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Course Directory

Showing 239 Courses

    Education Classes

    • EDUC 500: Child Development
      Credit(s) 3.0
      Term(s) Offered All terms; This course is offered as a blended or fully online course
      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, socio-economic 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 502: Human Development
      Credit(s) 3.0
      Term(s) Offered Fall
      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 cogntive 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. (Pending approval of the Curriculum Committee.)
    • 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
      Child Life Students Only 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 505: Language Acquisition and Learning in a Linguistically Diverse Society
      Credit(s) 2.0
      Term(s) Offered All terms; This course is offered as a blended or fully online course
      Based on the belief that language is an essential foundation for the learning that takes place in formal and informal education, this course will look at the typical stages of language acquisition in monolingual and multilingual children. Participants will examine the various theories about language acquisition and diversity, and about the role that caregivers and teachers play in the child's development of language. In addition, they will analyze the political, educational, social, and emotional aspects that determine the stratification of languages and dialects. A significant part of the course will deal with the ways in which students learn English as a second language and the strategies that teachers can use to help them learn the language and to fully integrate English language learners into general and special education classrooms.
    • EDUC 510: Curriculum in Early Childhood Education (Grades N - 3)
      Credit(s) 3.0
      Term(s) Offered Fall; Spring
      This course assists students in setting a framework for planning and developing curriculum based on the principles of growth and development, areas of knowledge, and their own values. Using this framework for decision making, students examine issues and questions that emerge when creating the physical and social learning environment. Opportunities offered by particular materials, activities, and disciplines are explored. Emphasis is given to social studies, viewed as the core of an integrated curriculum. It is also the catalyst for cultivation of democratic values and practices and the principal means by which the curriculum is connected to the diversity of the children's worlds - family, culture, neighborhood, and extended environment. Curriculum as a primary means of motivation, communication, and classroom management is examined. Theory and practice are interwoven as students plan, develop, and reflect on a variety of curricular experiences that meet the diverse needs of children from nursery through third grade.
    • EDUC 512: Teaching Social Studies: Curriculum, Methods and Assessment for Adolescents with Disabilities
      Credit(s) 3.0
      Term(s) Offered Fall
      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, enviroment, 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 studnets' 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 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 the 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; Summer 2
      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 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, trips and community resources. Teacher - family partnerships will also be discussed. Prerequisites: EDUC 513 or EDUC 514 and EDUC 601 or permission of instructor.
    • EDUC 516: Teaching English: Curriculum, Methods & Assessment for Adolescents with Disabilities
      Credit(s) 3.0
      Term(s) Offered Summer 1
      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 Curriculum Committee.)
    • EDUC 517: Geography in the Social Studies Curriculum (Upper-Elementary and Middle School Years)
      Credit(s) 3.0
      Term(s) Offered Spring
      This course presents upper-elementary and junior high school teachers with a framework for incorporating geographic knowledge and thinking into the social studies curriculum. The interrelationship of physical geography and human culture is stressed, with a major portion of the course devoted to the study of a particular civilization (e.g., the Incas) as a model. Other topics include map making and map reading, trips, developing students' research skills, games and simulations, earth science and earth history, and current events. Through the course, the cognitive and social development of the child, the philosophic principles of progressive education and their implications for social studies are studied through examination and discussion of our own work and through discussion of readings from Lucy Sprague Mitchell, Dorothy Cohen, Jean Piaget, Lawrence Kohlberg, and others. Students develop a piece of social studies curriculum, grounded in geographic knowledge and relevant to their teaching, for presentation as a final project.
    • EDUC 518: School/ Museum Curriculum Development (K - 8)
      Credit(s) 3.0
      Term(s) Offered Fall
      In this course, students learn how to develop and teach programs that are integrated with elementary or middle school classroom curricula in the areas of science, language arts, social studies and art. Students develop inquiry-based teaching techniques through which children can explore and interpret the information, concepts, and cultural values that an object or a collection communicates. With a strong emphasis on conceptually oriented, developmentally appropriate program and curriculum design, students explore learning techniques including activities in the natural environment, analyzing objects, creative writing, movement, drama, and perception games. Students are exposed to many teaching approaches in museums throughout the metropolitan area, and put theory into practice by designing their own curricula. Students learn about the most productive ways of working with children with disabilities and special healthcare needs.
    • EDUC 519: Educating Infants and Toddlers: Environments
      Credit(s) 3.0
      Term(s) Offered Every other Fall
      In this course students examine, define, and expand the varied meanings of the environment as it applies to the early care and education of children under three and their families. The integrating principles are socioeconomic influences as well as developmental principles. Typical infants and toddlers as well as those with special needs are considered in planning environments. Issues surrounding diversity and anti-bias care are addressed throughout in order to increase the awareness and sensitivity of caregivers. Students gain experience in designing, setting up, and maintaining nurturing environments. Principles of design and material selection are grounded in developmental theory about the needs of all children. Topics include the relation of physical space to learning and development, scheduling the child's day, staff relations, care of the family, and issues in care giving such as separation, health, safety, and the nature of care. The broad focus includes settings in centers, family child-care homes, and hospitals. Students keep a journal of children's lived experience in care, visit and report on a care setting, and write a final paper on an aspect of environment.
    • EDUC 520: Educating Infants and Toddlers: Programs and Activities
      Credit(s) 3.0
      Term(s) Offered Every other Fall
      This course offers students the opportunity to choose and examine critically the parameters of a program for typically developing infants and toddlers as well as those with special needs. In addition, each student will read about and critique an exemplary program. In order to concretize real-life issues, the course will include a presentation of current local programs, including early intervention programs that serve diverse populations. Students will explore varied aspects of the infant/toddler program such as language and books, music, art, blocks, sand, waterplay, and cooking. A special session on understanding the early intervention law is included. A major focus of the course is on understanding infant/toddler play and the adult's role in supporting and fostering it. The study of play culminates in a toy-making workshop which is a highlight of the course.
    • EDUC 525: Integrating Technology into the Curriculum in Inclusive and Special Education Settings
      Credit(s) 1.0
      Term(s) Offered Fall; Spring
      This course examines the impact of technology on teaching and learning. Participants will explore how new technologies can be integrated with curriculum to create access to learning for a range of learners, including students with disabilities. Through readings, class discussion, and hands-on,project-based learning experiences, students will be introduced to various technological tools. Emphasis will be placed on encouraging students to reflect on their experiences in the course, both as a learner and as a teacher, in order to understand the role of new technologies in education.
    • EDUC 526: Teaching Mathematics, Science and Technology: Curriculum, Methods and Assessment for Adolescents with Disabilities
      Credit(s) 3.0
      Term(s) Offered Spring
      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 diabilities, 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 framework 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 Curriculum Committee.)
    • EDUC 528: Curriculum and Assessment for Adolescent Mathematics
      Credit(s) 3.0
      Term(s) Offered Summer 2
      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 history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. The course is designed to help teachers to expand and deepen their understanding of the social, political, and economic forces that influence the work of educators and children and their families.
    • 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 the program director.
    • EDUC 535: Science for Teachers (Grades N - 6)
      Credit(s) 2.0
      Term(s) Offered All terms
      In this workshop course, students explore basic science through discussion and hands-on experience with materials such as snails, plants, clay, boats, batteries, and bulbs. Students are helped to choose appropriate topics that may be integrated into a core curriculum. A methodology of exploration and discovery is used as a paradigm for working with children in the science curriculum.
