Hobart and William Smith Colleges

Educational Studies

Faculty
Diana Baker, Associate Professor
Jonathan Berhanu, Assistant Professor
Darlene Daley, Director of Childhood Education, Coordinator of Field Supervisors
Megan Granata, Associate Director of Educational Studies and Teacher Certification
Andrea Huskie, Director of Teacher Education Program and Secondary Education
Mary Kelly, Associate Professor, MAT Director
Julia MaKinster, Professor
Audrey Roberson, Associate Professor, TEFL Certificate Director, Department Chair

The Educational Studies Department at Hobart and William Smith has two missions. One is to provide courses of study in education. The other is to offer programs that lead to New York State certification as teachers of most subjects in public elementary and secondary schools.

The Education Department offers a disciplinary major; disciplinary and interdisciplinary minors; a Teaching English as a Foreign Language (TEFL) Certificate; six majors leading to teacher certification (Childhood Education, Inclusive Childhood Education Adolescent Education, Inclusive Adolescent Education, TESOL, and Art Education).

Education happens in many places—in museums and national parks, in open air schools in the Global South, in creative studios, youth centers, and health care settings, in public and private schools, in community colleges and universities, via campaigns for environmental sustainability, and through activism, policy development, and community engagement, to name a few. Those who would work in any of these contexts need some common understandings, such as: the aims and possibilities of education; the variety of learners and their ways of learning; how knowledge, skills, and values are crafted into curricula; the pedagogies that are presently available or might be invented; and a critical analysis of structural inequalities that impact learning. A major or minor in Educational Studies helps provide this context and can enhance career opportunities across many fields.

Mission Statement
To embolden and inspire students to contribute to and create just, equitable, diverse, and inclusive educational environments.

Offerings

The HWS major in Educational Studies is intended to help students develop competence as learners, researchers, and practitioners of education in a variety of settings. However, the major in Educational Studies does not lead to certification to teach in public schools. Students interested in teacher certification should refer to the Teacher Education Program detailed below. The major in Educational Studies is neither required nor sufficient for teacher certification.

Educational Studies Major (B.A.)
disciplinary, 10 courses
Learning Objectives:

• Apply specific analytical frameworks to educational situations, ranging from case-studies to educational policy, in a specific area of concentration.
• Articulate the cultural and historical bases of structural inequalities in contemporary schooling and suggest evidenced-based and contextually appropriate solutions.
• Take intellectual risks and critically analyze information as they develop expertise in a particular area of educational inquiry.
• Contribute to just, equitable, diverse, and inclusive educational environments and to recognize structural inequalities in contemporary schooling.

Requirements:
At least 6 courses must be unique to the major. All courses for the major must be completed with a grade of C- or better, and no more than two may be taken CR/DCR/NC. At least four courses must be at the 300-level or higher. Up to 3 courses may be chosen from outside the Educational Studies Department, with permission of the advisor. The 10 courses consist of: 1 foundations course; 1 diversity course; 4 concentration courses; 3 electives; and 1 capstone experience (an approved course, independent study, honors, or internship). The four concentration courses support a particular focus or theme within the broader field of educational studies.

Representative Foundations Courses
EDUC 100 Perspectives on Education
EDUC 201 Schooling and Social Equality
EDUC 202 Human Growth and Development
(or others approved by advisor and chair)

Representative Diversity Courses
EDUC 203 Children with Disabilities
EDUC 209 Gender and Schooling
EDUC 221 Understanding Autism

EDUC 230 Teaching English Language Learners
EDUC 306 Technology and Disability

EDUC 330 Disability and Transition
(Or others approved by advisor and chair)

Students and their advisors identify a concentration based on four interrelated courses supporting a theme. Examples include:

• Social justice in education (e.g., examining issues related to inequality and injustice in education; education and youth-focused community engagement and activism)
• Inclusive education (e.g., disability rights advocacy, equitable education and creating a sense of belonging for all students)
• Language and literacy (e.g., teaching English as an additional language; writing or publishing children's literature; producing curriculum materials, etc.)
• Social innovation for youth (e.g., using creative, new approaches to address issues related to youth and education)
• Informal education (e.g., museum work, park naturalists, and any other public or private activity focused on education and/or outreach)
• Child services (e.g., social work, recreation work, community-based education, parent/caregiver education, pediatric health professions, and any work that intersects with children and education)
• Technology in education (e.g., using technology to bring the world into classrooms and to create new learning environments; developing assistive technology for people with disabilities; citizen science projects; multimodal learning; digital literacies, teaching with AI and new technologies, etc.)
• International education (e.g., learning across places, cultures, and languages; preparing to teach overseas; supporting cultural-exchange programs; international child advocacy campaigns)
• Environmental education (e.g., policy development, education and advocacy for environmental conservation and sustainability)
• Educational policy (e.g., engaging with government agencies, foundations, and other advocacy groups concerned with issues that intersect education)
• Education for development (with an international focus, for example, via Save the Children, International Rescue Committee, or foreign-aid agencies, etc.)

