Summer 1 2022

May 16, 2022—June 16, 2022

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
EDUC505-1 Language Acquisition and Learning in a Linguistically Diverse Society 2 612/613 Sara Vogel TTH 5:15-8:45 PM 5/17, 5/19, 5/24, 5/26, 5/31, 6/2, 6/7, 6/9
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.
EDUC530-1 Foundations of Modern Education 3 703 Jessica Charles TTH 5:15-9:00 PM
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.
EDUC535-1 Science for Teachers (Grades N – 6) 2 408/410 Stan Chu TTH 5:15-8:45 PM 5/17, 5/19, 5/24, 5/26, 5/31, 6/2, 6/7, 6/9
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.
EDUC536-1 Foundations: The Influence of Culture and Politics on Literacy Theory and Practice 2 707 Lynne Einbender MW 5:15-8:45 PM 5/16, 5/18, 5/23, 5/25, 6/1, 6/6, 6/8, 6/13
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 critical readers of research studies and popular reports.
EDUC540-1 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 409 Heather O'Shea MW 5:15-8:45 PM 5/16, 5/18, 5/23, 5/25, 6/1, 6/6, 6/8, 6/13
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.
EDUC563-1 The Teaching of Reading, Writing, and Language Arts in the Primary Grades 3 709 Kelley Scanlon TTH 5:15-7:15 PM 5/17 - 7/19
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.
EDUC564-1 Language, Literature, and Emergent Literacy in the Primary Grades 3 706 Mary Kruger MW 5:15-9:00 PM
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.
EDUC590-1 Arts Workshop for Teachers (Grades N – 6) 2 308 Ann-Marie Mott TTH 5:15-8:45 PM 5/17, 5/19, 5/24, 5/26, 5/31, 6/2, 6/7, 6/9
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.
This class will have some asynchronous components.
EDUC604-1 Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings 2 705 Susan Rolander MW 5:15-8:45 PM 5/16, 5/18, 5/23, 5/25, 6/1, 6/6, 6/8, 6/13
In this course, participants will explore the teacher’s and the larger school’s roles in constructing caring, collaborative, and reciprocal relationships with children and families.  Participants will critically examine their own experiences, identities, and assumptions as they develop skills and dispositions to work with a broad range of families and communities. The course will support participants in developing their skills in communication, advocacy, and collaboration as they learn to partner with families to support children’s positive identity development along with their social, emotional, language, and learning abilities and needs.
EDUC605-1 Designing and Managing Classroom Environments in Inclusive and Special Education Settings 3 612/613 Pamela Jones MW 5:15-9:00 PM
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.
EDUC805-1 Developmental Variations II: Emotional and Behavioral Development 2 406 Sarah Sloane MW 5:15-8:45 PM 5/16, 5/18, 5/23, 5/25, 6/1, 6/6, 6/8, 6/13
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. Prerequisite: EDUC 803.
Prerequisites for EDUC805: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803

Child Life

These courses are only for Child Life students.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC832-1 Cross-Cultural Perspectives: Families and Ethical Issues in Child Life Practice 3 online Genevieve Lowry TTH 5:15-9:00 PM May 19 and June 16
This course focuses on developing an understanding of the principles of ethical decision-making, when working with diverse families in complex healthcare situations. Participants will develop an awareness of the how ethical decisions are made in pediatrics in order to help mediate healthcare experiences for children and families as members of a larger team. The course will approach the family from an ecological perspective, examining the ways in which factors including but not limited to race, culture, language, socioeconomic background, family structure, immigration status, and community context may impact a family’s experience in healthcare systems. Participants will examine their own backgrounds and identities to surface differences in perspective and biases that may impact decision-making in child life contexts. Using current research and theory, standards of ethical practice, and an understanding of national, state/provincial and institutional healthcare systems and policies, participants will analyze case studies and apply this analysis to developing their practices in the field. Prerequisite: EDUC 500.
    This class will start on May 17. Online class sessions May 19 and June 16 are synchronous. The remaining classes are asynchronous. For Child Life students only. All online courses should contain the note: 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

Leadership in Mathematics Education Online

These courses are for students in the Math Leadership Online program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD945-1 Mathematics Leadership Supervised Fieldwork and Advisement 2 online Amy Withers T 7:00-9:00 PM
This seminar and fieldwork experience consists of a cohort of graduate students who meet with their advisor throughout the 14 months of the program. The seminar includes the exchange and analysis of ongoing professional experiences based on the graduate students’ experiences in the field. It provides a forum for synthesizing theory with practice, and the creation of a professional learning community. Attention is given to leadership activities in students’ work settings and coaching strategies for addressing the academic strengths and needs of teachers of mathematics, including constructing classroom environments that support collaboration and agency. In addition, the seminar examines the historical, philosophical, and cultural roots of leadership as they have influenced current practices and innovations, and explores Bank Street's history and philosophy as a progressive institution.
MATH541-1 Integrated Mathematics I 3 online Nancy Buck MWTh 6:30-9:00 PM
Participants in this course (and MATH 542 and MATH 543) engage in integrating mathematics. This experience helps participants deepen their understanding of the relationship among the various mathematical disciplines and supports them in their work with children and teachers. Participants explore elementary number theory, algebra, groups, and transformational geometry using concrete materials and open-ended problems. Open to 1st-summer Math Leadership students only, or with permission of instructor and director.

Leadership in Museum Education

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD618-1 Museum Management III: Professional Development 1 online Brian Hogarth TH/SU 5:00-7:00 PM 5/26, 5/29, 6/2, 6/9
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.

Integrative Master's Project - Semester-Based IMP Options

Section Title Credits Rooms Instructor Days/Times Dates Status
IMP3-1 Mentored Directed Essay 0 N/A Staff TBD 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 18, 2022.

