Graduate School of Education

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Programs

Binghamton University's Graduate School of Education (GSE) provides programs leading to the master of arts in teaching (MAT), the master of science in education (MSEd) and the master of science (MS) in educational studies. Combined-degree options in math, the sciences, and French or Spanish (a combination of undergraduate BA or BS in the discipline and graduate MAT in teacher education) are also offered. Most programs culminate in teacher certification in New York State. The school also offers a certificate of advanced studies (CAS) in educational leadership, and a doctorate of education (EdD) in educational theory and practice.

GSE focuses on the post-baccalaureate preparation of pre-service and in-service teachers. Pre-service programs (for students who do not have an undergraduate degree in education or initial certification to teach) are offered in Childhood/Early Childhood Education, Grades B-6; and Adolescence Education, Grades 7-12 in biology, chemistry, Earth science, English, French, mathematics, physics, social studies, and Spanish. In-service programs (for students who already have an undergraduate degree in education and initial certification) are offered in Adolescence Education, Grades 7-12 (same subject areas as above), and Childhood Education, Grades 1-6, as well as in Literacy Education, Birth-Grade 6 and Grades 5-12; and Special Education, Early Childhood, Grades B-2; Childhood, Grades 1-6, Early Childhood and Childhood, Grades B-6; and Adolescence, Grades 7-12. All coursework and New York State Teacher Certification requirements must be completed successfully in order to be recommended for New York State Teacher Certification.

The New York State Division of Veterans' Affairs, Bureau of Veterans Education approves education programs for the training of veterans to use veterans' education benefits from the VA. Any veteran wishing to attend Binghamton University's Graduate 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)
  • Biology Adolescence Education
  • Chemistry Adolescence Education
  • Earth Science Adolescence Education
  • English Adolescence Education
  • French Adolescence Education
  • Mathematics Adolescence Education
  • Physics Adolescence Education
  • Social Studies Adolescence Education
  • Spanish Adolescence Education

Combined-Degree Options, BA/MAT and BS/MAT

  • Mathematics (BA) and Master of Arts in Teaching (MAT) Mathematics Adolescence Education, Grades 7-12
  • Biology (BA) and Master of Arts in Teaching (MAT) Biology Adolescence Education, Grades 7-12
  • Chemistry (BA) and Master of Arts in Teaching (MAT) Chemistry Adolescence Education, Grades 7-12
  • French (BA) and Master of Arts in Teaching (MAT) French Adolescence Education, Grades 7-12
  • Geological Sciences (BA) and Master of Arts in Teaching (MAT) in Earth Science Adolescence Education, Grades 7-12
  • Geological Sciences (BS) and Master of Arts in Teaching (MAT) in Earth Science Adolescence Education, Grades 7-12
  • Physics (BA) and Master of Arts in Teaching (MAT) in Physics Adolescence Education, Grades 7-12
  • Spanish (BA) and Master of Arts in Teaching (MAT) in Spanish Adolescence Education, Grades 7-12
Master of Science in Education (MSEd):
  • Adolescence Education, Grades 7-12, in biology, chemistry, earth science, English, French, mathematics, physics, social studies, or Spanish (in-service)
  • Early Childhood and Childhood Education, Grades Birth-6 (pre-service)
  • Childhood Education, Grades 1-6 (in-service)
  • Literacy Education, Birth-Grade 6 (in-service)
  • Literacy Education, Grades 5-12 (in-service)
  • Special Education, Birth-Grade 2 (in-service)
  • Special Education, Birth-Grade 6 (in-service)
  • Special Education, Childhood, Grades 1-6 (in-service)
  • Special Education, Adolescence, Grades 7-12 (in-service)
  • Teaching English to Speakers of Other Languages (TESOL) Education, PreK-12 (in-service)

Master of of Arts (MA) in Teaching English to Speakers of Other Languages (TESOL) Education

Master of Science (MS) in Educational Studies

Certificate of Advanced Studies (CAS) in Educational Leadership

Doctorate of Education (EdD) in Educational Theory and Practice

Please browse the Graduate School of Education website at http://www.binghamton.edu/gse/ for up-to-date information about programs.

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New York State Teacher Certification Examinations

The state of New York mandated that after April 9, 2001, results of New York State Teacher Certification Examinations must be made available in university bulletins and program information for prospective students.

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Annual Institution Report for Binghamton University

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.Accreditation requires that pass rate data for both teacher certification and school leadership assessments be posted on an institution's website.

The NYSTCE program consists of the

  • Educating All Students Test (EAS);
  • Academic Literacy Skills Test (ALST);
  • Educative Teacher Performance Assessment (edTPA);
  • Content Specialty Tests (CSTs).

