The School of Education focuses on the post-baccalaureate preparation of pre-service and in-service teachers. Binghamton University offers only graduate degrees in education. Pre-service programs (for students who do not have an undergraduate degree in education or initial certification to teach) are offered in Childhood Education, Grades 1-6; Inclusive Childhood Education, Grades 1-6; and Adolescence Education, Grades 7-12 in biology, chemistry, Earth science, English, mathematics, physics and social studies. In-service programs (for students who already have an undergraduate degree in education andinitial certification) are also offered in Adolescence Education, Grades 7-12, and Childhood Education, Grades 1-6, as well as in Literacy Education, Birth-Grade 6 and Grades 5-12; and Special Education, Childhood, Grades 1-6, and Adolescence, Grades 7-12. All coursework and New York state teacher certification requirements must be completed in order to be considered for New York state teacher certification.
The New York State Division of Veteran's Affairs, Bureau of Veteran's Education approves education programs for the training of veterans to use veteran's education benefits from the VA. Any veteran wishing to attend Binghamton University's School of Education under the provisions of state and federal laws should contact the Registrar to make an application to use veteran's education benefits. The Registrar is the Certifying Official for the college. Veterans must follow the same procedure for admission that applies to other applicants.
The following degree programs are offered:
Master of Arts in Teaching (MAT), Grades 7-12 (Pre-service)
Combined-Degree Programs, BA/MAT and BS/MAT
Master of Science (MS) in Educational Studies
Doctor of Education (EdD) in Educational Theory and Practice
CAS in Educational Leadership
The state of New York mandated that after April 9, 2001, results of New York State Teacher Certification Examinations be made available in university bulletins and program information for prospective students.
Individuals seeking a New York state certificate for teaching the common branch subjects in pre-kindergarten through Grade 6 or academic subjects in the secondary grades 7 through 12, i.e., English, a science (biology, chemistry, Earth science, physics) or social studies, must achieve qualifying scores on a set of assessments called the New York State Teacher Certification Examinations (NYSTCE) as part of the requirements for certification.
The NYSTCE program consists of the
The purpose of these examinations is to ensure that certified teachers have the knowledge and skills that are important for the job of a teacher in New York state public schools.
Total Number of Eligible Program Completers for Program Year 2007-08: 85
|
Number |
Pass |
||
|
Test Field/Category |
Tested |
Passed |
Rate |
|
Professional Knowledge/Pedagogy: ATS-W |
77 |
77 |
100% |
|
Other Content Areas: LAST |
75 |
75 |
100% |
|
Academic Content Areas |
58 |
58 |
100% |
|
Teaching Special Populations |
|||
|
(Literacy and Special Education) |
32 |
32 |
100% |
|
Summary Totals and Pass Rate |
82 |
82 |
100% |
The procedures for applicants to programs in the School of Education are outlined in the general section on Graduate Admission in this publication. Please review SOE's website at http://soe.binghamton.edu for up-to-date application requirements and program information. A 3.0 GPA is desirable, as well as a minimum combined score of at least 1000 points (out of a possible 1600 points) on the Verbal and Quantitative sections of the GRE General Examination and a minimum score of 4.5 (on a scale of 0 to 6) on the Analytical section of the GRE (if the GRE is required for the program of interest, see website for details). The School of Education requires a personal statement that includes why the applicant has chosen teaching as a vocation, the values and concerns the applicant brings to the study of education, present and future professional goals, and the contributions the applicant hopes to make to the field of education. This statement should be a narrative essay of approximately 1,000 words (four to five typewritten pages, double spaced). The school also requires submission of a rsum including current employment, previous professional education experience (including student teaching), volunteer work and other experiences with children and youth. Applicants with teacher certification must submit documentation of their certification.
To prepare students for successful graduate-level writing, we are requiring new admits to take the tutorial (online course) the University offers on writing at http://gradschool.binghamton.edu/ps/orientation/writing.asp.
Because fieldwork for courses requires working with students in area schools (and this is considered research), we also are requiring new admits to take the tutorial called The Protection of Human Participants in Research, which can be found at http://humansubjects.binghamton.edu/recertificationinfo.htm.
Students are encouraged to apply year round for the School of Education master's degree programs. Deadlines are October 15 to be considered for springadmission and February 1 to be considered for fall admission. Pools of applicants will be reviewed in October and February. Applications received after those dates will be considered only on a space-available basis. Application to the master of arts in teaching programs in the spring semester is available only if space permits. All students wishing to be considered for a graduate assistantship must submit application materials by February 1.
Students are referred to the Graduate Information in Academic Policies and Procedures in this publication.
See your faculty adviser if you have a concern that you have not been able to resolve regarding your academic program or particular courses or professors. You may request a copy of the SOE grievance procedure from the SOE Dean's Office.
The master of arts in teaching degree in adolescence education is a program for students who have an undergraduate degree in biology, chemistry, English, geology (Earth science), mathematics, physics or a social science, and who are seeking certification to teach that subject in grades 7-12 in New York state. Students who complete this degree will be eligible for initial certification. See www.highered.nysed.gov/tcert for information about teacher certification regulations.
Applicants must have a baccalaureate degree with sufficient academic background in the prospective area of teaching to take graduate work in the discipline. All applicants must have college-level study or the equivalent in a language other than English. It is recommended that applicants have a pre-admission interview with a graduate adviser in the MAT program in the School of Education. Assuming all prerequisite undergraduate requirements have been met, the MAT degree requires three semesters of full-time study (or the equivalent of part-time study). Students may begin their degree program in either the fall or spring semester. However, students will be admitted for the spring semester only if space permits. Matriculated students must successfully complete the required 100 clock hours of fieldwork prior to being admitted to the final fall (student teaching) semester.
In all MAT programs, a minimum of 40 credits is required: 20 credits in education, 12 credits in the academic discipline and eight credits in supervised student teaching. A grade of B or better must be earned in each education course, and an overall average of B or better must be obtained to graduate.
