Education

ED 090 Identification and Reporting of Child Abuse, Maltreatment, and Neglect
0 credits (CS)

This training workshop provides information about the physical and behavioral indicators of child abuse and neglect, as well as the reporting requirements established in the New York State Social Services Law. This workshop meets the training requirements of Chapter 544 of the Laws of 1988, which mandates such training for specified professionals. (Offered fall term)
 
ED 091 Workshop: Substance Abuse and HIV-AIDS Education
0 credits (CS)

This six-hour workshop is required for all candidates seeking teacher certification in New York State. It provides training in understanding the causes and effects of abuses of alcohol, tobacco, and other drugs, and in teaching about HIV and AIDS. Students will develop instructional plans on these topics for use with elementary school children. (Offered spring term)

ED 092 Workshop: School Violence Prevention and Intervention
0 credits (CS)

This two-hour workshop is required for all teacher candidates in New York State. Emphasis is on warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; statutes, regulations and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a non-violent school climate and enhance learning; integration of social and problem-solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school/community referral process for students exhibiting violent behavior. (Offered spring term)
 
ED 093 Workshop: Dignity for All Students Act
0 credits (CS)

This six-hour workshop is required for all teacher candidates in New York State. Successful completion of this course will meet the certification requirements in §14(5) of Chapter 102 of the Laws of 2012.This workshop will review the Dignity for All Students Act and will address harassment, bullying and discrimination in schools. It will present proactive approaches for creating an affirming educational environment for all students through addressing school culture and climate. It will also cover the identification and mitigation of harassment, bullying and discrimination; and strategies for effectively addressing problems of exclusion, bias and aggression in educational settings.

ED 111 Child Development and Observation
4 credits (CS)

This course takes a longitudinal and multifaceted, multicultural look at children’s physical, psychosocial, language, racial, gender, cultural and cognitive development during the formative early childhood years from pre-birth to age twelve.  Students will examine theories and research about childhood development in multiple contexts and learn to recognize and understand significant child behavior as well as significant milestones in their own continuing development.  This course will have a minimal field placement of 15 hours during the semester. (Offered spring term)

ED 131 Teaching & Learning in Diverse Communities
4 credits (CS)

This course will examine the various complexities and diversity of the classroom today. Students will engage in fields of study which include, but are not limited to the following: gender, race, ethnicity, special education, family structures and dynamics, societal influences on education, and educational law and history. These topics and others will guide students to challenge their presumptions with regard to teaching and learning. Additionally, it will set the foundational stage in the framework of becoming a dynamic teacher. This course will have a minimal field placement of 15 hours during the semester. (Offered fall term, to be taken sophomore year)
 
ED 151 The American High School: Identity and Difference in Schools
3 credits (CS)

This course focuses on the construction of the American High School and its historical, philosophical and sociological underpinnings.  It examines identity and difference in the American High School, focusing on the social construction of identity, and the impact of prejudice and discrimination (on the basis of class, race, gender and disability) on  the social, psychological and educational well-being of adolescents. The course is designed to address the Cazenovia College's general education competency in Diversity and Social Consciousness which, according to the Cazenovia College catalog, aims, “[t]o demonstrate an awareness of the diversity that exists among all human groups, and to develop the necessary skills to understand diverse cultures and traditions.”

ED 217 The Learning of Mathematics
3 credits (AS)

In this course we will review and do research to investigate how young students in diverse settings and from diverse backgrounds learn mathematics.  We will base discussions and assignments on readings from two textbooks and journal articles that explore current theory in mathematics education.  Students in this course will also investigate the different methods for communicating and teaching about math, translating learning theories and reflection on how students learn into an effective set of practices that can be applied in a PK-12 school setting.  Finally, students will explore their own dispositions and understandings of mathematical content in an effort to become reflective teachers of mathematics. (Offered fall term)
 
ED 251 Introduction to Inclusive Practices: Literacy and Universal Design
3 credits (CS)

Introduction to Inclusive Practices provides an overview of the philosophical tenants of inclusive education as well as the practical knowledge and skills to provide an inclusive education in 7-12 classrooms.  The course develops an understanding of education law related to students with disabilities, English language learners and gifted and talented students.  Students will learn about learning disabilities, Autism Spectrum Disorders and Attention Deficit Hyperactivity Disorder. Literacy in its broadest sense is a focus of the course; and students will design and critique applications for literacy instruction for all learners.  Educational methodologies for incorporating literacy instruction into 7-12 classrooms in all subject areas are addressed.  Universal design for Instruction is taught as a method for planning and developing lessons.  Students will also learn about Individualized Education Plans, Section 504 Plans, Positive Behavioral Intervention Supports (PBIS), Response to Intervention (RTI), and Co-Teaching Models.  
 
