January Term

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC865-01 Children’s Literature for Grades 3 – 6 1 Kruger, Mary Tuesdays 04:45-07:15PM, Wednesdays 04:45-07:15PM, Thursdays 04:45-07:15PM 01/05/2021, 01/07/2021, 01/12/2021, 01/13/2021
EDUC866-01 A Developmental-Interaction Approach to Teaching Geography in the Upper-Elementary Grades 1 Cancelled
Prerequisite for EDUC866: EDUC 510 or EDUC 514
LEAD873-P1 Special Education Leadership: Meeting the Needs of all Students 1 Green, Ebony Tuesdays 06:00-08:30PM, Thursdays 06:00-08:30PM 01/05/2021, 01/07/2021, 01/12/2021, 01/14/2021

This course will be fully online. Synchronous meetings will be held on Thursday, January 7, 6:00 PM ET and Thursday, January 14, 6:00 PM ET; all other sessions are asynchronous. Please see the syllabus for further details.
LEAD873-R1 Special Education Leadership: Meeting the Needs of all Students 1 Green, Ebony Tuesdays 06:00-08:30PM, Thursdays 06:00-08:30PM 01/05/2021, 01/07/2021, 01/12/2021, 01/14/2021

This course will be fully online. Synchronous meetings will be held on Thursday, January 7, 6:00 PM ET and Thursday, January 14, 6:00 PM ET; all other sessions are asynchronous. Please see the syllabus for further details.

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

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC500-01 Child Development 3 Pollock, Wendy Sharon Tuesdays 07:00-09:00PM
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 Soto-Carrion, Amia Wednesdays 07:00-09:00PM
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.
EDUC505-02 Language Acquisition and Learning in a Linguistically Diverse Society 2 Jones, Pamela Michelle Thursdays 04:45-06:45PM
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.
EDUC510-01 Curriculum in Early Childhood Education (Grades N – 3) 3 Kerlin, Abigail Adams Tuesdays 04:45-06:45PM
This course engages participants in understanding curriculum as the development of experiences and environments across the school day that support all domains of children’s development including social, emotional, and cognitive. Participants study how children come to learn about themselves, others, and the world through rich interactions with people, environments, and materials. The course focuses on social studies as the core of the early childhood classroom, using children’s lived experiences within families, neighborhoods, and communities as the central content for exploration. Social studies is a vehicle for a deeper understanding of self and others towards the goal of creating more just and democratic communities. Participants apply their learning as they develop interdisciplinary curriculum grounded in their observations of children’s identities and curiosities as well as their development. Participants consider how to advocate for a progressive approach to curriculum across a range of contexts and with a diverse range of learners.
EDUC513-01 Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6) 3 Slater, Jared Tuesdays 04:45-06:45PM
This course provides the opportunity for participants to analyze and develop integrated curricula in social studies using a sociopolitical lens. Participants integrate knowledge from the six disciplines of social studies: history, anthropology, sociology, political science, geography, and economics into the design of a constructivist, inquiry-based social studies curriculum. The course explores ways children come to learn and care about themselves and others through social studies. There is an emphasis on differentiating curriculum, including attention to diverse linguistic and cultural backgrounds, and variations in development.
EDUC514-01 Curriculum in Early Childhood Education for Inclusive and Special Education Settings 3 Kirton, Tara Thursdays 07:00-09:00PM Closed
This course provides a framework for developing curriculum that engages all children in authentic meaning making about themselves and their wider world.  Participants use principles of child development and developmental variation as a foundation for planning experiences that support deep learning.  The course focuses on curriculum as the core vehicle for affirming children’s developing identities, including cultural and linguistic identity. Using social studies as the core of an integrated curriculum, participants plan using diverse materials, modalities, content, and perspectives to help children examine big questions. Participants use universal design principles to create learning experiences that are inclusive of a broadly diverse range of learners.

