Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.

Examining schools and teaching from a disability studies perspective. Topics, issues, values related to inclusive education. Readings, observations and analysis of cultural media.

Observation and engagement with students in schools serving diverse children. Provides opportunities to observe learning processes, motivation, and communication, develop relationships, and observe how children and youth make sense of their school worlds.

Learning theories; human development; principles of inclusive, culturally responsive-sustaining, and antiracist teaching; and language acquisition. Needs of emergent multilingual students and the impact of culture on development and learning in inclusive classrooms.

Introduction to clinical simulations in support of K-12 teacher preparation contexts. Includes focus on engaging with various school personnel, support systems, data management and reporting, and data-informed reflection.

An introduction to the language and culture of the American Deaf community. Basic conversational skills and vocabulary. History of the American Deaf community.

Further development of skills in American Sign Language. Conversational idioms and vocabulary. Translation of stories, poems and songs. Continued discussion of American Deaf culture.

Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester. *

Understanding learning, learner similarities and differences in diverse populations; schools and classrooms as complex learning settings; teacher decision-making based on classroom observations, student assessment, theory, and situation analysis. No more than one of EDU 204,303, or 307 may be taken for credit.

Early childhood pedagogy and curriculum. Instructional methods for developmentally appropriate learning communities, developing child¿s sense of self and others, and child¿s understanding of social studies, mathematics, and science content.

78-hour field experience. Develop knowledge and skills to create inclusive, anti-racist, culturally responsive learning communities. Analyze student learning and reflect upon experiences in grade 1-3 classrooms to shape their teacher identity and educational philosophy.

Exploration of education related professional fields. Critical examination of issues of power and privilege in U.S. Strategies for working toward social and cultural transformation.

Participation in a discipline- or subject-related experience. Students must be evaluated by written or oral reports or an examination. Limited to those in good academic standing.

Offered through SUAbroad by educational institution outside the United States. Student registers for the course at the foreign institution and is graded according to that institution's practice. SUAbroad works with the S.U. academic department to assign the appropriate course level, title, and grade for the student's transcript.

In-depth exploration of a problem or problems. Individual independent study upon a plan submitted by the student. Admission by consent of supervising instructor or instructors and the department.

Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.

Immersion in arts instructional responsibilities. Focus on developing emergent approaches to K-12 arts pedagogy. Initiates development of meaningful instructional repertoires and practices; teacher-learner dialogue techniques; classroom management strategies. Includes teaching Saturday art workshops. Additional worked required of graduate students.

Focuses on creating visual culture and culturally responsive curriculum and assessment units for first-year professional practice; interdisciplinary perspectives; values, ethics, and policy approaches for de-emphasizing prevailing "school art" paradigms. Includes teaching Saturday art workshops.

Issues that impinge on teachers, teaching, and schools in today's society. May not be repeated for credit.

78-hour field experience. Develop knowledge/skills to create inclusive, anti-racist, culturally responsive learning communities. Analyze student learning and reflect upon experiences in grade 5-8 classrooms to shape their teacher identity and educational philosophy.

Theories of international development applied to international education. How nationalism, race, gender, culture, and class shape educational opportunity. Cultural and social transformation strategies. Additional work for graduate students.

This course will provide students with the opportunity to explore the methods and content needed to plan and teach culturally responsive social studies units to all students (with and without disabilities). Additional work required of graduate students.

Planning lessons and units for science, focused on scientific practices, disciplinary core ideas, and cross-cutting concepts. Emphasizes anti-racist and inclusive instruction that supports the development of students¿ agency, identity, and authority as sense makers in the classroom. Additional work required of graduate students.

Strategies for building community; implementing interactive, culturally-relevant instruction; planning using multiple intelligences; and teaching pro-social skills to youth in classroom and community environments. In-class practice of strategies. Course does not apply to teacher certification programs.

