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EDU - Educational Studies

EDU 130 Developmental Psychology: Typical and Atypical Human Development

Open to Nursing students only.

Course Description: The purpose of this course is to enable you to understand and think about human development. As a nurse, you will need to use knowledge of human development as you work and interact with a variety of people each day. This course provides an overview of the theories and current research in the area of human development during childhood, adolescence and adulthood. The course focuses on the physical, cognitive, and social-emotional facets of development. Learning experiences will include: lectures, class discussions, small group interactive activities and projects, student presentations, field observations, and individual written assignments.

3 credits

Prerequisites

Pre-requisite for EDU 130 ( Course : EDU 125 . Minimum Grade of B. ) or (Course : EDU 215 . Minimum Grade of B. ) and (Course : PSY 111 . Minimum Grade of D. ) or (Course : PSY 104 . Minimum Grade of D. ) or (Course : PSY 111C . Minimum Grade of D. ) or (Course : PSYM 111 . Minimum Grade of D. ) or (Course : PSYA 111C . Minimum Grade of D. ) or (Course : PSY 111CH . Minimum Grade of D. ) or (Course : PSY 111CV . Minimum Grade of D. ) or (Course : PSY 111M . Minimum Grade of D. )

EDU 130 Developmental Psychology: Typical and Atypical Human Development

Open to Nursing students only.

Course Description: The purpose of this course is to enable you to understand and think about human development. As a nurse, you will need to use knowledge of human development as you work and interact with a variety of people each day. This course provides an overview of the theories and current research in the area of human development during childhood, adolescence and adulthood. The course focuses on the physical, cognitive, and social-emotional facets of development. Learning experiences will include: lectures, class discussions, small group interactive activities and projects, student presentations, field observations, and individual written assignments.

3 credits

Prerequisites

Pre-requisite for EDU 130 ( Course : EDU 125 . Minimum Grade of B. ) or (Course : EDU 215 . Minimum Grade of B. ) and (Course : PSY 111 . Minimum Grade of D. ) or (Course : PSY 104 . Minimum Grade of D. ) or (Course : PSY 111C . Minimum Grade of D. ) or (Course : PSYM 111 . Minimum Grade of D. ) or (Course : PSYA 111C . Minimum Grade of D. ) or (Course : PSY 111CH . Minimum Grade of D. ) or (Course : PSY 111CV . Minimum Grade of D. ) or (Course : PSY 111M . Minimum Grade of D. )

EDU 200A Topic:Using Interactive White Boards for Teaching and Learning

Course Description:This course will deal with the pedagogy of using interactive whiteboards and provide an introduction to the use of interactive white boards with mobile and web-based technologies as they emerge. Students will explore the use of interactive white boards and related apps as tools to create more interactive presentations, to engage and differentiate for K-12 students, and to support the development of independent and engaged learners. Activities will allow comparison between new and more traditional tools for instruction. Students will also develop ways to relate these new learning tools to research on teaching and learning. A key feature of this course will be to provide online and clinical lab practice utilizing the new technologies in relation to interactive white boards so students gain fluency working with these technologies.

0 - 1 credits

EDU 200I Topic: Education and Society

Course Description: Have you ever wondered why there are so many kinds of schools in the United States and why the graduates of those schools seem to have such different experiences? Have you ever wondered how those differences affect a student’s future – does it affect their work, the amount of money they earn, the places they live? If you’ve thought about these things, have you wondered how they affect you and your future? This course will give you an opportunity to think and learn about all these questions and a lot more. We will look at American schools from today and in the past, focusing especially on Yonkers schools. We will look at what people think and have thought about the purpose of education. Through projects and readings, movies and music, we will learn about the struggles for equal educational opportunity for all students. You will learn about how you can take advantage of the opportunities you have, how to deal with road blocks, and how to create even more opportunities.

3 credits

EDU 200M Topic: International Education

Course Description: Do politics, economics and history shape educational systems? This introductory course will focus on and compare educational systems on a global level as well as their effect on the American educational system. The course examines education in its scope from pre-kindergarten through high school and beyond in various parts of the world.

3 credits

EDU 201D Seminar: Non-Verbal Communication in Everyday Context

Course Description This course examines the nonverbal communication process as it affects communication style and competence. Theories and research on nonverbal communication are discussed in the real context of communication situations. Students have ample opportunities to analyze their experiences and practice new skills through class discussions and assignments.

3 credits

EDU 201H Seminar: Interpersonal Communication

Course Description: This course examines the interpersonal communication process as it affects communication style and competence. Theories and research on interpersonal communication will be discussed in the context of actual communication situations, allowing students ample opportunities to analyze experiences and practice new skills. Course topics include information processing, perception, verbal and nonverbal communication, listening skills, self concept, male/female communication, conflict management, interpersonal persuasion, and intercultural communication. Students will visit various immigrant communities (e.g., Latino, Chinese, and Vietnamese) to help new immigrants develop communication skills in the United States; at the same time, students will learn how to communicate with these people.

