A seminar introducing students to the field of teaching. Topics include current learning standards, lesson plan components, the realities of teaching as a career, certification requirements, professional expectations, and an introduction to teaching strategies. This course provides students with the opportunity to explore the field of teaching, reflect on their interest in education, create and present an instructional lesson, and develop connections with other future educators.
Course Learning Outcomes 1. Discuss the responsibilities and expectations associated with a career in teaching. 2. Describe the teacher certification process. 3. Apply state and national learning standards. 4. Evaluate personal interest in teaching as a career. 5. Create a lesson based upon effective teaching practices. 6. Present a student-created lesson plan utilizing effective teaching practices.
An introductory course designed to expose students to current technologies used in modern education. Students will have hands-on practice working with various technology tools and will examine practical applications for enhancing the teaching and learning process, as well as the ethical issues and barriers surrounding implementation.
Course Learning Outcomes 1. Evaluate specific technologies and their application to education (National Educational Technology Standard #3). 2. Analyze educational challenges to select appropriate technologies to solve real-world educational problems (National Educational Technology Standard #1). 3. Design authentic learning experiences that utilize technology to promote student learning (National Educational Technology Standard #2). 4. Analyze ethical issues related to the use of technology (National Educational Technology Standard #4). 5. Analyze legal issues related to the use of technology (National Educational Technology Standard #4). 6. Analyze social issues related to the use of technology (National Educational Technology Standard #4). 7. Apply current research on the effective use of technology to support student learning (National Educational Technology Standard #5).
Teachers must communicate effectively in order to achieve their goal of student learning and success. This course uses the performing arts as a point of reference and enables participants to develop materials and present them effectively in a variety of teaching situations. Learning styles, oral presentation, body language, the use of props, proxemics and room arrangement, and audio visuals will be the skills developed through this course. These skills will be compared to those used in a variety of performing arts venues so that appropriate stage techniques can be integrated into student teaching/presentations assignments.
Course Learning Outcomes 1. Create a lesson that accommodates a variety of learning styles. 2. Develop a variety of arts-based tools to further student learning as part of the lesson creation process, which may include creation of illuminated poems, acrostic poems, props, etc. 3. Demonstrate artistic literacy using authentic arts performance techniques, which may include dance, music, theater or other methods. 4. Encourage student engagement in learning using impromptu, improvisational, or theatrical techniques. 5. Apply effective presentation techniques in the successful delivery of an original lesson. 6. Apply principles of medium and form in the development of effective teaching techniques. 7. Demonstrate techniques promoting positive classroom environments. 8. Analyze presentations using critical feedback techniques.
This course will explore the American education system through a social justice perspective. It will focus on the foundations of the American education system with emphasis on how ancient Chinese, Roman, Grecian and Anglo-Saxon cultures and philosophies helped frame the historic, philosophical, economic and socio-cultural roots of the American education system. Additionally, the impact of contemporary western and other world civilizations and their correlates to political, economic, legal and ethical bases of American education policies will be studied. Students will conduct, synthesize and present research on relevant American education policies and protocols. Within this framework, contemporary American educational values and issues will be critically examined.
Prerequisite OR Corequisite: EDU 100;
Course Learning Outcomes 1. Analyze the historical foundations of schooling in the United States as influenced by Prussian, Grecian, Roman or Far East cultures. 2. Analyze the philosophical foundations of schooling in the United States as influenced by Prussian, Grecian, Roman or Far East cultures. 3. Analyze the sociological foundations of schooling in the United States as influenced by Prussian, Grecian, Roman or Far East cultures. 4. Create a personal philosophy of teaching statement. 5. Evaluate the historical neglect by the American public education system of non-dominant culture students. 6. Discuss the impact that historical neglect of non-dominant culture students has had on their education. 7. Identify the residual impact that historical neglect of non-dominant culture students has had on the current educational system in the United States. 8. Identify influences that guide curriculum decisions in schools. 9. Analyze current trends that impact education today. 10. Identify current public education policies designed to provide equal educational opportunities to a student population with diverse needs. 11. Analyze legal issues that impact education today. 12. Compose a researched analysis of educational policies. 13. Present a researched analysis of educational policies.
Guided Observation in Education is designed to provide the student with an opportunity to (1) explore the profession of teaching at an early point in the student's academic career, (2) observe in a classroom from the perspective of a teacher, (3) meet with the classroom teacher to discuss issues covered in the seminar and issues that arise in the classroom, (4) participate in classroom activities addressing unmet educational needs such as: lesson planning, working with small groups, one-on-one support, and (5) reflect on course objectives as experienced through fieldwork placement. This course fulfills the MCC requirement for a social science elective. One and one-half class hours, four fieldwork hours. Upon successful completion of this course, students will earn 20 hours of service-learning credit.
