| Total Required Credits: |
180-189 |
|
Lower-Division Requirements:
Transfer these credits from another college or take at CityU
|
90 |
| College Composition I |
| College Composition II |
| Oral Communications - Speech |
| Creative Arts I |
| Creative Arts II |
| General Psychology |
| Developmental Psychology |
| US History or World Civilization |
| Life Science |
| Physical Science |
| Lab |
| Natural Science Elective |
| College Mathematics |
| Math for Elementary Teachers |
| Theory & Practice in Education |
| Academic Content Area*** |
| Electives: (Humanities, Social Sciences or Natural Sciences) |
|
|
| Core Requirements: |
62 |
| ESP 370A | Content: Exceptionality in Special Education | 4 |
Please check back soon for the full description of this course. |
| ESP 408 | Student Assessment and Evaluation | 3 |
Please check back soon for the full description of this course. |
| ESP 409A | Content: Fundamentals of the IEP Process | 3 |
Please check back soon for the full description of this course. |
| ESP 373 | Special Education: Low-Incidence Students | 3 |
Please check back soon for the full description of this course. |
| ESP 376 | Autism | 3 |
Please check back soon for the full description of this course. |
| ESP 405 | Behavioral Analysis and Management | 3 |
This course is an elaboration of the models for analyzing and managing student behavior, including basic types of student behavior, student motivation, prevention strategies, intervention strategies, and behavior change plans of action. In addition, teacher candidates investigate various behavior management strategies considered effective with different areas of exceptionality, including: mental retardation, learning disabilities, behavior and emotional disorders, communication disorders, hearing impairment, visual impairment, physical disability, health impaired, and gifted and talented. All components of the WACs are supported in this course, including the areas of alternative delivery systems and strategies for special education, exceptionality, and student assessment and evaluation requirements. |
| EDU 320A | Content: Instructional Strategies P-12 | 5 |
Please check back soon for the full description of this course. |
| ESP 423 | Curriculum Modifications and Adaptations | 2 |
This course provides educators with the pedagogical foundations, strategies, and understanding to successfully modify and provide curriculum adaptations within the learning environment for the special needs of exceptional students. Course work and class activities includes topics on classroom arrangements, adaptive equipment, grouping, scheduling, homework materials selection, classroom management accommodations, effective delivery, and adaptation of subject content, as well as ways to foster student social competence and self-determination. In addition, participants investigate various instructional methods and strategies considered effective with specific areas of exceptionality, including: mental retardation, learning disabilities, behavior and emotional disorders, communication disorders, hearing impaired, visually impaired, physically disabled, health impaired, and gifted and talented. |
| EDU 313 | Multicultural Education | 2 |
This course provides an introduction to the diversity of the American school population and the concepts, theories, and strategies that constitute multicultural education. Participants explore how children from diverse backgrounds construct knowledge within the context of their own socio-cultural backgrounds and how such diversity affects how the students are perceived in the classroom. Issues such as equity, race, ethnicity, gender, socioeconomic status, language, disability, and other special circumstances are explored. This course promotes the candidate's sensitivity, acceptance, and ability to self-reflect in regards to issues related to diversity and inspires the candidate to do the same with his/her students. Course participants develop perspectives on diversity and a frame of reference for providing equitable opportunities for all students to learn and succeed in schools and society. |
| EDU 404A | Content: Student Assessment & Evaluation | 3 |
Please check back soon for the full description of this course. |
| EDU 383A | Content: Classroom Management | 3 |
Please check back soon for the full description of this course. |
| ERL 406 | Language Acquisition and Literacy Development | 5 |
This course is designed to provide a foundation for literacy instruction. Topics include reading instruction, response to literature, language acquisition, construction of meaning/comprehension, and strategies for English language learners. Candidates learn strategies for literacy instruction which can be used with all learners. |
| ERL 407 | Literacy Instruction and Assessment | 5 |
This course introduces students to strategies in teaching the literacy skills composed of six interrelated processes or strands (reading, writing, listening, speaking, viewing, and representing visually). Students will learn models for doing guided reading and independent reading; strategies to develop an effective learning environment; and which strategies a good reader uses when reading comprehension breaks down. The role of continuous assessments before, during, and after reading will be introduced. Using appropriate assessments based upon the literacy skills to be learned will be examined. |
| EDU 308 | American School Law & Issues in Special Populations | 3 |
Please check back soon for the full description of this course. |
| ERL 440A | Content: Literacy Integration | 5 |
Please check back soon for the full description of this course. |
| EDE 406A | Content: Mathematics Concepts | 5 |