    • EDUC 536: Foundations: The Influence of Culture and Politics on Literacy Theory and Practice
      Credit(s) 2.0
      Term(s) Offered Summer 1
      This course examines the ways in which historical, philosophical, cultural, and political trends have impacted research and pedagogy in the field of literacy (reading, writing, and language arts). Students explore how literacy theory and practice have been influenced by changing visions of teaching and learning; standards and assessment; the roles of special education and the education of English language learners; the appropriate nature of home, school, and community relationships; and the needs of the workforce. Students will be expected to use various forms of media and transitional research to deepen their understanding of these issues and become more critical readers of research studies and popular reports.
    • 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 is offered as a blended or fully online course
      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 542: Assessment and Instruction in Teaching Mathematics to Children with Learning Variations
      Credit(s) 2.0
      Term(s) Offered Spring; Every other Summer 2
      In this course, participants will explore learning mathematics as a developmental process. Central emphasis will be placed on constructing an understanding of equitable mathematics education focusing on access for all learners. Through focus on an individual child, students will learn to analyze children's strengths and examine the challenges that differences such as language ability, working memory, executive function and processing can pose to students as they work to gain conceptual understanding, factual knowledge and procedural fluency. Participants will select and develop mathematical tasks for a variety of students and will be expected to analyze students’ strengths and potential barriers to access, shaping mathematical learning experiences to meet their needs.
    • EDUC 543: Diverse Learners in Specialized & Inclusive Settings
      Credit(s) 3.0
      Term(s) Offered Spring; 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 classificaton of children and adolescents, as well as the legal and philosophical obligations of general and special education teachers. Particpants 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 diverse learning community. There is a designated fieldwork component included in course requirements. Prerequisite: EDUC 500, EDUC 502 or EDUC 800. (Pending approval of the Curriculum Committee.)
    • EDUC 545: Math for Middle and High School Teachers in Diverse and Inclusive Classrooms
      Credit(s) 3.0
      Term(s) Offered Summer 2
      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 Summer 2
      Students investigate the natural environment, at Bank Street and at 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 559: Native Language Literacy for Mandarin Chinese-speaking Children
      Credit(s) 2.0
      Term(s) Offered Spring
      Through this course graduate students explore the acquisition of literacy skills in the child’s first language, in this case, Mandarin Chinese. The course will focus on literacy development in the following areas: oral language development through storytelling, songs, poems, games, etc.; the use of literature and of teacher- and student-made materials; and grammar and spelling. Participants will analyze ways of using children’s literature and children’s writing 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 Chinese, as well as original and translated Chinese 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 Chinese grammar and orthography. This course is taught in Mandarin Chinese. Prerequisites: TESL 530 and EDUC 561 or permission of instructor.
    • 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. Prerequisites: EDUC 537 and EDUC 561 or permission of instructor.
    • EDUC 561: Linguistics: Implications for Teachers
      Credit(s) 1.0
      Term(s) Offered Spring
      The purpose of this course is to present the theoretical foundations of language and its implications for the classroom. It is an introduction to the systematic study of language and the way language works. The focus is on five basic linguistic areas: phonetics and phonology (sounds and sound patterning), morphology (form of words), syntax (arrangement of words), and semantics (meaning), with special emphasis on the English language, and pragmatics (the use of language). By breaking language into its components, the processes that take place in language acquisition and language learning will become clearer. Concrete examples will portray what linguists and children acquiring a language ("little" linguists) do, emphasizing the complexity, variety, and regularity of language. Other related linguistic areas (language universals, body language, and discourse analysis) will also be addressed. As part of this course, working as a linguist in the field will be required.
    • EDUC 563: The Teaching of Reading, Writing, and Language Arts (Grades K - 3)
      Credit(s) 3.0
      Term(s) Offered Fall; Spring; From Summer 1 to Summer 2
      This course examines the processes through which speaking, listening, reading and writing are acquired by young children. Through course readings, discussion, and hands-on experiences, students will develop an understanding of the ways in which theory and research in the fields of language development, linguistic diversity, socio-cultural perspectives, and special education form an essential basis for effective literacy teaching. Each student will observe and work with an individual child, trying out methods and materials in order to develop first-hand awareness of the reading and writing process, and roles of the teacher and child in that process. Through this integration of theory and practice, students will develop an understanding of the ways in which (1) literacy acquisition draws upon the personal, cultural, and linguistic experiences of all learners; (2) literacy acquisition can be facilitated through technology; (3) teachers can and should be the constructors of literacy curriculum that meets the needs of diverse learners; (4) assessment and instruction are ongoing and integrated processes; and (5) effective literacy education is the outcome of the collaboration of home, school, and community.
    • EDUC 564: Language, Literature, and Emergent Literacy (A Focus on Grades N - 3)
      Credit(s) 3.0
      Term(s) Offered All terms
      This course examines the role of literature in the life of the developing child. Students gain an understanding of monolingual and bilingual language development and the relationship between aspects of young children's language and what they relish in stories. Students examine ways to cultivate children's ability to express experiences, ideas, and feelings in poetry, illustrated stories, nonfiction accounts and in oral discussion. Using developmental, multicultural, nonsexist, and aesthetic perspectives, students develop criteria for selecting fiction, non-fiction, poetry and folklore for children of specific ages. Ways to use literature effectively are examined, leading to the students' understanding the functions of a variety of techniques within the young child's classroom: telling stories; reading aloud, stimulating children's participation in a story; and selecting stories to extend children's understandings of social studies and science.
    • EDUC 565: Children's Literature in a Balanced Reading Program (A Focus on Grades 3 - 8)
      Credit(s) 3.0
      Term(s) Offered Spring
      The concept of "story" in oral tradition and written literature is the focus of this course. Through storytelling, discussion, and workshop activities, students use their own responses, criteria from the field of literary criticism, and principles of child and adolescent development to analyze and evaluate the literary and curricular merits of childhood and middle childhood fictional materials. Some organizing concepts are the importance of the oral tradition to literary development; the nature of literary structure; the recognition of style in literature; the presence of archetypal themes across cultures; and the uniqueness and purpose of literary language, including its relevance to second language learners. Issues of diversity are discussed through the use of a wide range of fictional material used to construct critical reading skills.
    • EDUC 567: Teaching Reading and Writing in the Content Areas for Elementary and Middle School Classrooms
      Credit(s) 3.0
      Term(s) Offered To be announced
      Designed as a reading course for teachers in grades four through nine, the 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 Elementary Grades (Grades 2 - 6)
      Credit(s) 3.0
      Term(s) Offered Fall
      This course addresses the ways in which language, cognition and the 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. Participants 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. Opportunities will be provided for exploring the relationship between technology and literacy development. Through the experiences in this course, participants will gain a deeper understanding of the reading process and the roles of the teacher, the family, and the child in that process.
    • EDUC 573: Storytelling with Children
      Credit(s) 1.0
      Term(s) Offered Spring
      The purpose of this course is to enable students to develop their skills and resources in the art of storytelling for and with children. The course will provide opportunities to study as well as practice repertoire and techniques from world folklore for a variety of age groups and professional settings. Story learning from oral and written sources and curriculum applications and strategies for encouraging group participation are emphasized. Bibliographies and resource packets will be provided.