Educational Studies Minor – Interdisciplinary
6 courses
Requirements:
Six courses: at least two, but not more than three, in educational studies. Courses in this minor must contribute to a theme; courses outside educational studies must be conceptually related to education. At least four of the six courses must be at the 300-level or above. Only one independent study may be counted toward the minor. At least three courses must be unique to the minor. All courses must be passed with a grade equivalent to a C- or better.

Educational Studies Minor – Disciplinary
5 courses
Requirements:
Any five educational studies courses with at least two courses at the 100 or 200-level, and at least two at the 300 or 400-level. Only one independent study may count toward the minor. SOC 261 Sociology of Education may substitute for one of the 200-level education courses; WRRH 322 Adolescent Literature may substitute for one of the 300 level education courses. At least three courses must be unique to the minor. All courses must be passed with a grade equivalent to a C- or better.

TEFL Certificate
Interdisciplinary, 6 courses
Requirements:
The Teaching English as a Foreign Language (TEFL) Certificate is an entry-level credential that is required for many jobs teaching English abroad. The certificate program does not count as a major or minor, nor towards New York State teacher certification, and students of any major and minor may complete the certificate. Requirements include courses in three areas: Foundations in Linguistics (EDUC 115 Introduction to Linguistics and EDUC 310 Second Language Acquisition), Language Teaching and Learning (EDUC 230 Teaching English Language Learners and EDUC 231 Linguistics and English Grammar for Teaching English as a Second Language), and Language and Culture (select one elective), along with one Practicum experience. All courses for the certificate must be completed with a grade of C- or better, except for the Practicum, which must earn a grade of "Credit" (CR). Completion of the TEFL Certificate is independent of any major, minor, or other program. There are no uniqueness requirements for the certificate.

Teacher Education Program

 

• Adolescent Education Major
• Art Education Major
• Childhood Education Major
• Inclusive Childhood Education Major
• Inclusive Adolescent Education Major
• Teaching English to Speakers of Other Languages Major

 

Educational Studies Major	New York State Certification Title
Adolescent Education BS	Adolescence Education (7-12) in Subject Areas: Biology, Chemistry, Earth Science, English Language Arts, French, Mathematics, Physics, Social Studies, and Spanish
Art Education BS	Visual Art (PreK-12)
Childhood Education BS	Childhood Education (1-6)
Inclusive Adolescent Education BS	Adolescence Education (7-12) in Subject Areas: Biology, Chemistry, Earth Science, English Language Arts, French, Mathematics, Physics, Social Studies, and Spanish Students with Disabilities (All Grades)
Inclusive Childhood Education BS	Childhood Education (1-6) Students with Disabilities (All Grades)
Teaching English to Speakers of Other Languages (TESOL) BS	TESOL (PreK-12)

The Educational Studies Department offers six accredited programs leading to New York State Initial certification as shown above. New York State certification is recognized in most other states. In all HWS certification programs, students learn to teach by teaching, and complete a major in the Educational Studies department which corresponds to their desired certification area. Those seeking adolescent certification or certification to teach art must also major or minor in the subject area in which they wish to be certified (e.g., mathematics, chemistry, art, English, Spanish). See Additional Requirements by Major for details.

Becoming a strong teacher requires students to be able to work independently and collaboratively, to be sensitive to the needs of others, to be academically secure, to work well with diverse populations and individuals who have experiences different than their own, to be mature, and to be exceptionally responsible and attentive to detail.

Upon declaring the major corresponding to their certification area, students are also admitted to the Teacher Education Program (TEP). To remain in the TEP and proceed toward teacher certification, students must maintain at least a 2.75 GPA. All students seeking teacher certification are required to complete three early field placements in three sequential semesters with the following progressive requirements for number of hours per semester: first placement: 30 hours; second placement: 40 hours; third placement: 50 hours. Students are awarded one credit (EDUC 499) upon successful completion of the third (50 hour) placement. In all placements, students spend the required number of hours working in a P-12 school classroom in which they are placed by the department. Students are supervised as they teach and are offered individual guidance and encouragement to develop their own best teaching styles. Once students begin field placements, they are required to abide by the HWS Working with Minors policy, as well as local school policies, including undergoing a background check and on occasion, fingerprinting. Staying in the TEP requires professional conduct both on campus, in the community, and in local schools.  

One semester in the senior year is devoted to full-time student teaching. Four course credits are granted for full-time student teaching and an accompanying seminar.   

All candidates for teacher certification in New York State must also, at their own expense, take and pass the examinations required by New York State and be fingerprinted prior to becoming a certified teacher. Additional coursework may be recommended on a case-by-case basis to ensure that teacher education candidates are prepared and able to address NYSED content core and program specific requirements. In the event that a student is ineligible to seek teacher certification per NYSED requirements, the student will no longer be permitted to pursue their teacher certification major. In this case, the student should work with their major advisor to choose another major, including but not limited to Educational Studies.   

