Degree Requirements

The LIU Riverhead Undergraduate Childhood Education Program is an upper-division program. In addition to the Education course requirements listed below, students must complete 60 credits of course work focusing on knowledge, understanding and skills in the liberal arts and sciences. Approximately 48 of these 60 liberal arts and sciences credits should be earned prior to transferring to LIU Riverhead. A transcript review of these courses is completed during the admissions process.

LIU Riverhead will accept a maximum of 72 transfer credits for all courses taken at two-year colleges. The minimum grade for transfer is C-. Students transferring directly to Long Island University a Riverhead upon completion of an associate's degree may transfer courses in which they received D grades, provided those courses were required for the degree. Courses not listed in the information to follow are generally accepted for elective credit. Substitutions for core requirements are possible with the approval of the academic major advisor.

The 60 credits of liberal arts and sciences courses are broken into a 30-credit General Core and a 30-credit Content Core. The General and Content Cores are further broken down as follows:

Requirements for the General Core in the liberal arts and sciences (30 credits)

Historical and Social Sciences: 6 credits
History, Anthropology, Sociology, Political Science, or Economics

Scientific Processes: 6 credits
Biology, Chemistry, Earth Science or Physics – must include one lab course

Artistic Expression: 3 credits
Art, Music, Theater, or Dance

Literature: 3 credits

Writing/Composition: 3 credits

Foreign Language: 3 credits

Mathematical Processes: 6 credits
Algebra, Geometry, Calculus, Number Theory, Statistics or Probability

Requirements for the Content Core in the liberal arts & sciences (30 credits)

The content core in the liberal arts and sciences consists of 30 credits in one or more of the liberal arts and sciences

Upper Division Undergraduate Childhood Education Program Curriculum Requirements

A Four Semester Plan*

JUNIOR YEAR

SENIOR YEAR

*Part-time plans of study are possible. 100 hours of Field Experience is required prior to Student Teaching.

Teacher Certification Requirements

In order to be eligible for initial teacher certification in Childhood Education (Grades 1-6) via institutional recommendation, students must complete the following requirements as outlined by the New York State Education Department.

• Initial Certification is the minimum certification required to teach in New York State. The entry-level certificate is valid for 5 years and is issued in a specific subject and/or grade level. Initial Certification leads to the Professional Certificate. After three years of professional teaching experience, you can apply for the Professional Certificate to continue to be certified in New York State. All teacher-training bachelor's and master's programs at LIU Riverhead lead to Initial Certification.
• Professional Certification is required to continue teaching in New York State. This advanced-level certificate is continuously valid with completion of New York State-required professional development hours on a 5-year cycle.

Current LIU Riverhead students should contact the Education Program Office, 631-287-8214, for certification application instructions and requirements.

Requirements for New York State Certification (Institutional Recommendation)

B.S. in Childhood Education (Grades 1 to 6)

See Teaching Certification Requirements for details.

For complete information about the New York State Teacher Certification Exams, visit the New York State Teacher Certification Examinations Web site.

Education Courses

EDU 201 Foundations of Education

An introductory analysis of contemporary American education: its structure, objectives, and problems, viewed through various social, philosophical and historical perspectives and studied in theory and action through seminars, field observations, and on site experiences in public schools.
3 credits

EDU 210 Child Development

This course will explore human growth and development from birth through grade 6. Both learning and behavior will be examined within their physical, intellectual, emotional, and social/cultural concepts. Emphasis will be placed upon normal rather than abnormal behavior, although abnormal behaviors will be briefly explored. Students will be provided with the skills to identify factors that contribute to learner diversity. These factors include but are not limited to language development, home environments, socioeconomic status, racial and cultural identity models, and multiple intelligence concepts. Contemporary issues which may affect the development and functioning of today's youth will also be a strand of study.
3 credits

EDU 250 Educational Psychology

This course is designed to promote a greater understanding of the principles underlying the task of guiding children toward maximum learning opportunities and self-realization. It will provide a greater understanding of the learning process, of learning situations, and of the learner him/herself in dynamic interaction. Functional insights into various aspects of the teaching/learning process will be examined. Theories and research on cognitive and emotional development in children will be presented. Students will be encouraged to recognize and understand patterns within psychological principles, perceive and comprehend how different facets of psychology interrelate, and to apply these recognitions to actual classroom situations and scenarios. A greater awareness and understanding of different factors involved in learning and teaching will be developed.
3 credits

EDU 260 Introduction to Special Education

The effect of litigation regarding individuals with disabilities will be examined with particular emphasis on the concept of the "least restrictive environment." Procedural requirements including referral, evaluation and placement procedures, and the individualized Education Program (IEP) will be examined as they pertain to students with disabilities receiving their education in the least restrictive environment. The characteristics and learning needs of the students classified as "exceptional" will be studied as well as the preferred teaching strategies and behavior management techniques utilized to ensure these students receive an appropriate and effective education when included in the general education classroom. Field observation required.
3 credits

EDU 265 Technology in Education

The impact of computer technology on the instructional learning process is important for today's educators to acknowledge. This course is designed to familiarize the student with the necessary skill base required to meet the demands of effective integration of technology into daily instructional programs. The student will become aware of the technology benchmarks today's educators draw upon in order to facilitate the learning process and address the needs of a society in which innovation doubles rapidly. Students will come away from this course with a newly found confidence in the use of technology and growing appreciation for the increased dimension technology can bring to the learning process.
3 credits

