Graduate Course Schedule - Bank Street Graduate School of Education

Summer 1 2026

May 11, 2026—June 15, 2026

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 (Updated as of 4/9/26) 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	Instructor	Days/Times	Dates
EDUC530-1	Foundations of Modern Education	3	Martha Andrews	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.
Please note: This course will include one asynchronous session on 5/29. Your instructor will share specific details at your first session.
EDUC535-1	Science for Teachers (Grades N – 6)	2	Stan Chu	TTH 5:15-8:45 PM	5/12, 5/14, 5/19, 5/21, 5/26, 5/28, 6/2, 6/4
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.
EDUC540-1	Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6)	2	Heather O'Shea	TTH 5:15-8:45 PM	5/12, 5/14, 5/19, 5/21, 5/26, 5/28, 6/2, 6/4
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.
EDUC564-1	Language, Literature, and Emergent Literacy in the Primary Grades	3	Mollie Welsh 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	Staff TBD	MW 5:15-8:45 PM	5/11, 5/13, 5/18, 5/20, 5/27, 6/1, 6/3, 6/8
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.
EDUC604-1	Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings	2	Ellen McCrum	MW 5:15-8:45 PM	5/11, 5/13, 5/18, 5/20, 5/27, 6/1, 6/3, 6/8
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	Maxine Townsend	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.

Integrative Master's Project - Independent Study Option

Section	Title	Credits	Instructor	Days/Times
IS500-1	IMP: Independent Study	0	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. This course is the first semester of an Independent Study.
This IMP is for students who have not yet begun their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar for registration. Students should register for section 01. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed by the due date noted in the survey, students will be dropped from this IMP. If extenuating circumstances arise, and a student needs to register during add/drop, please reach out to your Program Director.

Integrative Master's Project - Semester-Based IMP Options

Section	Title	Credits	Instructor	Days/Times
IMP3-1	IMP: Mentored Directed Essay	0	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. Students should register for section 01. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed by the due date noted in the survey, students will be dropped from this IMP. If extenuating circumstances arise, and a student needs to register during add/drop, please reach out to your Program Director. Students should find the essay for their program and become familiar with the project before meeting with their mentor. To access the MDE, log into myBSC and go to Resources > Integrative Master's Project (IMP).

Kerlin STEM Institute

For Kerlin STEM Institute Fellows only.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC852K-1K	Designing STEM Early Childhood Curriculum	1	NYSCI/Online	Robert Wallace	ThSa times vary see note	5/2, 5/7, 5/14, 5/30
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.
This course is for Kerlin Early Childhood STEM Institute students only. Students will meet at NYSCI on Saturday, 5/2, from 10:00am-4:30pm and Saturday, 5/30, from 10:00am-1:00pm. Students will meet online on Thursdays, 5/7 and 5/14, from 4:00-5:30pm. There will be approximately 3 hours of additional online work to be completed independently outside of instructional time.

Child Life

These courses are only for Child Life students.

Section	Title	Credits	Rooms	Instructor	Days/Times
EDUC832CR-1CR	Cross-Cultural Perspectives: Families and Ethical Issues in Child Life Practice	3	Online	Genevieve Lowry, Rechelle Porter	TTH 5:15-9:00 PM
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.
The semester begins on 5/11. Please be available for synchronous meetings every class session. On the first night of class, your instructor will let you know which class sessions meet synchronously and asynchronously. For Child Life students only.
IMP3-1	IMP: Mentored Directed Essay	0		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. Students should register for section 01. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed by the due date noted in the survey, students will be dropped from this IMP. If extenuating circumstances arise, and a student needs to register during add/drop, please reach out to your Program Director. Students should find the essay for their program and become familiar with the project before meeting with their mentor. To access the MDE, log into myBSC and go to Resources > Integrative Master's Project (IMP).
IS500-1	IMP: Independent Study	0		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. This course is the first semester of an Independent Study.
This IMP is for students who have not yet begun their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar for registration. Students should register for section 01. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed by the due date noted in the survey, students will be dropped from this IMP. If extenuating circumstances arise, and a student needs to register during add/drop, please reach out to your Program Director.