Requirements:
All six majors are required to take the following courses:

EDUC 093 Assistant Teacher Placement I

EDUC 094 Assistant Teacher Placement II

EDUC 100 Perspectives on Education

EDUC 202 Human Growth and Development

EDUC 203 Children with Disabilities

EDUC 230 Teaching English Language Learners

EDUC 303 Safe Spaces, Strong Relationships: Integrating SEL, Restorative Justice, and DASA in Education

EDUC 333 Literacy

EDUC 410 Analysis of Teaching in the Disciplines

EDUC 499 Advanced Early Field Placement

Additional Requirements by Major:

Educational Studies Major	EDUC Courses in Addition to Those Required of All Majors	Major/Minor Requirements outside of Educational Studies	Additional Coursework Requirements
Adolescent Education	EDUC 305 (for certification in Biology, Chemistry, Earth Science, Mathematics, or Physics) EDUC 309 (for certification in English Language Arts, French, Social Studies, or Spanish) EDUC 401, EDUC 402, EDUC 403	Biology certification: major in Biology Chemistry certification: major in Chemistry Earth Science certification: major in Geosciences English Language Arts certification: major in English French certification: major in French and Francophone Studies Mathematics certification, major in Mathematics Physics certification: major in Physics Social Studies certification: major in Economics, History, or Politics Spanish certification: major in Spanish and Hispanic Studies	Social Studies certification with a major in Economics: 1 course in Politics and 6 courses in History Social Studies certification with a major in History: 1 course in Politics and 1 course in Economics Social Studies Certification with a major in Politics: 1 course in Economics and 6 courses in History
Art Education	EDUC 309, EDUC 412, EDUC 402, EDUC 405	Minor in Studio Art	2 additional courses in Art History
Childhood Education	EDUC 306, EDUC 309, EDUC 404, EDUC 405, EDUC 406	None	1 course in English Language Arts 1 course in Social Science 1 course in Sciences 1 course in Mathematics
Inclusive Adolescent Education	EDUC 305 (for certification in Biology, Chemistry, Earth Science, Mathematics, or Physics); EDUC 309 (for certification in English Language Arts, French, Social Studies, or Spanish); EDUC 401, EDUC 402, EDUC 407	Biology certification: major in Biology Chemistry certification: major in Chemistry Earth Science certification: major in Geosciences English Language Arts certification: major in English French certification: major in French and Francophone Studies Mathematics certification, major in Mathematics Physics certification: major in Physics Social Studies certification: major in Economics, History, or Politics Spanish certification: major in Spanish and Hispanic Studies	2 courses in English Language Arts 2 courses in Social Science 2 courses in Science 2 courses in Mathematics Social Studies certification with a major in Economics: 1 course in Politics and 6 courses in History Social Studies certification with a major in History: 1 course in Politics and 1 course in Economics Social Studies certification with a major in Politics: 1 course in Economics and 6 courses in History
Inclusive Childhood Education	EDUC 306, EDUC 309, EDUC 404, EDUC 405, EDUC 406	None	2 courses in English Language Arts 2 courses in Social Science 2 courses in Science 2 courses in Mathematics
Teaching English to Speakers of Other Languages (TESOL)	EDUC 305, EDUC 309, EDUC 231, EDUC 413, EDUC 414, EDUC 415	None	4 courses in a single language other than English, or demonstrated equivalent proficiency

Licensure Disclosures
Per U.S. Federal Regulations §668.14and §668.43, and in compliance with the State Authorization Reciprocity Agreements (SARA) Policy Manual, HWS must provide a disclosure regarding educational requirements for professional licensure or certification. This disclosure is intended to share HWS’s determination of whether Hobart and William Smith (HWS)’s Teacher Education Program (TEP) would meet the requirements for licensure or certification within a given state or jurisdiction. 

While New York State does not hold reciprocity agreements for teacher certification with any other state, our program has been designed to be consistent with recognized professional and national standards. Please note that the requirements for certification or licensure can vary from state to state. Students who successfully complete HWS’s TEP will meet the educational requirements to be recommended for New York State Teacher Certification. If you plan to seek certification or licensure from a state other than New York, please discuss your intentions with the Associate Director for Teacher Certification and Educational Studies, and we will work with you to determine if our program meets the certification or licensure requirements of that location. 

This disclosure does not guarantee that a given licensure entity will approve or deny an application.  

• Completers of HWS's Teacher Education Program satisfy the educational requirements for certification in New York State. 

• All 50 states and the following jurisdictions (Dept of Defense Education Activity, District of Columbia, Guam, and Ontario, Canada) have signed the 2025-2030 NASDTEC Interstate Agreement, which makes it possible for an educator who completed an approved program and/or who holds a certificate or license in one jurisdiction to earn a certificate or license in another state or jurisdiction. 

• Receiving states or jurisdictions may impose additional requirements which must be met within a reasonable period of time. Information about specific state-by-state requirements can be found through NASDTEC. 

Course Descriptions

Note: Courses numbered 093 to 094 may be taken only by students who have been admitted to a teacher-certification program. They carry no academic credit but are recorded on the student’s official transcript and are required for teacher certification.

