You will examine how block building supports the development of numeracy, literacy, problem-solving, and creative thinking skills, along with social and emotional growth. Field trips—and the opportunities for the first-hand research that they provide—are an essential component of a block program, and will also be included. This course will also support participants in settings with limited or no blocks in applying a broader understanding of the importance of play with open-ended materials and advocating for such experiences in their settings.
  
  Term(s) offered: Summer
  Format: on-campus
• EDUC 612: Infancy Institute: Infants, Toddlers, Families: Supporting Their Growth
  Credit(s) 1.0

  Term(s) Offered Summer 2

  This three-day Institute held during the month of June consists of workshops, guest presentations, and site visits. Topics vary each summer.
• EDUC 613: Understanding and Working with Families of Infants and Toddlers
  Credit(s) 2.0

  Term(s) Offered Fall

  This course helps students understand the psychological underpinnings of parenting across a range of families and contexts. Through class discussion, readings, videos, role play in class and guest speakers, students will develop an understanding of what is involved in working with significant adults in the lives of infants and toddlers. Graduate students will explore the connections among early relationships, brain development, health and later mental health.  A multilevel framework utilizes the concepts of containment and holding as a way to understand what parents must provide for their children and what adults must also provide for themselves in order to work effectively with families. Stages of parenting are looked at within the wider lens that incorporates variety among parents, as well as within the same parent at different times. Through practice with their own case material and readings on basic counseling techniques graduate students continue to develop a self- reflective ability that helps them think critically about their responses to families and learn when and how to provide guidance, towards the promotion of mental wellness and prevention of disruptions in development. The course will explore the roles of the teacher and the social worker.
• EDUC 614: Exhibition Development and Evaluation
  Credit(s) 2.0

  Term(s) Offered Spring

  This course focuses on the development of interpretive exhibitions, with emphasis on participatory exhibitions for children and families. The exhibition is viewed and analyzed as a learning environment that conveys cultural values. Students study the process of creating an exhibition from inception to installation and examine the roles of educator, designer, curator, and evaluator in a team approach to exhibition development with a focus on the role of the educator. Through class sessions and assignments, students meet with exhibition designers, observe visitor behavior, critique and evaluate exhibitions, and engage in problem-solving activities related to exhibition development. Throughout the course, students work in small groups to develop exhibition projects that are informed by theories about learning and curriculum development. At each stage of the exhibition development process, students informally assess exhibition components with children and revise their projects based on these assessments. The course also addresses the role of technology in exhibitions. Throughout the semester, students engage in online conversations and use Internet resources related to course ideas. For matriculated Museum Education students or by permission of director.
• EDUC 616: Introduction to Research and Evaluation Practice in Museum Education
  Credit(s) 3.0

  Term(s) Offered Fall

  This course focuses on the uses of research and evaluation to inform educational practice in museums and classrooms. The course prepares educators to understand and use research and evaluation to strengthen interpretive programming and the visitor experience in museums and museum-based teaching in classrooms. Students are introduced to appropriate research and evaluation tools through readings, discussions, workshops, and critical inquiry into the research and evaluation process. Working in small groups, students conduct small research or evaluation studies in museum or school environments. For matriculated Museum Education students or by permission of director.
• EDUC 621: Introduction to Child Life Documentation
  Credit(s) 3.0

  Term(s) Offered Summer 2; This course is offered as a blended or fully online course

  This course is designed to prepare students for clinical assessment and various types of writing and documentation pertaining to child life services. The course will provide students with the opportunity to develop skills in identifying and gathering salient information about patients and their families, assessing patient and family emotional vulnerability and coping skills, chart writing (including electronic medical records), narrative progress and procedural note formats, student journals, case studies, grant proposals, and research studies. Students will learn to apply developmental stress and coping theories to their assessments and interventions, including family-centered care and cultural considerations in all observations, recordings, and writings. Course benefits and outcomes will provide students with an introductory preparation experience for clinical analysis, assessment, and documentation before entering a supervised internship placement. Prerequisite: EDUC 500.
• EDUC 629: Supporting Autistic Students in Inclusive and Special Education Settings
  Credit(s) 1.0

  Term(s) Offered Spring

  This course will explore autism from historical, cultural, political, and developmental lenses. It will support graduate students in thinking deeply and from multiple perspectives about the evolution of our understandings about and interventions with the broad range of characteristics of learning and development attributed autistic people. This course considers the significance of home and/or school as the primary sources of educational intervention and direct services for autistic children. Participants will consider the importance of providing young autistic children with an educational program that is responsive to each child’s unique pattern of strengths and areas of growth, and will learn ways to partner in this work with a diverse range of families. Participants will explore the use of assistive technology as a tool for supporting student learning, communication, and independence.
• EDUC 6501: Individualized Course (Letter Grade Option)
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course provides an opportunity to investigate an educational problem, area, or interest under the supervision of a faculty member with the expectation of receiving a final letter grade. Permission of the student’s advisor is required. (For Individualized Courses worth 1 credit.)
• EDUC 6503: Individualized Course (Letter Grade Option)
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course provides an opportunity to investigate an educational problem, area, or interest under the supervision of a faculty member with the expectation of receiving a final letter grade. Permission of the student’s advisor is required. (For Individualized Courses worth 2 credits.)
• EDUC 651: Special Study: Strategies for Language and Concept Development
  Credit(s) 1.0

  Term(s) Offered Fall

  This series promotes an in-depth discussion about language principles and methodology, with a focus on issues of language development and assessment.
• EDUC 652: Special Study
  Credit(s) 1.0

  Term(s) Offered All terms

  A group of students is provided with an opportunity to study an area of interest related to education under the supervision of a faculty advisor. Offered by special arrangement.
• EDUC 6530: Individualized Course (Pass/No Pass Option)
  Credit(s) 0.0

  Term(s) Offered Please inquire

  This course provides an opportunity to investigate an educational problem, area, or interest under the supervision of a faculty member, with the expectation of a final grade of Pass/No Pass. Permission of the student’s advisor is required.
• EDUC 6531: Individualized Course (SFW Option)
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course provides an opportunity to extend the work begun in Supervised Fieldwork, under the supervision of a faculty member, with the expectation of a final grade of Pass/No Pass. Permission of the student’s advisor is required.
• EDUC 6535: Individualized Course (SFW Option)
  Credit(s) 5.0

  Term(s) Offered Please inquire

  This course provides an opportunity to extend the work begun in Supervised Fieldwork, under the supervision of a faculty member, with the expectation of a final grade of Pass/No Pass. Permission of the student’s advisor is required.
• EDUC 700: Classroom Culture and Instructional Methods
  Credit(s) 3.0

  Term(s) Offered Please inquire
• EDUC 720: Clinical Teaching Experience
  Credit(s) 6.0

  Term(s) Offered Please inquire
• EDUC 801: The World of the Infant: The First Year of Life
  Credit(s) 3.0

  Term(s) Offered Spring

  This course is about infants and families within the first year of life. The primary goal of the course is for graduate students to understand infant development across individual differences and contexts. There is a strong emphasis on using theory to facilitate an understanding of development and to articulate a point of view about these extraordinary first months. Participants will bring together research, theory and their own observations of infants to understand the cognitive, perceptual, sensorimotor/movement and social-emotional changes that occur when babies are in interaction with the world. Participants will study the science of brain development and its impact on all developmental domains. The course will attend to the specific contributions of familial and socio-political cultural and linguistic contexts as well as to the contributions of infants themselves. It will also explore the balance between the “expected” global shifts in development and each human being’s profound individual differences. This is not a “how to” course. Rather, the course provides knowledge of the developmental systems of infants who have a range of abilities. This course develops awareness and knowledge of infant mental health in development, dyadic relationships and systems. Graduate students work on articulating their knowledge of development, on learning about new findings in the field, and on communicating with families. Prerequisite: EDUC 500.
• EDUC 802: The World of Toddlers and Twos: The Second and Third Years of Life
  Credit(s) 3.0

  Term(s) Offered Fall

  This course offers a developmental-interactional view of toddlers and two-year-olds and their families. Participants will look at the ways children in this age period become more autonomous selves while simultaneously developing capacities for more elaborated and diverse relationships with others and their environments. The course will examine the interplay of the toddler’s physical maturation, interpersonal experiences, physical environments and cultures in development. Participants will also focus on the everyday implications of the growing toddler’s need for self-assertion and autonomy and the issues that adults face in parenting or working with this age group. Graduate students will study the science of brain development and its impact on all domains.  Although this is not a “how-to” course, graduate students will learn how to apply their knowledge of development in the second and third year to their practices with toddlers and two-year-olds. This course develops awareness and knowledge of infant mental health in development, dyadic relationships and systems. Prerequisite: EDUC 500.
• EDUC 803: Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon
  Credit(s) 2.0

  Term(s) Offered Fall; Spring

  This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society. Participants apply an understanding of disabilities to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.
• EDUC 803A: Teaching Students with Disabilities: An Intro to Disability Theory, Disability Law & Responsive Prac
  Credit(s) 2.0

  Term(s) Offered Please inquire

  This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society. Participants apply an understanding of disabilities to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.
• EDUC 804: Supporting Language and Literacy Development Across the Curriculum: 7-12
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course introduces first and second language acquisition theories and research and their practical implications for developing a repertoire of strategies for teaching language and literacy to adolescents with a range of abilities. This course provides a framework for understanding how language, cognition, and social development interact with literacy and content learning in a sociopolitical context.  Participants investigate the crucial role and impact of teacher language attitudes through a sociolinguistic lens informed by current and historical concerns of inequity for students from a range of linguistic and cultural backgrounds. Participants examine how both monolingual and emergent bilingual students use their entire linguistic repertoire in order to develop literacy in English language arts and in the content areas.  Participants learn approaches to assessing adolescents’ language and literacy needs as well as ways to analyze text forms, both print and electronic, in terms of the kinds of responses they call for from learners and the support they offer to adolescents’ conceptual understanding. The course will investigate teaching new literacies in a multicultural context. There is a fieldwork component to this course. Prerequisite: EDUC 502. (Pending approval of the Program Review and Curriculum Committee)
• EDUC 805: Teaching Students with Emotional and Behavioral Disabilities
  Credit(s) 2.0

  Term(s) Offered Spring

  This course focuses on understanding, teaching, and meeting the needs of children in emotional, social and behavioral development. Participants will critically examine the construct of children’s emotional and behavioral disabilities and approaches to intervention from historical, socio-political, mental health, and legal perspectives. There is an emphasis on understanding the intersection of these issues with the race, class, language, and gender of teachers and children. Participants will develop an in-depth case study of a child applying an inquiry orientation to the Functional Behavior Assessment-Behavior Intervention Plan. Participants will collect and analyze data from observations, interviews and other sources, and make recommendations to support ongoing social and behavioral development. Prerequisites: EDUC 803.
• EDUC 806: Social Emotional Variations in Adolescence: Creating Supportive Classroom Environments
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course focuses on understanding, teaching, and meeting the needs of adolescents with emotional and behavioral challenges in a variety of public, charter and private school settings.  There is an emphasis on understanding of the impact of the teacher’s identity, perspective and experience as well as the role teacher presence plays in supporting students’ socio-emotional growth in the context of the school, community and family.  Participants consider the implications of the impact of current and historical societal forces that affect the lives of adolescents identified as having emotional and behavioral disabilities including racism for student and teacher advocacy. Prerequisites: EDUC 502 and EDUC 543. (Pending approval of the Program Review and Curriculum Committee)
• EDUC 807: Teaching Children with Developmental Variations in Language and Communication
  Credit(s) 2.0

  Term(s) Offered Fall; Summer 2

  Building on theories of language development and learning, this course is designed to deepen graduate students’ understanding of language and communication disorders in monolingual and bilingual children. There is an exploration of the reciprocal relationship between children’s diverse communication abilities and styles and academic, social and emotional development. The importance of teacher collaboration with other service providers is highlighted. Graduate students will reflect on their own communication styles as a means of more effectively meeting the communication needs of their students. The concept of social construction of disability will help to frame issues of equity that can guide teachers in their roles as advocates for all children. Prerequisite: EDUC 505 or EDUC 561.
• EDUC 807SR: Teaching Children with Disabilities in Language and Communication
  Credit(s) 2.0

  Term(s) Offered Please inquire

  Building on theories of language development and learning, this course is designed to deepen graduate students’ understanding of language and communication disabilities in monolingual and bilingual children. There is an exploration of the reciprocal relationship between children’s diverse communication abilities and styles and academic, social and emotional development. The importance of teacher collaboration with other service providers is highlighted. Graduate students will reflect on their own communication styles as a means of more effectively meeting the communication needs of their students. The concept of social construction of disability will help to frame issues of equity that can guide teachers in their roles as advocates for all children. Prerequisite: EDUC 505 or EDUC 561. For students in fully online childhood programs only.
• EDUC 808: The Study of Children in Diverse & Inclusive Educational Settings through Observation and Recording
  Credit(s) 3.0

  Term(s) Offered Fall; Spring

  This course focuses on observation as a practice for more deeply understanding children through their interactions with people, experiences, and materials across a range of environments. Through a case study of one child, participants deepen their knowledge, skills, and dispositions for observing children. They learn to translate observations into descriptive, written data and analyze observational data to inform practice. Participants develop skills of reflection and analysis as they investigate how bias and perspective impact observation and one’s understanding of children. Participants integrate knowledge about variations in children’s social-emotional, cognitive, linguistic, motor, and language development. They consider multiple domains of children’s individual and socio-cultural identities including race, gender, culture, and language and the implications for constructing inclusive and culturally sustaining classroom environments and curricula. Prerequisite: EDUC 500 or permission of instructor.
• EDUC 815: Seminar in Museum Education II
  Credit(s) 2.0

  Term(s) Offered Spring

  This course is a continuation of Seminar in Museum Educa-tion I. Students study the people who comprise museums: the staff, audiences, and communities. Through readings, visits to museums, discussions with staff, and investigations in their museum internship settings, students consider the mission, organizational structure, and staff roles in museums and explore current museum-related issues including collections, governance, funding, professionalism, and technology. Emphasis is placed on working more sensitively with, and broadening, museum audiences, with attention to issues of culture, language, socioeconomic status, and educational level. Students study the characteristics and needs of particular audiences: adolescents, adults, families, and visitors with a range of disabilities. To develop their professional skills, students prepare an audience-study project and write a grant proposal. Throughout the semester students engage in online conversations and use Internet resources related to course issues. Prerequisite: EDUC 533. For matriculated Museum Education students or by permission of director.
• EDUC 821: Child Life in the Healthcare Setting: A Family-Centered Care Approach
  Credit(s) 3.0

  Term(s) Offered Fall; This course is offered as a blended or fully online course

  This course provides an overview of the child life profession. It examines research and theory that inform family-centered clinical practice and programming for infants, children, adolescents, and emerging adults in healthcare and community settings. Participants will examine child life competencies, principles, and responsibilities, as developed by the Association of Child Life Professionals. Participants will consider access and equity issues as they relate to assessment, interventions, and practical strategies designed to support children and families facing acute and chronic illness and health conditions. Pre- or corequisite: EDUC 500.
• EDUC 821CR: Child Life in the Healthcare Setting: A Family-Centered Care Approach
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course provides an overview of the child life profession. It examines research and theory that inform family-centered clinical practice and programming for infants, children, adolescents, and emerging adults in healthcare and community settings. Participants will examine child life competencies, principles, and responsibilities, as developed by the Association of Child Life Professionals. Participants will consider access and equity issues as they relate to assessment, interventions, and practical strategies designed to support children and families facing acute and chronic illness and health conditions. Pre- or corequisite: EDUC 500. For Child Life students only.
• EDUC 822: Children with Special Healthcare Needs: In the Hospital, at Home, and in School
  Credit(s) 3.0

  Term(s) Offered Fall; This course is offered as a blended or fully online course

  This course will explore the personal, educational, social, and familial dimensions of childhood health conditions, including a focus on the educational law and how it applies to children with special healthcare needs. Children with severe and chronic illness often spend more time in school and at home than in the hospital. We will address the impact of these transitions on cognitive, social, and emotional development through the use of vignettes. This course will address the ways in which workers in the healthcare, school, and community settings can help the children, their families, and their peers adapt successfully to the stressors they all encounter. Prerequisites: EDUC 500 and EDUC 821.
• EDUC 822CR: Children with Special Healthcare Needs: In the Hospital, at Home, and in School
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course will explore the personal, educational, social, and familial dimensions of childhood health conditions, including a focus on the educational law and how it applies to children with special healthcare needs. Children with severe and chronic illness often spend more time in school and at home than in the hospital. We will address the impact of these transitions on cognitive, social, and emotional development through the use of vignettes. This course will address the ways in which workers in the healthcare, school, and community settings can help the children, their families, and their peers adapt successfully to the stressors they all encounter. Prerequisites: EDUC 500 and EDUC 821. For Child Life students only.
• EDUC 823: Play Techniques for Early Childhood Settings
  Credit(s) 1.0

  Term(s) Offered Fall; Spring

  This course explores play as central to supporting the social, emotional, and cognitive development of children with varying developmental and learning variations.  Participants will learn a variety of therapeutic play techniques that promote self-regulation, self-esteem, and emotional expression, and development across domains. This course is appropriate for general and special education teachers, parents, caregivers, child life specialists, social workers, therapists and counselors. Participants are required to have prior coursework focused on child development and on developmental variations. Prerequisite: EDUC 803 or with permission of instructor.
• EDUC 825: The Role of Child Life Beyond the Hospital: A Local, National, and Global View
  Credit(s) 3.0

  Term(s) Offered Spring; This course is offered as a blended or fully online course