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.

Please see: http://www.binghamton.edu/gse/about-the-school/accreditation.html to view pass rate data for Binghamton University's Graduate School of Education.

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Application to Teacher Education Programs

The procedures for applicants to programs in the Graduate School of Education are outlined in the general section on Graduate Admission in this publication. Please review GSE's website at http://www.binghamton.edu/gse for up-to-date application requirements and program information. A 3.0 GPA is highly desirable. The School also 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). In addition, a résumé including current employment, previous professional education experience (including student teaching), volunteer work and other experiences with children and youth is strongly encouraged. Applicants already possessing initial teacher certification must also submit documented proof of licensure.

Students are encouraged to apply year round to Graduate School of Education's master's degree programs. Priority deadlines are October 15 to be considered for spring admission and February 1 to be considered for fall admission. Applications received after those priority deadlines will gladly be considered on a space-available basis. Note: Application to the Childhood and Early Childhood Education Program occurs once per year (February 1st to be considered for fall admission, although applications will be considered after that date as space permits). All students wishing to be considered for a graduate assistantship (or other funding opportunities) must express their interest as soon as possible.

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Academic Policies and Procedures

Students are referred to the Graduate Information in Academic Policies and Procedures in this publication.

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Grievance Procedure

See your faculty advisor 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 GSE grievance procedure from the GSE Dean's Office.

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Master of Arts in Teaching

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Adolescence Education, Grades 7-12

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, romance languages (French or Spanish) or social studies, 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 http://www.highered.nysed.gov/tcert/ for information about teacher certification regulations.

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Admission

Applicants must have a baccalaureate degree with sufficient academic background in the prospective area of teaching to take graduate work in the discipline (NYSED stipulates a minimum of a 30 credit "major"). 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 advisor in the MAT program in the Graduate School of Education. Assuming all prerequisite undergraduate requirements have been met, the MAT degree requires at least 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 (minimum) of fieldwork prior to being admitted to the fall (student teaching) semester.

In nearly all MAT programs, a minimum of 42 credits is required: 22 credits in education, 12 credits in the academic discipline and eight credits in supervised student teaching. The English MAT requires a minimum of 46 credits to completion. A grade of B or better must be earned in both SEC 593 and SEC 594, and an overall average of B or better must be obtained to graduate. Admission to student teaching depends on earning B or better in SEC 593, completing satisfactory field experiences, and demonstrating appropriate dispositions for teaching.

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Biology Adolescence Education, Grades 7-12

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 Graduate 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.

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Minimum Requirements for Degree

Education Courses

Credits

LTRC 519. Adolescent Learners and Literacy for the Content Areas

4

SEC 500. Foundations of Secondary Education

4

SPED 500. Special Education for Content-Area Teachers

4

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.

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Chemistry Adolescence Education, Grades 7-12

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 Graduate 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.

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Minimum Requirements for Degree

Education Courses

Credits

LTRC 519. Adolescent Learners and Literacy for the Content Areas

4

SEC 500. Foundations of Secondary Education

4

SPED 500. Special Education for Content-Area Teachers

4

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.

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Earth Science Adolescence Education, Grades 7-12

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 Graduate 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.

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Minimum Requirements for Degree

Education Courses

Credits

LTRC 519. Adolescent Learners and Literacy for the Content Areas

4

SEC 500. Foundations of Secondary Education

4

SPED 500. Special Education for Content-Area Teachers

4

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.

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English Adolescence Education, Grades 7-12

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 Graduate 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.

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Minimum Requirements for Degree

Education Courses

Credits

LTRC 519. Adolescent Learners and Literacy for the Content Areas

4

SEC 500. Foundations of Secondary Education

4

SPED 500. Special Education for Content-Area Teachers

4

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 weak background 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.

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Mathematics Adolescence Education, Grades 7-12

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 Graduate 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.

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Minimum Requirements for Degree

Education Courses

Credits

LTRC 519. Adolescent Learners and Literacy for the Content Areas

4

SEC 500. Foundations of Secondary Education

4

SPED 500. Special Education for Content-Area Teachers

4

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 advisor in the Graduate School of Education.

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.

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Physics Adolescence Education, Grades 7-12

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 Graduate 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.

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Minimum Requirements for Degree

Education Courses

Credits

LTRC 519. Adolescent Learners and Literacy for the Content Areas

4

SEC 500. Foundations of Secondary Education

4

SPED 500. Special Education for Content-Area Teachers

4

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

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Subject-Area Courses

The MAT-physics advisory/guidance committee examines each student's credentials and determines the most appropriate course of study in light of the student's background. The total minimum requirement is 12 credits of graduate-level physics.