EDUC 093 Assistant Teacher Placement I  This introductory field experience places candidates in a local classroom aligned with their certification area for a minimum of 30 hours. The course is designed to help candidates develop comfort, confidence, and professionalism in school settings through active participation. In addition to limited focused observation, candidates are expected to engage in the day-to-day work of the classroom by assisting with routines, supporting individual students, and working with small groups. Emphasis is placed on learning by doing and beginning to understand the roles and responsibilities of teachers. (Offered every semester)

EDUC 094 Assistant Teacher Placement II  In this second field experience, candidates complete a minimum of 40 hours in a local classroom aligned with their certification area and build on skills developed in Early Field Placement I. Candidates take on increasing responsibility for instruction by co-teaching portions of lessons, leading small-group activities, and facilitating established classroom routines. Through observation, guided practice, and feedback, candidates begin to assume more active instructional roles and deepen their understanding of teaching and learning in practice. (Offered every semester)

EDUC 100 Perspectives on Education  The course takes an interdisciplinary approach to critically examining the fundamental nature of American education. It aims to provide a rich understanding of the context of schooling and education and tools to support ethical and responsive teaching and research. Variable topics. (Berhanu, Huskie, offered every semester) P4

EDUC 115 Introduction to Linguistics  This course provides an introduction to the scientific study of language. We will address questions related to the nature of language as a means of communication, and then focus on the core areas in linguistic analysis, including phonetics and phonology (the structure and patterns of sounds), morphology (word structures), syntax (sentence structure), semantics (meanings of words), and pragmatics (words in use). We will also briefly discuss topics in language variation, consider the importance and types of data in linguistics, and identify implications for education. (Roberson, offered alternate years) 

EDUC 201 Schooling and Social Equality  This course traces a social and political history of American schooling. Beginning with the meteoric rise of formal schooling in the 19th century, the course examines how the common schooling movement radically transformed the economic and political significance of education in America. Next the course follows the schooling experiences of groups systemically targeted by policy makers: European immigrant, working class, Indigenous, Chicano/a, Black, new immigrant and women of each group. We shall seek to understand the significance of schooling for various communities as well as the reforms produced from resistance and contestation. (Berhanu, offered alternate years). P4

EDUC 202 Human Growth and Development  This is a survey of the major theories of human development. Topics include the progression and determinants of the development of personality, intelligence, language, social competence, literacy, and artistic and music ability. Readings are taken from works by Freud, Erikson, Piaget, Gardner, Gilligan, and others. (Harris, offered annually) 

EDUC 203 Children With Disabilities  The intent of this course is for students to develop a thorough understanding of children and youth who have disabilities. The course examines the following questions: How does society determine who is considered disabled? What impact does labeling have on children's lives? How special is special education? What are the various disabilities children may experience? How does inclusive practices impact children with disabilities and society? (Baker, Kelly, offered every semester) P4

EDUC 209 Gender and Schooling  This course examines the entanglement of gendered identities and the educational experience. This course will address questions of how educational institutions operate as sites for the production and reinforcement of gender norms. We will examine how the gendered positions of teachers and students shape the educational experience and investigate how gender inequalities impact educational achievement. Through a variety of readings this course will ask students to address how gender operates within school settings, how gender and sexuality are shaped by educational institutions, and how scholars, teachers, and youth might work to address these inequalities. (Berhanu, offered alternate years) P4

EDUC 221 Understanding Autism  This course provides an introduction to the complexities and controversies surrounding Autism Spectrum Disorders. The course begins with an examination of behavioral, social, language, and cognitive characteristics of Autism. The controversy surrounding possible causes of autism is discussed. The course also involves an in-depth study of research regarding current educational and behavioral intervention strategies for Autism, including the controversies surrounding various treatment approaches. (Baker, offered alternate years) P4

EDUC 230 Teaching English Language Learners  While the number of school children speaking a language other than English at home has been growing exponentially over the last few decades, their level of academic achievement has lagged significantly behind that of their language-majority peers. This course aims to contribute to preparing future teachers for working in culturally and linguistically diverse classrooms. One of its major goals is to give students a better understanding of the cognitive, linguistic, and emotional challenges involved in being schooled in a second language. In the first part of the course, therefore, through readings and discussions, students will become acquainted with some key theoretical frameworks for understanding second language and literacy development as well as sociocultural issues particularly relevant to the education of English language learners. The second major goal of the course is to provide students with pedagogical strategies for adjusting instruction to meet the needs of English language learners in the mainstream classroom. This goal will be achieved in the second part of the course, which will consist predominantly of lesson planning workshops and teaching demonstrations. The course will have a service learning component consisting of 15-20 hours of tutoring an English language learner. (Roberson, offered annually) P3, P4

EDUC 231 Linguistics and English Grammar for Teaching English as a Second Language  We all know a lot about the language(s) in which we are proficient, but we are not always conscious of this knowledge. In this course we analyze the grammatical structure of English to account for proficient speakers' intuitive knowledge. We will start the course by understanding the major grammatical components of the English language, and we will move from there to the most salient grammatical structures that make up the language. We will prioritize those structures that are likely to be challenging for an English language learner to acquire and/or difficult for a teacher to explain. Because this is a descriptive (as opposed to prescriptive) grammar class, we will always try to bring the real world into the class, with analyses of authentic language. We will also consider how to articulate English grammar to those who are learning. Although the course is not designed exclusively for teacher education, the content covered is useful for future English language instructors. (Roberson, offered alternate years) 