    • EDUC 576: Writing in the Elementary Grades
      Credit(s) 2.0
      Term(s) Offered Fall
      The purpose of this course is to help teachers gain an understanding of the full complexity of writing in the elementary grades. Topics include genre and style, topic, revision, grammar and spelling, language and culture, and the social and cultural issues surrounding writing. Students will share and reflect on their own writing in small groups, as well as study recent thinking and current research on the various pedagogical approaches to teaching writing. Appropriate books and other stimuli to spark good writing will be reviewed as well.
    • EDUC 590: Arts Workshop for Teachers (Grades N - 6)
      Credit(s) 2.0
      Term(s) Offered Fall; Spring; Summer 2
      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 to develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, print making and such crafts as puppet making, dyeing, and weaving. Reading and class discussions 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: Multicultural and Developmental Approaches in Diverse and Inclusive Settings (Grades N - 6)
      Credit(s) 2.0
      Term(s) Offered Spring; Summer 1; Summer 2
      This course is designed to introduce key elements of music, movement, sound-based media and physical education grounded in neurocognitive, developmental and critical multicultural perspectives. Students learn to create and use musical instruments from recyclable materials; explore digital composition; use equipment such as hoops, scarves and parachute, and integrate skills and repertoire with ongoing classroom curriculum. Songs, rhythms and games from diverse traditions are included to address children's cultural and linguistic backgrounds in alignment with NYS and Common Core standards. Applications and strategies for children with special needs and dual language learners are incorporated through readings, film and guided activities (background in music, dance or sports is not required).
    • EDUC 603: Assistive Technology in Early Childhood Inclusive and Special Education Settings
      Credit(s) 1.0
      Term(s) Offered Summer 1
      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 Spring; Summer 1
      Students examine the role of the teacher in the classroom in order to develop insight into their own professional and personal styles. The culture of the school and its influence on teachers and families is explored. The course also examines the implications of working with a multicultural community and differing family structures. Students develop skills and procedures in parent conferencing, as well as an understanding of the concerns of parents of children with special needs. The regulations and implications of the Individuals with Disabilities Education Act (IDEA) are also studied. The course includes the recognition of indications of child abuse and a review of the legal and moral responsibilities of classroom teachers.
    • EDUC 605: Designing and Managing Classroom Environments in Inclusive and Special Education Settings
      Credit(s) 3.0
      Term(s) Offered Fall; 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 606: Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum
      Credit(s) 1.0
      Term(s) Offered January; Summer 1
      The first session examines the function of blocks in the classroom and how block building fits into the nursery through primary school program. The second session is a block workshop. Later sessions include discussion of blocks in relation to the child's development, the role of the teacher in facilitation of dramatic play, the use of supplementary materials, fantasy and reality in dramatic play, and the creation of a nonsexist learning area.
    • EDUC 612: Infancy Institute: Infants, Toddlers, Families: Supporting Their Growth
      Credit(s) 1.0
      Term(s) Offered Summer 1
      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. A multi-level 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 a wider lens that incorporates the incredible variety not only amongst parents, but within the same parent at different times. Students continue to develop a self-reflective ability that helps them think deeply about their responses to families, and learn when and how to provide developmental guidance through practice with their own case material and readings on basic counseling techniques.
    • 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 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 the program director.
    • EDUC 616: Introduction to Research and Evaluation Practice in Museum Education
      Credit(s) 3.0
      Term(s) Offered Fall
      This course responds to increased emphasis in the museum field on researching the visitor experience. The course prepares museum educators to understand and use educational research to strengthen interpretive programming and the visitor experience. Students are introduced to appropriate research tools through readings, discussions, and critical inquiry into the research process. Working in small groups, students conduct a small research study in a museum or school environment. For matriculated Museum Education students or by permission of the program director.
    • EDUC 618: Working with All Children and Families: An Introduction
      Credit(s) 1.0
      Term(s) Offered January; Spring
      This short format course introduces students to the content of the Early Childhood General and Special Education program. Central to the program are a number of concepts, including progressive and special education, family-centered practice, child-centered curriculum, and cultural and linguistic diversity. Students will be exposed to the idea of play as the young child's way of knowing and being in the world. They will also be introduced to observation, culturally responsive assessment, curriculum and instruction as a dynamic cycle supporting educational practice with young children of varied backgrounds and developmental needs. Through readings, presentations, case studies and discussion, students cultivate the habits of mind and collaborative learning relationships necessary for responsive practice with young children and their families.
    • EDUC 621: Introduction to Child Life Documentation
      Credit(s) 3.0
      Term(s) Offered Spring; 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. [Prerequisites are EDUC 500 and EDUC 821, co-requisite is EDUC 822]
    • EDUC 629: Education of Children with Autism Spectrum Disorders
      Credit(s) 1.0
      Term(s) Offered Spring; Summer 1; This course is offered as a blended or fully online course
      This course will explore autism spectrum disorder (ASD) 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 to people with ASD. This course considers the significance of home and/or school as the primary sources of educational intervention and direct services for children with ASD. Participants will consider the importance of providing young children with ASD with an educational program that is responsive to each child’s unique pattern of relative strengths and vulnerabilities, 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 633: Social and Historical Foundations of Early Childhood Education
      Credit(s) 1.0
      Term(s) Offered To be announced
      Current educational thought, policy, and practice in early childhood education are examined in the context of their historical roots. Students will explore how social, cultural, economic, and political forces have influenced the lives of teachers and children. We will investigate the history of education in the United States, critically analyze debates about educational inclusion and equity, and consider possibilities for early childhood educators to contest structural inequality and promote social justice in teaching, learning, and their everyday work with children, families, and colleagues.
    • EDUC 634: Working with Emergent Bilingual Learners
      Credit(s) 1.0
      Term(s) Offered To be announced
      Based on the belief that language is an essential foundation for the learning that takes place in formal and informal education, participants will examine the political, educational, social, and emotional aspects that determine the stratification of languages and language variations. The course analyzes ways in which Emergent Bilingual students (also known as ELLs) learn English as a new language and provides strategies that teachers can use to help them learn the language to fully integrate into general and special education classrooms.
    • EDUC 650: Individual Study
      Credit(s) 1.0
      Term(s) Offered All terms
      This course provides an opportunity to investigate an educational problem, area or interest under the supervision of a faculty member. Permission of the student's advisor is required.
    • EDUC 651: Special Study: Strategies for Language and Concept Development
      Credit(s) 1.0
      Term(s) Offered Fall
      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 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 800: The Social Worlds of Childhood
      Credit(s) 3.0
      Term(s) Offered To be announced
      This course is designed as a forum for thinking about what it means to care for children at the beginning of the 21st century. Consideration will be given to how issues such as poverty, changing family structures, substance abuse, community violence, and HIV/AIDS affect children, teachers and the curriculum. Students will critically examine the traditional knowledge base of childhood education and child development - and explore alternative lenses for viewing children. History, literature, philosophy and feminist theory will be used to reflect upon taken-for-granted assumptions about childhood. Students will learn how reading, writing and interpreting narrative can become an invaluable source for understanding themselves and the children in their care. Prerequisite: EDUC 500 or EDUC 501 or by permission of the instructor.
