Graduate Course Schedule - Bank Street Graduate School of Education

Jump to Course Group

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

Section	Title	Credits	Instructor	Days/Times	Dates	Status
EDUC500-01	Child Development	3	Pollock, Wendy Sharon	Tuesdays 05:15-09:00PM, Thursdays 05:15-09:00PM		Cancelled
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
EDUC505-01	Language Acquisition and Learning in a Linguistically Diverse Society	2	Costa, Luisa	Mondays 05:15-08:45PM, Wednesdays 05:15-08:45PM	05/13/2019, 05/15/2019, 05/20/2019, 05/22/2019, 05/29/2019, 06/03/2019, 06/05/2019, 06/10/2019
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	Jaffe, Nina	Tuesdays 05:15-09:00PM, Thursdays 05:15-09:00PM
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.
EDUC535-01	Science for Teachers (Grades N – 6)	2	Chu, Stan	Tuesdays 04:45-08:15PM, Thursdays 04:45-08:15PM	05/14/2019, 05/16/2019, 05/21/2019, 05/23/2019, 05/28/2019, 05/30/2019, 06/04/2019, 06/06/2019
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 05:15-08:45PM, Wednesdays 05:15-08:45PM	05/13/2019, 05/15/2019, 05/20/2019, 05/22/2019, 05/29/2019, 06/03/2019, 06/05/2019, 06/12/2019
The class will not meet on 6/5.
EDUC540-01	Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6)	2	Spruill, Helen	Thursdays 07:00-09:00PM
EDUC563-01	The Teaching of Reading, Writing, and Language Arts in the Primary Grades	3	Foster, Xiania G.	Tuesdays 05:15-07:15PM, Thursdays 05:15-07:15PM	Dates: 5/14 - 7/18
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 05:15-09:00PM, Wednesdays 05:15-09:00PM
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.
EDUC603-01	Assistive Technology in Early Childhood Inclusive and Special Education Settings	1		Tuesdays 5:15-7:45, Thursdays 5:15-7:45		Cancelled
The class will meet on June 11 from 7:15-9:20 p.m. and June 13 from 7:00-9:05 p.m. MAY be taken concurrently with EDUC 629; last two sessions of EDUC 603 and EDUC 629 will meet together.
EDUC604-01	Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings	2	Kirton, Tara	Mondays 05:15-08:45PM, Wednesdays 05:15-08:45PM	05/13/2019, 05/15/2019, 05/20/2019, 05/22/2019, 05/29/2019, 06/03/2019, 06/05/2019, 06/10/2019
EDUC605-01	Designing and Managing Classroom Environments in Inclusive and Special Education Settings	3	Jones, Pamela Michelle	Tuesdays 05:15-09:00PM, Thursdays 05:15-09:00PM
EDUC606-01	Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum	1		Tuesday 5:15-8:30PM, Wednesdays 5:15-8:30PM, Thursdays 5:15-8:30PM, Fridays 5:15-8:00PM		Cancelled
This course introduces block building and dramatic play as experiences that are central to learning in the early child-hood curriculum. We will explore the ways block building supports children’s physical, social, emotional, and cognitive development. Participants will think about how children explore the physical properties of blocks, explore blocks to represent and learn about the world around them, and create symbolic stories related to their structures. Participants will build with blocks and consider questions related to setting up a block area, developmental expectations, and the role of blocks in curriculum planning, as well as gender and inclusion considerations.
This course meets just after the end of the Summer 1 term.
EDUC629-01	Supporting Autistic Students in Inclusive and Special Education Settings	1	Friedman, Kate L.	Tuesdays 5:15-7:45, Thursdays 5:15-7:45	05/16/2019, 05/23/2019, 05/30/2019, 06/06/2019, 06/13/2019
This course will explore autism from historical, cultural, political, and developmental lenses. It will support graduate students in thinking deeply and from multiple perspectives about the evolution of our understandings about and interventions with the broad range of characteristics of learning and development attributed autistic people. This course considers the significance of home and/or school as the primary sources of educational intervention and direct services for autistic children. Participants will consider the importance of providing young autistic children with an educational program that is responsive to each child’s unique pattern of strengths and areas of growth, and will learn ways to partner in this work with a diverse range of families. Participants will explore the use of assistive technology as a tool for supporting student learning, communication, and independence.
The class will meet on June 11 from 7:15-9:20 p.m. and June 13 from 7:00-9:05 p.m. MAY be taken concurrently with EDUC 603; last two sessions of EDUC 603 and EDUC 629 will meet together.
EDUC803-01	Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon	2	Wontropski, Jessica Grace	Mondays 05:15-08:45PM, Wednesdays 05:15-08:45PM	05/13/2019, 05/15/2019, 05/20/2019, 05/22/2019, 05/29/2019, 06/03/2019, 06/10/2019, 06/12/2019
This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society. Participants apply an understanding of disabilities to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.
This class will not meet on 6/5. It will meet on 6/12. Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC805-01	Teaching Students with Emotional and Behavioral Disabilities	2	O'Shea, Sean	Mondays 05:15-08:45PM, Wednesdays 05:15-08:45PM	05/13/2019, 05/15/2019, 05/20/2019, 05/22/2019, 05/29/2019, 06/03/2019, 06/05/2019, 06/10/2019
This course focuses on understanding, teaching, and meeting the needs of children in emotional, social and behavioral development. Participants will critically examine the construct of children’s emotional and behavioral disabilities and approaches to intervention from historical, socio-political, mental health, and legal perspectives. There is an emphasis on understanding the intersection of these issues with the race, class, language, and gender of teachers and children. Participants will develop an in-depth case study of a child applying an inquiry orientation to the Functional Behavior Assessment-Behavior Intervention Plan. Participants will collect and analyze data from observations, interviews and other sources, and make recommendations to support ongoing social and behavioral development. Prerequisites: EDUC 803.
Prerequisites for EDUC805: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803
EDUC852-01	Designing STEM Early Childhood Curriculum	1	Maldonado, Jasmine; Chu, Stan	Tuesdays 04:00-06:30PM, Thursdays 04:00-06:30PM	06/11/2019, 06/13/2019, 06/18/2019, 06/20/2019, 06/25/2019	Closed
Kerlin STEM Institute Fellows only. This course will be taught at New York Hall of Science (NYSCI), 47-01 11th St. Corona, NY 11368. Prerequisite for EDUC852: EDUC 850, and EDUC 851
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	05/16/2019, 05/23/2019, 05/30/2019, 06/06/2019, 06/13/2019
Prerequisite for EDUC867: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor
SCIE510-01	Explorations of Nature	2	Aquino, Adriana E	Tuesdays 04:30-07:30PM, Thursdays 04:30-07:30PM	05/14/2019, 05/16/2019, 05/21/2019, 05/23/2019, 05/28/2019, 05/30/2019, 06/04/2019, 06/06/2019
Please note: SCIE 510 meets at the American Museum of Natural History. Go to the security entrance located under the main steps on Central Park West at 79th. The classroom is Calder Lab on the 2nd floor.

