Summer 1 2021

May 17, 2021—June 21, 2021

Summer 1 courses will be taught in the online format.

NOTICE: Two credit classes will meet the first 8 class meetings of the term. Three credit classes will meet through the full term, unless otherwise specified by your instructor.

Bank Street Graduate School of Education credit hour calculations for degree and certificate programs follow NYSED guidelines, which are based on the U.S. Department of Education’s definition of credit hour. Please view the Credit Hour Assignment Policy for more information.

Please be aware: courses reserved for specific programs/populations are noted and are closed for general enrollment.

Religious Observance:The College respects individuals’ religious observances. If you are unable to make any class session, including a Friday session, because of religious observance, please notify the course instructor by the first class session so that an alternative means can be identified for fulfilling missed class material and course assignments.

Education Courses: Dual Language/Bilingual Teacher Ed, General Teacher Ed, and Special Ed

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC505-01 Language Acquisition and Learning in a Linguistically Diverse Society 2 Jennings, Tyler Crafts; STAFF Tuesdays & Thursdays: 5:15 - 8:45PM 05/18/2021, 05/20/2021, 05/25/2021, 05/27/2021, 06/01/2021, 06/03/2021, 06/08/2021, 06/10/2021
Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters.
EDUC530-01 Foundations of Modern Education 3 Franklin-Phipps, Asilia Tuesdays & Thursdays: 5:15 - 9:00PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street's progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children's and families' race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
EDUC535-02 Science for Teachers (Grades N - 6) 2 Kurtzberg, Deborah E. Mondays & Wednesdays: 5:15 - 8:45PM 05/17/2021, 05/19/2021, 05/24/2021, 05/26/2021, 06/02/2021, 06/07/2021, 06/09/2021, 06/14/2021
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students' cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum.
EDUC536-01 Foundations: The Influence of Culture and Politics on Literacy Theory and Practice 2 Einbender, Lynne Mondays & Wednesdays: 5:15 - 8:45PM 05/17/2021, 05/19/2021, 05/24/2021, 05/26/2021, 06/02/2021, 06/07/2021, 06/09/2021, 06/14/2021
EDUC540-01 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N - 6) 2 O'Shea, Heather J. Mondays & Wednesdays: 5:15 - 8:45PM 05/17/2021, 05/19/2021, 05/24/2021, 05/26/2021, 06/02/2021, 06/07/2021, 06/09/2021, 06/14/2021
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.
EDUC563-01 The Teaching of Reading, Writing, and Language Arts in the Primary Grades 3 STAFF Tuesdays & Thursdays: 5:15 - 7:15PM 5/18/21 - 7/15/21
This course examines the process through which reading and writing are acquired by young children, ages 4-8.  We study the ways teachers can support literacy growth for children's diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status.  The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning.  Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children's language and literacy learning in early childhood classrooms.
This class will meet across both Summer 1 and 2 terms, including the intersession.
EDUC564-01 Language, Literature, and Emergent Literacy in the Primary Grades 3 Kruger, Mary Mondays & Wednesdays: 5:15 - 9:00PM
This course examines the role of literature in children's lives. Participants develop criteria for selecting literature for children, considering factors including but not limited to child development, aesthetics, language, and culture, as well as children's interests and curiosities. Through active engagement with books, artifacts, and ideas, participants gain an understanding of the role of literature in language development in children's primary and new languages. Participants will examine ways to use literature from a wide range of genres and perspectives for reading aloud, honoring and stimulating children's storytelling, and for deepening learning across content areas.
EDUC590-01 Arts Workshop for Teachers (Grades N - 6) 2 Mott, Ann-Marie Mondays & Wednesdays: 5:15 - 8:45PM 05/17/2021, 05/19/2021, 05/24/2021, 05/26/2021, 06/02/2021, 06/07/2021, 06/09/2021, 06/14/2021
This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, printmaking, and such crafts as puppet making, dyeing, and weaving. Readings and class discussion deal with the development of art curricula using child development as a base. Students study children's art through slides and children's actual work.
EDUC603-01 Assistive Technology in Early Childhood Inclusive and Special Education Settings 1 Surabian, Mark Wednesdays 05:15-07:45PM 05/19/2021, 05/26/2021, 06/02/2021, 06/09/2021, 06/16/2021
EDUC604-01 Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings 2 Ferrin, Ellen Lorayne Tuesdays & Thursdays: 5:15 - 8:45PM 05/18/2021, 05/20/2021, 05/25/2021, 05/27/2021, 06/01/2021, 06/03/2021, 06/08/2021, 06/10/2021
In this course, participants will explore the role of teacher's and the larger school's role in constructing caring, collaborative, and reciprocal relationships with children and families.  Participants will critically examine their own experiences, identities, and assumptions as they develop skills and dispositions to work with a broad range of families and communities. The course will support participants in developing their skills in communication, advocacy, and collaboration as they learn to partner with families to support children's positive identity development along with their social, emotional, language, and learning abilities and needs.
EDUC605-01 Designing and Managing Classroom Environments in Inclusive and Special Education Settings 3 Jones, Pamela Michelle Tuesdays & Thursdays: 5:15 - 9:00PM
EDUC629-01 Education of Children with Autism Spectrum Disorders 1 Leeper, Rachel Mondays 05:15-07:45PM 05/17/2021, 05/24/2021, 06/07/2021, 06/14/2021, 06/21/2021
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.
EDUC803-01 Developmental Variations 2 Dixon, Jacob A. Mondays & Wednesdays: 5:15 - 8:45PM 05/17/2021, 05/19/2021, 05/24/2021, 05/26/2021, 06/02/2021, 06/07/2021, 06/09/2021, 06/14/2021
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 EDUC 501 or EDUC 800 or permission of instructor.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC805-01 Developmental Variations II: Emotional and Behavioral Development 2 O'Shea, Sean Mondays & Wednesdays: 5:15 - 8:45PM 05/17/2021, 05/19/2021, 05/24/2021, 05/26/2021, 06/02/2021, 06/07/2021, 06/09/2021, 06/14/2021
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; EDUC 803.
Prerequisites for EDUC805: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803
EDUC867-01 The Teacher's Role in the Development of Reading Comprehension: Strategic Teaching (Grades K - 6) 1 Kruger, Mary Thursdays 05:15-07:45PM 05/20/2021, 05/27/2021, 06/03/2021, 06/10/2021, 06/17/2021
This course will enable teachers to extend their theoretical and practical understanding of the ways to support children's reading comprehension in kindergarten through grade 6. Using theoretical frameworks, students will investigate comprehension skills and strategies by identifying and matching the demands of text with the multiple needs of fluent readers. Students will develop competencies in current literacy practices such as Interactive Read Aloud, Think Aloud, Guided Reading, and Questioning the Author. In addition, they will analyze the ways in which teaching reading comprehension strategies empowers children to be independent readers. Teachers will be able to use the strategies demonstrated in this course with all learners, including English Language Learners and children with special needs. Prerequisite: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor.
Prerequisite for EDUC867: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor
MATH495-01 Topics in Mathematics 2 Cordero, Queila Mondays & Wednesdays: 5:15 - 8:45PM 05/17/2021, 05/19/2021, 05/24/2021, 05/26/2021, 06/02/2021, 06/07/2021, 06/09/2021, 06/14/2021

