Courses: Current and Upcoming

Current Semester's Courses

FALL 2014 COURSES IN EDUCATION

(For state-required workshops, please see end of list)

EDUC 10200-01, Reading Foundations LA
2 credits
INSTRUCTOR: Jeane Copenhaver-Johnson, Phillips Hall 194-F, ext. 4-3608, jcopenhaverjohnson@ithaca.edu
ENROLLMENT: 20
PREREQUISITES: None
STUDENTS: Open to students from all areas of the college, and of all years. Designed for students interested in reading and literacy. Required for the H&S Teacher Education programs.
COURSE DESCRIPTION: Study of research and theory related to literacy development, early childhood through adolescence. Includes attention to literacy in families and communities, literate practices inside and outside of classrooms, biliteracy and literacy across cultures, psycholinguistic theories of reading, reader response, and the research on literacy methods, curricula, and texts commonly used in classrooms.
COURSE FORMAT/STYLE: Seminar
COURSE REQUIREMENTS AND GRADING: A-F

EDUC 21010-01, 02, 03, 04 Educational Psychology LA SS TE
3 credits
INSTRUCTORS:  Nia Nunn-Makepeace, Phillips Hall 194-O, ext. 4-5164, nmakepeace@ithaca.edu;
Kacey Wochna, Phillips Hall 194-S, ext. 4-5817; kwochna@ithaca.edu, Christine Hafer, Phillips Hall 194-S, ext. 4-5817, chavenshafer@ithaca.edu    
ENROLLMENT:    25
PREREQUISITES:  Sophomore standing.
STUDENTS:  Open to all students.
COURSE DESCRIPTION: This course focuses on the study of human development from infancy through adolescence and includes a focus on cognitive and behavioral approaches to learning in the context of school and other instructional situations. Attention is given to research, theory, and practice across educational settings.
COURSE FORMAT/STYLE: Lecture.
COURSE REQUIREMENTS & GRADING: A-F

EDUC 21910-01, 02 Early Field Experience: Theory and Practice LA TE
3 credits
INSTRUCTOR:  Teresa Michel, Phillips Hall 194-P, ext. 4-1422, tmichel@ithaca.edu
ENROLLMENT:    20
PREREQUISITES:  Sophomore standing.
STUDENTS:  Open ONLY to students who have declared a teaching option major in the School of Humanities and Sciences or in Speech-Language Pathology and Audiology.
COURSE DESCRIPTION: This experiential course fulfills 50 of the 100 hours of field experience that must precede student teaching, as required by New York State. Students are placed in local public schools where they work with elementary or middle school students under the close supervision of classroom teachers. They also keep reflective journals and attend weekly seminars on campus where they read, write about, and discuss research on diverse teaching strategies for diverse learners. Students then put theory into practice in their field placements and begin to acquire professional skills as they learn to create safe and motivational learning environments that encourage all students to become actively involved. Each student also chooses an aspect of his or her own teaching practice and seeks to improve it through the process of individual action research.
COURSE FORMAT/STYLE: The course meets T/R for the first several weeks. Once placements are made and the field experience begins, the class forms into small seminar groups that meet weekly with the course instructor, which allows for more individual attention.
COURSE REQUIREMENTS & GRADING: Blocks of unscheduled time between 8:00 a.m. and 3:00 p.m. are necessary as students spend approximately 5 hours per week (usually two days per week) in the school plus transportation time (allow 30 min. each way). Students travel to and from their placements via personal or public transportation. Weekly seminar attendance and reflective journals, action research project, midterm and final assignments are required. A-F

EDUC 22900-01 Second Language Acquisition: Its Nature and Meaning LA SS TE
2 credits
INSTRUCTOR: Cathrene Connery, Phillips Hall 194-B, ext. 4-7382, cconnery@ithaca.edu
ENROLLMENT: 20
PREREQUISITIES: Sophomore standing.
COURSE DESCRIPTION: A comparison of first-and subsequent-language learning as it affects the school-age population. The sociocultural nature of language and language acquisition is addressed, as well as specific needs in the multicultural classroom. The multifaceted fundamentals surrounding the nonnative speaker and second language learning are provided to prepare the student to understand the paradigm shifts that have resulted from demographic changes in this country. It is recommended that this course be taken with or after EDUC 10100 or SLPA 21900. 10 hours of field experience is required
COURSE FORMAT/STYLE: Lecture and field experience
COURSE REQUIREMENTS & GRADING: A-F

