Courses for Upcoming Semesters

Fall 2016 (link will open a PDF schedule)




Previous semesters


Summer 2016

ETAP 487 Online Learning and Massive Open Online Courses (MOOCS) (3) (Combined with ETAP 687)

ETAP 512 Teachers in Context (3 credits)
An examination of the influence of sociological, cultural, and historical factors on the place of teachers in society and the professional practice of teaching with an emphasis on representative countries. (Nash- June 20 - August 12, fully ONLINE course)

ETAP 519 Learning in the Academic Disciplines (3 credits)
This course is an introduction to general theories of human learning and their application to learning in academic disciplines. The course explores some aspects of the relationships among sociology, technology, and human learning, and raises pedagogical and curricular issues related to the creation of instruction and learning environments in subject matter domains. (Swartz- June 6 - June 29, meets at Bronx Charter School for Better Learning, NYC)

ETAP 524 Integrating Technology Across the Curriculum (3 credits)
This course is designed to enable educators to use technology to enhance instruction within and across content areas. Theoretical and practical aspects of technology integration will be discussed. Students will develop a thematic unit reflecting State and national standards. (Kumi-Yeboah, TBA)

ETAP 529 Introduction to Distance Learning (3 credits)
Introduction to the methodology, history and technology of distance learning approaches to instruction. This course will examine the use of a variety of media including video, computers/Internet, and broadcast technologies that have been used in successful distance learning programs. The course will also review research on the effectiveness of distance learning. (Vickers, May 23 - August 12, fully ONLINE course)

ETAP 530 Reading and Writing Across the Curriculum (3 credits)
This course addresses the theory and practice of literacy learning and instruction within and across the disciplines. Focuses on disciplinary and interdisciplinary uses of and purposes for oral and written texts. Includes developing research-based models for integrating reading and writing into content study and for communicating beyond the school setting. (Ballard, July 25 - August 11, meets at Bronx Charter School for Better Learning, NYC)

ETAP 612 Mathematics in the Elementary School (3 credits)
This course prepares students to teach elementary school mathematics. Students will explore what it means to learn mathematics with understanding while they deepen their own understandings of fundamental mathematical ideas, consider how different groups of students experience mathematics instruction, and develop pedagogical strategies that emphasize mathematical reasoning, communication, and problem-solving. (TWO SECTIONS: Casler-Failing, May 23 - August 12, fully ONLINE course; Hajar, July 5 - July 21, meets at Bronx Charter School for Better Learning, NYC)

ETAP 614 Science for Children (3 credits)
This course prepares graduate students to monitor and enhance the development of science literacy in pre-school and elementary school children. Graduate students will deepen their understanding of fundamental scientific principles and develop pedagogical strategies applicable in formal and informal educational settings that provide all children the opportunity to develop understanding of science and the abilities of science inquiry appropriate to their developmental level. (Glass, May 23 - August 12, fully ONLINE course)

ETAP 638 (RDG 638) Media Literacy (3 credits)
Developing an informed and critical understanding of new communication media, including ways to read and write electronic texts. Explore implications of these technologies and their uses in schools, communities, and workplaces. Focus on practices involving cutting-edge technologies that hold promise for the teaching of writing language, and literature. (Sadykova, June 20 - July 29, fully ONLINE course)

ETAP640 Introduction to Online Teaching (3 credits)
Introduction to Online Teaching provides foundational knowledge and hands-on practice in developing fully online courses. A component of a series of courses in online teaching and learning this course introduces students to both theory and practice and requires that learners develop a significant online learning course or course module of instruction. (Vickers, May 23 - August 12, fully ONLINE course)

ETAP 655H Contemporary Social Studies Education (3 credits)
Examines the characteristics, impact, implications and research base for current pedagogical and psychological developments and trends in social studies education, with a particular emphasis on classroom instruction. Designed for in-service and pre-service teachers in grades K-12. Recent topics have included global studies and culture, integrating technology, and document-based assessment. (Kumi-Yeboah, June 20 - August 12, fully ONLINE course)

ETAP 655T Contemporary Patterns in Teaching: Perspectives in Language and Culture Education (3 credits) (Sadykova, June 20 - August 12, fully ONLINE course)

ETAP 680 Research Seminar: Critical Introduction to Educational Research Paradigms (3 credits)
This course focuses on the different models and paradigms in educational research and how these paradigms can inform educational practice. It will involve critical reading of published exemplars of different paradigms, analyzing previously collected data, and making sense of the application of these data. Prerequisites: Consent of instructor and 12 graduate credits in master's program. (TWO SECTIONS: Rivera-Wilson, May 23 - August 12, fully ONLINE course; Hayes, May 23 - August 12, fully ONLINE course)