Child abuse identification; abduction, school violence, substance abuse, and fire prevention; Dignity for All Students Act (DASA) training; general safety; as it relates to all students, preK-12. Required for NY State school certification programs.

Offered through SUAbroad by educational institution outside the United States. Student registers for the course at the foreign institution and is graded according to that institution's practice. SUAbroad works with the S.U. academic department to assign the appropriate course level, title, and grade for the student's transcript.

Offered through SUAbroad by educational institution outside the United States. Student registers for the course at the foreign institution and is graded according to that institution's practice. SUAbroad works with the S.U. academic department to assign the appropriate course level, title, and grade for the student's transcript.

Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.

78-hour field experience. Develop knowledge and skills to maximize students with disabilities¿ learning and focus candidate practice on teaching mathematics. Analyze student learning and reflect to shape their teacher identity and educational philosophy. Topic varies.

Behavior techniques in classroom and rehearsal situations. Development of music task-analysis skills and reinforcement techniques. Learning goals in music for children of different ages and abilities.

Workshop experience with art as it relates to the various academic areas and other arts. For education majors without an art background. Promotes effective working relationship between classroom teacher and arts specialists.

Introduction for non-music majors to skills/resources necessary to teach music to children. Assists the classroom teacher in the use of music and the music specialist in school setting.

Introduction to rhetorical and dramatic skills. Basic principles, critical and creative processes, and adaptive action. Students experience positions of reporter interpreter, advocate actor, and discussant oral reader.

Use of movement exploration as integral to the learning process; implementation of movement elements into curriculum; appreciation for and understanding of the child's basic need to move and to learn through movement is stressed.

Develop an ambitious vision for inclusive and antiracist mathematics instruction; learn to support students in developing mathematical thinking, reasoning, and communication; understand mathematics curriculum and pedagogical strategies to actively engage students in doing mathematics. Additional work required of graduate students.

The history and causes of school violence. Describes prevention and intervention strategies and involves students conducting original research on school violence.

Three-week study abroad immersion course; literacy, inclusion, and diversity in Italian schools and communities through language study, school-based literacy projects, lectures, school and museum visits, readings, and discussions.

Participation in a discipline or subject related experience. Student must be evaluated by written or oral reports or an examination. Permission in advance with the consent of the department chairperson, instructor, and dean. Limited to those in good academic standing.

Offered through SUAbroad by educational institution outside the United States. Student registers for the course at the foreign institution and is graded according to that institution's practice. SUAbroad works with the S.U. academic department to assign the appropriate course level, title, and grade for the student's transcript.

Selected Studies in Education advanced students examine potentially transformative educational research; write research proposals including topic identification, research question formulation, critical literature review, data collection and analysis selection; and consider the implications  and limitations of potential findings.

In-depth exploration of a problem or problems. Individual independent study upon a plan submitted by the student. Admission by consent of supervising instructor or instructors and the department.

Completion of an Honors Capstone Project under the supervision of a faculty member.

Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.

Supervised teaching experience in pre-kindergarten through twelfth grade settings, with required seminars and conferences. Matriculated teacher preparation students only. Repeated as program requires. Variable length experiences earn V-grade until complete, leading to P or F grade. Prerequisites and credits vary by program. Offerings may vary each semester.

Exploration of equitable, inclusive, and antiracist perspectives on assessment. Use of formal and informal approaches to document growth for students with and without disabilities, evaluate instructional effectiveness, and adjust curriculum and instruction.

Supervised full-day student teaching in 2 classrooms, 35-days each, 1 special education, 1 general education in content and grade level matching certification area. Instructional planning, teaching, assessment. Matriculated teacher preparation students only. Topics vary.

Relationship of social studies education to US democracy. Forces shaping our thinking about and understanding of history, politics, social issues, etc. Civic education's role in creating an active citizenry. Critical social theory around social studies related issues; current issues in the field of social studies.

Workshop. Research theories and demonstrations of infant/toddler care, development, and assessment; group care, legal and budgeting issues, and work with parents.