The first part of the Calculus sequence; limits and continuity of functions of one variable; the Intermediate Value Theorem; derivatives and integrals of algebraic and trigonometric functions; implicit differentiation; applications of the derivative, including curve sketching and optimization; the Mean Value Theorem; the Fundamental Theorem of Calculus; integration by substitution.

An introduction to the availability, distribution, recovery and significance of the Earths natural resources. Alternates to our dwindling supply of these resources, with emphasis on the fossil fuels. Environmental impact of the use and disposal of these resources will be analyzed. The interaction of the various disciplines of natural science will be stressed. Not credited toward fulfillment of Geology major requirements. This course may be offered in a face-to-face or hybrid format.

An introduction to the availability, distribution, recovery and significance of the Earths natural resources. Alternates to our dwindling supply of these resources, with emphasis on the fossil fuels. Environmental impact of the use and disposal of these resources will be analyzed. The interaction of the various disciplines of natural science will be stressed. Not credited toward fulfillment of Geology major requirements. This course may be offered in a face-to-face or hybrid format.

Introduction to the 71 per cent of the earth's surface covered by water. The oceans; our climatic thermostat, a not-so-inexhaustible resource, and their management and preservation. One day field trip required.

This course provides an introduction to the geologic environment and its relationship to human affairs; volcanic activities, earthquakes, landscapes, land use and abuse, the earth through time, recognition of minerals, rocks and fossils, maps and aerial photographs. A museum visit and a one day field trip are required.

An introduction to the earth environment and its relationship to human affairs; earth quakes, volcanic activity, land use and abuse, geologic time, rocks and minerals. Not open to students with credit in GEOL 140. A one day field trip is required. This course, when combined with GEOL 207, counts as a lecture-laboratory course of 4 credits. This course may be offered in a face-to-face or hybrid format.

The structural features of stratified and massive rock bodies; mechanics and dynamics of rock deformation; geologic mapping of structural features and the interpretation of such features from existing maps. Two field trips required.

Geologic time scale, the fossil record, and evolution as basis for reconstruction of earth history; cosmopolitan world view but with emphasis on the origin and evolution of North America; concepts of sea-floor spreading and plate tectonics. The Paleontology component will focus on the study, classification, distribution, and evolutionary trends of the common invertebrate fossil groups that inhabited the Earth over the course of history. Laboratory work includes interpretation of geologic sections, identifications of common invertebrate fossils, particularly index fossils, and correlation of stratigraphic units. One field trip is required.

Principles of crystal symmetry and structure, physical and chemical properties of minerals; mineral identification procedures, descriptive mineralogy, and economic importance of mineral deposits. In addition, utilization of commonly used analytical tools for characterization of minerals such as Optical Microscopy, X-ray Fluorescence (XRF), and Scanning Electron Microscopy will be highlighted. A field trip may be required.

Use of the Brunton Compass, telescopic alidade, and planetable. Two field trips required.

An introduction to the earth's atmosphere, its structure, composition and evolution. Climatology, including the Greenhouse Effect and Global Warming. Atmospheric phenomena, weather, acid rain and the degradation of the ozone layer. Laboratory work includes; collection of data from an on-site weather station and on the internet, computer models of atmospheric processes.

Dynamics of sedimentation; depositional environments, diagenesis and lithification, sedimentary structure; classification and description of sediments and sedimentary rocks; mechanical, chemical, and microscopic analysis of sediments. Two field trips required.

This laboratory course introduces the fundamentals of astronomy such as: identifying constellations; the apparent motion of the sky, Sun, Moon and planets; the nature of light; gravity; the properties of planets; the life cycles of stars; and measuring astronomical distances. Laboratory, computer and planetarium exercises will be used, and one nighttime lab may be scheduled.

The first part of the Calculus sequence; limits and continuity of functions of one variable; the Intermediate Value Theorem; derivatives and integrals of algebraic and trigonometric functions; implicit differentiation; applications of the derivative, including curve sketching and optimization; the Mean Value Theorem; the Fundamental Theorem of Calculus; integration by substitution.

A composition course which takes literature as its subject matter, ENG 126 builds on the competencies developed in ENG 125, in close reading, argumentation, and writing from sources, and applies them in a new context. Students read a variety of short literary works including poetry, fiction, and/or drama, and practice responding to them in class, and writing about them both informally and formally. students also produce a research paper related to themes or questions evoked by the literature. students will spend one hour per week in conferences, collaborative learning activities, or peer review. This course may be offered face-to-face, online or partially online.

An introduction to the major historical, philosophical, and sociological ideas in American education, including the history of schooling in the United States. Historical threads from a variety of multicultural perspectives will be presented, and philosophical approaches from selected global thinkers will be discussed. The student will be encouraged to develop their own unique philosophy of education. Not open to students with credit in SOC 202. Includes seven (7) hours of fieldwork. Required for all teacher education students. This is a Writing Intensive course.

The first part of the Calculus sequence; limits and continuity of functions of one variable; the Intermediate Value Theorem; derivatives and integrals of algebraic and trigonometric functions; implicit differentiation; applications of the derivative, including curve sketching and optimization; the Mean Value Theorem; the Fundamental Theorem of Calculus; integration by substitution.

Students learn the foundations for using multimedia technology in the classroom, become proficient with multimedia technology, study issues of equity related to educational technology, and understanding NYS K-12 learning standards for technology. Students design curriculum integrating the Internet and student-produced multimedia projects. This course may be offered in a face-to-face, hybrid or asynchronous online format.