  This course will examine the role of child life in hospital settings and beyond at the local, national, and global levels. Participants will discuss the impact of challenging life events such as divorce, incarceration, school shootings, and natural disasters on the lives of children and families.  In small group discussions, both asynchronous and synchronous, participants will apply knowledge of child development and the application of child life skills in developing play opportunities, developmental explanations, coping strategies and expressive arts as tools for supporting the psychosocial needs of children and families. Participants will enroll in this course in the fall or spring semester directly before or after taking supervised fieldwork.
• EDUC 825CR: The Role of Child Life Beyond the Hospital: A Local, National, and Global View
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course will examine the role of child life in hospital settings and beyond at the local, national, and global levels. Participants will discuss the impact of challenging life events such as divorce, incarceration, school shootings, and natural disasters on the lives of children and families.  In small group discussions, both asynchronous and synchronous, participants will apply knowledge of child development and the application of child life skills in developing play opportunities, developmental explanations, coping strategies and expressive arts as tools for supporting the psychosocial needs of children and families. Participants will enroll in this course in the fall or spring semester directly before or after taking supervised fieldwork. This course is for students in the Child Life program only.
• EDUC 826: Medical Aspects of Illness: A Child Life Perspective
  Credit(s) 3.0

  Term(s) Offered Fall; This course is offered as a blended or fully online course

  This course provides students with an understanding of the development of a wide range of medical conditions which most frequently affect children and youth. Fundamental to understanding disability and illness is the necessity of having knowledge about the physical, neurological, and chemical roots of medical conditions which are alternately congenital, acquired, or genetic in their origin. Students will be introduced to research findings and standard practices of medical interventions and preparations for conditions highlighted in the course. Pre- or corequisite: EDUC 500.
• EDUC 826CR: Medical Aspects of Illness: A Child Life Perspective
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course provides students with an understanding of the development of a wide range of medical conditions which most frequently affect children and youth. Fundamental to understanding disability and illness is the necessity of having knowledge about the physical, neurological, and chemical roots of medical conditions which are alternately congenital, acquired, or genetic in their origin. Students will be introduced to research findings and standard practices of medical interventions and preparations for conditions highlighted in the course. Pre- or corequisite: EDUC 500. For Child Life students only.
• EDUC 828CR: Loss in Children’s Lives: Implications for Schools, Hospitals, and Home
  Credit(s) 3.0

  Term(s) Offered Please inquire

  A developmental perspective is utilized to examine the child’s perception and understanding of levels of loss outside the walls of a healthcare setting. Topics to be addressed include separation and divorce, adoption, foster care, hospitalization and/or death of a parent, and domestic and media-induced violence. The essential roles of the child life specialist, healthcare provider, and family members will be discussed, underscoring the transdisciplinary collaboration which must exist between these caregivers. Prerequisite: EDUC 500. For students in the Child Life program only. 
• EDUC 829: Therapeutic Play Techniques for Child Life Specialists
  Credit(s) 3.0

  Term(s) Offered Spring; This course is offered as a blended or fully online course

  Students will explore the meanings and purposes of play and how play develops as a child develops. Various theories of play therapy will be introduced and the roles of child life specialist and play therapist will be delineated. Students will learn how child life specialists can create the optimal environment to encourage learning, development, and healing through play in hospitals and other healthcare settings. The course also covers directive and nondirective therapeutic play techniques for use in playrooms, clinical settings, and at the bedside, both with the individual child and with groups. Prerequisite: EDUC 500.
• EDUC 829CR: Therapeutic Play Techniques for Child Life Specialists
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Students will explore the meanings and purposes of play and how play develops as a child develops. Various theories of play therapy will be introduced and the roles of child life specialist and play therapist will be delineated. Students will learn how child life specialists can create the optimal environment to encourage learning, development, and healing through play in hospitals and other healthcare settings. The course also covers directive and nondirective therapeutic play techniques for use in playrooms, clinical settings, and at the bedside, both with the individual child and with groups. Prerequisite: EDUC 500. This course is for Child Life students only.
• EDUC 830: Research for Child Life Specialists
  Credit(s) 3.0

  Term(s) Offered Fall; This course is offered as a blended or fully online course

  This course is designed to support child life practitioners in being effective generators and consumers of research.  In a changing health-care environment, research provides a  foundation for child life services,  validation of the therapeutic benefits of play and preparation, and justifies the continued development and support of child life programming provided by Certified Child Life Specialists. Participants will learn how to do action research using an inquiry-based approach. Participants will learn how to ask and analyze critical questions of practice grounded in a theoretical framework. Participants will gather and analyze data as a tool for making changes to child life practice and programming by learning to examine bias, perspective, and assumptions when conducting research and using findings. Prerequisite: EDUC 500.
• EDUC 830CR: Research for Child Life Specialists
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course is designed to support child life practitioners in being effective generators and consumers of research.  In a changing health-care environment, research provides a  foundation for child life services,  validation of the therapeutic benefits of play and preparation, and justifies the continued development and support of child life programming provided by Certified Child Life Specialists. Participants will learn how to do action research using an inquiry-based approach. Participants will learn how to ask and analyze critical questions of practice grounded in a theoretical framework. Participants will gather and analyze data as a tool for making changes to child life practice and programming by learning to examine bias, perspective, and assumptions when conducting research and using findings. Prerequisite: EDUC 500. For Child Life students only.
• EDUC 832: Cross-Cultural Perspectives: Families and Ethical Issues in Child Life Practice
  Credit(s) 3.0

  Term(s) Offered Summer 1; This course is offered as a blended or fully online course

  This course focuses on developing an understanding of the principles of ethical decision-making, when working with diverse families in complex healthcare situations. Participants will develop an awareness of the how ethical decisions are made in pediatrics in order to help mediate healthcare experiences for children and families as members of a larger team. The course will approach the family from an ecological perspective, examining the ways in which factors including but not limited to race, culture, language, socioeconomic background, family structure, immigration status, and community context may impact a family’s experience in healthcare systems. Participants will examine their own backgrounds and identities to surface differences in perspective and biases that may impact decision-making in child life contexts. Using current research and theory, standards of ethical practice, and an understanding of national, state/provincial and institutional healthcare systems and policies, participants will analyze case studies and apply this analysis to developing their practices in the field. Prerequisite: EDUC 500.
• EDUC 833: Supporting Language and Literacy Development across the Curriculum: 7-12
  Credit(s) 2.0

  Term(s) Offered Please inquire

  This course introduces first and second language acquisition theories and research and their practical implications for developing a repertoire of strategies for teaching language and literacy to adolescents with a range of abilities.  This course provides a framework for understanding how language, cognition, and social development interact with literacy and content learning in a sociopolitical context.  Participants investigate the crucial role and impact of teacher language attitudes through a sociolinguistic lens informed by current and historical concerns of inequity for students from a range of linguistic and cultural backgrounds.  Participants examine how both monolingual and emergent bilingual students use their entire linguistic repertoire in order to develop literacy in English language arts and in the content areas.  Participants learn approaches to assessing adolescents’ language and literacy needs as well as ways to analyze text forms, both print and electronic, in terms of the kinds of responses they call for from learners and the support they offer to adolescents’ conceptual understanding. The course will investigate teaching new literacies in a multicultural context. Participants will examine common core standards in order to align curriculum goals and content. There is a fieldwork component to this course.
• EDUC 8342: Curriculum, Methods and Assessment for Teaching the Humanities to Adolescents with Disabilities
  Credit(s) 2.0

  Term(s) Offered Please inquire

  Deeply rooted in the philosophy that the humanities is central to adolescents’ understanding the world that they inherit and inhabit, this course examines methods for planning, developing, implementing, and evaluating curriculum and instructional strategies for adolescents with disabilities in English and social studies. This course uses a progressive and inquiry-based approach as a framework for teaching English language arts to adolescents with a wide range of abilities and challenges.  Participants will use a sociopolitical lens as they study literature, primary and secondary sources, digital, multimodal and new literacies, as they develop reading and writing skills and strategies across genres.  This course focuses on developing participants’ skills in planning, instruction, and assessment to create meaningful access to the general education curriculum and in accordance with Common Core Standards. It emphasizes teacher collaboration to support the differentiation of instruction based on learner characteristics, learning environment, curriculum, and standards. An anti-bias and social justice orientation are woven throughout the course, with a focus on teacher and student advocacy and agency.
• EDUC 8342F: Teaching Humanities: Curriculum, Methods and Assessment for Adolescents with Disabilities
  Credit(s) 2.0

  Term(s) Offered Please inquire

  Deeply rooted in the philosophy that the humanities is central to adolescents’ understanding the world that they inherit and inhabit, this course examines methods for planning, developing, implementing, and evaluating curriculum and instructional strategies for adolescents with disabilities in English and social studies. This course uses a progressive and inquiry-based approach as a framework for teaching English language arts to adolescents with a wide range of abilities and challenges. Participants will use a sociopolitical lens as they study literature, primary and secondary sources, digital, multimodal and new literacies, as they develop reading and writing skills and strategies across genres. This course focuses on developing participants’ skills in planning, instruction, and assessment to create meaningful access to the general education curriculum and in accordance with Common Core Standards. It emphasizes teacher collaboration to support the differentiation of instruction based on learner characteristics, learning environment, curriculum, and standards. An anti-bias and social justice orientation are woven throughout the course, with a focus on teacher and student advocacy and agency. This course is only for students in the Teaching Adolescents with Disabilities program.
• EDUC 835: Formal and Informal Assessment of Adolescents with Disabilities
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course is designed to develop an understanding of formal and informal assessment techniques used to identify the learning needs of adolescents with disabilities. Students will become familiar with commonly used psychological and achievement tests as well as understand the need for adaptive measures during the evaluation process. The emphasis is on how to use both formal and informal assessment data to develop instructional plans to meet the unique needs of adolescents with a range of abilities and challenges. The historical as well as current legal and ethical considerations, appropriate practices and limitations when working with students of diverse backgrounds and their families will be a theme throughout the course. Topics such as student self-assessment, vocational assessment, exit portfolios, alternative assessment, transition planning and wraparound services will be discussed with a focus on advocacy and equity.
• EDUC 836: Teaching Math, Science & Tech: Curriculum, Methods & Assessment for Adolescents w/ Disabilities
  Credit(s) 2.0

  Term(s) Offered Please inquire

  An inquiry and problem-solving approach forms an essential framework for the teaching of math, science and technology. This course examines assessment, curriculum and methods for developing, planning, implementing, and evaluating instructional strategies for students with disabilities, in the areas of math, science, and technology. It emphasizes teacher collaboration to support the differentiation of instruction based upon teaching structures, learner characteristics, learning environment, curriculum and standards. This course explores theoretical and practical frameworks for cross-curricular connections with access to the general education curriculum. Technology is both a subject of instruction as well as an instructional tool to support learning and communication. Participants will examine common core standards in order to align curriculum goals and content.
• EDUC 836F: Teaching Math, Science & Tech: Curriculum, Methods & Assessment for Adolescents w/ Disabilities
  Credit(s) 2.0

  Term(s) Offered Please inquire

  An inquiry and problem-solving approach forms an essential framework for the teaching of math, science and technology. This course examines assessment, curriculum and methods for developing, planning, implementing, and evaluating instructional strategies for students with disabilities, in the areas of math, science, and technology. It emphasizes teacher collaboration to support the differentiation of instruction based upon teaching structures, learner characteristics, learning environment, curriculum and standards. This course explores theoretical and practical frameworks for cross-curricular connections with access to the general education curriculum. Technology is both a subject of instruction as well as an instructional tool to support learning and communication. Participants will examine common core standards in order to align curriculum goals and content. For Teaching Fellows students only.
• EDUC 837: Integrative Master’s Project
  Credit(s) 1.0

  Term(s) Offered Please inquire

  The Integrative Master’s Project (IMP) is one of the three major components of your degree requirements. As the culminating component, it is a significant, academically rigorous body of work that integrates many facets of your experiences at Bank Street and in the field, and applies theoretical knowledge to your current and future work as an educator. The process of writing the IMP is intended to further your professional growth through inquiry, reflection, and integration. The form and content of each IMP varies according to specific program requirements.
• EDUC 837AR: Integrative Master’s Project
  Credit(s) 1.0

  Term(s) Offered Please inquire

  The Integrative Master’s Project (IMP) is one of the three major components of your degree requirements. As the culminating component, it is a significant, academically rigorous body of work that integrates many facets of your experiences at Bank Street and in the field, and applies theoretical knowledge to your current and future work as an educator. The process of writing the IMP is intended to further your professional growth through inquiry, reflection, and integration. The form and content of each IMP varies according to specific program requirements. For students in ECASP only.
• EDUC 850K: Introduction to Teaching STEM in the Early Childhood Classroom
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This Kerlin STEM Institute course is the first of three practicum courses in teaching STEM content and processes. This course will introduce Bank Street’s Science Way of Thinking and NYSCI’s Design Make Play models of teaching. These approaches encourage learners to construct meaning through active investigations. Participants will develop an understanding of STEM thinking and the multiple ways learners from diverse linguistic and cultural backgrounds, and with disabilities, engage in STEM learning. Participants will use observations and instructional conversations with colleagues to study the ways they and their students come to experience and learn STEM concepts. Finally, participants will investigate their own curriculum, identifying examples where they are already developing students’ STEM thinking and opportunities to build on these experiences. Prerequisite: For Kerlin STEM Institute fellows only
• EDUC 851: Developing STEM Investigations in the Early Childhood Classroom
  Credit(s) 1.0

  Term(s) Offered To be announced; This course is offered as a blended or fully online course

  In this second course in the Kerlin STEM Institute, participants will: develop ideas and materials for STEM investigations with students that involve construction and engineering; expand their skills for selecting open-ended materials that support STEM inquiry; engage in museum explorations that can be directly applied to their classroom curriculum; and refine skills in using classroom observations and students’ work samples to assess students’ learning. Finally, participants will design linked STEM investigations that support a broad range of learners and encourage students to construct meaning through active investigations in the classroom and on field trips. Prerequisite: EDUC 850. For Kerlin STEM Institute fellows only.
• EDUC 851K: Developing STEM Investigations in the Early Childhood Classroom
  Credit(s) 1.0

  Term(s) Offered Please inquire

  In this second course in the Kerlin STEM Institute, participants will: develop ideas and materials for STEM investigations with students that involve construction and engineering; expand their skills for selecting open-ended materials that support STEM inquiry; engage in museum explorations that can be directly applied to their classroom curriculum; and refine skills in using classroom observations and students’ work samples to assess students’ learning. Finally, participants will design linked STEM investigations that support a broad range of learners and encourage students to construct meaning through active investigations in the classroom and on field trips. Prerequisite: EDUC 850. For Kerlin STEM Institute fellows only.
• EDUC 852: Designing STEM Early Childhood Curriculum
  Credit(s) 1.0

  Term(s) Offered Summer 1

  In this third course in the Kerlin STEM Institute, participants will generate a STEM curriculum that builds on the content and processes from EDUC 850 and EDUC 851. Participants will document how a study begins, potential investigations, and conclusion of the study using the orientations and approaches developed in the first two courses. The curriculum will consist of a series of lessons that build on each other, are integrated across the curriculum of the Early Childhood classroom, and that include ongoing opportunities for formative assessment of students’ learning. Participants’ STEM curriculum will respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. Prerequisite: EDUC 851. For Kerlin STEM Institute fellows only.
• EDUC 860: Assessment & Instruction in Teaching Literacy to Children Language and Learning with Disabilities
  Credit(s) 3.0

  Term(s) Offered Fall; Spring

  This course integrates research, theory, and practice as participants learn about supporting literacy development for children with reading, writing, and language disabilities within a developmental framework. The course explores the iterative relationship between assessment and intervention and critically examines a range of evidence-based methods and materials in use in the field. Participants apply their learning as they work over multiple sessions with a child. Prerequisite: EDUC 563 or EDUC 568.
• EDUC 861: Formal and Informal Assessment of Adolescents with Disabilities
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course is designed to develop an understanding of formal and informal assessment techniques used to identify the learning needs of adolescents with disabilities.  Students will become familiar with commonly used psychological and achievement tests as well as understand the need for adaptive measures during the evaluation process. The emphasis is on how to use both formal and informal assessment data to develop instructional plans to meet the unique needs of adolescents with a range of abilities and challenges.  The historical as well as current legal and ethical considerations, appropriate practices and limitations when working with students of diverse backgrounds and their families will be a theme throughout the course.  Topics such as student self-assessment, vocational assessment, exit portfolios, alternative assessment, transition planning and wraparound services will be discussed with a focus on advocacy and equity. (Pending approval of the Program Review and Curriculum Committee)
• EDUC 863: Collaboration and Differentiation in the Instruction of Children with Disabilities
  Credit(s) 3.0

  Term(s) Offered Spring

  This course combines theory and practice through work with children from diverse cultural and linguistic backgrounds who have learning disabilities. Using assessment data gathered through formal and informal measures, students will devise educational plans for children. Participants will be exposed to a repertoire of evidence-based practices and instructional strategies in oral language, reading, written language, and math in order to promote positive learning outcomes. The course will also provide opportunities to develop and apply strategies for working with families and collaborating with other educators. Utilizing their knowledge of individual learning differences, participants will become skilled at differentiating instruction for a class of students with diverse learning needs. Prerequisite: EDUC 803.
• EDUC 863SR: Collaboration and Differentiation in the Instruction of Children with Disabilities
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course combines theory and practice through work with children from diverse cultural and linguistic backgrounds who have learning disabilities. Using assessment data gathered through formal and informal measures, students will devise educational plans for children. Participants will be exposed to a repertoire of evidence-based practices and instructional strategies in oral language, reading, written language, and math in order to promote positive learning outcomes. The course will also provide opportunities to develop and apply strategies for working with families and collaborating with other educators. Utilizing their knowledge of individual learning differences, participants will become skilled at differentiating instruction for a class of students with diverse learning needs. Prerequisite: EDUC 803. For students in fully online childhood programs only.
• EDUC 864: Emergent Literacy and Selecting Literature for Young Children
  Credit(s) 1.0

