Professors

Arthur N. Applebee, Ph.D.
University of London

Audrey B. Champagne, Ph.D.
University of Pittsburgh

Judith A. Langer, Ph.D.
Hofstra University

Associate Professors

Robert Bangert-Drowns, Ph.D.
University of Michigan

Theodore A. Bredderman, Ph.D.
Cornell University

Vicky L. Kouba, Ph.D.
University of Wisconsin, Madison

Richard L. Light, Ph.D.
Georgetown University

Sandra Mathison, Ph.D.
University of Illinois, Urbana-Champaign

Carla J. Meskill, Ed.D.
Brown University

Karen P. Swan, Ed.D.
Columbia University

Assistant Professors

Jane M. Agee, Ph.D.
University of Georgia

Joseph Bowman, Jr., Ed.D.
Columbia University

Teacher Education in the Academy for Initial Teacher Preparation

Undergraduate students who wish to be certified to teach English, Foreign Language, Mathematics, Science, and Social Studies through the approved University at Albany program must:

1. Complete the specific major academic requirements for Teacher Education students. (Please consult the current bulletin for information concerning the major.)

   Advisement for undergraduates seeking certification is given through the undergraduate major department, for declared majors, or The Advisement Services Center/Undergraduate Studies (ULB- 36), 518-442-3960 for undeclared majors.

   Specific information concerning education courses required for certification is available from the Academy for Initial Teacher Preparation.

2. Students must be admitted to the Teacher Education Program by the School of Education.

   Because of the increased requirements to meet New York State certification that were instituted on 2 September, 1993, undergraduate students seeking New York State certification should consider completing their undergraduate academic degrees before beginning professional study in education. The School of Education offers a graduate program leading to provisional certification. This program is described in the University at Albany's Graduate Bulletin.

NOTE: The University at Albany does NOT offer certification programs in elementary teaching or in any subjects not indicated above.

Admission Procedures

Admission to the University does not ensure that undergraduates interested in teaching will be admitted to the provisional certification program.

Application for admission to the Provisional Certificate Program must be filed with the Academy for Initial Teacher Preparation second semester of the sophomore year. Applications must include transcripts from all colleges and universities (including University at Albany, SUNY) through the most recent semester as well as a copy of the high school transcript. Applications are available in the School of Education, ED-B8. It is recommended that students apply formally no later than the completion of 56 graduation credits (beginning junior status) in order to be guaranteed a student teaching placement for the senior year.

Admission to the Undergraduate Provisional Certification Program is competitive and is based on evidence of commitment to a career in teaching, letters of recommendation, academic attainment (including overall GPA), preparation in the major field (including GPA in the major), as well as any unique attributes the applicant will bring to teaching. Applicants may be asked to schedule interviews. A student must have a minimum grade point average of a 2.50 or higher overall in the major and all education courses taken. It is important that a student present minimally four courses in the major. The student's acceptance may not be finalized if proficiency in the major subject area is not evident.

Certification Requirements

Course work requirements at the time of the printing if this bulletin are:

1. Six credits in Foundations in Education selected from the following:

   E Est 300 Social Foundations (3 cr.); E Psy 200 Intro. to the Psychological Process of Schooling (3 cr.); E Psy 400 Instructional Psychology (3 cr.); E Psy 420 Child and Adolescent Development (3 cr.)

2. E Tap 402 Practical Dilemmas (3 cr.)

3. Appropriate Methodology course (3 cr.):

   Teaching of Secondary School English-E Tap 411; Foreign Language-E Tap 412; Social Studies-E Tap 413; Science-E Tap 414; Mathematics-E Tap 415.

4. Appropriate Student Teaching I course (3 cr.):

   Undergraduate Student Teaching I-English-E Tap 461; Foreign Language-E Tap 462; Social Studies-E Tap 463; Science-E Tap 464; Mathematics-E Tap 465.

5. Appropriate Student Teaching II course (9 cr.):

   Undergraduate Student Teaching II-English E Tap 471; Foreign Language-E Tap 472; Social Studies-E Tap 473; Science-E Tap 474; Mathematics-E Tap 475.

