Students interested in teaching as a profession should contact the Academy for Initial Teacher Preparation at 442-5144 to discuss their options.

The following undergraduate courses offered by the School of Education are considered liberal arts and sciences courses for the purpose of requirements for the B.A. and B.S. degrees: E Edu 275, 375; E Est 120, 300, 301, 497; E Psy 420, 460; E Tap 233L, 402, 455.

E Edu 275 (= A Rel 275) Social Morality & Citizenship Education in a Pluralistic Society (3)
This course discusses the concepts of citizens in a pluralistic society. It considers various historical, philosophical, and cultural perspectives on public virtues and the concept of the common good in the context of a pluralistic and democratic society. [DP]

E Edu 300A Independent Study (1-3)
Independent study with variable credit. Contingent upon the consent and willingness of instructor(s) to function as adviser(s) and the dean, School of Education, or designate(s). The credits may be apportioned in whole or in part as major credit, second field credit, or elective credit as appropriate and as determined by the student's major department. Prerequisite(s): junior or senior class standing. A-E Graded.

E Edu 300B Independent Study (1-3)
Independent study with variable credit. Contingent upon the consent and willingness of instructor(s) to function as adviser(s) and the dean, School of Education, or designate(s). The credits may be apportioned in whole or in part as major credit, second field credit, or elective credit as appropriate and as determined by the student's major department. Prerequisite(s): junior or senior class standing. S/U graded.

E Edu 301 Independent Study (4-6)
Independent study with variable credit designed to provide large blocks of time for independent study projects. Contingent upon the consent and willingness of instructor(s) to function as adviser(s), and the dean, School of Education or designate(s). The credits may be apportioned in whole or in part as major credit, second field credit, or elective credit as appropriate and as determined by the student's major department. Prerequisite(s): junior or senior class standing. S/U graded.

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 2002-2003.

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 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.

Professors

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

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

Judith A. Langer, Ph.D.
Hofstra University

Istvan Kesckes, Ph.D.
Hungarian Academy of Sciences

Associate Professors

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

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

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

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

Carla J. Meskill, Ed.D.
Brown University

Karen P. Swan, Ed.D.
Columbia University

Robert P. Yagelski, Ph.D.
Ohio State University

Assistant Professors

Miriam Rader-Roth, Ed.D.
Harvard University

Carol Rodgers, Ed.D.
Harvard University

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 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 402Q Child Abuse ID and Reporting (0)
This zero-credit, fee-based (a fee will be assessed) seminar satisfies the New York State Education Department requirement (for people seeking initial/provisional teacher certification) of two clock hours of coursework or training regarding the identification and reporting of suspected child abuse or maltreatment. It is conducted by a certified trainer, and involves instruction, readings, and an exam. The seminar is a "shared resources" seminar and is taught in conjunction with E Tap 502Q. Undergraduate students should register for E Tap 402Q. Graduate students should register for 502Q.

E Tap 426 Educational Computing I: Teaching and Utilization (3)
Introduction to the uses of computers in instruction and training. CAI, tools, programming. Emerging technologies. Current issues. Uses of computers as a research tool. Course combines lecture and hands-on use of computers. Graduate students should register for E Tap 526. Students may take either E Tap 426 or E Tap 526 for credit, but not both

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.

E 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 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.

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 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.

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 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.

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 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.

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 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.

Department of Educational and Counseling Psychology

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

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

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

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

Visiting Professors

Michele L. Speranza, Ph.D.
University at Albany

Assistant Professor

LaRae M. Jome, Ph.D.
University of Akron

Matthew P. Martens, Ph.D.
University of Missouri, Columbia

Marcia Josiah Moody, Ph.D.
University of Wisconsin — Madison

E Cpy 120 (= U Uni 100) 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.

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.

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.

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.

Professors

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

Deborah C. May, Ed.D.
Columbia University

Robert F. McMorris, Ph.D.
Syracuse University

Robert M. Pruzek, Ph.D.
University of Wisconsin

Frank A. Vellutino, Ph.D.
Catholic University

Associate Professors

Lynn M. Gelzheiser, Ed.D.
Columbia University

Deborah K. Kundert, Ph.D.
University of Wisconsin, Madison

Dianna L. Newman, Ph.D.
University of Nebraska-Lincoln

Joan Newman, Ph.D.
University at Albany

Kevin P. Quinn, Ph.D.
Northern Illinois University

Assistant Professors

Heidi G. Andrade, Ed.D.
Harvard University

David Dai, Ph.D.
Purdue University

Bruce T. Saddler, Ph.D.
University of Maryland

Zheng Yan, Ed.D.
Harvard University

Adjunct Professors

Michael S. Green, Ph.D.
Syracuse University

Visiting Professors

Frank Salamone, Psy.D.
University at Albany

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)
E Psy 480Z is the writing intensive version of E Psy 480. Prerequisite(s): junior or senior class standing and permission of instructor. [WI]

Faculty

Professors

Deborah C. May, Ed.D.
Columbia University

Associate Professors

Lynn M. Gelzheiser, Ed.D.
Columbia University

Kevin P. Quinn, Ph.D.
Northern Illinois University

Assistant Professors

Bruce T. Saddler. Ph.D.
University of Maryland

Coordinator of Training Programs

Jane Domaracki, Ph.D.
University at Albany

E Spe 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 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.

Professors

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

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

Alan P. Wagner, Ph.D.
University of Illinois at Urban-Champaign

Sean A. Walmsley, Ed.D.
Harvard University

Rose-Marie Weber, Ph.D.
Cornell University

Associate Professors

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

Assistant Professor

Cheryl Dozier, Ph.D.
University at Albany

Kai Lonnie Dunsmore, Ph.D.
Michigan State University

Mark Jury, Ph.D.
University of California, Berkeley

Margaret Sheehy
Ohio State University

Visiting Professor

Haley W. Jiron, M.Ed. University of Vermont

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. May not be offered during 2002-2003.

E Rdg 487Z Literature Thinking (3)
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. [WI]

Distinguished Professors

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

Professors

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

Hal Lawson, Ph.D.
University of Michigan

Sanford H. Levine, J.D.
Syracuse University

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

Associate Professors

Anthony M. Cresswell, Ed.D.
Columbia University

Ray O'Connell Ed.D.
University at Albany

Heinz-Dieter Meyer, Ph.D.
Cornell University

Allan P. Wagner. Ph.D.
University of Illinois, Urbana-Champaign

Assistant Professors

Kevin Kinser, Ed.D.
Columbia 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

E Aps 400 United States Educational Governance, Policy and Administration (3)
Historical and current trends in educational governance, policymaking, and administration. Analyses of K-12 and higher education issues at the federal, state, and local levels. Special emphasis on education reform issues specific to New York State. [SS]

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. May not be offered during 2002-2003.