Applicants should have an undergraduate degree in biology. The applicant's undergraduate work must be acceptable to the Biological Sciences Department in Harpur College, as well as to the School of Education. Applicants with fewer than 24 equivalent hours of biology are required to take additional intermediate-level courses to be eligible to apply to this program.
|
Education Courses |
credits |
|
|
LTRC 519. Adolescent Learners and Literacy |
||
|
in the Content Areas |
4 |
|
|
SEC 500. Foundations of Secondary Education |
4 |
|
|
SEC 501. Special Education |
||
|
for Content-Area Teachers |
2 |
|
|
SEC 502. English as a Second Language |
||
|
for Content-Area Teachers |
2 |
|
|
SEC 593. Philosophical and Theoretical |
||
|
Foundations in the Pedagogy of Science |
4 |
|
|
SEC 594. Curriculum and Teaching in Science |
4 |
| Subject-Area Courses | |
| 12 credits in graduate- level biological sciences courses | |
| (BIOL 591, 599 and 699 may not be taken for credit toward the MAT degree) |
|
|
Supervised Student Teaching |
credits |
|
SEC 590/591. Pre-Service Practicum in |
||
|
Teaching I and II |
8 |
Students must complete a portfolio associated with SEC 594.
Applicants should have an undergraduate degree in chemistry. The applicant's undergraduate work must be acceptable to the Chemistry Department in Harpur College, as well as to the School of Education. Students without appropriate undergraduate preparation in chemistry are required to take additional credit hours in consultation with the graduate director in chemistry to be eligible to apply to this program.
|
Education Courses |
credits |
|
|
LTRC 519. Adolescent Learners and Literacy |
||
|
in the Content Areas |
4 |
|
|
SEC 500. Foundations of Secondary Education |
4 |
|
|
SEC 501. Special Education |
||
|
for Content-Area Teachers |
2 |
|
|
SEC 502. English as a Second Language |
||
|
for Content-Area Teachers |
2 |
|
|
SEC 593. Philosophical and Theoretical |
||
|
Foundations in the Pedagogy of Science |
4 |
|
|
SEC 594. Curriculum and Teaching in Science |
4 |
| Subject-Area Courses | |
| A minimum of 12 credits in graduate-level chemistry. | |
| Coursework is selected based on the area placement examinations. |
|
Supervised Student Teaching |
credits |
|
|
SEC 590/591. Pre-Service Practicum in |
||
|
Teaching I and II |
8 |
Students must complete a portfolio associated with SEC 594.
Applicants are generally expected to have the equivalent of an undergraduate major in geology or a related Earth science. The applicant's undergraduate work must be acceptable to the Geological Sciences Department in Harpur College, as well as to the School of Education. Students without appropriate undergraduate preparation may be admitted with the stipulation that they take additional coursework in geology or the cognate sciences.
|
Education Courses |
credits |
|
|
LTRC 519. Adolescent Learners and Literacy |
||
|
in the Content Areas |
4 |
|
|
SEC 500. Foundations of Secondary Education |
4 |
|
|
SEC 501. Special Education for |
||
|
Content-Area Teachers |
2 |
|
|
SEC 502. English as a Second |
||
|
Language for Content-Area Teachers |
2 |
|
|
SEC 593. Philosophical and Theoretical |
||
|
Foundations in the Pedagogy of Science |
4 |
|
|
SEC 594. Curriculum and Teaching in Science |
4 |
| Subject-Area Courses | |
| 12 credits in graduate-level geological sciences courses. | |
| (GEOL 599 may not be taken for credit toward the MAT degree.) |
|
Supervised Student Teaching |
credits |
|
|
SEC 590/591. Pre-Service Practicum in Teaching I and II |
8 |
Students must complete a portfolio associated with SEC 594.
Applicants must have an undergraduate degree in English. The applicant's undergraduate work must be acceptable to the English, General Literature and Rhetoric Department in Harpur College, as well as to the School of Education. Students without appropriate undergraduate preparation in English are required to take additional credit hours in consultation with the graduate director in English to be eligible to apply to this program.
|
Education Courses |
credits |
|
|
LTRC 519. Adolescent Learners and Literacy |
||
|
in the Content Areas |
4 |
|
|
SEC 500. Foundations of Secondary Education |
4 |
|
|
SEC 501. Special Education for |
||
|
Content-Area Teachers |
2 |
|
|
SEC 502. English as a Second Language for |
||
|
Content-Area Teachers |
2 |
|
|
SEC 593. Philosophical and Theoretical |
||
|
Foundations in the Pedagogy of English |
4 |
|
|
SEC 594. Curriculum and Teaching in English |
4 |
| Subject-Area Courses | |
|
12 credits in English courses |
Elective courses are chosen in consultation with the director of graduate programs in English and education. They should complement the student's undergraduate studies in reinforcing academic preparation: English language, composition, and literature. Students with a background weak in any of these areas may be required to take additional courses.
|
Supervised Student Teaching |
credits |
|
|
SEC 590/591. Pre-Service |
||
|
Practicum in Teaching I and II |
8 |
Students must complete a portfolio associated with SEC 594.
Applicants are expected to have the equivalent of an undergraduate degree in mathematics. The applicant's undergraduate work must be acceptable to the Mathematical Sciences Department in Harpur College, as well as to the School of Education. Students without appropriate undergraduate preparation in mathematics are required to take additional courses in consultation with the MAT coordinator in mathematics to be eligible to apply to this program.
|
Education Courses |
credits |
|
|
LTRC 519. Adolescent Learners and Literacy for |
||
|
the Content Areas |
4 |
|
|
SEC 500. Foundations of Secondary Education |
4 |
|
|
SEC 501. Special Education for Content-Area |
||
|
Teachers |
2 |
|
|
SEC 502. English as a Second Language for |
||
|
Content-Area Teachers |
2 |
|
|
SEC 593. Philosophical and |
||
|
Theoretical Foundations in the Pedagogy |
||
|
of Mathematics |
4 |
|
|
SEC 594. Curriculum and Teaching in Mathematics |
4 |
| Subject-Area Courses | |
| 12 credits in mathematical sciences courses. Courses | |
| are selected in consultation with the MAT adviser in the | |
| Mathematical Sciences Department. |
|
Supervised Student Teaching |
credits |
|
|
SEC 590/591. Pre-Service Practicum in |
||
|
Teaching I and II |
8 |
Students must complete a portfolio associated with SEC 594.
Applicants must have a solid core of undergraduate physics and related sci-tech/engineering and mathematics courses that, at a minimum, include 12 credits of introductory physics (including four credits of modern physics), 16 credits of calculus (including differential equations), 10 credits of sci-tech courses (computers, electronics, etc.) and four credits of introductory chemistry or a physical science. The applicant's undergraduate work must be acceptable to the Physics, Applied Physics and Astronomy Department in Harpur College, as well as to the School of Education. Students without appropriate preparation in physics (and related areas) are required to take additional courses in consultation with the graduate director in physics to be eligible to apply to this program.
|
Education Courses |
credits |
|
|
LTRC 519. Adolescent Learners and Literacy |
||
|
in the Content Areas |
4 |
|
|
SEC 500. Foundations of Secondary Education |
4 |
|
|
SEC 501. Special Education for |
||
|
Content-Area Teachers |
2 |
|
|
SEC 502. English as a Second Language for |
||
|
Content-Area Teachers |
2 |
|
|
SEC 593. Philosophical and Theoretical |
||
|
Foundations in the Pedagogy of Science |
4 |
|
|
SEC 594. Curriculum and Teaching in Science |
4 |
Applicants with less than a bachelor's degree in physics may need to take additional coursework in graduate physics.
