B.S. Adolescent Social Studies Education (Grades 7-12) and Students with Disabilities (All Grades)
The 120-credit dual certification Bachelor of Science program in Adolescence Education: Social Studies and Students with Disabilities prepares a new generation of social studies teachers to cultivate and enhance student success. This program equips candidates with the skills, knowledge and foundation to motivate middle and high school students at various skill levels to learn the fundamentals of history, economics, politics and culture. This program includes a minimum of 150 hours of field experiences in middle and high school, typically completed within required fieldwork. Candidates also complete supervised practice teaching in actual classrooms at two grade levels, allowing them to observe certified teachers, interact with students, and understand the adolescent mindset as it relates to understanding issues related to social issues. Candidates who successfully complete this bachelor's programs and pass all required NYS teacher certification exams will be eligible for two initial certifications when the BS is awarded. This program is jointly offered between the Teaching and Learning Department and the Social Sciences Department.
As a social studies education major, candidates learn how to help students in grades 7 to 12 gain knowledge of major historical eras; learn how governments work; how people organize their economies; the diversity of human cultures found around the world; and how people use natural and human resources. Social studies courses in this program examine significant economic, political, cultural and religious aspects of civilizations from the ancient period to the present. The scope is global, with a focus on the development of American democracy, of how diverse regions of the world have contributed to world history, and the growing interdependence of modern nations. Candidates are introduced to core issues found in the social science disciplines of anthropology, economics, geography, history, political science, and sociology. Key concepts include industrialization, nationalism, socialism, liberalism, imperialism, fascism, communism and globalization.
This program qualifies candidates to pursue two initial teaching certifications. In pursuing these two certifications, candidates examine theories of adolescent development, motivation, and learning for students who are in 7th to 12th grades. They master the skills needed to encourage students to learn new material and to take responsibility for themselves and one another. As candidates work toward these certifications, they gain an understanding and appreciation of the social sciences, their major area of study. Candidates also acquire techniques to assess and evaluate a child's intellectual and social development and learn the basic principles of classroom management for a diverse student population.
After candidates complete all degree requirements, successfully pass New York State licensure tests and have completed all required teacher certification workshops, they will apply for and be awarded Initial teaching certification by the New York State Department of Education (NYSED) in Adolescence Education: English (grades 7-12) and in Students with Disabilites, (All Grades).
Program Curriculum
| Course # | Course Name | Credits |
|
EDI 214 |
Historical, Philosophical and Sociological Foundation of Education |
3.00 |
|
PSY 111 |
Psychological Perspectives of Teaching and Learning |
3.00 |
|
EDI 219 |
Culturally Responsive-Sustainable Education |
3.00 |
|
EDI 216 |
Curriculum and Assessment for Preservice Teachers |
3.00 |
|
EDI 256 |
Literacy Acquisition for English Language Learners |
3.00 |
|
PSY 202 |
Psychology and Development of the Adolescent |
3.00 |
|
3.00 |
||
|
EDI 235 |
General Methods of Teaching Secondary Education |
3.00 |
|
EDS 275A |
Literacy Assessment and Instruction for Diverse Classroom Populations: Grades 5-12 |
3.00 |
|
EDS 600 |
Introduction to the Study of the Exceptional Child and Adolescent |
3.00 |
|
EDS 630 |
Curriculum Based Assessment and Instruction of Students with Mild Disabilities at the Elementary and Secondary Levels |
3.00 |
|
EDS 631 |
Curriculum Based Assessment/Instruction of Severe SWD at the Elementary and Secondary Levels |
3.00 |
|
EDI 235D |
Methods and Materials in Teaching a Specific Subject in Grades 7-12 Social Studies |
3.00 |
|
EDS 632 |
Instruction and Classroom Management for Children with Emotional and Behavioral Problems |
3.00 |
|
EDI 238A |
Supervised Student Teaching in Adolescence Education: Grades 7-12 |
3.00 |
|
EDS 713 |
Supervised Student Teaching and Seminar in Special Education |
3.00 |
|
Institutional Learning Outcome (ILO) |
Courses |
|
ILO 1: Creative and Reflective Capacities (3 credits) Openness to new ideas, integrative and reflective thinking, investigation, and synthesis of existing knowledge as a way of creating, appreciating, and reflecting on original, innovative work grounded in scientific, humanistic, historical, and/or aesthetic disciplinary knowledge. |