The purpose of this course is to explore the teaching and learning of mathematics in grades K-8 and special education settings. The course focuses on concepts, methods and materials that are essential and effective in teaching mathematics to elementary school, middle school, and special education students. In this course, participants actively do mathematics, consider their own and student’s thinking, evaluate curriculum, learn and practice instructional strategies, and design lessons for mathematics. Course content and activities connect work that candidates completed in their required pre-requisite math courses with best practices for mathematics education. Activities in the university classroom are also connected to a field experience in elementary school, middle school, or special education mathematics classrooms. |
| EDU 317 | Integrated Technology | 1 |
Please check back soon for the full description of this course. |
| EDU 495 | Positive Impact on Student Learning: Project | 1 |
Please check back soon for the full description of this course. |
| EDE 400 | Math Content: Making Meaning for Math Teachers | 3 |
The purpose of this course is to give future teachers the mathematical background necessary to choose and design mathematics lessons. There is a growing body of research indicating that elementary teachers do not need more mathematical knowledge to teach well; they need a specialized mathematical knowledge. This course is aimed at that specialized knowledge for teaching, with a focus on whole and rational numbers and linear relationships. Candidates will focus on how students learn mathematics. |
|
| Internship and Student Teaching: |
16 |
| EDU 350 | Introduction to Field Experience | 1 |
Please check back soon for the full description of this course. |
| EDU 351 | Internship I | 1 |
Please check back soon for the full description of this course. |
| EDU 361 | Seminar I | 0 |
Please check back soon for the full description of this course. |
| EDU 352 | Internship II | 1 |
Please check back soon for the full description of this course. |
| EDU 362 | Seminar II | 0 |
Please check back soon for the full description of this course. |
| EDU 353 | Internship III | 1 |
Please check back soon for the full description of this course. |
| EDU 363 | Seminar III | 0 |
Please check back soon for the full description of this course. |
| EDU 470 | Internship IV | 2 |
Please check back soon for the full description of this course. |
| EDU 471 | Seminar IV | 0 |
Please check back soon for the full description of this course. |
| ESP 485 | Student Teaching in Special Education | 9 |
Please check back soon for the full description of this course. |
| ESP 486 | Seminar: Student Teaching Special Education | 0 |
Please check back soon for the full description of this course. |
| ESP 465 | Transitions, Teaming and Collaboration | 1 |
Please check back soon for the full description of this course. |
| ESP 370B | Performance: Exceptionality in Special Education | 0 |
Please check back soon for the full description of this course. |
| ESP 409B | Performance: Fundamentals in the IEP Process | 0 |
Please check back soon for the full description of this course. |
| EDU 320B | Performance: Instructional Strategies P-12 | 0 |
Please check back soon for the full description of this course. |
| EDE 406B | Performance: Mathematics Concepts | 0 |
This is the performance task for the Content: Mathematics Concepts in the undergraduate Teacher Certification Program. This course provides candidates with the opportunity to demonstrate specific strategies for differentiating mathematical instruction. Practical application includes designing instructional plans and delivering instruction to support mathematics development for all learners. Course Prerequisites: Completion of EDE 406A. |
| EDU 404B | Performance: Student Assessment & Evaluation | 0 |
Please check back soon for the full description of this course. |
| EDU 383B | Performance: Classroom Management | 0 |
Please check back soon for the full description of this course. |
| EDU 490 | Performance Portfolio I | 0 |
Please check back soon for the full description of this course. |
| EDU 491 | Performance Portfolio II | 0 |
Please check back soon for the full description of this course. |
|
B.A.Ed. with Special Education Emphasis Only:
(Note: Take all Core and Internship / Student Teaching courses listed above, plus the following)
|
90 |
|
| Internship and Student Teaching: |
| ERL 440B | Performance: Literacy Integration | 0 |
Please check back soon for the full description of this course. |
|
Electives:
Undergraduate Electives - must take courses from approved program list.
|
12 |
|
B.A.Ed. with Dual: Special Education & English Language Learners Emphasis:
(Note: Take all Core and Internship / Student Teaching courses listed above, plus the following)
|
108 |
|
| English Language Learners Core Requirements: |
| ESL 431 | History of Bi-Lingual Education and Advocacy | 3 |
This course is an introduction to the history of bilingual education, relevant federal education legislation, and court cases which are related to the teaching of English to students whose first language is not English. Legal cases relevant to advocacy for English Language Learners (ELL) and their families are examined. |
| ESL 421 | Linguistics and Language Acquisition | 5 |
This course is an introduction to the principles and uses of linguistics as they pertain to the teaching of English Language Learners (ELL) and the process of second language acquisition. Candidates investigate theories of language learning, evaluate language acquisition theories, and review the major factors that affect second language learning. Candidates examine ELL teaching methods and create their own theories about language learning and teaching. The focus is the nature of human language, grammatical aspects of language, psychology of language, and language in society. Candidates examine the theoretical principles, analyze their applicability, and determine how to use them effectively when teaching ELL classes. |
| ESL 426 | ESL Literacy Methodology: Writing | 3 |
This course focuses on how to teach English as a Second Language (ESL) writing. ESL endorsement candidates will review the pedagogical issues in ESL writing instruction, study curriculum and syllabus design, consider how to respond appropriately to student writing, and investigate writing assessment methods. |
| ESL 415 | ESL Methodology: Reading | 4 |