Undergraduate courses that are not already co-listed as graduate courses may be taken as a part of graduate independent studies (PHYS 581 A-X). Additional projects under the direct supervision of a physics faculty project supervisor focus on translating the course content into experiments, demonstrations and/or lesson plans appropriate for Grades 7-12 physical science/physics classes or teacher workshops.
|
Supervised Student Teaching |
credits |
|
|
SEC 590/591. Pre-Service |
||
|
Practicum in Teaching I and II |
8 |
Students must complete a portfolio associated with SEC 594.
Applicants are expected to have an undergraduate degree in the social sciences or a similar program. The major should have included at least 30 credit hours of undergraduate work in one area of concentration (e.g. anthropology, economics, geography, history, political science or sociology) and 30 additional hours in the distribution, i.e., in social sciences other than one's area of concentration. Students who have not met the above course requirements must take additional undergraduate courses to be eligible to apply to this program. Applicants to the MAT/social studies program whose undergraduate major was history must submit a copy of a research paper, or its equivalent, as part of the application materials.
|
Education Courses |
credits |
|
|
LTRC 519. Adolescent Learners and Literacy |
||
|
in the Content Areas |
4 |
|
|
SEC 500. Foundations of Secondary Education |
4 |
|
|
SEC 501. Special Education for |
||
|
Content-Area Teachers |
2 |
|
|
SEC 502. English as a Second |
||
|
Language for Content-Area Teachers |
2 |
|
|
SEC 593. Philosophical and Theoretical |
||
|
Foundations in the Pedagogy of Social Studies |
4 |
|
|
SEC 594. Curriculum and Teaching in |
||
|
Social Studies |
4 |
| Subject-Area Courses | |
| 12 credits in social science courses |
|
Supervised Student Teaching |
credits |
|
|
SEC 590/591. Pre-Service |
||
|
Practicum in Teaching I and II |
8 |
Students must complete a portfolio associated with SEC 594.
This program combines the undergraduate program in mathematics (BA) and the Master of Arts in Teaching (MAT) program. The combined program provides an opportunity for a limited number of outstanding liberal arts students to graduate in five years with a mathematics BA and an MAT degree. The number of mathematics courses in the combined program is the same as for the BA and MAT done separately.
The following is a sample course sequence for the combined program. Students who are interested in the combined program are advised to meet with the MAT Mathematics Coordinator in the School of Education and the MAT Mathematics Adviser in the Mathematical Sciences Department at the beginning of their sophomore year to ensure that all requirements are met in a timely manner and to learn about applying for the MAT component of the program. Additional information about combined-degree programs is also available at http://gradschool.binghamton.edu/ps/combineddegrees.asp.
|
Semester |
Course |
Credits |
|
S1 |
MATH 221 |
4 |
|
Gen Ed/Harpur Requirement |
4 |
|
|
Gen Ed/Harpur Requirement |
4 |
|
|
Gen Ed/Harpur Requirement |
4 |
|
|
S2 |
MATH 222 |
4 |
|
Gen Ed/Harpur Requirement |
4 |
|
|
Gen Ed/Harpur Requirement |
4 |
|
|
Gen Ed/Harpur Requirement |
4 |
|
|
S3 |
MATH 304 |
4 |
|
Gen Ed/Harpur Requirement |
4 |
|
|
Gen Ed/Harpur Requirement |
4 |
|
|
MATH 330 |
4 |
|
|
S4 |
MATH 323 |
4 |
|
Undergraduate Elective |
4 |
|
|
Gen Ed/Harpur Requirement |
4 |
|
|
Gen Ed/Harpur Requirement |
4 |
|
|
S5 |
MATH >330 3XX or 4XX (1st of a pair) |
4 |
|
MATH >330 3XX or 4XX |
4 |
|
|
Gen Ed/Harpur Requirement |
4 |
|
|
Gen Ed/Harpur Requirement |
4 |
|
|
S6 |
MATH >330 3XX or 4XX (2nd of a pair) |
4 |
|
MATH >330 3XX or 4XX |
4 |
|
|
Gen Ed/Harpur Requirement |
4 |
|
|
Gen Ed/Harpur Requirement |
4 |
|
|
S7 |
MATH >330 3XX or 4XX |
4 |
|
*MATH 5XX |
4 |
|
|
*SEC 501 |
2 |
|
|
*SEC 502 |
2 |
|
|
*LTRC 519 |
4 |
|
|
S8 |
*MATH 5XX |
4 |
|
Gen Ed/Harpur Requirement |
4 |
|
|
*SEC 593C |
4 |
|
|
Undergraduate Elective |
4 |
|
|
S9 |
SEC 594C |
4 |
|
SEC 590/SEC591 Internship- Student Teaching) |
8 |
|
|
S10 |
SEC 500 |
4 |
|
MATH 5XX |
4 |
|
|
MATH 5XX or EDUC 5XX (optional) |
4 |
|
|
148 Credits |
NOTE: The starred courses are counted in the undergraduate degree requirements and GPA, and also considered in the awarding of the MAT.
The special combined 3/2 BA/MAT (biology, chemistry, earth science and physics) and 3/2 BS (earth science only)/MAT programs accommodate the needs of a select group of Harpur College students who wish to efficiently combine an undergraduate science degree with a graduate level teacher certification program. Students should declare their interest in this option as soon as possible to insure proper undergraduate course selection. This combined program includes the entire current Harpur science BA (or BS) degree program and the current NYSED registered MAT (biology, chemistry, earth science, and physics) programs. Sixteen (16) credits of graduate education coursework is counted in the undergraduate degree requirements and GPA, and also considered in the awarding of the MAT (courses occur during the students' fourth year of study). The combined program saves the student one semester of time relative to the separate, sequentially taken BA/BS and MAT degrees. Additional information about combined-degree programs is also available at: http://gradschool.binghamton.edu/ps/combineddegrees.asp.
