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Course Descriptions

EDU 500A Advanced Technology and Curriculum

The purpose of this course is to apply knowledge and skills of computers to classroom use. Project based activities may include web page design, research funding for education and technology, using the Internet as a resource for teachers and students, and creating lessons using various programs and technologies.
Fall and Spring, 1 credit

EDU 501 Foundations of Education

The course content includes the history and role of education, comparative education and philosophies of education. Emphasis will be given to the study of the development of American educational principles, the impact of constitutional laws and state statutes upon the educational institutions, teachers and teaching; rights and responsibilities of practitioners, students and parents.
Fall, 3 credits

EDU 502 Educational Psychology and Human Development

Systematic explorations of contemporary psychological knowledge related to education and learning, particularly constructivism. Emphasis placed upon the principles of cognitive processes, language acquisition and development, and a range of factors related to learning readiness and student diversity.
Spring, 3 credits

EDU 505A Fieldwork Experience I

Graduate students enrolled in one or more methods course during the fall semester must also enroll in this course which will provide the field based experiences related to the pedagogical base of the methods courses. Participants will spend a minimum of 50 hours per semester in a school setting appropriate to the area of certification. A weekly seminar on campus will introduce students to topics such as the school/learner environment, the New York State Learning Standards, curriculum design and the integrated curricula, lesson planning design, teaching strategies, assessments and classroom management.
Fall, 3 credits

EDU 505B Fieldwork Experience II

Graduate students enrolled in one or more methods course during the spring semester must also enroll in this course which will provide the field based experiences related to the pedagogical base of the methods course. Participants will spend a minimum of 50 hours per semester in a school setting appropriate to the area of certification. A weekly seminar on campus will provide students with opportunities to review and reflect on their efforts at lesson planning and lesson execution to relate content from their liberal arts background to the New York State Learning Standards. Other topics related to effective planning, assessment and instruction related to child development and learning psychology will be addressed.
Spring, 3 credits

EDU 511 Classroom Management

Specific techniques and strategies for motivating and enhancing student achievement (both academic and social) as well as modifying student classroom behavior in predictable and desirable directions will be examined and practiced. Strategies for evaluating the effectiveness of a teacher’s behavior in producing desired levels of student motivation and self-discipline will be studies. Selected topics include: safe and nurturing environment, responsibility, respect, working with parents, resolving conflicts.
 Fall, Occasional Summer, 3 credits

EDU 580 Introduction to Special Education

Current trends in the inclusion of exceptional students into the general education classroom will be examined. Procedural requirements, including the referral, evaluation, and placement procedures in addition to development of the Individualized Education Program (IEP) will be examined as they pertain to exceptional children receiving educational services in general education classes. Research based behavioral and instructional strategies will be studied for each category of exceptionality. 25 hours of fieldwork is required.
Fall, 3 credits

EDU 590 The Reading and Writing Process

This course will focus on the interrelationship of the literacy processes through the examination of epistemological, philosophical, theoretical, and pedagogical literacy models. Specifically, students will explore the various aspects of the reading and writing processes (i.e., linguistic, physiological, psychological, and social) as a way of better understanding what is involved during the act of reading and writing. This increased cognizance of process will enable students to create new visions for their own pedagogical practice.
Fall, 3 credits

EDU 601E Methods & Materials of Teaching Reading

This course is designed to assist teachers in the development and refinement of skills necessary to provide and implement activities and materials for the teaching of reading. Basic foundations of reading as a cognitive process and controversies related to reading instruction are investigated and discussed. Topics to be covered include: readiness, skills of reading, testing, and other assessment techniques. Investigation of historical programs, current programs and related research will be included in the study of methodology in reading instruction.
Prerequisite: EDU 590.
Spring, 3 credits

EDU 613 Assessment Techniques

Participants will critically examine many approaches to assessment. Topics will include the standardization process, basic statistical concepts, norm and criterion-referenced testing, authentic assessment, and interpreting and reporting of testing data.
Fall, Occasional Summer, 3 credits.

EDU 620 Methods of Teaching Social Studies and Language Arts

A theoretical and practical approach to methods and techniques in the teaching of social studies and language arts. The integration of reading, writing, listening, and speaking skills with social studies topics will be studied in order to increase students’ understanding and achievement of the concepts and skills in both of these curriculum areas. Application of the State Standards (ELA and SS) to content and differentiated instruction will be the focus of this course. Fieldwork is required. Co-requisite: EDUC 505B
Spring, 3 credits

EDU 630 Methods of Teaching Mathematics and Science

Specific research-based instructional methods appropriate to teaching mathematics and science will be demonstrated and analyzed. Emphasis will be on the constructivist approach with special attention to problem solving, reasoning skills, communication, hands-on activities, and application of state standards to curriculum content. Fieldwork is required. Co-requisite: EDUC 505A
Fall, 3 Credits

EDU 691E Student Teaching: Elementary 

Student teaching is the culminating experience for education students and is required for completion of the Education Program.  This capstone course provides actual teaching activity all day, every day throughout the semester where the student will blend theory with practice.  Participants will demonstrate various teaching strategies which will be observed (and often video taped) by college supervisors.

The student teaching seminar complements the student teaching experience.  The purpose of this seminar is to assist, support, and facilitate the student teacher in his/her teaching.  It is designed to analyze successes and failures, meet challenges, and learn from all of these experiences. Through sharing of personal experiences, participants will address current educational issues which affect children in our schools.

These experiences in student teaching and the seminar are based on the conceptual framework (purpose) and the mission of the Education Program as described in the college bulletin. Prerequisite: Department permission.
Fall and Spring, 6 credits

EDU 700 Research in Education

This course introduces the student to the purposes and procedures of research in education. Students study research designs and their appropriateness to educational problems. With the guidance of a faculty member, students determine a topic and develop a plan for the project. Faculty approval of a proposal for the Project must be granted before a student may enroll for EDU 800.
Fall, 3 credits

EDU 800 Thesis

This course is an implementation of the approved project proposal. Seminars, individual meetings, and conferences will assist the student with implementation, feedback, revision, and evaluation. The written Project is placed on permanent file with the Long Island University at Riverhead Education Program and is made available to all interested members of the educational community. Prerequisite: EDU 700.
Spring, 3 credits


Students may choose a course in early childhood, literacy or teaching students with disabilities education.
3 credits