Early Childhood General Education Advanced Standing

Section	Title	Credits	Instructor	Days/Times	Dates
EDUC522A-1A	Developmental Interaction Approach to Science	1	Stan Chu	F 4:45-7:15 PM	5/15, 5/22, 5/29, 6/5
This course focused on developing a science way of thinking and doing. Each session deepens the participant’s understanding that doing science requires direct sensory encounters with the physical world. Alongside experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations of these experiences and can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence based ways of making sense of the world that support the integration of science inquiry across the curriculum. Note: This course is for students in the Advanced Standing program only.
This course is for students in the ECASP program only. There will be an asynchronous component to this course. Your instructor will share those details during the first session.
EDUC895A-1A	Early Childhood Practicum II: Collaborating w Families and Colleagues in Assess, Plan, and Instr	2	Ludmila de Amorim Paquete da Costa	MW 4:45-7:45 PM
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.
This course is for students in the ECASP program only. This course will meet in a hybrid format (on ground and online). You must be available for synchronous sessions each week on the day/time listed. You are expected to participate in course content for the duration of the semester. Your instructor will share the specific online and on ground dates at your first session.

Teaching English to Speakers of Other Languages (TESOL)

Section	Title	Credits	Rooms	Instructor	Days/Times
TESL870LR-1LR	The Teaching of English Grammars & Discourse in ENL Settings	3	Online	Tyler Jennings	TTH 5:15-9:00 PM
Participants will critically examine historical and current approaches used to teach English grammar in the United States and in other English-speaking countries. Research on the effectiveness of teaching grammar will inform participants as they design learning experiences to support emergent bilinguals’ English proficiency levels (entering, emerging, transitional, expanding, and commanding). Participants will use language assessments and error analyses in order to gauge students’ grammatical needs when speaking and writing and will use this assessment to inform the development of grammar lessons. The course will support participants in using technology for assessment and instruction and will focus the teaching of grammar as a tool for helping students engage more meaningfully in spoken and written discourse across a range of grade levels and content areas. Participants will study grammars as living, dynamic systems, and through lesson design, they will empower students to consciously use grammars as communication tools in response to particular audiences and situations. Participants will collaborate with classroom teachers and school leaders to integrate grammar lessons into existing literacy units used in schools. Prerequisite: TESL 561.
This course is for students in the TESOL program.

Leadership in Mathematics Education Online

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
LEAD9462MR-AW	Mathematics Leadership Summer Advisement (2nd Semester)	1	Online	Amy Withers	T 7:00-9:00 PM	5/13, 5/27, 6/10
This course is an extension of LEAD9452. During the summer semesters, the cohort meets for weekly Advisement seminars that include readings that offer students the opportunity to integrate theory with practice in this evolving professional learning community.
LEAD9462MR-NB	Mathematics Leadership Summer Advisement (2nd Semester)	1	Online	Nancy Buck	T 7:00-9:00 PM	5/13, 5/27, 6/10
This course is an extension of LEAD9452. During the summer semesters, the cohort meets for weekly Advisement seminars that include readings that offer students the opportunity to integrate theory with practice in this evolving professional learning community.
LEAD9462MR-NS	Mathematics Leadership Summer Advisement (2nd Semester)	1	Online	Nneka Sutherland	T 7:00-9:00 PM	5/13, 5/27, 6/10
This course is an extension of LEAD9452. During the summer semesters, the cohort meets for weekly Advisement seminars that include readings that offer students the opportunity to integrate theory with practice in this evolving professional learning community.
MATH542MR-1MR	Integrated Mathematics II	3		Carys Garcia	MWTh 6:30-9:00 PM
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 director.

Matriculation Maintenance

Section	Title	Credits	Instructor	Days/Times
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.
A degree or certificate can only be conferred for currently enrolled students. Students anticipating program completion must be registered in the current term in order for their conferral to be awarded. If you plan on completing your program in Summer 1 and will not register for anything else, you must register for matriculation maintenance by the end of the semester add/drop period. Registration for matriculation maintenance, MMNT500, can be conducted on myBSC during web registration. A $50 fee applies.