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.

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Romance Languages Adolescence Education (French or Spanish), Grades 7-12

Applicants should have an undergraduate major in either French or Spanish. The applicant’s undergraduate work must be acceptable to the Romance Languages Department in Harpur College, as well as to the Graduate School of Education. Students without appropriate undergraduate preparation are required to take additional intermediate and upper-level courses to be eligible to apply to this program.

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Minimum Requirements for Degree

Education Courses

Credits

LTRC 519. Adolescent Learners and Literacy for the Content Areas

4

SEC 500. Foundations of Secondary Education

4

SPED 500. Special Education for Content-Area Teachers

4

SEC 502. English as a Second Language for Content-Area Teachers

2

SEC 593. Philosophical and Theoretical Foundations in the Pedagogy of Romance Language

4

SEC 594. Curriculum and Teaching in French or Spanish

4


Subject-Area Courses
12 credits in Romance Language 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.

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Social Studies Adolescence Education, Grades 7-12

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.

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Minimum Requirements for Degree

Education Courses

Credits

LTRC 519. Adolescent Learners and Literacy for the Content Areas

4

SEC 500. Foundations of Secondary Education

4

SPED 500. Special Education for Content-Area Teachers

4

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.

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Combined-Degree Option in Mathematics (BA) and Master of Arts in Teaching (MAT) Mathematics Adolescence Education, Grades 7-12

(128 credits BA and 42 credits MAT)

This program combines the undergraduate program in mathematics (BA), excluding the BA mathematics actuarial science track, 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. Transfer students from 2- and 4-year colleges are NOT eligible to apply for this accelerated program; only students who began their freshman year at Binghamton University's Harpur College and have at a minimum GPA of 3.4 (both in their discipline and overall) are eligible.

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 Graduate School of Education and the MAT mathematics advisor 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://www.binghamton.edu/grad-school/academic-programs/accelerated-degrees/index.html.

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

Gen Ed/Harpur Requirement

4

*LTRC 519

4

S8

*MATH 5XX

4

*SEC 502

2

*SEC 593C

4

Undergraduate Elective

4

S9

SEC 594C

4

SEC 590/SEC 591. (Internship-Student Teaching)

8

S10

SEC 500

4

MATH 5XX

4

SPED 500

4

150 Credits

NOTE: The starred courses are counted in the undergraduate degree requirements and GPA. As 500-level courses, they are graduate courses and also satisfy the requirements for the MAT degree.

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Combined-Degree Option in BA in French or Spanish and MAT in French or Spanish Adolescence Education (Grades 7-12)

(128 credits BA and 42 credits MAT)

The combined program provides an opportunity for a limited number of outstanding liberal arts students to graduate in five years with a BA and an MAT degree. To be eligible for the combined program, a student must have entered Binghamton University at the beginning of their freshman year and completed the ensuing five semesters at Binghamton University with a cumulative grade point average of 3.4 or better in his/her major discipline and overall. (Transfer students are not eligible for the combined program, but may apply to the MAT program.)

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 romance languages coordinator in the Graduate School of Education and the romance languages advisor in Harpur College 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://www.binghamton.edu/grad-school/academic-programs/accelerated-degrees/index.html.

Semester Course Course Credits
S1 FREN 215 SPAN 215 4
Gen Ed/Harpur Requirement Gen Ed/Harpur Requirement 4
Gen Ed/Harpur Requirement Gen Ed/Harpur Requirement 4
Undergrad elective Undergrad elective 4
S2 FREN 241 or 341 SPAN 250 4
Gen Ed/Harpur Requirement Gen Ed/Harpur Requirement 4
Gen Ed/Harpur Requirement Gen Ed/Harpur Requirement 4
Undergrad elective Undergrad elective 4
S3 FREN 251 or 351 SPAN 251 4
Gen Ed/Harpur Requirement Gen Ed/Harpur Requirement 4
Gen Ed/Harpur Requirement Gen Ed/Harpur Requirement 4
Gen Ed/Harpur Requirement Gen Ed/Harpur Requirement 4
S4 FREN 3xx SPAN 344 4
Gen Ed/Harpur Requirement Gen Ed/Harpur Requirement 4
Gen Ed/Harpur Requirement Gen Ed/Harpur Requirement 4
Undergrad elective Gen Ed/Harpur Requirement 4
S5 FREN 361 or 362 SPAN 360 or 370 4
Gen Ed/Harpur Requirement Gen Ed/Harpur Requirement 4
Gen Ed/Harpur Requirement Gen Ed/Harpur Requirement 4
Undergrad elective Undergrad elective 4
S6 FREN 481x SPAN 370 or 360 4
FREN 445 SPAN 4xx 4
Gen Ed/Harpur Requirement Gen Ed/Harpur Requirement 4
Undergrad elective Undergrad elective 4
S7 FREN 451 SPAN 4xx 4
SEC 500 SEC 500 4
SPED 500 SPED 500 4
LTRC 519 LTRC 519 4
S8 FREN 481x SPAN 4xx 4
FREN 4xx SPAN 4xx 4
SEC 593 SEC 593 4
SEC 502 SEC 502 2
(Up to here fulfills requirements for graduation with the BA in French 126 credits) (Up to here fulfills requirements for graduation with the BA in Spanish 126 credits)
S9 SEC 590/591 SEC 590/591 8
SEC 594 SEC 594 4
S10 FREN 5XX SPAN 5XX 4
FREN 5XX SPAN 5XX 4
FREN 5XX SPAN 5XX 4
150 credits
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Combined-Degree Options in Science: BA/MAT and BS/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. Transfer students from 2- and 4-year colleges are NOT eligible to apply for this accelerated program; only students who began their freshman year at Binghamton University's Harpur College and have a minimum GPA of 3.4 (both in their discipline and overall) are eligible. 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. Eighteen (18) 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 athttp://www.binghamton.edu/grad-school/academic-programs/accelerated-degrees/index.html.