EDUC 23900-01, 02 Educating Students with Special Needs LA TE
3 credits
INSTRUCTORS:  Peter Martin, Phillips Hall 194-C, ext. 4-1076, pmartin@ithaca.edu, and Nia Nunn-Makepeace, Phillips Hall 194-O, ext. 4-5164, nmakepeace@ithaca.edu 
ENROLLMENT:  25
PREREQUISITES:  Sophomore standing. This course must be taken prior to student teaching.
STUDENTS:  Open ONLY to teacher education students in the School of Humanities & Sciences and in the School of Music.
COURSE DESCRIPTION: The primary aim of the course is to familiarize the student with definitions, issues, dilemmas, and instructional practices that currently underlie special education. The objective is for students to understand what special education means (in theory as well as in practice), how to approach the challenges and opportunities it represents, and what this means for teachers and advocates. On another level the course presents a perspective on all students that highlights what is particular about each of them in terms of their backgrounds, experiences, and other relevant distinguishing features. The point is that special education in its truest sense seeks to understand and address what is special in each individual child. This class has a mandatory 15-hour field experience.
COURSE FORMAT/STYLE:  In addition to discussing, reading, and writing about critical issues regarding the theoretical, legal, and methodological foundations of teaching exceptional children, the class examines cases of actual students, writes instructional pamphlets on IDEA and the major disabilities and explores the IEP process through extensive role playing. Fieldwork is required.
COURSE REQUIREMENTS & GRADING:  A-F

EDUC 34000-01, 02, 03 & 04 Social and Cultural Foundations of Education 1 H LA SS TE DIVERSITY (for ICC)
3 credits
INSTRUCTORS: Sherry Deckman, Phillips Hall 194-Q, ext. 4-5105 sdeckman@ithaca.edu; and Teresa Michel, Phillips Hall 194-P, ext. 4-1422, tmichel@ithaca.edu
ENROLLMENT:  25
PREREQUISITES:  Three social science or humanities courses
STUDENTS:  Open to all Ithaca College students who meet the prerequisites 
COURSE DESCRIPTION:  This course engages students in a critical analysis of many contemporary educational issues and presents substantial information drawn from research, history, and multiple perspectives for the purpose of helping students become more culturally skilled and effective educators in classrooms, schools, and communities.  Issues are analyzed in terms of their historical, philosophical, social, cultural, economic, and political contexts and in light of relevant theory and research. In the process, students are encouraged to develop an approach to education and teaching that serves all students fairly and effectively while contributing to the ongoing improvement of our democratic society. The goals of the course are for students: 1) to develop a critically reflective approach to analyzing educational issues, 2) to develop knowledge about and an understanding of effective, equitable, democratic educational practices, especially as these relate to contemporary social, cultural, and political issues in schools, 3) to develop understanding of and knowledge about multicultural, culturally competent teaching, for the purpose of working effectively with diverse youth and families, and 4) to apply this knowledge and perspective, in discussion and projects, to the worlds of teaching and school reform. The course is designed for students to engage and apply course materials, issues, information, and questions as these relate to their own areas of teaching and educational interest.
COURSE FORMAT/STYLE:  Lecture, discussion, films, small-group work
COURSE REQUIREMENTS & GRADING:  Selected readings, papers/projects, class presentation, participation in class discussion. A-F

EDUC 40510-01 Pedagogy and Practice for the Mathematics Teacher TE
3 credits
INSTRUCTOR: Cristina Gomez, 321-A Williams Hall, ext. 4-3058, cgomez@ithaca.edu
ENROLLMENT:  4
PREREQUISITES: Senior standing; EDUC 21910, EDUC 34000, and PSYC 21010 and Admission to Professional Education; must be taken concurrently with EDUC 40810
STUDENTS:  For students in the Mathematics with the Teaching Option major or the Mathematics-Computer Science with the Teaching Option major
COURSE DESCRIPTION:  Examines the teaching of mathematics in the middle and secondary levels, including current knowledge and research on the learning of mathematics for all students, national and state standards, the New York State mathematics curriculum, professional journals and organizations, supplemental instructional techniques, appropriate uses of technology and assessments, and actual practice teaching. Twenty hours of fieldwork in local public schools are required.
COURSE FORMAT/STYLE:  Seminar and field experience.
COURSE REQUIREMENTS & GRADING:  A-F