    • 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, parents and the first year of life. The primary goal of the course is for students to internalize a solid and accessible grasp of infant development across individual differences and contexts. There will be a strong emphasis on using theory to facilitate one's understanding and development and to articulate a point of view about these extraordinary first months. Research, theory, and our own observations of infants both during and outside of class, will be brought together to understand the cognitive, perceptual, sensorimotor movement and social-emotional changes which occur through interaction with the world. We attend to the specific contributions of familial and cultural contexts as well as the contributions of infants themselves, as we strive to achieve a fair balance between the "expected" global shifts in development and the profound individual differences that each human being presents. This is not a "how to" course. Rather, the course provides knowledge of the basic developmental systems that can be seen in developing children with a range of abilities and disabilities. Students work on articulating their knowledge of development and of new findings in the field, and they practice communicating such knowledge clearly to parents. The course is organized around a semester-long study of an individual infant in a family. This study, along with on-going electronic journal discussions, provides an opportunity for a rich integration of developmental theory with real babies. Prerequisite: EDUC 500 or EDUC 800.
    • 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, two-year-olds and their families. The primary goal of the course is for students to internalize a solid and accessible grasp of development in the second and third years of life, and across individual differences and contexts. Students examine how separation-individuation, attachment and mutual recognition are achieved through a focus on the interactive affective and cognitive contributions of toddlers and caregivers. Research, theory and student observations will be utilized to better understand the toddler's developing symbolization and language; changes in motor and movement patterns; and social-emotional aspects of development, such as play, peer relationships and the range of toddler conflicts and fears. The class members attempt to reconceptualize traditional theories in light of the real issues faced by toddlers today in the context of the wide range of family structures, group care settings, and cultures, sub-cultures and degrees of ability/disability. A great deal of attention is paid to the specific contributions of familial and cultural contexts as well as the contributions of toddlers themselves. Students strive to achieve a fair balance between the "expected " global shifts in development and the profound individual differences that each human being presents. The course is organized around a developmental history of a toddler or a two-year-old in the context of his or her family and often a group setting. This study, along with on-going electronic journal discussions, provides rich opportunities for students to integrate their knowledge of developmental theory with real toddlers and twos and to practice articulating their knowledge with peers and parents. Prerequisite: EDUC 500 or EDUC 800.
    • EDUC 803: Developmental Variations
      Credit(s) 2.0
      Term(s) Offered All terms; This course is offered as a blended or fully online course
      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 developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or 501 or 800; or permission of instructor.
    • EDUC 804: Supporting Langauge & Literacy Development Across the Curriculum: 7-12
      Credit(s) 3.0
      Term(s) Offered Summer 2
      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 litracies in a multicultural context. There is a fieldwork component to this course. Prerequisite: EDUC 502. (Pending approval of the Curriculum Committee.)
    • EDUC 805: Developmental Variations II: Emotional and Behavioral Development
      Credit(s) 2.0
      Term(s) Offered Spring; Summer 1; This course is offered as a blended or fully online course
      This course focuses on understanding, teaching, and meeting the needs of children with variations in emotional, social and behavioral development. Participants will critically examine the construct of children’s emotional and behavioral disorders 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 500 or EDUC 501 or EDUC 800; and EDUC 803.
    • EDUC 806: Social Emotional Variations in Adolescence: Creating Supportive Classroom Environments
      Credit(s) 3.0
      Term(s) Offered Fall
      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 teaher presence plays in supporting students' socio-emotional growth in the context of the school community and family. Participants consider the implicatons 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 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. Prerequisites: EDUC 505; or EDUC 561 and EDUC 870
    • EDUC 808: The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording
      Credit(s) 3.0
      Term(s) Offered Fall; Spring
      Students learn to use a variety of observational approaches and recording techniques as basic assessment tools to increase their understanding of and skill in planning for children who are developing normally, as well as for children with disabilities and special needs. Through observing cognitive functioning (stage and style), social-emotional behaviors, motor ability, and the interplay between the individual child and the group, as well as the individual child and adults, students become aware of how specific behaviors yield insight into the overall life of the child. Students will use their observations to reflect on possible curriculum and classroom adaptations that would allow the children to build on their strengths and better meet their challenges. An additional goal is to help students, as participant observers, to develop greater sensitivity to their own feelings and interactions with children, and to consider how these affect the selection, omission and interpretation of observable data. Emphasis is placed on a growing sensitivity to what is "subjective" and what attempts to be "objective" observation. Each student conducts an in-depth study of a child. Prerequisite: EDUC 500 or EDUC 800; or permission of the instructor.
    • EDUC 815: Seminar in Museum Education II
      Credit(s) 2.0
      Term(s) Offered Spring
      This course is a continuation of the Seminar in Museum Education 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, socio-economic status, and educational level. Students study the characteristics and needs 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.
    • 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
      When facing acute and chronic illness, today's infants, children and adolescents pose a unique challenge to health care professionals. This course provides an overview of the theory, practice, and programming of the child life profession, with an emphasis on family-centered care. This course is designed for, but not limited to, students interested in a career as a child life specialist. A developmental perspective is used to examine the child's perception and understanding of hospitalization and related health care experiences within the context of a diverse culture. Through carefully sequenced didactic and clinical components, case studies, small group discussions, guest speakers, clinical observations and assignments, students are exposed to the competencies of the child life specialist as developed by the Child Life Council. Appropriate interventions and practical strategies designed to mitigate the painful, invasive and frightening aspects of medical treatment are covered. Prerequisite: EDUC 500.
    • EDUC 822: Children with Special Healthcare Needs: In the Hospital, at Home, and in School
      Credit(s) 3.0
      Term(s) Offered Spring; 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 health care 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 health care, school and community settings can help the children, their families, and their peers adapt successfully to the stressors they all encounter. Prerequisite: EDUC 821.
    • EDUC 823: Play Techniques for Early Childhood Settings
      Credit(s) 1.0
      Term(s) Offered Fall; Spring; This course is offered as a blended or fully online course
      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.
    • 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 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 pathological of a wide range of medical conditions that 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 that 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. Prerequisite: EDUC 500.
    • EDUC 828: Loss in Children's Lives: Implications for Schools, Hospitals, and Home
      Credit(s) 3.0
      Term(s) Offered Summer 1; This course is offered as a blended or fully online course
      A developmental perspective is utilized to examine the child's perception and understanding of levels of loss outside the walls of a health care 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, health care provider and family members will be discussed, underscoring the trans-disciplinary collaboration that must exist between these caregivers. Prerequisite: EDUC 500.
    • 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
      In this 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 non-directive therapeutic play techniques for use in playrooms, clinical settings, and at the bedside, both with the individual child and for groups. Prerequisite: EDUC 500 and EDUC 821; Corequisite: EDUC 822
    • 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 for child life specialists to be effective consumers and generators of research. After analyzing and evaluating research in the area of pediatric healthcare, students will design and implement a research project. At the completion of this course, students will be able to articulate basic research methods, statistics and outcomes that apply to clinical practice and program review. (Co-requisite EDUC 950)
    • EDUC 832: Cross-cultural Perspectives: Families & Ethical Issues in Child Life Practice
      Credit(s) 3.0
      Term(s) Offered Summer 2; This course is offered as a blended or fully online course
      This course focuses on the family as a social system and will include the following topics: family relationships - dynamics of family life, historical and contemporary theories related to family structure and functions, adaptations in family structure and interaction patterns during times of transition, examination of diverse family systems, parenting, caregiving and family life from a cross-cultural perspective, adult-child interactions, family roles, and parenting skills. Through popular culture and case studies we will explore current research, theory and healthcare ethics, as they apply to the family. This course will assist learners as they consider the national, state/provincial and institutional systems, which provide the context for child life practice. (Prerequisistes EDUC 500, EDUC 821)
    • EDUC 850: Introduction to Teaching STEM in the Early Childhood Classroom
      Credit(s) 1.0
      Term(s) Offered To be announced
      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 and understanding of STEM thinking and the multiple ways learners from diverse linguistic and cultural backgrounds, and with developmental variations, 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.