In this course, students will study the processes and issues of the growth and development of adolescents, examining possibilities and challenges of cognitive, emotional, social, and physical development in a diverse urban context. A wide range of contextual issues will be explored as students develop an understanding of the complexities and diversities of adolescent and youth development in an urban context. This course carries a Liberal Arts designation. 15 hours of fieldwork is required

This course is an introduction to the philosophy, fundamental principles, and current approaches of teaching linguistically diverse English Language Learners (ELLs) in the urban school in both bilingual and mainstream settings. The completion of 15 hours of fieldwork is required.

This course provides an overview of learning and instructional issues in teaching in diverse classrooms. Behaviorism, social and cognitive constructivism, and socio-cultural theories will be examined and applied in the context of diverse classrooms. Teacher candidates will engage in critical analysis of these theories and their application to pedagogical practices in urban schools and diverse classrooms. They will evaluate curriculum designs and methods of instructions and assessment for students who are linguistically and culturally diverse. Students will design alternate pedagogical practices and evaluate learner outcomes. In addition, the role of technology in instruction will also be examined. This course carries a Liberal Arts designation. 10 hours of fieldwork is required. This course may be offered in a face- to-face or hybrid format.

This course introduces students to the philosophical and historical foundations ofspecial education, as well as contemporary issues and trends in the field. Students will review educational laws and policies and understand the rights and responsibilities of all involved. In addition, students will examine various areas of exceptionality including multiple disabilities, visually and hearing impaired, speech or language impairments, autism spectrum disorders, emotional disturbance, learning disabilities, gifted and talented, and other health impairments. Thereferral process, the individual evaluation process, Individualized Education Program (IEP), multi-disciplinary team responsibilities, annual review/revaluation, placement procedures, and parental collaboration will also be examined. The course takes a particular interest in practices that are culturally and developmentally responsive. The completion of 10 hours of fieldwork with students designated as having special needs is required

This required literacy education course for secondary education teacher candidates blends theoretical and developmental constructs with practical methods for developing standards-based literacy instructional strategies in content area and vocations classrooms. Emphasis is on building assessment-based strategies for literacy learning to meet the needs of all children. Students will focuson using content-based text, electronic text, and multimedia formats to encourage adolescents to respond to literature, research and process information, study effectively, and build strategies for reading. Special concentration in this course will be planning language and content instruction for English Language Learners (ELLs), and teaching ELLs through the content areas. The completion of30 hours of fieldwork is required.

Teacher candidates will build upon their deep and broad academic establish learning goals and create assessment plans appropriate for students in urban elementary schools. Candidates will study secondary level curriculum within their disciplines as defined by national and state standards, learning ways to translate that appropriately for diverse urban classrooms. They will explore research-based approaches to assessment, including reading and writing in the content areas and incorporation of technology for assessment. Candidates will learn how to interpret assessment data. In their planning, candidates will incorporate their understanding of adolescent development and urban diversity and plan for inclusion of students with special needs and English Language Learners. The completion of 30 hours of fieldwork is required.

Teacher candidates will build upon their deep and broad academic content knowledge to create learning experiences and environments that will maximize student learning within their science discipline. They will explore subject-specific and interdisciplinary approaches to instruction and develop lesson plans to complete a unit, incorporating research- based best practices within the discipline. In their planning, candidates will incorporate their understanding of adolescent development and urban diversity and plan for inclusion of students with special needs and English Language Learners. The completion of 30 hours of fieldwork is required.

The Capstone Clinical Experience for Secondary Science, Mathematics, or Spanish in grades 7-9 consists of guided observation and supervised teaching in school settings. Teacher candidates are supported through collaboration with college clinical supervisors, who will provide high-quality feedback at regular intervals. Student teachers are assigned cooperating teachers at York College Partner Schools, who have proven to be both highly effective teachers and strong mentors capable of meeting the high expectations of York College. In addition, teacher candidates attend a Senior Seminar that provides extensive practice creating instructional plans and assessments that reflect deep knowledge of both content and pedagogy, applying educational research and theory to instructional planning, understanding the specific needs of a variety of diverse learners including struggling readers, analyzing assessment data, as well as helping teacher candidates articulate their thinking in planning and reflection. Student teachers spend four full school days (Monday - Friday 8:00am - 3:00 pm; 8:00 am-12:00 pm on seminar day) in their first placement school for seven weeks of the semester and attend the seminar on campus weekly. This course is taught in a 7 week format. In a 7-week format, students contact hours will average 30 hours per week (4 laboratory; 26 clinical), for a total of 28 laboratory hours and 180 onsite clinical hours.

The Capstone Clinical Experience in Secondary Science, Mathematics, or Spanish in grades 10-12 consists of guided observation and supervised teaching in school settings. Teacher candidates are supported through collaboration with college clinical supervisors who will provide high-quality feedback at regular intervals. Teacher candidates are assigned cooperating teachers at York College Partner Schools, who have proven to be both highly effective teachers and strong mentors capable of meeting the high expectations of York College. In addition, teacher candidates attend a Senior Seminar that provides extensive practice creating instructional plans and assessments that reflect deep knowledge of both content and pedagogy, applying educational research and theory to instructional planning, understanding the specific needs of a variety of diverse learners including struggling readers, analyzing assessment data, as well as helping teacher candidates articulate their thinking in planning and reflection. Teacher candidates spend five full school days (Monday - Friday 8:00am - 3:00 pm; 8:00 am-12:00 pm on Seminar Day) in their second placement school for seven weeks of the semester and attend the seminar on campus weekly. This course is taught in a 7 week format. In a 7-week format, students contact hours will average 30 hours per week (4 laboratory; 26 clinical), for a total of 28 laboratory hours and 180 onsite clinical hours.