Graduate Course Schedule - Bank Street Graduate School of Education

Summer 1 2024

May 13, 2024—June 13, 2024

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

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

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

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

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

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC530-1	Foundations of Modern Education	3	704	Martha Andrews	TTH 5:15-9:00 PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
Please note: This course will include one asynchronous session on 5/30 and one remote class on 6/13. Your instructor will share specific details at your first session.
EDUC535-1	Science for Teachers (Grades N – 6)	2	408/410	Stan Chu	TTH 5:15-8:45 PM	5/14, 5/16, 5/21, 5/23, 5/28, 5/30, 6/4, 6/6
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum.
EDUC536-1	Foundations: The Influence of Culture and Politics on Literacy Theory and Practice	2	705	Lynne Einbender	MW 5:15-8:45 PM	5/13, 5/15, 5/20, 5/22, 5/29, 6/3, 6/5, 6/10
EDUC540-1	Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6)	2	406	Heather O'Shea	MW 5:15-8:45 PM	5/13, 5/15, 5/20, 5/22, 5/29, 6/3, 6/5, 6/10
This course provides participants with an overview of mathematics learning for children grades N-6. Participants deepen their own mathematical knowledge while furthering their understanding of effective mathematics instruction. In each session, participants do math together and use these experiences to investigate the development of mathematical thinking and to reflect on their own learning. Participants explore the essential elements of a constructivist mathematics classroom in which collaboration is core to building concepts and skills. Designing a classroom where deep mathematical understanding is the primary goal requires explorations of attitudes and beliefs as well as practices and expectations. This course addresses the moral imperative that all students are capable of learning math. It focuses on creating inclusive environments for learners with developmental variations. The course also focuses on creating mathematical experiences that support students for whom English is a new language. Participants discuss classroom management strategies for grouping and individualizing instruction.
EDUC563-1	The Teaching of Reading, Writing, and Language Arts in the Primary Grades	3	401	Cristian Solorza	TH 5:15-8:30 PM	May 16 - July 24
This course examines the process through which reading and writing are acquired by young children, ages 4-8. We study the ways teachers can support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status. The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning. Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children’s language and literacy learning in early childhood classrooms.
This class is for onground students only. The class will meet across both Summer 1 and 2 terms, once a week, including the intersession.
EDUC564-1	Language, Literature, and Emergent Literacy in the Primary Grades	3	707	Mollie Welsh Kruger	MW 5:15-9:00 PM
This course examines the role of literature in children’s lives. Participants develop criteria for selecting literature for children, considering factors including but not limited to child development, aesthetics, language, and culture, as well as children’s interests and curiosities. Through active engagement with books, artifacts, and ideas, participants gain an understanding of the role of literature in language development in children’s primary and new languages. Participants will examine ways to use literature from a wide range of genres and perspectives for reading aloud, honoring and stimulating children’s storytelling, and for deepening learning across content areas.
EDUC590-1	Arts Workshop for Teachers (Grades N – 6)	2	308	Tricia Riske	TTH 5:15-8:45 PM	5/14, 5/16, 5/21, 5/23, 5/28, 5/30, 6/4, 6/6
This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, printmaking, and such crafts as puppet making, dyeing, and weaving. Readings and class discussion deal with the development of art curricula using child development as a base. Students study children’s art through slides and children’s actual work.
EDUC604-1	Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings	2	Online	Ellen Ferrin	MW 5:15-8:45 PM	5/13, 5/15, 5/20, 5/22, 5/29, 6/3, 6/5, 6/10
In this course, participants will explore the teacher’s and the larger school’s roles in constructing caring, collaborative, and reciprocal relationships with children and families. Participants will critically examine their own experiences, identities, and assumptions as they develop skills and dispositions to work with a broad range of families and communities. The course will support participants in developing their skills in communication, advocacy, and collaboration as they learn to partner with families to support children’s positive identity development along with their social, emotional, language, and learning abilities and needs.
This course will meet synchronously online and may include some asynchronous components. Your instructor will share details by your first session.
EDUC605-1	Designing and Managing Classroom Environments in Inclusive and Special Education Settings	3	702	Pamela Jones	MW 5:15-9:00 PM
This course is designed to help participants create classroom environments that will meet the needs of all children, including those with developmental variations. Addressing the concerns of both general and special education teachers, it incorporates presentations, role-playing, discussions, analyses of multimedia content, and informal diagnostic procedures. Participants examine the complexities of teachers’ day-to-day responsibilities and concerns, including classroom design, varied approaches to behavioral intervention, and the interplay among curricula, rules, expectations, routines, procedures, and children’s behavior.