    • 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.
    • EDUC 852: Practicum in Teaching Science III
      Credit(s) 1.0
      Term(s) Offered To be announced
      This Kerlin Science Institute course is the third of a three-part practicum in teaching science. Teachers are coached to introduce and improve their science teaching. Seminar sessions cultivate an "extended inquiries" model of teaching science that encourages learners to construct meaning of phenomena. Prerequisite: NSCI 500, EDUC 850 and EDUC 851. For Kerlin Science Institute fellows only.
    • EDUC 860: Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations
      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 variations. Participants learn about the reading and writing processes within a developmental framework. The course explores the iterative relationship between assessment and intervention, and critically examines a range of methods and materials in use in the field. Participants apply their learning as they work over multiple sessions with a child. Prerequisites: EDUC 505; EDUC 563 or 568.
    • EDUC 861: Formal and Informal Assessment of Adolescents with Disabilities
      Credit(s) 3.0
      Term(s) Offered Spring
      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 assessement, exit portfolios, alternative assessment, transition planning and wraparound services will be discussed with a focus on advocacy and equity. (Pending approval of the Curriculum Committee.)
    • EDUC 862: Assessment, Diagnosis, and Evaluation of Children with Developmental Variations
      Credit(s) 3.0
      Term(s) Offered Fall; Spring; Summer 2
      This course is designed to explore a variety of approaches used for the diagnosis, planning, and evaluation of students with disabilities. Participants will develop a critical understanding of the historical, legal and ethical considerations, appropriate use, mis-use, value, and limitations of standardized assessments including their intersection with issues of race, class, language and gender. Participants will administer and interpret various psycho-educational tests and develop instructional plans to meet the unique needs of children with oral language, reading, writing, and math challenges. Participants will broaden their abilities to incorporate information from diagnostic reports into their teaching.
    • EDUC 863: Collaboration and Differentiation in the Instruction of Children with Learning Variations
      Credit(s) 3.0
      Term(s) Offered Fall; Spring
      This course combines theory and practice through work with children from diverse cultural and linguistic backgrounds who have learning variations. 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. Prerequisites: EDUC 803; EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542.
    • 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
    • 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 important ideas involved in selecting and using literature appropriate to children in grades 3-8. 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.
    • EDUC 866: A Developmental-Interaction Approach to Teaching Geography in the Upper-Elementary Grades
      Credit(s) 1.0
      Term(s) Offered Spring
      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 867: The Teacher's Role in the Development of Reading Comprehension: Strategic Teaching (Grades K - 6)
      Credit(s) 1.0
      Term(s) Offered Fall; Summer 1
      This course will enable teachers to extend their theoretical and practical understanding of the ways to support children's reading comprehension in kindergarten through 6th grade. Using theoretical frameworks, students will investigate comprehension skills and strategies by identifying and matching the demands of text with the multiple needs of emergent to 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 568 or permission of the instructor upon demonstrated knowledge of experience with reading instruction.
    • 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; Spring
      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 or EDUC 800. Pre- or Co-requisite: EDUC 505.
    • EDUC 870: The Teaching of English as a New Language
      Credit(s) 3.0
      Term(s) Offered Fall
      After a review of second language acquisition theories, this course will address the teaching of reading, writing, and content areas through a second language. Students will examine how children learn to read and write in the first language and what the differences and similarities are when they read and write in a second language. The focus will be on the methodology of teaching a second language, appropriate second language materials, effective class organization for a second language classroom, and lesson planning that involves all of these components, including assessment. One of the requirements of this course is individual work with second language learners. Prerequisites: EDUC 537 and EDUC 561 or permission of instructor.
    • EDUC 872: Advocacy, Collaboration and Transition: Negotiating Adolescents' Identities across School, Family and Community
      Credit(s) 3.0
      Term(s) Offered Summer 2
      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 with 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 educations 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 trasition 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. (Pending approval of the Curriculum Committee.)
    • EDUC 873: Summer Practicum in Teaching Children with Variations in Learning, Language, and Literacy Development
      Credit(s) 3.0
      Term(s) Offered Summer 2
      This practicum is designed for candidates 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 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 874: Clinical Practicum/Advisement for Reading & Literacy, Clinical Teaching
      Credit(s) 3.0
      Term(s) Offered Summer 2
      This course is designed for graduate students in the Reading & Literacy programs who are assistant or head teachers and, therefore, are in one classroom placement for the entire school year. To fulfill New York State requirements, the clinical practicum offers participants the opportunity to gain experience teaching a range of children, many of whom struggle to read and write, and who are of varied ages and backgrounds. Participants work as student teachers in a clinical setting with children. An advisor will visit the practicum site to observe and discuss the student’s clinical practice. Graduate students participate in a conference group that will include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
    • EDUC 880: Insights from Occupational Therapy: Understanding Children's Sensory-Motor Development
      Credit(s) 1.0
      Term(s) Offered Fall; Spring
      This course will introduce students to several neurobiological frames of reference, including sensory integration. Emphasis will be on learning principles that can guide daily care and intervention for young children. The course will, in five sessions, go from neurobiological theory, to processing theory, to sensory integration theory, to analysis of behavior and activity, to practical applications of the above. It will include concepts of sensory tolerance, self-regulation, behavioral organization and motor planning. Students will be assisted in developing skills in task and behavioral analysis to support young children's neurobiological development. Pre- or Co-requisite: EDUC 892.
    • EDUC 891: Practicum in Developmental Assessment of Infants and Toddlers
      Credit(s) 3.0
      Term(s) Offered Spring
      This Practicum prepares students to assess and support families with very young children across a wide developmental range, including those with developmental delays. Taking a relationship-based developmental approach to the observation and assessment of infant/toddler behavior, students will use the assessment process to provide a close look at development within each of the developmental domains. Students will be trained in a collaborative approach with families, learning to support families throughout the assessment process, focusing on the strengths and challenges to the child¡Ás development. Students come to understand the young child within the sociocultural context of his/her family. Families with a range of cultural, economic, and racial backgrounds participate in the assessment process of the course. The course requires students to make a play-based developmental assessment, including observations of the child and dialogue with parents in the family's home. In class, students learn to administer The Bayley Scales of Development. They also meet with the family to discuss the assessment process. Various video, audio, and computer-based technology experiences enhance the student's learning. Prerequisites: EDUC 801 and EDUC 802.
    • EDUC 892: Developmental Systems I: Connecting Research in Early Development to Practice in Early Childhood Education
      Credit(s) 2.0
      Term(s) Offered Fall
      This course is designed to deepen a student's understanding of the processes of development and developmental variations in infancy and early childhood. By considering current research from neuroscience, psychology, and the social sciences, students will develop an appreciation of the complex interactions between early brain development and the social environment. Students will identify forces that impact typical development and the range and variety of developmental pathways within different cultural and environmental contexts. Students will develop their understanding of the characteristics, etiology, and developmental variations of specific disabilities that occur in young children, and the implications of these differences for development and learning. Students will consider and critically analyze the theoretical, practical, and research foundations of different intervention approaches in early childhood education. Prerequisite: EDUC 500 or EDUC 800.
