School of Education

Office of the Dean

Robert Bangert-Drowns, Dean
Heidi Andrade, Associate Dean for Academic Affairs
Mary Murphy, Assistant Dean for Operations and Finance
Alison Olin, Assistant Dean for Personnel and Planning
Christine Smith, Assistant Dean for Professional Studies
(518) 442-4988


Drawing on its rich tradition of excellence, the School of Education’s mission is to enhance learning and human development, in and out of classrooms, and across the life span. The School seeks to advance knowledge about the full spectrum of challenges in learning, development, behavior, and adaptation.

The School of Education brings multidisciplinary expertise to bear on policy and practice about the changing needs of students, professionals, and educational systems, locally, nationally, and across the globe. We view questions of theory, research, practice, and policy as complementary and interrelated, and from this perspective, seek to:

The School of Education offers approximately 40 different Master's, Certificate, and Doctoral degree programs. The school is organized into four departments: Educational Administration and Policy Studies, Educational and Counseling Psychology, Educational Theory and Practice, and Literacy Teaching and Learning.

The School of Education offers an undergraduate minor in Educational Studies. Requirements for the minor are outlined in the Minors section of this bulletin.

Undergraduate students are advised that to obtain teacher certification at the University at Albany, students must complete a B.A./B.S. with an appropriate academic major and then be accepted into an appropriate M.S. in Education.

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 APS 301, 400, 470; E CPY 360, 462; E EST all courses; E PSY 420; E RDG 487Z; E SPE 369, 460; E SPY 360; E TAP 403.

All courses in the School of Education are preceded by the prefix letter E.

Pathways into Education Center (PIE)

Pathways Into Education (PIE) Center is the central office on campus serving undergraduates and prospective students interested in pursuing careers in education as well as graduate students enrolled in degree programs that lead to teacher certification.

The PIE Center:

Contact the PIE Center at:
Heidi Audino, Director
(518) 442-4828
PIECenter@albany.edu

  

School-Wide Courses in Education (E EDU)

E EDU 300 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 standing, departmental consent. S/U graded.

  

Department of Educational Administration & Policy Studies

Department of Educational Administration & Policy Studies has as its mission to enhance the understanding and practice of leading educational organizations and policy analysis across all levels of education. The faculty are regionally, nationally, and internationally recognized experts in elementary, secondary, and postsecondary school leadership, as well as educational policy.

Chair: Kevin Kinser 
ED 344
(518) 442-5080
http://www.albany.edu/eaps/

  

Courses in Educational Administration and Policy Studies

E APS 301 (formerly E EST 301) Issues in American Higher Education (3)
Study of the structure and function of American higher education in the light of contemporary problems. Prerequisite(s): junior or senior standing.

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.

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.

 

E APS 487 Institute in Education (1-9)
Special course, not part of the pattern of regular offerings, designed to meet particular nonrecurring needs. May be repeated for credit when content varies.

 

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.

 

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. Prerequisite(s): junior or senior standing.

 

E EST 497 Independent Study in Educational and Social Thought (3)
Independent reading, study, and research in educational and social thought. May be repeated once for credit. Prerequisite(s): junior or senior class standing, and consent of department. 

  

Department of Educational and Counseling Psychology

Department of Educational & Counseling Psychology is a multidisciplinary endeavor devoted to research, teaching, and service in the use of psychological principles to promote lifelong growth, learning, and development in multiple life roles and contexts. Four disciplines are represented in the department: Counseling Psychology, Educational Psychology & Methodology, School Psychology, and Special Education.

Chair: Kevin Quinn
ED 230
(518) 442-4988

The Counseling Psychology division offers a variety of graduate-level scientist-practitioner preparation programs in Counseling Psychology and Mental Health Counseling.

Division Director: Michael V. Ellis
ED 217
(518) 442-5040
http://www.albany.edu/counseling_psych/

The Educational Psychology & Methodology division has a long history of preparing excellent scholars, teachers, and researchers on the graduate level to advance human learning and development in a variety of settings, with approaches accommodated to the range of human diversity.