Integrative Master's Project - Independent Study Option

Section	Title	Credits	Rooms	Instructor	Days/Times
IS500-1	IMP: Independent Study	0	See Mentor	Staff TBD	See mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. This course is the first semester of an Independent Study. IMPORTANT NOTE TO STUDENTS REGISTERING FOR INDEPENDENT STUDIES In order to register for Independent Studies (IS500) you must have already secured a faculty mentor who has reviewed your IS proposal and has committed to serve as your IS mentor. By registering for the IS500, you are attesting to having secured a mentor, and you are agreeing to follow all applicable IS directives and guidelines as stated in A Guide to the Integrative Master’s Project. In addition to registering through myBSC for IS500, please fill out the Independent Study Mentor Form, located on the website schedule (https://graduate.bankstreet.edu/academics/graduate-course-schedule/) indicating which faculty member has consented to mentor you.
This IMP is for students who have not yet begun their Independent Study. Students continuing an Independent Study from a previous semester should contact their SSA for registration. This IMP begins in the Summer 1 term and runs until the end of the Summer 2 term. A second semester is optional. To register, please fill out this form to confirm your IMP request by April 11th: IMP Request Form. If your Program Director approves your request, you will be registered for this IMP by your SSA. IMPORTANT NOTE: In order to be registered for an Independent Study (IS500) you must have already secured a faculty mentor who has reviewed your Independent Study (IS) proposal and has committed to serve as your IS mentor.

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. 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
IMP3-1	IMP: Mentored Directed Essay	0	See Mentor	Staff TBD	See mentor
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters.
This IMP begins in the Summer 1 term and runs until the end of the Summer 2 term. Please fill out this form to confirm your IMP request by April 11th: IMP Request Form. If your Program Director approves your request, you will be registered for this IMP by your SSA. Students will receive the name of their faculty mentor no later than the end of the add/drop period. Students completing a Mentored Directed Essay (MDE) should find the essay for their program and become familiar with the project before meeting with their mentors. To access the MDE, log into myBSC and go to Resources > Integrative Master's Project (IMP).

Kerlin STEM Institute

These courses are only for Kerlin STEM Institute teachers.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC852-1	Designing STEM Early Childhood Curriculum	1	New. NYSCI	Robert Wallace	TH 4:00-5:30 PM	5/11, 5/16, 5/23, 6/1
In this third course in the Kerlin STEM Institute, participants will generate a STEM curriculum that builds on the content and processes from EDUC 850 and EDUC 851. Participants will document how a study begins, potential investigations, and conclusion of the study using the orientations and approaches developed in the first two courses. The curriculum will consist of a series of lessons that build on each other, are integrated across the curriculum of the Early Childhood classroom, and that include ongoing opportunities for formative assessment of students’ learning. Participants’ STEM curriculum will respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. Prerequisite: EDUC 851. For Kerlin STEM Institute fellows only.
This course is for Kerlin Early Childhood STEM Institute students only and will begin before the first day of the Summer 1 term. Students will meet at NYSCI on all dates listed. Note: On Saturday 5/11, class (Lab 4) meets from 10:00 am-4:30 pm. On Saturday 6/1, class (Lab 4) meets from 10:00 am-1:00 pm. There will be approximately 3 hours of additional online work to be completed independently outside of instructional time. Prerequisite for EDUC852: EDUC 850, and EDUC 851

Child Life

These courses are only for Child Life students.