What follows are sample course sequences from each of these combined-degree programs.
|
S1 |
BIOL 117 or BIOL 118 |
4 |
|
CHEM 107 |
4 |
|
|
Gen Ed/Harpur Req |
4 |
|
|
Gen Ed/Harpur Req |
4 |
|
|
Physical Activity |
1 |
|
|
S2 |
BIOL 118 or BIOL 117 |
4 |
|
CHEM 108 |
4 |
|
|
MATH 147 |
4 |
|
|
Gen Ed/Harpur Req |
4 |
|
|
Wellness |
1 |
|
|
S3 |
BIOL 351or 373 or 355 |
4 |
|
CHEM 231 |
4 |
|
|
Gen Ed/Harpur Req. |
4 |
|
|
Gen Ed/Harpur Req |
4 |
|
|
S4 |
BIOL 301or 311 |
4 |
|
CHEM 332 |
4 |
|
|
CHEM 335 |
2 |
|
|
Gen Ed/Harpur Req |
4 |
|
|
Gen Ed/Harpur Req. |
4 |
|
|
S5 |
BIOL 3XX/4XX |
4 |
|
Math/PhysSci/CS/Engg elective |
4 |
|
|
Gen Ed/Harpur Req. |
4 |
|
|
Gen Ed/Harpur Req |
4 |
|
|
S6 |
BIOL 3XX/4XX |
4 |
|
Math/PhysSci/CS/Engg elective |
4 |
|
|
Gen Ed/Harpur Req. |
4 |
|
|
Gen Ed/Harpur Req |
4 |
|
|
S7 |
SEC 500 |
4 |
|
SEC 501 |
2 |
|
|
SEC 502 |
2 |
|
|
LTRC 519 |
4 |
|
|
S8 |
BIOL 3XX/4XX |
4 |
|
BIOL 3XX/4XX |
4 |
|
|
SEC 593D |
4 |
|
|
Gen Ed/Harpur Req |
2 |
Up to here fulfills requirements for graduation with the BA Biology. 126 credits
|
S9 |
SEC 590/591 |
8 |
|
SEC 594D |
4 |
|
|
S10 |
BIOL 5XX |
4 |
|
BIOL 5XX |
4 |
|
|
BIOL 5XX |
4 |
Total number of credits for combined degree: 150 credits
(vs. 126 + 40 = 166 credits for the separate BA + MAT)
|
S1 |
CHEM 111 |
4 |
|
MATH 221 |
4 |
|
|
Gen Ed |
4 |
|
|
Gen Ed |
4 |
|
|
S2 |
CHEM231 |
4 |
|
MATH 222 |
4 |
|
|
Gen Ed |
4 |
|
|
Gen Ed |
4 |
|
|
S3 |
CHEM 332 |
4 |
|
PHYS 121/131 |
4 |
|
|
Gen Ed |
4 |
|
|
Gen Ed |
4 |
|
|
S4 |
CHEM 221 |
4 |
|
PHYS 122/132 |
4 |
|
|
Gen Ed |
4 |
|
|
Elective |
4 |
|
|
S5 |
CHEM 341 |
4 |
|
CHEM 351 |
4 |
|
|
Gen Ed |
1 |
|
|
Elective |
4 |
|
|
Elective |
4 |
|
|
S6 |
CHEM elective |
4 |
|
CHEM elective |
4 |
|
|
Gen Ed |
1 |
|
|
Elective |
4 |
|
|
Elective |
4 |
|
|
S7 |
CHEM 496 |
2 |
|
CHEM elective |
4 |
|
|
SEC 501 |
2 |
|
|
SEC 502 |
2 |
|
|
LTRC 519 |
4 |
|
|
S8 |
CHEM elective |
4 |
|
Science elective |
4 |
|
|
SEC 593D |
4 |
|
|
SEC 500 |
4 |
|
|
S9 |
SEC 590/591 |
8 |
|
SEC 594D |
4 |
|
|
S10 |
CHEM 5XX |
4 |
|
CHEM 5XX |
4 |
|
|
CHEM 5XX |
4 |
|
| = 152 credits |
|
S1 |
GEOL 1XX |
4 |
|
CHEM 107 |
4 |
|
|
Cognate science |
4 |
|
|
Gen Ed |
4 |
|
|
S2 |
Cognate science |
4 |
|
Gen Ed |
4 |
|
|
Gen Ed |
4 |
|
|
Gen Ed |
4 |
|
|
S3 |
GEOL 211 |
4 |
|
GEOL 213 |
4 |
|
|
GEOL elective |
4 |
|
|
Gen Ed |
4 |
|
|
S4 |
GEOL 212 |
4 |
|
GEOL 214 |
4 |
|
|
Gen Ed |
4 |
|
|
Harpur |
4 |
|
|
S5 |
GEOL elective |
4 |
|
GEOL elective |
4 |
|
|
Elective |
4 |
|
|
Harpur |
4 |
|
|
S6 |
GEOL specialization |
4 |
|
GEOL specialization |
4 |
|
|
GEOL specialization |
4 |
|
|
Elective |
4 |
|
|
Phys Ed |
2 |
|
|
S7 |
SEC 500 |
4 |
|
SEC 501 |
2 |
|
|
SEC 502 |
2 |
|
|
LTRC 519 |
4 |
|
|
S8 |
GEOL specialization |
4 |
|
SEC 593D |
4 |
|
|
Elective (Astronomy) |
4 |
|
|
Elective |
4 |
|
|
S9 |
SEC 590/ |
8 |
|
SEC 594D |
4 |
|
|
S10 |
GEOL 5XX |
4 |
|
GEOL 5XX |
4 |
|
|
GEOL 5XX |
4 |
|
| = 150 credits |
|
S1 |
GEOL 1XX |
4 |
|
CHEM 107 |
4 |
|
|
MATH 221 |
4 |
|
|
Gen Ed |
4 |
|
|
S2 |
CHEM 108 |
4 |
|
MATH 222 |
4 |
|
|
Gen Ed |
4 |
|
|
Gen Ed |
4 |
|
|
S3 |
GEOL 211 |
4 |
|
GEOL 213 |
4 |
|
|
PHYS 131 |
4 |
|
|
Gen Ed |
4 |
|
|
S4 |
GEOL 212 |
4 |
|
GEOL 214 |
4 |
|
|
PHYS 132 |
4 |
|
|
Gen Ed |
4 |
|
|
S5 |
GEOL specialization |
4 |
|
GEOL specialization |
4 |
|
|
Harpur |
4 |
|
|
Gen Ed |
4 |
|
|
S6 |
GEOL specialization |
4 |
|
GEOL specialization |
4 |
|
|
Harpur |
4 |
|
|
Elective |
4 |
|
|
Phys Ed |
2 |
|
|
Summer |
GEOL 401 |
4 |
|
S7 |
SEC 500 |
4 |
|
SEC 501 |
2 |
|
|
SEC 502 |
2 |
|
|
LTRC 519 |
4 |
|
|
S8 |
SEC 593D |
4 |
|
GEOL specialization |
4 |
|
|
Elective (Astronomy) |
4 |
|
|
S9 |
SEC 590/591 |
8 |
|
SEC 594D |
4 |
|
|
S10 |
GEOL 5XX |
4 |
|
GEOL 5XX |
4 |
|
|
GEOL 5XX |
4 |
|
| = 150 credits |
| S1 | PHYS 121/131 | 4 |
|
MATH 221 |
4 | |
| Gen Ed/Harpur Req | 4 | |
| Gen Ed/Harpur Req | 4 | |
| S2 | PHYS 122/132 | 4 |
| MATH 222 | 4 | |
| Gen Ed/Harpur Req | 4 | |
| Gen Ed/Harpur Req | 4 | |
| S3 | PHYS 227 | 4 |
| MATH 323 | 4 | |
| Gen Ed/Harpur Req | 4 | |
| PHYS 323 | 4 | |
| S4 | PHYS 331 | 4 |
| Gen Ed/Harpur Req | 4 | |
| MATH 371 | 4 | |
| Gen Ed/Harpur Req | 4 | |
| S5 | PHYS 332 | 4 |
| Gen Ed/Harpur Req | 4 | |
| Gen Ed/Harpur Req | 4 | |
| Gen Ed/Harpur Req | 4 | |
| S6 | PHYS 327 | 4 |
| PHYS 341 | 4 | |
| MATH 471 | 4 | |
| Gen Ed/Harpur Req | 4 | |
| S7 | PHYS 421 | 4 |
| SEC 500 | 4 | |
| SEC 501 |
2 |
|
|
|
SEC 502 | 2 |
| LTRC 519 | 4 | |
| S8 | Gen Ed/Harpur Req | 4 |
| Gen Ed/Harpur Req | 4 | |
| SEC 393D | 4 | |
| Undergrad elective | 4 |
(Up to here fulfills requirements for graduation with the BA in physics,including 16 credits of graduate education coursework that are counted in the undergraduate degree requirements and GPA, and also considered in the awarding of the MAT).
| S9 | SEC 590/591 | 8 |
| SEC 594D | 4 | |
| S10 | PHYS 5XX | 4 |
| PHYS 5XX | 4 | |
| PHYS 5XX | 4 |