  Term(s) Offered To be announced

  This course focuses on the role of literature in the life of the developing child as it facilitates and provides an entry into literacy. Students gain an understanding of the relationships between aspects of young children’s language and what they relish in stories: repetition, rhythm, rhyme, and concrete and sensorial language. Using multicultural and nonsexist perspectives, students evolve criteria for judging and selecting literature to use with children from ages three through eight. Effective uses of literature for young children are examined, including reading aloud, telling stories, and using literature to extend the curriculum in social studies or sciences. Prerequisite: EDUC 565 or permission of instructor.
• EDUC 865: Children’s Literature for Grades 3 – 6
  Credit(s) 1.0

  Term(s) Offered January

  This course serves as an introduction to some of the impor-tant ideas involved in selecting and using literature appropriate to children in grades 3–6. The function and meaning of “story” and/or “narrative” in oral tradition and written literature are organizing concepts in this course. Students will participate in discussion and workshop activities and use their own responses, criteria from the field of literary criticism, and principles of child development to discuss ways of deepening children’s connections with literature. Prerequisite: EDUC 564 or permission of instructor.
• EDUC 866: A Developmental-Interaction Approach to Teaching Geography in the Upper-Elementary Grades
  Credit(s) 1.0

  Term(s) Offered January

  This course will focus on the role of language and experience in learning geography and how geography and map skills support social studies. Through active learning experiences, students will come to a deeper understanding of the underlying geographic concepts and vocabulary that are central to the course. Specific reference will be made to how the active and concrete teaching techniques used in the course, many of which were first developed by Lucy Sprague Mitchell, can foster learning among a wide range of learners. Dialogues that incorporate the vocabulary of geography will occur as students actively engage in terrain building and map making; specific reference will also be made to the value of such experiences in promoting both conceptual and vocabulary development among students who are English Language Learners. Prerequisite: EDUC 510 or EDUC 514.
• EDUC 866N: Reimagining Geography Instruction: Making, sharing, and interpreting the world around us
  Credit(s) 1.0

  Term(s) Offered Please inquire

  Environments shape people and people shape environments. This class offers teachers opportunities to develop a geographic lens through active learning experiences. Maps play a central role in the class—the creation of maps and the use of maps as tools to spark open-ended inquiry that addresses the needs of all learners. We’ll move from the concrete to the abstract by mapping some of our own lived experiences and navigating a terrain model. The class explores the development of critical vocabulary and fluency with maps and the habits of mind necessary to develop a geographic lens. An inclusive approach is taken with specific references to promoting conceptual and vocabulary development for students with disabilities and multilingual learners. Instructor: Ellen McCrum
• EDUC 867: The Teacher’s Role in the Development of Reading Comprehension: Strategic Teaching (Grades K – 6)
  Credit(s) 1.0

  Term(s) Offered Fall

  This course will enable teachers to extend their theoretical and practical understanding of the ways to support children’s reading comprehension in kindergarten through grade 6. Using theoretical frameworks, students will investigate comprehension skills and strategies by identifying and matching the demands of text with the multiple needs of fluent readers. Students will develop competencies in current literacy practices such as Interactive Read Aloud, Think Aloud, Guided Reading, and Questioning the Author. In addition, they will analyze the ways in which teaching reading comprehension strategies empowers children to be independent readers. Teachers will be able to use the strategies demonstrated in this course with all learners, including English Language Learners and children with special needs. Prerequisite: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor.
• EDUC 867R: The Teacher’s Role in the Development of Reading Comprehension: Strategic Teaching (Grades K – 6)
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course will enable teachers to extend their theoretical and practical understanding of the ways to support children’s reading comprehension in kindergarten through grade 6. Using theoretical frameworks, students will investigate comprehension skills and strategies by identifying and matching the demands of text with the multiple needs of fluent readers. Students will develop competencies in current literacy practices such as Interactive Read Aloud, Think Aloud, Guided Reading, and Questioning the Author. In addition, they will analyze the ways in which teaching reading comprehension strategies empowers children to be independent readers. Teachers will be able to use the strategies demonstrated in this course with all learners, including English Language Learners and children with special needs. Prerequisite: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor.
• EDUC 868: Approaches to Teaching Decoding to Diverse Learners
  Credit(s) 2.0

  Term(s) Offered Spring

  This course explores varied approaches to teaching decoding and word study to children who have learning variations with reading and spelling. Participants examine the theory and research that inform our current understandings of the reading process and explore how these understandings have changed over time. Participants study language processes and apply this linguistic knowledge when assessing children’s reading strengths and challenges. The course examines how the use of language systems varies for readers across different languages to better understand how language-based disabilities differ from the developmental patterns of learning a new language. Participants learn about varied assessment tools, methods, and intervention programs used in supporting children’s decoding. They apply this learning as they develop differentiated decoding instruction for a diverse population of learners, including those who are learning English and those who have developmental variations.  Prerequisite: EDUC 860.
• EDUC 869: Supporting Early Language and Literacy for Children with Developmental Variations (Birth-8)
  Credit(s) 2.0

  Term(s) Offered Fall

  This course examines communication, language, and literacy as they emerge in monolingual and multilingual children from infancy through early childhood. Participants examine how language, socialization, communicative competence, and literacy develop within, and are impacted by, children’s sociocultural contexts.  Participants are introduced to communication disorders and other learning variations of the early years that affect language and literacy learning.  Specific practices are identified to enhance the experience of young children who are receiving services in school as English language learners. Modifications and adaptations to support children with learning variations are explored. Prerequisite: EDUC 500; pre- or corequisite: EDUC 505.
• EDUC 869ER: Supporting Early Language and Literacy for Children with Developmental Variations (Birth-8)
  Credit(s) 2.0

  Term(s) Offered Please inquire

  This course examines communication, language, and literacy as they emerge in monolingual and multilingual children from infancy through early childhood. Participants examine how language, socialization, communicative competence, and literacy develop within, and are impacted by, children’s sociocultural contexts.  Participants are introduced to communication disorders and other learning variations of the early years that affect language and literacy learning.  Specific practices are identified to enhance the experience of young children who are receiving services in school as English language learners. Modifications and adaptations to support children with learning variations are explored. Prerequisite: EDUC 500; pre- or corequisite: EDUC 505. For students in fully-online programs only.
• EDUC 870: The Teaching of English as a New Language
  Credit(s) 3.0

  Term(s) Offered Spring

  After a review of language acquisition theories, this course will address the teaching of reading, writing, and content areas through a new language. Students will examine how children learn to read and write in the home language and what the differences and similarities are when they read and write in a new language. The focus will be on the methodology of teaching a new language, appropriate language materials, effective class organization, and lesson planning that involves all of these components, including assessment. One of the requirements of this course is individual work with language learners.
• EDUC 870R: The Teaching of English as a New Language
  Credit(s) 3.0

  Term(s) Offered Please inquire

  After a review of language acquisition theories, this course will address the teaching of reading, writing, and content areas through a new language. Students will examine how children learn to read and write in the home language and what the differences and similarities are when they read and write in a new language. The focus will be on the methodology of teaching a new language, appropriate language materials, effective class organization, and lesson planning that involves all of these components, including assessment. One of the requirements of this course is individual work with language learners.
• EDUC 872: Advocacy, Collaboration & Transition: Negotiating Adolescents’ Identities across School, Fam & Comm
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course focuses on the development of strong collaborative relationships that are necessary to support transitions for adolescents with disabilities. These relationships are intended to ensure that adolescents’ needs are addressed throughout their school experience. The transitions facing adolescents with disabilities will be examined: physical, emotional, and social change and development; post-secondary choices and the challenge of independent living; higher education, career exploration and choice; the changing role of family, adult service agencies, and other support services. The process by which special education teachers can negotiate this transition is addressed with an emphasis on developing Strategies for the dynamics of collaboration and student self-advocacy in the context of school, family and community. The course enhances the view of special educators as specialists, advocates, and a resource to colleagues for instruction, inclusion, transition and collaboration within schools, districts, and outside agencies as well as potential employers. Emphasis is placed on IDEA requirements for transition services, career development and transition processes, transition services assessment, secondary special education curricular implications, career development and transition service needs, collaborative services in schools and communities to promote quality transition services, and issues and trends in transition education and services. Prerequisites: EDUC 502 and EDUC 543.
• EDUC 873: Summer Practicum in Teaching Children w Variations in Learning, Language, and Literacy Development
  Credit(s) 3.0

  Term(s) Offered Summer 2

  This practicum is designed for students in the Childhood Special Education programs who are head teachers or assistant teachers and have already participated in supervised fieldwork but need this summer experience to fulfill additional fieldwork requirements. This course meets twice a week and integrates theory and practice through direct, supervised intensive work with a diverse group of learners, including those at risk of failure in general or special education programs. The practicum emphasizes review and application of theoretical materials and current research in the design and implementation of differentiated instruction based on individual learning profiles. In addition to class time, participants in this practicum will work five full days a week for the month of July in a classroom with students exhibiting varying learning styles. Prerequisites: EDUC 803; EDUC 860; Supervised Fieldwork/Student Teaching/Advisement.
• EDUC 891: Practicum in Developmental Assessment of Infants and Toddlers
  Credit(s) 3.0

  Term(s) Offered Spring

  The Practicum in Developmental Assessment of Infants and Toddlers prepares graduate students to assess very young children across a wide developmental range, including those with developmental variations, and to support families through the assessment process. Taking a relationship-based developmental approach to the observation and assessment of infant/toddler behavior, graduate students will use the assessment process to provide a close look at development across all developmental domains. Participants will learn to use assessments to create an IFSP for Early Intervention in collaboration with the family. Graduate students will learn how to administer and evaluate the validity and usefulness of several different assessment and screening tools such as the Bayley Scales of Infant Development III and other standardized, criterion-referenced and evidence-based tools. Participants will be trained in a collaborative approach with families, respecting the family’s perspective while focusing on the strengths of and challenges to each child’s development. Participants come to understand the young child within the sociocultural context of his/her family. Families from a diverse range of cultural and ethnic backgrounds participate in the course. The course requires graduate students to make a play-based developmental assessment, including observations of a child and dialogue with the child’s parents in the family’s home. Graduate students are required to meet with their family to discuss the overall assessment process. Prerequisites: EDUC 801 and EDUC 802.
• EDUC 893: Approaches to Early Childhood Assessment
  Credit(s) 2.0

  Term(s) Offered Spring

  This course introduces and explores informal and formal assessment practices for young children. Students will learn about various ways of observing, collecting, documenting, and analyzing children’s work and learning experiences in a variety of settings. Students will also become familiar with formal and informal assessment procedures and terminology, standardized testing, and strategies for test selection, to ensure results that are valid and unbiased. Students will also examine legal, ethical, culturally responsive, and professional considerations of assessment. Students will be given practical experience in the preparation and administration of different forms of assessment, including the construction of simple performance assessments. Critical attention will be given to careful interpretation and utilization of assessment data in developing meaningful curriculum and educational plans for individual children. Culturally responsive approaches to assessment and involving the family with the assessment process will also be addressed. Prerequisite: EDUC 803 or EDUC 894.
• EDUC 893ER: Approaches to Early Childhood Assessment
  Credit(s) 2.0

  Term(s) Offered Please inquire

  This course introduces and explores informal and formal assessment practices for young children. Students will learn about various ways of observing, collecting, documenting, and analyzing children’s work and learning experiences in a variety of settings. Students will also become familiar with formal and informal assessment procedures and terminology, standardized testing, and strategies for test selection, to ensure results that are valid and unbiased. Students will also examine legal, ethical, culturally responsive, and professional considerations of assessment. Students will be given practical experience in the preparation and administration of different forms of assessment, including the construction of simple performance assessments. Critical attention will be given to careful interpretation and utilization of assessment data in developing meaningful curriculum and educational plans for individual children. Culturally responsive approaches to assessment and involving the family with the assessment process will also be addressed. Prerequisite: EDUC 803 or EDUC 894. This course is for students in fully online early childhood programs only.
• EDUC 894: Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts
  Credit(s) 2.0

  Term(s) Offered Fall

  Early Childhood Practicum I and II is a year-long course that provides graduate students the opportunity to integrate theory and practice as they work with a child and family.  Practicum I focuses on: 1) observation as the foundation of early childhood assessment and 2) culturally sustaining, family-based practice. Participants learn to observe and record children’s behavior in home, school, and community settings. Through regular observations, participants construct a respectful and increasingly complex understanding of the child within his/her sociocultural context.  Special emphasis is placed on recognizing the strengths of the child and family.  Participants develop greater awareness of their own perspectives and the ways their personal experiences affect what they notice and how they interpret their observations. Participants begin to integrate adult development, family systems theory, and cultural/linguistic diversity as a basis for developing relationships with the child’s family. This work provides a foundation for Practicum II. Prerequisite: EDUC 803.
• EDUC 894A: Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts
  Credit(s) 2.0

  Term(s) Offered Please inquire

  Early Childhood Practicum I and II is a year-long course that provides graduate students the opportunity to integrate theory and practice as they work with a child and family.  Practicum I focuses on: 1) observation as the foundation of early childhood assessment and 2) culturally sustaining, family-based practice. Participants learn to observe and record children’s behavior in home, school, and community settings. Through regular observations, participants construct a respectful and increasingly complex understanding of the child within his/her sociocultural context.  Special emphasis is placed on recognizing the strengths of the child and family.  Participants develop greater awareness of their own perspectives and the ways their personal experiences affect what they notice and how they interpret their observations. Participants begin to integrate adult development, family systems theory, and cultural/linguistic diversity as a basis for developing relationships with the child’s family. This work provides a foundation for Practicum II. Prerequisite: EDUC 803. This course is for students in the Early Childhood Advanced Standing Program only.
• EDUC 894ER: Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts
  Credit(s) 2.0

  Term(s) Offered Please inquire

  Early Childhood Practicum I and II is a year-long course that provides graduate students the opportunity to integrate theory and practice as they work with a child and family.  Practicum I focuses on: 1) observation as the foundation of early childhood assessment and 2) culturally sustaining, family-based practice. Participants learn to observe and record children’s behavior in home, school, and community settings. Through regular observations, participants construct a respectful and increasingly complex understanding of the child within his/her sociocultural context.  Special emphasis is placed on recognizing the strengths of the child and family.  Participants develop greater awareness of their own perspectives and the ways their personal experiences affect what they notice and how they interpret their observations. Participants begin to integrate adult development, family systems theory, and cultural/linguistic diversity as a basis for developing relationships with the child’s family. This work provides a foundation for Practicum II. Prerequisite: EDUC 803. For students in fully-online programs only.
• EDUC 895: Early Childhood Practicum II: Collaborating w Families and Colleagues in Assess, Plan, and Instr
  Credit(s) 2.0

  Term(s) Offered Spring

  This course completes a year-long sequence of work with a child and the child’s family. The focus in the second semester is two-fold: 1) developing a responsive collaboration with the family and 2) developing and analyzing the use of a range of instructional strategies. Through conversations, participants learn about the family’s perspectives and goals. To gather further data, participants select, develop, and use a variety of informal assessments. Participants apply their developing knowledge of the child’s interests and developmental needs as they design and implement instructional strategies. The course engages participants in a deep understanding of the assessment, planning and instruction cycle as they collect data and reflect on their instruction and apply their learnings in their ongoing work with the child and family.  Participants will work with families to jointly plan goals as they develop their understandings of the IEP/IFSP. Prerequisite: EDUC 894.
• EDUC 895ER: Early Childhood Practicum II: Collaborating with Families & Colleagues in Assessment, Planning, & In
  Credit(s) 2.0

  Term(s) Offered Please inquire

  This course completes a year-long sequence of work with a child and the child’s family. The focus in the second semester is two-fold: 1) developing a responsive collaboration with the family and 2) developing and analyzing the use of a range of instructional strategies. Through conversations, participants learn about the family’s perspectives and goals. To gather further data, participants select, develop, and use a variety of informal assessments. Participants apply their developing knowledge of the child’s interests and developmental needs as they design and implement instructional strategies. The course engages participants in a deep understanding of the assessment, planning and instruction cycle as they collect data and reflect on their instruction and apply their learnings in their ongoing work with the child and family. Participants will work with families to jointly plan goals as they develop their understandings of the IEP/IFSP. Prerequisite: EDUC 894. For students in fully online early childhood programs only.
• EDUC 930: Supervised Fieldwork/Advisement
  Credit(s) 6.0

  Term(s) Offered Fall

  Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931.
• EDUC 930ESR: Supervised Fieldwork/Advisement
  Credit(s) 6.0

  Term(s) Offered Please inquire

  Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931ESR. For students in fully-online programs only.
• EDUC 931: Supervised Fieldwork/Advisement
  Credit(s) 6.0

  Term(s) Offered Spring

  Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is the second half of EDUC930.
• EDUC 931ESR: Supervised Fieldwork/Advisement
  Credit(s) 6.0

  Term(s) Offered Please inquire

  Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is the second half of EDUC930. This course is only for students in online programs.
• EDUC 932: Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Fall

  Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC934.
• EDUC 934: Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Spring

  Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. This course is the second half of EDUC932.
• EDUC 934F: Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. This course is the second half of EDUC932. For Teaching Fellows students only.
• EDUC 937: Supervised Fieldwork/Advisement
  Credit(s) 6.0

  Term(s) Offered Fall; Spring

  Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is for one semester only.
• EDUC 937ESR: Supervised Fieldwork/Advisement
  Credit(s) 6.0

  Term(s) Offered Please inquire

  Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is for one semester only. For students in fully-online programs only.
• EDUC 941: Teaching Literacy Supervised Fieldwork/ Student Teaching/ Advisement
  Credit(s) 6.0

  Term(s) Offered Fall; Spring

  Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Pre- or corequisite: EDUC 860.
• EDUC 942: Childhood Education & Teaching Literacy Supervised Fieldwork/ Student Teaching/ Advisement
  Credit(s) 6.0

  Term(s) Offered Fall; Spring

  Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strenghts and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. Pre- or corequisite: EDUC 860.
• EDUC 943: Teaching Literacy Supervised Fieldwork/Advisement
  Credit(s) 6.0

