Ithaca College

School of Humanities and Sciences

Education Courses

EDUC-10100 Literacy Education for the Middle/Secondary
School Teacher U LA

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. 2 credits. (S,Y)

EDUC-11000 Child Abuse Identification and Prevention

All candidates for teaching certification must attend a two-hour workshop on child abuse identification and prevention. The workshop is offered once each semester. 0 credits. (F-S)

EDUC-11100 Drug and Alcohol Abuse: Identification and Prevention

A two-hour workshop on the identification and prevention of drug and alcohol abuse. This workshop is required for teaching certification candidates in music education, physical education, and all H&S teacher education programs. The workshop is offered at least once each semester. 0 credits. (F-S)

EDUC-20000 Education and Society SS LA 1b, h

Open elective for students interested in exploring educational issues and the interaction between schools and society. Includes study of the history and philosophy of U.S. education, educational systems in other countries, and research and opinion concerning contemporary educational policy and practice. Students use course materials as a lens for reflecting on their own school experience and for developing informed positions about how to improve U.S. schools. 3 credits. (F-S)

EDUC-21000-EDUC-21100 Mentoring in the Community SS NLA

Ithaca College students work as mentors with area high school students who have been identified as having aptitude for, but limited access to, college education. Mentors meet regularly with the high school students, providing social and academic reinforcement to support their option to attend college. Two semesters required. All students must take EDUC-21000 before enrolling in EDUC-21100. Prerequisites: Completion of application form; sophomore standing or above; permission of instructor. 4 credits; 2 credits each semester. (F-S,Y)

EDUC-21910 Early Field Experience: Theory and Practice U LA

This course is required for and only open to students who have declared a teaching option in H&S or in speech-language pathology and audiology. It introduces students to the public and private education system in an extended field experience; each student completes 50 hours of fieldwork in a classroom setting. This is a coordinated offering of Ithaca College and the area schools. Prerequisites: Teaching option major in H&S or in speech-language pathology and audiology; sophomore standing; EDUC-11000-EDUC-11100 (may be taken concurrently). 3 credits. (F-S,Y)

EDUC-22000 Issues in Elementary Education SS LA

Investigates contemporary issues in elementary education, including historical development of elementary classroom practice (emphasis on reading instruction); philosophical and psychological theories of learning; women's role in elementary school teaching; children's literature and storytelling in child development; the impact of societal problems on children and families; media literacy initiatives in elementary schools; assessment practices; conflict resolution; family involvement in children's schooling; multicultural understandings; and calls for, and examples of, school reform. Prerequisites: Sophomore standing or above. 3 credits. (F-S,Y)

EDUC-34000 Social and Cultural Foundations of Education SS LA

Required for all students in teacher certification programs, but open to other students as well. Combines historical, philosophical, sociological, and anthropological perspectives to investigate contemporary social and cultural issues in education and teaching. Provides preparation for critically reflective decision making and for working effectively with diverse students and communities. Topics include equal educational opportunity; the financing of U.S. schools; tracking/ability grouping; the sociocultural dynamics of teaching and learning; multicultural education; social class issues; gender bias and equity; the experiences of African American, Latino, Asian American, and linguistic minority students in U.S. schools; educating students with disabilities; the role of religion in U.S. schools; issues of sexuality; working with families and communities; developing schools as caring learning communities; effective uses of technology; and recent proposals for school reform. Prerequisites: Three social science or humanities courses. 3 credits. (F-S)

EDUC-36000 Education for Social Change LA

Examination of schools and teaching as forces for constructive social change, investigating how educators can create learning experiences in schools, classrooms, youth programs, and communities that will contribute to the school success of all youth and the development of a more equitable and just society. Particular attention paid to democratic approaches to teaching and learning; multicultural education; critical reflection; experiential learning; youth activism; community-based education; and innovative uses of technology. The course reflects in its process many of the topics studied. Students participate in the design of the syllabus and engage in project-centered learning, including a combination of individual and group work. Class discussion and weekly volunteer projects. Prerequisites: Sophomore standing or above; one of the following: EDUC-20000, EDUC-21000-EDUC-21100, EDUC-34000, PSYC-21010, or permission of the instructor. 3 credits. (S,Y)

EDUC-37000 Culture and Community in Education
and Teaching LA, 1b, SS

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. 3 credits. (Y)