Students must complete the degree within five years of matriculating in the program and must earn a cumulative average of B or better in order to graduate.
This program requires a minimum of 36 credit hours. All courses must be selected with the advice and approval of the student's faculty adviser, based on the student's strengths, academic background and professional experience.
24-28 required credits consisting of:
Eight to 12 credits
These elective courses are typically education courses drawn from the categories of psychology and cultural foundations, literacy and learning, special education and research/assessment. They may also include additional coursework in the discipline as deemed necessary by the adviser.
The programs in childhood education are designed for students interested in promoting social justice through their work as teachers. In both coursework and intensive fieldwork, the programs offer child-centered approaches to teaching that promote engaging, hands-on experiences to extend student learning. Participants observe, teach and pursue research in inclusive and diverse classrooms with teachers who view children as playful, artistic and thoughtful explorers requiring involvement in important pursuits.
Both coursework and ongoing fieldwork help students understand children and schools in historical, social, cultural and developmental contexts. The programs promote meaningful parent-school-community collaboration to nurture learners who can cooperate to create an equitable world.
Matriculated students must complete the required 100 clock hours of field experience prior to being admitted to ELED 590 (Pre-Service Practicum I). Completion of this program requires coursework during at least one Summer Session. Students must complete the degree within five years of matriculating in the program and earn a cumulative average of B or better to graduate.
This program requires a minimum of 52 credit hours. Students select a course of study in collaboration with an assigned faculty adviser.
|
|
Education Courses |
credits |
|
ELED 502. Child Growth and Development |
4 |
|
|
ELED 503. Curriculum and Teaching in the |
||
|
Elementary Grades |
4 |
|
|
ELED 507. Elementary School Science: Content, |
||
|
Methods and Research |
4 |
|
|
ELED 510. Elementary Social Studies Curriculum |
4 |
|
|
ELED 513. Language Acquisition and Instruction |
||
|
for Second-Language Learners in a Multicultural Context |
4 |
|
|
ELED 540. Elementary School Mathematics: |
||
|
Content and Methods |
4 |
|
|
ELED 580A. Integrating the Arts and Music into the |
||
|
Elementary Classroom |
4 |
|
|
EDUC 536. Action Research in Educational Settings |
4 |
|
|
LTRC 515. Current Research and Practices in |
||
|
Literacy Instruction |
4 |
|
|
LTRC XXX. Literacy elective |
4 |
|
|
SPED 501. Introduction to Special Education |
4 |
|
Supervised Student Teaching |
credits |
|
|
ELED 590. Pre-Service Practicum I |
4 |
|
|
ELED 592. Pre-Service Practicum II |
4 |
Students concurrently complete a classroom-based research project integrating theory and practice.
Students must complete the degree within five years of matriculating in the program and must earn a cumulative average of B or better to graduate.
This program requires a minimum of 40 credit hours.
|
Core Courses |
credits |
|
|
ELED 502. Child Growth and Development |
4 |
|
|
ELED 503. Curriculum and Teaching in the |
||
|
Elementary Grades |
4 |
|
|
ELED 513. Language Acquisition |
||
|
and Instruction for Second-Language |
||
|
Learners in a Multicultural Context |
4 |
|
|
EDUC 536. Action Research in Educational Settings |
4 |
|
|
LTRC 515. Current Research and Practices in |
||
|
Literacy Instruction |
4 |
|
|
LTRC XXX. Literacy elective |
4 |
|
|
SPED 501. Introduction to Special Education |
4 |
Students have the opportunity to take two elective courses (eight credits) in consultation with their adviser to achieve a higher level of expertise in one of the following areas:
| Literacy and the Arts | ||
| Curriculum/Content Areas | ||
| Inclusion | ||
|
Supervised Practicum |
credits | |
| ELED 594. In-Service Practicum | 4 |
The master of science in education in inclusive childhood education is a pre-service program for students who have an undergraduate degree in liberal arts and sciences. It is designed to prepare students to work in inclusive schools and classrooms. Applicants to this dual certification program are expected to bring a demonstrated commitment to creating learning environments that support all children. Completion of this program and other requirements leads to initial certification in New York state to teach childhood education and special education in grades 1-6. See www.highered.nysed.gov/tcert for more information about teacher certification regulations. Also, see http://soe.binghamton.edu for information about prerequisites needed to apply to this program and for updated program requirements.