  Term(s) Offered Fall

  Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to instructional strategies for addressing the individual academic and behavioral needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and coteach with cooperating teachers and other school personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC944. Pre- or co-requisite: EDUC 860.
• EDUC 944: Teaching Literacy Supervised Fieldwork/Advisement
  Credit(s) 6.0

  Term(s) Offered Spring

  Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to instructional strategies for addressing the individual academic and behavioral needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and coteach with cooperating teachers and other school personnel are an integral part of the course. This course is the second half of EDUC943. Pre- or co-requisite: EDUC 860, EDUC943
• EDUC 950: Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings
  Credit(s) 6.0

  Term(s) Offered Fall; Spring; This course is offered as a blended or fully online course

  Fieldwork in an approved child life internship with supervision and advisement. Graduate students participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to developing child life practice that supports the psychosocial and emotional needs of children, adolescents, and families. Graduate students examine and practice strategies for supporting the individual strengths and challenges of a broad range of children and adolescents within medical settings. Opportunities to collaborate with interdisciplinary members of the healthcare team are an integral part of the experience. Graduate students are responsible for securing their own hospital internships.
• EDUC 950CR: Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings
  Credit(s) 6.0

  Term(s) Offered Please inquire

  Fieldwork in an approved child life internship with supervision and advisement. Graduate students participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to developing child life practice that supports the psychosocial and emotional needs of children, adolescents, and families. Graduate students examine and practice strategies for supporting the individual strengths and challenges of a broad range of children and adolescents within medical settings. Opportunities to collaborate with interdisciplinary members of the healthcare team are an integral part of the experience. Graduate students are responsible for securing their own hospital internships. For Child Life students only.
• EDUC 9561: Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement
  Credit(s) 6.0

  Term(s) Offered Please inquire
• EDUC 958: Early Childhood & Childhood Education Supervised Fieldwork/ Student Teaching/ Advisement
  Credit(s) 6.0

  Term(s) Offered Fall; Spring

  Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
• EDUC 963: Early Childhood Special & General Education Supervised Fieldwork/ Advisement
  Credit(s) 6.0

  Term(s) Offered Fall; Spring

  Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
• EDUC 964: Childhood Special and General Education Supervised Fieldwork/ Advisement
  Credit(s) 6.0

  Term(s) Offered Fall; Spring

  Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
• EDUC 984: Adolescent Mathematics Summer Advisement
  Credit(s) 0.0

  Term(s) Offered Please inquire

  This course is an extension of EDUC 985 and EDUC 986. During the summer residency, the cohort meets for weekly advisement seminars that include readings that offer students the opportunity to integrate theory with practice in this evolving professional learning community.
• EDUC 985: Adolescent Mathematics Supervised Fieldwork and Advisement
  Credit(s) 3.0

  Term(s) Offered Fall; Spring

  This seminar and fieldwork experience consists of a cohort of graduate students who meet with their advisor throughout the two years of the program. The seminar includes the exchange and analysis of ongoing professional experiences based on the graduate students’ experiences in the field. It provides a forum for integrating theory with practice, and the creation of a professional learning community. Attention is given to instructional strategies for addressing the academic strengths and needs of adolescent math learners, including constructing classroom environments that support collaboration and agency. In addition, the seminar examines the historical, philosophical, and cultural roots of math education as they have influenced current practices and innovations, and explores Bank Street’s history and philosophy as a progressive institution. Participants engage in guided field assignments, including planning and implementing math lessons, which support their professional growth and development. Twice a semester, the advisor observes and discusses the graduate student’s evolving practice.
• EDUC 990: Extended Field Experience with Diverse Learners
  Credit(s) 0.0

  Term(s) Offered Please inquire
• EDUC 991: Integrative Seminar in High Needs Educational Settings: Extended Field Experiences
  Credit(s) 1.0

  Term(s) Offered Summer 2

  This course provides head and assistant teachers the opportunity to complete New York State requirements for grade-range experiences and certification after they have completed at least one semester of supervised fieldwork. To meet the required number of student contact hours, teacher candidates are placed in an urban, public educational setting in which they gain classroom experience with children from low socioeconomic levels, immigrant families, and English Language Learners, as well as children with disabilities. They also participate in a series of seminars and complete assignments designed to deepen understanding about these relevant issues. Prerequisite: completion of at least one semester of supervised fieldwork.
• EDUC 992: Summer Supervised Fieldwork/Advisement for Early Childhood Special Education
  Credit(s) 3.0

  Term(s) Offered Summer 2

  This course is designed for students in the Early Childhood Special Education certification programs who are head teachers or assistant teachers. Its purpose is to give students a supervised teaching experience within the range of ages, settings, and student characteristics required by New York State that cannot be met through their full-time teaching positions. During July, students are placed in an appropriate site for four weeks, five days per week. Advisors visit them in their sites and meet with students individually. There are weekly conference groups with students and advisors that will include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
• EDUC 994: Extended Field Experiences
  Credit(s) 1.0

  Term(s) Offered Summer 2

  This one-credit course provides working teachers, interns, and assistant teachers the opportunity to meet the mandated New York State regulations for certification. The State regulations require teacher candidates to work in an additional grade band level in a high needs public setting, according to the age band of their certification. In addition, there may be an expectation of direct work with English language learners (ELLs) and/or students with IEPs. Graduate students will be placed in appropriate educational programs for at least 50 hours. In addition, graduate students will participate in a series of seminars focused on these classroom experiences
• EDUC 994ESR: Extended Field Experiences
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This one-credit course provides working teachers, interns, and assistant teachers the opportunity to meet the mandated New York State regulations for certification. The State regulations require teacher candidates to work in an additional grade band level in a high needs public setting, according to the age band of their certification. In addition, there may be an expectation of direct work with English language learners (ELLs) and/or students with IEPs. Graduate students will be placed in appropriate educational programs for at least 50 hours. In addition, graduate students will participate in a series of seminars focused on these classroom experiences. For students in fully-online programs only.
• EDUC 994R: Extended Field Experiences
  Credit(s) 1.0

  Term(s) Offered Summer Long; This course is offered as a blended or fully online course

  This one-credit course provides working teachers, interns, and assistant teachers the opportunity to meet the mandated New York State regulations for certification. The State regulations require teacher candidates to work in an additional grade band level in a high needs public setting, according to the age band of their certification. In addition, there may be an expectation of direct work with English language learners (ELLs) and/or students with IEPs. Graduate students will be placed in appropriate educational programs for at least 50 hours. In addition, graduate students will participate in a series of seminars focused on these classroom experiences. (Online version)
• NSCI 500: Topics in Science
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course is a college-level course, with an emphasis on content, which will help teachers gain a depth of understanding of subject matter and an awareness of the development of skills essential to the scientific process. The course focuses on a different topic each year, using hands-on laboratory activities to help students discover the rules that govern behavior of materials in the domain of science under study. Students construct a knowledge base and develop an understanding and appreciation of methods of scientific discovery. The course helps students to develop scientific habits of mind and serves as a foundation for designing science curricula. For Kerlin Science Institute fellows only.
• SCIE 500: The Diversity of Fishes
  Credit(s) 3.0

  Term(s) Offered Please inquire

  What, exactly, is a fish? Find out why that’s not a simple question, and how ichthyologists determine how to classify members of the largest and most diverse of all vertebrate groups. Drawing on evolution, ecosystem diversity, and biogeography, this six-week online course follows Museum scientists into the lab to investigate whether a specimen is a new species of South American catfish.
• SCIE 501: Earth: Inside and Out
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Look at—and into—the planet through the eyes of a geologist. You'll see how scientists “read the rocks,” delve into the geological events that shaped the planet over millions of years, and consider the interconnected systems that cause earthquakes, volcanoes, and major climate changes. Authored by world-class experts at the cutting edge of earth science, this six-week online course conveys the scale and nature of geologic change, and explains how Earth supports life.
• TESL 515L: ENL Case Management: Creating Access through Programming and Curriculum
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course is designed to help ENL teacher candidates refine their pedagogy while managing their student caseload within the mandated ENL service models (stand-alone and integrated ENL) using standards based curricula and assessments to differentiate instruction. In collaboration with school professionals, participants will analyze informal and formal schoolwide data (including New York State English as a Second Language Achievement Test data, content, and literacy assessments) to identify the language and literacy needs of their ENL students. Participants will evaluate the strengths and weaknesses of the programming of ENL services in their schools and advocate for integrated, collaborative approaches that support ENL students across their school day. Special attention will be given to understanding the specific needs of newcomers, recently arrived unaccompanied children/refugee children & youth, long-term ELLs (LTELLs), and students with limited or interrupted /inconsistent formal education (SLIFE). Participants will explore ways to effectively connect with students to leverage cultural and linguistic resources, and other funds of knowledge to create socioemotional supports, empower students and families, and develop culturally responsive practices within their instructional programming. In addition, participants will develop strategies to self-advocate, collaborate, and negotiate their roles with other school professionals to better advocate for the needs of their students. Prerequisite: TESL 660.
• TESL 530: Theoretical Foundations: Social, Cultural, and Linguistic Diversity in School
  Credit(s) 3.0

  Term(s) Offered Fall

  This course explores how major federal and state laws, language policies, and theories of language development (first and second language acquisition, bilingualism, and translingualism) shape English as a new language (ENL) and bilingual program designs. Candidates will analyze how these programs serve diverse students in PreK-12 urban schools, with a special focus on the education of students who are immigrants, including students with limited or interrupted formal education (SLIFE). Candidates will explore immigration to the United States from a sociocultural perspective, investigate the factors that shape immigrant students’ experiences in schools, and how these impact their identity development. Graduate students will reflect on their own beliefs and perceptions about immigrants and emergent bilingual students while identifying the experiences that have contributed to these beliefs and perceptions. They will survey the demographic landscape of a school and evaluate how the school language allocation policy, curricula, and ENL & bilingual programs respond to the legal rights and the linguistic, socio-emotional and academic needs of emergent bilingual students. Based on their comprehensive analysis and principles of social justice, candidates will develop an advocacy plan to address identified needs of emergent bilingual students and their families.
• TESL 530LR: Theoretical Foundations: Social, Cultural, and Linguistic Diversity in School
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course explores how major federal and state laws, language policies, and theories of language development (first and second language acquisition, bilingualism, and translingualism) shape English as a new language (ENL) and bilingual program designs. Candidates will analyze how these programs serve diverse students in PreK-12 urban schools, with a special focus on the education of students who are immigrants, including students with limited or interrupted formal education (SLIFE). Candidates will explore immigration to the United States from a sociocultural perspective, investigate the factors that shape immigrant students’ experiences in schools, and how these impact their identity development. Graduate students will reflect on their own beliefs and perceptions about immigrants and emergent bilingual students while identifying the experiences that have contributed to these beliefs and perceptions. They will survey the demographic landscape of a school and evaluate how the school language allocation policy, curricula, and ENL & bilingual programs respond to the legal rights and the linguistic, socio-emotional and academic needs of emergent bilingual students. Based on their comprehensive analysis and principles of social justice, candidates will develop an advocacy plan to address identified needs of emergent bilingual students and their families. For students in TESOL only.
• TESL 561: Linguistics in Education
  Credit(s) 3.0

  Term(s) Offered Fall

  This course is an introduction to the study of language as it applies to educational settings. Participants will learn about the five basic linguistic structures: phonetics and phonology (sounds and sound patterning), morphology (form of words), syntax (arrangement of words), semantics (meaning), and pragmatics (the use of language). Participants will examine language structure as it exists within the larger context of sociolinguistics, equity, and social justice. The course will investigate how students use their full linguistic repertoire in academic settings (translanguaging), how teachers and society at large perceive language varieties, and how teachers value linguistic diversity in classrooms. The course examines the role of the brain in language development (psycholinguistics), language universals, body language, and discourse analysis. In the second half of the course, TESOL candidates will compare the structure and language features of world Englishes to that of other languages most commonly spoken in schools. The focus of the course will be on the practical application of this knowledge to developing a broader range of instructional strategies to support students’ language proficiency in school. Prerequisite: TESL 530.
• TESL 561LR: Linguistics in Education
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course is an introduction to the study of language as it applies to educational settings. Participants will learn about the five basic linguistic structures: phonetics and phonology (sounds and sound patterning), morphology (form of words), syntax (arrangement of words), semantics (meaning), and pragmatics (the use of language). Participants will examine language structure as it exists within the larger context of sociolinguistics, equity, and social justice. The course will investigate how students use their full linguistic repertoire in academic settings (translanguaging), how teachers and society at large perceive language varieties, and how teachers value linguistic diversity in classrooms. The course examines the role of the brain in language development (psycholinguistics), language universals, body language, and discourse analysis. In the second half of the course, TESOL candidates will compare the structure and language features of world Englishes to that of other languages most commonly spoken in schools. The focus of the course will be on the practical application of this knowledge to developing a broader range of instructional strategies to support students’ language proficiency in school. Prerequisite: TESL 530. For TESOL students only.
• TESL 563: The Teaching of Reading, Writing, & Language Arts in ENL Settings (PreK-12)
  Credit(s) 3.0

  Term(s) Offered Spring

  This course addresses the ways in which language, cognition, and the socio-emotional development of students shape and are shaped by effective reading, writing, and language arts instruction. Employing a social constructivist perspective, the course prepares teachers to meet the needs of students from diverse cultural and linguistic backgrounds. Participants will explore how emergent bilingual students utilize their entire linguistic repertoire, as well as their cultural and family backgrounds when learning to speak, listen, read, and write in a new language. Participants will recognize how home languages and language varieties impact the selection of readings, writing assignments, feedback, error analysis, and the interpretation of literacy assessments. Participants will explore approaches for teaching phonics, multimodal composition, rhetorical genre studies (RGS), and translingual research to develop flexible and culturally responsive literacy practices. Particular attention will be paid to the ways in which ENL teachers can collaborate with classroom teachers to develop literacy goals for students with varied language proficiencies (entering, emerging, transitional, expanding, and commanding) and developing literacy skills. Participants will also explore how to create portable and fixed learning environments that support a balanced approach to literacy, as well as explore ways to use age-appropriate technology to support students’ multimodal literacy development. In addition to gaining a deeper understanding of the reading and writing processes, participants will better define their roles as literacy teachers and advocates of literacy practices that support emergent bilingual students. Prerequisite: TESL 530.
• TESL 660: TESOL Research & Methodologies (Grades PreK-6)
  Credit(s) 3.0

  Term(s) Offered Fall

  This course explores TESOL methodologies to inform the teaching of English as a new language in grades PreK-6. The course will provide participants with a foundation for thinking about English as a new language (ENL) instruction as being grounded in a deep understanding of both learner and context.  Participants will develop an understanding of how student identity, language proficiency levels (entering, emerging, transitional, expanding, and commanding), classroom culture and curriculum, and local and state assessments all impact planning and instruction for ENLs.  Using this grounding, participants will determine appropriate language materials, instructional technology, translanguaging strategies, environmental supports, and effective ENL service models to differentiate for the diverse listening, speaking, reading, and writing abilities and needs of their emergent bilingual students. Participants will develop skills in collaborating with a range of colleagues to create inclusive learning environments and effective classroom management strategies aimed at integrating emergent bilingual students, including those with developmental variations, fully into their classroom communities. The course will explore how participants can advocate for an integrated and flexible role of ENL service delivery, preparing participants to design both stand-alone and integrated ENL experiences, as well as differentiating existing curriculum to better meet the needs of students. Prerequisite: TESL 870.
• TESL 660LR: TESOL Research & Methodologies (Grades PreK-6)
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course explores TESOL methodologies to inform the teaching of English as a new language in grades PreK-6. The course will provide participants with a foundation for thinking about English as a new language (ENL) instruction as being grounded in a deep understanding of both learner and context.  Participants will develop an understanding of how student identity, language proficiency levels (entering, emerging, transitional, expanding, and commanding), classroom culture and curriculum, and local and state assessments all impact planning and instruction for ENLs.  Using this grounding, participants will determine appropriate language materials, instructional technology, translanguaging strategies, environmental supports, and effective ENL service models to differentiate for the diverse listening, speaking, reading, and writing abilities and needs of their emergent bilingual students. Participants will develop skills in collaborating with a range of colleagues to create inclusive learning environments and effective classroom management strategies aimed at integrating emergent bilingual students, including those with developmental variations, fully into their classroom communities. The course will explore how participants can advocate for an integrated and flexible role of ENL service delivery, preparing participants to design both stand-alone and integrated ENL experiences, as well as differentiating existing curriculum to better meet the needs of students. Prerequisite: TESL 870. For TESOL students only.
• TESL 661: TESOL Research & Methodologies (Grades 7-12)
  Credit(s) 3.0

  Term(s) Offered Spring

  This course builds on the content covered in the Research and Methodologies (PreK-6) course by exploring the TESOL language learning methods and research that apply in middle and high school settings.  Special attention will be paid to the social, emotional, and academic needs of adolescents with interrupted formal education (SIFE) and long-term English language learners (LTELLs).  Participants will develop an understanding of how adolescent identity, language proficiency levels (entering, emerging, transitional, expanding, and commanding), middle and high school culture and curriculum, and local and state assessments all impact planning and instruction for adolescent ENLs.  Using this grounding, participants will determine appropriate language materials, instructional technology, translanguaging strategies, environmental supports, and effective ENL service models to differentiate for the diverse listening, speaking, reading, and writing abilities and needs of their emergent bilingual students across the content areas. Participants will develop skills in collaborating with a range of colleagues to create inclusive learning environments and effective classroom management strategies aimed at integrating emergent bilingual adolescents fully into their classroom communities. The course will explore how participants can advocate for an integrated and flexible role of ENL service delivery, preparing participants to design both stand-alone and integrated ENL experiences, as well as differentiating existing curriculum to better meet the needs of students. Prerequisite: TESL 660.
• TESL 870: The Teaching of English Grammars & Discourse in ENL Settings
  Credit(s) 3.0

  Term(s) Offered Summer 2

  Participants will critically examine historical and current approaches used to teach English grammar in the United States and in other English-speaking countries. Research on the effectiveness of teaching grammar will inform participants as they design learning experiences to support emergent bilinguals’ English proficiency levels (entering, emerging, transitional, expanding, and commanding). Participants will use language assessments and error analyses in order to gauge students’ grammatical needs when speaking and writing and will use this assessment to inform the development of grammar lessons. The course will support participants in using technology for assessment and instruction and will focus the teaching of grammar as a tool for helping students engage more meaningfully in spoken and written discourse across a range of grade levels and content areas.  Participants will study grammars as living, dynamic systems, and through lesson design, they will empower students to consciously use grammars as communication tools in response to particular audiences and situations. Participants will collaborate with classroom teachers and school leaders to integrate grammar lessons into existing literacy units used in schools. Prerequisite: TESL 561.