    • 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. Prerequisites: EDUC 803 or EDUC 894. .
    • 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. Prerequisites EDUC 500 or EDUC 800; and EDUC 803.
    • EDUC 895: Early Childhood Practicum II: Collaborating with Families and Colleagues in Assessment, Planning, and Instruction
      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 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 General Education and 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 946: Curriculum & Instruction Supervised Fieldwork/ Student Teaching/ Advisement
      Credit(s) 6.0
      Term(s) Offered Fall; Spring
      Fieldwork in an appropriate setting with supervision and advisement. 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.
    • EDUC 950: Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings
      Credit(s) 6.0
      Term(s) Offered Fall; Spring
      Fieldwork in an appropriate setting with supervision and advisement. 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.
    • EDUC 951: Teaching Students with Disabilities 7-12 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 adolescents within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
    • EDUC 953: Infant and Family Development and Early Intervention and Early Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement
      Credit(s) 3.0
      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.
    • EDUC 954: Infant and Family Development and Early Intervention 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 955: Early Childhood General 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 956: Childhood General 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 958: Early Childhood and Childhood General 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 960: Dual Language/ Bilingual Early Childhood General 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 961: Dual Language/ Bilingual Childhood General 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 and General 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 964: Childhood Special and General 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 966: Dual Language/ Bilingual Early Childhood Special and General 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 967: Dual Language/ Bilingual Childhood Special and General 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 970: Early Childhood Special 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 971: Childhood Special 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 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.
    • EDUC 973: Dual Language/ Bilingual Early Childhood Special 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 974: Dual Language/ Bilingual Childhood Special 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 980: Childhood General and Museum Education Supervised Fieldwork/ Student Teaching/ Museum Internship/ 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 982: Museum Education Supervised Fieldwork/ Student Teaching/ Museum Internship/ 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.
    • 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 Year 1
      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 986: Adolescent Mathematics Supervised Fieldwork and Advisement Year 2
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This seminar and fieldwork experience consists of a cohort of graduate students who meet with their advisor throughout the 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 Experiences with Diverse Learners (for students completing fieldwork as student teachers)
      Credit(s) 0.0
      Term(s) Offered Fall; Spring
      Taken during the Supervised Fieldwork/ Student Teaching/Advisement year.
    • EDUC 991: Integrative Seminar in High Needs Educational Settings: Extended Field Experiences (for students completing fieldwork as head or assistant teachers)
      Credit(s) 1.0
      Term(s) Offered Summer 1; Summer 2
      This course provides the opportunity to complete New York State requirements for grade range experiences and certification after they have 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 socio-economic 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. Pre-Requisite: completion of at least 1 semester of supervised fieldwork.
    • EDUC 992: Summer Supervised Fieldwork/Advisement for Early Childhood Special Education Head Teachers and Assistant Teachers
      Credit(s) 3.0
      Term(s) Offered Summer 2
      This course is designed for candidates in the early childhood special education certification programs who are working teachers or assistant teachers. Its purpose is to give candidates 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, candidates are placed in an appropriate site for four weeks, five days per week. Advisors visit them in their sites and meet with candidates individually. There are weekly conference groups with candidates and advisors that will include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
    • EDUC 993: Summer Supervised Fieldwork/Advisement for Teaching Students with Disabilities 7-12 Generalist: Head Teachers and Assistant Teachers
      Credit(s) 3.0
      Term(s) Offered Summer 1
      This course is designed for candidates in the Teaching Students with Disabilities 7-12 Generalist program who are working teachers or assistant teachers. Its purpose is to give candidates 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 and August, candidates are placed in an appropriate site for five weeks, five days per week. Advisors visit them in their sites and meet with candidates individually. There are weekly conference groups with candidates and advisors that will include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
    • EDUC 994: Integrative Seminar in High Needs Educational Settings: Extended Field Experiences in Childhood General and Special Education (for assistant teachers and head teachers to be determined in consultation with program director or advisor)
      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 a second grade band level in an high needs public school 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 developmental variations. Graduate students will be placed, for the Summer II session, in appropriate educational programs for at least 100 hours. In addition, graduate students will participate in a series of six seminars focused on these classroom experiences.
    • GSTD 960: Studies in Education 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.
    • NSCI 500: Topics in Science
      Credit(s) 3.0
      Term(s) Offered To be announced
      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. This 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 510: Explorations of Nature
      Credit(s) 2.0
      Term(s) Offered Summer 1
      This course is designed to provide students with an introduction to the scientific exploration of the natural world through a review of the fundamental discoveries and principles of Physical Sciences, Life Sciences, and Earth and Space Sciences. The course is organized around common principles of scientific inquiry such as observation and experiment. As we discuss various concepts in the physical and life sciences, we will frame our work by issues such as what types of questions can be answered through scientific investigation, how such an investigation is designed, and the insights and limitations offered by experimental data. Once students understand the nature of science and its practice, we will explore some of the common concepts overarching themes that appear throughout the scientific disciplines, such as the concepts of systems, models, constancy and change, time and space scales, evidence and explanation. This course extends the traditional classroom lecture/discussion structure by requiring an experiential component to engage students in museum investigations. It is our belief that through readings, activities, and discussions, students will consider science in its proper light as a unique way of knowing and understanding the natural world.
    • STMD 100: State Mandated Training On School Violence Prevention
      Credit(s) 0.0
      Term(s) Offered All terms; This course is offered as a blended or fully online course
      Anyone applying for certification after February 2, 2001 must complete two hours of training on school violence prevention and intervention. This workshop includes training in effective classroom management techniques, identifying the warning signs of violent and other troubling behavior, and intervention techniques for resolving violent incidents in the school. (Offered only to matriculated students.)
    • STMD 105: State Mandated Training in Child Abuse Identification and Reporting
      Credit(s) 0.0
      Term(s) Offered All terms; This course is offered as a blended or fully online course
      All adults working with children under eighteen years of age are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. (Only offered to matriculated students.)
    • STMD 110: State Mandated Training in Dignity for All Students Act
      Credit(s) 0.0
      Term(s) Offered All terms
      Anyone applying for certification must complete six hours of training on the social patterns of harassment, bullying and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors.