What follows are sample course sequences from each of these combined-degree programs.

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Combined-Degree Option in Biology (BA) and Master of Arts in Teaching (MAT) Biology Adolescence Education, Grades 7-12

(126 BA and 40 MAT credits)

S1

BIOL 117 or BIOL 118

4

CHEM 107

4

Gen Ed/Harpur Requirement

4

Gen Ed/Harpur Requirement

4

Physical Activity

1

S2

BIOL 118 or BIOL 117

4

CHEM 108

4

MATH 147

4

Gen Ed/Harpur Requirement

4

Wellness

1

S3

BIOL 351 or 373 or 355

4

CHEM 231

4

Gen Ed/Harpur Requirement

4

Gen Ed/Harpur Requirement

4

S4

BIOL 301 or 311

4

CHEM 332

4

CHEM 335

2

Gen Ed/Harpur Requirement

4

Gen Ed/Harpur Requirement

4

S5

BIOL 3XX/4XX

4

Math/PhysSci/CS/Eng elective

4

Gen Ed/Harpur Requirement

4

Gen Ed/Harpur Requirement

4

S6

BIOL 3XX/4XX

4

Math/PhysSci/CS/Eng elective

4

Gen Ed/Harpur Requirement

4

Gen Ed/Harpur Requirement

4

S7

SEC 500

4

SPED 500

4

SEC 502

2

LTRC 519

4

S8

BIOL 3XX/4XX

4

BIOL 3XX/4XX

4

SEC 593D

4

Gen Ed/Harpur Requirement

2

Up to here fulfills requirements for graduation with the BA in 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: 152 credits

(vs. 126 + 42 = 168 credits for the separate BA + MAT)

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Combined-Degree Option in Chemistry (BA) and Master of Arts in Teaching (MAT) Chemistry Adolescence Education, Grades 7-12

(126 BA and 40 MAT credits)

S1

CHEM 111

4

MATH 221

4

Gen Ed

4

Gen Ed

4

S2

CHEM 231

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

SPED 500

4

SEC 502

2 (or take S9)

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

= 154 credits
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Combined-Degree Option in Geological Sciences (BA) and Master of Arts in Teaching (MAT) in Earth Science Adolescence Education, Grades 7-12

(126 BS and 42 MAT 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 Requirement

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

SPED 500

4

SEC 502

2

LTRC 519

4

S8

GEOL specialization

4

SEC 593D

4

Elective (Astronomy)

4

Elective

4

S9

SEC 590/591

8

SEC 594D

4

S10

GEOL 5XX

4

GEOL 5XX

4

GEOL 5XX

4

= 152 credits
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Combined-Degree Option in Geological Sciences (BS) and Master of Arts in Teaching (MAT) in Earth Science Adolescence Education, Grades 7-12

(126 BA and 42 MAT 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

SPED 500

4

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

= 152 credits
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Combined-Degree Option in Physics (BA) and Master of Arts in Teaching (MAT) in Physics Adolescence Education, Grades 7-12

(126 BA and 42 MAT credits)

