2016-17 Graduate Catalog [Archived Catalog]
Childhood/Early Childhood Education Department
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Kimberly Rombach, chair
Cynthia Benton, graduate coordinator, M.S.T.
Education Building, Room 1241
607-753-2706
Fax: 607-753-5976
Email: department secretary
education.cortland.edu/cece
School of Education
Faculty
Muteb Alqahtani, Krystal Barber, Cynthia Benton, Jeanne Galbraith, Elizabeth Klein, Emilie Kudela, Lin Lin, Joy Mosher, Renee Potter, Patricia Roiger, Kimberly Rombach, Judith Schillo, Shufang Shi, Susan Stratton, Orvil White, Chris Widdall, Valerie Widdall, Kim Wieczorek
Adjunct Faculty
For a listing of adjunct faculty see the Faculty and Administration section of this catalog.
Degrees and Admission Requirements
Master of Science in Teaching: Childhood Education
Graduate
EDU 507 - Educational Technology I: Curricular Integration of Classroom Technology Critical review of the historical, theoretical and ethical implications of technology's impact on society, particularly related to the integration of technology in education. Focus on being critical consumers of educational media and developing skills to produce quality media and implementation of appropriate technology tools for student learning. Prerequisite: Admission to the M.S.T. program, undergraduates restricted; corequisite: EDU 510 (1 cr. hr.)
Frequency code B = offered at least once per year
EDU 508 - Educational Technology II: Technology and Differentiated Learning in the Elementary Classroom Decisive review of technology's potential to assist in the formation of differentiated learning within the elementary classroom. Focus on developing an understanding of technological literacy toward meeting differentiated learning needs and building skills with educational technology tools for both teacher and student toward application in the classroom. Prerequisite: EDU 510; undergraduates restricted; corequisite: FSA 510 (1 cr. hr.)
Frequency code B = offered at least once per year
EDU 510 - Inquiry into Teaching, Curriculum and Student Learning Introduces teacher candidates to the field of teaching, including an exploration of teachers' practices and the complex nature of teaching and assessing diverse students. Examines teacher-identity through personal, institutional, and professional perspectives, and reviews current thought and research on student learning and teacher development. Twenty-five hours of field experience. Prerequisite: Admission to the M.S.T. program. Undergraduates restricted. (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 512 - Teaching Elementary School Mathematics The goal of this course is to prepare pre-service teachers in the M.S.T. program to teach mathematics to elementary school students in an effective, constructivist and equitable manner. In class meetings, the instructor will use hands-on mathematics activities to model appropriate strategies for teaching mathematics in a student-centered classroom and to build pre-service teachers' understandings of mathematics. Inquiry teaching also will be modeled and expected in students' lesson plans.
By completing class readings, course assignments and observations of children in classrooms, students will develop a multitude of techniques and strategies for providing mathematics instruction to diverse learners. Prerequisite: Admission to the M.S.T. program; EDU 510. Undergraduates restricted. (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 513 - Teaching Elementary School Science This course will provide hands-on activities that enable students to experience inquiry and learning science in a constructivist manner. Through reflection of these experiences and on structured interactions with children, students will participate in action research as they simultaneously engage in real life applications of the National Science Standards and the New York State Math/Science Technology Learning Standards. Prerequisite: Admission to the M.S.T. program; EDU 510. Undergraduates restricted. (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 514 - Teaching Elementary School Social Studies This course investigates innovative and traditional approaches to teaching social studies concepts for children pre-K-6. It emphasizes the objectives (including adaptation for diverse and exceptional children), curriculum content, materials and resources to engage in historical, social and citizenship understanding and activities at the appropriate developmental level. Experiences are provided to develop National Standards and State Learning Frameworks. Prerequisite: EDU 510. (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 522 - Readings, Research and Teaching Innovations in Mathematics and Science Education This course will examine issues related to the teaching and integration of math, science and technology in elementary school classrooms. Students will examine theory and classroom-based research to construct an understanding of how these subject areas can be made accessible to all learners. (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 524 - Democracy and Social Education This course will be conducted through research-based and self-reflective-oriented inquiry. Students will analyze and define democracy and social education in the context of American public schools. Students will confront the antidemocratic forces of greed, individualism, and intolerance in today's society and be challenged to implement the study of social education with the goal of social justice.
Students will be exposed to a theoretical and historical analysis of education and society. The course will also provide a practical analysis of classroom pedagogy and school organization. (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 530 - Seminar in Student-Centered Experiential Learning Open to elementary/secondary education majors. This is a student-centered, active participation course based primarily on John Dewey's philosophy. Requirements such as following the Core Practices which are based on Dewey's work and derived from Foxfire remain constant and are applied during each meeting of the course.