    • TESL 515: ENL Case Management: Creating Access through Programming and Curriculum
      Credit(s) 3.0
      Term(s) Offered Spring
      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 school-wide 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 socio-emotional 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, & 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 561: 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 lingistic structures: phonetics and phonology (sounds and sound patterning), morphology (form of words), syntax (arragement 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 studnets 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 ranger of instructional strategies to support students' language proficiency in school. Prerequisite: TESL 530
    • TESL 563: The Teaching of Reading, Writing , & Langauge Arts in Enl Setting (prek-12)
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course addresses the ways in which language, congnition, 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 deveop 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 balance 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 process, 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 Please inquire
      This course explores TESOL methodologies to inform the teaching of English as a new language in grandes 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. Particpants 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 661: Tesol Research & Methodologies (grades 7-12)
      Credit(s) 3.0
      Term(s) Offered Please inquire
      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 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 862: Assessment and Differentiation for Linguistically Diverse Students with Developmental Variations
      Credit(s) 3.0
      Term(s) Offered Fall
      In this course, participants will review the history of special education as it has impacted students and families from diverse cultural and linguistic backgrounds, focusing on over-representation in the classifications of intellectual disability, emotional disability, and language/learning disabilities. This course will help English as a new language (ENL) teachers examine the intersection between disability and cultural and linguistic diversity. Participants will unpack assumptions about linguistically and culturally diverse families, and understand how various disabilities interact with learning a new language to better discern typical patterns of language development from language-based disabilities. Participants will have the opportunity to become familiar with formal and informal assessments used to evaluate K-12 students and how these apply to emergent bilingual speakers, as well as concepts including validity, reliability, and basic statistical terminology. Participants will collaborate with school professionals to explore strategies for working effectively with families of linguistically and culturally diverse children and adolescents.
    • TESL 870: The Teaching of English Grammars & Discourse in Enl Settings
      Credit(s) 3.0
      Term(s) Offered Please inquire
      Participants will critically 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 guage 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 studnets 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 grammers 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.
    • TESL 900: TESOL 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. 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.
    • TESL 992: Summer Supervised Fieldwork/Advisement for TESOL: Head Teachers and Assistant Teachers
      Credit(s) 3.0
      Term(s) Offered Summer 1
      This course is designed for candidates in the TESOL program who are working teachers or assistant teachers. Its purpose is to give candidates 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 and August, candidates are placed in an appropriate site for five weeks, five days per week. Advisors visit them in their sites and meet with candidates individually. There are weekly conference groups with candidates and advisors that will include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.

    Integrative Masters Project

    • IMP 1: 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: 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 3: 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.
    • IS 500: 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.
    • MAPF 500: Math Leadership Portfolio
      Credit(s) 0.0
      Term(s) Offered Summer 2
      The Math Leadership Portfolio is a collection of experiences that represents a student’s growth and evolving beliefs about mathematics education and leadership, and the implications of these beliefs for her/his work as a mathematics school leader. These experiences should have influenced the student’s teaching, learning, and leadership. The portfolio should be a reflection of the student's growth throughout the program, with a growing understanding of constructivist mathematics and leadership.
    • PF 500: 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.)

    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 995: New York State Internship Concurrent with Sfwa
      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
      In this seminar, students 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 510: Leadership 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. At the same time, in keeping with the realities faced by today's school building leaders, it focuses intensively on the knowledge and tools needed to be discerning consumers and negotiators of curriculum. Finally, the course explores leadership in curriculum and instruction as a means of inspiring, guiding and effecting school change.
    • 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. Coursework 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 museums, 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 support the needs and learning styles and needs of each visitor. For Museum Leadership students only.
    • LEAD 515: Community-Based Leadership Seminar Series
      Credit(s) 1.0
      Term(s) Offered Fall
      This series of four seminars provides an overview of the field of community-based learning and includes moderated discussions with experiences leaders from a wide variety of local organizations. Through panel discussions, readings, and participants' own investigations, each seminar addresses an essential question: What is a community? How are people in communities connected? How does change take place in communities? And, how do community-based organizations catalyze, harness, and/or support change?
    • LEAD 518: Leading a Community-Based Initiative
      Credit(s) 3.0
      Term(s) Offered To be announced
      This course is intended primarily for graduate students in Bank Street's Leadership in Community-Based Learning program. It addresses key issues in leading community-based organizations and initiatives, both conceptual and practical. It places emphasis on the well-being of children, adolescents, and adults, and focuses on the impact of community-level factors on learning and development and on the relationship between schools and community organizations. The course covers many aspects of effective organizational leadership, such as governance, strategic planning and fiscal management, and then widens the lens to consider system-building efforts that go beyond the scope of a single organization.
    • LEAD 530: Education Policy, Advocacy, and Law
      Credit(s) 3.0
      Term(s) Offered Spring
      Current administrative thought is examined in the context of its historical, economic, philosophical, and sociocultural political bases. Selected theories of administration and recent administrative practices are analyzed with respect to creating learning environments that are responsive to the multicultural constituencies of schools.
    • 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. For Early Childhood Leadership and Leadership in the Arts students only.
    • LEAD 533: Foundations of Educational Leadership: Law, History, and Economics
      Credit(s) 1.0
      Term(s) Offered Spring
      Current administrative thought and practice are examined in the context of their historical and economic roots. The trends, themes, assumptions, and prominent leaders of the various periods of United States educational history are discussed. The course also focuses on the various ways the economic themes of liberty, equality, and efficiency were treated in these historical periods. An understanding of these historical and economic roots supports the development of appropriate administrative strategies to make schools more responsive learning environments. For Early Childhood Leadership and Leadership in the Arts students only.
    • LEAD 534: Foundations of Educational Leadership: Adult Development
      Credit(s) 1.0
      Term(s) Offered Spring; Summer 2
      This course surveys the nature of the adult learner, examining patterns of development and the influences upon their 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 will provide opportunities for students to integrate theory and research with administrative practice through the use of such methods as simulation experiences, readings, observations, and interviews. For Early Childhood Leadership and Leadership in the Arts 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. For Early Childhood Leadership and Leadership in the Arts students only.
    • 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 560: Literacy and Leadership
      Credit(s) 3.0
      Term(s) Offered Summer 1
      This course is designed to support teachers' and administrators' 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 information that emerges 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 is designed to prepare participants to work with student leaders, new teachers, and/or colleagues as they plan effective literacy practices. Using a peer coaching/mentor model, participants will work with a teacher who would like to learn or refine a literacy practice. Through observation, modeling, co-teaching, and preparatory and debriefing conversations, participants observe, record and analyze the content and processes involved in coaching interactions. These experiences will enable participants to work more effectively with colleagues through regular conversations, discussions, and consultations about learners, literacy theory and practice, assessment, and instruction.
    • LEAD 581: Community-Based Action Research: Theory and Inquiry Methods for Community Educators
      Credit(s) 3.0
      Term(s) Offered To be announced
      This course, with its central focus on community-based action research, is designed for educators in social agencies, afterschool, and other out-of-school and informal learning initiatives. The central aim is to deepen and extend participants' understanding of their own and others' worksites as they jointly seek ways to improve community-education practices. Inquiry projects conducted over time in these educators' community sites will be discussed in class, affording shared opportunities to learn from and with one another in the broader terrain of out-of-school learning. Drawing on multiple data sources and ongoing analysis at their worksites, critical readings, class discussions, relevant videos, and exchanges with guest speakers, participants will discover new ways to improve and sustain community program offerings and outcomes. Emphasizing a guided use of anthropological methods, this course will afford participants new tools and strategies for program inquiry, assessment, and improvement. An introduction to participatory action research and a qualitative approach to program evaluation will be included in the course.
    • 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. For Principals Institute/Teacher Leader/BETLA students only.
    • 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. For Principals Institute/Teacher Leader/BETLA students only.
    • LEAD 604: Development of Educational Policy
      Credit(s) 1.0
      Term(s) Offered Fall
      This course is designed to provide students with an understanding 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 development, 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 development and group training are explored and used. For Museum Leadership students only.
