Degrees for Education

Program Requirements

The Mathematics certifi cation program requires students to take mathematics and education courses. All courses required for certifi cation, including an intensive fi eld experience, must be completed with a grade of C or better prior to student teaching. The information below lists the program requirements and will assist students in planning a program of studies. Students should examine their undergraduate transcripts to determine which courses may have already been completed that would satisfy the listed requirements and list the course taken.
EDUCATION COURSE REQUIREMENTS (24 Credits Required)
EDUC 313 and EDUC 314 must be taken concurrently.
EDUC 313 FIELD OBSERVATION/PARTICIPATION (2). Prerequisite: admission into Secondary Teacher Certification Program. Prerequisite or concurrent: EDUC 314
EDUC 314 LEARNING THEORY AND INSTRUCTION PROCEDURES (3). Prerequisite: admission into Secondary Teacher Certification Program. Prerequisite or concurrent: EDUC 313
EDUC 315 SOCIAL AND CULTURAL FACTORS IN EDUCATION (3). (Certifi cation students must enroll in section reserved for prospective secondary teachers.) Prerequisite: admission in Elementary Education Major or Secondary Teacher Certification Program
EDUC 417 TEACHING SECONDARY MATHEMATICS (3). (Offered fall term only). Prerequisite: EDUC 314, EDUC 315, admission into Secondary Mathematics Certification program
EDUC 435 NEEDS OF SPECIAL LEARNERS (1). Prerequisite: eighth-semester standing in Secondary Teacher Certification Program
EDUC 395 STUDENT TEACHING (12). Prerequisite: all other courses required for teacher certification (EDUC 395 and EDUC 435 must be taken concurrently.)
Mathematics Course Requirements (26 Credits Required)
MATH 140 CALCULUS WITH ANALYTIC GEOMETRY I (4). Prerequisite: MATH 022, MATH 026; or MATH 040 or MATH 041 or satisfactory performance on the mathematics proficiency exam
MATH 141 CALCULUS WITH ANALYTIC GEOMETRY II (4). Prerequisite: MATH 140, MATH 140A, MATH 140B, or MATH 140H
MATH 315 FOUNDATIONS OF MATHEMATICS (3). Prerequisite: MATH 141
MATH 446 INTRODUCTION TO APPLIED STATISTICS I (3). Prerequisite: MATH 022 or MATH 040
MATH 427 FOUNDATIONS OF GEOMETRY (3). Prerequisite: MATH 230 or MATH 231
MATH 430 LINEAR ALGEBRA AND DISCRETE MODELS I (3). Prerequisite: MATH 141
MATH 475 INTRODUCTION TO THE HISTORY OF MATHEMATICS (3). Prerequisite: MATH 141 and one of the following:
MATH 450 MATHEMATICAL MODELING (3). Prerequisite: MATH 315, MATH 430; or MATH 405 or MATH 412 OR
MATH 425 INTRODUCTION TO OPERATIONS RESEARCH (3). Prerequisite: MATH 141
Computer Science Requirements (6 Credits Required)
3-credit approved computer course (e.g., C++, Ada, COMP 351*, Computers for Teachers)
COMP 350 OBJECT-ORIENTED PROGRAMMING FOR MATHEMATICS AND SCIENCE I (3)
*COMP 351 OBJECT-ORIENTED PROGRAMMING FOR MATHEMATICS AND SCIENCE II (3). Prerequisite: COMP 350

“When young people are involved with the arts, something changes in their lives” (Fiske, 2000).

Artistic experience encourages independent, flexible thinking, awakens the senses, and engages our entire being—head, heart and hands—in the experience of the diverse worlds around us. The special mission of Art Education is to nourish the human faculties of imagination and inspiration, faculties often overlooked in traditional educational programs. Adelphi’s preparation for NYS visual arts certification reflects this mission by providing course work that develops art educators who:
understand artistic development across the life span through autobiographical exploration, theoretical study, field observation, and respect for different cultural histories and practices

explore the relationship of the sensory and kinesthetic domains to art making through experientially-based course work

clearly articulate an educational philosophy and become an advocate for the role of arts in education by studying the history and philosophy of art education

develop a professional identity through participation in the Adelphi student chapter of the National Art Education Association (NAEA)

maintain a lively commitment to their own artistic identity and practice through on-going studio practice and a final graduation exhibition.

