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Curriculum and Instruction (M.S. in Ed.)
Degree Conferred: Master of Science in Education (M.S. in Ed.)
The Curriculum and Instruction program provides the academic requirement for permanent certification in elementary education for provisionally certified education professionals and provides a Master of Science in Education degree for those who have already achieved a baccalaureate degree. The goal of the program is to produce graduates who can effectively design, implement, and evaluate curriculum.
Program of Study:
The Curriculum and Instruction program provides a 36 credit course of study consisting of core courses, liberal arts, and a capstone project.
Core Courses
Seven core courses introduce methods of education research, curriculum design, evaluation, planning, theories of learning, and practical teaching techniques.
Liberal Arts Courses
All students will be required to take the following four liberal arts courses: Narrative Practicum and Workshop, The Essay Tradition: Classic and Contemporary Essays on Learning and Language, Socio-Cultural Anthropology, and Leadership: A Social Perspective.
Capstone
A capstone course, requiring students to complete an action research project, integrates and summarizes the program.
Admissions and Financial Aid
Admission Requirements
To be considered for admission to the M.S. in Ed. program, the applicant must have completed undergraduate work of high quality and have obtained a bachelor's degree from a regionally accredited institution of higher learning. Basic selection criteria include:
o Undergraduate Record: The Graduate Admissions Committee reviews the undergraduate record noting the total GPA, the area of concentration and the trend of grades. A minimum 2.7 GPA is recommended, although all applications will be reviewed. Students under 2.7 will require convincing evidence of intellectual ability, communication skills, and initiative.
o Letters of Recommendation: The Committee reviews letters of recommendation as they contribute to an understanding of the applicant's academic ability, leadership skills, and aptitude for graduate study. All applicants are required to have two work-related letters submitted for review.
Tuition
The tuition for the M.S. in Ed. program for the 2003-2004 academic year is $454 per credit hour. Modest changes may be expected for the following academic year; this information will be available at the appropriate time.
Financial Aid
Applicants interested in obtaining financial assistance are encouraged to contact the Medaille College Office of Financial Aid, 18 Agassiz Circle, Buffalo, New York 14214. Financial aid programs include:
New York Tuition Assistance Program
Federal College Work Study Program
Stafford Loans
For information on the discount program and scholarship available to M.S. in Ed. students, see the Financial Aid section.
Additional Information
Degree Requirements
The program of study leading to the Medaille M.S. in Ed. consists of seven core courses, four liberal arts courses, and one capstone course. The capstone course requires completion of an action research project.
Transfer Credit
Up to twelve credits for study deemed equivalent to graduate courses for work completed at other regionally accredited institutions may be offered in partial fulfillment of the requirements for the Medaille M.S. in Ed. when the work is of acceptable quality and appropriate to the program.
Academic Performance Requirements
The average of the grades for all courses taken in fulfillment of degree requirements at Medaille must be at least a B (3.0). It is the student's responsibility to monitor his or her cumulative grade point average, ensuring that any grades falling below B are offset by corresponding grades above B. A student whose grade point average falls below a 3.0 is automatically placed on academic probation.
Convenient Late Afternoon Format
The Curriculum and Instruction M.S. in Ed. classes meet once per week on weekdays in the late afternoon/evening. A student may take up to 12 credits per semester in this format.
Curriculum
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Education Preparation (M.S. in Ed.)
Degree Conferred: Master of Science in Education (M.S. in Ed.)
The Education Preparation program affords students the opportunity to receive a Master of Science Degree in Education. The program does not require students to participate in EDU 577 to receive the degree; however, it is a requirement for New York State Teacher Certification.
Program of Study:
The Education Preparation program provides a 36 credit course of study consisting of methodologies, educational philosophy, literacy, research and application. All students who desire to receive initial certification from the State of New York must participate in and successfully complete EDU 577 (student teaching component) to fulfill the academic requirement for certification in elementary education (grades 1-6). New York also requires that all students have from a regionally accredited college:
o a 30 hour concentration in one of the liberal arts and sciences
o 3 credits each in English/language arts, social studies, math, and science o 6 credits in a language other than English Research Course
The central focus is in Action Research as preparation for addressing classroom concerns and leading to the culminating capstone project.