Division Director: Joan Newman
ED 236
(518) 442-5055
http://www.albany.edu/educational_psychology/

The School Psychology division prepares school psychologists to integrate psychological theory, research, and established methods of scientific inquiry into effective practice; and to engage in research and evaluation activities that contribute to the science and practice of psychology.

Division Director: Deborah K. Kundert
ED 209
(518) 442-5055
http://www.albany.edu/schoolpsych/

The Special Education division offers full-time and part-time graduate-level programs in Special Education and Inclusion, as well as a combined Special Education/Literacy degree with the Reading Department.

Division Director: Bruce Saddler
ED 231
(518) 442-5078
http://www.albany.edu/special_education/

  

Department of Educational & Counseling Psychology Courses

T CPY 110X Honors Education: History, Theory, & Practice (1)
A course for all incoming first-semester students in The Honors College. Students will be introduced to university life, the roles of students and professors in the University, and working effectively in small groups to promote each other's learning. All first-semester honors students are strongly encouraged to enroll.

T CPY 111 Introduction to Honors Research (1)
A course for all incoming first-year honors students and all second-year honors students admitted during their first year. Students will be introduced to undergraduate honors research through presentations of their honors theses by senior honors students and by presentations by professors who supervise undergraduate honors theses. Prerequisite: first-year student in The Honors College or new second-year student in The Honors College. 

T CPY 112 Exploration of Pathways: Careers and Families (1)
A course for second-year honors students that completes a three-course sequence that began during the first year. Through a series of talks by professionals from several fields, students will gain an understanding of the professional and personal pathways taken by those in various professions. Prerequisites: T CPY 110 & 111. Open only to second-year students in The Honors College.

E CPY 204U/204X 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 101 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, 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 101 and permission of instructor.

E CPY 312 Service Learning: Designing Sexuality Education and Peer Helping Programs for Young Adult (3)
This course, the second in a series of training courses, will continue the training for participation in the Project SHAPE peer education program wherein students will conduct a variety of sexual health and sexuality programs for the University and greater Albany community. Students will expand their knowledge of major concepts and issues in human sexuality, refine their program development and facilitation skills, and enhance peer helping skills through structured discussions and engaged learning experiences. Prerequisite(s): Permission of instructor. Must be a member of Project SHAPE: Sexual Health and Peer Education program through University Counseling Center. Must have successfully completed E CPY 311.

E CPY 357 Applied Sport Psychology (3)
This course will provide an overview of issues related to applied sport psychology. Topics covered will include enhancing motivation, effective leadership, team cohesion, individual performance enhancement techniques (e.g., imagery and relaxation, cognitive restructuring), and counseling/clinical issues that are especially relevant to athletes (e.g., substance abuse, burnout). Application of sport psychology across human diversity (e.g., gender, race, ethnicity, culture, age) also will be addressed.

E CPY 360 Psychology, Cultural Diversity, & Social Justice (3)
This course will examine several aspects of diversity as it relates to U.S. culture and society. Moreover, the course will examine and explore the psychological effects of various types of oppression (i.e., racism, heterosexism, and classism) as they impinge upon specific communities within the U.S. and individuals within those communities. In addition, this course will include topics related to social justice and advocacy related to the improvement and empowerment of marginalized groups studied. The course will incorporate various sources of knowledge and content to provide a comprehensive perspective on the multiple layers of cultural diversity represented in U.S. culture. These sources include readings, class discussions, video presentations, experiential activities, and guest lecturers.

E CPY 387 Institute (1-9)
A special course, not part of the regular pattern of offerings, designed to meet non-recurring needs. Available for division use and subject to division approval.

E CPY 400 Foundations of Peer Counseling and Peer Education (3)
In this course, students will be introduced to peer counseling and peer educations through classroom presentations, experiential exercises, and participation in a weekly “training shift” at the Middle Earth Peer Assistance Program. The classroom portion of the course will consist of lectures on basic listening and communication skills as well as an introduction to peer counseling and peer education. There will also be classroom sessions on specific topics related to campus issues, such as alcohol and substance abuse, sexual assault, eating disorders, and other topics addressed by peer counselors and peer educators. In addition to participating in the lecture portion of the course, students will be required to complete a weekly three-hour “training shift” in which they will be paired with a peer mentor to practice the skills that are discussed in class. In this way, students will have an opportunity to observe and work with experienced peers in the context of a service agency that is located on campus. Prerequisite(s): permission of instructor.

E CPY 403 Peer Counseling and Peer Education: Theory and Practice I (3)
In this course, which is a companion to A CPY 400 (Foundations of Peer Counseling and Peer Education), students will have the opportunity to practice peer counseling and peer education skills through supervised experiences which will occur on the Middle Earth crisis hotline and/or in the Middle Earth outreach education service. Students will also participate in weekly supervision groups which are facilitated by instructional staff. A primary strength of this course is that learning can take place in the context of a campus service agency, allowing students the opportunity to apply skills which they have learned. Prerequisite(s): E CPY 400 or the equivalent: and permission of the instructor.

E CPY 404 Peer Counseling and Peer Education: Theory and Practice II (3)
In this course, which is a companion to E CPY 400 (Foundations of Peer Counseling and Peer Education), students will have the opportunity to practice peer counseling and peer education skills through supervised experiences which will occur on the Middle Earth crisis hotline and/or in the Middle Earth outreach education service. Students will also participate in weekly supervision groups which are facilitated by instructional staff. A primary strength of this course is that learning can take place in the context of a campus service agency, allowing students the opportunity to apply skills which they have learned. Prerequisite(s): E CPY 400 and 403, or equivalent; and permission of instructor.

E CPY 405 Peer Counseling and Peer Education: Theory and Practice III (3)
In this course, which is a companion to E CPY 400 (Foundations of Peer Counseling and Peer Education), students will have the opportunity to practice peer counseling and peer education skills through supervised experiences which will occur on the Middle Earth crisis hotline and/or in the Middle Earth outreach education service. Students will also participate in weekly supervision groups which are facilitated by instructional staff. A primary strength of this course is that learning can take place in the context of a campus service agency, allowing students the opportunity to apply skills which they have learned. Prerequisite(s): E CPY 400, 403, and 404, or equivalent; and permission of instructor.

E CPY 406 Theory and Practice in Peer Counseling and Education: Peer Supervision (3)
In this course, which is a companion to E CPY 403, 404, and 405 (Peer Counseling and Peer Education: Theory and Practice I, II, and III), students will have the opportunity to practice peer counseling and peer education supervision skills through practical experiences which will occur on the Middle Earth crisis hotline and/or 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 can take place in the context of a campus service agency, allowing students the opportunity to apply skills which they have learned. Prerequisite(s): E CPY 400, 403, 404, and 405, or equivalent; and permission of instructor.

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. May be repeated for credit. Prerequisite(s): junior or senior standing, and permission of instructor. S/U graded.

  

Courses in Educational Psychology and Methodology

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. Only one of E PSY 200 and T EPS 200 may be taken for credit.

T EPS 200 Introduction to the Psychological Process of Schooling (3)
The purpose of this course is to provide a basic understanding of theories and research in learning, human development, academic motivation, and intelligence, as well as the ways in which theories about how children grow and learn can be applied to teaching and learning. We will draw a variety of instructional approaches including assigned readings, reflective writing, hands-on activities, class discussions, group projects, and individual papers. Only one of  E PSY 200 and T EPS 200 may be taken for credit. Open to Honors College students only.

T EPS 220X Current Issues in Child Development (3)
This course will introduce major themes and current issues in the study of child development. Students will be introduced to the importance of research based knowledge to analyze and investigate these issues. Students will complete weekly readings and regular assignments, and will be required to undertake observational research and present their finds at a poster session at the end of the course. Open to Honors College students only.

E PSY 387 Institute (1-9)
A special course, not part of the regular pattern of offerings, designed to meet non-recurring needs. Available for division use and subject to division approval.