Integrative Masters Project

• ELPF 500E: Early Childhood Leadership Portfolio
  Credit(s) 0.0

  Term(s) Offered Please inquire
• IMP 1: IMP: Site-based Inquiry
  Credit(s) 0.0

  Term(s) Offered Fall; Spring

  Students who are currently employed in a classroom or other educational setting may choose the one-semester Site-based Inquiry option. You would work with a faculty mentor and a small peer group to identify an educational problem or concern within your current work situation, investigate the problem, and generate an action plan to move toward resolution. Students present their projects in mid-January or the week of graduation. Offered fall and spring.
• IMP 2: IMP: Collaborative Student Faculty Inquiry
  Credit(s) 0.0

  Term(s) Offered Fall; Spring

  The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
• IMP 2CR: IMP: Collaborative Student Faculty Inquiry
  Credit(s) 0.0

  Term(s) Offered Please inquire

  The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May. This section is for students in the Child Life program only.
• IMP 2L: IMP: Collaborative Student Faculty Inquiry
  Credit(s) 0.0

  Term(s) Offered Please inquire

  The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May. This course is only for students in the TESOL program.
• IMP 2LR: IMP: Collaborative Student Faculty Inquiry
  Credit(s) 0.0

  Term(s) Offered Please inquire

  The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May. This course is only for students in the TESOL program. It will be held fully online.
• IMP 2R: IMP: Collaborative Student Faculty Inquiry
  Credit(s) 0.0

  Term(s) Offered Fall; Spring; This course is offered as a blended or fully online course

  The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
• IMP 3: IMP: Mentored Directed Essay
  Credit(s) 0.0

  Term(s) Offered Fall; Spring; From Summer 1 to Summer 2

  Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters.
• IMP 3CR: IMP: Mentored Directed Essay
  Credit(s) 0.0

  Term(s) Offered Please inquire

  Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters.
• IMP 3ESR: IMP: Mentored Directed Essay
  Credit(s) 0.0

  Term(s) Offered Please inquire

  Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters. For students in fully-online programs only.
• IMP 3R: IMP: Mentored Directed Essay
  Credit(s) 0.0

  Term(s) Offered Fall; Spring; Summer Long; This course is offered as a blended or fully online course

  Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters.
• IS 500: IMP: Independent Study
  Credit(s) 0.0

  Term(s) Offered All terms

  The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. This course is the first semester of an Independent Study.
  
  IMPORTANT NOTE TO STUDENTS REGISTERING FOR INDEPENDENT STUDIES In order to register for Independent Studies (IS500) you must have already secured a faculty mentor who has reviewed your IS proposal and has committed to serve as your IS mentor. By registering for the IS500, you are attesting to having secured a mentor, and you are agreeing to follow all applicable IS directives and guidelines as stated in A Guide to the Integrative Master’s Project.
  
  In addition to registering through myBSC for IS500, please fill out the Independent Study Mentor Form, located on the website schedule (https://graduate.bankstreet.edu/academics/graduate-course-schedule/) indicating which faculty member has consented to mentor you.
• IS 500ESR: IMP: Independent Study
  Credit(s) 0.0

  Term(s) Offered Please inquire

  The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. For students in fully-online programs only.
• IS 500R: IMP: Independent Study
  Credit(s) 0.0

  Term(s) Offered All terms

  The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue.
• IS 501: IMP: Independent Study
  Credit(s) 0.0

  Term(s) Offered Please inquire

  The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. This course is the second semester of an Independent Study.
• IS 502: IMP: Independent Study
  Credit(s) 0.0

  Term(s) Offered Please inquire

  The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. This course is the third and final semester of Independent Study.
• MACP 500: Integrative Master’s Project: Culminating Project
  Credit(s) 0.0

  Term(s) Offered Please inquire

  This course is for 3rd-summer Math Leadership students only.
• MLPF 500: Museum Leadership Portfolio
  Credit(s) 0.0

  Term(s) Offered Please inquire
• PF 500: IMP: Portfolio
  Credit(s) 0.0

  Term(s) Offered From Fall to Spring

  The Portfolio takes the form of a series of reflective essays developed through an emergent process of collecting documents and objects called artifacts which are significant markers of pivotal experiences in your professional and personal development. Students work with a faculty mentor as well as a small peer group throughout the fall and spring semesters. Students present their Portfolios the evening before graduation in May. (Students who elect this option must apply by June 30th.)
• PF 500R: IMP: Portfolio
  Credit(s) 0.0

  Term(s) Offered Please inquire

  The Portfolio takes the form of a series of reflective essays developed through an emergent process of collecting documents and objects called artifacts which are significant markers of pivotal experiences in your professional and personal development. Students work with a faculty mentor as well as a small peer group throughout the fall and spring semesters. Students present their Portfolios the evening before graduation in May. (Students who elect this option must apply by June 30th.)
• PF 501R: IMP: Portfolio Continuation
  Credit(s) 0.0

  Term(s) Offered Please inquire

  The Portfolio takes the form of a series of reflective essays developed through an emergent process of collecting documents and objects called artifacts which are significant markers of pivotal experiences in your professional and personal development. Students work with a faculty mentor as well as a small peer group throughout the fall and spring semesters. Students present their Portfolios the evening before graduation in May. (This is the second semester of portfolio enrollment. See PF500 for the first semester enrollment).
• PLPF 500: Progressive Leadership Program Portfolio
  Credit(s) 0.0

  Term(s) Offered Summer Long

  Progressive Leadership students will continue to strengthen their educational leadership knowledge and skills through coursework and fieldwork. In conference group and with the support of their advisor, students will gather artifacts that reflect their learning and development in relation to the PSEL standards. At the end of the program, each student will present a comprehensive portfolio of his or her learning experiences. This portfolio meets the program’s Integrative Master’s Project requirement. There is a fee associated with this class to cover administrative costs and grading.

Internships

• INCE 994: New York State Internship
  Credit(s) 0.0

  Term(s) Offered Please inquire

  The internship credential is a temporary certificate that allows Bank Street students to accept a job that requires certification as a condition of employment while you are in the process of completing your degree. To qualify, Bank Street students must be matriculated in programs leading to certification, be in good academic standing and have completed at least half of the credits required for the program. Students must also have been fingerprinted and cleared by both the State Department of Education and the New York City Department of Education. Successful completion of the LAST and multi-subject CST exams are required.
• INCE 994R: New York State Internship
  Credit(s) 0.0

  Term(s) Offered Please inquire

  The internship credential is a temporary certificate that allows Bank Street students to accept a job that requires certification as a condition of employment while you are in the process of completing your degree. To qualify, Bank Street students must be matriculated in programs leading to certification, be in good academic standing and have completed at least half of the credits required for the program. Students must also have been fingerprinted and cleared by both the State Department of Education and the New York City Department of Education. Successful completion of the LAST and multi-subject CST exams are required.
• INCE 995: New York State Internship Concurrent with SFW/A
  Credit(s) 0.0

  Term(s) Offered Please inquire

  The internship credential is a temporary certificate that allows Bank Street students to accept a job that requires certification as a condition of employment while you are in the process of completing your degree. To qualify, Bank Street students must be matriculated in programs leading to certification, be in good academic standing and have completed at least half of the credits required for the program. Students must also have been fingerprinted and cleared by both the State Department of Education and the New York City Department of Education. Successful completion of the LAST and multi-subject CST exams are required. (Taken concurrently with Supervised Fieldwork/Student Teaching/Advisement.)
• INCE 995R: New York State Internship Concurrent with SFW/A
  Credit(s) 0.0

  Term(s) Offered Please inquire

  The internship credential is a temporary certificate that allows Bank Street students to accept a job that requires certification as a condition of employment while you are in the process of completing your degree. To qualify, Bank Street students must be matriculated in programs leading to certification, be in good academic standing and have completed at least half of the credits required for the program. Students must also have been fingerprinted and cleared by both the State Department of Education and the New York City Department of Education. Successful completion of the LAST and multi-subject CST exams are required. (Taken concurrently with Supervised Fieldwork/Student Teaching/Advisement.)

Leadership Classes

• LEAD 501: Human Development I: Programming for Young Audiences
  Credit(s) 4.0

  Term(s) Offered Every other Fall

  In this course students will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children, with a particular focus on the elementary school years. They will explore core developmental theories and relate them to how young children function in museums and other out-of-school settings. Course work includes visits to museums and experiences with storytelling and other age-appropriate educational and programmatic strategies. For Museum Leadership students only.
• LEAD 502: Human Development II: Adolescents and Adults as Visitors and Volunteers
  Credit(s) 3.0

  Term(s) Offered Every other Spring

  This course assists museum educators in understanding adolescents and adults from two perspectives—as core audiences for their institutions and also as volunteers and salaried staff. Readings in adolescent development are supplemented by work with organizations experienced in working effectively with young people. Course work on the characteristics of the adult learner includes strategies for creating a sustainable volunteer program. For Museum Leadership students only.
• LEAD 503: Adult Development: Implications for Educational Leadership
  Credit(s) 3.0

  Term(s) Offered Fall; Spring

  Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.
• LEAD 503EPR: Adult Development: Implications for Educational Leadership
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development. This is a shared course for students in the Early Childhood Leadership program and Progressive Leadership program only.
• LEAD 503L: Adult Development: Implications for Educational Leadership
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.
• LEAD 503PR: Adult Development: Implications for Educational Leadership
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development. For online Progressive Leadership students only.
• LEAD 503WR: Adult Development: Implications for Educational Leadership
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development. For online National Aspiring Principals students only.
• LEAD 504C: Human Development
  Credit(s) 3.0

  Term(s) Offered Please inquire

  A great deal of educational and public work in museums, libraries and cultural organizations revolves around the creation and implementation of programs for specific audiences. To support this work, this course is divided into several sections that, together, cover essential ideas about development in humans from childhood to adulthood, along with associated teaching and learning strategies. Observations of children, teen and adult programs and the growing field of access and wellness programs will be included. As we examine research on the cognitive, social, emotional, linguistic and physical development of children, we will pay attention to how these trajectories manifest across cultures and through interaction with biology and the environment. Understanding these developmental theories, and other patterns that evolve across the lifespan, will deepen how educators plan for and scaffold childrens’ and adults’ learning in museums and cultural settings.
• LEAD 505C: Teaching and Learning with Objects
  Credit(s) 1.0

  Term(s) Offered Please inquire

  Objects, specimens, collections, archives, plants, animals, buildings and unique spaces are at the heart of museums, libraries and cultural organizations. Educators working in these types of organizations should be familiar with the many ways objects, collections and spaces impact users: provoking memories and imagination, offering multi-sensory experiences, encouraging inquiry and dialogue, understanding cultural values, and providing tangible evidence of life, history and culture, past and present. In this course, participants will practice unpacking the many layers and dimensions of objects, including decolonizing objects and ensuring that diverse perspectives are included when devising teaching and interpretive strategies. Some of the themes touched on here will continue in the Digital Learning, Programming and Designing Educational Spaces courses. For students in the LEMCO program only.
• LEAD 506C: Individualized Course: Educational & Social Role of Museums and Cultural Organizations
  Credit(s) 2.0

  Term(s) Offered Please inquire

  This course introduces the broader historical developments of learning and engagement work in a variety of museums, libraries and other nonprofit cultural organizations, along with the current emphasis on community engagement, access and diversity, building community partnerships and collaborations. Educators working in these spaces serve a variety of publics, onsite and off, from schools and teachers, to adolescents and families, to young as well as older adults. This course serves as a critical introduction to the roles that educators play in supporting these publics, as well as supporting organizational missions and public understanding around artistic and cultural diversity, heritage and the natural world etc. through various programmatic means. This course includes several site visits to different institutions in the New York City area. This is an individualized section of a course reserved for LEMCO students only.
• LEAD 507C: Learning Theories
  Credit(s) 1.0

  Term(s) Offered Please inquire

  Most museums and cultural organizations have had education at the core of their missions since inception, but informal education is a relatively new discipline, still evolving and defining its place. Underlying these new directions are assumptions that explain what happens when learners engage with new phenomena, places and experiences, individually and with others. This course will explore fundamental theories around education and learning, social and cultural dimensions of learning and recent critical theories involving race, gender and ideas about shared or connected learning. By the end of the course, participants will be able to interpret and apply dimensions of various learning theories when articulating outcomes and assumptions that support both existing and new programs and their users. For students in the LEMCO program only.
• LEAD 509C: Digital Learning
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course reviews the growing presence of digital learning in education, within organizations, and through informal social media networks and other online communities of interest. Is technology changing how our brains process information? Are we learning differently now? How can the new digital technologies support and expand the work that we do in education within museums, libraries and cultural organizations? How can educators in cultural organizations make thoughtful and strategic use of these new tools, without being overwhelmed by the continual churn, expense and allure of new apps, platforms, products and services? Participants will explore the notion of connected or shared learning in more depth and devise strategies and programs where new technologies can be effectively harnessed to support and expand learning and engagement. For students in the Museum Studies: Learning and Engagement in Museums & Cultural Organizations program only.
• LEAD 510: Leading Critical Issues in Curriculum and Instruction
  Credit(s) 3.0

  Term(s) Offered Fall; Spring; This course is offered as a blended or fully online course

  This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing.   At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change.
• LEAD 510EPR: Leading Critical Issues in Curriculum and Instruction
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing.   At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. For Online Early Childhood Leadership and Progressive Leadership students only.
• LEAD 510ER: Leading Critical Issues in Curriculum and Instruction
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing.   At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. For Early Childhood Leadership students only.
• LEAD 510L: Leading Critical Issues in Curriculum and Instruction
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing.   At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change.
• LEAD 510MR: Leading Critical Issues in Curriculum and Instruction
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing.   At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. For Online Leadership in Mathematics Education students only.
• LEAD 510N: Leading Critical Issues in Curriculum and Instruction
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing.   At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
• LEAD 510PR: Leading Critical Issues in Curriculum and Instruction
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing.   At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. For online Progressive Leadership students only.
• LEAD 510WR: Leading Critical Issues in Curriculum and Instruction
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing.   At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
• LEAD 511: Exhibition Development for Museum Leaders
  Credit(s) 2.0

  Term(s) Offered Every other Fall

  The course offers insight into exhibitions as learning environments, with an emphasis on how to create meaningful experiences for intergenerational audiences. Course work includes readings in the growing field of museum learning and analysis of different models of development and design, including the team approach. For Museum Leadership students only.
• LEAD 512: School Collaborations for Museum Leaders
  Credit(s) 2.0

  Term(s) Offered Every other Spring

  Because schools continue to be core audiences for muse-ums, it is critical for museum leaders to appreciate fully the differences between the two cultures. The course begins with the history of museum/school collaborations. It emphasizes how to create engaging school programming, including curriculum development and teacher workshops, in collaboration with school faculty and leaders. The course includes a visit to an area museum. For Museum Leadership students only.
• LEAD 513: Museum Programming for Diverse Audiences
  Credit(s) 1.0

  Term(s) Offered Every other Spring

  This course offers the contextual and developmental perspectives needed to engage diverse visitors and learners, including (but not limited to) those with special needs and those whose first language is not English. It explores strategies leaders can use to ensure that every aspect of the museum’s environment and programming supports the needs and learning styles of each visitor. For Museum Leadership students only.
• LEAD 517: Partnerships and Collaborations
  Credit(s) 1.0

  Term(s) Offered Please inquire

  As museums and cultural organizations focus more attention on social value and public impact, it is essential for educators and other staff to cultivate knowledge of, and practice in, developing partnerships and collaborations. Participants will situate their collaborative educational work within expansive models such as learning ecosystems, to allow different organizations to do more in their communities by working together. These initiatives are promulgated by the hyperconnectivity of digital connections, allowing players in disparate locations to act quickly and more easily together. The course will include case studies of successful partnerships as well as techniques that foster productive interactions among different groups by articulating shared interests and the various assets that partners bring to the equation.
• LEAD 519C: Curriculum Development
  Credit(s) 3.0

  Term(s) Offered Please inquire

  The main focus of this course will be on school field trips (in person and/or virtual, including related resources) to museums and cultural organizations; how these experiences intersect with curricula and specific units of study in schools at different levels. These trips are sometimes referred to as out-of-school experiences or place-based experiences, involving discovery, inquiry and/or play with objects, specimens, and unique environments. Participants will interrogate existing field trip programs using an anti-colonial lens. They will then design a new field trip-- aligned with a unit of study informed by specific standards and guidelines-- that effectively uses resources/objects, spaces and staff expertise at a museum or cultural organization. Field trip proposals will demonstrate the use of developmentally appropriate activities, different modalities, culturally relevant and culturally sustaining language and other effective teaching strategies. For students in the Museum Studies: Learning and Engagement in Museums & Cultural Organizations program only.
• LEAD 520C: Understanding Audiences and Users
  Credit(s) 1.0