S1

PHYS 121/131

4

MATH 221

4

Gen Ed/Harpur Requirement

4

Gen Ed/Harpur Requirement

4

S2

PHYS 122/132

4

MATH 222

4

Gen Ed/Harpur Requirement

4

Gen Ed/Harpur Requirement

4

S3

PHYS 227

4

MATH 323

4

Gen Ed/Harpur Requirement

4

PHYS 323

4

S4

PHYS 331

4

Gen Ed/Harpur Requirement

4

MATH 371

4

Gen Ed/Harpur Requirement

4

S5

PHYS 332

4

Gen Ed/Harpur Requirement

4

Gen Ed/Harpur Requirement

4

Gen Ed/Harpur Requirement

4

S6

PHYS 327

4

PHYS 341

4

MATH 471

4

Gen Ed/Harpur Requirement

4

S7

PHYS 421

4

SEC 500

4

SPED 500

4

LTRC 519

4

S8

Gen Ed/Harpur Requirement

4

Gen Ed/Harpur Requirement

4

SEC 393D

4

Undergrad elective

4


Up to here fulfills requirements for graduation with the BA in physics, including 18 credits of graduate education coursework that are counted in the undergraduate degree requirements and GPA, and (as 500-level graduate courses) satisfy the requirements for the MAT degree.

S9

SEC 590/591

8

SEC 594D

4

SEC 502

2

S10

PHYS 5XX

4

PHYS 5XX

4

PHYS 5XXf

4

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Master of Science in Education (MSEd)

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Adolescence Education

For students who already hold certification in biology, chemistry, Earth science, English, French, mathematics, physics, social studies, or Spanish, this program combines advanced study and practice in both an academic area and in professional education, enhancing the teaching and leadership abilities of secondary school educators. Completion of this degree and other requirements leads to professional certification in New York State as a teacher in grades 7-12 in one of the above areas. 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 in order to graduate.

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Minimum Requirements for Degree

This program requires a minimum of 36 credit hours. All courses must be selected with the advice and approval of the student's faculty advisor, based on the student's strengths, academic background and professional experience.

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Required Courses

24-28 required credits consisting of:

  • 8 to 12 credits in arts and sciences;
  • 12 credits in discipline-specific pedagogy that will typically include SEC 593, Philosophical and Theoretical Foundations in the Pedagogy (of the discipline), SEC 594, Curriculum and Teaching (in the discipline), and SEC 592, Final Integrative Study;
  • 4 credits in a research/assessment course (e.g., EDUC 541, Applied Research Techniques, or an alternative approved by the advisor).
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Elective Courses

8 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 advisor.

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Childhood & Early Childhood Education, Grades B-6, Pre-Service Program

Binghamton University’s pre-service program in Childhood and Early Childhood Education is an innovative master’s degree program that leads to multiple New York State teaching certifications, allowing graduates to work with children from birth through grade six in a number of different roles. During this two-year, full-time program, students take a range of courses and work with children in several different fieldwork and student teaching placements. These experiences will offer opportunities to make connections between theory and practice and to develop the knowledge, skills, and dispositions necessary to help all students be successful in school. Under the guidance of top-tier professors and highly-qualified teachers in partnership schools and early childhood programs, students become teachers with clearly-defined commitments as well as the ability to make a real difference in the lives of children and their families.

In order to prepare students to understand and respond to children’s diverse needs and abilities, there are two pathways toward the master's degree:

1) Childhood, early childhood, and literacy.

2) Childhood, early childhood, and special education.

Both pathways involve intensive, rigorous coursework and field experiences (including summer and winter sessions) among a small cohort of graduate students. Close faculty-student relationships and meaningful friendships develop among students, and between students and their mentor teachers. A strength of this program is faculty who work closely together with the same goal in mind: to collaborate to prepare highly-qualified teachers who maximize educational opportunities for all children by providing engaging learning experiences that are challenging and relevant to their lives.

Students are eligible to apply to this pre-service program if they have completed a bachelor’s degree in the liberal arts with a GPA of 3.0 or higher. Please be aware that New York State requires certain course concentrations to be completed prior to beginning this master's program. For information, please visit http://www2.binghamton.edu/gse/teacher-education/pre-service/msed-child-early.html for contact details or phone 607-777-5322) as soon as possible for a transcript review to determine if there are outstanding prerequisites. For complete details about application procedures, please refer to http://www2.binghamton.edu/gse/teacher-education/apply.html.

Please see http://www2.binghamton.edu/gse/teacher-education/pre-service/msed-child-early.html for information about this program and its requirements.

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Literacy Education

The programs in literacy education provide academic study and supervised field experiences at the elementary or secondary school levels for students already holding certification in elementary education, childhood education, special education, speech/language, or a grade 7-12 academic subject. Individuals are prepared to assume leadership roles as competent and qualified literacy teachers, specialists and consultants. The completion of this degree and other requirements leads to New York State Certification as a Literacy Teacher. 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.