ART 101: Introduction to Art ART 105: Introduction to Beginning Drawing ART 106: 3D Visualization and Production ART 131: Pottery and Ceramic Sculpture I CIN/FIL 109: Screenwriting II CIN 111: History of World Cinema CMA 109: Media Arts and Technology DNC 108: History of Dance ENG 167: Creativity and Nature ENG 182: Introduction to Creative Writing ENG 183: Creative Non-Fiction JOU 110: Journalism, Media and You MA 109: Media Arts and Technology MUS 101: Introduction to Musical Concepts MUS 102: Music Fundamentals MUS 110: Introduction to World Music PHI 172: Philosophy and the Mind SPE/ORC 105: Public Speaking THE 100: Introduction to Drama THE 111: The Art of Theatre THE 143: Shakespeare in Performance THE 193: Theatre Research/Performance |
|
ILO 2: Historical and Intercultural Awareness (6 credits) Recognition of oneself as a member of a global community consisting of diverse cultures with unique histories and geographies. |
History HIS 100: American Civilization to 1877 HIS 101: Perspectives on Premodern World History HIS 102: Perspectives on Modern World History HIS 108: American Civilization since 1877 Intercultural Awareness ANT #: Any Anthropology Course ART 104: Introduction to Visual Arts CIN 105: The Art of Documentary ENG 115: Global Literatures ENG 132: Shakespeare ENG 158: American Literature FRE 111: Introduction to French I FRE 112: Introduction to French II GGR 102: Geography and the Global Citizen HIS 144: Topics in Asian History HIS 157: Topics in Latin American History ITL 111: Introduction to Italian I ITL 112: Introduction to Italian II MUS 103: Music in Western Civilization MUS 146: History of Hip Hop MUS 147: History of Rock Music MUS 159: History of Country Music PHI 170: Philosophies of Love and Sex POL 150: International Relations POL 161: Introduction to Comparative Politics SPA 111: Introduction to Spanish I SPA 112: Introduction to Spanish II SOC 103: Gender and Sexual Diversity SOC 135: Global Cultures SOC 165: Culture and Society SOC 103: Gender and Sexual Diversity SOC 165: Culture and Society SPE 100: Oral Communication THE 142: Modern Theatre History |
|
ILO 3: Quantitative and Scientific Reasoning (7-8 credits) Competence in interpreting numerical and scientific data in order to draw conclusions, construct meaningful arguments, solve problems, and gain a better understanding of complex issues within a discipline or in everyday contexts. |
Scientific Reasoning AST 109/109A: Introductory Astronomy I AST 110/110A: Introductory Astronomy II BIO 120/120L: General Biology I BIO 124/124L: Foundations of Biology I BIO 125/125L: The Science of Sustainability BIO 126/126L: DNA and Human Life BIO 137/137L: Human Anatomy and Physiology I CHM 101/101L: Chemistry for Health Science I CHM 103/103L: Principles of Chemistry I ERS 101/101L: Weather and Climate ERS 102/102L: Planet Earth ERS 103/103L: Oceanography ERS 125/125L: Environmental Sustainability Science FSC 100/100L: Introduction to Forensic Chemistry PHY 103: University Physics I PHY 104: University Physics II PHY 120/120L: The Physical Universe PHY 127/127L: Physics for Pharmacy PHY 131/131L: General Physics I PHY 131/131L: College Physics I PHY 132/132L: General Physic II PHY 132/132L: College Physics II Quantitative Reasoning MTH #: Any Mathematics Course |
|
ILO 4: Oral and Written Communication (6 credits) Knowledge and skill in exchanging informed and well-reasoned ideas in effective and meaningful ways through a range of media to promote full understanding for various purposes, among different audiences and in a variety of contexts and disciplines. |
Written Communication ENG 110: Writing I – Composition and Analysis ENG 111: Writing II – Research and Argumentation |
|
ILO 5: Information and Technological Literacies (3 credits) Ability to use information and communication technologies to find, evaluate, create, and effectively and responsibly use and share that information, requiring both cognitive and technical skills. |
CGPH 126: Web Design for Everyone EDI 100: Contemporary Issues in Education ENG 148: Ideas and Themes n Literature ENG 173: Writing in the Community ENG 175: Writing in the Professions ENG 178: Writing in the Sciences HIS 107: Engaging the Past HIS 190: Research Problems in History POL 100: Research Problems in Political Science SOC 102: Social Problems SOC 148: Medical Sociology SOC 148: Sociology of Health and Illness |
|
ILO 6: Critical Inquiry and Analysis (3 credits) Reflective assessment and critique of evidence, applying theory, and practicing discernment in the analysis of existing ideas and in the production of new knowledge across a broad array of fields or disciplines. |
ENG 103: Grammar and the Structure of English ENG 112: World Literatures I ENG 113: World Literatures II ENG 140: Introduction to Literature ENG 180: Literary Genres FRE 100: French Cinema GGR 101: The Geography of Sustainable Development HIS 104: Topics in American History HIS 120: Topics in Medieval History HIS 164: History of Gender and Sexuality HIS 167: History of Science and Technology PHI 100: Beginning Philosophy PHI 163: Philosophy of Art PHI 179: Social and Political Philosophy POL 147: Political Psychology POL 156: Diplomacy and Negotiation PSY 103: General Psychology PSY 111: Psychological Perspectives on Teaching and Learning SOC 100: Introduction to Sociology SOC 112: Gender, Race and Ethnicity SOC 126: Sociology of Gender SOC 161: Sociology of Sport |
