Educational and Community Programs

ECPSE 711: Advanced Seminar in Childhood Special Education (Syllabus)
by SunA Kim

In this course, candidates learn teaching and learning strategies within the context of the general education curriculum to individualize instruction and maximize grade-level content mastery for all learners. Candidates adapt and teach a curriculum unit grounded in the New York State Learning Standards designed to meet the individual needs of students with disabilities or struggling by modifying instruction, employing metacognitive, task-specific learning strategies, and utilizing instructional technology.

ECPSE 733: Advanced Seminar in ABA (Syllabus)
by Lenwood Gibson

This seminar course is designed to provide candidates in the Special Education Board Certified Behavior Analyst (BCBA) Verified Course Sequence (VCS) the content knowledge and coursework hours to meet the BCBA 5th edition task list requirement to sit for the BCBA exam. Specifically, this course will overview issues related to staff management and supervision in the field of applied behavior analysis. Candidates will learn how to assess staff performance issues and implement/develop training protocol to ensure treatment integrity. Additionally, this course will teach candidates to become effective BCBA field supervisors and mentors. Specifically, candidates will learn how to critically analyze factors that contribute to inadequate staff performance and develop strategies for improvement. Further, candidates will learn how to assess their own effectiveness as BCBA field supervisors using self-management strategies. The culminating experience involves the development of training protocols to improve procedural and treatment integrity for students with disabilities.

ECPEL 894: Supervisory Practicum (Syllabus)
by Nathalis Wamba

Practicum: A school or college course, especially one in a specialized field of study that is designed to give candidates supervised practical application of previously studied theory. The purpose of this course is to prepare candidates for the 21s t Century Schools so that they can meet the cognitive, affective and academic needs of the students. The course requires candidates to document through personal and work experiences the application of theory to practice using the professional standards for education leaders as reference. Additionally, this course is designed to give candidates who have not acquired the various skills mentioned above the opportunity to practice and reflect on them. Students are required to engage and document e.g., visioning exercise, curriculum design, observation cycle, co-teaching, professional development, technology planning etc.The class activities and assignments are designed to further the candidates understanding of teaching, learning, and leading 21s t Century schools.

Elementary and Early Childhood Education

EECE 311: Educational Psychology
by Sunghee Shin

This course will examine the major learning theories and general principles underlying effective instruction. Students explore classroom structures and management, intelligence, learning styles, individual assessment, and the impact of culture and class.

EECE 351: Teaching Science in the Elementary School
by Line A. Saint-Hilaire

This course is being offered as part of the Undergraduate program that prepares students for the New York State Initial
Certificate in Childhood Education and grades 1-6 by the EECE department, which is part of the Education unit at
Queens College. The Education unit seeks to promote equity, excellence and ethics in urban education and is
committed to developing competencies in all teacher preparation and other education professional candidates that will
enable them to:

• Hold high expectations for all learners,
• Work as change agents to promote equity and social justice,
• Foster nurturing and challenging democratic learning communities, and
• Respect and honor diversity.

EECE 702: Social Foundations of Early Childhood Education (Syllabus)
by Andrew Aprile

This course is an introduction to the social, historical, and philosophical foundations of early childhood education in the United States. Through critical analysis of required reading, class discussion, and writing, we will explore how the dynamics of schooling relate to larger social, cultural, economic, political and historical forces. Using a sociocultural lens, this course will investigate the ways that social class, race, gender, family, community, language, ability, ethnicity, immigration, and sexuality intersect and impact schools, student outcomes, and policies surrounding early childhood and childhood education. This course places emphasis on the separate and combined effects of race and class within the context of New York City’s schools.

EECE 767: English Language Learning in the Bilingual Classroom: Pedagogical Applications (Syllabus)
by Demet Arpacik

Designed for bilingual educators, this course emphasizes approaches to the learning and teaching of English in multilingual classrooms. Different theoretical and practical aspects of language teaching will be highlighted, with an emphasis on the connections between theory and what teachers do in their classrooms. The course progresses from a close look at the different bilingual contexts for teaching English, to analyzing who bilingual teachers and learners are, and which pedagogical practices might best meet their needs. Through this course, we will gain a more thorough understanding of our beliefs, assumptions, and experiences regarding the teaching of English in multilingual settings. Fundamentally, this course is focused on developing an informed, coherent approach to the instruction of English which highlights the cognitive demands of the curriculum with the linguistic needs and resources of learners who represent multilingual and/or multicultural backgrounds.

EECE 798: Reading and Writing for Learning in Science
by Ashraf Shady

This course is designed to address the National Science Education Standards vision of instruction that should enable all students to successfully interact with the natural world. These principles include, (1) Science for all students, (2) Learning science is an active process, (3) School science reflects the intellectual and cultural traditions that characterize the practice of contemporary science, and (4) Improving science education is part of systemic education reform.

Secondary Education and Youth Services

SEYS 201W: Historical, Philosophical, and Social Foundations of Education
by Ashraf Shady

This course is designed to examine the historical, philosophical, and sociological foundations of American education. Attention will be paid to comparative analysis of past and contemporary historical, philosophical, and sociological factors that continue to influence and shape education decision-making. Theoretical analysis of major educational ideas and practices in the United States will be explored. SEYS 201W is aligned with the core values of the education unit, which promote equity, excellence, and ethics in urban schools and communities.

SEYSL 701 Foundations of Literacy (Syllabus)
by Carol Hacker

An introductory course in literacy development and instruction of students in grades 5 through 12. The major area of inquiry is the psychological, sociological, cognitive, and linguistic bases of literacy. Specific topics include the role of literacy in society, history of literacy instruction, current schoolwide early childhood, childhood, middle education, and adolescent literacy
instructional programs, differentiation of instruction for students with diverse needs, family literacy partnerships, children and adolescent literature, classroom organization, classroom and schoolwide assessment programs, literacy in a technological age, and processes of developing literacy proficiency. Special emphasis is placed on factors underlying development of print awareness and usage at all levels, including word identification and spelling strategies, vocabulary skills, comprehension strategies, composing skills, and the supporting roles of speaking and listening to the development of reading and writing strategies.

SEYS 764: The Secondary School Curriculum: Current Theories and Controversies (Syllabus)
by Karen Zaino

In this course, we examine contemporary discourse and practice around writing instruction in the secondary English Language Arts (ELA) classroom. School-based composition is often framed and assessed as a specific set of discrete skills that can be developed through decontextualized “best practices.” We will interrogate the assumptions about writing and literacy that sustain these practices and contextualize them within larger (settler) colonial projects. Ultimately, we will develop our own writing philosophies and associated curricular innovations and pedagogical moves.