3 credits

EDU 201J Topic: City Kids, City Schools

Course Description: This course examines recent reforms in urban education and their impact on teachers, students, and the community. Members of the class will examine the politics of urban education and the impact of high-stakes testing on urban schools. In addition, they will engage in study of the social context of urban students’ lives and the impact that context has on what students bring to and expect of urban schools and teachers. The course combines readings, online dialogue and attendance at the School of Education Distinguished Speakers’ Series.

3 credits

EDU 201K Topic: Expertise: What Is It? Why Do We Want It? How Can We Get It?

Course Description: This course examines expert performance across a range of activities including the sciences, engineering, education, business, the arts, and sports. Drawing from psychology and anthropology it explores what counts as expertise and whether or not experts always have an advantage. Case studies and field research are used to deepen our understanding of six essential principles of expertise. We will also consider the concepts of individual and group expertise.

3 credits

EDU 250A Teacher Opportunity Corps Seminar A

Prerequisite: Permission of Instructor.

1 credits

EDU 250B Teacher Opportunity Corps Seminar B

Prerequisite: Permission of Instructor.

1 credits

EDU 250C Teacher Opportunity Corps Seminar C

Prerequisite: Permission of Instructor.

1 credits

EDU 250D Teacher Opportunity Corps Seminar D

Prerequisite: Permission of Instructor.

1 credits

EDU 395 Independent Study in Education

CQPA of 3.00 and permission of Chair.

1 - 12 credits

EDU 500 Topic: New Literacies to Meet the Common Core Learning

Course Description:In this course teachers will learn how to integrate the new technologies into their teaching across the curriculum using tasks that align with professional standards for teaching and learning, including the Common Core Learning Standards and the International Reading Association’s Standards for Reading professionals, especially those for digital formats. Teachers will learn to develop and implement evidenced-based strategies for topics in reading and writing. Participants will examine the new Web 2.0 technologies and how they differ from the first generation of web tools. Particular attention will be given to implementing the new technologies which offer interactive, collaborative, and multimedia approaches to responding to school curricula.
Course Rotation:Spring

3 credits

EDU 617 Reading and Writing Basic Instruction (Secondary Schools)

Course Description:The demands within the American education system have lead to changes in teacher preparation. One of the significant modifications in teacher preparation is the importance of the writing component. The new certification exams, which go into effect in spring 2014, place increased emphasis on candidates’ ability to communicate effectively through writing. In addition, as a future educator in the 21st century, all of the work teachers do is electronically available not only to students but to parents, administrators, and the local community as well. The need to prepare K-12 students to meet demanding expectations and to address Common Core Learning Standards that emphasize rigorous literacy demands necessitate that K-12 teachers are prepared to write well. For these reasons, the goal of the SOE Writing Coaching Initiative is to provide support for candidates in their writing assignments throughout the fall semester in order to improve the candidates’ abilities in writing.

0 - 3 credits

EDU 696A Topic:Using Interactive White Boards for Teaching and Learning

Course Description:This course will deal with the pedagogy of using interactive whiteboards and provide an introduction to the use of interactive white boards with mobile and web-based technologies as they emerge. Students will explore the use of interactive white boards and related apps as tools to create more interactive presentations, to engage and differentiate for K-12 students, and to support the development of independent and engaged learners. Activities will allow comparison between new and more traditional tools for instruction. Students will also develop ways to relate these new learning tools to research on teaching and learning. A key feature of this course will be to provide online and clinical lab practice utilizing the new technologies in relation to interactive white boards so students gain fluency working with these technologies.

0 - 1 credits

EDU 701 The School Field Experience and Seminar

Prerequisite: Admission to the Graduate Psychology Program.

Course Description: This course will emphasize the organization and delivery of special education and pupil support services. The course will deal with laws, policies, procedures, and forms necessary for the operation of these departments. Roles, supervisory aspects, and procedures for the establishment of a pupil personnel team model, including psychology, social work, health, guidance, attendance, speech, and special education will be emphasized.

Course Rotation: NYC: TBA.

3 credits

EDU 701 The School Field Experience and Seminar

Prerequisite: Admission to the Graduate Psychology Program.

Course Description: This course will emphasize the organization and delivery of special education and pupil support services. The course will deal with laws, policies, procedures, and forms necessary for the operation of these departments. Roles, supervisory aspects, and procedures for the establishment of a pupil personnel team model, including psychology, social work, health, guidance, attendance, speech, and special education will be emphasized.

Course Rotation: NYC: TBA.

3 credits

EDU 702 The Exceptional Child: Field Experience and Seminar

Course Description: This course is an introduction to atypical children. Students are placed in a special education setting that educates exceptional children. The emphasis will be on the role of school psychologist, community psychologist, teacher, and other school personnel in special education. The experience will encompass at least one day per week (six and one half hours per day) for five months and will be discussed at weekly seminars in which the physical, emotional and educational problems of exceptional children are covered. The seminar will focus on the major types of exceptional children found in the public schools and community, such as the emotionally handicapped and the learning disabled. The psychological and emotional needs of these children will be discussed, as well as the psychologist's role in assessment, consultation, and intervention. This course will include at least six hours of training in multicultural issues. There will be scheduled conferences with individual students. This is a foundation of education courses.

Course Rotation: NYC: Spring.

3 credits

Prerequisites

EDU 601 Minimum Grade of C or EDU 701 Minimum Grade of B