Child Life

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates	Status
EDUC832-D1	Cross-Cultural Perspectives: Families and Ethical Issues in Child Life Practice	3		Lowry, Genevieve M.	Mondays & Wednesdays, 5:15-9:00 pm	05/15/2019, 06/12/2019
This class will start on 5/13. Online class sessions 5/15 and 6/12 are synchronous. The remaining classes are asynchronous. For Child Life students only. 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

Integrative Master's Project - Semester-Based IMP Options

Section	Title	Credits	Instructor	Days/Times
IMP3-01	IMP: 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 15, 2019.

Integrative Master's Project - Independent Study Option

Section	Title	Credits	Instructor	Days/Times
IS500-01	IMP: 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 course is the first semester of an Independent Study.
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 15, 2019. 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.

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
STMD100-01	State Mandated Training on School Violence Prevention	0		Tiburcio, Ana Lisa	Wednesdays 05:15-07:15PM	6/19
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.

Early Childhood Urban Education Initiative: Bronx Cohort 2

Section	Title	Credits	Instructor	Days/Times	Dates
EDUC535-B1	Science for Teachers (Grades N – 6)	2	Maldonado, Jasmine	Mondays 05:00-07:30PM, Wednesdays 05:00-07:30PM	05/13/2019, 05/15/2019, 05/20/2019, 05/22/2019, 05/29/2019, 06/03/2019, 06/05/2019, 06/10/2019, 06/12/2019, 06/17/2019
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 will be conducted at Bronxworks 1130 Grand Concourse. This section is only for students in the Bronx Cohort.

Early Childhood Leadership Certificate

Section	Title	Credits	Instructor	Days/Times	Dates
LEAD530-01	Education Policy, Advocacy, and Law	3	Gaynor, Scott	Thursdays, 5:15 - 9:15 pm	05/16/2019, 05/23/2019, 05/30/2019, 06/06/2019, 06/13/2019, 06/20/2019, 06/27/2019
This class will meet past the end of the summer 1 term on the following dates: June 20, June 27. There will also be site visits. In addition to the Thursday class sessions, school visits will be set with the instructor.
LEAD537-01	Organizational Development: Implications for Educational Leadership	3	White, Emily	Tuesdays 05:15-09:15PM	05/14/2019, 05/21/2019, 05/28/2019, 06/04/2019, 06/11/2019, 06/18/2019, 06/25/2019
This class will meet past the end of the summer 1 term on the following dates: June 18, June 25. There will also be site visits.

Progressive Leadership: Cohort 40

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates	Status
LEAD530-P1	Education Policy, Advocacy, and Law	3		Woo, Ron	Tuesdays 05:30-09:15PM, Thursdays 05:30-09:15PM
LEAD912-P1	Leadership Supervised Fieldwork/Advisement	2		STAFF	See Advisor for Dates & Times

Museum Leadership

Progressive Leaders Cohort 4

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates	Status
LEAD601-L1	Team Building and Collaborative Decision Making: Practices of Democratic Schooling	3		Keil, Allison Jill; Carstensen, Erin Hope	Tuesdays 06:00-09:00PM, Thursdays 06:00-09:00PM
This course is for the students in the Progressive Leaders Cohort 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.