E Est 120 Toleration (3)
Interdisciplinary study of the theory, practice, and problems of tolerance. Stressing the historical origins of, the theoretical justifications for, and the sociopolitical conditions conducive to tolerance as well as those factors impeding it. May not be offered during 1999-2000.

E Est 300 Social Foundations of Education (3)
Inquiry into educational policies, purposes, and ideas based upon the resources and insights of the humanities and the social sciences. Only one of E Est 300 and E Est 301 may be taken for credit. Prerequisite(s): junior or senior class standing.

E Est 301 Issues in American Education (3)
Study of the structure and function of American education in the light of contemporary problems. Only one of E Est 300 and E Est 301 may be taken for credit. Prerequisite(s): junior or senior class standing.

E Est 405 (= A Wss 405) Women in Education (3)
Study of women and education using sociological historical sources. The relationship of women to institutions of education and the new criticisms of the conventional roles of women in education. A research paper is required. Only one of E Est 405 and A Wss 405 may be taken for credit. Prerequisite(s): junior or senior class standing.

E Est 497 Independent Study in Educational and Social Thought (3-6)
Independent reading, study, and research in educational and social thought. Prerequisite(s): junior or senior class standing and consent of department.

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

Students who successfully complete their major department requirements and courses in the teacher education sequence will be eligible for New York State Provisional Certification in their content area.

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

I. Six credits in Foundations of Education. Students must take E Psy 420 Child and Adolescent Development (which also meets the NYSED requirement for drug education) and one other 3 credit course such as E Est 300, E Psy 200, E Psy 400.

II. One education elective to be approved by the adviser

III. 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.

IV. 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.

V. Students must meet the NYSED requirements for child abuse education. This requirement may be met by attending a non-credit, fee based workshop offered through E Tap. See adviser for details.

VI. 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.

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 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

Students who have been admitted to the Provisional Certification Program must apply for placement in Student Teaching I and II immediately on notification of admission. Students in junior year abroad programs must apply during the second semester of their sophomore year if they wish to be guaranteed a student teaching placement.

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 201 Exploring Teaching as a Profession (3)
Review and exploration of contemporary education with a major focus on the secondary school. Emphasis on concepts of schooling, changing role of teachers, restructuring schools and teaching as a career. Examine theories of teaching and learning for the purpose of challenging assumptions about today's schools and extending expectations concerning tomorrow's schools.

E Tap 233L Landmarks in Literacy (3)
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 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

Tap 411 The Teaching of Secondary School English (3)
Study of pedagogy and principles of instruction in an academic discipline, including strategies for creating productive learning environments for all students; design of lesson plans, construction evaluation procedures; analysis of content and analysis of psychological development in relation to content. Must be taken concurrently with Student Teaching I. Prerequisite(s): admission to undergraduate teaching program and to student teaching. S/U graded.

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 The Academy for Initial Teacher Preparation. 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 The Academy for Initial Teacher Preparation. S/U graded.

Foreign Language Education

E Tap 412 The Teaching of Secondary School Foreign Languages (3)
Study of pedagogy and principles of instruction in an academic discipline, including strategies for creating productive learning environments for all students; design of lesson plans, construction evaluation procedures; analysis of content and analysis of psychological development in relation to content. Must be taken concurrently with Student Teaching I. Prerequisite(s): admission to undergraduate teaching program and to student teaching.

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 The Academy for Initial Teacher Preparation. 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 The Academy for Initial Teacher Preparation. S/U graded.

Mathematics Education

E Tap 415 The Teaching of Secondary School Mathematics (3)
Study of pedagogy and principles of instruction in an academic discipline, including strategies for creating productive learning environments for all students; design of lesson plans, construction evaluation procedures; analysis of content and analysis of psychological development in relation to content. Must be taken concurrently with Student Teaching I. Prerequisite(s): admission to undergraduate teaching program and to student teaching. S/U graded.