Readings, discussions and activities are designed to help students understand and employ the Core Practices and other concepts during the course. Prerequisites: Student teaching at the elementary, early secondary, or secondary level; 2.3 grade point average required. (3 cr. hr.)
Frequency code O = offered occasionally
EDU 531 - Creativity in Curriculum and Instruction Research, objectives and procedures related to creativity in teaching and learning. Emphasis on development, implementation and assessment of integrated curriculum activities to enrich learning experiences and nurture creative processes. (3 cr. hr.)
Frequency code O = offered occasionally
EDU 548 - The Adirondack Classroom This course is designed for educators to use the Adirondacks as a classroom and to bring the Adirondacks to their classroom. The participants study the cultural and natural history of the Adirondacks while creating integrated project-based teaching and learning materials. Course is taught at SUNY Cortland's Outdoor Education Center at Raquette Lake. Also listed as Also listed as EST 548. (3 cr. hr.)
Frequency code O = offered occasionally
EDU 551 - e-Learning and the American Classroom This course is designed for practicing educators and teachers and will cover emerging educational technologies that are increasingly changing the way teachers perform their tasks. The emphasis of this course will be a hands-on approach to using new digital tools to enhance teaching, learning and communication, not only within the classroom, but also to the larger contexts of schools, communities and the world. Previous experience with personal computers is suggested but is not required. (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 559 - Special Topics in Education Selected topics. May be taken more than once as subtitle changes. Prerequisites: Designated by department as appropriate for content and academic level of credit. (1-4 cr. hr.)
Frequency code O = offered occasionally
EDU 570 - Character Education Character education is defined as helping students understand, care about and act upon on widely shared ethical values such as respect, responsibility, honesty, fairness, caring and civic virtue. Emphasis on a comprehensive approach that integrates character development into every phase of school life — including academics and behavior — and develops the classroom and school into caring communities that embody good character. (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 610 - Advanced Topics in Mathematics Education This course explores the elementary school mathematics curriculum as well as issues involving teaching mathematics and assessing mathematics learning at grade levels K-6. Throughout the semester, these issues are connected with the research in mathematics education, the NCTM standards and New York state M.S.T. standards. Emphasis is placed on integrating mathematics with language arts, science, technology and real life experiences. (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 630 - New Media in the Classroom The development of new electronic tools for the creation of learning materials and environments has provided the potential for unlimited new ways of teaching. This course will provide a theoretical framework and hands-on experience with using these tools and creating learning materials. Previous experience with computers and digital media is required. (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 640 - Conflict and Controversy in Social Education This course involves the systematic study of the theories and methods that deal with teaching social issues to diverse populations of elementary school students. The course will consider aspects of the history of social studies and theory and research in social education. The course will stress, among other things, the nature of controversial subject matter, the methods of teaching critical social-inquiry, and ways of constructing a learning community or milieu.
Attention also will be directed at developing competencies in social studies-related learning strategies, such as problem solving, critical thinking and reading, awareness of current events, and participatory citizenship activities. (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 646 - Independent Study Independent research into problems in education under the guidance of a faculty member. Students are responsible to arrange for faculty sponsorship; sponsor will determine design of study. Consent of Childhood/Early Childhood Education Department chair required. (1-3 cr. hr.)
Frequency code A = offered every semester
EDU 647 - Social Education in the Digital Age This course is designed to prepare graduate students in the social studies specialization strand to become informed consumers of social studies resources on the Internet. This course also will explore practical theory and research concerning teaching and learning social studies on the Internet while providing multiple experiences to use communication technology. Students will create an Internet resource guide for use in the social studies classroom. (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 648 - Seminar in Elementary Science Education This course will review the literature in science education. Students will examine various science education programs and assess their effectiveness in supporting national and state learning standards. (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 650 - Educational Assessment Measurement, evaluation of pupils, curriculum. (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 651 - Understanding and Conducting Educational Research An initial course in the reading, analysis and design of research in education, EDU 651 is intended to provide graduate students with basic understanding of text, information and methodology to be applied throughout the master's program. Prerequisite: Student teaching. (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 652 - Master's Project The Master's Project is a culminating experience in the master of education programs, building on work begun in EDU 651 and resulting in extensive research and writing on a topic appropriate to a student's program under direction of a project advisor.