ETAP 687 Institute for Educational Theory and Practice (2-9 credits)
A variety of special courses are offered under the institute title. (TWO SECTIONS)

ETAP 696 Reflective Practice (1-6 credits)
Systematic analysis of educational practice in a mentored environment. This course provides frameworks and approaches to help experienced educators articulate the dimensions of successful practice through a close examination of their own activities. May be repeated for up to 12 credits with permission of instructor. (Yagelski, TBA)




Spring 2016

ETAP 500 Academic Writing in English as a Second Language (3 credits)
This course, designed for international graduate students, includes study of expectations and conventions of English academic writing; practice in writing; and time for the teacher and students to respond to their own writing and the writing of others. (Zalaltdinova- meets Tuesdays 1:15 - 4:05 pm, Physics Bldg., room 116)

ETAP 510 Fundamentals of Program Development (3 credits)
Examines and identifies the concepts, principles, and models of curriculum and the interrelationships of these elements in developing programs and evaluating them. (Nash- fully ONLINE course)

ETAP 512 Teachers in Context (3 credits)
An examination of the influence of sociological, cultural, and historical factors on the place of teachers in society and the professional practice of teaching with an emphasis on representative countries. (Shiland- fully ONLINE course)

ETAP 520 Communication, Technology and the Knowledge-Building Enterprise (3 credits)
This course examines pivotal historical forces and moments in which the intersections of culture, technology, and communications worked to reshape knowledge generation. Through readings in history, anthropology, ethics, education, and cultural criticism, this course explores how discovery, innovation, and invention over time led to the formation of what we know and how we know it. (Hilliker- fully ONLINE course)

ETAP 524 Integrating Technology Across the Curriculum (3 credits)
This course is designed to enable educators to use technology to enhance instruction within and across content areas. Theoretical and practical aspects of technology integration will be discussed. Students will develop a thematic unit reflecting State and national standards. (Vickers- fully ONLINE course)

ETAP 526 Educational Computing (3 credits)
Overview of computing in education; introduction to computer software, application packages, programming, hypermedia, and telecommunications. Project required. May not be taken for credit by students who have completed ETAP 426. (Feyzi-Behnagh- fully ONLINE course)

ETAP 529 Introduction to Distance Learning (3 credits)
Introduction to the methodology, history and technology of distance learning approaches to instruction. This course will examine the use of a variety of media including video, computers/Internet, and broadcast technologies that have been used in successful distance learning programs. The course will also review research on the effectiveness of distance learning. (Vickers- fully ONLINE course)

ETAP 530 Reading and Writing Across the Curriculum (3 credits)
This course addresses the theory and practice of literacy learning and instruction within and across the disciplines. Focuses on disciplinary and interdisciplinary uses of and purposes for oral and written texts. Includes developing research-based models for integrating reading and writing into content study and for communicating beyond the school setting. (Patterson- meets Tuesdays 4:15 - 7:05 pm, Lecture Center 3B)

ETAP 534 Introduction to Games for Learning (3 credits)
Introduction to Games for Learning: Theory and Practice will introduce students to theory, research, and practice in the use of games for learning. Well-designed games can change the way learning occurs, making it both more engaging and effective. (Williams-Pierce- fully ONLINE course)

ETAP 536 Second Language Learning (3 credits)
Theories of language acquisition, psycholinguistics, and sociolinguistic aspects of second language learning. Effects of age, motivation, learning styles, and personality on language learning processes. Acquisition of reading and writing skills. Prerequisite: Consent of instructor. (Kecskes- meets Tuesdays, 4:15 - 7:05 pm, Social Sciences Bldg., room 255)

ETAP 550 (Eng 552, Lin 552) Approaches to English Grammar (4 credits)
Traditional and modern methods of syntactic analysis developed and compared. Philosophical, linguistic, and practical problems associated with linguistic description. Texts will normally include a high school grammar and a current (e.g. transformational) treatment of English syntax. (Kirner-Ludwig- meets Wednesdays, 4:15 - 7:05 pm, Education Bldg., room 120)

ETAP 590F Teaching Middle School World Languages: Methods and Guided Field Experience (6 credits)
Includes pre-practicum field experience, methods, and team-teaching full-time experience. Study of pedagogy and principles of instruction in French and Spanish. Emphasis on middle school learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to middle school. Prerequisites: Admission to the Master of Science in Secondary Education; maintenance of GPA overall and in major; and prior registration with the ETAP Department. (Patterson/Rivera-Wilson, BLENDED)

