Mathematical reasoning, problem-solving, elementary theory, structures and concepts of arithmetic, numeration systems, integers, rational and real numbers, number theory, elementary probability and statistics. Not credited toward fulfillment of Mathematics major requirements. Not open to students with credit in MATH 122.

Basic Algebraic, Statistical and Geometric concepts including but not limited to linear functions and systems, displays of data, measures of central tendency, probability, plane and solid figures, similarity and congruence, area, surface area, volume and transformations. Not credited toward fulfillment of Mathematics major requirements. Not open to students with credit in MATH 122.

A study of concepts and theories of ethics and their application to personal and professional life.

A capstone seminar on the connections between the events of history, the plots of imaginative literature, and the arguments of philosophy, rhetoric, and science.

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.

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.

This course will explore human development from childhood through adolescence within the context of history, culture, urbanization and sociopolitical conditions. Special emphasis is on the relationship between development and teaching/learning. Topics covered will include theories of physical, cognitive, and social/emotional development addressing issues such as standardized testing and assessment, special needs designations, play, and health-related factors. This course will carry a liberal arts and science designation. 5 hours of fieldwork will be 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

Activities in the classroom that help children develop insight into mathematics, both as a study in itself and as a tool for applied use. Extensive review of methods and latest curriculum materials together with appropriate supporting research will be completed. The focal point of the course is the development of a math unit ofinstruction, a detailed lesson plan and a portfolio of mathematical activities. The completion of 15 hours of fieldwork is required.

This is part 1 of required literacy education courses for teacher candidates. In this course current perspectives and research on language development will be examined as well as how these perspectives are applied to creatinglanguage arts curriculum for emergent and beginning readers, both English Only (EO) students and English Language Learners (ELLs). Also, to be explored are methods for teaching a balanced literacy program to all early and emergent readers, including linguistically diverse student populations and students with diverse learning needs. Focus in this course include observational, diagnostic and evaluative assessment methods for analyzing a student's strengths and areas of needed growth; methods and principles for developing proficient readersand writers; lesson planning for literacy instruction; meeting the literacy needs of EO and ELLs in grades 1-2 and selecting appropriate literature andinstructional materials including use of technological tools and resources. The completion of 15 Hours of fieldwork required.

This is part 2 of required literacy education courses for teacher candidates. It focuses on content area literacy Instruction for Mainstream English Only (EO) and English Language Learners (ELLs), in grades 2-6. In this course, students will focus on standards-based literacy instruction and children's literature used indesigning literacy programs for students in grades 2-6 classrooms in academic content areas - science, mathematics, social studies and the arts for both English Only (EO) students and English Language Learners (ELLs). A majorfocus for this course will be methods for teaching content area literacy skills in grades 2-6 and the use of instructional technology and multiculturalresource materials for both English Only students (EOs) and English Language Learners (ELLs). A special focus in this course will include planningfor and teaching English as a New Language through the content areas for English Language Learners. The completion of 15 hours of fieldwork is required.

Teacher candidates will build upon their deep and broad academic content knowledge to establish learning goals and create assessment plans appropriate for students in urban elementary schools. Candidates will study elementary level curriculum across disciplines as defined by national and state standards,learning ways to translate that appropriately for diverse urban classrooms. They will explore subject-specific and interdisciplinary 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 childhooddevelopment and urban diversity and plan for inclusion of students with special needs and English Language Learners. The completion of 15 hours of field work 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. They will explore subject-specific and interdisciplinary approaches to instruction and develop lesson plans to complete an interdisciplinary unit, incorporating research-based best practices. In their planning, candidates will incorporate their understanding of childhood development and urban diversity and plan for inclusion of students with special needs and English Language Learners. The course will require 15 hours of fieldwork.

The Capstone Clinical Experience in grades 1-3 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 five 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 grades 4-6 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.