Student Teaching I is normally taken in the fall semester, and Student Teaching II is normally taken in the spring semester of the senior year. While student teaching, students are discouraged from taking course work. Students enrolled in Student Teaching II are required to spend a full-day, every day, in the schools. However, they may enroll for a fourth-quarter class. E Tap 402 Practical Dilemmas 3 cr. And E Est 300 Social Foundations 3 cr. will be offered as fourth-quarter classes.

In addition, students will be required to perform successfully on teacher certification tests set by the State of New York, and demonstrate proficiency in a language other than English.

Details about the fees involved and the forms required to apply for New York State certification may be obtained from the Registrar's Office (CC B25) or the Graduate Admissions Office (AD-152). In order to obtain certification, candidates must be United States citizens or have made formal declaration of intent to become a citizen.

Admission to Student Teaching I and II

The Director of The Academy for Initial Teacher Preparation tries to place applicants in schools where they can perform most effectively. This requires close attention to the academic preparation and personality of applicants, as well as to their preference for grade levels and type of school. Housing and transportation during student teaching are the responsibility of the student.

Courses in Educational Theory and Practice

E Tap 233L Landmarks in Literacy (3)
Meets General Education: HA
An examination of the phenomenon of literacy and its cultural settings and consequences from the time of the first writing systems to the present day. Emphasis on the social, religious, psychological, and philosophical issues surrounding literacy and its teaching and learning.

E Tap 305 Directed Activities in Teaching (3)
Theoretical basis and systematic analysis of major variables in secondary school teaching and learning; e.g., learner characteristics, instructional strategies, etc. The course offers students a pre-student teaching experience as a teacher's aide. Requires one-half day per week of on-site participation in a local school in addition to an on-campus seminar. May be repeated for up to 6 credits. Prerequisite(s): acceptance in teacher education program and permission of instructor.

E Tap 402 Social Concerns in Schools (3)
Analysis of the complex social issues of drug abuse, child abuse, teenage depression and suicide, teenage pregnancy and HIV/AIDS. Designed for prospective teachers to develop their skills and understanding of classroom concerns.

E Tap 455 Educational Television: Production and Direction (3)
Techniques involved in the production of educational television programs. Prerequisite(s): senior class standing and consent of department.

E Tap 487 Institute in Education (2-9)
A special program, not part of the pattern of regular offerings, designed to meet particular nonrecurring needs. Available for department use and subject to department approval.

E Tap 497 Independent Study in Teacher Education (2-6)
Independent reading, study, and research in teacher education. Prerequisite(s): senior class standing and consent of Department of Educational Theory and Practice.

English Education

E Tap 421 Instructional Materials and Design: English Education (3)
Analysis of textual and other instructional materials within English, classification of materials according to instructional strategies, production of supplemental materials for meeting specific teaching situations. Prerequisite(s): senior class standing.

E Tap 461 Undergraduate Student Teaching I: English (3)
Field-centered practicum. Combines theory and practice with reflection. Provides a team-teaching based, supervised student teaching experience. Must be taken concurrently with appropriate methods course. Requires one-half day per week for school visits for the first 8 weeks, then 5 mornings per week (participation in 2-3 school courses) for the last 8 weeks. Prerequisite(s): admission to Basic Classroom Teaching Program; maintenance of major and overall GPA; and prior registration with the Director of Professional Development and Field Experience. S/U graded.

E Tap 471 Student Teaching II: English (9)
Field-centered, student teaching practicum in secondary school setting at a grade level different from Student Teaching I. Normally requires 8 weeks of full-time work in the schools. Prerequisite(s): acceptance into the teacher education program; successful completion of Student Teaching I; maintenance of major and overall GPA and GPA in all education courses; and prior registration with the Director of Professional Development and Field Experience. S/U graded.

Foreign Language Education

E Tap 422 Instructional Materials and Design: Foreign Language Education (3)
Analysis of textual and other instructional materials within a foreign language, classification of materials according to instructional strategies, production of supplemental materials for meeting specific teaching situations. Prerequisite(s): senior class standing.