EDUC 303 Safe Spaces, Strong Relationships: Integrating SEL, Restorative Justice, and DASA in Education  Students in this course will examine a comprehensive exploration of how Social Emotional Learning (SEL), restorative practices, Diversity, Equity, and Inclusion (DEI), and compliance with the New York State Dignity for All Students Act (DASA) work together to create supportive, inclusive, and safe classroom environments. This course is designed for service-minded individuals (future educators, mental health professionals, social workers, counselors, etc.) who seek to foster positive, equitable classroom climates by prioritizing emotional well-being, respectful communication, conflict resolution, and the proactive prevention of bullying, harassment, and discrimination. Students will examine strategies to build empathy, promote equity and inclusion, and ensure DASA compliance through theory, case studies, DASA training components, and practical applications. Students will integrate SEL, restorative approaches, DEI, and DASA principles into their practice to ensure that all students, regardless of background, identity, or experiences, feel respected, valued, and emotionally safe. (Harris, offered annually) P3, P4 [Prerequisite: Student must have taken at least one EDUC course or have instructor permission]

EDUC 305 Inclusive STEM (Science, Technology, Engineering, and Math) Teaching Methods  This course prepares preservice educators to integrate methods for teaching STEM (Science, Technology, Engineering, and Mathematics) across preK-12 grade levels. Through inquiry based learning, design thinking, and arts integration, students will explore developmentally appropriate pedagogical strategies and create interdisciplinary lesson plans and equitable assessments that align with current. educational standards and school initiatives. Activities include microteaching, resource curation, and unit design. (Staff, offered annually) P1, P2, , P4 [Prerequisite: Student must have taken at least one EDUC course or have instructor permission]

EDUC 306 Technology and Disability  This course will actively explore the use of assistive technology (AT) and universal design for learning (UDL). We will focus on social, legal, and ecological factors relating to the use of AT and UDL in education and community settings. Participants will explore various technologies from non-electronic 'low-tech' to digital and mechanized 'high-tech' devices and new technologies, including AI, and learn strategies to assess AT and the strengths and needs of youth with disabilities. We will examine issues of mobility, speech communication, independent living and self-determination, along with Universal Design principles. Participants will have hands-on opportunities to use AT. This course typically has a service learning component. (Kelly, offered alternate years)  [Prerequisite: One EDUC class, FSEM 162, or enrolled in the TEP program, or permission of instructor.]

EDUC 309 Inclusive Art and Humanities Teaching Methods  This pedagogy course focuses on teaching methods that promote thinking and writing across the curriculum at the elementary, secondary, and early college levels. This course focuses specifically on contemporary teaching, learning, curriculum, and assessment related to the study of the arts and humanities. Students develop and analyze lesson plans that incorporate state and national learning standards, with attention to designing curriculum and employing instructional strategies to meet the needs of all students, including learners with disabilities and speakers of multiple languages. (Huskie, offered annually) P2, P3, P4 [Prerequisite: Student must have taken at least one EDUC course or have instructor permission]

EDUC 310 Second Language Acquisition  Acquiring a language other than your first is a complicated and challenging endeavor. When the newest language learning app, software program, or textbook comes out, they often claim to be founded in the latest research in psychology, linguistics, or classroom pedagogy, proposing the 'best' way to learn a language. These claims should be evaluated with an understanding of the range of theoretical approaches and research studies that attempt to explain how we acquire second languages, which also account for the immense variation in the success of individual people. This course is an introduction to those theories of second language acquisition (SLA). We will study the major schools of thought and concepts that underpin the field of SLA, and begin to apply this knowledge to analyses of second language data. Many topics are also discussed with respect to their relevancy in the second language classroom. While there are no prerequisites, prior course work or experience in language, linguistics, or language teaching and learning is recommended. (Roberson, offered alternate years) 

EDUC 320 Children's Literature  Children's literature is roughly as old as the United States, and in recent years it has evolved into the most energetic branch of the publishing industry, with works in the genres of folk tales, poetry, picture books, "easy readers," informational books, chapter books, and novels for middle grades and young adults. Children's books regularly spawn films, and even as we speak the medium is rapidly becoming digital. Children's books can be read carefully for their literary qualities, and are an interesting testing ground for skills in literary criticism. Children's books have been part of the effort to promote multicultural education and social justice in the schools, too; and with the recent robust push-back of conservative religious and political books for children, it is useful to examine the political and social dimension of children's literature. This course examines a set of children's books from many angles, and is suitable for those interested in writing or publishing for children, for future teachers, and for people interested in literature generally. This course typically has a service-learning component. (Daley, offered alternate years) 

EDUC 333 Literacy  Sixty million adult Americans are said to be functionally illiterate. So are nearly a billion other adults on the planet. In this course, we consider what these people are missing in terms of ways of thinking and seeing the world as well as in civic and economic life. Then we will plunge into what we might do to help them. Solutions are not simple. We will need to explore the history of the English conventions of writing and spelling, the linguistic basis for reading skill, and 'best practices' of teaching reading and writing. Since promoting literacy is a major concern of the international development community, the course will briefly consider international literacy efforts. Contemporary and emerging issues in literacy are also explored. The course is relevant to those interested in educational aspects of public policy, international development, and teaching in the schools. It will also be useful to students involved in tutoring projects such as America Reads. (Daley, offered every semester)  [Prerequisite: One EDUC class]

EDUC 336 Special Topics:  The purpose of this series of courses is to investigate a variety of specific, salient issues in the field of education. The topics vary widely. Repeatable. (Staff, Offered occasionally)  [Prerequisite: Open to TEP students and EDUC majors and minors, or permission of instructor.]