Candidates' projects demonstrate comprehensive understandings of the knowledge and practices of their selected field of study and evidence that they have met all College criteria for the master's degree and the New York State Education Department criteria for the initial or professional certification sought. Prerequisites: EDU 522, 524, 551, 651, 660, 671 and LIT 539; completion of 30-hour master's program. S, U grades are assigned (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 656 - Classroom Applications of Child Development, Classroom Behavior and Management Examines the relationship between child development theory, classroom management theory and elementary school curricula with a focus on identyfying children's strengths and appreciating individual, cultural, ethnic and familial differences in order to promote the optimal development and learning of children with diverse characteristics and varying abilities. Prerequisite: Admission to the M.S.T. program. (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 657 - Elementary School Practicum and Culminating Project Seminar I Course has two components. Candidates participate in a 150-hour practicum. They work collaboratively with the classroom teacher in areas of planning, instruction, assessment and classroom management. The second component is a draft of a project that allows candidates to demonstrate their ability to plan, deliver and assess a standards-based instructional sequence; document student performance; and reflect upon the effects of their instruction on student learning. Prerequisite: EDU 510. (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 658 - Classroom Organization and Management: Theory and Practice The course will introduce students to theories of classroom organization and management that address student learning and development. The course will include exploration of teachers' practices as they relate to the structure of schools and student diversity, learning and development.
Models for organization and management of the classroom environment, materials and procedures will be discussed, as will models for identifying, preventing and resolving behavior problems and promoting personal and social responsibility. All models considered in the course will be examined in light of application to experiences in the practicum setting. Prerequisites: LIT 516 and EDU 650. (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 660 - Curriculum Analysis in American Education The purpose of this course is to give students analytical tools with which to examine and create curricula so that curriculum material will best serve the needs of all learners. The course is presented in part as an historical overview of the curriculum field to help students understand the purposes and processes of public education. (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 668 - Integrative Teaching with Technology Focuses on preparing teachers to innovatively address learning standards for mathematics, science and technology, and to integrate subjects across the school curriculum using current technologies, e.g., Geographic Information System mapping software, Global Position System, Internet sources. Team problem solving, the scientific method, field-based experiments and lesson construction are applied in a variety of methods to implement mathematics/science/technology learning standards. Also listed as GRY 668. (3 cr. hr.)
Frequency code O = offered occasionally
EDU 677 - Culminating Project Seminar II This course will guide candidates in fully developing the first four secions of the culminating project introduced in EDU 657. Prerequisite: EDU 657 (1 cr. hr.)
Frequency code B = offered at least once per year
EDU 690 - Student Teaching I The culmination of the M.S.T. program, this faculty-supervised teaching experience emphasizes applying the principles of learning and research gained throughout the program. A six-week, first-half semester of teaching in childhood or middle childhood settings (grades 1-6). Prerequisite: EDU 657; successful completion of CARR and SAVE workshops. (6 cr. hr.)
Frequency code B = offered at least once per year
EDU 691 - Student Teaching II The culmination of the M.S.T. program, this faculty-supervised teaching experience emphasizes applying the principles of learning and research gained throughout the program. A six-week, second-half semester of teaching in childhood or middle childhood settings (grades 1-6). Prerequisite: EDU 657; successful completion of CARR and SAVE workshops. (6 cr. hr.)
Frequency code B = offered at least once per year
EDU 697 - Extension of Graduate Culminating Activity This course is designed to serve as a continuation/extension of the culminating activity (i.e., thesis, comprehensive exam, and project) in the master's program. The student will continue to work toward meeting the necessary criteria for completing the culminating activity under the direction of department faculty and/or graduate advisor. S, U grades assigned. Permission of department. Repeatable. (1 cr. hr.)
Frequency code A = offered every semester
EDU 698 - Student Teaching Seminar and Culminating Project Seminar II The culminating activity in the M.S.T. program, this course will connect the strands of the program through review of research and discussion of philosophy, theory and practice. Seminar meets online and students work individually with faculty to complete research projects. Prerequisite: EDU 657; Corequisites: EDU 690 and 691. (3 cr. hr.)
Frequency code B = offered at least once per year
EDU 699 - Master's Thesis Optional culminating activity, resulting in original research and writing on a topic appropriate to a student's program under direction of a thesis committee. Students accepted only at option of Childhood/Early Childhood Education Department. Master's thesis guidelines available from Childhood/Early Childhood Education Department. Prerequisites: EDU 522, 524, 551, 651, 660, 671 and LIT 539; completion of 30-hour master's program. S, U grades are assigned. (6 cr. hr.)
Frequency code A = offered every semester
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