Associate in Science DegreeDownload PDF
This program is the first step for students seeking teacher certification. The program is appropriate for Adolescent Education (grades 7-12). In order to earn teacher certification, students must transfer and complete an appropriate bachelor’s and master’s degree. As part of the first two years of that process, students in this program complete all ten of the general education areas required by SUNY for a bachelor’s degree. They complete six credit hours of professional courses (ED150, and PY212), which include at least thirty hours of classroom observation. (Students complete 15-18 credit hours in their concentration (Mathematics, English, History/Social studies, Biology, Physics, Geology, or Chemistry). Specific courses taken depend on the area of concentration, the type of certification being sought, and the transfer institution. It is important for students to contact the school to which they may transfer in order to plan their curriculum. In some cases, it may require careful planning for students to complete a bachelor’s degree in four years.
Goal 1. To provide students with a core foundation of knowledge of the liberal arts
- Students will successfully complete courses in 10 out of 10 SUNY General Education areas
- Students will be able to demonstrate effective ways of utilizing technology as an aid to learning
Goal 2. To provide students with core concepts in multicultural education
- Students will identify educational issues within a multicultural, diverse society
- Students will complete 4 diversity tutorials.
- Students will complete a minimum of 2 courses that meet the DGV requirements.
Goal 3. To provide students with core concepts in special education.
- Students will describe educational strategies used with special education populations.
Goal 4. To provide students with an opportunity to explore education as a career path.
- Students will complete 45 hours of classroom observation.
- Students will analyze teaching strategies and how they apply to teaching theory.
- Students will analyze adolescent behavior and apply developmental theories.
- Students will interact with a diverse population of students.
Goal 5. To prepare students to demonstrate information literacy.
- Students will use traditional and contemporary information technology.
- Students will identify, access, and appropriately use authoritative sources of information.
Total Credit Hours: 62
This course is an opportunity for students to develop the skills necessary to be successful in college. Students learn the importance of the faculty-student and advisor-advisee relationship, develop time management techniques, apply effective study skill techniques, recognize the implications of living in a diverse society, utilize college resources, and explore career and transfer requirements. Collaborative projects are included. Students matriculated in a degree program must take this course in their first term of study.
EN101 English 1: Composition C-3 Cr-3
This course focuses on several kinds of writing-self-expressive, informative, and argumentative/persuasive, and others. A minimum of five essay compositions are required. The course emphasizes the composition of clear, correct, and effective prose required in a variety of professions and occupations.Prerequisites: The required developmental reading (DS051 Essential Reading & Study Skills, or SL115 ESL4: Advanced Reading), and/or writing courses (EN099 Introduction to College English or SL116 ESL4: Advanced Composition) or permission of the instructor or designee.
This course introduces to the field of chemistry for science and engineering students. Topics include dimensional analysis, stoichiometry, periodicity, atomic structure and bonding, the states of matter, solutions, and acid and base concepts. The laboratory exercises exemplify chemical principles and develop individual problem-solving abilities. The laboratory experience includes preparation of the laboratory report and notebook. Prerequisites: High School Chemistry; and an appropriate Mathematics Placement test result, or MA121 Fundamentals of College Mathematics 1, or MA139 College Algebra or a corequisite of MA125 College Algebra and Trigonometry.
This course provides a study of the philosophical, historical, sociological, ethical, and political bases of the N-12 American educational system. It includes a comprehensive introduction to the issues, laws, policies, and practices affecting the education system, teaching, learning, and assessment. It explains ways that teachers and schools can work with students and families to provide a meaningful and equitable education. Topics include diversity in student populations, school funding, high-stakes testing, school desegregation and re-segregation, technology, standardized tests, and learning standards. The history of the American educational system is discussed in relation to current issues and topics in education, teaching, and learning. A 15-hour observation in a general education classroom must be completed.
Language requirement consists of a two-course sequence in the same foreign language. American Sign Language counts as a foreign language in education programs within the SUNY system. Regents level 4 foreign language in high school (or level 3 with a score of 90 or better) allows students to take one semester of that language at a level of 191 (Review) or higher to satisfy this requirement. Those who are exempt MUST replace language credits with courses approved by the advisor.