This course focuses on how to teach English as a Second Language reading. This course focuses on the practice of strategies learned. Students will teach and reflect on several lessons during the course. You will learn various strategies for teaching literacy skills and functional vocabulary. The course will also emphasize reading assessment principles and methods. |
| ESL 434 | Learning Strategies and Assessment | 5 |
Through this course students will consider the cross-cultural factors that influence second language learners and investigate what instructional practices and materials are best suited for specific situations. They will also examine topics such as cooperative learning, cross-cultural testing, peer teaching, and methods for integrating content and language. |
|
| Internship and Student Teaching: |
| EDU 485 | Student Teaching in Specialized Content | 10 |
Please check back soon for the full description of this course. |
| EDU 486 | Seminar: Student Teaching in Specialized Content | 0 |
Please check back soon for the full description of this course. |
| EDE 406B | Performance: Mathematics Concepts | 0 |
This is the performance task for the Content: Mathematics Concepts in the undergraduate Teacher Certification Program. This course provides candidates with the opportunity to demonstrate specific strategies for differentiating mathematical instruction. Practical application includes designing instructional plans and delivering instruction to support mathematics development for all learners. Course Prerequisites: Completion of EDE 406A. |
| ERL 440B | Performance: Literacy Integration | 0 |
Please check back soon for the full description of this course. |
|
B.A.Ed. with Dual: Special Education & Reading Emphasis:
(Note: Take all Core and Internship / Student Teaching courses listed above, plus the following)
|
98** |
|
| Reading Core Requirements: |
| ERL 413 | Integrating Literacy in Content Areas | 5 |
This course provides candidates strategies for integrating literacy into the content areas. The use of text forms and features as literacy tools is examined. Meta-cognitive reading strategies for informational and expository text; and, how to read informational, functional, and task-specific texts for a variety of purposes are studied. The use of technology in adolescent literacy instruction is integrated in this course. |
| ERL 414 | Literacy Applications In The Classroom | 5 |
This course teaches educators to use diagnostic tools to assess reading and writing difficulties for a diversity of students. Based on the results of assessments given, educators will develop interventions to address specific literacy problems. Educators gain an understanding of the role of diagnosis, intervention, and immediate feedback to increase student success in learning. Educators will understand how students become thoughtful, independent readers who understand what they read. At the culmination of this course, educators will create and self-assess a professional portfolio containing work samples and other artifacts. |
|
| Internship and Student Teaching: |
| EDU 485 | Student Teaching in Specialized Content | 10 |
Please check back soon for the full description of this course. |
| EDU 486 | Seminar: Student Teaching in Specialized Content | 0 |
Please check back soon for the full description of this course. |
| ERL 440B | Performance: Literacy Integration | 0 |
Please check back soon for the full description of this course. |
|
B.A.Ed. with Dual: Special Education & Mathematics Emphasis:
(Note: Take all Core and Internship / Student Teaching courses listed above (except for EDE 400) plus the following)
|
109** |
|
Mathematics Core Requirements:
(Note: No need to take EDE 400, will take the following courses instead.)
|
| EML 410 | History of Mathematics | 3 |
The purpose of this course is to provide the candidate a historical development of mathematical teaching ideas and methods. This course emphasizes the diversity of all individuals involved; the philosophical and sociological perspectives; the development of intellectual mathematical activities; along with the role of content literacy in academic learning at the secondary level. In this course an emphasis will be placed on instructional strategies to assist students¿ acquisition of mathematics content knowledge effectively through reading, writing, and discussion. Upon successful completion of this course, candidates have content knowledge and beginning instructional strategies to effectively teach mathematics in secondary and middle school settings. Course Entry Requirements: Admission to the Middle Level Mathematics Endorsement or Mathematics Endorsement Program |
| EML 435 | Mathematics: Number Sense and Theory | 3 |
Please check back soon for the full description of this course. |
| EML 445 | Mathematics: Geometry and Measurement | 3 |
Please check back soon for the full description of this course. |
| EML 455 | Mathematics: Linear Algebra | 3 |
Please check back soon for the full description of this course. |
| EML 465 | Mathematics: Probability and Statistics | 3 |
Please check back soon for the full description of this course. |
| EML 475 | Mathematics: Calculus | 3 |
Please check back soon for the full description of this course. |
| EML 485 | Mathematics: Discrete Mathematics | 3 |
Please check back soon for the full description of this course. |
| EML 490 | Teaching Mathematics: Bringing It All Together | 3 |
This course covers effective integration of mathematics content, pedagogy and assessment in the secondary and middle school classroom. Upon successful completion of this course, candidates will recognize the relation between the teaching of mathematics and other subject areas. |
|
| Internship and Student Teaching: |
| EDU 485 | Student Teaching in Specialized Content | 10 |
Please check back soon for the full description of this course. |
| EDU 486 | Seminar: Student Teaching in Specialized Content | 0 |
Please check back soon for the full description of this course. |
Courses subject to change, speak to an advisor if you have questions.
**Plus 90 credits of Lower-Division Requirements