E Tap 462 Undergraduate Student Teaching I: Foreign Language (3)
Field-centered practicum. Combines theory and practice with reflection. Provides a team-teaching based, supervised student teaching experience. Must be taken concurrently with appropriate methods course. Requires one-half day per week for school visits for the first 8 weeks, then 5 mornings per week (participation in 2-3 school courses) for the last 8 weeks. Prerequisite(s): admission to Basic Classroom Teaching Program; maintenance of major and overall GPA; and prior registration with the Director of Professional Development and Field Experience. S/U graded.

E Tap 472 Student Teaching II: Foreign Language (9)
Field-centered, student teaching practicum in secondary school setting at a grade level different from Student Teaching I. Normally requires 8 weeks of full-time work in the schools. Prerequisite(s): acceptance in the teacher education program; successful completion of Student Teaching I; maintenance of appropriate GPA overall, in major and in education courses; and prior registration with the Director of Professional Development and Field Experience. S/U graded.

Mathematics Education

E Tap 425 Instructional Materials and Design: Mathematics Education (3)
Analysis of textual and other instructional materials in mathematics, classification of materials according to instructional strategies, production of supplemental materials for meeting specific teaching situations. Prerequisite(s): senior class standing.

E Tap 465 Undergraduate Student Teaching I: Mathematics (9)
Field-centered practicum. Combines theory and practice with reflection. Provides a team-teaching based, supervised student teaching experience. Must be taken concurrently with appropriate methods course. Requires one-half day per week for school visits for the first 8 weeks, then 5 mornings per week (participation in 2-3 school courses) for the last 8 weeks. Prerequisite(s): admission to Basic Classroom Teaching Program; maintenance of major and overall GPA; and prior registration with the Director of Professional Development and Field Experience. S/U graded.

E Tap 475 Student Teaching II: Mathematics (9)
Field-centered, student teaching practicum in secondary school setting at a grade level different from Student Teaching I. Normally requires 8 weeks of full-time work in the schools. Prerequisite(s): acceptance into the teacher education program; successful completion of Student Teaching I; maintenance of major and overall GPA and GPA in all education courses; and prior registration with the Director of Student Teaching. S/U graded.

Science Education

E Tap 424 Instructional Materials and Design: Science Education (3)
Analysis of textual and other instructional materials in science education, classification of materials according to instructional strategies, production of supplemental materials for meeting specific teaching situations. Prerequisite(s): senior class standing.

E Tap 464 Undergraduate Student Teaching I: Science (3)
Field-centered practicum. Combines theory and practice with reflection. Provides a team-teaching based, supervised student teaching experience. Must be taken concurrently with appropriate methods course. Requires one-half day per week for school visits for the first 8 weeks, then 5 mornings per week (participation in 2-3 school courses) for the last 8 weeks. Prerequisite(s): admission to Basic Classroom Teaching Program; maintenance of major and overall GPA; and prior registration with the Director of Professional Development and Field Experience.

E Tap 474 Student Teaching II: Science (9)
Field-centered, student teaching practicum in secondary school setting at a grade level different from Student Teaching I. Normally requires 11 weeks of full-time work in the schools. Prerequisite(s): acceptance into the teacher education program; successful completion of Student Teaching I; maintenance of major and overall GPA and GPA in all education courses; and prior registration with the Director of Professional Development and Field Experience. S/U graded.

Social Studies Education

E Tap 423 Instructional Materials and Design: Social Studies Education (3)
Analysis of textual and other instructional materials within social studies, classification of materials according to instructional strategies, production of supplemental materials for meeting specific teaching situations. Prerequisite(s): senior class standing.

E Tap 463 Undergraduate Student Teaching I: Social Studies (3)
Field-centered practicum. Combines theory and practice with reflection. Provides a team-teaching based, supervised student teaching experience. Must be taken concurrently with appropriate methods course. Requires one-half day per week for school visits for the first 8 weeks, then 5 mornings per week (participation in 2-3 school courses) for the last 8 weeks. Prerequisite(s): admission to Basic Classroom Teaching Program; maintenance of major and overall GPA; and prior registration with the Director of Professional Development and Field Experience. S/U graded.