|
ILO 7: Ethical Reasoning and Civic Engagement (3 credits) Evaluation of ethical issues in conduct and thinking, development of ethical self-awareness, consideration of various perspectives, and responsible and humane engagement in local and global communities. |
ART 177: High Impact Art CIN/FIL 103: Major Forces in the Cinema ECO 101: Microeconomics ECO 102: Macroeconomics ENG 150: Empathy and Literature HIS 116: History of Race and Society HIS 158: History of Politics and Power PHI 105: Bioethics PHI 113: Philosophy and Film PHY 178: Ethics and Society POL 101: Introduction to Political Science POL 102: Introduction to American Politics POL 123: Political Parties and Public Opinion SOC 108: Sociology of Youth SOC 109: Social Movements and Change SOC 110: Human Rights and Social Justice SOC 119: Sociology of the Family SOC 122: American Social Problems/Global Context SPA 105: The Hispanic World |
Courses
EDI 214 Historical, Philosophical and Sociological Foundations of Education
The analyses of major movements, educational legislation, institutions, men, women and thoughts in education are considered in regard to current trend. Emphasis is on the implications of the analyses for modern educational principles and practices.
Credits: 3
Every Fall and Spring
EDI 216A Curriculum and Assessment for Pre- service Teachers
This course provides teacher education majors with a knowledge base in the development of the K- 12 curriculum and with modes of authentic assessment (portfolio and performance) that help students evaluate their academic progress. Emphasis is placed on the conceptual foundations and development of curriculum, efforts to reform and re-conceptualize the curriculum, external influences on the process of curriculum change, and the role of the teacher in curriculum development and student assessment.
Credits: 3
Every Fall and Spring
PSY 202 Adolescent & Child Psychology
This course examines various aspects of early adolescent and adolescent development, including cognition, social relationships, stress, self-esteem, and political and moral development. Considerable attention is given to race, gender, ethnicity, the early adolescent with special needs, and the at-risk student.
A pre requisite of EDI 15A or PSY 98 is required. Credits: 3
Every Spring
EDI 219 Culturally Responsive-Sustaining (CR-S) Education
In alignment with the New York State CR-S Education Framework, this course offers a cultural view of learning and human development in which multiple expressions of diversity (e.g., race, social class, gender, language, sexual orientation, nationality, religion, ability)are recognized and regarded as assets for teaching and learning.
Through an equity and inclusion lens that elevates historically marginalized voices, students will examine a complex system of biases and structural inequities; explore the relationship between historical and contemporary conditions of inequality and ideas that shape access, participation, and outcomes for learners and communities; and developing socio-politically conscious and socio-culturally responsive approaches to all facets of education.
Every Fall and Spring
A pre requisite of EDI 14 is required. Credits: 3
EDI 235 General Methods of Teaching Secondary Education
This course considers the objectives, scope, and programs of adolescent education are in terms of the classroom teacher's commitment and responsibilities. This course is taken concurrently with the section of EDU 35 relating to the student's area of content specialization as listed. Prerequisites of EDI 14, 16A, PSY 98 or EDI 15A and EDS 45 are required.
Pre or corequisite of EDI 19. Credits: 3
EDI 235D Methods and Materials in Teaching a Specific Subject in Grades 7-12 Social Studies
This course considers the principles and techniques of adolescent education. The middle and high school curricula are examined and their continuing development studied and appraised in relation to current needs and practices. Use of technology as it relates to teaching and learning will be examined. This course will require a writing component. Twenty hours of fieldwork will be required. This course is typically taken concurrently with EDU 35 and is differentiated according to the student's field of specialization.
Prerequisite of EDI 14, 16A, EDS 45; PSY 98 or EDI 15A are required.
Pre or corequisite of EDI 35. Credits: 3
EDI 238A Supervised Student Teaching in Adolescence Education (Grades 7-12)
Students preparing to qualify as Adolescent school teachers are supervised during a student teaching experience in selected private and public secondary schools. Student teachers are expected to apply constructivist theories of teaching and learning in the classroom. Teaching portfolios include evidence of accomplishment as reflective practitioners across INTASC standards of teaching performance.
Professional collaboration with cooperating teachers, colleagues, and university supervisor is encouraged throughout the experience. A weekly seminar provides a forum for critical analysis of teaching that employs self-assessment and peer review with the university supervisor. A minimum of 360 hours is required, which includes teaching, observation, and participation in staff and school activities.