The Master of Arts in Teaching degree programs at SUNY College at Old Westbury are designed specifically for aspiring teachers and career-changers seeking to advance their careers with minimal disruption to life and work.

Old Westburys MAT degrees lead students toward New York State initial professional certification in the following disciplines: Biology, Chemistry, English Language Arts, Mathematics, Social Studies, and Spanish.

The MAT degrees are intended for graduates from accredited colleges or universities with an undergraduate major in humanities, sciences, or social sciences who have few, if any, formal courses in education.

Admissions Requirements: These 42-credit MAT degrees share general admissions requirements, including:
An undergraduate degree with at least 30 semester hours of appropriate coursework as defined by the respective discipline
A cumulative grade point average at the undergraduate level of 3.0
Submission of scores from the Liberal Arts and Sciences Test (LAST) and Graduate Record Examination (GRE)
Two letters of recommendation (one from an academic source)
An admissions essay
Completion of an undergraduate general education program that includes English (6 credits) and a foreign language (6 credits).

Additional discipline-specific criteria must also be met for entry into each degree program.

Course of Study: The MAT degrees are designed using integrated course work to produce graduates with both the pedagogical skills and subject mastery needed for excellent teaching at the secondary level.

Pedagogical Core –Education courses comprise a 24-27 credit hour core of each MAT degree and provide introductory graduate level courses in:
History of education
Human development
Literacy
Special education

In addition, students take discipline-specific courses in methodology, literacy, research and technology that include a total of 100 hours of field observation, as required by the New York State Education Department. To conclude their studies, all students complete a six credit discipline-specific student teaching experience.

Content Courses: Each MAT degree requires 15-18 credit hours of specialized content area instruction to meet New York State or national standards for the specific discipline. Content area courses introduce students to current issues and scholarship in their specializations through courses that survey and analyze developments in the field.

A sampling of courses offered across the six degree programs includes:
Advanced Mathematics and Technology (Mathematics)
Biological Pharmacology (Biology)
Literature in the Classroom (English Language Arts)
Points of Contact: United States and Latin America (Spanish)
Questioning Global History (Social Studies)
Topics in Environmental Science (Chemistry)

The profession
Throughout history, various forms of human movement has emerged with several meanings, and currently the sports, the fights, dance and exercise are inseparable elements of a balanced life, healthy and rich in experiences. Physical education is a profession which investigates these events and seeks to enhance human potential through its application.

Labor market
The degree in Physical Education develops regency / teacher, his speech can be performed in Child Rearing in Middle School and in public or private institutions. The Bachelor of Science in Physical Education operates as standalone and / or institutions and public and private. Can provide services in places where there is physical activity such as schools, businesses, centers and research labs, gyms, clubs, sports associations and / or recreation, hotels, health centers, hospitals, kindergartens, asylums, among others.

The course
The PUCPR offers two undergraduate courses in Physical Education: a Bachelor and Master. Over its 26 years has trained professionals ready to work in the labor market, offering the community the opportunity to enjoy the goals of physical education. For both, has a highly qualified faculty of over 80% of masters and doctors.

Support structures
Administration’s Center for Physical Activities and Sports offers all its infrastructure to the academic community. The structure of the extension is also used by students of the course of Physical Education and training of field observation and monitoring of performance with and supervision of teachers. Among the activities offered include: games and lessons of various types (athletics, capoeira, gymnastics artistic, special group of seniors, water aerobics, weight lifting, swimming, etc.).. Besides the activities, the course also has teams of university sports volleyball and futsal formed exclusively by the academic PUCPR who participate in trainings and competitions to support the institution.

Why Physical Education in PUCPR?
The course of Physical Education PUCPR account the experience of 26 years, a team of qualified teachers and a complete and modern sports center. One of the big differences is the inclusion of current community projects through permanent extension of the university community and external. The recognition of this effort came with the maximum score achieved in ENADE among private institutions of Paraná in 2004.