EDUC 377 Education and Diversity in US and New Zealand [Prerequisite: Open to students enrolled in the NZ study abroad program and permission of instructor.]

EDUC 401 Analysis of Secondary School Teaching  This seminar accompanies EDUC 402, 403, and 410, and focuses on student teaching in secondary schools. It is open only to adolescent teacher certification participants who are engaged in full-time student teaching. It provides a structure within which participants critically examine their classroom experiences of teaching, learning, and curriculum development, with the goal of becoming reflective practitioners. Texts and readings are selected from those that provide analysis of the experience of secondary school education, as well as those that provide rationales for the methods and purposes of the academic disciplines. This course must be passed with a C or better in order to be recommended for certification. Prerequisites: Completion of all other teacher certification requirements. (Huskie, offered each semester) 

EDUC 402 Secondary Practicum  The practicum experience includes supervised observation and teaching of an academic subject in a secondary school. Students spend the entire day at a secondary school for the complete term. EDUC 402 must be taken on a credit/no credit basis. EDUC 401 is taken concurrently. This course is open only to candidates seeking secondary school teacher certification. The readings for this course are determined by the subject and grade level being taught. This course is taken on a credit/no credit basis. (Huskie, offered each semester) 

EDUC 403 Secondary Practicum  The practicum experience includes supervised observation and teaching of an academic subject in a secondary school. Students spend the entire day at a secondary school for the complete term. EDUC 403 must be taken on a credit/no credit basis. EDUC 401 or 412 is taken concurrently. This course is open only to candidates seeking secondary school teacher certification or who require a secondary school placement for certification. The readings for this course are determined by the subject and grade level being taught. This course is taken on a credit/no credit basis. (Huskie, offered each semester) 

EDUC 404 Analysis of Elementary and Special Education Teaching  This seminar accompanies EDUC 405, 406 or 407, and 410 and focuses on student teaching in elementary schools This course is open only to participants in the childhood education or dual childhood and students with disabilities teacher certification program who are engaged in full-time student teaching. It provides student teachers with an opportunity to critique education as it is offered in school settings for all children. Participants focus on becoming reflective practitioners as they critically examine teaching, learning, and curriculum development. Emphasis is placed on application of the above to the teaching of reading English Language Arts. Students must pass this course with a grade of C or better in order to be recommended for certification. Prerequisites: Completion of all other teacher certification requirements. (Daley, offered each semester) 

EDUC 405 Elementary Practicum  Students plan and direct instructional and ancillary activities in an elementary school classroom setting for an academic term. It is expected that students take on all responsibilities normally carried out by elementary teachers. These include supervision of children, curriculum planning and evaluation, reporting to parents/guardians, direction of paraprofessionals and classroom assistants, participation in professional conferences or in service training sessions, and budgeting. EDUC 405 is open only to student teachers in the childhood or dual childhood and students with disabilities teacher certification programs or who require an elementary placement for certification. It is taken concurrently with EDUC 404. This course is taken on a credit/no credit basis. (Daley, offered each semester) 

EDUC 406 Elementary Practicum  This is full-time student teaching, taken as a continuation of EDUC 405 during the second seven weeks of the semester, and is for students in the childhood education certification program only. Students complete student teaching (as described in EDUC 405 above). This course is taken credit/no credit. (Daley, offered each semester) 

EDUC 407 Special Education Practicum  This is full-time student teaching, taken in tandem with EDUC 405 during the second seven weeks of the semester, for students in the dual childhood education and students with disabilities certification program only. Students complete student teaching (as described in EDUC 405 above) in an elementary special education setting. This course is taken credit/no credit. (Daley, Offered each semester) 

EDUC 410 Analysis of Teaching in the Disciplines  This professional field-based seminar focuses on the development of a deeper understanding of the disciplinary content that the student teacher is teaching. Through weekly conversations with their student-teaching college supervisor, the student will develop a more advanced understanding of how content knowledge combines with pedagogical content knowledge in effective teaching. Weekly observations of the student teacher by the supervisor and readings selected from educational journals and books will support these conversations. This seminar supports students as they prepare for and complete the TPA Portfolio student teacher assessment. Occasional group meetings may be held. (Daley, offered each semester)  [Prerequisite: Concurrent enrollment in EDUC 401, EDUC 404, EDUC 412, or EDUC 415.]