Child Life

These courses are only for Child Life students.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC832-D1 Cross-cultural Perspectives: Families & Ethical Issues in Child Life Practice 3 Lowry, Genevieve M. Tuesdays & Thursdays: 5:15 - 9:00PM
This class will start on 5/20. Online class sessions 5/20 and 6/17 are synchronous. The remaining classes are asynchronous. For Child Life students only. To get ready for the synchronous session:
  • Sign up to http://Zoom.us (free account) and explore the tool and its tutorials: Getting started with Zoom.
  • Test your computer audio and video as well as your internet connection. We encourage you to test your system by hosting a test session with a friend.
  • You will receive an invitation to join the session via email. The email will have the link to click at the time of the session.
  • If you have trouble connecting, contact the Help Desk at helpdesk@bankstreet.edu or 212-875-4642.
Prerequisites for EDUC832: EDUC 500

Teaching English to Speakers of Other Languages (TESOL)

These courses are only for TESOL students

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC502-01 Human Development 3 Lowry, Genevieve M. Mondays & Wednesdays: 5:15 - 9:00PM
This course is for TESOL students only.

Integrative Master's Project - Semester-Based IMP Options

Section Title Credits Rooms Instructor Days/Times Dates Status
IMP3-01 Mentored Directed Essay 0 STAFF See Mentor
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.
This IMP begins in the Summer 1 term and runs until the end of the Summer 2 term. At the start of Summer 1, students will be assigned their particular mentor. Registration is not allowed after May 21, 2021.

Integrative Master's Project - Independent Study Option

Section Title Credits Rooms Instructor Days/Times Dates Status
IS500-01 Independent Study 0 STAFF See Mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master's thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue.
This IMP begins in the Summer 1 term and runs until the end of the Summer 2 term. Students should register for section 01. Students should register only at the beginning of their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar's Office before registering.

Registration is not allowed after May 21, 2021.