Matriculated students must complete the required 100 clock hours of field experience before being admitted to ELED 590 (Pre-Service Practicum I). Completion of this program requires coursework during at least one Summer Session. Students must complete the degree within five years of matriculating in the program and earn a cumulative average of B or better to graduate.
This program requires a minimum of 64 credit hours. Students select a course of study in collaboration with an assigned faculty adviser. This program takes at least five semesters to complete.
|
Required Courses |
credits |
|
|
ELED 503. Curriculum and Teaching in |
||
|
Elementary Grades |
4 |
|
|
ELED 507. Elementary School |
||
|
Science: Content, Methods and Research |
4 |
|
|
ELED 510 Elementary Social Studies Curriculum |
4 |
|
|
ELED 513. Language Acquisition |
||
|
and Instruction for Second-Language |
||
|
Learners in a Multicultural Context |
4 |
|
|
ELED 540. Elementary School |
||
|
Mathematics: Content and Methods |
4 |
|
|
LTRC 515. Current Research and |
||
|
Practices in Literacy Instruction |
4 |
|
|
SPED 501. Introduction to Special Education |
4 |
|
|
SPED 502. Child Growth and Development |
4 |
|
|
SPED 507. Literacy Assessment and Teaching |
4 |
|
|
SPED 521. Positive Approaches to |
||
|
Behavior Intervention |
4 |
|
|
SPED 522. Collaboration with Families and Staff |
4 |
|
|
SPED 523. Assessment in Special Education |
4 |
|
|
SPED 541. Instructional Approaches |
||
|
for Inclusive Elementary Classrooms |
4 |
|
|
SPED 564. Educating Students with |
||
|
Severe Disabilities in Inclusive Settings |
4 |
|
Supervised Student Teaching |
credits |
|
|
ELED 590. Pre-Service Practicum I |
4 |
|
|
SPED 590. Pre-Service Practicum and |
||
|
Seminar in Inclusive Education |
4 |
Students concurrently complete a teaching portfolio.
Students must complete the degree within five years of matriculating in the program and must earn a cumulative average of B or better to graduate.
This program requires a minimum of 36 credit hours. For students who have completed some program requirements prior to matriculation, other appropriate courses may be taken as electives with the adviser's approval.
|
Required Courses |
credits |
|
|
EDUC 541. Applied Research Techniques |
4 |
|
|
LTRC 515. Current Research and |
||
|
Practices in Literacy Instruction |
4 |
|
|
LTRC 516. Language Arts in the |
||
|
Elementary and Middle School |
4 |
|
|
LTRC 517. Culturally Diverse Literature for |
||
|
Children and Youth |
4 |
|
|
LTRC 518. Literacy Assessment and Teaching |
4 |
|
|
SPED 501. Introduction to Special Education |
4 |
|
|
ELED 513. Language Acquisition |
||
|
and Instruction for Second-Language Learners |
||
| in a Multicultural Context | 4 | |
|
Elective 5XX |
4 |
|
Supervised Practicum |
credits |
|
|
LTRC 592. In-Service Practicum |
||
|
and Seminar in Literacy Education |
4 |
Students concurrently complete a position paper that includes a literature review and a research component.
This program requires a minimum of 36 credit hours. For students who have completed some program requirements prior to matriculation, other appropriate courses may be taken as electives with the adviser's approval.
|
Required Courses |
credits |
|
|
EDUC 530. Adolescent Psychology and Education |
4 |
|
|
EDUC 541. Applied Research Techniques |
4 |
|
|
LTRC 515. Current Research and Practices in |
||
|
Literacy Instruction |
4 |
|
|
LTRC 517. Culturally Diverse Literature for Children |
||
|
and Youth |
4 |
|
|
LTRC 518. Literacy Assessment and Teaching |
4 |
|
|
LTRC 519. Adolescent Learners and Literacy in |
||
|
the Content Areas |
4 |
|
|
SEC 501. Special Education for Content-Area Teachers |
2 |
|
|
SEC 502. English as a Second |
||
|
Language (ESL) for Content-Area Teachers |
2 |
|
|
Elective 5XX |
4 |
|
Supervised Practicum |
credits |
|
|
LTRC 592. In-Service Practicum |
||
|
and Seminar in Literacy Education |
4 |
Students concurrently complete a position paper that includes a literature review and a research component.
Additional Certifications in Literacy
For someone who already holds a master's degree and certification, an additional certification in literacy is available. The School of Education offers two programs:
Program 1- Additional Certification in Literacy (for those holding certification in ELED, SPED or SECED)
This 20-credit/(5-course) program enables graduates of education programs who hold certification in ELED, SPED or SECED to obtain literacy certification (either B-6 or 5-12 depending on grade levels of the initial certification). Upon completion, students must apply for the additional certification on their own through NYSED.
To obtain a certification in literacy (in addition to certification in ELED, SPED or SECED):
Apply as a non-matriculated student to the Graduate School (fee $25). You will take courses as a non-matriculated student.
Send a letter of application for the "Program 1- Additional Certification in Literacy for Those Holding an Initial Cert. in ELED, SPED or SECED" to the School of Education (see address below).
Include a copy of your certification.
When accepted, you will be assigned an adviser who will review your transcript and help plan your coursework and practicum experience.
Program 2- Additional Certification in Literacy- (ONLY for BU literacy program graduates already holding a literacy certification)
This 10-credit program enables Binghamton University literacy program graduates to obtain certification in an additional grade concentration. Graduates must apply and be admitted to the Additional Certification in Literacy Program (B-6 or 5-12). Upon completion, students must apply for the additional certification on their own through NYSED.
To obtain an additional certification in literacy (ONLY for Binghamton University literacy program graduates already holding a literacy certification):
Apply as a non-matriculated student to the Graduate School (fee $25). You will take courses as a non-matriculated student.
Send a letter of application for the "Program 2- Additional Certification in Literacy (B-6 or 5-12)."
Include a copy of your current literacy certification and the date you received your MSED from Binghamton.
When accepted, you will be assigned an adviser who will meet with you and oversee the practicum and course work.