ED 252 Field for Introduction to Inclusive Practices: Literacy and Universal Design
1 credit (CS)

Students will complete a college-supervised field experience of at least 35 hours in inclusive settings in 7-12 classrooms.   

ED 312 Inclusive Primary Curriculum and Methods
4 credits (CS)

This course will provide future teachers with a blending of theory, teaching strategies and practices, content materials, curricular themes, and related processes for developing comprehensive plans for teaching children in inclusive elementary classrooms. The New York State Common Core Learning Standards and the content standards of the National Council of Teachers of Mathematics, the National Council of Teachers of Science, the National Council for the Social Studies, the International Reading Association, the Council for Exceptional Children, and other appropriate groups, will be incorporated into integrated thematic units. These materials will be supplemented with appropriate texts and other resource materials. Students will learn how to accommodate diverse learners, utilize child-centered instructional methods, promote technological and content area literacy, assess student performance, and establish a learning environment that supports inquiry. (Offered spring term)
Field Component: In preparation for student teaching, students will be required to participate in an extensive practicum in an inclusive setting. Students will actively participate in all aspects of the classroom activities to which they are assigned and will directly assist the classroom teacher(s) in designing/planning, implementing, evaluating curriculum, instruction, and methods used to assess student learning. Students will gradually assume responsibility for the tasks involved in teaching and classroom management. Prerequisites: ED 111 Child Development and Observation, ED 131 Teaching & Learning in Diverse Communities, ED 217 The Learning of Mathematics, ED 320 Emergent Literacy. 

ED 320 Emergent Literacy
3 credits (CS)

This course will prepare students to recognize the complexities of literacy in the emergent stages of language development in children.  Additionally, students will examine the processes of oral and written language and connect that to classroom practice with regard to decision making of and planning for children who are beginning the process of reading and recognizing print.  An exploration of several reading and instructional theories (Phonics, Whole Language, Guided Reading, Basal Readers, Reading Recovery, and others) will guide students to making informed decisions through a balanced approach in the teaching of literacy.  The Common Core Learning Standards will be incorporated into integrated thematic units.  This course will have a minimal field placement of 15 hours during the semester.  (Offered spring term) Prerequisites: ED 111 Child Development and Observation, ED 131 Teaching & Learning in Diverse Communities. 

ED 325 Multicultural Literacy
3 credits (CS)

This course will expand upon what was previously learned in Emergent Literacy (IECE & IEE) and Introduction to Inclusive Practices: Literacy and Universal Design (IAE).  Students will explore the socio-political trends impacting today’s classrooms, the foundations of multicultural education, and the ways to improve learning environments for students of diverse cultures through culturally responsive literacy instruction. Additionally, this course will prepare students to enrich their classrooms with varied amounts of high-quality multicultural literature as well as will prepare them to create literacy based instructional units and lessons that meet the needs of diverse learners. Literacy based teaching methodologies such as; phonics, whole language, guided reading, and literacy across the content area will be re-examined and reintroduced using multicultural literature and resources. Developmentally appropriate multicultural literature will be reviewed and analyzed for quality. (Offered fall term) Prerequisites: ED 111 Child Development and Observation, ED 131 Teaching & Learning in Diverse Communities, ED 217 The Learning of Mathematics, ED 320 Emergent Literacy.  Co-requisites: ED 411 Curriculum and Methods for Pre-Kindergarten and Kindergarten/ED 412 Inclusive Intermediate Curriculum and Methods, ED 450 Strategies for Teaching Students with Severe and/or Multiple Disabilities, ED 484/488.
 
ED 350 Strategies for Teaching Students with Mild to Moderate Disabilities
3 credits (CS)

This course provides a review of the nature and manifestations of mild to moderate disabilities including learning disabilities, speech impairments, sensory and perceptual disabilities, mild cognitive disabilities, other health impairments, emotional and behavioral disorders, and other mild disabilities.  Students develop knowledge, understanding, and skills for assessment, curriculum differentiation and modification, and effective instruction in the elementary content areas for children with mild to moderate disabilities.  Students will also learn strategies to support literacy development and communication through assistive technology and appropriate environmental and programmatic adaptations.
Field Component: In preparation for student teaching, students will be required to participate in an inclusive classroom.  Students will work directly with children with a range of learning abilities, applying assessment and teaching strategies and curriculum modifications.  (Offered spring term) Prerequisites: ED 111 Child Development and Observation, ED 131 Teaching & Learning in Diverse Communities, ED 217 The Learning of Mathematics, ED 320; Co-requisites: ED 312 ED 350, ED 388