IMPORTANT NOTE TO STUDENTS REGISTERING FOR INDEPENDENT STUDIES: In order to register for Independent Studies (IS500) you must have already secured a faculty mentor who has reviewed your IS proposal and has committed to serve as your IS mentor. By registering for the IS500, you are attesting to having secured a mentor, and you are agreeing to follow all applicable IS directives and guidelines as stated in A Guide to the Integrative Master’s Project.

In addition to registering through my.bankstreet.edu for IS500, please fill out the Independent Study Mentor Form, indicating which faculty member has consented to mentor you.

Please note: Students who register without completing the above form will be dropped by the College from their Independent Study. You must identify your mentor in order to be enrolled in an Independent Study for the term.

State Mandated Trainings

Workshops are open ONLY to matriculated Bank Street students. State Mandated Trainings are FREE for currently matriculated students. IMPORTANT NOTE: Workshops start promptly. You must be on time to attend a workshop. Students who are late will NOT be permitted entrance to the workshop and will need to register for a different section.

Section Title Credits Rooms Instructor Days/Times Dates Status
STMD100-D1 State Mandated Training On School Violence Prevention 0 Tiburcio, Ana Lisa Thursday 5:15-7:15PM 6/17/21
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.)
STMD105-D1 State Mandated Training in Child Abuse Identification and Reporting 0 Low, Christine Tuesday 5:15-7:15 PM 6/15/21
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. (Offered only to matriculated students.)
STMD110-D1 State Mandated Training in Dignity for All Students Act 0 Woo, Ron Thursday 5:00-8:00PM 6/10/21
Anyone graduating and applying for certification after the summer 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. (Offered only to matriculated students.

Note: First session: 3-hour asynchronous online component must be completed by 11:55 pm on June 7, 2021.

Second session meets online, synchronously on the day and time listed.

Workshops start promptly. You must complete the first session online in Canvas by 11:55 pm of the date listed for each section and bring a copy with you to the second, synchronous session. You must be on time for the second session in order to be marked as in attendance. Students who are late will NOT be permitted entrance to the workshop and students who do not complete both sessions will need to register for a different section.

Early Childhood Urban Education Initiative: Cohort 3

These courses are only for Early Childhood Urban Education Initiative: Cohort 3 students

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC535-01 Science for Teachers (Grades N - 6) 2 Chu, Stan Mondays & Wednesdays: 5:15 - 6:45PM 05/17/2021, 05/19/2021, 05/24/2021, 05/26/2021, 06/02/2021, 06/07/2021, 06/09/2021, 06/14/2021
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students' cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum.
This course is only for Early Childhood Urban. Education Initiative: Cohort 3 students

Museum Leadership

These courses are for students in the Museum Leadership program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD850-01 Museum Leadership Institute I 2 Hogarth, Brian Monday - Saturday: 9:00AM - 5:00PM
For Museum Leadership students only.
MLPF500-01 Museum Leadership Portfolio 0 STAFF See Mentor
MLPF 500 is for 2nd-year Museum Leadership students only.

Kerlin STEM Institute

These courses are only for Kerlin STEM Institute teachers.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC852-01 Designing STEM Early Childhood Curriculum 1 Wallace, Robert; Hutton, Judith L. Thursdays 04:00-06:30PM 05/20/2021, 05/27/2021, 06/03/2021, 06/10/2021, 06/17/2021 Closed
Only Kerlin Stem Institute teachers may register for this course. Sessions will be held at the Hall of Science.
Prerequisite for EDUC852: NSCI500, EDUC 850, and EDUC 851

Rochester Urban Leadership

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510-C1 Leadership in Curriculum and Instruction 3 Limperopulos, Nicole Tuesdays 05:00-07:00PM
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.
This course is for students in the Rochester Urban Leadership program only.
LEAD530-C1 Education Policy, Advocacy, and Law 3 Limperopulos, Nicole Tuesdays 07:00-09:00PM
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
This course is for students in the Rochester Urban Leadership program only.
LEAD660-C1 Research for Educational Change 3 Limperopulos, Nicole Thursdays 05:00-07:00PM
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.
This course is for students in the Rochester Urban Leadership program only.
LEAD918-C1 Leadership Supervised Fieldwork/ Advisement 3 Limperopulos, Nicole Wednesdays 05:00-07:00PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement.
This course is for students in the Rochester Urban Leadership program only.

Matriculation Maintenance

Section Title Credits Rooms Instructor Days/Times Dates Status
MMNT500-01 Matriculation Maintenance 0 STAFF N/A
A degree can only be conferred for currently enrolled students. If students are not registered for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.