Credits: 3
Every Fall and Spring
EDI 256 Literacy Acquisition for English Language Learners
This course provides a theoretical and practical background into the issues related to the development of reading and writing for ENL and bilingual children. With focus on: the transfer of reading skills from a native to a second language; the social, cultural and socioeconomic dimensions of literacy; research on children's first and second language literacy acquisition in the settings of home, community and in schools; bilingualism and biliteracy; teaching literacy to ENL learners of diverse ages and linguistic, ethnic, cultural and socioeconomic backgrounds; and developing advanced literacy through academic content areas. The course will also study the teaching of poetry because poetry, with its musical nature, has been shown to be one of the best tools for teaching literacy to linguistically diverse children.
Credits: 3
Every Fall and Spring
EDS 245 Teaching Students with Disabilities in Inclusive Classrooms
This course introduces students to each of the 13 special education classifications as defined by the Individuals with Disabilities Education Act, addressing each disability category will be addressed with evidence-based interventions to be implemented within inclusive placements. The referral and evaluation process will be addressed along with the development of Individualized Family Service Plans and Individualized Education Programs. Specific attention will be given to positive behavior supports and interventions and strategies for collaborating with professionals and for developing systems that foster family engagement.
Credits: 3
Every Fall and Spring
EDS 275A Literacy Assessment and Instruction for Diverse Classroom Populations Grades 5-12
This course connects reading research and best practice for practical classroom application. Specifically, students will engage in discussions and assignments concerning assessment techniques that determine effective instructional strategies to develop and strengthen the literacy needs of the adolescent learner. Significant issues concerning literacy across the curriculum will be highlighted. Text reading and assignments involve approaches, experiences, techniques and materials relevant to broadening literacy skills of the adolescent learner. Credits: 3 Every Fall
EDS 600 Introduction to the Study of the Exceptional Child and Adolescent
A basic introduction to exceptionality. A consideration of emotional, neurological, and physically based etiologies as they relate to exceptionality. Specific reference will be given to an overview of disability and impairment and to a system of classification and criteria of classification.
Credits: 3
Every Fall and Spring
EDS 630 Curr-based Assess and Instr of Students with Mild Disabilities at the Elementary and Secondary Level
The course will examine the complexity of the issues inherent in the teaching learning process with particular reference to students with mild disabilities in inclusive settings. The instructional dimensions that create the conditions of failure for students with learning problems will be characterized. A framework and practical strategies for the use of assessment procedures that focus on effective instructional planning and can reverse the cycle of failure for students with mild disabilities will be emphasized. An assessment model that generates information for the design of an instructional program and provides for the continuous monitoring of student progress in academic areas (such as reading, writing and math) and in content areas (such as social studies and science), will be outlined. Effective instructional strategies and elements of teaching practice that support the learning and growth of students with mild disabilities will also be addressed. The course also includes 15 hours of field observation.
Class may be offered in summer on occasion. Prerequisite or Co-requisite of EDS 600 is required Credits: 3
Every Fall and Spring
EDS 631 Curr-based Assessment/Instruction of Severe SWD at the Elementary and Secondary Levels
This course focuses on methodologies of: (1) assessment; (2) curriculum development; 3) individualized educational planning; and (4) instructional programming for children with severe developmental disabilities aged 6-12. Emphasis will be given to curriculum-based assessment as it relates to instructional planning. Assistive technology to support the learning process will be addressed.
Accommodations to facilitate the successful inclusion of students with severe disabilities in general education classrooms will also be reviewed. Attention will be directed toward developing skill in task analysis, IEP preparation, and lesson planning. Case presentations will be utilized to highlight team building and interdisciplinary collaboration in educating children with severe disabilities. The course also includes 15 hours of field observation.
Field experiences are required.
Class may be offered in summer on occasion. Prerequisite or Co-requisite of EDS 600 is required Credits: 3
Every Fall and Spring
EDS 632 Instr & Classroom Manage for Children and Adolescents with Emotional and Behavior Problems
Focus in this course will be on program development which will include prescriptive remediation based on diagnostic assessment. A consideration of instructional techniques and resources will be of central focus. Fundamental skills in classroom management and in dealing with maladaptive behavior in both inclusive and non- inclusive educational settings will also be surveyed. The course also includes 10 hours of field observation.
Class may be offered in summer occasionally. Prerequisite or Co-requisite of EDS 600 is required Credits: 3
Every Fall and Spring
EDS 713 Supervised Student Teaching and Seminar in Special Education
Student Teaching in Special Education will require the student to spend a minimum of 175 hours working with students with disabilities at the childhood level in school settings. Student teaching will occur with ongoing supervision of a school based cooperating teacher (certified in special education), along with supervision by a member of the faculty. A weekly seminar will also be required in Special Education and Literacy which the student teaching experience will be discussed, along with current issues addressing preparation to enter into the profession.
Credits: 3
Every Fall and Spring
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