EDUC 412 Analysis of Teaching the Arts  This course is open only to students pursuing certification in visual arts who are engaged in full-time student teaching. It is taken concurrently with EDUC 403, 405, and 410. It provides a structure within which students critically examine their classroom experiences of teaching, learning, and curriculum development within the arts, with an eye towards helping students become reflective practitioners. Emphasis is placed upon helping students meet the developmental needs of all students (p-12) while also exploring means of helping all learners meet the New York State Learning Standards in the Arts. This course must be passed with a grade of C or better in order to be recommended for certification. (Daley or Huskie, offered each semester)  [Prerequisite: All requirements of the teacher certification program must be completed: EDUC 081, 082, 083, 084, 085, 091, 092, 093, and 094.]

EDUC 413 TESOL Practicum I  This course is only open to students pursuing certification in TESOL who are engaged in full-time student teaching. TESOL Practicum I is a half-semester practicum in which students work with children in kindergarten through grade 6 who are English Language Learners. During student teaching, students plan and teach lessons for children who are learning English as a language of instruction, conduct assessments, and collaborate about the children's instructional matters with other teachers in the school as well as with parents/care-givers. Student teachers are visited weekly by faculty supervisors from the Educational Studies Department. This course is taken on a credit/no credit basis and is taken concurrently with EDUC 410, 414, and 415. (Daley or Huskie, offered each semester) 

EDUC 414 TESOL Practicum II  This course is only open to students pursuing certification in TESOL who are engaged in full-time student teaching. TESOL Practicum II is a half-semester practicum in which students work with children in grades 7 through 12 who are English Language Learners. The practicum requires full time presence in a local school from early morning until mid afternoon or later, five days per week. During student teaching, students plan and teach lessons for students who are learning English as a language of instruction, conduct assessments, and collaborate about the students' instructional matters with other teachers in the school as well as with parents/care-givers. Student teachers are visited weekly by faculty supervisors from the Educational Studies Department. This course is taken on a credit/no credit basis and is taken concurrently with EDUC 410, 413, and 415. (Daley or Huskie, offered each semester) 

EDUC 415 Analysis of TESOL  This course is only open to students pursuing certification in TESOL who are engaged in full-time student teaching. This course is taken concurrently with EDUC 410, 413, and 414. Analysis of TESOL is a full-semester seminar to accompany the student teaching semester for students completing New York State certification in Teaching English to Speaker of Other Languages (TESOL), pre-kindergarten through grade 12. In the seminar, students carry out readings and discussions on teaching speaking, listening, reading and writing in English, and relate academic writings on these issues to daily experiences in classrooms. (Daley or Huskie, Huskie, offered each semester) 

EDUC 420 Sem: Research in Education  This course is a survey of educational research methods with a emphasis on qualitative and teacher-generated research. This is a required course for seniors who have been admitted to the MAT Program. (Baker, Kelly, Spring) 

EDUC 450  Independent Study  This course provides undergraduate students with the opportunity to explore a topic related to education in greater depth under the guidance of a faculty advisor. In collaboration with the instructor, students identify a focus area and develop a plan of study at the beginning of the semester. Topics, readings, and assignments vary based on the selected area of inquiry and are designed to support independent learning, critical thinking, and connections between coursework and educational practice. (Staff, offered occasionally)

EDUC 495 Education Honors  This course is required for students completing an honors project in Educational Studies under the supervision of a faculty advisor. Students engage in sustained independent work on a topic of their choosing, culminating in a substantial scholarly or applied project. The project must meet the requirements of the Honors Program and reflects the integration of prior coursework, research, and critical inquiry in the field of education. (Staff, offered occasionally)

EDUC 497 Educational Studies Intership  This course offers academic credit for students completing supervised experiential learning in an approved educational or community-based setting related to their academic and professional interests. Internship placements must be approved by the faculty advisor and may include schools, nonprofit organizations, community agencies, museums, youth-serving organizations, or other educational settings. Specific learning objectives, responsibilities, and requirements are negotiated among the student, faculty advisor, and site supervisor to ensure a meaningful and academically rigorous experience. Regular reflection and documentation of learning are required.

EDUC 498 TEFL Practicum  TEFL certificate program internship. Requires at least 30 hours in a relevant placement. Taken for CR/NC only. 

EDUC 499 Advanced Early Field Placement  This culminating field experience for TEP students requires a minimum of 50 hours in a local classroom aligned with the candidate’s certification area and serves as the final placement prior to student teaching. Candidates are expected to demonstrate readiness for the demands of student teaching by planning and delivering instruction and taking on sustained instructional responsibilities. A required formal lesson observation by a college supervisor must be successfully completed for candidates to be approved for student teaching. Emphasis is placed on integrating prior coursework and field experiences into effective classroom practice.

EDUC 605 Elementary Practicum: Graduate Level  Students plan and direct instructional and ancillary activities in an elementary school classroom setting for an academic term. It is expected that the student take on all responsibilities normally carried out by elementary teachers. These include supervision of children, curriculum planning and evaluation, reporting to parents, direction of paraprofessionals and classroom assistants, participation in professional conferences or in service training sessions, and budgeting. EDUC 605 is open only to student teachers in the childhood or dual childhood and students with disabilities teacher certification programs who are enrolled in the MAT program. This course is taken on a credit/no credit basis and is taken concurrently with EDUC 604, 606 or 607, and 610. (Daley, offered each semester)  [Prerequisite: Open to graduate students in the Childhood Education or Special Education program only.]