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Literacy Education, Birth-Grade 6

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Minimum Requirements for Degree

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 advisor's approval.

Required Courses

Credits

SPED 501. Introduction to Special Education

4

LTRC 506. Early Language and Emergent Literacy

4

LTRC 513. Language and Literacy Instruction for English Language Learners in K-12 Classroom

4

LTRC 515. Current Research, Theory, and Practices in Literacy Instruction

4

LTRC 516. Writing Instruction and Literacy for the Content Areas

4

LTRC 517. Culturally Diverse Literature for Children and Adolescents

4

LTRC 518. Literacy Assessment and Teaching (prerequisite: LTRC 515)

4

EDUC 541. Applied Research Techniques

4


Supervised Practicum

Credits

LTRC 592. Practicum and Seminar in Literacy Leadership

4

Students concurrently complete a position paper that includes a literature review and a research component.

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Literacy Education, Grades 5-12

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Minimum Requirements for Degree

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 advisor's approval.

Required Courses

Credits

LTRC 513. Language and Literacy Instruction for English Language Learners in K-12 Classrooms 4

LTRC 515. Current Research, Theory, and Practices in Literacy Instruction

4

LTRC 517. Culturally Diverse Literature for Children and Adolescents

4

LTRC 518. Literacy Assessment and Teaching (prerequisite: LTRC 515)

4

OR

LTRC 521. Literacy Assessment and Instruction for Secondary Students(prerequisite: LTRC 515)

4

LTRC 519. Adolescent Learners and Literacy for the Content Areas

4
EDUC 530. Adolescent Psychology and Education 4
EDUC 541. Applied Research Techniques 4
SPED 500. Special Education for Content Area Teachers 4

Supervised Practicum

Credits

LTRC 592. Practicum and Seminar in Literacy Leadership

4

Students concurrently complete a position paper that includes a literature review and a research component.

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Additional Certification in Literacy

Note: Students must apply for the additional certification on their own via NYSED individual transcript review.

The Graduate School of Education offers two options:

Program 1 - Additional Certification in Literacy (for those holding certification in ELED, SPED or SECED)

This 20-credit/(5-course) option enables graduates of education programs who hold certification in ELED, SPED or SECED to seek 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 seek 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 Graduate School of Education.
Include a copy of your certification.
When accepted, you will be assigned an advisor who will review your transcript and help plan your coursework and practicum experience.

Program 2 - Additional Certification in Literacy - (ONLY for Binghamton University literacy program graduates already holding a literacy certification)

This 10-credit option enables Binghamton University literacy program graduates to seek 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 seek 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)"to the Graduate School of Education.
Includea copy of your certification.
Include a copy of your current literacy certification and the date you received your MSEd from Binghamton.
When accepted, you will be assigned an advisor 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 for the Content Areas (4 cr.)
EDUC 530. Adolescent Psychology in Education (4 cr.)
LTRC 593. Practicum in Literacy Leadership (2 cr.)

Students currently certified in 5-12 literacy who seek B-6 literacy certification will take:
LTRC 513. Language and Literacy Instruction for English Language Learners in K-12 Classrooms (4 cr.)
LTRC 516. Writing Instruction and Literacy for the Content Areas (4 cr.)
LTRC 593. Practicum in Literacy Leadership (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 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.

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Special Education

This program provides teachers with initial certification the knowledge and skills to fulfill various special educator roles in today's schools and communities. Sufficient flexibility exists for graduates of early childhood, childhood, adolescence or special education undergraduate programs to deepen their skills in the field, link special education programs and services to the broader context of general education, and extend their knowledge and skills to work more effectively with students with disabilities.

Four program options are available, corresponding with the age/grade level of the applicant's initial certificate:

  • Early Childhood Special Education - Birth to Grade 2 - (requires initial certification in Early Childhood Education)
  • Early Childhood and Childhood Special Education - Birth to Grade 6 - (requires initial certification in Early Childhood and Childhood Education)
  • Childhood Special Education - Grades 1 to 6 - (requires initial certification in Childhood Education)
  • Adolescence Special Education - Grades 7 to 12 - **(requires initial certification in a Secondary Content Area)
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Special Education, Early Childhood (Birth to Grade 2) AND Early Childhood and Childhood (Birth to Grade 6)

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Minimum Requirements for Degree

This program requires a minimum of 36 credit hours. This program is for students who have initial certification to teach grades birth to grade 2, or birth to grade 2 AND grades 1-6.