  Term(s) Offered Please inquire

  Public museums, libraries and cultural Institutions, unlike schools and universities, do not mandate attendance nor do they issue degrees. As places of free-choice learning, they must continually reach out and attract audiences. This requires that staff understand audiences, both current and potential, and the communities in which they operate. In this course, participants will review fundamental marketing and visitor evaluation practices. By developing a greater understanding and empathy for visitor motivations, by identifying possible barriers to participation, by learning techniques for studying and evaluating visitor engagement, participants can develop more responsive, relevant, and inclusive communication strategies for educational programs that meet the needs of diverse publics in their communities. For students in the Museum Studies: Learning and Engagement in Museums & Cultural Organizations program only.
• LEAD 521C: Development & Fundraising
  Credit(s) 1.0

  Term(s) Offered Please inquire

  Fundraising is a constant element of work in most cultural non-profit organizations. In this course, participants will begin by surveying the philanthropic sector: how it arose, what traditionally it did and how, and what changes have taken place, including the rise of digital philanthropy and impact investing. Next, participants will review the landscape of funders: foundations, corporate support, government granting agencies, and digital giving platforms such as crowdsourcing. Lastly, participants will practice writing grant proposals, which includes: developing a plan, researching a suitable funder(s), articulating program goals and outcomes, and how the impact of the program will be assessed. For students in the Museum Studies: Learning and Engagement in Museums & Cultural Organizations program only.
• LEAD 522C: Leadership Development
  Credit(s) 1.0

  Term(s) Offered Please inquire

  In this course, participants will explore major theories of management, leadership and followership that can serve them in meeting the challenges of everyday work life and issues facing the sector. They will take a broad look at leadership and followership as intentional features of professional practice, including knowing oneself as essential for enacting effective leadership. Participants will review traditional views of leadership as residing in positions of authority together with shared and distributed models for leading and following for broader impact and change. By doing so, they will think about leadership and followership as fluid roles enacted by individuals across an organization at many levels. For students in the Museum Studies: Learning and Engagement in Museums & Cultural Organizations program only.
• LEAD 523C: Organizational Dynamics
  Credit(s) 2.0

  Term(s) Offered Please inquire

  This course will help participants develop an organizational mindset-- to see how their job fits into the “bigger picture,” to work more effectively with other departments and individuals that may appear to have conflicting interests and priorities so that the organization can fulfill its mission and purpose. Participants will study the dynamic nature of organizations through frames and systems, team work as well as communications and negotiation. They will consider organizational culture, the challenges associated with change, transparency and becoming more diverse and inclusive. Participants will use their current workplaces or internship organizations as case studies for various course activities and assignments. For students in the Museum Studies: Learning and Engagement in Museums & Cultural Organizations program only.
• LEAD 524C: Professional Development
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course focuses on the current trajectory of each participant in terms of their professional development. Participants will examine their individual strengths and challenges, practice speaking up and articulating what they value and stand for, for example championing social justice and advocating for the needs of diverse 99 learners. The course will also touch on labor and current hiring practices (including bias and discrimination), basic management principles, updating professional goals, public profiles and fine-tuning skills around listening and personal reflection. This course will complement the second semester of advising/fieldwork together with the Organizational Dynamics course to strengthen each participant’s skills and competencies. For students in the Museum Studies: Learning and Engagement in Museums & Cultural Organizations program only.
• LEAD 529: Summer Institute
  Credit(s) 2.0

  Term(s) Offered Please inquire

  June Institute is a four or five day summer intensive program focused on longer visits to a range of institutions and programs. Drawing on the institutional and professional interests and backgrounds of the participants in the program, the visits will take place in the greater New York City area, or a major city in the mid-Atlantic region such as Philadelphia or Washington DC. Participants will visit exhibitions, programs, and meet with professional staff to gain exposure to exemplary programs, challenging problems and best practices. Themes from prior courses will be reinforced. One part of the Institute may be set aside for discussions, reflections and other group activities.
• LEAD 530: Education Policy, Advocacy, and Law
  Credit(s) 3.0

  Term(s) Offered Spring

  Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
• LEAD 530L: Education Policy, Advocacy, and Law
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
• LEAD 530W: Education Policy, Advocacy, and Law
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed. This section for National Aspiring Principals students only.
• LEAD 531N: History of Urban Education
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system.
  
  

  This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children.
• LEAD 531WR: History of Urban Education
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system.
  
  

  This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
• LEAD 532: Foundations of Educational Leadership: Ethics and Philosophy
  Credit(s) 1.0

  Term(s) Offered Summer 1; Summer 2

  This course examines a range of educational philosophies as the foundation for understanding the attitudes, behaviors, and vision of leaders. The relationship between philosophical frameworks and effective leadership styles is analyzed for implications for schools as pluralistic, democratic environments.
• LEAD 534: Foundations of Educational Leadership: Adult Development
  Credit(s) 1.0

  Term(s) Offered Spring; Summer 2

  This course surveys the nature of adult learners, examining patterns of development and the influences upon their own development. As students study materials and share their experiences, they acquire theoretical tools that will aid in their organizational interactions with adults and increase their understanding of their own development.
• LEAD 535: Foundations of Educational Leadership: Organizational Development
  Credit(s) 1.0

  Term(s) Offered Summer 2

  This course examines theory, research, and practice concerning organizational development. The course provides opportunities for students to integrate theory and research with administrative practice through the use of such methods as simulation experiences, readings, observations, and interviews.
• LEAD 535MR: Foundations of Educational Leadership: Organizational Development
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course examines theory, research, and practice concerning organizational development. The course provides opportunities for students to integrate theory and research with administrative practice through the use of such methods as simulation experiences, readings, observations, and interviews. This course is for 3rd-summer Online Leadership in Mathematics Education students only.
• LEAD 536: Foundations of Educational Leadership: Culture and Society
  Credit(s) 1.0

  Term(s) Offered To be announced

  This course explores the social norms, values, and practices that affect schooling in the United States today. Students will develop an expanded analytical perspective and be able to relate this perspective to contemporary issues in school reform and cultural analysis.
• LEAD 537: Organizational Development: Implications for Educational Leadership
  Credit(s) 3.0

  Term(s) Offered Fall; Spring

  This course examines theory, research, and practice related to organizational development. It covers a wide range of issues related to capacity-building, school vision and culture, and problem solving, and focuses on the relationship between school management and instructional leadership. Students have opportunities to integrate theory and research with administrative practice through readings, small-group work, simulation experiences, observations, interviews, protocols, and case studies.
• LEAD 537PR: Organizational Development: Implications for Educational Leadership
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course examines theory, research, and practice related to organizational development. It covers a wide range of issues related to capacity-building, school vision and culture, and problem solving, and focuses on the relationship between school management and instructional leadership. Students have opportunities to integrate theory and research with administrative practice through readings, small-group work, simulation experiences, observations, interviews, protocols, and case studies. For students in the Online Progressive Leadership program only.
• LEAD 538N: School Culture and Community Relations
  Credit(s) 3.0

  Term(s) Offered Please inquire

  In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to:

  Promote collective efficacy and high expectations for learning across classrooms.

  Build a school environment that is focused on the talents and assets of the students.

  Leverage the wealth of the community to meet shared goals.

  In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
• LEAD 538WR: School Culture and Community Relations
  Credit(s) 3.0

  Term(s) Offered Please inquire

  In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to:

  Promote collective efficacy and high expectations for learning across classrooms.

  Build a school environment that is focused on the talents and assets of the students.

  Leverage the wealth of the community to meet shared goals.

  In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
• LEAD 539W: Education Resource Management
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values. 

  The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups. 

  You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community.

  Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience.

  Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program.
• LEAD 560: Literacy and Leadership
  Credit(s) 3.0

  Term(s) Offered Summer 1

  This course is designed to support teachers’ and administra-tors’ understanding of literacy development as a holistic process. It explores the kinds of instructional strategies and policies that support this process with diverse and inclusive populations of students throughout the grades. A critical dimension of the course will be to identify ways in which teachers can play leadership roles in assessing, designing, implementing, and promoting effective literacy instruction throughout a school. The format of the course includes class and small-group discussions, short lectures, viewing of videotapes depicting “exemplary” literacy practices, and examination of curriculum and assessment materials. All participants will be expected to observe a series of lessons involving literacy instruction in their schools, conduct a series of interviews around the topic of literacy development, and develop a piece of literacy curriculum or a professional development project informed by insights that emerge in these observations and interviews.
• LEAD 561: Supervising and Supporting Literacy Instruction in Diverse Settings
  Credit(s) 1.0

  Term(s) Offered Spring

  This course prepares participants to work with student leaders, new teachers, and colleagues as they plan effective literacy practices. Using a peer coaching/mentor model, participants work with a teacher who would like to learn or refine a literacy practice. Through observation, modeling, coteaching, and preparatory and debriefing conversations, participants observe, record, and analyze the content and processes involved in coaching interactions. These experiences will allow participants to work more effectively with colleagues through regular conversations, discussions, and consultations about learners, literacy theory and practice, assessment, and instruction.
• LEAD 600: Leadership Communications Seminar
  Credit(s) 1.0

  Term(s) Offered Summer 1

  In this course students explore and practice the writing and speaking skills that will enhance their effectiveness as leaders. Skills covered include communicating effectively with parents, staff, and community organizations; writing vision and mission statements; writing memos; and communicating with central and district administrations.
• LEAD 601: Team Building and Collaborative Decision Making: Practices of Democratic Schooling
  Credit(s) 3.0

  Term(s) Offered To be announced

  This course is designed for principals, teachers, parents, and other school leaders who are interested in practical hands-on experiences in team building, shared decision making, and other collaborative processes relating to effective schooling. This course also provides opportunities for examining the political and ethical underpinnings of democratic practices in schools. Particular emphasis is placed upon developing leaders for small schools and the relationship between leadership and school size, student and staff recruitment, and selection, curriculum, and budget.
• LEAD 603: School Change: The Transformational Leader
  Credit(s) 3.0

  Term(s) Offered Fall; Spring

  Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience.
• LEAD 603ER: School Change: The Transformational Leader
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience. For students in the Early Childhood Leadership program only.
• LEAD 603F: School Change: The Transformational Leader
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience. For students in the FSLA program only.
• LEAD 603L: School Change: The Transformational Leader
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience.
• LEAD 603PR: School Change: The Transformational Leader
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience.
• LEAD 604F: Development of Educational Policy
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course is designed to provide students with an under-standing of policy making at the local, state, and federal levels. Current issues and trends in education as they pertain to policy making are addressed. Students examine the forces that influence policy formulation and implementation at these three levels.
• LEAD 610: Staff Development and the Consultation Process
  Credit(s) 3.0

  Term(s) Offered To be announced

  Participants study and practice the concepts of staff devel-opment, with initial focus on the processes of growth and change in the adult. The way of enabling individuals to gain professional competencies is seen as a counseling relationship in group and individual interaction situations. New approaches to and models of staff training and development and group training are explored and used.
• LEAD 611: Professional Development for Mathematics Leaders
  Credit(s) 3.0

  Term(s) Offered Every other Summer 2; This course is offered as a blended or fully online course

  Students will examine current literature and strategies for developing a professional development culture for equity-based math instruction in schools. They will define the purposes of math professional development in schools, study the nature of change, and examine the elements of various professional development models. Students will identify tools and practices that are needed for successful implementation of professional development in their own settings.
• LEAD 615: Processes of Supervision and Professional Development
  Credit(s) 3.0

  Term(s) Offered Fall; Spring

  Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model.
• LEAD 615ER: Processes of Supervision and Professional Development
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and 100 strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model. For students in the Early Childhood Leadership program, only.
• LEAD 615F: Processes of Supervision and Professional Development
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model.
• LEAD 615L: Processes of Supervision and Professional Development
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model.
• LEAD 615MR: Processes of Supervision and Professional Development
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and 100 strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model. For students in the Mathematics Leadership program only.
• LEAD 615N: Processes of Supervision and Professional Development
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model. This section is reserved for National Aspiring Principals (New Leaders) programs.
• LEAD 615PR: Processes of Supervision and Professional Development
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model.
• LEAD 615WR: Processes of Supervision and Professional Development
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model. This section is reserved for National Aspiring Principals (New Leaders) programs.
• LEAD 616: Museum Management I: Organizational Development
  Credit(s) 2.0

  Term(s) Offered Every other Fall

  Students look at the interrelationship of a museum’s mis-sion, strategic planning, and the responsibilities of the board of directors. They learn about the fundamentals of nonprofit management and examine their own institutions in light of best practice. Readings include case studies in institutional change. For Museum Leadership students only.
• LEAD 617: Museum Management II: Marketing and Audience Development
  Credit(s) 1.0

  Term(s) Offered Every other Spring

  This course provides an overview of audience development through the lens of marketing. Students learn to recognize common misconceptions about marketing and to understand and apply strategic concepts in marketing for nonprofits. They receive an overview of the marketing planning process and an introduction to the essentials of a marketing plan. These insights are then applied to their own institutions. For Museum Leadership students only.
• LEAD 618: Museum Management III: Professional Development
  Credit(s) 1.0

  Term(s) Offered Every other Spring

  This course covers many of the human resource challenges faced by museum leaders, such as recruitment and hiring, ongoing professional development, team building, conflict resolution, and internal communications. It will also address theories of leadership and approaches to developing a personal leadership style. For Museum Leadership students only.
• LEAD 619: Museum Management IV: Fundraising and Proposal Development
  Credit(s) 2.0

  Term(s) Offered Every other Spring

  Through readings, group discussion, case study analysis, and topical presentations, students explore the theory and practical applications needed to develop a solid financial base for nonprofit arts and cultural institutions. Course work includes developing a realistic grant proposal (including budget) and research into funding possibilities and guidelines. For Museum Leadership students only.
• LEAD 620: Finance and Fundraising for Educational Leaders
  Credit(s) 1.0

  Term(s) Offered To be announced

  This course provides teachers and administrators with the basic information and techniques necessary for obtaining grants. Processes for conceptualization and development of programs, identification of funding sources and resources, and the development of strong proposals related to the programmatic needs of the institution are examined and discussed. Students participate in actual proposal writing and review sessions.
• LEAD 621: Fiscal Management for Educational Leaders
  Credit(s) 1.0

  Term(s) Offered Summer 2

  This course is designed to explore school-based budgeting and fiscal management. The course will provide an overview of the various resources that schools receive and the rules that govern their use. There will be examples of how various schools use these resources, and a discussion of some of the considerations that school leaders may need to take into account in order for them to effectively implement the educational goals and objectives for their schools.
• LEAD 622: Museum Management V: Shaping a Vision
  Credit(s) 2.0

  Term(s) Offered Every other Fall

  This course examines the challenges contemporary muse-ums face in striving to grow and maintain attendance, meet the expectations of funders, and serve the pressing needs of diverse communities. Students will analyze where their own institutions are situated within the current cultural landscape and acquire some tools and concepts for taking them in new directions. For Museum Leadership students only.
• LEAD 623: Organizational Theory
  Credit(s) 2.0

  Term(s) Offered Every other Fall

  Today’s organizations require more from their leaders and members than hard work and attention to the bottom line. A key challenge is to communicate well in the context of valued priorities, teams, culturally diverse settings, and multiple constituencies. This course helps students to see the “big picture” through readings in organizational theory and change. It also focuses on the skills needed to articulate, analyze, and work collaboratively to solve problems. For Museum Leadership students only.
• LEAD 624: Fiscal Management, Grant Development and Marketing for Leaders
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course focuses on the financial management of early childhood programs in childcare settings and public schools as well as the grant development process and marketing strategies that are designed to enhance equitable access to quality early childhood experiences for young children and their families. The intersection of resources both within the community and from various funding streams will be examined to address issues of equity, advocacy and policy in early childhood settings. The first section of the course will address budget development, budget formulation and budget execution and evaluation of operating budgets. The second section of the course will focus on program design and proposal writing for grant development including categorical or competitive models. Participants will also learn about fundraising and marketing strategies designed to reach families with young children in underserved communities.
• LEAD 624ER: Fiscal Management, Grant Development and Marketing for Leaders
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course focuses on the financial management of early childhood programs in childcare settings and public schools as well as the grant development process and marketing strategies that are designed to enhance equitable access to quality early childhood experiences for young children and their families. The intersection of resources both within the community and from various funding streams will be examined to address issues of equity, advocacy and policy in early childhood settings. The first section of the course will address budget development, budget formulation and budget execution and evaluation of operating budgets. The second section of the course will focus on program design and proposal writing for grant development including categorical or competitive models. Participants will also learn about fundraising and marketing strategies designed to reach families with young children in underserved communities. For Online Early Childhood Leadership students only.
• LEAD 630: Law for School Leaders
  Credit(s) 3.0

  Term(s) Offered Summer 1; Summer 2

  The aim of this course is to familiarize both practicing and prospective administrators, supervisors, and school leadership personnel with the basic legal principles governing the structure and operation of school settings and the legal problems encountered in the day-to-day operation of schools. The broad general principles of school governance as determined by statute and case law are emphasized.
• LEAD 650: Leadership Individual Study (Letter Grade Option)
  Credit(s) 3.0

  Term(s) Offered All terms

  This course provides an opportunity to investigate a problem or area of interest related to educational leadership under the supervision of a faculty member, with the expectation of receiving a final letter grade. Permission of the student’s advisor is required.
• LEAD 651: Leadership Special Study
  Credit(s) 3.0

  Term(s) Offered To be announced

  A group of students is provided with an opportunity to study an area of interest related to educational leadership under the supervision of a faculty advisor. Offered by special arrangement.
• LEAD 6531: Individualized Course (SFW Option)
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course provides an opportunity to extend the work begun in Supervised Fieldwork, under the supervision of a faculty member, with the expectation of a final grade of Pass/No Pass. Permission of the student’s advisor is required.
• LEAD 660ER: Research for Educational Change
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis. For students in the Early Childhood Leadership program only.
• LEAD 660L: Research for Educational Change
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
• LEAD 660PR: Research for Educational Change
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
• LEAD 660WR: Research for Educational Change
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
• LEAD 661: Research for Mathematics Leaders I
  Credit(s) 1.0