Core Courses
This program includes seven core courses, including three courses in literacy.
Capstone
A capstone course, requiring students to complete an action research project, integrates and summarizes the program.
Admissions and Financial Aid
Admission Requirements
To be considered for admission to the M.S. in Ed. program, the applicant must have completed undergraduate work of high quality and have obtained a bachelor's degree from a regionally accredited institution of higher learning. Basic selection criteria include:
o Undergraduate Record: The Graduate Admissions Committee reviews the undergraduate record noting the total GPA, the area of concentration and the trend of grades. A minimum 2.7 GPA is recommended, although all applications will be reviewed. Students under 2.7 will require convincing evidence of intellectual ability, communication skills, and initiative.
o Letters of Recommendation: The Committee reviews letters of recommendation as they contribute to an understanding of the applicant's academic ability, leadership skills, and aptitude for graduate study. All applicants are required to have two work-related letters submitted for review.
Tuition
The tuition for the M.S. in Ed. program for the 2003-2004 academic year is $454 per credit hour. Modest changes may be expected for the following academic year; this information will be available at the appropriate time.
Financial Aid
Applicants interested in obtaining financial assistance are encouraged to contact the Medaille College Office of Financial Aid, 18 Agassiz Circle, Buffalo, New York 14214. Financial aid programs include:
New York Tuition Assistance Program
Federal College Work Study Program
Stafford Loans
Additional Information
Degree Requirements
The program of study leading to the Medaille M.S. in Ed. consists of seven core courses, three courses in literacy, and two courses in research and application. The capstone course requires completion of an action research project. Transfer Credit Up to twelve credits for study deemed equivalent to graduate courses for work completed at other regionally accredited institutions may be offered in partial fulfillment of the requirements for the Medaille M.S. in Ed. when the work is of acceptable quality and appropriate to the program.
Academic Performance Requirements
The average of the grades for all courses taken in fulfillment of degree requirements at Medaille must be at least a B (3.0). It is the student's responsibility to monitor his or her cumulative grade point average, ensuring that any grades falling below B are offset by corresponding grades above B. A student whose grade point average falls below a 3.0 is automatically placed on academic probation.
Convenient Program Format
The Education Preparation M.S. in Ed. is normally offered during the day as well as in the College's well-known evening studies program. Day classes are usually scheduled Monday through Thursday from early morning to late afternoon. The evening format consists of two nine-week modules per semester and classes meet two nights per week (either Monday and Wednesday or Tuesday and Thursday). A student may take 12 credits per semester.
Curriculum
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Literacy, Birth-Grade 6 (M.S. in Ed.)
Degree Conferred: Master of Science in Education (M.S. in Ed.)
This Literacy, Birth-Grade 6 program provides the academic requirements for initial certification in Literacy. It also provides the academic requirement for permanent certification for provisionally certified education professionals who have an undergraduate degree in the field of education. The goal of the program is to produce graduates who can effectively deliver literacy instruction.
Program of Study:
The Literacy program provides a 36 credit course of study consisting of a research course, core courses, practica, and a capstone project. Research Course The central focus is in Action Research as preparation for addressing classroom concerns and leading to the culminating capstone project.
Core Courses
Eight core courses introduce methods of education research in literacy, theory, and development.
Practica
The practica consists of two courses in clinical experience (early intervention/elementary level).
Capstone
A capstone course, requiring students to complete an action research project, integrates and summarizes the program.
Admissions and Financial Aid
Admission Requirements
To be considered for admission to the M.S. in Ed. program, the applicant must have completed undergraduate work of high quality and have obtained a bachelor's degree from a regionally accredited institution of higher learning. Basic selection criteria include:
o Undergraduate Record: The Graduate Admissions Committee reviews the undergraduate record noting the total GPA, the area of concentration and the trend of grades. A minimum 2.7 GPA is recommended, although all applications will be reviewed. Students under 2.7 will require convincing evidence of intellectual ability, communication skills, and initiative.
o Letters of Recommendation: The Committee reviews letters of recommendation as they contribute to an understanding of the applicant's academic ability, leadership skills, and aptitude for graduate study. All applicants are required to have two work-related letters submitted for review.