Research and postgraduate
The course of Physical Education has PUCPR groups recognized by CNPq research, developing research projects directed towards the recognition of reality and critical-scientific training of students. The Research Group on Physical Activity and Quality of Life (GPAQ) investigates the relationship between physical activity and aspects that affect the quality of life. The Group for Research in Sport Collective and Individual (GEDCI) research techniques and methodologies that contribute to the optimization of the educational processes of teaching, training and high performance. The Research Group on Performance Sports has a focus on understanding the physical, physiological, biomechanical and Kinesiologic, crucial for obtaining high performance.

Saint Mary’s College undergraduate students may elect to take courses offered by the Montessori Education Program to complete a Liberal Studies Minor in Montessori Thought. Graduates of Saint Mary’s undergraduate program may continue their Montessori education, including participation in a paid internship and completion of curriculum requirements, to earn the American Montessori Society Early Childhood or Elementary Certificate and a Master’s degree in Montessori Education.

Students must meet with their advisor and with the Montessori Education program coordinator as early in their academic career as possible. Undergraduate students who think they might be interested in teaching as a career may take courses in the Kalmanovitz School of Education with the permission of their advisor and the course instructor.

Required Course Early Childhood Education Focus

In addition to the general liberal studies requirements, including EDUC 119 and EDUC 144 (Cognitive Development), the Minor requires 3 courses and .5 credit (undergraduate courses are measured in credits; graduate courses are measured in units) course from the list of electives.

Required Credits (3)
MONT 161 - Montessori Philosophy in a Cultural Context, 1 credit
ECE 163 - Mathematics: Conceptual Learning, 1 credit
ECE 164 - Language and Reading Development, 1 credit

Electives (one .5 credit required for Minor)
ECE 131 - Positive Discipline and Classroom Management, .5 credits
ECE 159 - Practical Life Curriculum, .5 credits
ECE 160 - Conceptual Curriculum, .5 credits
ECE 166 - Study of the Sciences, 1 credit
ECE 167 - Creative Arts I, .25 credits
ECE 168 - Creative Arts II, .25 credits
MONT 111 - Field Observation and Seminars I, .25 credits
MONT 112 - Field Observation and Seminars II, .25 credits

Students develop language skills and cultural awareness and acquire the pedagogical background necessary to teach Spanish in grades 7-12 in New York State.

Career Potential
Middle school teacher
High school teacher
Spanish in the elementary school
A. Required Spanish Courses: 33 credit hours
One Spanish course at 400-level (3 cr. hr.)
Elective courses in Spanish at 300-level or above (12 cr. hr.)
SPA 305 - Spanish Conversation and Composition (3 cr. hr.)
SPA 306 - Advanced Spanish Conversation (3 cr. hr.)
SPA 307 - Advanced Spanish Grammar (3 cr. hr.)
SPA 308 - Advanced Spanish Composition (3 cr. hr.)
SPA 318 - Spanish Peninsular Civilization (3 cr. hr.)

or
SPA 319 - Latin American Civilization (3 cr. hr.)
SPA 353 - Linguistics for Language Teachers (3 cr. hr.)
B. Core Professional Education Courses: 41-42 cr. hr.
AED 323 - Seminar for Field Observation (1 cr. hr.)

Required prior to AED 437 and 438

(60 hours of observation)
AED 391 - Introduction to Adolescence Education (3 cr. hr.)
AED 437 - Methods of Teaching Foreign Languages in Middle/Junior and High Schools I (3 cr. hr.)

(15 hours of observation)
AED 438 - Methods of Teaching Foreign Languages in Middle/Junior and High Schools II (3 cr. hr.)
AED 439 - Student Teaching: Adolescence Education - Foreign Languages (14 cr. hr.)