Students currently certified in B-6 literacy who seek 5-12 literacy certification will take:
LTRC 519. Adolescent Learners and Literacy in the Content Areas (4 cr.)
EDUC 530. Adolescent Psychology in Education (4 cr.)
LTRC 593. Inservice Practicum in Literacy Education (2 cr.)
Students currently certified in 5-12 literacy who seek B-6 literacy certification will take:
LTRC 516. Language Arts in the Elementary and Middle School (4 cr.)
ELED 513. Language Acquisition and Instruction for 2nd Language Learners (4 cr.)
LTRC 593. Inservice Practicum in Literacy Education (2 cr.)
Students must identify a cooperating teacher and make their own arrangements to complete a 50-hour practicum (LTRC 593 - 2 cr.). This can be a in a regular public school-based setting, a summer school setting, or an academic school-based extended-day program. The student must secure a practicum supervisor from among Binghamton literacy program faculty, and this supervisor must approve the site for the practicum. Students are strongly encouraged to complete a practicum that is separated from current teaching grade placement by two or more grade levels (i.e., a 5th grade teacher with B-6 cert. who seeks 5-12 cert. is encouraged to seek a practicum at upper middle or high school level).
Requirements for the 50-hour practicum include:
* Complete and document a subset of competencies based on the IRA Standards for Reading Professionals (attached)
* Keep a record of dates and time spent in the 50-hour practicum setting
* Obtain the cooperating teacher's written evaluation of practicum teaching
* Maintain a reflective journal related to practicum work and complete a self-assessment at the conclusion of the practicum
* Meet with Binghamton University supervisor to submit above materials and receive a grade.
For students already certified to teach, this program prepares teachers with appropriate knowledge and skills to fulfill various special education teacher roles in today's schools. Sufficient flexibility exists in the program to allow individuals from undergraduate programs in special education to either deepen their skills in the field or to link their special education foundation with the larger context of general education. Similarly, graduates of elementary or secondary education programs may extend their knowledge and skills with students needing special education. This program is designed to prepare teachers who can work collaboratively with colleagues in settings that operationalize least restrictive environment philosophies for children with disabilities. Collaboration skills, adaptation of curricula, consultant teacher strategies and modification of pedagogy to better respect individual differences are core themes in this program.
Completion of this degree and other requirements leads to certification in New York state to teach special education at the level for which the teacher is initially certified. See www.highered.nysed.gov/tcert for information about teacher certification regulations.Students must complete the degree within five years of matriculating in the program and must earn a cumulative average of B or better to graduate.
This program requires a minimum of 40 credit hours. This program is for students who have provisional certification to teach Grades preK-6, or initial certification to teach grades 1-6.
|
|
Required Courses |
credits |
|
SPED 501. Introduction to Special Education |
4 |
|
|
SPED 521. Positive Approaches to Behavior |
||
|
Intervention |
4 |
|
|
SPED 522. Collaboration with Families and Staff |
4 |
|
|
SPED 523. Assessment in Special Education |
4 |
|
|
SPED 528. Special Education Technology |
4 |
|
|
SPED 541. Instructional Approaches |
||
|
for Inclusive Elementary Classrooms |
4 |
|
|
SPED 564. Educating Students with Severe |
||
|
Disabilities in Inclusive Settings |
4 |
Elective Courses
Students must take at least two electives (eight credits) in consultation with their adviser.
|
Supervised Practicum |
credits |
|
|
SPED 595. In-Service Practicum |
||
|
and Seminar in Special Education |
4 |
Students concurrently complete a portfolio assessment during the last semester of enrollment.
This program requires a minimum of 40 credit hours. This program is for students who already have certification to teach in grades 7-12.
|
Required Courses |
credits |
|
|
SPED 501. Introduction to Special Education |
4 |
|
|
SPED 521. Positive Approaches to |
||
|
Behavior Intervention |
4 |
|
|
SPED 522. Collaboration with Families and Staff |
4 |
|
|
SPED 523. Assessment in Special Education |
4 |
|
|
SPED 526. Teaching Students with |
||
|
Learning Disabilities at the Secondary Level |
4 |
|
|
SPED 528. Special Education Technology |
4 |
|
|
SPED 564. Educating Students with |
||
|
Severe Disabilities in Inclusive Settings |
4 |
Students must take at least two electives (eight credits) in consultation with their adviser.
|
Supervised Practicum |
credits |
|
|
SPED 595. In-Service Practicum |
||
|
and Seminar in Special Education |
4 |
Students concurrently complete a portfolio assessment during the last semester of enrollment.
This program is designed for those interested in studying education, but who do not seek teaching certification in an area offered by SUNY-Binghamton (childhood education, special education, literacy, or adolescence education in English, mathematics, science, or social studies). The M.S. in Educational Studies program serves three types of people:
1) Teachers interested in obtaining a masters degree in education but who work in a subject area other than the certification areas offered by SUNY-Binghamton.
2) Professionals, working in schools in non-teaching positions or in community colleges, human service agencies, or other settings dealing with schools or children, who would benefit from greater understanding of educational foundations.
3) Teachers and educators from other countries who desire graduate study in the field of education, but who are not interested in teacher certification.
The program consists of 36 credits, with a minimum of 24 credits taken in the School of Education. The student must take at least 4 credits in each of three educational areas: foundations of education, teaching and learning, and research. The following lists are representative examples of courses in each area.
EDUC 501. Crucial Issues in Education
EDUC 530. Adolescent Psychology and Education
ELED 502. Child Growth and Development
SPED 521. Positive Approaches to Behavior Intervention
EDUC 596. Learner-Centered, Community-Based Instruction
LTRC 519. Adolescent Learners and Literacy for the Content Areas
EDUC 541. Applied Research Techniques
MASS 500. Practitioner as Researcher
These examples are illustrative, not exhaustive. Other courses would be appropriate as determined by the student's adviser.
In addition to the coursework, a final culminating research-based master's paper or project is required for this degree. This would involve a formal research paper on a major educational issue (or a research report of a field-based study) that is 15-20 pages in length. Alternatively, if the student is teaching, this could involve presenting a reflective portfolio of teaching and curricular materials, including a review of relevant research. The focus and scope of the paper or project will be determined by student's adviser in consultation with the student.
The Doctor of Education (EdD) in Educational Theory and Practice program integrates theory, knowledge, research and practice to increase understanding of and improve teaching and learning within the broader institutional, social, organizational and political context of school and related settings.
Four major themes guide this program for advanced study:
This program admits only a small number of students each year, thus providing the opportunity for close relations not only among students but also between students and faculty.