EDU 270 Curriculum Planning

Curriculum design is the responsibility of every teacher regardless of the grade level or subject taught. Working within the parameters of a suggested framework, every teacher needs to be able to include all the topics necessary to best prepare students to be successful citizens. Teachers must also be able to integrate the latest approaches into their instruction in an effort to meet the needs of a diverse learning community and prepare them appropriately for the rigors of testing and the demands of society outside the classroom. This course will help students develop the skills and strategies necessary to create curriculum successfully. Strategies related to interdisciplinary instruction, brainstorming and collegial unit planning will be investigated. The students will discover how to develop curriculum in a manner which empowers instruction and learning.
3 credits

EDU 280 Classroom Management

The most overwhelming challenge new teachers face is that of implementing effective classroom management. Intent as it relates to achievement can be undermined if strategies are not in place to ensure success. This course is designed to examine classroom management and will explore ways of promoting student motivation and self-discipline. Whenever possible, research based findings will be incorporated into instruction. Through this course, the student will begin to formulate a personal philosophy and begin to design a basic plan for organization and functional success. Students will develop an understanding that educational leadership is essential to all educators and that management plays a large part in being a leader. This course will promote a greater understanding of the principles underlying the task of managing the classroom. Field observation required.
3 credits

EDU 301A Integrated Methods-Reading/Writing and Language Development Grades 1-6

This course is an integrated pre-student teaching methods and materials course covering theory and practice in teaching literacy in grades one to six. This theoretical and practical approach to methods and techniques in the teaching of reading, writing, and language development will focus on reading and writing processes and on ways teachers can help elementary-age children acquire, expand, and deepen their ability to process texts effectively. The overarching goal is to help teachers understand the complex processing systems related to effective reading and develop a repertoire of instructional approaches that support the development of these processing systems. We will study important talking, reading, and writing behavior that serves as evidence of processing. We will assess individual readers and examine reading behavior as it changes over time. In addition, we will take an in-depth look at texts, methodology, and planning as they relate to building a solid foundation for literacy teaching. This course will also examine teaching for a range of reading strategies in whole-group, small-group, and individual settings. We will learn how to develop comprehending strategies through interactive read-aloud (with discussion) and through shared and performance reading. The course will also provide a context for implementing effective reading and writing workshops, which include providing mini-lessons, conferring with individual readers during independent reading, conducting whole-group share sessions, and providing small-group instruction in the form of guided reading and literature discussion. Class meetings will focus on research-based teaching strategies associated with literacy instruction. Students will add to their learned teaching skills as well as investigate authentic assessment strategies. Hands-on workshops will play an integral part in instruction. Application of the New York State P-12 Common Core Learning Standards (ELA) and differentiated instruction will be an integral part of our work. Field experience required. Prerequisite of EDU 270 and 280 are required.
6 credits

EDU 301B Integrated Methods-Social Studies/ Language Arts Grades 1-6

An integrated pre-student teaching methods and materials course covering theory and practice in teaching curriculum grade one to grade six. This course will examine the theoretical and practical approaches to the methods and techniques of 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. Class meetings will focus on research-based teaching strategies associated with social studies and language arts instruction as well as the life strategies often associated with studying the past. Students will add to their learned teaching skills as well as investigate authentic assessment strategies. Hands-on workshops will play an integral part in instruction. Application of the New York State P-12 Common Core Learning Standards (ELA and SS) to content and differentiated instruction will be the focus of this course. Field experience required. Prerequisite of EDU 270 and 280 are required.
6 credits

EDU 301C Integrated Methods-Mathematics/Science - Grades 1-6

An integrated pre-student teaching methods and materials course covering theory and practice in teaching the curriculum related to mathematics and science in grades one through six. 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 inquiry, problem solving, reasoning skills, communication, hands-on activities, and application of New York State P-12 Common Core Learning Standards to curriculum content. Field experience is required.
6 credits

EDU 401 Student Teaching and Seminar

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 (often video recorded) 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. Such topics will include workshops on drugs, health, consumer science, etc. These experiences in student teaching and the seminar are based on the conceptual framework (purpose) and the mission of the Education Program. Prerequisite of EDU 301A, EDU 301B and EDU 301C are required.
12 credits

For SCCC Alumni

The bachelor’s degree is offered in collaboration with Suffolk County Community College (SCCC). Students complete their freshman and sophomore years at SCCC and earn an associate degree and then complete their junior and seniors years at LIU Riverhead and receive a Bachelor of Science degree in Childhood Education. The two-plus-two program is designed to:

• Provide a seamless transfer of all credits from SCCC to Long Island University
• Place students on a track toward earning their associate and bachelor’s degrees in four years
• Provide special scholarship opportunities for SCCC graduates to pursue a bachelor’s degree at a renowned private university

Long Island University admissions and academic counselors help you select appropriate courses.

LIU Riverhead will accept a maximum of 72 transfer credits for all courses taken at SCCC. Please see Degree Requirements for more information about liberal arts and sciences requirements and transfer credits.

Our admissions and faculty advisors are available to assist you with academic advising as you pursue your associate’s degree at SCCC while preparing for your future at LIU Riverhead.

Students who completed their associate degree from institutions other than SCCC are also welcome to participate in the program, but may be required to take additional coursework in liberal arts and sciences. LIU Riverhead will accept up to 96 transfer credits for courses taken at four-year colleges. For eligibility information, please contact the Office of Admissions of Long Island University by clicking on the left-hand navigation.

We look forward to working with you. Please feel free to contact us by phone at 631-287-8010 or via e-mail at riverhead@liu.edu. You are also welcome to visit our office in Suite A of the Long Island University Building Monday through Friday from 9:30 a.m. to 5:30 p.m.