Requirements for student teaching: 2.5 grade point average overall; 2.5 grade point average in required professional course work; 2.7 grade point average in major course work; 24 credit hours of SPA courses; grade of B or better in FL Methods block; passing score on LAST. grade point averages are figured with all major and/or professional courses taken to date, even if not required prior to student teaching.
EDU 471 - Foundations of Modern Education (3 cr. hr.)
HLH 110 - Personal and Community Health (3 cr. hr.)

or
HLH 199 - Critical School Health Issues (2 cr. hr.)
LIT 449 - Literacy in the Middle and Secondary School (3 cr. hr.)
PSY 101 - General Psychology I (3 cr. hr.)

Required prior to AED 437 and 438
PSY 232 - Adolescent Psychology (3 cr. hr.)

Required prior to AED 437 and 438

or
PSY 332 - Educational Psychology (3 cr. hr.)

Required prior to AED 437 and 438
And

Select either
PSY 331 - Psychology of Exceptional Children (3 cr. hr.)

Required prior to AED 437 and 438

or
PSY 432 - Psychology of Learning Disabilities (3 cr. hr.)

Required prior to AED 437 and 438
Total Credit Hours Required for Graduation: 124

Students develop language skills and cultural awareness and acquire the pedagogical background necessary to teach French in grades 7-12 in New York State.
Career Potential
Middle school teacher
French in the elementary school
French adolescence education majors are also eligible for French K-6 extension by taking ICC 324: Foreign Languages for the Elementary School.
High school teacher
A. Required French courses:
33 credit hours of FRE courses at 300-level or above, including FRE 353. At least 15 credit hours must be from the following group of courses focusing on literature and culture:

Note: At least six hours must be at the 400-level or above.
FRE 307 - French Through the Media (3 cr. hr.)
FRE 310 - Pratique de la Lecture (3 cr. hr.)
FRE 311 - Francophone Literatures (3 cr. hr.)
FRE 315 - Introduction to French Literature I (3 cr. hr.)
FRE 316 - Introduction to French Literature II (3 cr. hr.)
FRE 318 - French Civilization (3 cr. hr.)
FRE 319 - Francophone Civilization (3 cr. hr.)
FRE 353 - Linguistics for Language Teachers (3 cr. hr.)
FRE 413 - French Literature of the Seventeenth Century (3 cr. hr.)
FRE 415 - French Literature of the Eighteenth Century (3 cr. hr.)
FRE 417 - Literature of the Nineteenth Century (3 cr. hr.)
FRE 419 - Literature of the Twentieth Century (3 cr. hr.)
FRE 423 - Themes in Literature (3 cr. hr.)
FRE 499 - Senior Seminar (3 cr. hr.)
FRE 515 - Seminar in Literature (3 cr. hr.)
B. Core Professional Education Courses: 41-42 credit hours
AED 323 - Seminar for Field Observation (1 cr. hr.)

(60 hours of observation)

Required prior to AED 437 and 438
AED 391 - Introduction to Adolescence Education (3 cr. hr.)

(25 hours of observation)

Required prior to AED 437 and 438
AED 437 - Methods of Teaching Foreign Languages in Middle/Junior and High Schools I (3 cr. hr.)

(15 hours of observation)
AED 438 - Methods of Teaching Foreign Languages in Middle/Junior and High Schools II (3 cr. hr.)
AED 439 - Student Teaching: Adolescence Education - Foreign Languages (14 cr. hr.)

Requirements for student teaching: 2.5 grade point average overall; 2.5 grade point average in required professional course work; 2.7 grade point average in major course work; 24 credit hours of FRE courses; grade of B or better in FL Methods block; passing score on LAST. Grade point averages are figured with all major and/or professional courses taken to date, even if not required prior to student teaching.
EDU 471 - Foundations of Modern Education (3 cr. hr.)
HLH 110 - Personal and Community Health (3 cr. hr.)

or
HLH 199 - Critical School Health Issues (2 cr. hr.)
LIT 449 - Literacy in the Middle and Secondary School (3 cr. hr.)
PSY 101 - General Psychology I (3 cr. hr.)

Required prior to AED 437 and 438
PSY 232 - Adolescent Psychology (3 cr. hr.)

Required prior to AED 437 and 438

or
PSY 332 - Educational Psychology (3 cr. hr.)

Required prior to AED 437 and 438