ED 351 Assessment, Technology and Management in the Adolescent Classroom   
3 credits (CS)

Assessment, Technology and Management in the Adolescent Classroom brings together three major responsibilities of the classroom teacher.  The course introduces pre-service teachers to assessments of teaching and learning, management of the classroom environment and technology for delivering instruction.   Course assignments require students to demonstrate knowledge of classroom technology.  The course begins with a three week module on classroom management and motivation, connecting the well-managed classroom to motivation and achievement on assessments.   
 
ED 352 Field Placement for Assessment, Technology and Management in the Adolescent Classroom   
1 credit (CS)

Students will complete a college-supervised field experience of at least 35 hours in inclusive settings in 7-12 classrooms.   The field component will integrate the skills learned in Assessment, Technology and Management in the Adolescent Classroom.

ED 371 Assessment and Intervention in Education
3 credits (CS)

This course focuses on uses, strategies, and tools for assessing children’s development and the environments arranged for them.  Students will examine and apply a variety of formal and informal assessment techniques designed for use with children from infancy through age 12.  Students will also examine how and why assessment is linked to curricular planning and interventions for children in diverse and inclusive settings.  Critical issues and ethical considerations in the uses of assessment with children will also be explored. (Offered fall term)  Prerequisites: ED 111 Child Development and Observation, ED 131 Teaching & Learning in Diverse Communities, ED 217 The Learning of Mathematics, ED 320 Emergent Literacy.  Co-requisites: ED 312, ED 350, ED 388.
 
ED 388 Student Teaching: Primary Level
6 credits (CS)

Student teaching in the Inclusive Early and Elementary Education Program is designed to provide candidates with opportunities to apply their knowledge, understanding, and skills in a way that has a positive impact on student learning.  The student teaching component of the program provides the candidate with an increased responsibility for curriculum development and implementation, assessment of student learning, classroom management, collaboration with other professionals, work with parents, and all aspects of the classroom routine.  Students will spend a total of 7 weeks full time in an inclusive kindergarten or intermediate public school classroom (after the first 7 weeks of classes for the semester) engaged in supervised student teaching.  Students will spend approximately 40 hours weekly on site, which includes a weekly seminar on campus to support continued growth in effectively teaching to the New York State Student Learning Standards.  (Offered spring term) Prerequisites: ED 111 Child Development and Observation, ED 131 Teaching & Learning in Diverse Communities, ED 217 The Learning of Mathematics, ED 320 Emergent Literacy. Co-requisites: ED 312, ED 350, ED 325.

ED 411 Curriculum and Methods for Pre-Kindergarten and Kindergarten
4 credits

This course will provide the future teacher with a blend of teaching strategies and practices, content materials, curricular themes, and related processes for developing comprehensive plans for teaching children in inclusive preschool and kindergarten, and classrooms.  The new Core Curriculum and Learning Standards, developed by the New York State Department of Education, and the content area standards of various professional organizations will be incorporated into integrated thematic units.  These materials will be supplemented with appropriate texts and other resource materials.  Students will learn how to accommodate diverse learners, utilize child-centered instructional methods, promote technological and content area literacy, assess student performance, and establish a learning environment that supports inquiry. (Offered fall term)

Field Component: In preparation for Student Teaching, students will be required to do extensive fieldwork in an inclusive classroom at the kindergarten or 1st/2nd grade level Tuesdays and Thursdays, when there are no class sessions.  This is the practicum part of the field work of the professional semester.  Students will actively participate in all aspects of the classroom to which they are assigned, and will directly assist the classroom teacher(s) in designing, planning, implementing, and evaluating curriculum and assessing student learning.  Students will gradually assume responsibility for the tasks involved in teaching and learning as well as managing a productive classroom.  Prerequisites: ED 111 Child Development and Observation, ED 131 Teaching & Learning in Diverse Communities, ED 217 The Learning of Mathematics, ED 320 Emergent Literacy. Co-requisites: ED 371 Assessment and Intervention in Education, ED 450 Strategies for Teaching Students with Severe and/or Multiple Disabilities, ED 484 Student Teaching: Pre-Kindergarten or Kindergarten.