The program's primary emphasis is on providing a broadening experience, rather than the more narrow emphases of many doctoral programs. The required core courses, the electives requirement, and a cohort of students that include those with varying backgrounds and experiences promote this broader emphasis. The intent is to foster constructive and important conversations across professional areas and research interests.
At the same time, the program encourages specialized and focused study within this broadened perspective. Assignments for core courses, a flexible electives requirement, independent study, graduate assistantships (for full-time students) and dissertation research all provide opportunities to address more specialized scholarly interests.
The EdD program seeks to enroll students who will benefit from rigorous doctoral studies in educational theory and practice and who show leadership or leadership potential in their fields of interest. At a minimum, applicants are expected to have at least three years of experience in a school or related setting and a master's degree with an excellent grade-point average. The program seeks to enroll a diverse group of students in any one academic year. To meet this goal, the admissions committee considers candidates' area(s) of teaching, research interests, other professional activities, part-time or full-time matriculation and cultural background.
The doctoral program requires a personal statement of six to eight typewritten, double-spaced pages that addresses two issues:
In addition, applicants should submit two (2) letters of recommendation and a rsum including current and past employment, education, professional experience, volunteer work and other experiences with children and youth, presentations and honors.
The doctoral program reviews applications beginning February 1 for fall admission only.
|
Education Core Courses |
credits |
|
|
EDUC 601. Contemporary Philosophical and |
||
|
Social Issues in Education |
4 |
|
|
EDUC 602. Curriculum Theories, |
||
|
Designs and Evaluation |
4 |
|
|
EDUC 603. Theories of Learning |
||
|
and Instructional Design |
4 |
|
|
EDUC 604. Integrative Doctoral |
||
|
Seminar on Reflective Practice |
4 |
|
Research Courses |
credits |
|
|
EDUC 620. The Research |
||
|
Process in Education |
4 |
|
|
EDUC 621. Seminar on |
||
|
Quantitative Research |
4 |
|
|
EDUC 622. Seminar on |
||
|
Qualitative Research |
4 |
Eligible electives are limited to doctoral electives in the School of Education (courses numbered 600 and above) and graduate courses in other departments or programs at the University (courses numbered 500 and above). Courses from other academic units numbered 500-599 are not acceptable if they are cross-listed with Education. Students should select their electives in consultation with and approval by their program adviser.
The comprehensive examination for the EdD program includes a portfolio of work, a critical reflection paper and an oral review. The main purpose is to assess a student's knowledge of educational theory and practice and ability to undertake advanced-level dissertation work. While traditional comprehensive examinations (take-home or sit-down examinations) have their strengths, SOE believes that its approach is more in keeping with the needs of reflective practitioners and will provide the opportunity for an enhanced learning experience for the student.
Upon admission to candidacy for a doctoral degree (after successful completion of all coursework and passing the comprehensive examination), the student chooses a dissertation committee consisting of three faculty members.
A student's doctoral dissertation must represent original and significant scholarly inquiry. The student arranges to meet regularly with her or his dissertation adviser and dissertation committee during the process of researching and writing the dissertation.
On the approval of the dissertation by its readers, the candidate is expected to defend it in an oral examination.
Currently there is no requirement that students enroll full time for any part of the program, although they are strongly encouraged to do so. Several fellowships and graduate assistantships are available each year to full-time students.
The Certificate of Advanced Studies (CAS) prepares prospective educational leaders to serve in PreK-12 schools and school districts. The program is designed for part-time, post-master's students who work full time as teachers or other kinds of educational professionals in elementary and secondary schools. Successful completion of CAS coursework and other requirements will permit Binghamton University to recommend qualified students to the State Education Department for either or both NYS administrative certifications: School Building Leader (SBL-Initial), and/or School District Leader (SDL-Professional). CAS graduates may pursue future employment as staff developers, curriculum coordinators, program directors, assistant principals, principals, assistant superintendents, superintendents, or other PreK-12 educational leaders and administrators.
Potential applicants are encouraged to explore the School of Education website at soe.binghamton.edu for other essential information about admissions, program requirements, internships, personal plans, NYS standards for school leaders, and frequently asked questions about the Educational Leadership CAS. Please note that Reference Forms, Personal Statements, Resume, and several other CAS admissions requirements differ from those of the generic graduate application for Binghamton University.
Admissions are highly selective. There are both University- and program-specific requirements for applications. Completed applications are reviewed twice a year, October 15 and February 1. Applications submitted past deadline dates will be considered on a space-available basis until the upcoming class is filled. To be considered for admission to the CAS program you need:
1. A baccalaureate from an accredited institution of higher education or from an institution authorized by the NYS Board of Regents to confer degrees (minimum GPA 3.0 on a 4.0 scale);
2. A master's degree of at least 30 graduate credit-hours in a teaching, or closely related, field (minimum GPA 3.0 on a 4.0 scale);
3. A minimum of three years' paid, full-time classroom teaching and/or pupil personnel service in PreK-12 public or non-public schools;
4. A copy of your permanent or professional certification in classroom teaching or pupil personnel service.
Additional admission requirements particular to the Educational Leadership program include:
5. A Personal Statement that focuses on: (a) your prior leadership experiences; (b) any special skills or contributions to the field of education; (c) why you wish to pursue administrative leadership certification at this time in your career; and (d) your leadership goals for the future. (Please note that these required foci differ from the generic Graduate School instructions. Also note that this is an important part of your application- Be as specific as possible, including examples where appropriate. Aim for 3-4 type-written, double-spaced pages
6. Two completed CAS Reference Forms from supervisors and/or practicing educational leaders who know your work and can assess your accomplishments and leadership potential. (These forms are unique to the Educational Leadership CAS and are required in lieu of general letters of recommendation) and
7. A resume that includes complete professional employment history, with dates and locations.
You are also required to follow the University's established graduate admissions procedures for all programs (see http://gradschool.binghamton.edu), including:
The CAS is an eight-course, 32 credit-hour program of study, beyond a completed master's degree of at least 30 credit-hours in a teaching or closely related field. The 32 CAS credit-hours consist of seven (7) required courses and one (1) elective. One of the required courses is an internship, accompanied by a seminar. Electives are selected in consultation with the faculty adviser, and may be taken in relevant graduate programs across campus.
The CAS also requires students to pass the NYS School District Assessment and to develop a Personal Plan for Self-Improvement and Continuous Learning, consistent with current NYS standards. The Personal Plan is updated, refined and discussed with the faculty adviser at three defined checkpoints during the program of study.
Required courses are: