Education

Academic Programs

Undergraduate 

A career in education can be immensely rewarding, offering the dedicated professional many opportunities to make a lifelong, positive impact on the lives of children and young people. Alfred University has a long tradition of preparing candidates of excellence for positions teaching in public and private schools in our region, and across the world. 

Housed in the Division of Education is a major in Early Childhood/Childhood Education and minors in Adolescent, Visual Arts, and Business Education. Students enrolled
in these programs receive an integrated blend of professional course work and field-based opportunities, and fulfill requirements for Initial Certification in New York State. Various Adolescent content certifications (Grades 7-12) are available including Biology, Chemistry, Earth Science, English, Mathematics, Physics, Social Studies, and Spanish with an option to add Middle Childhood (Grades 5-9) certification with additional coursework and field experiences. Refer to the Graduate School Catalog for information on graduate programs offered by the Division of Education. 

Successful completion of either the major or minor programs leads to initial certification as a New York State teacher (with reciprocity among 48 other states). 

Additional Program Requirements for All Programs leading to New York State Teacher Certification 

Examinations:

  • Content Specialty Test (CST)
    • The appropriate Content Specialty Test(s) for the appropriate developmental level(s) and certification area(s)
    • Must pass before applying for a teaching certificate
  • Educating All Students (EAS)
    • Must pass before applying for a teaching certificate
  • auTPA:
    • Completed during the student teaching semester
    • Must pass before a student will be recommended for certification

New York State Mandated Workshops:

All students must complete state-required workshops in Child Abuse Identification and Reporting, School Violence Prevention and Intervention, and Training in Harassment, Bullying, Cyberbullying, and Discrimination in Schools: Prevention and Intervention (Dignity for All Students). The SAVE workshop is provided within EDUC 231 every semester and the DASA workshop is offered online every semester. The Child Abuse Identification and Reporting class is not offered for undergraduates at AU, but it can be taken online through NYSED. 

Fingerprinting/Background Check: 

NYS requires candidates applying for Initial (first) certification to complete a fingerprinting/background check. Students will need to have fingerprinting completed for the Practicum/Fieldwork semester in order to comply with school district policies. Fingerprinting information can be obtained from the Division of Education office.

Graduate 

Division of Education 

The faculty members in the teacher education programs are active researchers dedicated to excellence in training and practice. With expertise in inclusive education, disabilities, literacy learning, development of critical thinking skills, and teaching with technology, education faculty are active in professional associations and scholarship. Successfully funded external grants have centered on inclusive education and case study teaching approaches. 

Courses

EDUC 503: Competency in the Teaching of Literacy

Credits 3
Study of theories of literacy development and strategies appropriate to teaching literacy in the early childhood; childhood; and adolescent classroom. Topics covered include strategies for teaching emergent literacy; word identification; phonics; phonemic awareness; meaning; comprehension;instructional materials; and identifying instructional needs.

EDUC 505: Literacy in the Content Areas

Credits 3
The emphasis is on the application of literacy to subject area learning. It takes a balanced approach; providing a realistic and practical treatment of literacy as related to text review. Literacy strategies in content areas and study techniques are examined.

EDUC 570: Literacy Seminar & Field Experience

Credits 3 6
Emphasis is placed on the selection of literacy materials; grouping practices and literacy strategies for small and large groups of students (including students with disabilities) in a public school setting. This experience coordinates the literacy curriculum with various school personnel and stresses thedevelopment of parental programs at the early childhood; childhood; and adolescent levels. Those seeking a SWD all grades require 100 field experience hours; 20 of which are with SWD; while those seeking a LIT require100 hours.

EDUC 603: Competency in the Teaching of Literacy

Credits 3
Study of theories of literacy development and strategies appropriate to teaching literacy in the early childhood and childhood classroom. Topics covered include strategies for teaching emergent literacy; word identification; phonics; phonemic awareness; meaning; comprehension; instructional materials; and identifying instructional needs.

EDUC 604: Diagnostic and Remedial Techniques in Literacy

Credits 3
Provides students with in-depth knowledge of procedures for assessing specific literacy problems; and strategies for the correction of reading difficulties of students within a broad range of disabilities; including dyslexia. At the conclusion of this course; teachers should be able to administer and interpret several diagnostic instruments and communicate these results to parents and be able to design literacy programs at all areas of literacy at the early childhood; childhood levels; and adolescent levels.

EDUC 605: Literacy in the Content Areas

Credits 3
The emphasis is on the application of literacy to subject area learning. It takes a balanced approach; providing a realistic and practical treatment of literacy as related to text review. Literacy strategies in content areas and study techniques are examined.

EDUC 613: Literature for Children and Adolescents

Credits 3
A practical approach to the study and selection of literature from early childhood through secondary education. The riches of classical and contemporary writings are overviewed for classroom use. Various approaches to working with students and literature are introduced; as well as how literature can be integrated into the early childhood; childhood; and adolescent curriculum.

EDUC 620: School Violence Prevention and Intervention Workshop (SAVE)

Credits 0
This workshop provides teacher candidates with training in school violence prevention and intervention. Topics include: the warning signs that relate to violence or signal precursors to violent behavior in children; the statutes; regulations and policies relating to a safe; nonviolent school climate; academic supports and management strategies that promote a nonviolent school climate; methods for integrating social skill development and problem-solving skills into ongoing curriculum and instruction; intervention techniques for addressing violent situations; and; referral processes for students with violent behaviors. This course must be completed prior to student teaching.

EDUC 622: Dignity for All Students Workshop (DASA)

Credits 0
This workshop fulfills the training requirement on harassment; bullying; and discrimination prevention and intervention under the NYS Dignity for All Students Act. This is a participatory workshop which includes activities to help students understand and address personal and hidden biases as well as related behaviors and the school setting. Topics include: introduction to the Dignity for All Students Act and reporting requirements for educators and more. This course must be taken prior to student teaching.

