Education Minor * : Courses

CEP 400 Educational Psychology

Credits: 3
Semester(s): Fall, Spring, Summer
Type: LEC
Grading: Graded (A-F)
Covers psychological principles and research relevant to educational practice, human growth and development, the learning process, educational measurement, individual differences, and mental health in the schools.

CEP 401 Introduction to Counseling

Credits: 3
Semester(s): Fall, Spring, Summer
Type: LEC
Grading: Graded (A-F)
Provides an overview of the counseling professions. Covers history and origins, theoretical approaches to counseling and psychotherapy, techniques, group counseling, marriage and family counseling, grief counseling, and vocational counseling.

CEP 404 Introduction to the Rehabilitation of Substance Abuse and Addiction

Credits: 3
Semester(s): Spring
Type: LEC
Grading: Graded (A-F)
Introduces the field of rehabilitation counseling and its application to substance abuse and addiction. Examines the social, psychological, and biological bases of addiction; assessment, diagnosis, and treatment issues; and understanding of the functional limitations of substance addiction, especially as they relate to work and independent living.

CEP 453 Introduction to Rehabilitation

Credits: 3
Semester(s): (No information on typically offered semesters)
Type: LEC
Grading: Graded (A-F)
Explores basic history, concepts, and practices in the rehabilitation of persons with physical, mental, or emotional disabilities. Emphasizes modern vocational rehabilitation, and considers rehabilitation careers.

ELP 405 Sociology of Education

Credits: 3
Semester(s): Fall, Spring
Pre-requisite: LAI 350
Type: LEC
Grading: Graded (A-F)
Students examine and clarify a number of the important concepts and principles in terms of which core educational issues can be understood; e.g., intelligence and rationality, perception and bias, authority, and socialization. Students also explore common assumptions about knowledge, values, and human nature that underlie educational theories and practices. In addition, students examine the influence of diverse cultural perspectives, personal beliefs, and values on several essential aspects of teaching; e.g., an appreciation of distinctive learning styles, and the hidden curriculum.

LAI 205 Introduction to Child Development and Learning

Credits: 3
Semester(s): (No information on typically offered semesters)
Type: LEC
Grading: Graded (A-F)
Examines developmental milestones, needs, and characteristics of children from infancy through the early school years; including child-care play, personality, learning activities, and family relationships. Also discusses controversial areas of child rearing, and current trends.

LAI 350 Introduction to Education

Credits: 4
Semester(s): (No information on typically offered semesters)
Type: LEC
Grading: Graded (A-F)
Intended for students contemplating a career in education. Provides information and a forum for discussion of American education. Among the topics covered are a brief history of American education, the learning environment, teachers, diverse learners (ethnically, economically, and of differing abilities), classroom management, and issues facing all schools. In addition, students become generally familiar with the New York State Learning Standards. A group school visit is also a course component as are 20 supervised classroom contact hours.

LAI 414 Language, Cognition, and Writing

Credits: 3
Semester(s): (No information on typically offered semesters)
Type: LEC
Grading: Graded (A-F)
Begins with an overview of theory and research in cognitive strategies and sociocognitive views of reading, writing, speaking and listening processes. The course then describes an approach to the teaching of reading and writing called strategic literacy instruction. The focus throughout is on discovering ways to help struggling readers and writers:students usually referred to as "low performing","general", or "developmental;" students perceived as learning-disabled, resistant, at-risk, or lower-track;students in special education classes or in classes where special students are mainstreamed;or kids who are simply unmotivated. Evaluation includes a midterm report anda final project concerned with designing stategy-based literacy instruction.

LAI 416 Early Childhood Educational Theory and Practice

Credits: 3
Semester(s): (No information on typically offered semesters)
Type: LEC
Grading: Graded (A-F)
Undergraduate students explore their role as reflective teachers. Examines curriculum based on early childhood theories. Teaches methods of designing appropriate EC environments, and examines the teacher's role in documenting children's learning. Guides students toward active membership and involvement in professional organizations.

LAI 474 Teaching the Exceptional Learner

Credits: 3
Semester(s): (No information on typically offered semesters)
Type: SEM
Grading: Graded (A-F)
Aids in understanding diversity by preparing teachers to offer direct and indirect services to students within the full range of disabilities and special health-care needs in inclusive environments. Students are provided with techniques designed to enhance academic performance, classroom behavior, and social acceptance for students with disabilities and special needs. Students learn skills enabling them to (1) differentiate and individualize instruction for students with disabilities and special needs, (2) become familiar with instructional and assistive technologies, (3) implement multiple research-validated instructional strategies, (4) formally and informally assess learning of diverse students, (5) manage classroom behavior of students with disabilities and special needs, and (6) collaborate with others and resolve conflicts to educate students with disabilities and special needs.

LAI 490 Seminar and Practicum in Early Childhood Programs

Credits: 3
Semester(s): (No information on typically offered semesters)
Type: SEM
Grading: Graded (A-F)
Actively involves students, one morning or afternoon per week, in a preschool classroom experience at the Early Childhood Research Center. Offers students guided learning experience as teachers in a NAEYC accredited preschool multicultural setting. The weekly one-hour seminar provides the support needed by teachers in understanding and applying a constructive play curriculum, which fosters children's social, emotional, physical and cognitive development. Child observation and naturalistic assessment are major course components.

Updated: 13 Nov 2012 06:02:31 EST