This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Thursday 7-9pm throughout the semester. Your instructor will share the specific synchronous dates at your first session. The online and campus sections will be combined in this course.
EDUC525-01 Assistive Technology as a Tool for Providing Educational Access 1 Surabian, Mark Mondays 04:45-06:50PM 01/25/2021, 02/01/2021, 02/08/2021, 02/22/2021, 03/01/2021, 03/08/2021
This course examines how technology can create opportunities for access and expression for learners, including children with variations in learning, sensory, communication, and physical development. Through readings, discussion, and experimenting with a variety of actual technologies, participants will strengthen their capacities to match such tools to learner needs in diverse learning environments and activities. Participants will reflect on classroom experiences to ascertain how accessibility for learners can be enhanced. They will consider broader issues of access and equity, as they deepen their understandings of how technology can assist in creating more inclusive learning environments.
EDUC530-01 Foundations of Modern Education 3 Doan, Alexander Thursdays 07:00-09:00PM
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 04:45-06:45PM
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.
EDUC540-01 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 Cordero, Queila Mondays 04:45-06:45PM Closed
EDUC542-01 Assessment and Instruction in Teaching Mathematics to Children with Disabilities 2 McLeveighn-Helper, Kim Mondays 07:00-09:00PM
This course has been designed to convey the process of clinical teaching. Through focus on an individual child, students will be concerned with the practical and theoretical aspects of learning style, language as a learning tool, perceptual abilities and disabilities, dyscalculia, and specific arithmetic disability. Students will learn to analyze children’s strengths and weaknesses and to describe and clearly communicate specific recommendations for the child’s parents and classroom teacher.
EDUC563-01 The Teaching of Reading, Writing, and Language Arts in the Primary Grades 3 Scanlon, Kelley Kathleen Mondays 07:00-09:00PM
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.
EDUC563-02 The Teaching of Reading, Writing, and Language Arts in the Primary Grades 3 Rolander, Susan Thompson Thursdays 04:45-06:45PM
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.
EDUC564-01 Language, Literature, and Emergent Literacy in the Primary Grades 3 Kruger, Mary Mondays 04:45-06:45PM
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.
EDUC565-01 Children’s Literature in the Upper Elementary Grades 3 Einbender, Lynne Tuesdays 04:45-06:45PM
EDUC590-01 Arts Workshop for Teachers (Grades N – 6) 2 Mott, Ann-Marie Tuesdays 04:45-06:45PM
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.
EDUC590-02 Arts Workshop for Teachers (Grades N – 6) 2 Richa, Maria Thursdays 07:00-09:00PM
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.
EDUC604-01 Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings 2 Ferrin, Ellen Lorayne Wednesdays 07:00-09:00PM
EDUC612-01 Infancy Institute: Infants, Toddlers, Families: Supporting Their Growth 1 Brickley, Marjorie E. Fridays 09:00AM-04:00PM, Saturdays 09:00AM-04:00PM 03/19/2021, 03/20/2021
EDUC629-01 Supporting Autistic Students in Inclusive and Special Education Settings 1 Leeper, Rachel; STAFF Wednesdays 07:00-09:05PM 01/20/2021, 01/27/2021, 02/03/2021, 02/10/2021, 02/17/2021, 02/24/2021
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.
EDUC801-01 The World of the Infant: The First Year of Life 3 Gac Levin, Melina Tuesdays 04:45-06:45PM
This course is about infants and families within the first year of life. The primary goal of the course is for graduate students to understand infant development across individual differences and contexts. There is a strong emphasis on using theory to facilitate an understanding of development and to articulate a point of view about these extraordinary first months. Participants will bring together research, theory and their own observations of infants to understand the cognitive, perceptual, sensorimotor/movement and social-emotional changes that occur when babies are in interaction with the world. Participants will study the science of brain development and its impact on all developmental domains. The course will attend to the specific contributions of familial and socio-political cultural and linguistic contexts as well as to the contributions of infants themselves. It will also explore the balance between the “expected” global shifts in development and each human being’s profound individual differences. This is not a “how to” course. Rather, the course provides knowledge of the developmental systems of infants who have a range of abilities. This course develops awareness and knowledge of infant mental health in development, dyadic relationships and systems. Graduate students work on articulating their knowledge of development, on learning about new findings in the field, and on communicating with families. Prerequisite: EDUC 500.
Prerequisite for EDUC801: EDUC 500 or EDUC 800
EDUC803-01 Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon 2 Dixon, Jacob A. Tuesdays 07:00-09:00PM
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.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC803-02 Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon 2 Kaelin, Kristen Anne Thursdays 04:45-06:45PM Closed
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.
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 Thursdays 07:00-09:00PM
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
EDUC808-01 The Study of Children in Diverse & Inclusive Educational Settings through Observation and Recording 3 Charles, Jessica Wednesdays 07:00-09:00PM
This course focuses on observation as a practice for more deeply understanding children through their interactions with people, experiences, and materials across a range of environments. Through a case study of one child, participants deepen their knowledge, skills, and dispositions for observing children. They learn to translate observations into descriptive, written data and analyze observational data to inform practice. Participants develop skills of reflection and analysis as they investigate how bias and perspective impact observation and one’s understanding of children. Participants integrate knowledge about variations in children’s social-emotional, cognitive, linguistic, motor, and language development. They consider multiple domains of children’s individual and socio-cultural identities including race, gender, culture, and language and the implications for constructing inclusive and culturally sustaining classroom environments and curricula. Prerequisite: EDUC 500 or permission of instructor.
Prerequisite for EDUC 808: EDUC 500 or EDUC 800 or permission of instructor
EDUC823-01 Play Techniques for Early Childhood Settings 1 Vilas, Deborah B. Thursdays 07:00-09:05PM 01/21/2021, 01/28/2021, 02/04/2021, 02/11/2021, 02/18/2021, 02/25/2021
This course explores play as central to supporting the social, emotional, and cognitive development of children with varying developmental and learning variations.  Participants will learn a variety of therapeutic play techniques that promote self-regulation, self-esteem, and emotional expression, and development across domains. This course is appropriate for general and special education teachers, parents, caregivers, child life specialists, social workers, therapists and counselors. Participants are required to have prior coursework focused on child development and on developmental variations. Prerequisite: EDUC 803 or with permission of instructor.
Prerequisite for EDUC 823: EDUC 803.
EDUC860-01 Assessment & Instruction in Teaching Literacy to Children with Language & Learning Disabilities 3 Higgins, Jessica Rose Tuesdays 07:00-09:00PM
This course integrates research, theory, and practice as participants learn about supporting literacy development for children with reading, writing, and language disabilities within a developmental framework. The course explores the iterative relationship between assessment and intervention and critically examines a range of evidence-based methods and materials in use in the field. Participants apply their learning as they work over multiple sessions with a child. Prerequisite: EDUC 563 or EDUC 568.

This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesday 7-9 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.

Prerequisites for EDUC 860: EDUC 505; EDUC 563 or EDUC 568.
EDUC860-R1 Assessment & Instruction in Teaching Literacy to Children with Language & Learning Disabilities 3 Rabinowitz, Laurie Miriam Tuesdays 07:00-09:00PM
This course integrates research, theory, and practice as participants learn about supporting literacy development for children with reading, writing, and language disabilities within a developmental framework. The course explores the iterative relationship between assessment and intervention and critically examines a range of evidence-based methods and materials in use in the field. Participants apply their learning as they work over multiple sessions with a child. Prerequisite: EDUC 563 or EDUC 568.

This section is for students in the Online Childhood Programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesday 7-9 pm throughout the semester. Your instructor will share the specific synchronous dates at your first session.

Prerequisites for EDUC 860: EDUC 505; EDUC 563 or EDUC 568.
EDUC863-01 Collaboration and Differentiation in the Instruction of Children with Disabilities 3 Mitchell, Nadine Natasha Thursdays 04:45-06:45PM Closed
This course combines theory and practice through work with children from diverse cultural and linguistic backgrounds who have learning disabilities. Using assessment data gathered through formal and informal measures, students will devise educational plans for children. Participants will be exposed to a repertoire of evidence-based practices and instructional strategies in oral language, reading, written language, and math in order to promote positive learning outcomes. The course will also provide opportunities to develop and apply strategies for working with families and collaborating with other educators. Utilizing their knowledge of individual learning differences, participants will become skilled at differentiating instruction for a class of students with diverse learning needs. Prerequisite: EDUC 803.
Prerequisites for EDUC 863: EDUC 803; EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542.
EDUC868-01 Approaches to Teaching Decoding to Diverse Learners 2 Rabinowitz, Laurie Miriam Thursdays 04:45-06:45PM
Prerequisite for EDUC868: EDUC 860
EDUC869-01 Supporting Early Language and Literacy for Children with Disabilities (Birth-8) 2 Javier, Arelis Thursdays 04:45-06:45PM
This course examines communication, language, and literacy as they emerge in monolingual and multilingual children from infancy through early childhood. Participants examine how language, socialization, communicative competence, and literacy develop within, and are impacted by, children’s sociocultural contexts. Participants are introduced to communication disorders and other learning disabilities of the early years that affect language and literacy learning. Specific practices are identified to enhance the experience of young children who are receiving services in school as English language learners. Modifications and adaptations to support children with disabilities are explored. Prerequisite: EDUC 500; pre- or corequisite: EDUC 505.
Prerequisite for EDUC 869: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505
EDUC870-01 The Teaching of English as a New Language 3 Espana, Carla Tuesdays 04:45-06:45PM, Thursdays 04:45-06:45PM 01/26/2021, 02/02/2021, 02/11/2021, 02/16/2021, 02/23/2021, 03/02/2021, 03/09/2021, 03/18/2021, 03/23/2021, 03/30/2021, 04/06/2021, 04/13/2021, 04/22/2021
After a review of language acquisition theories, this course will address the teaching of reading, writing, and content areas through a new language. Students will examine how children learn to read and write in the home language and what the differences and similarities are when they read and write in a new language. The focus will be on the methodology of teaching a new language, appropriate language materials, effective class organization, and lesson planning that involves all of these components, including assessment. One of the requirements of this course is individual work with language learners.
EDUC891-01 Practicum in Developmental Assessment of Infants and Toddlers 3 Brickley, Marjorie E. Mondays 04:45-06:45PM
The Practicum in Developmental Assessment of Infants and Toddlers prepares graduate students to assess very young children across a wide developmental range, including those with developmental variations, and to support families through the assessment process. Taking a relationship-based developmental approach to the observation and assessment of infant/toddler behavior, graduate students will use the assessment process to provide a close look at development across all developmental domains. Participants will learn to use assessments to create an IFSP for Early Intervention in collaboration with the family. Graduate students will learn how to administer and evaluate the validity and usefulness of several different assessment and screening tools such as the Bayley Scales of Infant Development III and other standardized, criterion-referenced and evidence-based tools. Participants will be trained in a collaborative approach with families, respecting the family’s perspective while focusing on the strengths of and challenges to each child’s development. Participants come to understand the young child within the sociocultural context of his/her family. Families from a diverse range of cultural and ethnic backgrounds participate in the course. The course requires graduate students to make a play-based developmental assessment, including observations of a child and dialogue with the child’s parents in the family’s home. Graduate students are required to meet with their family to discuss the overall assessment process. Prerequisites: EDUC 801 and EDUC 802.
Prerequisite for EDUC891: EDUC 801 and EDUC 802
EDUC893-01 Approaches to Early Childhood Assessment 2 Park, Soyoung Mondays 04:45-06:45PM Closed
This course introduces and explores informal and formal assessment practices for young children. Students will learn about various ways of observing, collecting, documenting, and analyzing children’s work and learning experiences in a variety of settings. Students will also become familiar with formal and informal assessment procedures and terminology, standardized testing, and strategies for test selection, to ensure results that are valid and unbiased. Students will also examine legal, ethical, culturally responsive, and professional considerations of assessment. Students will be given practical experience in the preparation and administration of different forms of assessment, including the construction of simple performance assessments. Critical attention will be given to careful interpretation and utilization of assessment data in developing meaningful curriculum and educational plans for individual children. Culturally responsive approaches to assessment and involving the family with the assessment process will also be addressed. Prerequisite: EDUC 803 or EDUC 894.

Prerequisite for EDUC 893: EDUC 803 or EDUC 894
EDUC895-01 Early Childhood Practicum II: Collaborating w Families and Colleagues in Assess, Plan, and Instr 2 Colon, Carmen L. Mondays 07:00-09:00PM
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.
Prerequisite for EDUC895: EDUC 894
EDUC895-02 Early Childhood Practicum II: Collaborating w Families and Colleagues in Assess, Plan, and Instr 2 Park, Soyoung Mondays 07:00-09:00PM
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.
Prerequisite for EDUC895: EDUC 894
LEAD561-01 Supervising and Supporting Literacy Instruction in Diverse Settings 1 McNamara, Margaret A. Wednesdays 07:00-09:00PM 01/27/2021, 02/10/2021, 02/24/2021, 03/10/2021, 03/24/2021, 04/07/2021
TESL515-01 ENL Case Management: Creating Access through Programming and Curriculum 3 Solorza, Cristian R. Thursdays 04:45-06:45PM

Fieldwork/Student Teaching/Advisement Courses

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC930-01 Supervised Fieldwork/Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931.
EDUC931-01 Supervised Fieldwork/Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is the second half of EDUC930.
EDUC932-01 Supervised Fieldwork/Advisement 3 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC934.
This course will meet every other week, beginning the first week of the semester.
EDUC943-01 Teaching Literacy Supervised Fieldwork/Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to instructional strategies for addressing the individual academic and behavioral needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and coteach with cooperating teachers and other school personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC944. Pre- or co-requisite: EDUC 860.

Child Life

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC503-D1 Development: Adolescence through Emerging Adulthood 3 Pinkney-Ragsdale, Troy Thursdays 07:00-09:00PM 01/21/2021, 02/25/2021, 03/25/2021, 04/29/2021

This course will be fully online. Synchronous sessions to be held on 1/21, 2/25, 3/25, 4/29 all other sessions are asynchronous. This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.
EDUC825-D1 The Role of Child Life Beyond the Hospital: A Local, National, and Global View 3 Lowry, Genevieve M. Mondays 07:00-09:00PM 01/25/2021, 05/03/2021

This course will be fully online. Synchronous sessions to be held on 1/25 and 5/3, all other sessions are asynchronous.This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.
EDUC828-D1 Loss in Children’s Lives: Implications for Schools, Hospitals, and Home 3 Vilas, Deborah B. Tuesdays 07:00-09:00PM 01/19/2021, 03/16/2021, 04/27/2021

This course will be fully online. Synchronous sessions to be held on 1/19, 3/16, and 4/27, all other sessions are asynchronous.This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.

Prerequisite for EDUC828: EDUC 500
EDUC829-D1 Therapeutic Play Techniques for Child Life Specialists 3 Vilas, Deborah B. Mondays 07:00-09:00PM 01/25/2021, 03/08/2021, 03/21/2021, 05/03/2021

This course will be fully online. Synchronous sessions to be held on 1/25, 3/1, 3/8, and 5/3, all other sessions are asynchronous.This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.

Prerequisite for EDUC 829: EDUC 500
EDUC950-D1 Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings 6 STAFF Wednesdays 07:00-09:00PM

This will be fully online. All sessions are synchronous.
LEAD825-D1 Child Life Program Development and Administration 3 Andrews, Vanessa; Huxter, Lindsay Tuesdays 07:00-09:00PM 01/19/2021, 04/27/2021

This course will be fully online. Synchronous sessions to be held on 1/19 and 4/27, all other sessions are asynchronous.This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.

Teaching English to Speakers of Other Languages (TESOL)

Section Title Credits Rooms Instructor Days/Times Dates Status
TESL563-T1 The Teaching of Reading, Writing, & Language Arts in ENL Settings (PreK-12) 3 Espana, Carla Mondays 04:45-06:45PM
TESL661-T1 TESOL Research & Methodologies (Grades 7-12) 3 Moriarity, Nicole Thursdays 07:00-09:00PM

Integrative Master's Project - Independent Study Option

Section Title Credits Rooms Instructor Days/Times Dates Status
IS500-01 IMP: Independent Study 0 STAFF See Mentor 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.

Students should register only at the beginning of their Independent Study. Students continuing an Independent Study from a previous semester should contact your Student Services Advisor before registering.

Registration is not allowed after January 27, 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 Registrar's Office from their Independent Study. You must identify your mentor in order to be enrolled in an Independent Study for the term.

Integrative Master's Project-Semester-Based IMP Options

Note: These are a Semester-Based IMP Options. Student work must be completed and submitted by the end of one semester. Students who do not complete their work by the end of the semester will be required to re-register and pay for another IMP option in the future. Some Semester-Based IMPs are scheduled to begin prior to the official first day of the term. Please read the dates in the schedule carefully, and be sure to register on time and attend all sessions.

Section Title Credits Rooms Instructor Days/Times Dates Status
IMP2-01 IMP: Collaborative Student Faculty Inquiry 0 Neil, Bisola; Kruger, Mary Mondays 07:00-09:00PM 01/25/2021, 02/22/2021, 03/15/2021, 04/19/2021
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Radical Possibilities of Education: Explore Race-Based Issues in Education

Bank Street-educated students understand that teaching is not apolitical and classrooms “remain the most radical space of possibility” (hooks, 1994). This collaborative inquiry will give graduate students the opportunity to explore the historical origins of contemporary issues surrounding race in education (ie. abolitionist teaching, anti racist teaching, race-based affinity groups,...); this exploration will support students in building an area of inquiry regarding how and why these practices may or may not enter into pedagogical practices. Participants will utilize recent scholarship to identify core issues through the lens of race and will be supported in the development of a change project.

Contact the facilitator /instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2-02 IMP: Collaborative Student Faculty Inquiry 0 Blachly, Margaret Elisabeth; Peck, Eva Jane Tuesdays 04:45-06:45PM 01/19/2021, 02/09/2021, 03/16/2021, 04/20/2021
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Using Emotionally Responsive Practice Techniques in the Classroom

This faculty-led Group Inquiry IMP introduces the core concepts and techniques of Emotionally Responsive Practice. The group meetings will familiarize students to practice identifying unresolved developmental issues, use of Story Gathering process, use of transitional objects in classrooms, and emotionally responsive literacy process in preschool and elementary school classrooms. Students will design ways to apply these concepts in their own settings, and receive guidance and feedback from the instructor(s). Final project will include creating a resource binder of readings, techniques and lesson plans, as well as detailed documentation of the ERP technique(s) applied in the setting, and a reflection on the children's response to the technique(s).

Contact the facilitator /instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2-03 IMP: Collaborative Student Faculty Inquiry 0 Lowry, Genevieve M. Tuesdays 07:00-09:00PM 01/26/2021, 02/16/2021, 03/16/2021, 04/13/2021
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Examining Development Through a Social Justice Lens

During the pandemic many child life specialists and child life programs were asked to create and develop virtual experiences for children in hospital and community settings. These experiences ranged from live virtual play and preparation experiences to closed circuit television shows and productions to pre-recorded expressive art activities. This student faculty collaboration will examine the different ways to engage with children in virtual spaces that address the social emotional needs of children in the hospital or community setting. Students will engage in discussions with each other and with child life specialists who are new or experienced in developing virtual programming. Students will be asked to research and reflect about the benefits and challenges of virtual opportunities across age bands and the implications of language, ses, and culture regarding virtual platforms and experiences when making their own choices as they develop and design a virtual experience.

(Students will be expected to present at the IMP shares.)

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

IMP2-05 IMP: Collaborative Student Faculty Inquiry 0 Kruger, Mary; Rolander, Susan Thompson Wednesdays 07:00-09:00PM 01/27/2021, 02/17/2021, 03/24/2021, 04/14/2021
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Crafting Curriculum Using Children’s Literature

Bank Street believes that teachers are curriculum creators. This IMP opportunity allows teachers to develop a curriculum utilizing children’s literature. Across four sessions, students are supported in their weaving of theory to practice. This option is open to ideas across content areas.
IMP2-06 IMP: Collaborative Student Faculty Inquiry 0 Vilas, Deborah B. Wednesdays 07:00-09:00PM 01/20/2021, 02/17/2021, 03/17/2021, 04/21/2021
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Parallel Process: Navigating personal trauma as we support children & families during the COVID-19 Pandemic

In unparalleled times, we are all finding our way through uncharted territory. We are required to cope with uncertainty, trauma, and loss, even as we are called upon to support children & families in hospitals and schools. This inquiry is an opportunity for students to explore and reflect upon their own personal journey during the pandemic while reflecting upon their work with children and families. Students will integrate theory and research on trauma, ACEs, resilience, compassion fatigue, loss, or any topic that can support their personal reflections, as they write a culminating paper. Group members will meet four times online and are encouraged to integrate multiple mediums to represent their findings and reflections.

Contact the facilitator /instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2-07 IMP: Collaborative Student Faculty Inquiry 0 Brickley, Marjorie E. Thursdays 04:45-06:45PM 01/28/2021, 02/25/2021, 03/25/2021, 04/22/2021
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

A developmental approach to music in the early childhood environment (infants - 5 year olds)

Music in early childhood programs is a meaningful teaching tool. We can go even deeper when we design an approach that follows a developmental arc. This IMP will help you create an approach individualized to your setting - child care, preschool, early intervention or SEIT work. And the best part...no musical talent needed.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2-D4 IMP: Collaborative Student Faculty Inquiry 0 Pinkney-Ragsdale, Troy Tuesdays 07:00-09:00PM 01/26/2021, 02/02/2021, 03/23/2021, 04/20/2021
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Family-Centered Care and the Impact of Race in Pediatric Healthcare

Students will explore with a curious mind how children and families of color experience race in the healthcare environment and how it impacts their healthcare experience from the lens of child life. Using the documents and statements from the ACLP and the Patient and Family-Centered Care policy, through this IMP, students will explore current practices in hospitals and develop strategies to break down barriers and preconceived notions about serving the psychosocial needs of families from marginalized communities. Students will create an element of a plan to break down and remove barriers to care for all patients and families.

Contact the facilitator /instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

NOTE: This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.
IMP2-T1 IMP: Collaborative Student Faculty Inquiry 0 STAFF Wednesdays 07:00-09:00PM 02/03/2021, 03/10/2021, 03/31/2021, 04/14/2021
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

TESOL Integrative Masters Inquiry

This collaborative inquiry will give graduate students the opportunity to examine a topic of interest within the TESOL field. Participants will follow outlines of several independent study options to help them facilitate research around a problem of practice that affects emergent bilingual students.

This inquiry is for students enrolled in the TESOL program only.
IMP3-01 IMP: Mentored Directed Essay 0 STAFF See Mentor 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.

Students should register for section 01. In January, students will be assigned their particular mentor. Registration is not allowed after January 27, 2021, and it is recommended that students register as early as possible, to allow themselves the maximum amount of time to work on their essay questions. Students who register on January 27 will still be required to turn in their completed essay questions to their mentor by the last day of 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 Wednesdays 05:15-07:15PM 02/24/2021 Closed
STMD100-D2 State Mandated Training on School Violence Prevention 0 Baer, Erin Mondays 05:15-07:15PM 03/15/2021 Closed
STMD100-D3 State Mandated Training on School Violence Prevention 0 Hyman Kaplan, Lauren Tuesdays 05:00-07:00PM 04/20/2021 Closed
STMD100-D4 State Mandated Training on School Violence Prevention 0 Tiburcio, Ana Lisa Wednesdays 05:15-07:15PM 05/12/2021
STMD105-D1 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Mondays 05:15-07:15PM 02/22/2021 Closed
STMD105-D2 State Mandated Training in Child Abuse Identification and Reporting 0 Low, Christine Mondays 05:15-07:15PM 03/08/2021
STMD105-D3 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Wednesdays 05:15-07:15PM 04/14/2021 Closed
STMD105-D4 State Mandated Training in Child Abuse Identification and Reporting 0 Low, Christine Tuesdays 05:15-07:15PM 05/04/2021 Closed
STMD110-D1 State Mandated Training: Dignity for All Students 0 Woo, Ron Thursdays 05:00-08:00PM 02/25/2021

First session: 3-hour asynchronous online component must be completed by 11:55 pm on February 22, 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.
STMD110-D2 State Mandated Training: Dignity for All Students 0 Hyman Kaplan, Lauren Tuesdays 05:00-08:00PM 03/09/2021

First session: 3-hour asynchronous online component must be completed by 11:55 pm on March 4, 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.
STMD110-D3 State Mandated Training: Dignity for All Students 0 Tiburcio, Ana Lisa Mondays 05:00-08:00PM 04/19/2021 Closed

First session: 3-hour asynchronous online component must be completed by 11:55 pm on April 14, 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.
STMD110-D4 State Mandated Training: Dignity for All Students 0 Neil, Bisola Wednesdays 05:00-08:00PM 05/12/2021

First session: 3-hour asynchronous online component must be completed by 11:55 pm on May 9, 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.

Kerlin STEM Institute

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC850-01 Introduction to Teaching STEM in the Early Childhood Classroom 1 Wallace, Robert; Hutton, Judith L. Thursdays 04:00-06:30PM 01/21/2021, 01/28/2021, 02/04/2021, 02/11/2021, 02/25/2021

For Kerlin STEM Institute Fellows only. This course will be taught at New York Hall of Science (NYSCI), 47-01 11th St. Corona, NY 11368

Note: For Kerlin STEM Institute Fellows only. This course will be taught at New York Hall of Science (NYSCI), 47-01 11th St. Corona, NY 11368
EDUC851-01 Developing STEM Investigations in the Early Childhood Classroom 1 Wallace, Robert; Hutton, Judith L. Thursdays 04:00-06:30PM 03/25/2021, 04/08/2021, 04/15/2021, 04/22/2021, 04/29/2021

For Kerlin STEM Institute Fellows only. This course will be taught at New York Hall of Science (NYSCI), 47-01 11th St. Corona, NY 11368

Note: For Kerlin STEM Institute Fellows only. This course will be taught at New York Hall of Science (NYSCI), 47-01 11th St. Corona, NY 11368.