Tuition
The tuition for the M.S. in Ed. program for the 2003-2004 academic year is $454 per credit hour. Modest changes may be expected for the following academic year; this information will be available at the appropriate time. Financial Aid Applicants interested in obtaining financial assistance are encouraged to contact the Medaille College Office of Financial Aid, 18 Agassiz Circle, Buffalo, New York 14214. Financial aid programs include:
New York Tuition Assistance Program
Federal College Work Study Program
Stafford Loans
For information on the discount program and scholarship available to M.S. in Ed. students, see the Financial Aid section.
Additional Information
Degree Requirements
This program of study leading to the Medaille M.S. in Ed. consists of one research course, eight core courses, practica, and one capstone course. The capstone course requires completion of an action research project.
Transfer Credit
Up to twelve credits for study deemed equivalent to graduate courses for work completed at other regionally accredited institutions may be offered in partial fulfillment of the requirements for the Medaille M.S. in Ed. when the work is of acceptable quality and appropriate to the program.
Academic Performance Requirements
The average of the grades for all courses taken in fulfillment of degree requirements at Medaille must be at least a B (3.0). It is the student's responsibility to monitor his or her cumulative grade point average, ensuring that any grades falling below B are offset by corresponding grades above B. A student whose grade point average falls below a 3.0 is automatically placed on academic probation.
Convenient Late Afternoon/Evening Format
The Literacy, Birth-Grade 6 M.S. in Ed. classes meet once per week on weekdays in the late afternoon/evening. A student may take up to 12 credits per semester in this format.
Curriculum
Course Descriptions
ECI 510 RESEARCH IN EDUCATION This course affords the graduate student an overview of the methods used in educational research. Students will study and apply different methods of quantitative and qualitative research. The course will further increase a student's understanding of research methodology and design. The central focus will be on action research which will lead to the culminating project within the Master's Program. At the completion of this course, students will have identified their thematic concerns and will have begun the cycle of action research. Three credit hours.
ECI 520 SEMINAR: REFLECTIONS ON A CLIMATE FOR LEARNING This course defines curriculum as a planned educational response to the needs of society and the individual. It requires that the learner construct knowledge, attitudes, values, and skills through a complex interplay of mind, materials, and social interactions. Upon examining current theories and trends in curriculum and assessment design, students will reflect upon climates for acquiring knowledge by transforming curriculum into active and meaningful learning experiences. Three credit hours.
ECI 530 EDUCATIONAL EXPLORATIONS IN DIVERSITY This course is designed to provide theoretical and applied knowledge of practical methods, strategies, and techniques used to successfully meet the diverse needs of today's inclusive classroom. Three credit hours.
ECI 540 LEARNING, THINKING AND THE CURRICULUM This course is designed to examine theories of learning and thinking as they interact with the elementary classroom disciplines. Curriculum will be reviewed to determine if skill development correlates with the theorists' contribution regarding the learning process. Three credit hours.
ECI/HUM 550 NARRATIVE PRACTICUM AND WORKSHOP This course teaches advanced skills for taking research experiences and turning them into effective narratives, appropriate to be incorporated into thesis projects. The course begins with exercises on building style. Thereafter, the course will examine what narrative (or, as it is sometimes known, storytelling) is and how, when used effectively, it can serve as an impressive vehicle for imparting a complete picture of a research problem and findings. Essays will be examined which successfully braid personal experience, research, fieldwork, and other components into complex, interconnected narratives. Short preliminary essay assignments will prepare the student to begin to use narrative form to convey their research findings. The second half of the semester will be structured as a workshop, with students presenting rough and then final drafts of their own extended, braided narratives for in-class critique, in an ongoing process of revision toward a final product. At semester's end, students will hand in a portfolio of revised writings, including all draft stages of all assignments and final revisions. Three credit hours.
ECI/HUM 560 THE ESSAY TRADITION: CLASSIC AND CONTEMPORARY ESSAYS ON LEARNING AND LANGUAGE The course surveys non-fiction prose from Ancient Culture to Postmodernity with particular emphasis on the development of the essay tradition in English. Special attention is paid to essays within the humanities that address issues of learning and language. In the first half of the term, students read and respond to representative pieces of non-fiction prose from the Ancients to the Victorians, and in the second half, they read and respond to representative pieces of non-fiction prose from writers of the modern and postmodern periods. Throughout the term, students study the rhetorical and formal characteristics of essays, examine the historical, social, and political conditions that shape the production and reception of essays, and investigate the importance of the essay form to the production and communication of knowledge and meaning. Three credit hours.