E PSY 390 (formerly E EDU 390) Community Service Projects (1–6)
Special projects involving education-related community activities and supporting study, as approved by the dean or designee of the School of Education. Educational Studies minor students must complete E EDU/ E PSY 390 for a minimum of 3 credits and may repeat the course for a maximum of 6 credits. Registration preference is given to students who have selected Educational Studies as the minor, with seniors having preference over juniors. Prerequisite(s): E PSY 200 or T EPS 200, permission of instructor; must be at least a second semester sophomore. S/U graded.

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 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 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 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 standing.

E PSY 480/480Z 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. May be repeated for credit. Prerequisite(s): junior or senior standing and permission of instructor. S/U graded.

  

School Psychology Courses

E SPY 120 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. Only one of U UNI 100 and E SPY 120 may be taken for credit. Open only to freshmen, and other students by permission of the department.

E SPY 360 Positive Youth Development (3)
An introduction to current theory and research in the field and practices of positive youth development within the context of important societal issues; cultivating environments to promote optimal development and behavior in disadvantaged, trouble youth through strengths and family practices, and healthy alternatives to interpersonal, family, and community violence. Prerequisite(s): junior or senior status.

E SPY 387 Institute (1-9)
A special course, not part of the regular pattern of offerings, designed to meet non-recurring needs.  Available for division use and subject to division approval.

  

Courses in Special Education

T SPE 260 (formerly E SPE 260H) Perspectives on Human Exceptionality (3)
Students will learn about the characteristics of individuals with exceptionalities, how they are identified, and what services are necessary for them to function in both school and society. Students will be exposed to the cultures of disability groups through observations, research, lecture, readings, and videos. Not open to students with credit for E SPE 460. Prerequisite(s): Honors College student or permission of instructor.

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 standing.

E SPE 387 Institute (1-9)
A special course, not part of the regular pattern of offerings, designed to meet non-recurring needs. Available for division use and subject to division approval.

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.

  

Department of Educational Theory and Practice

Department of Educational Theory and Practice prepares educational practitioners and researchers with specialties in Language and Literacy, Instructional Design and Technology, Mathematics and Science education, Teaching and Learning, and Curriculum and Instruction.

Chair: Arthur Applebee
ED 312
(518) 442-5020,
http://www.albany.edu/etap/

  

Courses in Educational Theory and Practice

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.

T TAP 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.

E TAP 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.

E TAP 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.

E TAP 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.

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 standing and consent of Department of Educational Theory and Practice.

  

Department of Reading

The research published by the Department of Literacy Teaching and Learning faculty and students has been ranked among the best in the nation. The faculty are committed to preparing masters students and mentoring doctoral students in the critically needed area of literacy studies.

Virginia J. Goatley
ED 333
(518) 442-5094
http://www.albany.edu/reading/

  

Courses in Literacy Teaching and Learning

E RDG 404 Children's Literature (3)
Students read and respond to multiple genres of children’s literature, including nonfiction texts, across both print and electronic platforms. Topics include: supporting and appreciating students’ complex responses to literature; analyzing the symbiotic relationship of words and pictures in visual texts; using technology to promote literary understanding; and meeting the standards by designing literature instruction informed by critical literacy perspectives.

E RDG 406 Young Adult Literature (3)
Students read and respond to multiple genres of  literature for young adults, including nonfiction texts. Topics include: understanding how adolescents build identities and worldviews through  engagements with literature; supporting and extending students’ responses to  literature through dialogic teaching; designing literature instruction to  support close readings of complex texts informed by literary theory and  disciplinary knowledge; using technology to promote literary understanding; analyzing the symbiotic relationship between words and pictures in visual, digital, and multigenre texts.

E RDG 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 RDG 490 Literate 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.

E RDG 491Z Reading and Writing the Happier Self (4)
Reading and writing transform the way we think, and how we see ourselves in the world. This writing-intensive class presents a set of cognitive tools and practical skills that will help students refine and enhance their educational goals while examining a broad range of life issues. Relying on texts from psychology, neuroscience, literature and narrative theory, this writing-intensive class will examine patterns of human behavior and thinking that tend to produce lasting fulfillment and deep reward. In addition to classroom work a special two-hour laboratory session, with attendant readings and writing exercises, will be required each week to demonstrate how mindfulness exercises help to reduce stress. Prerequisite(s): permission of instructor.