E Tap 473 Student Teaching II: Social Studies (9)
Field-centered, student teaching practicum in secondary school setting at a grade level different from Student Teaching I. Normally requires 8 weeks of full-time work in the schools. Prerequisite(s): acceptance into the teacher education program; successful completion of Student Teaching I; maintenance of major and overall GPA and GPA in all education courses; and prior registration with the Director of Professional Development and Field Experience.

Professors

Donald A. Biggs, Ed.D.
University of California, Los Angeles

Monroe A. Bruch, Ph.D.
University of Missouri, Columbia

Myrna L. Friedlander, Ph.D.
Ohio State University

Richard F. Haase, Ph.D.
Colorado State University

Susan D. Phillips, Ph.D.
Columbia University

Associate Professors

David L. Blustein, Ph.D.
Columbia University

Michael V. Ellis, Ph.D.
Ohio State University

Sheldon A. Grand, Ph.D.
University of Buffalo

Marilyn Stern, Ph.D.
State University of New York at Buffalo

Assistant Professor

Azara L. Santiago-Rivera, Ph.D.
Wayne State University

Courses in Counseling Psychology

E Cpy 204 Principles of Career and Life Planning (3)
Review of theories of decision-making career development, occupational choice, and job satisfaction. Additional topics: vocational measurement and assessment, evaluation and use of occupational information, and strategies of life-span planning. Some sections restricted to freshmen and sophomores only.

E Cpy 301 Methods in Peer Helping I (2)
Introduction to the counseling theories and skills used in a variety of helping roles. Opportunities to develop basic relationships and communication skills. Case studies that examine motivational variables in helping activities. Prerequisite(s): A Psy 101M and permission of instructor. A-E graded.

E Cpy 302 Methods in Peer Helping II (2)
Group activities for greater understanding of interpersonal skills. Interpersonal skill development and understanding of relevant theoretical concepts. Optional individual research projects. Prerequisite(s): E Cpy 301 and permission of instructor. A-E graded.

E Cpy 303 Methods in Peer Helping III (2)
Theories and research concerning young adult development. Practice with both individual and group helping skills. Research projects related to young adult development. Prerequisite(s): E Cpy 301, E Cpy 302 and permission of instructor. A-E graded.

E Cpy 311 Helping Skills in Human Services: Sexuality and Young Adults (3)
Introduction to the major theories and research regarding human sexuality and young adults. Opportunities are provided for students to develop helping skills in the area of human sexuality. Prerequisite(s): A Psy 101M and permission of instructor

E Cpy 400 Theory and Practice in Peer Counseling and Education I (3)
Introduction to the basic principles of peer counseling and peer education. Includes development of communication skills, workshop preparation and presentation, and knowledge about issues such as alcohol and substance abuse, rape and sexual assault and other topics of concern to college students adjustment and development. Also includes basic working knowledge of crisis intervention techniques. Prerequisite(s): introduction to psychology or social welfare.

E Cpy 401 Theory and Practice in Peer Counseling and Education II (3)
This is the second course in the Peer Counseling/Education sequence. Emphasis is on skill development through practice and supervision. Prerequisite(s): E Cpy 400.

E Cpy 421 Introduction to Counseling Psychology (3)
The history, philosophy, and organization of counseling psychology both as an academic discipline and as a helping profession are explored. Emphasizes understanding of personal, academic, and professional aspects of counseling psychology in the context of modern economic and social influences. For the student considering a career in the helping professions. Prerequisite(s): A Psy 101.

E Cpy 462 Psychology of Disability (3)
Study of the psychological aspects of disability. Emphasizes physical disability, but also includes other disabling conditions. Topics include reactions to disability, adjustment to disability, rehabilitation approaches, community resources and affirmative action policies. Prerequisite(s): A Psy 101 or its equivalent.