Early Childhood Urban Education Initiative: Bronx Cohort

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC564-B2 Language, Literature, and Emergent Literacy in the Primary Grades 3 Barth, Janelle Michelle Wednesdays 05:00-07:00PM
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.

This course is only for students in the Early Childhood Urban Education Initiative.
EDUC803-B2 Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon 2 Becker, Ellie Mondays 05:00-07:00PM
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 course is only for students in the Early Childhood Urban Education Initiative.

Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC930-B1 Supervised Fieldwork/Advisement 6 STAFF Wednesdays 05:00-07:00PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931.

Early Childhood General Education Advanced Standing

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC564-A1 Language, Literature, and Emergent Literacy in the Primary Grades 3 STAFF TBD
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.

This course is only for students in the Early Childhood Advanced Standing Program.

Progressive Leadership Program Cohort 42

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD603-R1 School Change: The Transformational Leader 3 Limperopulos, Nicole Mondays 05:00-07:00PM
LEAD615-R1 Processes of Supervision and Professional Development 3 Futterman, Abbe Tuesdays 07:15-09:15PM 01/26/2021-05/03/2021
LEAD873-R1 Special Education Leadership: Meeting the Needs of all Students 1 Green, Ebony Tuesdays 06:00-08:30PM, Thursdays 06:00-08:30PM 01/05/2021, 01/07/2021, 01/12/2021, 01/14/2021

This course will be fully online. Synchronous meetings will be held on Thursday, January 7, 6:00 PM ET and Thursday, January 14, 6:00 PM ET; all other sessions are asynchronous. Please see the syllabus for further details.
LEAD912-R1 Leadership Supervised Fieldwork/Advisement 2 Neil, Bisola Wednesdays 05:00-07:00PM

Progressive Leadership Program Cohort 43

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510-P1 Leading Critical Issues in Curriculum and Instruction 3 Neil, Bisola Tuesdays 05:00-07:00PM
LEAD660-P1 Research for Educational Change 3 Blum-DeStefano, Jessica Thursdays 05:00-07:00PM
LEAD873-P1 Special Education Leadership: Meeting the Needs of all Students 1 Green, Ebony Tuesdays 06:00-08:30PM, Thursdays 06:00-08:30PM 01/05/2021, 01/07/2021, 01/12/2021, 01/14/2021

This course will be fully online. Synchronous meetings will be held on Thursday, January 7, 6:00 PM ET and Thursday, January 14, 6:00 PM ET; all other sessions are asynchronous. Please see the syllabus for further details.
LEAD912-P1 Leadership Supervised Fieldwork/Advisement 2 STAFF Wednesdays 05:00-07:00PM

Progressive Leadership Program Cohort 44

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510-R1 Leading Critical Issues in Curriculum and Instruction 3 Neil, Bisola Tuesdays 05:00-07:00PM
LEAD660-R1 Research for Educational Change 3 Blum-DeStefano, Jessica Thursdays 05:00-07:00PM
LEAD873-R1 Special Education Leadership: Meeting the Needs of all Students 1 Green, Ebony Tuesdays 06:00-08:30PM, Thursdays 06:00-08:30PM 01/05/2021, 01/07/2021, 01/12/2021, 01/14/2021

This course will be fully online. Synchronous meetings will be held on Thursday, January 7, 6:00 PM ET and Thursday, January 14, 6:00 PM ET; all other sessions are asynchronous. Please see the syllabus for further details.
LEAD912-R2 Leadership Supervised Fieldwork/Advisement 2 STAFF Wednesdays 05:00-07:00PM

Progressive Leadership Program Cohort 45

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-R1 Adult Development: Implications for Educational Leadership 3 Blum-DeStefano, Jessica Thursdays 07:15-09:15PM
LEAD537-R1 Organizational Development: Implications for Educational Leadership 3 Futterman, Abbe Thursdays 05:00-07:00PM
LEAD912-R3 Leadership Supervised Fieldwork/Advisement 2 STAFF Wednesdays 05:00-07:00PM

LEAP Program

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-L1 Adult Development: Implications for Educational Leadership 3 Limperopulos, Nicole Tuesdays 05:00-07:00PM

These courses are for students in the LEAP program only.
LEAD603-L1 School Change: The Transformational Leader 3 Limperopulos, Nicole Thursdays 05:00-07:00PM

These courses are for students in the LEAP program only.
LEAD615-L1 Processes of Supervision and Professional Development 3 Limperopulos, Nicole Thursdays 07:15-09:15PM

These courses are for students in the LEAP program only.
LEAD873-L1 Special Education Leadership: Meeting the Needs of all Students 1 Limperopulos, Nicole Tuesdays 07:15-09:15PM

These courses are for students in the LEAP program only.
LEAD912-L1 Leadership Supervised Fieldwork/Advisement 2 Limperopulos, Nicole Wednesdays 07:00-09:00PM

These courses are for students in the LEAP program only.
LEAD918-L1 Leadership Supervised Fieldwork/Advisement 3 Limperopulos, Nicole Wednesdays 05:00-07:00PM

These courses are for students in the LEAP program only.

Yonkers Urban Leadership

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-Y1 Adult Development: Implications for Educational Leadership 3 Limperopulos, Nicole Tuesdays 05:00-07:00PM

These courses are for students in the Yonkers Urban Leadership program only.
LEAD603-Y1 School Change: The Transformational Leader 3 Limperopulos, Nicole Thursdays 05:00-07:00PM

These courses are for students in the Yonkers Urban Leadership program only.
LEAD615-Y1 Processes of Supervision and Professional Development 3 Limperopulos, Nicole Thursdays 07:15-09:15PM

These courses are for students in the Yonkers Urban Leadership program only.
LEAD918-Y1 Leadership Supervised Fieldwork/Advisement 3 Limperopulos, Nicole Wednesdays 05:00-07:00PM

These courses are for students in the Yonkers Urban Leadership program only.

