Liberal Arts & Sciences: Adolescence Education (Mathematics Transfer Advising Guide)

Associate in Science Degree

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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 prepare mathematics majors for transfer to a 4-year institution in mathematics or related field (related field to include computer science, engineering science, secondary education, actuarial, or physics).

  • Graduates of the program transfer with full junior status to a 4-year institution in mathematics or related field.
  • At the end of the first year of transfer, the GPA of graduates transferring to SUNY 4-year institutions will be similar to or better than those of students who were initially enrolled.
  • Students will demonstrate awareness of mathematical career opportunities.
  • Graduates have completed at least 8 of the 10 SUNY silos of General Education.
  • Continuing graduates indicate satisfaction with preparation for continued study.

Goal 2 To prepare mathematics majors to communicate effectively.

  • Students of the program will demonstrate the ability to interpret and communicate mathematics orally.
  • Students of the program will demonstrate the ability to interpret and communicate mathematics in writing.
  • Students will communicate results of scientific inquiry.
  • Students will communicate information and ideas clearly in written form using correct structure, grammar, spelling, and organization.

Goal 3 To prepare mathematics majors to demonstrate logical thinking.

  • Students will demonstrate an ability to write proofs using rigorous mathematical reasoning.
  • Students will demonstrate an ability to solve word problems using rigorous mathematical reasoning.

Goal 4 To prepare mathematics majors to interact effectively with others on a team to reach a common goal.

  • Students will be able to work effectively within a group.
  • Students will demonstrate openness toward diverse points of view, and draw upon knowledge and experience of others to function as a team member.
  • Students will demonstrate skill in negotiating differences and working toward correct solutions.

Goal 5 To prepare mathematics majors to solve problems.

  • Students will be able to state a problem correctly, reason analytically to a solution, and interpret the results.
  • Students will demonstrate the ability to solve equations using rigorous mathematical reasoning.
  • Students will be able to solve application problems from numerical, graphical and/or analytical perspectives.
  • Students will be able to demonstrate an understanding of how mathematics can be used to analyze real world situations.

Goal 6 To prepare mathematics majors to utilize appropriate technology

  • Students will be able to use technology appropriately to solve problems.
  • Students will be able to collect and/or analyze data using the appropriate technology.

Goal 7 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

First Semester

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.

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: Appropriate high school GPA or placement test score or EN090 Basic Writing Skills or SL116 ESL4: Advanced Composition or SL145 ESOL Advanced Composition

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.

This is the first in a sequence of three courses in calculus. Topics include limits and continuity, differentiation of algebraic, trigonometric, exponential, and logarithmic functions, and indefinite and definite integration. Applications are included. Prerequisite: An appropriate placement test score or MA150 Precalculus.

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.

Language requirement consists of a two-course sequence in the same world 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.

Take any Physical Education Course

Second Semester

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 EN105 English Composition for Speakers of Other Languages or EN106 English 1: Composition & Reading.

This is the second in a sequence of three courses in calculus. Topics include the integration of trigonometric functions, the differentiation and integration of the inverse trigonometric functions, further techniques in integration, L’Hopital’s Rule, improper integrals, and infinite series. Applications are included. Prerequisite: MA151 Calculus 1.

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 survey course provides an introduction to 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 Pre-Contact Societies and concludes with the end 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 Reconstruction and concludes with the present.

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.

Take any Physical Education Course

Third Semester

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 is the third in a sequence of three courses in calculus. Topics include polar and space coordinates, parametric equations, the algebra and calculus of vectors, partial differentiation, and multiple integration. Applications are included. Prerequisite: MA152 Calculus 2.

This course introduces mathematical systems. Topics include methods of proof, sets, logic, functions, relations, graphs, trees, and algebraic systems. Prerequisite: MA151 Calculus 1. (Fall Semester only)

Take either HU187, HU204, or HU205

Take any Physical Education Course

Fourth Semester

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 begins with geometric concepts and transitions to more abstract reasoning. Topics include systems of linear equations, matrix algebra, determinants, vector spaces, bases, linear transformations, Eigen values, and inner products. Prerequisite: MA152 Calculus 2. (Spring Semester only)

Take any General Education Natural Science Course

Take either EN248, EN249, EN255, EN256, EN271, or EN272

Take any Physical Education Course

A prior criminal record or a history of behavior that presents a direct risk to the safety, well-being, or health of students, faculty, or staff in PK-12 settings may make placement for mandatory classroom observations unfeasible, thereby hindering the successful completion of the program.

(a) The language requirement consists of a two-course sequence in the same world 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.