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 The Academy for Initial Teacher Preparation. 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 414 The Teaching of Secondary School Science (3)
Study of pedagogy and principles of instruction in an academic discipline, including strategies for creating productive learning environments for all students; design of lesson plans, construction evaluation procedures; analysis of content and analysis of psychological development in relation to content. Must be taken concurrently with Student Teaching I. Prerequisite(s): admission to undergraduate teaching program and to student teaching.

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 The Academy for Initial Teacher Preparation.

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 The Academy for Initial Teacher Preparation. S/U graded.

Social Studies Education

E Tap 413 The Teaching of Secondary School Social Studies (3)
Study of pedagogy and principles of instruction in an academic discipline, including strategies for creating productive learning environments for all students; design of lesson plans, construction evaluation procedures; analysis of content and analysis of psychological development in relation to content. Must be taken concurrently with Student Teaching I. Prerequisite(s): admission to undergraduate teaching program and to student teaching.

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 The Academy for Initial Teacher Preparation. 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 The Academy for Initial Teacher Preparation. S/U graded.

E Cpy 120 The Psychology of Academic and Personal Effectiveness (3)
Examination and application of psychological theory and research in learning, memory, motivation, decision making, behavioral self- control, and young adult development with implications for academic performance and personal effectiveness. Open only to freshmen, and other students by permission of the department.

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 402 Theory and Practice in Peer Counseling and Peer Education III (3)
In this course, a companion to E Cpy 401a, b, and c, students will have the opportunity to practice peer counseling and peer education supervision skills through practical experiences which will occur on the Middle Earth hotline and in the Middle Earth outreach education service. Students will also participate in weekly supervision groups facilitated by instructional staff. A primary strength of this course is that learning takes place in the context of a campus service agency, allowing students the opportunity to apply skills they have learned. Prerequisite(s): E Cpy 400 and E Cpy 401.

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.

E Aps 470 Introduction to Law and Education (3)
Legal rights and responsibilities of professional personnel and students in K-12 American education, with an emphasis on constitutional principles. Topics include: public-private distinction, freedom of speech, free exercise of religion, academic freedom and tenure, and due process and equal protection guarantees.

E Psy 200 Introduction to the Psychological Process of Schooling (3)
Critical analysis of the psychological process of schooling. Interpretive survey of the literature and research in learning, motivation, development, and intelligence and their impact on American education and society. Observation and participation in school and community agencies are required. Two class periods. Two laboratory discussion periods. Intended for sophomores and juniors.

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 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)
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.

E Rdg 402 Reading in Secondary Schools (3)
Introduction to theory and practice of reading instruction in secondary schools. Examination of the contexts in which reading occurs, of the various philosophical approaches to secondary reading instruction, and of the major practices and procedures typically employed in reading instruction. Prerequisite(s): junior or senior class standing.

E Rdg 487Z Literature Thinking (3)
General Education: WI
This class is designed to strengthen the reading, writing and critical thinking skills of participants using a variety of challenging texts and rigorous writing exercises. Beginning with a discussion of folk tales and creation myths, the class will move through a variety of texts (including short fiction, novels, poetry, essays, journalism, and film) to examine how "story" addresses and expresses human experience. Throughout the semester the course examines why humans are drawn to narrative and why certain topics/themes appear repeatedly in stories of all cultures and periods. The course will also spend time thinking about the role of language in thinking and how language serves to limit expression.

E Spe 369 (formerly E Psy 369) Special Education for Students with Emotional and Behavioral Problems (3)
Presentation of theoretical positions, assessment techniques; planning procedures, and teaching methods relevant to students with emotional and behavioral disorders. Emphasizes current educational practice in the least restrictive environment. Prerequisite(s): junior or senior class standing.

E Spe 460 (formerly E Psy 460) Introduction to Human Exceptionality (3)
Characteristics of individuals whose cognitive, physical, or emotional development differs from typical individuals. Special education history and laws are discussed, as is the process leading to the development of individualized education plans and special education services. Selected strategies for students with special needs are also presented.