Rochester Urban Leadership

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-C1 Adult Development: Implications for Educational Leadership 3 Limperopulos, Nicole Tuesdays 05:00-07:00PM

These courses are for students in the Rochester Urban Leadership program only.
LEAD603-C1 School Change: The Transformational Leader 3 Limperopulos, Nicole Thursdays 05:00-07:00PM

These courses are for students in the Rochester Urban Leadership program only.
LEAD615-C1 Processes of Supervision and Professional Development 3 Limperopulos, Nicole Thursdays 07:15-09:15PM

These courses are for students in the Rochester Urban Leadership program only.
LEAD918-C1 Leadership Supervised Fieldwork/Advisement 3 Limperopulos, Nicole Wednesdays 05:00-07:00PM

These courses are for students in the Rochester Urban Leadership program only.

Early Childhood Leadership Advanced Certificate Online Program: Cohort 4

Section Title Credits Rooms Instructor Days/Times Dates Status
ELPF500-R1 EARLY CHILDHOOD LEADERSHIP PORTFOLIO 0 Pepper, Alison H. See Mentor See Mentor
LEAD503-R1 Adult Development: Implications for Educational Leadership 3 Blum-DeStefano, Jessica Thursdays 07:15-09:15PM
LEAD615-R2 Processes of Supervision and Professional Development 3 Pollock, Wendy Sharon Thursdays 05:00-07:00PM
LEAD920-R1 Early Childhood Leadership Supervised Fieldwork/Advisement 3 STAFF Wednesdays 05:00-07:00PM

Early Childhood Leadership Advanced Certificate Online Program: Cohort 5

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-R1 Adult Development: Implications for Educational Leadership 3 Blum-DeStefano, Jessica Thursdays 07:15-09:15PM
LEAD615-R2 Processes of Supervision and Professional Development 3 Pollock, Wendy Sharon Thursdays 05:00-07:00PM
LEAD920-R1 Early Childhood Leadership Supervised Fieldwork/Advisement 3 STAFF Wednesdays 05:00-07:00PM

Future School Leaders Academy

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD603-F1 School Change: The Transformational Leader 3 Brown, Jonathan Alfred Thursdays 04:30-06:30PM
LEAD864-F1 Leading a School District IV 1 Patrick, Andrew Phillip Thursdays 07:15-08:45PM 01/28/2021, 02/25/2021, 03/18/2021, 04/08/2021, 04/22/2021
LEAD906-F1 Future School Leaders Academy Supervised Fieldwork/Advisement 1.5 STAFF Thursdays 07:15-08:45PM 02/04/2021, 03/04/2021, 04/15/2021

Museum Leadership

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD511-01 Exhibition Development for Museum Leaders 2 Hogarth, Brian Thursdays 02:00-04:00PM, Sundays 02:00-04:00PM 05/06/2021, 05/13/2021, 05/16/2021
LEAD512-01 School Collaborations for Museum Leaders 2 Semmel, Marsha Thursdays 02:00-04:00PM, Sundays 02:00-04:00PM 03/11/2021, 03/14/2021, 03/18/2021, 03/21/2021
LEAD513-01 Museum Programming for Diverse Audiences 1 Werb, Shari Thursdays 02:00-04:00PM, Sundays 02:00-04:00PM 01/14/2021, 01/17/2021, 01/21/2021, 01/24/2021
LEAD950-01 Museum Leadership Supervised Fieldwork/Advisement 2 STAFF See Advisor
LEAD952-01 Museum Leadership Seminar II: Current Ideas in Interpretation and Education 1 Hogarth, Brian Thursdays 02:00-04:00PM, Sundays 02:00-04:00PM 02/11/2021, 02/14/2021, 02/18/2021, 02/21/2021
MLPF500-01 Museum Leadership Portfolio 0 STAFF See Mentor See Mentor
MLPF 500 is for 2nd-year Museum Leadership students only.

Leadership in Mathematics Education

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD940-01 Mathematics Leadership Supervised Fieldwork/Advisement 3 STAFF See Advisor See Advisor

School District Leader Program

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD864-01 Leading a School District IV 1 Gottlieb, Alice; Monahan, Brian Wednesdays 05:00-06:00PM
LEAD870-01 Special Education Leadership: The District Perspective 1 Gottlieb, Alice; Monahan, Brian Wednesdays 05:00-06:00PM
LEAD908-01 School District Leadership Supervised Fieldwork/Advisement 3 Mann, Nancy See Advisor See Advisor

School District Leader Online Program

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD861-R1 Leading a School District I 1 Gottlieb, Alice; Monahan, Brian Wednesdays 05:00-06:00PM
LEAD862-R1 Leading a School District II 1 Gottlieb, Alice; Monahan, Brian Wednesdays 05:00-06:00PM
LEAD863-R1 Leading a School District III 1 Gottlieb, Alice; Monahan, Brian Wednesdays 05:00-06:00PM
LEAD864-R1 Leading a School District IV 1 Gottlieb, Alice; Monahan, Brian Wednesdays 05:00-06:00PM
LEAD870-R1 Special Education Leadership: The District Perspective 1 Gottlieb, Alice; Monahan, Brian Wednesdays 05:00-06:00PM
LEAD908-R1 School District Leadership Supervised Fieldwork/Advisement 3 Mann, Nancy See Advisor See Advisor

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.
MMNT500-R1 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.

Childhood General and Special Education Online Program

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC500-R1 Child Development 3 Costa, Jennifer S. Mondays 07:00-09:00PM
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.

This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. Note under heading: Courses within this program are for students enrolled in fully online programs only. This course will meet synchronously on some of these dates. Alternative dates will be used for small group or individual meetings.
EDUC505-R1 Language Acquisition and Learning in a Linguistically Diverse Society 2 Costa, Luisa Wednesdays 07:00-09:00PM
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.