EDUC 670: Literacy Seminar and Field Experience

Credits 3 6
Emphasis is placed on the selection of literacy materials; grouping practices and literacy strategies for small and large groups in a public school setting. This experience coordinates the literacy curriculum with various school personnel and stresses the development of parental programs at the early childhood and childhood levels.

EDUC 688: Teaching in the Adolescent Classroom

Credits 3
This course reviews human development during adolescence with an emphasis on families; schools and the cultural contexts of adolescent development. Building upon this understanding; students will explore in depth the curriculum and instruction of the adolescent learner. Discussion of goals; methods; and materials used to successfully teach adolescent level courses.

EDUC 694: Introduction to Research Design

Credits 3
Part 1 of a 2-part research sequence; this course provides an overview of research design including: selecting a research design; reviewing the literature; understanding the use of theory; anticipating ethical issues; and developing writing strategies. Students will write and submit a research proposal.

EDUC 695: Master's Research

Credits 3
Designed to be a culminating project for those who have completed the majority of coursework in the program. May be designed with special research or practical orientation.

SPED 541: Inclusion and Students with Autism

Credits 3
Advanced seminar in issues related to schooling and students with autism. At a minimum; explores following foundational issues and practices: 1) supporting neurodiversity in the classroom; including students with autism; 2) evidence-based instructional methods; 3) communication; behavioral; and social supports including the use of assistive technologies; and 4) home-school collaborations.

SPED 542: Collaboration and Advocacy with Schools and Families

Credits 3
Provides methods for working collaboratively with families and interagency personnel. Strategies for collaboration and professional advocacy related to the law and legal issues as well as instructional practice in order to create and sustain inclusive learning environments.

SPED 556: Introduction to Inclusive Schooling and Development

Credits 3
This course involves understanding the characteristics of the range of disabilities; and specific instructional strategies and methods linked to learning processes and human development. Historical; philosophical; legal; cultural and ethical foundations of educating students with disabilities are examined.

SPED 557: Inclusive Curriculum & Instruction for Special Educators (all grades)

Credits 3
Provides students an opportunity to explore and apply current pedagogy and trends in the education of students with disabilities (all grades). Students will learn about and engage in the collection and use of educational data to assess and teach students with disabilities. Educational planning; material adaptation; and curriculum development are also addressed. Emphasis is placed on creating access to curriculum and supporting students within the inclusive classroom; specifically within the content areas of reading; mathematics; social studies; and science. *(Spring)

SPED 559: Multimodal Lit-Inclusv Classrm

Credits 3
This course examines an expanded definition of text to include multimedia and visual texts. Using formal and informal assessment tools and assistive technology; methods of teaching literacy skills to SWD across content areas is taught.

SPED 564: Environmental Design and Humanistic Supports

Credits 3
This course involves understanding the effects of classroom environment on student behavior and the development of positive behavioral supports including problem solving and conflict resolution strategies. Assignments include behavioral observation; assessment and intervention.

SPED 570: Special Education Practicum (all grades)

Credits 3
This practicum involves understanding the characteristics of children with disabilities and the instructional strategies and methods used to facilitate their learning process. Students complete at least 70 days or 50 hours (depending on NYS exemption requirements) designing and delivering instruction to students with disabilities in pk-6 and 7-12 educational settings. The accompanying seminar provides opportunities for integration of experiences. The graduate program portfolio is a requirement of the course.

SPED 640: Multimodal Literacy in the Inclusive Classroom

Credits 3
This course examines an expanded definition of text to include multimedia and visual texts. Using formal and informal assessment tools and assistive technology; methods of teaching literacy skills to SWD across content areas is taught.

SPED 645: Teaching Students with Learning Disabilities

Credits 3
This course involves a study of a range of learning disabilities. Historical; philosophical and legal; foundations provide context for the examination of specific instructional strategies linked to the learning processes of students with learning disabilities.

SPED 656: Teaching Students with Disabilities in Inclusive Classrooms

Credits 3
This course involves understanding the characteristics of the range of disabilities; and specific instructional strategies and methods linked to learning processes and human development. Historical; philosophical; legal; cultural and ethical foundations of educating students with disabilities are examined.

SPED 658: Managing Students with Disabilities in an Inclusive Classroom

Credits 3
This course involves understanding the effects of classroom environment on student behavior and the development of positive behavioral supports including problem solving and conflict resolution strategies. Assignments include behavioral observation; assessment and intervention.

SPED 669: Field Experience in Inclusive Teaching

Credits 3
The field experience integrates literacy instruction and special education; highlighting means of supporting students who are struggling readers and students whose literacy problems may be rooted in mild to moderate disability. Each student is required to complete a minimum of 100 hours of field experience in B-6 literacy and special education settings. Fifty hours targets literacy instruction and 50 focuses on special education. Students are observed by university faculty; document field hours with cooperating teachers; complete specific course assignments within the field placement; and participate in a seminar. A program portfolio is the culminating assignment.

SPED 670: Special Education Practicum

Credits 3
This practicum involves understanding the characteristics of children with disabilities and the instructional strategies and methods used to facilitate their learning process. Students complete at least 20 days designing and delivering instruction to children with disabilities at the developmental levels of certification sought. The accompanying seminar provides opportunities for integration of experiences. The graduate program portfolio is a requirement of the course.

SPED 671: Assessing and Evaluating Students with Disabilities

Credits 3
This course focuses on the process of identifying; assessing; and diagnosing students with disabilities; including selecting; administering; and analyzing test data to develop individualized educational plans that are both culturally responsive and developmentally appropriate.