    • 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 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 mission, strategic planning, and the responsibilities of the board of directors. They learn about the fundamentals of non-profit 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 non-profits. 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 non-profit arts and cultural institutions. Coursework 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 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 622: Museum Management V: Shaping a Vision
      Credit(s) 2.0
      Term(s) Offered Every other Fall
      This course examines the challenges contemporary museums 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. The 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 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
      Credit(s) 3.0
      Term(s) Offered All terms
      This course provides an opportunity to investigate a problem or area of interest related to leadership in mathematics education under the supervision of a faculty member. 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 660: Research for Educational Change
      Credit(s) 3.0
      Term(s) Offered Fall; Spring
      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.
    • 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
    • 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. They become acquainted with a variety of research methodologies that can be used for this purpose. Coursework includes experience conducting visitor research in the field. For Museum Leadership students only.
    • LEAD 770: Leadership Professional Seminar
      Credit(s) 3.0
      Term(s) Offered Fall; Spring
      This seminar is designed to develop competencies in research 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. For Leadership for Educational Change students only.
    • 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. For Early Childhood Leadership and Leadership in the Arts students only.
    • LEAD 825: Child Life Program Development and Administration
      Credit(s) 3.0
      Term(s) Offered Fall; 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 health care 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. Prerequisites: EDUC 822 and EDUC 950.
    • 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 and use of quantitative data for improving instruction in schools. The course will deal with the mathematics of statistics and data collection so that 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.
    • LEAD 830: Early Childhood Leadership 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. For Early Childhood Leadership students only.
    • LEAD 831: Early Childhood Leadership Practicum in Organizational Development
      Credit(s) 3.0
      Term(s) Offered Fall
      This practicum continues the work begun in LEAD 830. Each student implements his or her plan for change while continuing to document and evaluate the process of change. Prerequisite LEAD 535. For Early Childhood Leadership students only.
    • LEAD 832: Policy Issues in the Design of Children's Services
      Credit(s) 1.0
      Term(s) Offered Spring
      This seminar is designed for childcare advocates who wish to play a more effective role in the formation of policies regarding childcare services. Conceptions of social policy and the policy formation process are explored in order to provide a context for the consideration of specific policy issues. The current status of and projected changes in the American family structure are examined in relation to fundamental family needs for childcare. Students engage in the critical examination of current knowledge regarding American childcare. Corequisite: LEAD 833.
    • LEAD 833: Early Childhood Leadership Policy Internship
      Credit(s) 3.0
      Term(s) Offered Spring
      As a necessary companion experience to LEAD 832, students are placed in internships in institutions, agencies, and organizations which affect childcare policy on the state and federal levels, either indirectly through advocacy or directly through implementation. Corequisite: LEAD 832. For Early Childhood Leadership students only.
    • 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 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 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 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 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 871: Special Education Leadership I: Implementation of IDEA
      Credit(s) 3.0
      Term(s) Offered Summer 1; Summer 2
      This course provides an overview of IDEA and its implications for leading teaching and learning in schools and districts. Students will explore leadership challenges in creating and sustaining learning environments that support progress toward less restrictive educational alternatives and access to the general education curriculum for linguistically and culturally diverse students with disabilities. Topics include special education law and advocacy, study of the continuum of services and models of inclusion, accountability, databased decision-making and implications for curricular design, and adapatation and professional development.
    • 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 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, designed for students in educational leadership programs, 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 onsite 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 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 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 910: Leadership in Technology and the Arts Supervised Fieldwork/ Advisement
      Credit(s) 3.0
      Term(s) Offered Fall; Spring
      Fieldwork in an appropriate setting with supervision and advisement. For Leadership in the Arts students only.
    • LEAD 912: Principals Institute 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
      Principals Institute 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 on-going 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/her internship experiences. This portfolio meets the program's Integrative Master's Project requirement.
    • LEAD 920: 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 memebers. Each participant prepares and in-depth analysis of his or her work setting, focusing on organizational structure and behavior.
    • LEAD 930: Early Childhood Leadership Supervised Fieldwork/ Advisement
      Credit(s) 3.0
      Term(s) Offered Fall; Spring
      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.
    • LEAD 940: Mathematics Leadership Supervised Fieldwork/ Advisement
      Credit(s) 3.0
      Term(s) Offered 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 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 inclusive 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.
    • 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. For Museum Leadership students only.
    • 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 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 cultural organizations, including the ideas of early innovators such as John Cotton Dana, and 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 current 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 985: Community-Based Leadership Supervised Fieldwork/ Advisement
      Credit(s) 3.0
      Term(s) Offered Fall; Spring
      The supervised fieldwork experience, which integrates theory and practice, combines field placements, conference group meetings, and individual advisement. Working with a Bank Street advisor and a site mentor, candidates increasingly take on leadership responsibilities at a primary internship site -- typically a community-based organization with an educational mission. This may be the site where the candidate is currently employed. By taking on a range of leadership roles and responsibilities, the candidate gains new insight into the organization's mission/vision, theory of change, educational approach and strategies, outreach initiatives, governance, operations, development efforts, and resource management. Candidates also spend time at one or more additional sites that differ in focus, approach, or scale from the primary internship site. This aim is to support the candidate's transformation from staff member to leader.
    • MATH 495: Topics in Mathematics
      Credit(s) 2.0
      Term(s) Offered Fall
      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, 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 525: Mathematics 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.
    • 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 Math Leadership students only or with permission of instructor and program 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 Math Leadership students only or with permission of instructor and program 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
      TThis 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 Math Leadership students only or with permission of instructor and program 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. Pending Approval of the Curriculum Committee.
    • 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; Pending Approval of the Curriculum Committee.
    • 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. Prerequisites: MATH 641; MATH 642; Pending Approval of the Curriculum Committee.
    • 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. Prerequisites: MATH 641; MATH 642; MATH 643; Pending Approval of the Curriculum Committee.
    • PARS 7780: Drawing Concepts
      Credit(s) 5.0
      Term(s) Offered Summer 2
      Approximately one half of our class will be utilized drawing from the figure, costumed and nude. A variety of pose lengths will be explored, stressing the entire figure and the ability to see the entire picture plane. In addition, we will draw furniture, cityscapes, still-lifes, and interiors to experience and examine how 3-D space is delineated and represented on a 2-D surface. Art historical approaches, pre- Renaissance, a bit of perspective, and modern examples will be looked at to see how drawing describes and defines the picture plane. Everything we look at in this class, we will draw. We will experience drawing as a tool for understanding and problem solving. Sketchbooks will be required. For Leadership in the Arts (with Parsons The New School for Design) students only.
    • SRLW 7782: Fiction Workshop and Final Project Tutorial
      Credit(s) 5.0
      Term(s) Offered Summer 2
      This course has two parts: a six-session Fiction Workshop and a six-session Final Project Tutorial. A different instructor will teach each workshop. The Fiction Workshop explores the process by which life is transformed into fiction. It examines the craft of fiction through close reading of selected stories and participants' own writing. The course considers the question of authorial intentionality and explores a variety of narrative strategies. The Final Project Tutorial challenges students to develop further one piece of writing done during the three years of the program, or assemble several pieces of work into a coherent whole. For Leadership in Technology and the Arts (with Sarah Lawrence College) students only.

    Matriculation Maintenance

    • MMNT 500: Matriculation Maintenance
      Credit(s) 0.0
      Term(s) Offered Please inquire
      A degree can only be conferred for currently enrolled students. If students are not registred 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.