Courses: Current and Upcoming

Current Semester's Courses


EDUC 10100-01 Literacy for the Middle/Secondary School Teacher LA
2 credits
INSTRUCTOR: Ellie Fitts Fulmer, Phillips Hall 194-Q, ext. 41342,
STUDENTS:  Open to students from all areas of the college, and of all years.  Designed for teacher education students in Humanities and Sciences.
COURSE DESCRIPTION: The purpose of this course is to acquaint the pre-service, secondary educator with the field of literacy while exploring the relationships between the content areas and language, culture, and education.  This goal is achieved through the integration of national, state, and institutional standards. The content provides prospective middle- and secondary-level teachers with an understanding of the theory and process of literacy development and how it can be integrated with discipline-specific curricula and pedagogies. Topics include theories behind language and literacy development, the cognitive consequences of literacy and language, secondary-level reading and writing as a process, media literacy, and an introduction to discipline-specific literacy. Course readings, curriculum development, and fieldwork are required assignments.    
COURSE FORMAT/STYLE: The course instructor will employ a variety of the following teaching-learning strategies:  lecture, discussion, inquiry-based learning, hands-on problem solving, cooperative learning, case studies analysis, and modeling techniques.

EDUC 10200-01 Reading Foundations LA
2 credits
INSTRUCTOR: J. Copenhaver-Johnson, Phillips Hall 194-F, ext. 43608,
STUDENTS: Open to students from all areas of the college, and of all years. Of special interest to prospective teachers.
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.

EDUC 20100-01 Technology for the Middle/Secondary School Teacher NLA
2 credits
INSTRUCTOR: Dennis Charsky, 351 Roy Park Hall, ext. 41745,
PREREQUISITES: Sophomore standing.
STUDENTS: Open ONLY to students in teacher education programs and Speech-Language Pathology
COURSE DESCRIPTION: Introduction to the concepts and skills necessary for applying/using information technology in educational settings.  Topics include basic computer/technology operations and concepts, terminology, modes of access, manipulation of data, installation and use of software, basic troubleshooting, use of a variety of peripheral devices, social and ethical issues, and the pedagogical uses of various technologies.  Projects require integrating and applying concepts and skills developed in the course to students’ fields in the teaching profession.  

EDUC 21010-01, 02, 03, 04, 05 Educational Psychology LA SS 
3 credits
INSTRUCTORS:  Nia Nunn-Makepeace, Phillips Hall 194-O, ext. 45164,; Kacey Wochna, Phillips Hall 194-S, ext. 45817,; Monique Markoff, Phillips Hall 194-S, ext. 4-5917,
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 contexts of school and other instructional situations. Attention is given to research, theory, and practice across educational settings.

EDUC 21910-01 Early Field Experience: Theory and Practice LA
3 credits
INSTRUCTOR:  Teresa Michel, Phillips Hall 194-P, ext. 41422,
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 MWF 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 for Educators LA SS
2 credits
INSTRUCTOR:  Cathrene Connery, Phillips Hall 194B, ext. 47382,
PREREQUISITES:  Sophomore standing.
COURSE DESCRIPTION:  The course explores the process of second language acquisition both from a theoretical standpoint and with a focus on the personal experience of the learner. In this way, readings and discussions on some of the salient theoretical frameworks are juxtaposed and complemented with an examination of how we—as potential second language learners ourselves—acquire language and what this represents cognitively and emotionally. In this way, students make meaning of the conceptual content through the study of vignettes of actual second language learners and a self-reflection of their own. Implications in terms of instructional approaches and strategies are examined and contrasted with what we frequently see in our public school classrooms.

EDUC 23900-01, 02 Educating Students with Special Needs LA
3 credits
INSTRUCTOR:  Peter Martin, Phillips Hall 194C, ext. 41076,
PREREQUISITES:  Sophomore standing. 
STUDENTS:  Open only to teacher education students in the School of Humanities & Sciences and 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. Includes a field-based experience of 15 hours.
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.  

EDUC 34000-01 to 04  Social and Cultural Foundations of Education 1 H LA SS DIVERSITY
3 credits
INSTRUCTORS: Sections 01 and 02, Teresa Michel, Phillips Hall 194P, ext. 41422, 
Sections 03 and 04, Sherry Deckman, Phillips Hall 194Q, ext. 45105, 
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

EDUC 37000-01 Culture and Community in Education and Teaching LA SS
3 credits
INSTRUCTORS: Nia Nunn-Makepeace, Phillips Hall 194-O, ext. 45164,; and Ellie Fitts Fulmer, Phillips Hall 194-Q, ext. 41342,
PREREQUISITES: Either EDUC 34000, or two courses from among the following: EDUC 20000, EDUC 22000, EDUC 36000, EDUC 21010, SOCI 11600, SOCI 20700, SOCI 32500, ANTH 10400, and ANTH 31000 and junior standing; or permission of instructor (Interested juniors and seniors who do not have the prerequisites are encouraged to contact the professors.)
COURSE DESCRIPTION: A sociocultural analysis of schools, teaching, and learning for the purpose of creating more effective educational experiences for culturally diverse learners. Students learn to incorporate knowledge about race, ethnicity, social class, gender, and other important aspects of culture into the design of schools and educational programs and lessons. Particular attention is given to cultural information about African American, Latino, and Asian American youth and families. All students in the course work a minimum of three hours a week with youth in a community program or school and develop projects specific to their interests and community placements.
COURSE FORMAT/STYLE: Seminar, fieldwork

EDUC 41210-01  Seminar in Reflective Practice LA
3 credits
INSTRUCTORS: Jeane Copenhaver-Johnson, Phillips Hall 194F, ext. 43608,
PREREQUISITES: Admission to Professional Education; grade of B or better in Pedagogy and Practice sequence
STUDENTS:  Open to H&S undergraduate students enrolled in a teaching-option major and concurrently enrolled in EDUC 49810, the Professional Semester in Education.
COURSE DESCRIPTION:  This course serves as the reflective component of student teaching, where students will analyze their teaching and confront issues facing them as new teachers. Students will design and prepare their professional portfolios.  This course addresses specific New York State Teaching Standards and New York State Education Department regulations.
COURSE FORMAT/STYLE: Lecture, seminar, discussion

EDUC 49810-01 to 05 Professional Semester in Education NLA
12 credits
Section 02: Cristina Gomez,;
Section 03: John Storm,;
Section 04: Chad Wheaton,;
Section 05: Sherry Deckman,
PREREQUISITES: Admission to Professional Education; grade of B or better in Pedagogy and Practice sequence; Admission to Student Teaching
STUDENTS:  Open to H&S undergraduate students enrolled in a teaching-option major and concurrently enrolled in EDUC 41210, Seminar in Reflective Practice.
COURSE DESCRIPTION: A full semester of observation and supervised teaching at both the middle and high school levels. Additional coursework requires permission of department chair and coordinator of teacher education. Full-time teaching experience.
COURSE FORMAT/STYLE: Supervised field experience



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