ETAP 200 Improving Academic Discourse Skills (1)
This course, which is designed with a particular focus on international undergraduate students, includes intensive practice in academic writing and reading as well as English-language speaking skills and emphasizes the development of students' understanding of academic discourse in English and English-language skills for academic success. Students enrolled in this course will be instructed in small-group sessions by ELL specialist-students equipped with native or native-like proficiency in English. The course is open to undergraduate students of all departments and schools at the University.
ETAP 201 Exploring Teaching as a Profession (3)
This course serves as an introduction to careers in preschool, elementary, middle and high school education. Students will examine their motivation to teach and their current and emerging understanding of teaching throughout the semester. Upon completion of this course, students should be able to critically evaluate teaching as a career based on an understanding of the nature of education, the knowledge that learners bring to school, the history that informs current practices and policies, and expectations that represent the future of the profession.
TTAP 211Z The Theory and Practice of John Dewey (3)
This course is an introduction to the thinking of American philosopher John Dewey. Dewey is considered the "father" of progressive education in this country. We will look at the hope that is embedded in his work, particularly as it pertains to approaches to teaching and learning that are grounded in experience. Open to Honors College students only.
ETAP 212 Teachers' Lives (3)
This course is a case-based examination of teachers’ lives. We will explore and analyze teachers’ lives from the perspective of changes in the struggles, rewards, responsibilities, and realities of teaching with respect to such things as historical era, gender, culture, content area and grade level taught. Goals are to develop an understanding of the realities of the varied lives of teachers; engage in critical thinking and analysis; and gain experience and expertise in examining and synthesizing the cause and effect of change (and stability) in teachers’ lives in general.
ETAP 312 Teaching Mathematics for Understanding PreK-6 (3)
Students explore what it means to learn mathematics with understanding, 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.
ETAP 314 Teaching Science for Understanding Prek-6 (3)
This course prepares candidates to monitor and enhance the development of science literacy in pre-school and elementary school children. Candidates 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.
ETAP/ESPE/EEDU/ELTL 357 Classroom Management for Diverse Learners (3)
This course focuses on developing reflective practitioners and principled educators. This course is designed to provide a basic background in classroom management through the concurrent use of practicum opportunities with general methods and materials appropriate for working with students from diverse backgrounds in general and/ or special education settings. Emphasis will be placed on approaches to learning, the development of positive relationships, and specific teaching and learning strategies. Participants will also explore the selection, adaptation, and development of instructional materials across curriculum areas, student needs, and school environments. Co-requisite: EEDU/ESPE/ETAP 479 Fieldwork: Healthy and Successful Students.
ETAP 403 Issues in Urban Education (3)
This course focuses on the social, political, and economic conditions that impact schools serving inner city urban communities in the United States. Although schools in urban communities differ considerably and should not be stereotyped, they all face a number of similar challenges that may be linked to changing urban conditions — as well as challenges that may result from the interplay of diverse stakeholders-administrator, teachers, parents, community/school activists concerned about the academic achievement, retention, and graduation of youth served in urban school environments.
ETAP 404 Teaching in Urban Schools: Strategies for Implementing the New York State Learning Standards (3)
An examination of effective instructional strategies for meeting the New York State Learning Standards in urban schools. The course will review the Learning Standards, demonstrate pertinent strategies that may be appropriate in urban schools, and provide practical experiences in developing lesson plans. Subject area will vary.
ETAP 430 Reading and Writing Across the Curriculum (3)
This course examines the theory and practice of literacy learning and instruction within and across content areas or disciplines (e.g., mathematics, science, English, art). It focuses on disciplinary and interdisciplinary uses of and purposes for oral and written texts in school settings, primarily secondary school. This course will be an extended effort to explore three questions: (1) What is literacy? (2) How can school teachers support the literacy development of their students? and (3) How can writing and reading enhance content-area and disciplinary learning in schools? The overarching goal is to learn how to integrate reading and writing into content area classes and to examine the role literacy plays in developing disciplinary knowledge.
ETAP 431 AI in the Classroom (3)
As the educational landscape evolves, the integration of Artificial Intelligence (AI) into the classroom has become a transformative force. This undergraduate-level course provides educators with the foundational knowledge and practical skills necessary to leverage AI technologies effectively and ethically in educational settings. The course is structured to cover the basics of AI, delve into the intricacies of generative chatbots, and explore a range of AI applications tailored for the classroom environment. No knowledge of coding is necessary for this course.
ETAP 452 Methods of Secondary Teaching (3)
Focus is on current research, theory, and practice in instruction for adolescents. Designed for beginning and advanced classroom teachers, the course promotes inquiry into major contemporary issues concerning adolescent instruction; developmental needs, standards and assessments, methods for promoting communication/literacy across contests and diverse cultures. Special Topics: Content areas of English, Social Studies, Math, Biology, Earth Science, Chemistry, Physics, and Spanish. Prerequisite(s): Adolescent Education majors only. Students must enroll in the methods course for their declared content area only. Permission of instructor.
ETAP 479 Fieldwork: Healthy and Successful Students (6)
In this course, candidates will engage with students by completing a minimum of 100 hours of fieldwork in a school setting. Candidates will learn to plan for instruction, develop a teaching guide, and facilitate various assessment activities in the classroom. Candidates will also gain the knowledge to support students to lead healthy and productive lives. Completion of this course will fulfill New York State requirements for Child Abuse Identification and Reporting, Identification and Referral of Substance Abuse, Dignity for all Students, and Preventing School Violence (Project SAVE), preventing child abduction and fire and arson safety, as well as a non-certification required workshop which provides an overview of trauma. Prerequisite(s): declared Adolescent Education majors only. ETAP 452X (in appropriate content area), ESPE 350, and ESPE 460.
ETAP 480 Student Teaching: Adolescent Education (12)
Candidates will complete a minimum of 70 days of student teaching in an assigned school district. During student teaching, candidates complete a supervised practicum where they observe, assess and teach. Candidates must have successfully completed ETAP 479. Throughout the course, emphasis is placed on the application and integration of instructional methods and classrooms management techniques. In addition, teacher candidates will analyze the experience of teacher evaluation while they reflect on and evaluate their student teaching experience. Prerequisite(s): ETAP 479.
ETAP 487 Institute in Education (1–9)
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. Repeatable four times up to 18 credits. S/U graded.
ETAP 497 Independent Study in Teacher Education (2–6)
Independent reading, study, and research in teacher education. Prerequisite(s): senior standing and consent of Department of Educational Theory and Practice.