EDUC 40800-01 Professional Development Seminar
0 credits
INSTRUCTOR: Jeane Copenhaver-Johnson, Phillips Hall 194 F, ext. 4-3608, jcopenhaverjohnson@ithaca.edu
ENROLLMENT: 15
PREREQUISITES: Admission to Professional Education in an H&S Teaching Option Major
STUDENTS: To be taken by all seniors in an H&S Teaching Option Major, concurrently with EDUC 40810
COURSE DESCRIPTION: Seminar in the development of a personal philosophy of education and the preparation of a professional portfolio. Analysis of fall semester field-based experiences and professional program advising.
COURSE FORMAT/STYLE: Seminar
GRADING: Pass-Fail

EDUC 40810-01 Pedagogy and Practice Across the Disciplines  TE
3 credits
INSTRUCTOR: Linda Hanrahan, 194-G Phillips Hall, ext. 4-3147, lhanrahan@ithaca.edu
ENROLLMENT:  15
PREREQUISITES:  EDUC 21910, EDUC 34000, and PSYC 21010 and Admission to Professional Education; must be taken concurrently with the pedagogy and practice course in the student’s discipline.
STUDENTS:  For students in the H&S teaching option majors
COURSE DESCRIPTION:  Explores the general teaching methods that span the disciplines and promote quality teaching at the middle and secondary levels. This course also offers practice in developing teaching skills through the use of student teaching presentations that serve as a transition into student teaching. There are 10 hours of guided observations in middle and secondary schools.
COURSE FORMAT/STYLE:  Seminar and field experience
COURSE REQUIREMENTS & GRADING:  A-F

EDUC 40910-01 Pedagogy and Practice in the Teaching of Social Studies TE
3 credits
INSTRUCTOR: Zenon Wasyliw, 427 Muller Center, ext. 4-1587, wasyliw@ithaca.edu
ENROLLMENT:  4
PREREQUISITES: EDUC 21910, EDUC 34000, and PSYC 21010 and Admission to Professional Education; must be taken concurrently with EDUC 40810 
STUDENTS: For students in the Social Studies with Teaching Option major
COURSE DESCRIPTION:  Emphasizes teaching social studies in grades 7-12, with special reference to the New York State social studies curriculum. Examines and applies subject-specific methods and materials, including the evaluation of student work; teaching students of varying needs, interests, and levels of preparation; and conceptualizing, organizing, presenting, and evaluating social science content. Mastery of both theoretical concepts and their application in the classroom is essential. Special attention is given to the role of technology in social studies. Includes a fieldwork component of 20 hours of supervised observation and teaching in the public schools.
COURSE FORMAT/STYLE:  Seminar and field experience
COURSE REQUIREMENTS & GRADING: A-F

EDUC 41010-01 Pedagogy and Practice for the Science Teacher TE
3 credits
INSTRUCTOR: Bodhi Rogers, 265 Center for Natural Sciences, ext. 4-3963, mrogers@ithaca.edu
ENROLLMENT:  4
PREREQUISITES: EDUC 21910, EDUC 34000, and PSYC 21010 and Admission to Professional Education; must be taken concurrently with EDUC 40810
STUDENTS:  For students in the Biology, Chemistry, and Physics Teaching Option majors
COURSE DESCRIPTION: This is the companion course to EDUC 40810 for students seeking certification in biology, chemistry, or physics. It examines the teaching of science at the middle and secondary levels, including current knowledge about the learning of science. It also includes special considerations for teaching laboratory sciences, including laboratory safety. Topics include the appropriate uses of technology in science education; the adaptations needed for students who are gifted and talented, students who have disabilities, and students with other special needs; and continued professional development of the teacher after certification. Students will examine professional journals and organizations as well as the New York State science curriculum; there will be 20 hours of observation and fieldwork in local public schools.
COURSE FORMAT/STYLE:  Seminar and field experience
COURSE REQUIREMENTS & GRADING:  A-F

EDUC 41110-01 Pedagogy and Practice for the English Teacher TE
3 credits
INSTRUCTOR: Elizabeth Bleicher, 313 Muller Center, ext. 4-1531, ebleicher@ithaca.edu
ENROLLMENT:  7
PREREQUISITES: EDUC 21910, EDUC 34000, and PSYC 21010 and Admission to Professional Education; must be taken concurrently with EDUC 40810
STUDENTS: For students in the English with the Teaching Option major 
COURSE DESCRIPTION:  Examines the teaching of English at the secondary level. Special emphasis is placed on the New York State curriculum, on actual practice in teaching and evaluating students’ work, and on current instructional technology. Will include 20 hours of fieldwork.
COURSE FORMAT/STYLE:  Seminar and field experience
COURSE REQUIREMENTS & GRADING: A-F