ETAP 590H Teaching Middle School Social Studies: Methods and Guided Field Experience (6 credits)
Includes pre-practicum field experience, methods, and team-teaching full-time experience. Study of pedagogy and principles of instruction in Social Studies. Emphasis on middle school learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to middle school. Prerequisites: Admission to the Master of Science in Secondary Education; maintenance of GPA overall and in major; and prior registration with the ETAP Department. (Patterson/Rivera-Wilson- BLENDED)

ETAP 590L Teaching Middle School English: Methods and Guided Field Experience (6 credits)
Includes pre-practicum field experience, methods, and teamteaching full-time experience. Study of pedagogy and principles of instruction in English. Emphasis on middle school learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to middle school. Prerequisites: Admission to the Master of Science in Secondary Education; maintenance of GPA overall and in major; and prior registration with the ETAP Department. (Patterson/Rivera-Wilson- BLENDED)

ETAP 590M Teaching Middle School Mathematics: Methods and Guided Field Experience (6 credits)
Includes pre-practicum field experience, methods, and team-teaching full-time experience. Study of pedagogy and principles of instruction in Mathematics. Emphasis on middle school learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to middle school. Prerequisites: Admission to the Master of Secondary Education; maintenance of GPA overall and in major; and prior registration with the ETAP Department. (Patterson/Rivera-Wilson- BLENDED)

ETAP 590S Teaching Middle School Science: Methods and Guided Field Experience (6 credits)
Includes pre-practicum field experience, methods, and team-teaching full-time experience. Study of pedagogy and principles of instruction in Science. Emphasis on middle school learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to middle school. Prerequisites: Admission to the Master of Secondary Education; maintenance of GPA overall and in major; and prior registration with the ETAP Department. (Patterson/Rivera-Wilson- BLENDED)

ETAP 598 Directed Field Experience in Education (3 credits)
The course serves as the first field experience for TESOL students focusing on all phases of teaching. It also fulfills the 100-hour pre-practicum requirement for students in the certificate line. (Kecskes/Martinez-Cuenca- meets Tuesday, Wednesdays, Thursdays 7:15 - 10:05 pm, Humanities Bldg., room 123)

ETAP 612 Mathematics in the Elementary School (3 credits)
This course prepares students to teach elementary school mathematics. Students will explore what it means to learn mathematics with understanding while they deepen their own understandings of fundamental mathematical ideas, consider how different groups of students experience mathematics instruction, and develop pedagogical strategies that emphasize mathematical reasoning, communication, and problem-solving. (Herzig- fully ONLINE course)

ETAP 614 Science for Children (3 credits)
This course prepares graduate students to monitor and enhance the development of science literacy in pre-school and elementary school children. Graduate students will deepen their understanding of fundamental scientific principles and develop pedagogical strategies applicable in formal and informal educational settings that provide all children the opportunity to develop understanding of science and the abilities of science inquiry appropriate to their developmental level. (Oliveira- fully ONLINE course)

ETAP 621 Understanding Learning and Teaching (3 credits)
This course is an introduction to what it means to observe, see, and make sense out of learning in educational environments. It asks participants to analyze what happens in these environments (learning and teaching, student interactions, teacher-student relationships, etc.) and take concrete action based on that analysis. (Conklin- fully ONLINE course)

ETAP 623 Systematic Design of Instruction (3 credits)
Promotes systematic, analytical approaches to curricular and instructional planning. Surveys contemporary theories of learning, instruction, and instructional design, and requires application of these theories to the preparation of educational materials. Although planning for classroom activities and presentations is discussed, primary focus is on design of materials that support independent learning. (Zhang- fully ONLINE course)

ETAP 628 Instructional Design for Technology (3 credits)
Principles of instructional design for use with the microcomputer and other electronic media. No technical background required. Focus on concepts in instructional design and practical application to instructional technology. (Johnson-Taylor- fully ONLINE course)

ETAP 635 Teaching Methodology for LEP Children (3 credits)
Advanced TESOL methods for students seeking NYS certification and students in related fields. NYS standards, assessments, incorporating content into language instruction. Students will gain expertise in state regulations, working with parents, school boards, mainstream teachers and administrators as well as in practical pedagogy for Limited English Proficient (LEP) children K-12. (Oliver/Gregory- fully ONLINE course)

ETAP 640 Introduction to Online Teaching (3 credits)
Introduction to Online Teaching provides foundational knowledge and hands-on practice in developing fully online courses. A component of a series of courses in online teaching and learning this course introduces students to both theory and practice and requires that learners develop a significant online learning course or course module of instruction. (Vickers- fully ONLINE course)