Integrative Master's Project - Independent Study Option

Section Title Credits Rooms Instructor Days/Times Dates Status
IS500-1 Independent Study 0 N/A Staff TBD 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.

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

In addition to registering through myBSC for IS500, please fill out the Independent Study Mentor Form, located on the website schedule (https://graduate.bankstreet.edu/academics/graduate-course-schedule/) indicating which faculty member has consented to mentor you.

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 18, 2022.

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 Registrar's Office from their Independent Study. You must identify your mentor in order to be enrolled in an Independent Study for the term.

Teaching English to Speakers of Other Languages (TESOL)

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC502-1 Human Development 3 707 Anna Malyukova TTH 5:15-9:00 PM
This course focuses on understanding, teaching, and meeting the needs of children and adolescents through emerging adulthood. The interactions between physical growth and social, emotional, and cognitive development will be an organizing focus in the course. Participants will analyze critically different developmental theories in relation to their own educational settings and experience. Participants explore the social and educational implications of a wide range of learning and behavioral variations in the context of family, school lives, community and society. Issues related to identity --self and other, dependence and autonomy, race, class, gender, language, religion, sexuality, power, ability, and disability -- will be recurring themes. Participants will investigate topics and issues through a combination of readings, observations, interviews, case studies and discussion. (Pending approval of the Program Review and Curriculum Committee)

Kerlin STEM Institute

These courses are only for Kerlin STEM Institute teachers.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC852-1 Designing STEM Early Childhood Curriculum 1 offsite Robert Wallace TH 4:00-6:30 PM 5/19, 5/26, 6/2, 6/9, 6/16
In this third course in the Kerlin STEM Institute, participants will generate a STEM curriculum that builds on the content and processes from EDUC 850 and EDUC 851. Participants will document how a study begins, potential investigations, and conclusion of the study using the orientations and approaches developed in the first two courses. The curriculum will consist of a series of lessons that build on each other, are integrated across the curriculum of the Early Childhood classroom, and that include ongoing opportunities for formative assessment of students’ learning. Participants’ STEM curriculum will respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. Prerequisite: EDUC 851. For Kerlin STEM Institute fellows only.
Only Kerlin Stem Institute teachers may register for this course. Sessions will be held at the Hall of Science.
Prerequisite for EDUC852: EDUC 850, and EDUC 851

Early Childhood Advanced Standing

Only for students in the Early Childhood Advanced Standing cohort.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC505A-1 Language Acquisition and Learning in a Linguistically Diverse Society 2 mix Staff TBD MW 5:15-8:20 PM 5/16, 5/18, 5/23, 5/25, 6/1, 6/6, 6/8, 6/13, 6/15
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. For the Early Childhood Advanced Standing Program Only
This class will meet synchronously online on Mondays and on campus on Wednesdays. This course is for students in the Early Childhood Advanced Standing Cohort only.
EDUC803A-1 Developmental Variations 2 708/710 Robin Thomas TTH 5:15-8:45 PM 5/17, 5/19, 5/24, 5/26, 5/31, 6/2, 6/7, 6/9
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 permission of instructor. This course is only for students in the Early Childhood Advanced Standing Program.
This class will meet on campus on Tuesdays and synchronously online on Thursdays. This course is for students in the Early Childhood Advanced Standing Cohort only.
EDUC894A-1 Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts 2 708/710 Samantha Segal MW 5:15-8:45 PM 5/16, 5/18, 5/23, 5/25, 6/1, 6/6, 6/8, 6/13
Early Childhood Practicum I and II is a year-long course that provides graduate students the opportunity to integrate theory and practice as they work with a child and family.  Practicum I focuses on: 1) observation as the foundation of early childhood assessment and 2) culturally sustaining, family-based practice. Participants learn to observe and record children’s behavior in home, school, and community settings. Through regular observations, participants construct a respectful and increasingly complex understanding of the child within his/her sociocultural context.  Special emphasis is placed on recognizing the strengths of the child and family.  Participants develop greater awareness of their own perspectives and the ways their personal experiences affect what they notice and how they interpret their observations. Participants begin to integrate adult development, family systems theory, and cultural/linguistic diversity as a basis for developing relationships with the child’s family. This work provides a foundation for Practicum II. Prerequisite: EDUC 803. This course is only for students in the Early Childhood Advanced Standing Program.
This class will meet on campus on Mondays and synchronously online on Wednesdays. This course is for students in the Early Childhood Advanced Standing Cohort only.
EDUC894A-2 Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts 2 705 Ross Harold TTH 5:15-8:45 PM 5/17, 5/19, 5/24, 5/26, 5/31, 6/2, 6/7, 6/9
Early Childhood Practicum I and II is a year-long course that provides graduate students the opportunity to integrate theory and practice as they work with a child and family.  Practicum I focuses on: 1) observation as the foundation of early childhood assessment and 2) culturally sustaining, family-based practice. Participants learn to observe and record children’s behavior in home, school, and community settings. Through regular observations, participants construct a respectful and increasingly complex understanding of the child within his/her sociocultural context.  Special emphasis is placed on recognizing the strengths of the child and family.  Participants develop greater awareness of their own perspectives and the ways their personal experiences affect what they notice and how they interpret their observations. Participants begin to integrate adult development, family systems theory, and cultural/linguistic diversity as a basis for developing relationships with the child’s family. This work provides a foundation for Practicum II. Prerequisite: EDUC 803. This course is only for students in the Early Childhood Advanced Standing Program.
This class will meet on campus on Tuesdays and synchronously online on Thursdays. This course is for students in the Early Childhood Advanced Standing Cohort only.

Matriculation Maintenance

Section Title Credits Rooms Instructor Days/Times Dates Status
MMNT500-1 Matriculation Maintenance 0 Staff TBD Not applicable
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.