Pedagogy Courses in Teaching

EDUC-31410 Pedagogy and Practice for the Art Teacher U NLA

Must be taken with EDUC-40810 Pedagogy and Practice across the Disciplines. Examines the teaching of visual art to students in 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 observation and fieldwork in local public schools are required. Prerequisites: EDUC-21910; EDUC-34000; PSYC-21010; concurrent enrollment in EDUC-30810. 4 credits. (F,Y)

EDUC-40810 Pedagogy and Practice across the Disciplines U NLA

The course explores the general teaching methods that span the disciplines and promote quality teaching at the secondary level. As a transition to student teaching this course offers practice in educational planning, special topics related to classroom instruction, and development of teaching skills through student teaching presentations. There is a required minimum of 10 hours of guided observations/teaching in middle and secondary schools. Prerequisites: EDUC-21910; EDUC-34000; PSYC-21010; concurrent enrollment in the pedagogy and practice course in the discipline. 3 credits. (F-S,Y)

EDUC-40510 Pedagogy and Practice for the Mathematics Teacher NLA

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 use of technology and assessments, and actual practice in teaching. Twenty-hour field experience component. Prerequisites: EDUC-21910; EDUC-34000; PSYC-21010; senior standing; concurrent enrollment in EDUC-40810. 3 credits. (F,Y)

EDUC-41010 Pedagogy and Practice for the Science Teacher U NLA

For students seeking certification in biology, chemistry, or physics. Examines the teaching of science on the middle and secondary levels, including current knowledge on the learning of science. Includes special considerations for teaching laboratory sciences, including laboratory safety. Topics include the appropriate use 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. Twenty hours of observation and fieldwork in local public schools. Prerequisites: EDUC-21910; EDUC-34000; PSYC-21010; concurrent enrollment in EDUC-40810. 3 credits. (F,Y)

EDUC-41110 Pedagogy and Practice for the English Teacher U NLA

Examines the teaching of English on 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. Includes 20 hours of fieldwork. Prerequisites: EDUC-21910; EDUC-34000; PSYC-21010; concurrent enrollment in EDUC-40810. 3 credits. (Y)

EDUC-40910 Pedagogy and Practice in the Teaching of
Social Studies U NLA

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 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 observation and teaching in public schools. Prerequisites: EDUC-21910; EDUC-34000; PSYC-21010; concurrent enrollment in EDUC-40810. 3 credits. (S,Y)

EDUC-41310 Pedagogy and Practice of Teaching Languages
Other Than English NLA

Examines the teaching of modern languages other than English in grades 7-12, including the New York State standards and curriculum, current journals and organizations in the area of modern languages, supplemental teaching methodologies, and the correction of student work. Special attention is given to the role of technology in second language acquisition. Includes a fieldwork component of 20 hours of observation and teaching in public schools. Prerequisites: EDUC-21910; EDUC-34000; PSYC-21010; concurrent enrollment in EDUC-40810. 3 credits. (Y)

Student Teaching and Related Experiences

EDUC-41210 Seminar in Reflective Practice LA

Taken concurrently with EDUC-49810. This serves as the reflective component of student teaching, where students analyze their teaching and confront issues facing them as new teachers. Students also design and prepare their interview portfolios. Also addresses specific New York State Education Department regulations including health and safety needs; alcohol, tobacco, and drug abuse; identification and prevention of child abuse; fire safety instruction; prevention of child abduction; and safety education. Corequisites: EDUC-49810. 3 credits. (F-S,Y)

EDUC-49810 Professional Semester in Education U NLA

Taken concurrently with EDUC-41210. A full semester of observation and supervised teaching at both the middle and high school levels. Additional coursework requires permission of education department chair. Corequisites: EDUC-41210. 12 credits. (F-S,Y)

Independent Study in Education

EDUC-49700 Fieldwork in Education NLA

Directed fieldwork under a teacher education program faculty member's supervision, culminating in a major paper or comparable product. Written proposal to the teacher education program, describing the terms of the particular project, is required. Open only to juniors and seniors who have completed one or more education courses at level 3 or 4. Prerequisites: Permission of instructor. Variable credit. (F-S)

EDUC-49900 Independent Study in Education LA

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. Prerequisites: Permission of instructor. 3 credits. (F-S)