ED 412 Inclusive Intermediate Curriculum and Methods
4 credits (CS)

This course will provide the future teacher with a blend of teaching strategies and practices, content materials, curricular themes, and related processes for developing comprehensive plans for teaching children in inclusive intermediate classrooms, grades 4-6.  The new Core Curriculum and Learning Standards, developed by the New York State Department of Education, and the content area standards of various professional organizations will be incorporated into integrated thematic units. These materials will be supplemented with appropriate texts and other resource materials. Students will learn how to accommodate diverse learners, utilize child-centered instructional methods, promote technological and content area literacy, assess student performance, and establish a learning environment that supports inquiry. (Offered fall term)

Field Component: In preparation for Student Teaching, students will be required to do extensive fieldwork in an inclusive classroom at the 4th-6th grade level Tuesdays and Thursdays, when there are no class sessions.  This is the practicum part of the field work of the professional semester.  Students will actively participate in all aspects of the classroom to which they are assigned, and will directly assist the classroom teacher(s) in designing, planning, implementing, and evaluating curriculum and assessing student learning.  Students will gradually assume responsibility for the tasks involved in teaching and learning as well as managing a productive classroom.  Prerequisites: ED 111 Child Development and Observation, ED 131 Teaching & Learning in Diverse Communities, ED 217 The Learning of Mathematics, ED 320 Emergent Literacy.  Co-requisites: ED 371 Assessment and Intervention in Education, ED 450 Strategies for Teaching Students with Severe and/or Multiple Disabilities, ED 488.

ED 450 Strategies for Teaching Students with Severe and/or Multiple Disabilities
3 credits (CS)

This course prepares students with the knowledge, understanding, and skills to work effectively with children who have severe and/or multiple disabilities, including autism and emotional disorders.  Students will learn the many characteristics of learners with these disabilities in order to develop strategies for curriculum modifications and effective instruction in the elementary and adolescent content areas.  Students will also learn strategies to support literacy development and communication through assistive technology and environmental and programmatic adaptations, including a focus on transitions for all students with disabilities, from elementary to middle and high schools and from school to community settings. (Offered fall term) Prerequisites: ED 111 Child Development and Observation, ED 131 Teaching & Learning in Diverse Communities, ED 217 The Learning of Mathematics, ED 320 Emergent Literacy.  Co-requisites: ED 371 Assessment and Intervention in Education, ED 411 Curriculum and Methods for Pre-Kindergarten and Kindergarten/ED 412 Inclusive Intermediate Curriculum and Methods, ED 484/488.

ED 451 Pedagogy and Practice: Teaching Methods for English/Social Studies
3 credits (CS)

Pedagogy and Practice focuses on the implementation of best teaching practices for content area teachers.  Students will learn pedagogical techniques and strategies for the content areas and will prepare lessons for their content area: Social Studies or English.  Students will learn the content of New York State curriculum for their subject area for grades (7-12) as well as the Common Core Curriculum.  Students will examine and apply subject-specific methods and will learn and demonstrate best practices in teaching students of varying needs, interests, and levels of preparation.  Students will learn and demonstrate best practices in lesson planning and will demonstrate their teaching and evaluate themselves and their classmates. The field placement requires the completion of 35 hours of field work within one middle or high school classroom.         
 
ED 452 Field Placement for Pedagogy and Practice: Teaching Methods for English/Social Studies
1 credit (CS)

Students will complete a college-supervised field experience of at least 35 hours in inclusive settings in an English or Social Studies classroom. The field component will integrate the skills learned in ED 451: Pedagogy and Practice: Teaching Methods for English/Social Studies.

ED 461 Pedagogy and Practice: Teaching Methods for Adolescent Science with Field Placement
3 credits (CS)

Pedagogy and Practice focuses on the implementation of best teaching practices for content area teachers.  Students will learn pedagogical techniques and strategies for teaching science.  Students will learn the content of New York State curriculum for Biology for grades (7-12) as well as ways to embed the Common Core Curriculum in their content area.  Students will examine and apply subject-specific methods and will learn and demonstrate best practices in teaching students of varying needs, interests, and levels of preparation.  Students will learn and demonstrate best practices in lesson planning and will demonstrate their teaching and evaluate themselves and their classmates.  
 
ED 462 Field Placement for Pedagogy and Practice: Teaching Methods for Science
1 credit (CS)

Students will complete a college-supervised field experience of at least 35 hours in inclusive settings in a Science classroom. The field component will integrate the skills learned in ED 461: Pedagogy and Practice: Teaching Methods for Science.