Prerequisite

SPED 501. Introduction to Special Education (or equivalent)

Required Courses

Credits

SPED 504. Developing Programs for Young Children with Disabilities

4

SPED 506. Early Language and Emergent Literacy

4

SPED 521. Proactive Approaches to Behavior Management

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

Supervised Practicum

Credits

SPED 595. In-Service Practicum and Seminar in Special Education

4

Students concurrently complete a Capstone Intervention Project during the last semester of enrollment.

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Special Education, Childhood (Grades 1 to 6)

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Minimum Requirements for Degree

This program requires a minimum of 36 credit hours. This program is for students who have initial certification to teach grades 1-6.

Prerequisite

Credits

SPED 501. Introduction to Special Education (or equivalent)

4

Required Courses

SPED 521. Proactive Approaches to Behavior Management

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 take at least two electives (eight credits), selected in consultation with their advisor.

Supervised Practicum

Credits

SPED 595. In-Service Practicum and Seminar in Special Education

4

Students concurrently complete a Capstone Intervention Project during the last semester of enrollment.

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Special Education, Adolescence (Grades 7 to 12)

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Minimum Requirements for Degree

This program requires a minimum of 36 credit hours. This program is for students who already have certification to teach in grades 7-12.

Prerequisite

Credits

SPED 500. Foundations of Special Education for Content Area Teachers (or equivalent)

4

Required Courses

SPED 521. Proactive Approaches to Behavior Management

4

SPED 522. Collaboration with Families and Staff

4

SPED 523. Assessment in Special Education

4

SPED 526. Instruction and Assessment for Adolescence Special Education

4

SPED 528. Special Education Technology

4

SPED 564. Educating Students with Severe Disabilities in Inclusive Settings

4
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Elective Courses

Students must take at least two electives (eight credits) in consultation with their advisor.

Supervised Practicum

Credits

SPED 595. In-Service Practicum and Seminar in Special Education

4

Students concurrently complete a Capstone Intervention Project during the last semester of enrollment.

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TESOL Education (MA and MSEd, Grades Pre K-12)

The TESOL program offers the Master of Arts (MA) and the Master of Science in Education (MSEd) degrees.

The MA TESOL enables graduates to teach in English as a Second/Foreign Language (ESL/EFL) programs on college campuses or in other English programs across the globe. This track is also suitable for international students who wish to be involved in English education around the world, such as ESL programs in higher education or other intensive English programs. Note: The MA in TESOL does not lead to New York State teacher certification.

The MSEd TESOL is designed for those already possessing (or about to possess) New York State teacher certification and who are looking to teach English as a New Language (ENL) in pre K-12 settings.

Students will be immersed in multi-layered theoretical and practical approaches to teaching English as a second language, from language acquisition and literacy development to effective ESL pedagogies and history about ELLs (English Language Learners). Students taking classes full-time will complete this program in just three semesters, with their studies culminating in either a capstone project or master’s thesis.

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TESOL Courses (32 Credits)

The following is a list of courses students may take while pursuing a TESOL degree.

NOTE: Students must possess 12 credits of college foreign language to be eligible for either the MA or MSEd in TESOL.

EDUC 504 Foundations of Bilingual & Multilingual Education 3 credits
EDUC 529 Grammar for English Teachers 3 credits
EDUC 580D Special Topics in TESOL 3 credits
EDUC 581 Linguistics for Teachers of ELLS 3 credits
EDUC 583 Second Language Acquisition 3 credits
EDUC 584 Curriculum, Methods, and Assessment for ELLS 3 credits
EDUC 585 Global Contexts for TESOL, Sociolinguistic Approaches 3 credits
EDUC 587 L2 Reading, Writing, & Technology 3 credits
EDUC 588 Content-based ESL Curriculum and Instruction 3 credits
EDUC 595 TESOL Capstone Project or Thesis 3 credits
LTRC 518 Language & Literacy Assessment & Teaching 3 credits
Supervised Practicum
EDUC 591 Practicum in TESOL 3 credits

Students concurrently complete a position paper that includes a survey of the literature and an action research component.

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Master of Science (MS) in Educational Studies

This program is designed for those interested in the general study of education. It serves three types of people:

1. Teachers interested in obtaining a master's degree in education, but who work in a subject area other than the certification areas offered by Binghamton's Graduate School of Education (i.e., other than childhood & early childhood education, special education, literacy, or adolescence education in English, foreign language, mathematics, science, or social studies).

2. Professionals working in schools in non-teaching positions or those in community colleges, human service agencies, or other settings dealing with students or schools, who would benefit from a 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.

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Program Requirements

The program consists of 36 credits, with a minimum of 24 credits taken in the Graduate 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.