ETAP 653 Language, Literacy and Technology (3 credits)
This course explores the many and important roles electronic texts play in the development of contemporary readers and writers. How technologies affect language and literacy development in native, foreign, and second languages will be studied. (Learned- fully ONLINE course)

ETAP 680 Research Seminar: Critical Introduction to Educational Research Paradigms (3 credits)
This course focuses on the different models and paradigms in educational research and how these paradigms can inform educational practice. It will involve critical reading of published exemplars of different paradigms, analyzing previously collected data, and making sense of the application of these data. Prerequisites: Consent of instructor and 12 graduate credits in master's program. (Feyzi-Behnagh- fully ONLINE course)

ETAP 681/781 Research Seminar: Research in Practice (3 credits)
This course focuses on action (teacher) research. The theory and practice of action research will be examined through a review of the theoretical foundations of educational research and its link to the improvement of educational practice. Students will design and implement a small action research project in their own setting. (Levy- fully ONLINE course)

ETAP 687 Institute for Educational Theory and Practice (2-9 credits)
A variety of special courses are offered under the institute title. (Varies)

ETAP 690 Graduate Student Teaching II (9 credits)
Field-centered, student teaching practicum in secondary school setting at a grade level different from Student Teaching I. Requires full-time work in the schools. Prerequisites: Acceptance in 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. (Varies)

ETAP 690T TESOL: Guided Field Experience and Seminar (6 credits)
Includes full-time field experience and supporting seminar in each semester. Study of pedagogy and principles of instruction in TESOL. Emphasis on K-12 learners, state and national standards, strategies for creating productive learning environments for diverse learners, design and construction of lesson plans and evaluation procedures appropriate to learners in practical settings. May be repeated for credit. Prerequisites: Acceptance in TESOL teacher certification program, and maintenance of appropriate GPA overall and in education courses. (Rivera-Wilson- ARRANGED)

ETAP 697 Independent Study in Educational Theory and Practice (2-6 credits)
Supervised independent study in master's-level programs. (Varies)

ETAP 699 Master's Thesis in Educational Theory and Practice (2-6 credits)
Intended for students in the master's programs. (Varies)

ETAP 720 Instructional Theory and Practice (3 credits)
Conceptualizations, theories, and models of instruction and their application to practice and research. Research as a means of studying instructional issues. (Rodgers- BLENDED)

ETAP 723 Seminar in Technology and Education (3 credits)
Examination of topical issues and current research related to technology and education. Full participation including work on an individual or group project required. Special seminars in media, video and computing will be available on a rotating basis. Students may register for one semester of each. (Shea- meets Thursdays, 11:00 am - 1:50 pm, Business Administration Bldg., room 232)

ETAP 751 Science and Mathematics Discourse (3 credits)
Theoretical basis for, and critique of, existing practices in instructional strategy design in an academic discipline. Prerequisite: consent of instructor. (Oliveira- meet Mondays, 4:15 - 7:05 pm, Education Bldg., room 123)

ETAP 773 Foundations of Research in Curriculum and Instruction (3 credits)
The course will focus on the philosophical basis of various research traditions in education. In broad strokes, it will consider postmodernism, feminism, positivism, interpretivism, and critical theory. Students will develop an understanding of the historical context of social science inquiry, and the competing epistemologies and ontologies in contemporary educational research. (Levy- BLENDED)

ETAP 778 (Rdg 778) Qualitative Research Field Methods (3 credits)
Focuses on data interpretation and representation. Frameworks for analyzing and interpreting data are examined with emphasis on both theoretical perspectives and practical applications. Forms of representation are emphasized as a critical aspect of knowledge generation. Prerequisite: ETAP 777 or consent of instructor. (Wilcox- BLENDED)

ETAP 890 Research and Independent Study in Teaching and Learning an Academic Discipline (2-6 credits)
Planned intensive scholarly or research experience in an area related to education and designed to meet the student's scholarly interests. Faculty guidance. Prior to registration in 890, the student should prepare a proposal for approval by the instructor and the major advisor. Graded S-U. (Varies)

ETAP 895 Internship in Educational Theory and Practice (1-6 credits)
Planned experiences which emphasize the student's professional objective. Includes a seminar. (Varies)

ETAP 897 Directed Readings in Educational Theory and Practice (3-12 credits)
Independent reading in preparation for Departmental examinations and the development of a dissertation proposal. Prerequisites: Completion of course work, approval of advisor. (Varies)

ETAP 899 Doctoral Dissertation in Educational Theory and Practice (1 credit)
Load graded. Appropriate for doctoral students engaged in research and writing of the dissertation. Prerequisite: Admission to doctoral candidacy. (Varies)

 

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