ED 484 Student Teaching: Pre-Kindergarten or Kindergarten
6 credits (CS)

Student teaching in the Inclusive Early Childhood Education Program is designed to provide candidates with opportunities to apply their knowledge, understanding, and skills in a way that has a positive impact on student learning.  The student teaching component of the program provides the candidate with an increased responsibility for curriculum development and implementation, assessment of student learning, classroom management, collaboration with other professionals, work with parents, and all aspects of the classroom routine.  Students will spend a total of 7 weeks full time in an inclusive kindergarten or 1st-2nd grade public school classroom (after the first 7 weeks of classes for the semester) engaged in supervised student teaching.  Students will spend approximately 40 hours weekly on site, which includes a weekly seminar to support continued growth in effectively teaching to the New York State Student Learning Standards.  (Offered fall term) Prerequisites: ED 111 Child Development and Observation, ED 131 Teaching & Learning in Diverse Communities, ED 217 The Learning of Mathematics, ED 320 Emergent Literacy.  Co-requisites: ED 371 Assessment and Intervention in Education, ED 411 Curriculum and Methods for Pre-Kindergarten and Kindergarten/ED 412 Inclusive Intermediate Curriculum and Methods, ED 450 Strategies for Teaching Students with Severe and/or Multiple Disabilities.

ED 488 Student Teaching: Intermediate Level
6 credits (CS)

Student teaching in the Inclusive Elementary Education Program is designed to provide candidates with opportunities to apply their knowledge, understanding, and skills in a way that has a positive impact on student learning.  The student teaching component of the program provides the candidate with an increased responsibility for curriculum development and implementation, assessment of student learning, classroom management, collaboration with other professionals, work with parents, and all aspects of the classroom routine.  Students will spend a total of 7 weeks full time in an inclusive kindergarten or intermediate public school classroom (after the first 7 weeks of classes for the semester) engaged in supervised student teaching.  Students will spend approximately 40 hours weekly on site, which includes a weekly seminar to support continued growth in effectively teaching to the New York State Student Learning Standards. (Offered fall term) Prerequisites: ED 111 Child Development and Observation, ED 131 Teaching & Learning in Diverse Communities, ED 217 The Learning of Mathematics, ED 320 Emergent Literacy.  Co-requisites: ED 371 Assessment and Intervention in Education, ED 411 Curriculum and Methods for Pre-Kindergarten and Kindergarten/ED 412 Inclusive Intermediate Curriculum and Methods, ED 450 Strategies for Teaching Students with Severe and/or Multiple Disabilities.

ED 491 Student Teaching I: Effective Communication in Schools
3 credits (CS)
Effective Communication in the Classroom teaches students the basic theoretical and practical knowledge to communicate in the school setting in a variety of situations.  Students in this course will learn the theory of and the practice of communicating with students, community members, school administrators and parents.  Students will be able to demonstrate the varied communication styles necessary in parent conferences, open house presentations, school board meetings, faculty meetings, student conferences and in large and small group settings in the classroom. The course begins with an  intensive one-week institute (30 hours) on communicating in schools, and is followed by a one-hour weekly (14 weeks) seminar that involves sharing and reflecting on large group, small group and individual communication observations and experiences.

ED 492 Student Teaching II:  Student Teaching and Reflective Seminar
9 credits (CS)

Student Teaching II: Student Teaching and Reflective Seminar is the culminating experience in the Adolescent teacher certification program.  Students will be placed in Adolescent classrooms with one seven week placement in grades 7-9 and one seven week placement in grades 10-12.   At least one half of the required classroom settings will involve working with inclusive classrooms and/or students with special needs.  The Cazenovia College Education student teaching placements are designed to merge the theoretical components of inclusive pedagogy with the practical aspects of daily teaching through providing student teacher candidates an opportunity to apply their knowledge, understanding and skills in the classroom setting. Students will be matched with mentor teachers who will provide feedback and guidance throughout the placement.  

ED 495 The Reflective Practitioner (Capstone)
3 credits (CS)
This course will explore a framework of reflective teaching that is rooted in inquiry and self-study.  Participants will become active students of their own questions and of teaching, as they engage in a process of constructing the professional values linked closely with sound reflective practice and to develop their professional voice through writing, inquiry, and presentation.  Through the use of mixed methods of data collection, management, analysis and personal narratives, students will examine reflective practice as it relates to problem-solving, curricular decision-making, nurturing the classroom community, and striving for professional excellence in diverse and inclusive educational settings. Prerequisite:  Successful completion of all professional courses in the Inclusive Early Childhood Education or Inclusive Elementary Education program options, including student teaching.

Summer Session I - July

  • Summer Term Begins
    May 20 2015
  • Memorial Day Holiday
    May 25 2015
  • Summer Term Ends
    Jul 1 2015