Prerequisite: EDU 200 with a grade of C or higher and PSY 201 or PSY 202 with a grade of C or higher
Course Learning Outcomes 1. Construct arguments around current educational issues. 2. Analyze the impact of diversity in educational settings. 3. Connect course concepts with field work experiences. 4. Examine changes in personal perceptions of the teaching profession. 5. Determine if the teaching profession is an acceptable career choice. 6. Analyze the impact of issues surrounding Special Education in educational settings.
This course will provide an overview of the role of special education for students with disabilities. The course will explore services, placement settings, supports, instructional approaches, collaboration with other professionals, and processes related to classification and documentation. The course will also offer opportunities to critically analyze the models, theories, and legislation that have influenced the historical development of this field, as well as contemporary approaches to inclusive classroom practices.
Course Learning Outcomes 1. Describe how various models of disability have influenced understandings of people with disabilities in educational settings. 2. Identify key elements of historical legislation as they connect to the rights of students with disabilities and their families in educational settings. 3. Identify the primary characteristics of each of the 13 Individuals with Disabilities Education Act (IDEA) categories of disability as they relate to the process of diagnosis. 4. Indicate whether each of the 13 IDEA categories of disability would be considered high- or low-incidence. 5. List the most important steps in the process of attaining special education services for a student identified with a disability. 6. Develop an educational plan for a PK-12 student that matches the various services, settings, and supports offered to students, including professional colleagues’ roles, to the needs of a specific student. 7. Identify information appropriate to include in various sections of a PK-12 student's Individualized Education Program. 8. Modify a lesson plan to incorporate research-based instructional strategies or supports appropriate for meeting specific needs of students. 9. Develop specific instructional strategies that connect to the strengths and needs of the focal student.
This course focuses on professional development for the early childhood care giver. It provides a comprehensive study of the current opportunities for professional development, examination of state and national standards and requirements, identification of roles and settings within the early care and education field, and will lead to the design of an individualized plan for each care giver to follow for career advancement.
Course Learning Outcomes 1. Explain the various professional career options for early care practitioners. 2. Explain certification requirements in the early care field. 3. Explain process for accessing EIP (Educational Incentive Program) scholarship funds for professional training and education. 4. Compare and contrast training options in the field of early care. 5. Write a 5-year professional development plan. 6. Design an individualized professional development plan that links to the student’s career goals. 7. Produce a completed, written, 5-year professional development plan.
Students in this course will have the opportunity to receive hands on group experience in licensed child care centers or Head Start facilities. Weekly meetings with experienced education instructors will coincide with curriculum for ECE 150 and ECE 151.
Prerequisite(s): ECE 150 and ECE 151.
Course Learning Outcomes 1. Produce a weekly menu that will articulate their philosophy of young children's nutritional needs. 2. Create a comprehensive lesson/weekly plan that includes goals and objectives for children's learning as well as accommodations for special needs. 3. Complete a classroom observation at their field work placement specifically focused on learning environment. 4. Produce nine learning activities specifically in the developmental domains of Science/Sensory; Language and Literacy; Creative Arts; Fine Motor; Gross Motor; Self Concept; Emotional Skills/Regulation; Social Skills and Mathematics. 5. List titles, authors, publishers, copyright dates and short summaries of children’s books that are developmentally appropriate and that support topics related to children’s lives. 6. Describe how to maintain a safe, healthy learning environment, using the above stated menu, lesson plan and observation to determine how the students' teaching practices meets this standards. 7. Use the nine learning activities listed in objective four to explain how students are advancing children's physical and intellectual competency. 8. Explain how they will support a child's self and social development, as well as provide positive guidance.
This course will lay the foundation for understanding the field of early childhood education. Child development pre-birth through age 8 will be discussed. Participants will gain an understanding of how to arrange a safe, healthy learning environment, while focusing on a child's social emotional well being. Supportive guidance techniques will be addressed, as well as observation and assessment skills, in addition to the value and importance of play in children's lives.
Course Learning Outcomes 1. Identify Child Development milestones in children birth-age 8. 2. Identify safe environments conducive to early learning. 3. Identify healthy habits and routines for children. 4. Evaluate classroom learning environments conducive to early learning. 5. Explain strategies that encourage socio-emotional development. 6. Identify guidance techniques for children in their most formative years. 7. Design a lesson plan for preschoolers ages 3-5. 8. Create a nutritional menu for preschoolers ages 3-5. 9. Observe the learning environment in an early childhood setting. 10. Create a multi-dimensional floor plan of an early childhood classroom. 11. Analyze the value of play for young children.