  Term(s) Offered Summer 2; This course is offered as a blended or fully online course

  This course is designed to increase graduate students’ understanding of qualitative research. The course supports graduate students in developing and implementing qualitative action research projects. In addition, it will enable graduate students to gain a deeper understanding of the importance of qualitative research and how it can be used to effect change. This course is for 1st-summer Math Leadership students only.
• LEAD 662: Research for Mathematics Leaders II
  Credit(s) 1.0

  Term(s) Offered Summer 2; This course is offered as a blended or fully online course

  In this course, graduate students will build upon LEAD 661, furthering their understanding of qualitative research while developing a plan to share their research projects with a broader audience. Prerequisite: LEAD 661. This course is for 2nd-summer Math Leadership students only.
• LEAD 663: Research in Museum Settings
  Credit(s) 2.0

  Term(s) Offered Every other Spring

  This course introduces students to the concepts and tools needed to articulate and measure visitor-centered program goals and objectives. Students become acquainted with a variety of research methodologies that can be used for this purpose. Course work includes experience conducting visitor research in the field. For Museum Leadership students only.
• LEAD 664F: Research for Educational Change
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis. For Future School Leaders Academy students only.
• LEAD 667MR: Research for Mathematics Leaders I
  Credit(s) 1.0

  Term(s) Offered Please inquire

  In this first course in the series of Research for Mathematics Leaders, students will learn and apply the process of action research through crafting a question, gathering data, analyzing data, and offering additional questions through an ongoing record of reflective field notes. This course is designed to increase graduate students’ understanding of qualitative research and will enable graduate students to gain a deeper understanding of the importance of qualitative research and how it can be used to effect change. For Online Leadership in Mathematics Education students only.
• LEAD 668MR: Research for Mathematics Leaders II
  Credit(s) 1.0

  Term(s) Offered Please inquire

  In this second course, students are supported in deepening their question from LEAD 667. Through the collection of additional data, the analysis of new data, and examining patterns and themes, students craft a deeper question that reflects the depth of an Integrated Masters Project (IMP). In this course the inquiry question will be revised taking into account the leadership standards. Prerequisite: LEAD 667. For students in the Mathematics Leadership program only.
• LEAD 669MR: Research for Mathematics Leaders III
  Credit(s) 1.0

  Term(s) Offered Please inquire

  In this third course in the series of Research for Mathematics Leaders, students will finish gathering and analyzing data and prepare their findings to share with the Math Leadership community and Bank Street faculty writ large. Prerequisite: LEAD 668. For Online Leadership in Mathematics Education students only.
• LEAD 770: Leadership Professional Seminar
  Credit(s) 3.0

  Term(s) Offered Fall; Spring

  This seminar is designed to develop competencies in re-search and communication. Participants will be guided in the preparation of a major paper for class presentation and critique. The paper will focus on a policy issue in education and the role of the school or district administrator in relation to that issue. The seminar combines formal class sessions and individual conferences.
• LEAD 810: Leadership in Technology and the Arts Practicum in Clinical Supervision
  Credit(s) 3.0

  Term(s) Offered Fall

  This practicum provides an opportunity to explore further the model of clinical supervision through careful evaluation of an ongoing supervisory relationship. Prerequisite: LEAD 615.
• LEAD 825: Child Life Program Development and Administration
  Credit(s) 3.0

  Term(s) Offered Spring; This course is offered as a blended or fully online course

  This course will introduce students to the skills needed to develop, direct, and manage child life programs in healthcare settings. Emphasis will be placed on developing a philosophy of leadership that fosters team collaboration and staff participation. Program planning will be addressed within the context of child development and child life principles. Topics covered will include staff development and supervision, continuous quality improvement, proposal writing, program development, and departmental management skills. Prerequisite: EDUC 500.
• LEAD 825CR: Child Life Program Development and Administration
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course will introduce students to the skills needed to develop, direct, and manage child life programs in healthcare settings. Emphasis will be placed on developing a philosophy of leadership that fosters team collaboration and staff participation. Program planning will be addressed within the context of child development and child life principles. Topics covered will include staff development and supervision, continuous quality improvement, proposal writing, program development, and departmental management skills. Prerequisite: EDUC 500. For students in the Child Life program only.
• LEAD 827: Understanding Quantitative Data: Implications for Educational Leaders
  Credit(s) 3.0

  Term(s) Offered Summer 2; This course is offered as a blended or fully online course

  The goal of this course is to educate the school leader in the understanding the use of quantitative data for improving instruction in schools. The course will deal with the mathematics of statistics and data collection so that school leaders are better equipped to understand the information provided to them, ask better questions, make better choices about what data they should collect, and what the data tells about the skills and understandings of the student. In addition we will look into bias in data collection and interpretation, who the players are in the data collection and interpretation, and how to communicate the data so that the school community will understand its implications. The course will use a case study approach. The mathematical ideas will be developed through the use of concrete materials, databases, and tools such as Excel, Google Forms, and a calculator.
• LEAD 843: Mathematics Leadership Summer Advisement
  Credit(s) 0.0

  Term(s) Offered Please inquire

  This course is an extension of LEAD 940. During the summer residency, the cohort meets for weekly advisement seminars that include readings that offer students the opportunity to integrate theory with practice in this evolving professional learning community.
• LEAD 850: Museum Leadership Institute I
  Credit(s) 2.0

  Term(s) Offered Every other Summer 1

  Along with LEAD 851, this intensive one-week institute during each academic year of the program includes class sessions on conceptions of leadership and analysis of contemporary issues in museum education through site visits to the participants' institutions. For Museum Leadership students only.
• LEAD 851: Museum Leadership Institute II
  Credit(s) 2.0

  Term(s) Offered Every other Summer 1

  Along with LEAD 850, this intensive one-week institute during each academic year of the program includes class sessions on conceptions of leadership and analysis of contemporary issues in museum education through site visits to the participants' institutions. For Museum Leadership students only.
• LEAD 861: Leading a School District I
  Credit(s) 1.0

  Term(s) Offered Fall

  This course focuses on the key constituencies in a district and the different relationships that exist among them. It includes understanding the district’s vision, how it was developed, and how it is sustained. The course also examines a district’s demographic and achievement data.
• LEAD 861A: Leading a School District I
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course focuses on the key constituencies in a district and the different relationships that exist among them. It includes understanding the district’s vision, how it was developed, and how it is sustained. The course also examines a district’s demographic and achievement data. This course is for students in the Aspiring Superintendent Academy Program only.
• LEAD 861AR: Leading a School District I
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course focuses on the key constituencies in a district and the different relationships that exist among them. It includes understanding the district’s vision, how it was developed, and how it is sustained. The course also examines a district’s demographic and achievement data. This course is for students in the Aspiring Superintendent Academy Program only.
• LEAD 861SR: Leading a School District I
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course focuses on the key constituencies in a district and the different relationships that exist among them. It includes understanding the district’s vision, how it was developed, and how it is sustained. The course also examines a district’s demographic and achievement data. For students in the Online School District Leadership program only.
• LEAD 862: Leading a School District II
  Credit(s) 1.0

  Term(s) Offered Fall; Spring

  This course looks at the varied roles and responsibilities of the superintendent/district leader and ties them to the challenges of creating and sustaining dynamic, humane, effective learning communities. It emphasizes the ways that district leaders’ decisions—in such spheres as instructional policy, planning, fiscal and human resources, facilities, legal and equity issues, accountability, and external relationships—affect schools’ capacity to engage students and strengthen achievement.
• LEAD 862A: Leading a School District II
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course looks at the varied roles and responsibilities of the superintendent/district leader and ties them to the challenges of creating and sustaining dynamic, humane, effective learning communities. It emphasizes the ways that district leaders’ decisions—in such spheres as instructional policy, planning, fiscal and human resources, facilities, legal and equity issues, accountability, and external relationships—affect schools’ capacity to engage students and strengthen achievement. This course is for students in the Aspiring Superintendent Academy Program only.
• LEAD 862AR: Leading a School District II
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course looks at the varied roles and responsibilities of the superintendent/district leader and ties them to the challenges of creating and sustaining dynamic, humane, effective learning communities. It emphasizes the ways that district leaders’ decisions—in such spheres as instructional policy, planning, fiscal and human resources, facilities, legal and equity issues, accountability, and external relationships—affect schools’ capacity to engage students and strengthen achievement. This course is for students in the Aspiring Superintendent Academy Program only.
• LEAD 862SR: Leading a School District II
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course looks at the varied roles and responsibilities of the superintendent/district leader and ties them to the challenges of creating and sustaining dynamic, humane, effective learning communities. It emphasizes the ways that district leaders’ decisions—in such spheres as instructional policy, planning, fiscal and human resources, facilities, legal and equity issues, accountability, and external relationships—affect schools’ capacity to engage students and strengthen achievement. For students in the Online School District Leadership program only.
• LEAD 863: Leading a School District III
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course focuses on how human and financial resources are allocated in a district to support the instructional program and the goals of the superintendent and school board.
• LEAD 863AR: Leading a School District III
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course focuses on how human and financial resources are allocated in a district to support the instructional program and the goals of the superintendent and school board. This course is for students in the Aspiring District Leaders Scholars program only.
• LEAD 863F: Leading a School District III
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course focuses on how human and financial resources are allocated in a district to support the instructional program and the goals of the superintendent and school board. For students in the Future School Leaders Academy only.
• LEAD 863SR: Leading a School District III
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course focuses on how human and financial resources are allocated in a district to support the instructional program and the goals of the superintendent and school board. For students in the Online School District Leadership program only.
• LEAD 864: Leading a School District IV
  Credit(s) 1.0

  Term(s) Offered Spring

  This course focuses on examining a district’s budget from multiple points of view: theoretical, conceptual, and practical. Participants will become familiar with all phases of the budget process, from its inception to its implementation throughout a district. Content will be closely aligned, whenever possible, with the “real world” budgets currently in place in districts.
• LEAD 864AR: Leading a School District IV
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course focuses on examining a district’s budget from multiple points of view: theoretical, conceptual, and practical. Participants will become familiar with all phases of the budget process, from its inception to its implementation throughout a district. Content will be closely aligned, whenever possible, with the “real world” budgets currently in place in districts. This course is for students in the Aspiring District Leaders Scholars program only.
• LEAD 864F: Leading a School District IV
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course focuses on examining a district’s budget from multiple points of view: theoretical, conceptual, and practical. Participants will become familiar with all phases of the budget process, from its inception to its implementation throughout a district. Content will be closely aligned, whenever possible, with the “real world” budgets currently in place in districts. For students in the FSLA program only.
• LEAD 864SR: Leading a School District IV
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course focuses on examining a district’s budget from multiple points of view: theoretical, conceptual, and practical. Participants will become familiar with all phases of the budget process, from its inception to its implementation throughout a district. Content will be closely aligned, whenever possible, with the “real world” budgets currently in place in districts.
• LEAD 870: Special Education Leadership: The District Perspective
  Credit(s) 1.0

  Term(s) Offered Every other Summer 2; Spring

  Strong leadership at the district level is essential if schools are to become positive and successful learning environments for diverse learners, including children with disabilities and those at risk of failure. This course covers issues that enhance or create obstacles for inclusive schools and communities. Issues of equity are evident in most school districts and challenge educators to transform educational environments and processes to meet diverse needs. The course will address the issue of “achievement gaps” as well as links between social class and achievement in schools.
• LEAD 870AR: Special Education Leadership: The District Perspective
  Credit(s) 1.0

  Term(s) Offered Please inquire

  Strong leadership at the district level is essential if schools are to become positive and successful learning environments for diverse learners, including children with disabilities and those at risk of failure. This course covers issues that enhance or create obstacles for inclusive schools and communities. Issues of equity are evident in most school districts and challenge educators to transform educational environments and processes to meet diverse needs. The course will address the issue of “achievement gaps” as well as links between social class and achievement in schools. For students in the 
• LEAD 870SR: Special Education Leadership: The District Perspective
  Credit(s) 1.0

  Term(s) Offered Please inquire

  Strong leadership at the district level is essential if schools are to become positive and successful learning environments for diverse learners, including children with disabilities and those at risk of failure. This course covers issues that enhance or create obstacles for inclusive schools and communities. Issues of equity are evident in most school districts and challenge educators to transform educational environments and processes to meet diverse needs. The course will address the issue of “achievement gaps” as well as links between social class and achievement in schools.
• LEAD 872: Special Education Leadership II: Leading Inclusive Communities of Learners
  Credit(s) 3.0

  Term(s) Offered To be announced

  This course focuses on systemic issues of special education leadership. Students will explore program management and service delivery with a view toward creating inclusive learning communities. Topics include curriculum planning and instruction, literacy and numeracy skills development, policies and procedures related to behavioral issues, management of resources and facilities, and professional development.
• LEAD 873: Special Education Leadership: Meeting the Needs of all Students
  Credit(s) 1.0

  Term(s) Offered Please inquire

  Leaders are expected to create inclusive learning environments where all students, including students with disabilities and students who struggle, feel safe and have access to high quality, effective instruction. In this course graduate students will examine the history of the construct of disability and the disability rights movement and their impact on the school experiences of students with disabilities and their families. This course will also explore how markers of identity such as race, class, gender, and language intersect with disability. Graduate students will integrate their experiences and learning to reimagine and design a learning environment that provides support and promotes equity for all learners.
• LEAD 875: Effective Management in an Educational Context
  Credit(s) 3.0

  Term(s) Offered To be announced

  This course is designed for students in educational leadership programs. It examines various management topics applicable to school and district leadership. Some of the topics discussed are: globalization, marketing, labor relations, coaching, power, influence, communication, and other practical skills. It aims to give students an understanding of these topics, provide opportunities to practice relevant skills, and develop habits of good leadership and management. Students will be exposed to the theories and practices proposed by well–known authors in the field of leadership and management. Students will have opportunities to practice what they learn in class through realistic assignments and classroom activities. These will include the use of various protocols including case studies.
• LEAD 900: Leadership for Educational Change Supervised Fieldwork/Advisement
  Credit(s) 6.0

  Term(s) Offered Fall; Spring

  Students exercise and/or practice leadership in their own school settings or in supervised placements with expert leaders, with considerable on–site support from both their Bank Street advisor and their site supervisor. Promoting collaboration among colleagues, supporting effective curriculum and instructional practice, and fostering constructive school change are emphasized in the internship. Students work closely with their advisor and conference group peers in integrating theory and practice.
• LEAD 906: Future School Leaders Academy Supervised Fieldwork/Advisement
  Credit(s) 1.5

  Term(s) Offered Fall; Spring

  This course, for Future School Leaders Academy students, is designed to meet New York State certification requirements for building and district leadership internship experiences. Students develop internship program plans each semester, linked to each semester’s theme and national leadership preparation standards. Students are supervised on site by their internship supervisor/mentor and their advisor; they also participate in learning walks to other schools each semester. Three times a semester, students meet with their advisors in conference groups. Students document and reflect on their leadership development experiences by preparing a comprehensive portfolio, presented at the end of the two-year program.
• LEAD 9063F: Future School Leaders Academy Supervised Fieldwork/Advisement
  Credit(s) 1.5

  Term(s) Offered Please inquire

  This course, for Future School Leaders Academy students, is designed to meet New York State certification requirements for building and district leadership internship experiences. Students develop internship program plans each semester, linked to each semester’s theme and national leadership preparation standards. Students are supervised on site by their internship supervisor/mentor and their advisor; they also participate in learning walks to other schools each semester. Three times a semester, students meet with their advisors in conference groups. Students document and reflect on their leadership development experiences by preparing a comprehensive portfolio, presented at the end of the two-year program. This is part three of four semesters of supervised fieldwork. The last part is LEAD9064F. For students in the Future School Leaders Academy only.
• LEAD 9064F: Future School Leaders Academy Supervised Fieldwork/Advisement
  Credit(s) 1.5

  Term(s) Offered Please inquire

  This course, for Future School Leaders Academy students, is designed to meet New York State certification requirements for building and district leadership internship experiences. Students develop internship program plans each semester, linked to each semester’s theme and national leadership preparation standards. Students are supervised on site by their internship supervisor/mentor and their advisor; they also participate in learning walks to other schools each semester. Three times a semester, students meet with their advisors in conference groups. Students document and reflect on their leadership development experiences by preparing a comprehensive portfolio, presented at the end of the two-year program. For students in the FSLA program only.
• LEAD 908: School District Leadership Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Fall; Spring

  Fieldwork in an appropriate setting with supervision and advisement.
• LEAD 9081A: School District Leadership Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Fieldwork in an appropriate setting with supervision and advisement. This is part one of two semesters of supervised fieldwork for students in the Aspiring Superintendent's Academy. The second part is LEAD9082.
• LEAD 9081AR: School District Leadership Supervised Fieldwork/Advisement (1st Term)
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Fieldwork in an appropriate setting with supervision and advisement. This course is for students in the Aspiring District Leaders Scholars program only. This is part one of two semesters of supervised fieldwork. The second part is LEAD9082AR.
• LEAD 9081SR: School District Leadership Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Fieldwork in an appropriate setting with supervision and advisement. This is part one of two semesters of supervised fieldwork. The second part is LEAD9082SR.
• LEAD 9082AR: School District Leadership Supervised Fieldwork/Advisement (2nd term)
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Fieldwork in an appropriate setting with supervision and advisement. This course is for students in the Aspiring District Leaders Scholars program only. This is part two of two semesters of supervised fieldwork. The first part is LEAD9081AR.
• LEAD 9082SR: School District Leadership Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Fieldwork in an appropriate setting with supervision and advisement. This is part two of two semesters of supervised fieldwork. The first part is LEAD9081SR.
• LEAD 912: Leadership Supervised Fieldwork/Advisement
  Credit(s) 2.0