EDUC 41310-01 Pedagogy and Practice of Teaching Languages Other Than English TE
3 credits
INSTRUCTOR: John Storm, 415 Muller Center, ext. 4-1190, jstorm@ithaca.edu
ENROLLMENT:  4
PREREQUISITES: EDUC 21910, EDUC 34000, and PSYC 21010 and Admission to Professional Education; must be taken concurrently with EDUC 40810 
STUDENTS: For students in the Spanish, French, and German Teaching Option majors
COURSE DESCRIPTION:  Examines the teaching of modern languages in grades 7-12, including the New York State curriculum, current journals and organizations in the area of modern languages, supplemental teaching methodologies, and the correction of student work. Special attention given to the role of technology in second language acquisition. Includes a fieldwork component of 20 hours of observation and teaching in public schools.
COURSE FORMAT/STYLE: Seminar and field experience
COURSE REQUIREMENTS & GRADING:  A-F

EDUC 41410-01 Pedagogy and Practice for the Art Teacher TE
4 credits
INSTRUCTOR: Carla Stetson, G-122 Art Studio, ext. 4-3016, cstetson@ithaca.edu
ENROLLMENT:  4
PREREQUISITES:  EDUC 21910, EDUC 34000, and PSYC 21010 and Admission to Professional Education; must be taken concurrently with EDUC 40810
STUDENTS:  For teacher education students in the Art Education major
COURSE DESCRIPTION:  Examines the teaching of visual art to students at the elementary, middle, and secondary levels. This course will provide grounding in the history of art education in the United States, current theory and practice of teaching art, and artistic development in children and adolescents. Emphasis is placed on the New York State standards in the visual arts for development of art lessons that contain relevant objectives, motivation, methodology, and evaluation techniques. Various art materials, techniques, and processes suitable for K-12 levels will be examined. Additional topics are incorporating art history, aesthetics, and art criticism in the curriculum; health and safety issues of art materials; art room organization; selecting and ordering supplies; and fostering professionalism. This course also provides practice in developing teaching skills through presentation of lesson plans in various media at the elementary, middle, and secondary levels; 20 hours of field observation and fieldwork in local public schools are required.
COURSE FORMAT/STYLE:  Seminar and field experience.
COURSE REQUIREMENTS & GRADING: A-F

EDUC 49900-01 Independent Study in Education
1-3 credits
INSTRUCTORS: Peter Martin, Phillips Hall 194-C, ext. 4-1076, pmartin@ithaca.edu, 
ENROLLMENT: 5
PREREQUISITES: Permission of instructor
STUDENTS: Open ONLY to students who have secured the prior permission of the instructor and the coordinator of the teacher education program.
COURSE DESCRIPTION: Study with a faculty member of specific problems in education. Written proposal to the coordinator of the teacher education program, describing the terms of the particular project, is required.
COURSE FORMAT/STYLE: Independent study
COURSE REQUIREMENTS AND GRADING: A-F

 

New York State Required Workshops for Teacher Education Programs
Please note that the state requires full attendance at each workshop in order to receive credit. We are not allowed to admit or give course credit to students who arrive after the designated start time or who leave the workshop early.

EDUC 19210-01: Child Abuse Identification and Prevention
September 24, 2014, 6:00-8:00 p.m.

EDUC 19220: Drug and Alcohol Abuse: Identification and Prevention 
Section 01    October 4, 2014, 5:00-7:00 p.m.
Section 02    October 29, 2014, 6:00-8:00 p.m.

EDUC 19230-01: School Violence Prevention 
October 23, 2014, 6:00-8:00 p.m.

EDUC 19240: Harassment, Bullying, and Discrimination in Schools: Prevention and Intervention (DASA Workshop)
Section 01:     September 20, 2014, 9:00 a.m. - 1:00 p.m. (plus 2 hours of work outside of class)
Section 02:     November 14, 2014, 5:30 p.m. – 9:30 p.m. (plus 2 hours of work outside of class)

 

 

 

 

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