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Foundations

EDUC 501. Crucial Issues in Education

EDUC 504. Multiculturalism and the Practice of Schooling

EDUC 530. Adolescent Psychology and Education

ELED 502. Child Growth and Development

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Teaching and Learning

LTRC 519. Adolescent Learners and Literacy for the Content Areas

SPED 521. Positive Approaches to Behavior Intervention

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Research

LTRC 515. Current Research, Theory, and Practices in Literacy Instruction

EDUC 541. Applied Research Techniques

These examples are illustrative, not exhaustive. Other courses would be appropriate as determined by the student's advisor.

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 (15-20 pages).

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 student's paper supervisor in consultation with the student will determine the focus and scope of the paper or project. (The paper supervisor should be a GSE faculty member familiar with or interested in the student's research or curricular area; the supervisor is not necessarily the student's program advisor.)

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Certificate of Advanced Studies (CAS) in Educational Leadership

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 Graduate School of Education website at http://www.binghamton.edu/gse/ 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.

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Admission to the CAS in Educational Leadership

There are both University and program-specific requirements for CAS applications. Completed applications are welcome anytime.

To be considered for admission to the CAS program, you need:

  • A baccalaureate from an accredited institution of higher education or from an institution authorized by the NYS Board of Regents to confer degrees;
  • A master's degree of at least 30 graduate credit-hours in a teaching, or closely related field;
  • A minimum of three years paid, full-time classroom teaching and/or pupil personnel service in PreK-12 public or non-public schools; and
  • 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:

  • 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);
  • Two completed CAS Reference Forms from supervisors, school, or district administrators who know your work and can assess your accomplishments and leadership potential. (These forms are unique to the Educational Leadership CAS and are required instead of general letters of recommendation); and
  • A résumé that includes complete professional employment history, with dates and locations.

You are also required to follow the University's established graduate admissions procedures (see http://www.binghamton.edu/grad-school/), including:

  • Completed application Forms
  • Application fees
  • Official transcripts

Please note that GRE scores are not required for CAS applicants.

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Minimum Requirements for the CAS

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 advisor, 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 advisor at three defined checkpoints during the program of study.

Required courses are:

  • EDUC 606. Curriculum Leadership
  • EDUC 608. School Finance and Business Operations
  • EDUC 609. Assessment for Student Learning and School Improvement
  • EDUC 672. Processes of Supervision and Staff Development
  • EDUC 673. Leadership in Educational Settings
  • EDUC 675. Planning and Policy Development in Education
  • EDUC 692. Internship
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Doctorate of Education (EdD) in Educational Theory and Practice

The Doctorate 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:

  • Reflective professional practice (critical analysis of actions, goals and ethics);
  • Instructional leadership (the understanding, skills and dispositions needed for the democratic transformation of schools and related settings);
  • Inclusive and multicultural education (the understanding, skills and dispositions needed to promote sensitivity to and affirmation of cultural and other differences among students, teachers, staff and parents); and
  • Social analysis (the critical assessment of the dominant paradigms, institutional patterns and power inequities that shape education).

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.

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Admission

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:

  • your professional development and goals in relation to why you have decided to pursue doctoral studies in education (as part of this, describe a field of inquiry you might like to pursue in doctoral studies); and
  • a critical analysis of an educational issue of national importance about which you have been concerned. Reference citations may be included. THE PERSONAL STATEMENT IS A VERY IMPORTANT PART OF YOUR APPLICATION.

In addition, applicants should submit two (2) letters of recommendation and a resumé including current and past employment, education, professional experience, volunteer work and other experiences with children and youth, presentations and honors.

Finally, the Graduate Record Examination is required (General Test only). Applicants should consult with the EdD Program Coordinator regarding questions about the GRE. For more information, see Graduate Record Examinations.

The doctoral program reviews applications beginning February 1 for fall admission only.

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Degree Requirements

The coursework requirements for the EdD program include seven mandatory core courses and five electives, for a minimum of 48 credit hours; a B average must be maintained. Efforts to build greater flexibility and opportunities for specialization into the research sequence are ongoing. Additional coursework (beyond 48 credits) may be determined in consultation with and the approval of the student's program advisor.

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
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Elective Courses

Students are required to complete a minimum of 20 credits of elective courses. In consultation with the student's advisor, these requirements may be fulfilled by any combination in the Graduate School of Education (at the doctoral level, i.e., courses numbered 600 and above) and/or in other departments at the University (at the graduate level, i.e., courses numbered 500 and above). Courses from other academic units numbered 500-599 are not acceptable if they are cross-listed with Education.

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Comprehensive Examination: Portfolio and Critical Reflection Paper

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, GSE 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.

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Dissertation

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 advisor 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.

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Residency Requirement

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.