This course introduces the many and varied facets of psychology. Emphasis is on interactions of individuals in their cultural, social, and economic environments as determined by their cognitive, behavioral, and emotional experiences and training.
This course is a continuation of CH141 General Chemistry 1. Topics include chemical thermodynamics, electrochemistry, chemical kinetics, chemical and solution equilibrium, descriptive organic chemistry, nuclear chemistry, and descriptive chemistry of elements. Prerequisite: CH141 General Chemistry 1.
This course encourages a deeper understanding of human nature and the human condition through the study of ideas and values expressed in imaginative literature. Emphasis is placed on the use and development of critical thinking and language skills. Library-oriented research is required. Prerequisite: EN101 English 1: Composition or EN106 English 1: Composition and Reading.
In the case where students are exempt from the language requirement, the language credits must be replaced with courses approved by an advisor. Those attending Utica College must select ED206 Language & Literacy in Childhood as their replacement course.
This course develops perception, understanding, and appreciation of the visual arts through an examination of the role of the artist in a diverse society. The artist is considered within cultural context through an introduction to Western and non-Western art history. Materials and techniques of art are studied with emphasis on the fundamental elements of artistic expression. A field trip to a gallery exhibit is required. Skill in art is not necessary.
This course introduces the history of art from prehistoric times through the Sixteenth Century. Topics include Classical, Medieval, Renaissance, and non-Western examples of painting, sculpture, and architecture. Art is studied within its cultural context with a focus on the interrelationship among the Arts. A field trip to an art exhibit is required. Prerequisite: EN101 English 1: Composition or EN106 English 1: Composition and Reading.
This course introduces the history of art from the Seventeenth Century to the present. Topics include Baroque, Rococo, Neoclassicisms, Romanticism, Impressionism, Post-Impressionism, Twentieth-Century, and non-Western examples of painting, sculpture, and architecture. Art is studied within its cultural context with a focus on the interrelationship among the Arts. A field trip to an art exhibit is required. Prerequisite: EN101 English 1: Composition or EN106 English 1: Composition and Reading.
This survey course develops a comprehensive overview of American history as well as a deeper understanding of how its geography, people, institutions, and culture interact to define the American experience. It begins with American colonization and concludes on the eve of the Civil War.
This course continues to survey the development of the American story from an agricultural, frontier society to an urban, industrial nation. Emphasis is placed on the economic revolution of the post-Civil War era, its social, political, and military aspects, and the emergence of America as a world leader. It begins with the Civil War and concludes with the present.
This course explores the composition and formation of minerals and rocks that make up the Earth. Additionally, the primary surface and subsurface properties that continually shape the Earth are discussed. In the laboratory, the common rock-forming minerals as well as igneous, sedimentary, and metamorphic rocks are examined. Additionally, the concepts of surface and groundwater flow are discussed as well as topographic map interpretation and construction. Field trips may be taken during laboratory periods.
This course introduces the nature and study of history, and covers the emergence and development of Eurasian civilization to about 1500 A.D. in the Near East, India, China, Europe, the Western Hemisphere, and Africa. Attention is given to religion in these civilizations and on the rise of the West to a position of world power during the Middle Ages.
This course explores physical, social, emotional, moral, and cognitive development during adolescence. It examines theories and research about adolescent development. Topics include the changing role of relationships with peers and parents, gender and identity development, problem behaviors, and appropriate interventions to reduce risky behavior and promote successful development. The influence of the social and cultural context on development is considered. Fifteen hours of observation of adolescents in a 7th - 12th grade school setting must be completed. Prerequisite: PY101 Introduction to General Psychology and CO231 Philosophy, Principles, and Organization of Athletics in Education or, ED150 Social & Philosophical Foundations of Education. .
This course increases appreciation and interest in human interaction with other organisms and with the physical environment. Topics include basic ecological concepts as well as human impact on the earth with an emphasis on selected environmental problems (i.e. natural resource use, pollution, wildlife conservation, agriculture, hazardous waste etc.). The laboratory component supplements lecture topics by providing practical experiences. Field experiences are required.