Section	Title	Credits	Rooms	Instructor	Days/Times
EDUC832-1	Cross-Cultural Perspectives: Families and Ethical Issues in Child Life Practice	3	Online	Genevieve Lowry, Rechelle Porter	TTH 5:15-9:00 PM
This course focuses on developing an understanding of the principles of ethical decision-making, when working with diverse families in complex healthcare situations. Participants will develop an awareness of the how ethical decisions are made in pediatrics in order to help mediate healthcare experiences for children and families as members of a larger team. The course will approach the family from an ecological perspective, examining the ways in which factors including but not limited to race, culture, language, socioeconomic background, family structure, immigration status, and community context may impact a family’s experience in healthcare systems. Participants will examine their own backgrounds and identities to surface differences in perspective and biases that may impact decision-making in child life contexts. Using current research and theory, standards of ethical practice, and an understanding of national, state/provincial and institutional healthcare systems and policies, participants will analyze case studies and apply this analysis to developing their practices in the field. Prerequisite: EDUC 500.
The semester begins on 5/13. Please be available for synchronous meetings every Tuesday and Thursday. On the first night of class, your instructor will let you know which class sessions meet synchronously and asynchronously. For Child Life students only. All online courses should contain the note: To get ready for the synchronous session: Sign up to http://Zoom.us (free account) and explore the tool and its tutorials: Getting started with Zoom Test your computer audio and video as well as your internet connection. We encourage you to test your system by hosting a test session with a friend You will receive an invitation to join the session via email. The email will have the link to click at the time of the session If you have trouble connecting, contact the Help Desk at helpdesk@bankstreet.edu or 212-875-4642 Prerequisites for EDUC832: EDUC 500

Teaching English to Speakers of Other Languages (TESOL)

Section	Title	Credits	Rooms	Instructor	Days/Times
EDUC502-1	Human Development	3	703	Anna Malyukova	TTH 5:15-9:00 PM
This course focuses on understanding, teaching, and meeting the needs of children and adolescents through emerging adulthood. The interactions between physical growth and social, emotional, and cognitive development will be an organizing focus in the course. Participants will analyze critically different developmental theories in relation to their own educational settings and experience. Participants explore the social and educational implications of a wide range of learning and behavioral variations in the context of family, school lives, community and society. Issues related to identity --self and other, dependence and autonomy, race, class, gender, language, religion, sexuality, power, ability, and disability -- will be recurring themes. Participants will investigate topics and issues through a combination of readings, observations, interviews, case studies and discussion.
This section is for students enrolled in our TESOL program only.

NY DOE Teaching Fellows

These courses are for students in the NYC Teaching Fellows Cohort only.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates	Status
EDUC837-1	Integrative Master’s Project	1	612/613	Shawna Hansford	See mentor
The Integrative Master’s Project (IMP) is one of the three major components of your degree requirements. As the culminating component, it is a significant, academically rigorous body of work that integrates many facets of your experiences at Bank Street and in the field, and applies theoretical knowledge to your current and future work as an educator. The process of writing the IMP is intended to further your professional growth through inquiry, reflection, and integration. The form and content of each IMP varies according to specific program requirements.

Leadership in Mathematics Education Online

Courses within this program are for Online Math Leadership students only.

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD946-JE	Mathematics Leadership Summer Advisement	1	Online	Jerome Ellison	T 7:00-9:00 PM
This course is an extension of LEAD945. During the summer semesters, the cohort meets for weekly Advisement seminars that include readings that offer students the opportunity to integrate theory with practice in this evolving professional learning community.
This course is for continuing Math Leadership Online students only.
MATH542-1R	Integrated Mathematics II	3	Online	Robin Hummel	MWTh 6:30-9:00 PM
This course continues the integration of mathematics begun in MATH 541. Participants study Taxicab geometry and its relationship to Euclidean geometry. Participants explore probability, the relationship between probability and proportional reasoning, the art of equations, and the relationship between functions and their graphs. Prerequisite: MATH 541. Open to 2nd-summer Math Leadership students only, or with permission of instructor and director.
This course is for continuing Math Leadership Online students only.

Matriculation Maintenance

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates	Status
MMNT500-1	Matriculation Maintenance	0		Staff TBD	Not applicable
A degree can only be conferred for currently enrolled students. If students are not registered for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.