This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. This course will meet synchronously on some of these dates. Alternative dates will be used for small group or individual meetings.
EDUC514-R1 Curriculum in Early Childhood Education for Inclusive and Special Education Settings 3 Kirton, Tara Thursdays 07:00-09:00PM
This course provides a framework for developing curriculum that engages all children in authentic meaning making about themselves and their wider world.  Participants use principles of child development and developmental variation as a foundation for planning experiences that support deep learning.  The course focuses on curriculum as the core vehicle for affirming children’s developing identities, including cultural and linguistic identity. Using social studies as the core of an integrated curriculum, participants plan using diverse materials, modalities, content, and perspectives to help children examine big questions. Participants use universal design principles to create learning experiences that are inclusive of a broadly diverse range of learners.

This section is for students enrolled in fully online early childhood special education program only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Thursday 7-9 pm throughout the semester. Your instructor will share the specific synchronous dates at your first session. The online and campus sections will be combined in this course.
EDUC530-R1 Foundations of Modern Education 3 Meyers, Makila Tuesdays 07:00-09:00PM
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.

This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. This course will meet synchronously on some of these dates. Alternative dates will be used for small group or individual meetings.
EDUC540-R1 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 Spruill, Helen Thursdays 07:00-09:00PM

This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. This course will meet synchronously on some of these dates. Alternative dates will be used for small group or individual meetings.
EDUC629-R1 Supporting Autistic Students in Inclusive and Special Education Settings 1 Leeper, Rachel; STAFF Mondays 07:00-09:00PM 02/01/2021, 02/08/2021, 02/22/2021, 03/01/2021, 03/08/2021, 03/15/2021
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.

This course is for students in the Online Early Childhood Programs only. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously. You must be available for synchronous sessions Mondays 7-9 pm 2/1- 3/15. Your instructor will share the specific synchronous dates at your first session.
EDUC803-R1 Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon 2 Tom-Yunger, Allison Mei Thursdays 07:00-09:00PM
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 course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. This course will meet synchronously on some of these dates. Alternative dates will be used for small group or individual meetings.

Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC860-R1 Assessment & Instruction in Teaching Literacy to Children with Language & Learning Disabilities 3 Rabinowitz, Laurie Miriam Tuesdays 07:00-09:00PM
This course integrates research, theory, and practice as participants learn about supporting literacy development for children with reading, writing, and language disabilities within a developmental framework. The course explores the iterative relationship between assessment and intervention and critically examines a range of evidence-based methods and materials in use in the field. Participants apply their learning as they work over multiple sessions with a child. Prerequisite: EDUC 563 or EDUC 568.

This section is for students in the Online Childhood Programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesday 7-9 pm throughout the semester. Your instructor will share the specific synchronous dates at your first session.

Prerequisites for EDUC 860: EDUC 505; EDUC 563 or EDUC 568.

Early Childhood General and Special Education Online Program

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC500-R1 Child Development 3 Costa, Jennifer S. Mondays 07:00-09:00PM
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.

This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. Note under heading: Courses within this program are for students enrolled in fully online programs only. This course will meet synchronously on some of these dates. Alternative dates will be used for small group or individual meetings.
EDUC505-R1 Language Acquisition and Learning in a Linguistically Diverse Society 2 Costa, Luisa Wednesdays 07:00-09:00PM
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.

This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. This course will meet synchronously on some of these dates. Alternative dates will be used for small group or individual meetings.
EDUC514-R1 Curriculum in Early Childhood Education for Inclusive and Special Education Settings 3 Kirton, Tara Thursdays 07:00-09:00PM
This course provides a framework for developing curriculum that engages all children in authentic meaning making about themselves and their wider world.  Participants use principles of child development and developmental variation as a foundation for planning experiences that support deep learning.  The course focuses on curriculum as the core vehicle for affirming children’s developing identities, including cultural and linguistic identity. Using social studies as the core of an integrated curriculum, participants plan using diverse materials, modalities, content, and perspectives to help children examine big questions. Participants use universal design principles to create learning experiences that are inclusive of a broadly diverse range of learners.

This section is for students enrolled in fully online early childhood special education program only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Thursday 7-9 pm throughout the semester. Your instructor will share the specific synchronous dates at your first session. The online and campus sections will be combined in this course.
EDUC530-R1 Foundations of Modern Education 3 Meyers, Makila Tuesdays 07:00-09:00PM
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.

This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. This course will meet synchronously on some of these dates. Alternative dates will be used for small group or individual meetings.
EDUC540-R1 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 Spruill, Helen Thursdays 07:00-09:00PM

This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. This course will meet synchronously on some of these dates. Alternative dates will be used for small group or individual meetings.
EDUC629-R1 Supporting Autistic Students in Inclusive and Special Education Settings 1 Leeper, Rachel; STAFF Mondays 07:00-09:00PM 02/01/2021, 02/08/2021, 02/22/2021, 03/01/2021, 03/08/2021, 03/15/2021
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.

This course is for students in the Online Early Childhood Programs only. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously. You must be available for synchronous sessions Mondays 7-9 pm 2/1- 3/15. Your instructor will share the specific synchronous dates at your first session.
EDUC803-R1 Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon 2 Tom-Yunger, Allison Mei Thursdays 07:00-09:00PM
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 course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. This course will meet synchronously on some of these dates. Alternative dates will be used for small group or individual meetings.

Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC860-R1 Assessment & Instruction in Teaching Literacy to Children with Language & Learning Disabilities 3 Rabinowitz, Laurie Miriam Tuesdays 07:00-09:00PM
This course integrates research, theory, and practice as participants learn about supporting literacy development for children with reading, writing, and language disabilities within a developmental framework. The course explores the iterative relationship between assessment and intervention and critically examines a range of evidence-based methods and materials in use in the field. Participants apply their learning as they work over multiple sessions with a child. Prerequisite: EDUC 563 or EDUC 568.

This section is for students in the Online Childhood Programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesday 7-9 pm throughout the semester. Your instructor will share the specific synchronous dates at your first session.

Prerequisites for EDUC 860: EDUC 505; EDUC 563 or EDUC 568.