E Cpy 497 Independent Study (3-6)
Designed to meet needs of undergraduate students who possess interest in counseling or counseling psychology and plan for graduate education. Prerequisite(s): junior or senior class standing and permission of instructor.

Distinguished Service Professor

Douglas M. Windham, Ph.D.
Florida State University

Professors

M. I. Berger, Ph.D. (Collins Fellow)
Columbia University

Sanford H. Levine, J.D.
Syracuse University

Daniel C. Levy, Ph.D.
University of North Carolina, Chapel Hill

Linda J. Nicholson, Ph.D.
Brandeis University

Cornelius V. Robbins, Ed.D.
University of Pennsylvania

Associate Professors

Anthony M. Cresswell, Ed.D.
Columbia University

Frederick L. Dembowski, Ed.D.
University of Rochester

Assistant Professors

Gordon S. Purrington, Ph.D.
Cornell University

Kathryn S. Schiller, Ph.D.
University of Chicago

Gilbert A. Valverde, Ph.D.
University of Chicago

Sandra M. Vergari, Ph.D.
Michigan State University

Courses in Educational Administration and Policy Studies

E Psy 360 Behavior Problems in the Classroom (3)
Practical techniques and materials for handling the child who has some degree of learning and/or emotional and/or social problems in the "regular" classroom and in other group settings. Prerequisite(s): junior or senior class standing.

E Psy 400 Instructional Psychology (3)
Intensive investigation of theories and research in learning and motivation as they apply to classroom instruction. Prerequisite(s): junior or senior class standing.

E Psy 420 Child and Adolescent Development (3)
Theory and research in social, emotional, physical, and intellectual development and its application to instruction. Emphasis on the late childhood through middle adolescence. Prerequisite(s): junior or senior class standing.

E Psy 440 Evaluation (3)
Evaluation considered as a process beginning with the planning stage. Provides experiences to develop competencies (e.g., writing objectives, choosing appropriate means of evaluation, constructing test items, analyzing data). Discussion of related issues (e.g., testing for mastery, uses of standardized tests, accountability, grading practices). Prerequisite(s): junior or senior class standing.

E Psy 441 Social Issues in Testing (3)
Social issues related to the use of tests for critical employment, admissions, and competency decisions. Considers legal, ethical, and psychometric aspects of such issues as test bias, open admissions, privacy, and truth-in-testing. Prerequisite(s): junior or senior class standing.

E Psy 460 Psychology and Education of Exceptional Children and Youth (3)
Various kinds of "exceptional" (e.g., mentally retarded, emotionally disturbed, neurologically dysfunctioning, vision or hearing deficient, gifted, learning disabled, physically handicapped); methods of recognizing and referring cases, use of school and community resources. Prerequisite(s): junior or senior class standing.

E Psy 480 Educational Psychology: Independent Study (3-6)
Designed to allow the student to learn how to conduct educational psychological research by participating as an assistant to a faculty member in an ongoing faculty project in areas such as children's learning, child development, special education, evaluation, etc. Regular meetings with faculty mentor are required. E Psy 480Z is the writing intensive version of E Psy 480. Prerequisite(s): junior or senior class standing and permission of instructor.

E Psy 480Z Educational Psychology: Independent Study (3-6)
Meets General Education: WI
E Psy 480Z is the writing intensive version of E Psy 480. Prerequisite(s): junior or senior class standing and permission of instructor.

Professors

Richard L. Allington, Ph.D.
Michigan State University

James T. Fleming, Ed.D. (Collins Fellow)
Harvard University

Peter H. Johnston, Ph.D.
University of Illinois, Urbana-Champaign

Sean A. Walmsley, Ed.D.
Harvard University

Associate Professors

James Collins, Ph.D.
University of California, Berkeley

Anne McGill-Franzen, Ph.D.
University at Albany

Rose-Marie Weber, Ph.D.
Cornell University

Assistant Professor

Virginia J. Goatley, Ph.D.
Michigan State University

Courses in Reading