Graduate Course Schedule - Bank Street Graduate School of Education

Summer 1 2025

May 13, 2025—June 23, 2025

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.

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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	702	Martha Andrews	TTH 5:15-9:00 PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
Please note: This course will include one asynchronous session on 5/29. Your instructor will share specific details at your first session.
EDUC535-1	Science for Teachers (Grades N – 6)	2	408/410	Robert Wallace	TTH 5:15-8:45 PM	5/13, 5/15, 5/20, 5/22, 5/27, 5/29, 6/3, 6/5
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum.
EDUC540-1	Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6)	2	401	Heather O'Shea	MW 5:15-8:45 PM	5/14, 5/19, 5/21, 5/28, 6/2, 6/4, 6/9, 6/11
EDUC564-1	Language, Literature, and Emergent Literacy in the Primary Grades	3	702	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	5/13, 5/15, 5/20, 5/22, 5/27, 5/29, 6/3, 6/5
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	703	Samantha Diaz	MW 5:15-8:45 PM	5/14, 5/19, 5/21, 5/28, 6/2, 6/4, 6/9, 6/11
EDUC605-1	Designing and Managing Classroom Environments in Inclusive and Special Education Settings	3	705	Maxine Townsend	MW 5:15-9:00 PM

Integrative Master's Project - Independent Study Option

Section	Title	Credits	Instructor	Days/Times
IS500-1	IMP: Independent Study	0	Staff TBD	See mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. This course is the first semester of an Independent Study.
This IMP is for students who have not yet begun their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar for registration. This IMP begins in the Summer 1 term and runs until the end of the Summer 2 term. A second semester is optional. 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. Please look out for an email from Karina Miranda, which will include a Google Form for you to share your mentor's name. If you do not complete this Google Form, you will be dropped from this IMP at the end of the add/drop period.

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	Instructor	Days/Times
IMP3-1	IMP: Mentored Directed Essay	0	Staff TBD	See mentor
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters.
This IMP begins in the Summer 1 term and runs until the end of the Summer 2 term. Students 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	Status
EDUC852K-1K	Designing STEM Early Childhood Curriculum	1	NYSCI	Robert Wallace	ThSa 4:00-5:30 PM	5/10, 5/15, 5/22, 5/31
This course is for Kerlin Early Childhood STEM Institute students only. Students will meet at NYSCI on Saturday, 5/10, from 10:00am-4:30pm and Saturday, 5/31, from 10:00am-1:00pm. Students will meet online on Thursdays, 5/15 and 5/22, from 4:00-5:30pm. There will be approximately 3 hours of additional online work to be completed independently outside of instructional time.

Child Life

These courses are only for Child Life students.

Section	Title	Credits	Rooms	Instructor	Days/Times
EDUC832CR-1CR	Cross-Cultural Perspectives: Families and Ethical Issues in Child Life Practice	3	Online	Genevieve Lowry	TTH 5:15-9:00 PM
The semester begins on 5/13. Please be available for synchronous meetings every class session. On the first night of class, your instructor will let you know which class sessions meet synchronously and asynchronously. For Child Life students only.
IMP3R-1R	IMP: Mentored Directed Essay	0	Online	Staff TBD	See mentor
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters.
This IMP begins in the Summer 1 term and runs until the end of the Summer 2 term. Students 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).
IS500R-1R	IMP: Independent Study	0	Online	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 IMP is for students who have not yet begun their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar for registration. This IMP begins in the Summer 1 term and runs until the end of the Summer 2 term. A second semester is optional. 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. Please look out for an email from Karina Miranda, which will include a Google Form for you to share your mentor's name. If you do not complete this Google Form, you will be dropped from this IMP at the end of the add/drop period.

Early Childhood General Education Advanced Standing

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates	Status
EDUC895A-1A	Early Childhood Practicum II: Collaborating w Families and Colleagues in Assess, Plan, and Instr	2	703	Ludmila de Amorim Paquete da Costa	TTH 4:45-7:45PM
This course is for students in the ECAS program only. This course will meet in a hybrid format (onground and online) synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed. You are expected to participate in course content for the duration of the semester. Your instructor will share the specific online, onground, synchronous, and asynchronous dates at your first session.

Leadership in Mathematics Education Online

These courses are for students in the online Mathematics Leadership program only.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
LEAD529C-1C	Summer Institute	2		Brian Hogarth	W-Su 9:00-5:00 PM	June 18-22
LEAD9462MR-AW	Mathematics Leadership Summer Advisement (2nd Semester)	1	Online	Amy Withers	T 7:00-9:00 PM	5/13, 5/27, 6/10
This course is for the Math Leadership Online students in their 2nd summer term
LEAD9462MR-NB	Mathematics Leadership Summer Advisement (2nd Semester)	1	Online	Nancy Buck	T 7:00-9:00 PM	5/13, 5/27, 6/10
This course is for the Math Leadership Online students in their 2nd summer term
LEAD9462MR-NS	Mathematics Leadership Summer Advisement (2nd Semester)	1	Online	Nneka Sutherland	T 7:00-9:00 PM	5/13, 5/27, 6/10
This course is for the Math Leadership Online students in their 2nd summer term
MATH542MR-1MR	Integrated Mathematics II	3	Online	Carys Garcia	MWTh 6:30-9:00 PM
This course is for the Math Leadership Online students in their 2nd summer term

Museum Studies: Learning and Engagement in Museums and Cultural Organizations

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates	Status
LEAD529C-1C	Summer Institute	2		Brian Hogarth	W-Su 9:00-5:00 PM	June 18-22

Matriculation Maintenance

Section	Title	Credits	Rooms	Instructor	Days/Times
MMNT500-1	Matriculation Maintenance	0	N/A	Staff TBD	Not applicable
A degree can only be conferred for currently enrolled students. If students are not registered for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.
A degree or certificate can only be conferred for currently enrolled students. Students anticipating program completion must be registered in the current term in order for their conferral to be awarded. If you plan on completing your program in Summer 1 and will not register for anything else, you must register for matriculation maintenance by the end of the semester add/drop period. Registration for matriculation maintenance, MMNT500, can be conducted on myBSC during web registration. A $50 fee applies.
MMNT500R-1R	Matriculation Maintenance	0	Online	Staff TBD	Not applicable
A degree can only be conferred for currently enrolled students. If students are not registered for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.
A degree or certificate can only be conferred for currently enrolled students. Students anticipating program completion must be registered in the current term in order for their conferral to be awarded. If you plan on completing your program in Summer 1 and will not register for anything else, you must register for matriculation maintenance by the end of the semester add/drop period. Registration for matriculation maintenance, MMNT500, can be conducted on myBSC during web registration. A $50 fee applies.