This course explores the physical and biological aspects of the Earths dynamic past over the last 4.6 billion years of its existence. Emphasis is placed on the geologic time scale, the concepts of physical and biological evolution, and plate tectonics. Laboratory topics include fossilization and taphonomy as well as the biological evolution and diversity of the Earths organisms through identification and examination of fossil specimens. Field trips may be taken during laboratory periods. An end-of-semester visit to the American Museum of Natural History in Manhattan is encouraged. Prerequisite: GL101 Physical Geology.
This course introduces probability and statistics. Topics include graphs, tables, frequency distributions, measures of central tendency and dispersion, normal distribution, correlation and regression, probability, and inferential statistics. This course is available in two formats: lecture only, or lecture plus laboratory using technology. Prerequisite: An appropriate placement test result or MA090 Essential Math Skills or MA 091 Introductory Algebra, or MA096 Mathematical Literacy.
This course provides an overview of the education of children and adolescents with exceptionalities, focusing on those with disabilities and those with giftedness. Topics include the historical, philosophical and legal foundations of special education and other exceptionalities and their prevalence, causes, and characteristics. Educational modifications, accommodations, and teaching strategies for general and specific classrooms are addressed. Current issues and trends educating children with exceptionalities are explored. A minimum of fifteen hours of observations in a special education setting must be completed. Prerequisites: ED150 Social & Philosophical Foundations of Education and ED205 Child Development or PY212 Adolescent Psychology. Prerequisites must be met with a minimum grade of “C”.
This course is a survey of representative American writers from the Columbian Exchange to 1914, including the Colonial, Revolutionary, and Federal periods, as well as Romanticism and Realism. Prerequisite: EN102 English 2: Ideas & Values in Literature.
This course is a survey of representative American writers from 1914 to the present. The focus is on Modern, Post-Modern, and Contemporary movements in American Literature. Prerequisite: EN102 English 2: Ideas & Values in Literature.
This course is a survey of the world literature masterpieces in English translation from the ancient times through the Renaissance. Among the major writers and texts studied are Homer, Sophocles, Socrates, Plato, Aristotle, Dante, the Bhagwad Gita, the Jataka, Machiavelli, Rabelais, Cervantes, and Shakespeare. Prerequisite: EN102 English 2: Ideas & Values in Literature.
This course is a survey of world literature masterpieces in English translation from the Enlightenment through the Twentieth Century. Among the major writers studied are Swift, Pope, Voltaire, Roussnau, Dostoevsky, Tolstoy, Kafka, Ibsen, Camus, Garcia Marquez, Achebe, Mishima, and Mann. Prerequisite: EN102 English 2: Ideas & Values in Literature.
This course is a survey of the British literary tradition through a study of selected masterworks in poetry and prose through the Eighteenth Century. Among the major writers studied are Chaucer, Spenser, Shakespeare, Donne, Milton, Dryden, Pope, Swift, and Johnson. Prerequisite: EN102 English 2: Ideas & Values in Literature.
This course is a survey of the British literary tradition through a study of selected masterworks in poetry and prose from the Romantic period through the Twentieth Century. Among the major writers studied are Wordsworth, Coleridge, Byron, Shelley, Keats, Tennyson, Browning, Arnold, Hardy, Shaw, Joyce, Yeats, and Eliot. Prerequisite: EN102 English 2: Ideas & Values in Literature.
(a) The language requirement consists of a two-course sequence in the same foreign language. American Sign Language counts as a foreign language in education programs within the SUNY system. Regents level 4 foreign language in high school (or level 3 with a score of 90 or better) allows students to take one semester of that language at a level of 191 (Review) or higher to satisfy this requirement.
(b) In the case where students are exempt from the language requirement, the language credits must be replaced with courses approved by an advisor. Those attending Utica University must select ED206 Language & Literacy in Childhood as their replacement course.
(c) Fine Arts: HU187, HU204, or HU205.
(d) Literature Electives: EN248, EN249, EN255, EN256, EN271, EN272.
(e) History Electives: HI111 American History 1492 - 1850 OR HI112 American History 1850 - Present.
MA110 is required except for students interested in Math, Chemistry, and Physics (refer to your specific area of study).
*Students are required to earn a minimum grade of “C” in these courses to meet the graduation requirements.