This course examines the foundations of early childhood education, as well as the development of children’s physical, cognitive, communication and creative skills. Particular emphasis is placed on children with special needs, and the early childhood teacher’s role. Anti-Bias curriculum will be explored as a function of student, teacher and family interaction.
Course Learning Outcomes 1. Explain the physical development of children. 2. Describe the cognitive development of children. 3. Identify the development of communication skills in children. 4. Articulate the creative development of children. 5. Describe an early childhood anti-bias curriculum as it relates to children, teachers and families. 6. Identify strategies that encourage brain development in children. 7. Research characteristics of children with special needs. 8. Analyze the role of educators in the lives of children with special needs. 9. Research learning activities that promote development.
This course addresses three key components of practice in the field of early care and education: program management, working with families and professionalism. Students will engage in critical thinking on issues plaguing the field as they participate in practical exercises for direct application to their work with children and families.
Course Learning Outcomes 1. Analyze the role of families in the early care field. 2. Assess strategies for positive, reciprocal relationships with families. 3. Identify essential elements for the operation of high quality child care programs. 4. Explain professional commitment to the role and responsibilities of an early childhood educator. 5. Connect the Core Body of Knowledge and Early Learning Guidelines to the early childhood classroom. 6. Summarize national accreditation standards. 7. Evaluate the significance of the NAEYC Code of Ethics as it relates to working with children, families, colleagues, or the community.
This course examines emotional, socio-cultural and cognitive influences on early literacy development, and explores twelve essential concepts related to early reading success through a collaborative learning approach.
Course Learning Outcomes 1. Identify the main concepts associated with success in early reading. 2. Analyze strategies that promote success in early reading. 3. Articulate how theory and research translate to early literacy practice. 4. Develop appropriate early literacy lesson plans. 5. Summarize findings from a research article related to early literacy.
Students in this course will have the opportunity to receive hands on group experience in licensed child care centers or Head Start facilities. Weekly meetings with experienced education instructors will coincide with curriculum for ECE 152.
Prerequisite: ECE 152.
Course Learning Outcomes 1. Compile a 'Family Resource Guide' with such information as an agency that provides family counseling, translation services, agencies that provide services to families and children with disabilities and information that is focused on how children grow and learn. 2. Provide examples of specific forms that child care centers use to stay organized and to manage their programs. 3. Identify the agency that regulates child care centers in New York State. 4. Identify specific requested information within regulations from an agency that regulates child care centers in New York State. 5. Identify specific early care organizations along with member benefits and resource availability. 6. Complete a developmental observation tool using objective and accurate strategies. 7. Summarize relationships with families the student is serving, including information on how families are notified of what is happening at the child care center, as well as how students learn what is going on in the families of the children they serve. 8. Explain how students would run a purposeful child care center, integrating the observation they completed on a child to discuss why observations are important to program operation. 9. Describe how students will maintain a commitment to professionalism, including explaining why they are choosing to enter the Early Care profession as well as qualities students possess indicating their own success in the early care field. 10. Demonstrate the delivery of instruction from a prepared lesson plan, including instructional aids and evaluation instruments. 11. Review and adapt existing lesson plans based upon children's needs in the student's classroom.
This course is designed for individuals who are currently working in early care and education programs, students who are interested in a career involving children and families, and students who are or will be parents.
The instructor’s role in this class is to provide a theoretical framework, activities and assignments for students to utilize in developing understanding, knowledge and skills in working with infants and toddlers.
Course Learning Outcomes 1. Explain the developmental domains of infants and toddlers. 2. Connect course concepts with early care practices. 3. Explain how to create secure relationships with infants and toddlers as an early childhood educator. 4. Describe attachment and separation behaviors in infants and toddlers. 5. Produce a written observation of a child ages birth-3 years old. 6. Create developmentally appropriate activities for infants and toddlers.
This course is designed to create awareness and understanding of the delicate balance and importance of family and cultural impact on the lives of infants and toddlers. Students will learn how to identify and articulate differing parenting styles as well as develop effective communication skills.
Course Learning Outcomes 1. Define the value of family in the lives of infants and toddlers. 2. Describe the influence of culture on family values. 3. Describe appropriate communication skills to use with families of infants and toddlers. 4. Analyze the efficacy of appropriate communication skills with families of infants and toddlers. 5. Evaluate differing parenting styles through interview and observation. 6. Design activities that promote self-esteem in infants. 7. Design activities that promote self-esteem in toddlers. 8. Create a lesson plan specific to an infant or toddler.