EDUC 606 Elementary Practicum: Graduate Level  This is full-time student teaching, taken in tandem with EDUC 605, open only to students in the childhood education certification program who are enrolled in the MAT program. Students complete student teaching (as described in EDUC 605 above) in elementary education settings. This course is taken credit/no credit and is taken concurrently with EDUC 604, 605, and 610. (Daley, offered each semester)  [Prerequisite: Open to graduate students in the Childhood Education program only.]

EDUC 607 Special Education Practicum: Graduate Level  This is full-time student teaching, taken in tandem with EDUC 605 during the second seven weeks of the semester, only for students in the dual childhood education and students with disabilities certification program who are enrolled in the MAT program. Students complete student teaching (as described in EDUC 605 above) in an elementary special education setting. This course is taken credit/no credit and is taken concurrently with EDUC 604, 605, and 610. (Daley, offered each semester)  [Prerequisite: Open to graduate students in the Childhood Education or Special Education program only.]

EDUC 610 Analysis: Teaching in Disciplines: Graduate Level  This professional field-based seminar open only to students engaged in full time student teaching who are enrolled in the MAT program focuses on the development of a deeper understanding of the disciplinary content the student teacher is teaching. Through weekly conversations with their student teaching college supervisor, the student will develop a more advanced understanding of how content knowledge combines with pedagogical content knowledge in effective teaching. Weekly observations of the student teacher by the supervisor and readings selected from educational journals and books will support these conversations. This seminar supports students as they prepare for and complete the TPA Portfolio student teacher assessment. Occasional group meetings may be held. This is taken concurrently with EDUC 601, 602, and 603, or EDUC 604, 605, and 606 or 607. (Daley, Offered each semester)  [Prerequisite: MAT students only.]

EDUC 650 Teacher Assistant  This course provides MAT students with the opportunity to work with a faculty member as a teaching assistant for an undergraduate course. Under faculty supervision, students support instruction through activities such as facilitating discussions, assisting with course preparation, and providing feedback to students. Responsibilities may vary by course and instructor but are designed to develop candidates’ pedagogical skills, deepen content knowledge, and provide insight into college-level teaching and learning. (Staff, Spring) [Prerequisite: MAT students only.]

EDUC 801 Master's Project  Students complete a graduate level integrative group project or individual project that addresses an issue of educational relevance. Projects will analyze an educational issue from multiple perspectives and will be presented publicly (e.g., Senior Symposium, Community Engaged Scholarship Forum, community meeting with stakeholders, conference presentation). This is a required course for students enrolled in the MAT program and is offered in tandem with EDUC 803. Prerequisite: EDUC 420. (Staff, Spring)  [Prerequisite: MAT students only.]

EDUC 803 Master's Project II  This required seminar is offered in tandem with EDUC 801 and is only open to students enrolled in the MAT program. Offered as CR/NC only. (Staff, Spring)  [Prerequisite: MAT students only.]

EDUC 820 Graduate Seminar in Education Research  Students will explore educationally relevant research and practices through the course and produce a literature review addressing an area of focus. An outside faculty reader must be identified who will review the final literature review. This course is only open to students enrolled in the MAT program. (Staff, Spring, offered occasionally) [Prerequisite: MAT students only.]

EDUC 821 Education Foundations  Only open to students enrolled in the Masters of Arts in Teaching program, the course takes an interdisciplinary approach to critically examining the fundamental nature of American education. Students will draw on theoretical frameworks from education, history, sociology, public policy and philosophy to make critical inquiries into educational issues, such as multiculturalism, contemporary school reform, and equality of educational opportunity. Students will explore the interplay of various actors that inform educational experiences, such as children, policy makers, and families, as well as critically engaging `text and self' in relation to educational apparatuses. Ultimately, this course aims to provide pre-service teachers with a rich understanding of the sociopolitical context of schooling and education and the necessary analytical tools to support ethical and responsive teaching and research. (Berhanu, Spring, offered annually)  [Prerequisite: MAT students only.]

EDUC 850 Graduate in Education: Independent Study  This course provides MAT students with the opportunity to pursue in-depth study of a topic related to their professional interests in education under the guidance of a faculty advisor. In collaboration with the instructor, students identify a focus area and co-develop a plan of study at the beginning of the semester. Topics, readings, and assignments vary based on the selected area of inquiry and are designed to support independent exploration, critical reflection, and the application of theory to practice. (Staff, Spring)  [Prerequisite: MAT students only.]

EDUC 899 Graduate in Education: Internship  This course provides MAT students with a supervised internship experience designed to extend professional learning in applied educational settings. Students work with a faculty advisor to identify and secure an approved placement and complete a minimum of 150 hours. Internship experiences may include roles such as classroom teacher or substitute teacher, among others aligned with the candidate’s certification area and professional goals. Emphasis is placed on developing practical skills, gaining professional experience, and reflecting on practice in preparation for entry into the field. (Staff, Spring)  [Prerequisite: MAT students only.]