  Term(s) Offered Fall; Spring; Summer 2

  This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.
• LEAD 913: Practicum in Urban School Leadership
  Credit(s) 1.0

  Term(s) Offered Fall; Spring

  Progressive Leadership interns continue to engage in focused leadership experiences in their own schools and/or other sites, with an emphasis on research-based strategies for turning around low-performing urban schools. Interns will refine their ongoing leadership work based on the ISLLC Standards and the New York City School Leadership Competencies and will participate in monthly conference group sessions with their advisors. At the end of this course, each candidate presents a comprehensive portfolio of his or her internship experiences. This portfolio meets the program’s Integrative Master’s Project requirement.
• LEAD 9181: Leadership Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182.
• LEAD 9181ER: Leadership Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182ER. For Online Early Childhood Leadership students only.
• LEAD 9181L: Leadership Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.
• LEAD 9181N: Leadership Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182.
• LEAD 9181PR: Leadership Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182PR.
• LEAD 9181WR: Leadership Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
• LEAD 9182ER: Leadership Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part two of three semesters of supervised fieldwork. The third part is LEAD9183ER. For online Early Childhood Leadership students only.
• LEAD 9182L: Leadership Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part two of three semesters of supervised fieldwork. The third part is LEAD9183L.
• LEAD 9182N: Leadership Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
• LEAD 9182PR: Leadership Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part two of three semesters of supervised fieldwork. The third part is LEAD9183PR.
• LEAD 9182WR: Leadership Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
• LEAD 9183PR: Leadership Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part three of three semesters of supervised fieldwork.
• LEAD 9201ER: Early Childhood Leadership Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Participants explore a variety of theories and methods of analysis as applied to organizations and their members. Each participant prepares an in-depth analysis of his or her work setting, focusing on organizational structure and behavior. This is part one of two semesters of fieldwork. The second part is LEAD9202ER. For students in the Early Childhood Leadership program only.
• LEAD 9202ER: Early Childhood Leadership Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Please inquire

  Participants explore a variety of theories and methods of analysis as applied to organizations and their members. Each participant prepares an in-depth analysis of his or her work setting, focusing on organizational structure and behavior. This is part two of two semesters of fieldwork. The first part is LEAD9201ER. For students in the Early Childhood Leadership program only.
• LEAD 940: Mathematics Leadership Supervised Fieldwork/Advisement
  Credit(s) 3.0

  Term(s) Offered Spring

  Fieldwork in an appropriate setting with supervision and advisement.
• LEAD 9452MR: Mathematics Leadership Supervised Fieldwork and Advisement
  Credit(s) 2.0

  Term(s) Offered Please inquire

  This seminar and fieldwork experience consists of a cohort of graduate students who meet with their advisor throughout the 14 months of the program. The seminar includes the exchange and analysis of ongoing professional experiences based on the graduate students’ experiences in the field. It provides a forum for synthesizing theory with practice, and the creation of a professional learning community. Attention is given to leadership activities in students’ work settings and coaching strategies for addressing the academic strengths and needs of teachers of mathematics, including constructing classroom environments that support collaboration and agency. In addition, the seminar examines the historical, philosophical, and cultural roots of leadership as they have influenced current practices and innovations, and explores Bank Street's history and philosophy as a progressive institution. This is the third term of SFW for Online Leadership in Mathematics Education students only.
• LEAD 946: Mathematics Leadership Summer Advisement
  Credit(s) 1.0

  Term(s) Offered Please inquire

  This course is an extension of LEAD945. During the summer semesters, the cohort meets for weekly Advisement seminars that include readings that offer students the opportunity to integrate theory with practice in this evolving professional learning community.
• LEAD 950: Museum Leadership Supervised Fieldwork/Advisement
  Credit(s) 2.0

  Term(s) Offered Fall; Spring

  Fieldwork in an appropriate setting with supervision and advisement.
• LEAD 951: Museum Leadership Seminar I: Theories and Issues in Museum Learning
  Credit(s) 1.0

  Term(s) Offered Every other Fall

  This initial leadership seminar provides an overview of the key themes of the program’s first year. It asks students to draw upon both current research in the field and their own experiences as museum visitors in order to construct and articulate their own philosophies of museum learning. In the process, students examine their own assumptions about learning and teaching. The insights offered in this course are intended to provide a conceptual framework for students’ program participation and ongoing professional growth. For Museum Leadership students only.
• LEAD 952: Museum Leadership Seminar II: Current Ideas in Interpretation and Education
  Credit(s) 1.0

  Term(s) Offered Every other Spring

  This seminar is usually taken in the second semester of the first year of study. This is an experiential course that typically takes place outside of the classroom in NYC cultural institutions. The particular experiences reflect the most innovative offerings and approaches, as well as students’ interests and preferences. Most recently, the course has incorporated workshops and performances at the Lincoln Center Institute for the Arts in Education and the Metropolitan Museum of Art. For Museum Leadership students only.
• LEAD 953: Museum Leadership Seminar III: History and Philosophy of American Museums
  Credit(s) 1.0

  Term(s) Offered Every other Fall

  This seminar looks at the history of museums and other cul-tural organizations, including the ideas of early innovators such as John Cotton Dana, contemporary commentators such as Stephen Weil, and many others. For Museum Leadership students only.
• LEAD 954: Museum Leadership Seminar IV: Selected Topics in Community, Culture, and Policy
  Credit(s) 1.0

  Term(s) Offered Every other Spring

  This seminar uses case studies and other materials to analyze trends in the field, in particular issues related to community, civic engagement, and diversity. It looks at the national and local policy contexts in which these trends emerge. For Museum Leadership students only.
• LEAD 9601C: Museum Advisement
  Credit(s) 2.0

  Term(s) Offered Please inquire

  Fieldwork in an appropriate setting with supervision and advisement. This is part one of two semesters of fieldwork. The second part is LEAD9602C. For students in the Museum Studies: Learning and Engagement in Museums & Cultural Organizations program only.
• LEAD 9602C: Museum Advisement
  Credit(s) 2.0

  Term(s) Offered Please inquire

  Fieldwork in an appropriate setting with supervision and advisement. This is part two of two semesters of fieldwork. The first part is LEAD9601C. For students in the Museum Studies: Learning and Engagement in Museums & Cultural Organizations program only.
• LEAD 9611C: Museum Supervised Fieldwork/Advisement
  Credit(s) 4.0

  Term(s) Offered Please inquire

  Fieldwork in an appropriate setting with supervision and advisement. This is part one of two semesters of fieldwork. The second part is LEAD9612C. For students in the Museum Studies: Learning and Engagement in Museums & Cultural Organizations program only.
• LEAD 9612C: Museum Supervised Fieldwork/Advisement
  Credit(s) 4.0

  Term(s) Offered Please inquire

  Fieldwork in an appropriate setting with supervision and advisement. This is part two of two semesters of fieldwork. The first part is LEAD9611C. For students in the Museum Studies: Learning and Engagement in Museums & Cultural Organizations program only.
• MATH 495: Topics in Mathematics
  Credit(s) 2.0

  Term(s) Offered Please inquire

  Through a process of supportive exploration, students will develop familiarity with a variety of mathematical fields, as well as competence in the processes of mathematical thinking and doing. Topics for investigation will include historical mathematics, number theory, analytic geometry, calculus, non-Euclidean geometry, and linear algebra. The course will integrate a review of algebra, geometry, and trigonometry. On-site math experience, manipulative materials and models, and cooperative learning groups as well as computer software will all be part of the investigative process in this course. No previous college-level study of math is required.
• MATH 501N: Mathematics Support for the NYSTCE (Grade 1 - 6)
  Credit(s) 0.0

  Term(s) Offered Please inquire

  This online workshop will explore critical mathematics content that is in the Ratios and Proportional Relationships and Number Systems and Algebra, Measurement, Geometry, and Data sections of the Grade 1 - Grade 6 math test. Topics will include modeling and solving problems with algebraic expressions and equations, functions, ratios, rates, percents and proportional reasoning. Building off the understanding of proportion reasoning students will solve problems involving measurement and conversions of measurement units. The geometry topics of surface area and volume will also be addressed. The goal is to provide students instruction on content which focuses on understanding, and engage students in problem solving in a supportive online environment.  
• MATH 502N: Mathematics Support for the NYS Teacher Certification Exam (Grades 7-12)
  Credit(s) 0.0

  Term(s) Offered Please inquire

  In this course, students will engage in the learning of content, that is on the Multi-Subject: Teachers of Early Childhood (Grades 7 - 12) New York State Teacher Certification Exam, in a supportive online environment through direct instruction and small group problem solving.
• MATH 504NFA23: Saturday Math-Finding the Joy in Teaching Math
  Credit(s) 0.0

  Term(s) Offered Please inquire

  Welcome to Saturday Math, a place where teachers, administrators, curriculum enthusiasts, and other colleagues do, learn, and talk about math together. Each year, we meet to explore our own mathematical thinking and discuss issues related to teaching and learning mathematics. Each facilitated session consists of interactive activities and discussions, and you will go home with resources and ideas to try out in your own practice on Monday. Session topics may focus on content (e.g., Connecting Fractions, Decimals, and Percents) or pedagogy (e.g., Using Mathematical Routines) and will always provide ample opportunity to make connections to your unique practice as a teacher, coach, administrator, or as another education professional.
• MATH 504NFAC24: Saturday Math-Counting or Cardinallity?
  Credit(s) 0.0

  Term(s) Offered Please inquire

  Counting or Cardinality? Explore how we make sense of learning how to count and get ideas to support students who need more time to make sense of these ideas and learn how to identify when older children need more time to revisit these ideas.
• MATH 504NSPC24: Saturday Math-Finding the Joy in Teaching Math
  Credit(s) 0.0

  Term(s) Offered Please inquire

  Welcome to Saturday Math, a place where teachers, administrators, curriculum enthusiasts, and other colleagues do, learn, and talk about math together. Each year, we meet to explore our own mathematical thinking and discuss issues related to teaching and learning mathematics. Each facilitated session consists of interactive activities and discussions, and you will go home with resources and ideas to try out in your own practice on Monday. Session topics may focus on content (e.g., Connecting Fractions, Decimals, and Percents) or pedagogy (e.g., Using Mathematical Routines) and will always provide ample opportunity to make connections to your unique practice as a teacher, coach, administrator, or as another education professional.
• MATH 505NFA23: Saturday Math-Creating a Culture of Collaboration
  Credit(s) 0.0

  Term(s) Offered Please inquire

  What does it mean to collaborate in the math classroom?  Do you have trouble getting your students to talk to each other about math?  In this session, we will discuss ways to get students to start talking to each other, and hopefully, that will be the first step to true collaborations in your classroom.  Of course, we will be engaging in some math and have an opportunity to share our practices with fellow math educators.  Hope to see you there!
• MATH 505NFA24: Saturday Math-Addition and Subtraction
  Credit(s) 0.0

  Term(s) Offered Please inquire

  Explore how these two operations develop from making 10 to working with
  fractions and decimals. We will explore the connections between the big ideas from these topics and the big ideas in algebra.
• MATH 505NFAC24: Saturday Math-Addition and Subtraction
  Credit(s) 0.0

  Term(s) Offered Please inquire

  Explore how these two operations develop from making 10 to working with
  fractions and decimals. We will explore the connections between the big ideas from these topics and the big ideas in algebra.
• MATH 506NSPC24: Saturday Math-Art of Facilitating a Math Conversation
  Credit(s) 0.0

  Term(s) Offered Please inquire

  How do we transition from teachers of math knowledge to facilitators of math conversation? Have you ever been in the front of the class, wishing the students would respond to each other but they only respond to you? In this workshop, we will think about what it means to be a facilitator and what pedagogical moves we can make to get students to respond to each other during a math discussion. And, of course, we will engage in some fun math problems.
• MATH 508NSPC24: Saturday Math-Using Routines to Keep the Math Classroom Student-Centered
  Credit(s) 0.0

  Term(s) Offered Please inquire

  In this session, we will think about how instructional routines can keep most of the thinking with the students rather than with the teachers. We will discuss ways to introduce instructional routines with students, how they fit into your pacing calendar, and when it makes sense to use them. We will also engage in some fun math problems.
• MATH 525: Math for Leaders of Inclusive Schools: Supporting Teachers in Meeting the Needs of All Learners
  Credit(s) 3.0

  Term(s) Offered Summer 2

  This course will provide teachers and leaders with a deeper understanding of the mathematics they need to know to help others refine and deepen math instruction in schools. They will learn how people learn math, and how to meet the mathematical needs of a wide range of learners—both adults and children. This course is grounded in a constructivist approach to learning and teaching. As such, we seek to form a community of learners in which each participant is constructing his or her own understanding of mathematics, and what it means to be teachers and leaders of mathematics. This course is for 1st-summer Math Leadership students only.
• MATH 525MR: Math for Leaders of Inclusive Schools: Supporting Teachers in Meeting the Needs of All Learners
  Credit(s) 3.0

  Term(s) Offered Please inquire

  This course will provide teachers and leaders with a deeper understanding of the mathematics they need to know to help others refine and deepen math instruction in schools. They will learn how people learn math, and how to meet the mathematical needs of a wide range of learners—both adults and children. This course is grounded in a constructivist approach to learning and teaching. As such, we seek to form a community of learners in which each participant is constructing his or her own understanding of mathematics, and what it means to be teachers and leaders of mathematics. This course is for 1st-summer Online Leadership in Mathematics Education students only.
• MATH 541: Integrated Mathematics I
  Credit(s) 3.0

  Term(s) Offered Summer 2; This course is offered as a blended or fully online course

  Participants in this course (and MATH 542 and MATH 543) engage in integrating mathematics. This experience helps participants deepen their understanding of the relationship among the various mathematical disciplines and supports them in their work with children and teachers. Participants explore elementary number theory, algebra, groups, and transformational geometry using concrete materials and open-ended problems. Open to 1st-summer Math Leadership students only, or with permission of instructor and director.
• MATH 542: Integrated Mathematics II
  Credit(s) 3.0

  Term(s) Offered Summer 2; This course is offered as a blended or fully online course

  This course continues the integration of mathematics begun in MATH 541. Participants study Taxicab geometry and its relationship to Euclidean geometry. Participants explore probability, the relationship between probability and proportional reasoning, the art of equations, and the relationship between functions and their graphs. Prerequisite: MATH 541. Open to 2nd-summer Math Leadership students only, or with permission of instructor and director.
• MATH 543: Integrated Mathematics III
  Credit(s) 3.0

  Term(s) Offered Summer 2; This course is offered as a blended or fully online course

  This course continues the work with graphing begun in MATH 542. Participants use the content from MATH 541 and MATH 542 to consider topics in analysis and discrete mathematics and contrast these ways of approaching mathematics and the applications of each. Prerequisite: MATH 542. Open to 3rd-summer Math Leadership students only or with permission of instructor and director.
• MATH 641: Integrated Mathematics I for Middle and High School Teachers
  Credit(s) 3.0

  Term(s) Offered Summer 2

  MATH 641 is the first course in a sequence of four courses that integrates big topics of mathematics. The process of moving through these integrated topics of mathematics enables teachers to deepen their own understanding of math, make connections between the different topics within math, and make connections to what they will teach in their own classrooms. The intention is to simultaneously deepen understanding of mathematics while reminding graduate students of what it feels like to have productive struggle in a math class. This first integrated math course investigates the different ways to prove a conjecture, provides an introduction to group theory and number theory, and explores the connection between algorithms and computer science.
• MATH 642: Integrated Mathematics II for Middle and High School Teachers
  Credit(s) 3.0

  Term(s) Offered Spring

  MATH 642 is the second course in a sequence of four courses that integrates big topics of mathematics. The process of moving through these integrated topics of mathematics enables teachers to deepen their own understanding of math, make connections between the different topics within math, and make connections to what they will teach in their own classrooms. The intention is to simultaneously deepen understanding of mathematics while reminding graduate students of what it feels like to have productive struggle in a math class. The second integrated math course investigates and draws connections between the topics of probability and statistics, and linear algebra and multivariate functions. Prerequisite: MATH 641.
• MATH 643: Integrated Mathematics III for Middle and High School Teachers
  Credit(s) 3.0

  Term(s) Offered Summer 2

  MATH 643 is the third course in a sequence of four courses that integrates big topics of mathematics. The process of moving through these integrated topics of mathematics enables teachers to deepen their own understanding of math, make connections between the different topics within math, and make connections to what they will teach in their own classrooms. The intention is to simultaneously deepen understanding of mathematics while reminding graduate students of what it feels like to have productive struggle in a math class. This third integrated math course investigates calculus, both differential and integral, and their use in solving physical problems, and explores both continuous and discontinuous functions and their connection to real world phenomena. Prerequisite: MATH 642.
• MATH 644: Integrated Mathematics IV for Middle and High School Teachers
  Credit(s) 3.0

  Term(s) Offered Fall

  MATH 644 is the final course in a sequence of four courses that integrates big topics of mathematics. The process of moving through these integrated topics of mathematics enables teachers to deepen their own understanding of math, make connections between the different topics within math, and make connections to what they will teach in their own classrooms. The intention is to simultaneously deepen understanding of mathematics while reminding graduate students of what it feels like to have productive struggle in a math class. The fourth and final integrated course focuses on an in-depth investigation of the branch of mathematics called topology. Prerequisite: MATH 643.

Matriculation Maintenance

• HNTR 500: Full Time Enrollment at Hunter College
  Credit(s) 0.0

  Term(s) Offered Please inquire

  This course acknowledges a dual-degree student's full time enrollment at the graduate level  (9 credits or greater Fall/Spring; 3  credits or greater Summer terms) at Hunter College.
• MMNT 500: Matriculation Maintenance
  Credit(s) 0.0

  Term(s) Offered All terms

  A degree can only be conferred for currently enrolled students. If students are not registered for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.
• MMNT 500R: Matriculation Maintenance
  Credit(s) 0.0

  Term(s) Offered All terms

  A degree can only be conferred for currently enrolled students. If students are not registered for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.