Interim Dean
Susan D. Phillips, Ph.D.
Columbia University
Associate Dean
Azara Santiago-Rivera, Ph.D.
Wayne State University
Assistant Dean
Michael S. Green, Ph.D.
Syracuse University
The School of Education is organized into four departments: Educational and Counseling Psychology, Educational Administration and Policy Studies, Educational Theory and Practice, and Reading.
The School of Education offers undergraduate minor programs: General Educational Studies; and Urban Education. The Urban Education minor provides students with an understanding of the changing nature of urban life in the U.S. and its impact on schools, an understanding of the cultural and ethnic backgrounds of urban children and an understanding of school and community factors that are related to healthy development of urban youth.
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As of the Spring 2002 semester, the Teacher Education minor is no longer accepting applications. Undergraduate students are advised that to obtain teacher certification at the University at Albany, students must complete a BA/BS with an appropriate academic major plus an appropriate MA/MS in Education. These changes are due to revisions in the New York State Education Department regulations for teacher certification, and a decision to provide the best quality teacher education programs. Students currently in the minor are advised they must successfully complete all requirements for their major and the Teacher Education minor by December, 2003 if they wish to obtain provisional teacher certification.
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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.
Faculty
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
Robert P. Yagelski, Ph.D.
Ohio State University
Assistant Professors
Miriam Rader-Roth, Ed.D.
Harvard University
Carol Rodgers, Ed.D.
Harvard University
Department of Educational and Counseling Psychology
Faculty
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
Assistant Professor
Madelyn Nicole Coleman, Ph.D.
University of Missouri, Columbia
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
Faculty
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
Courses in Educational Psychology and Statistics
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
Courses in Special Education
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.
Faculty
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
Courses in Reading
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]
Faculty
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
Courses in Educational Administration and Policy Studies
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.