ECI/APY 570 SOCIO-CULTURAL ANTHROPOLOGY A graduate level introduction to the social science discipline of anthropology. Utilizing the discipline's cross-cultural perspective, the course focuses on the interplay between biological and socio-cultural elements in human behavior, issues regarding human nature and development, and the importance of social and cultural factors in human adaptation. Students will explore the principles of ethnographic research and the potential for applying anthropology's insights to other fields of endeavor. Three credit hours.
ECI/SSC 580 LEADERSHIP: A SOCIAL PERSPECTIVE This course is designed to provide students with a survey of patterns of human interaction and leadership in different cultural and social settings. It also exposes students to leadership development models in contemporary society. Attributes of both past and contemporary leaders and followers will be examined while students develop a model of their personal philosophy or approach to leadership as well as skills needed to analyze organizational dynamics. Three credit hours.
ECI 610 TRANSITIONS FROM EDUCATION'S ROOTS TO THE PRESENT This course provides a bridge from the works of past theorists and practitioners to current ideas and innovative teaching procedures of present day educators. A core of influential thinkers, such as Dewey, Skinner, Rogers, Piaget, and Gardner, etc., will be used. Three credit hours.
ECI 624 THEORY AND PRACTICE OF CURRICULUM DEVELOPMENT The focus of this course is the application of curriculum theory to classroom practice. The students will experience the spectrum of curriculum design and explore the historical roots of current curriculum issues and practices. Students will critique the changing concepts of curriculum, conflicting curriculum and educational rationales and influences for and against change. The students will be able to discuss major crosscurrents in reform and reconstruction and will focus on curriculum research and improvement. Through a critically reflective orientation to curriculum work, students will begin to develop their own theories that will influence their development and implementation of curriculum. Three credit hours. Prerequisite: ECI 540.
ECI 634 EVALUATION OF CURRICULUM This course is designed to investigate the background and current status of assessment. Principles, purposes, and procedures used to evaluate curriculum and pupil progress will be reviewed. An emphasis will be placed on the effective interpretation of evaluative data, methods of recording and reporting progress. Three credit hours. Prerequisite: ECI 624.
ECI 695 SEMINAR: TEACHER AS RESEARCHER This directed project requires student cohorts to become involved in the internal workings of an educational institution. In light of action research and using appropriate technology, the student cohorts will not only identify an educational problem or concern within the arena of education, but they will also reflect upon and research some of the solutions to that problem. The problem/concern will be identified early in the graduate program and carried to its required completion in this culminating activity as it is researched appropriately in lieu of the knowledge gained within the various required/selected courses throughout this graduate program. Three credit hours. Prerequisites: Completion of a minimum of 30 credits of graduate course work.
EDL 525 AUTHORS' WORKSHOP This is an intensive experience with children's authors, illustrators and their works. The students have an opportunity to work with these authors and/or illustrators and to learn how they create their works. The participants will have the opportunity to design and create classroom curriculum using the works of the authors and illustrators in residence. Three credit hours.
EDL 550 DEVELOPMENTAL LITERACY: EMERGENCE TO FLUENCY This course will explore the concept of a balanced reading program from the emergent reader to a fluent reader. The students will study the elements of balanced reading which include read alouds, shared reading, guided reading, independent reading, phonemic awareness, word recognition strategies, and comprehension strategies. Students will develop reading experiences for children based on the New York State English Language Arts Standards. After learning these strategies and developing materials the student will have an opportunity to engage children in literacy experiences. Three credit hours.
EDL 555 LANGUAGE/LITERACY DEVELOPMENT FOR THE YOUNG CHILD Student will explore research on and current understandings of language development and how young children learn literacy. Infant and toddler pre-reading skills will be studied. Classroom/instructional implications of an emergent literacy paradigm are outlined and studied as well as applied in designing projects and presentations. Personal learning styles, family involvement and cultural contexts are considered as influences on literacy development of the young child. Three credit hours.
EDL 560 LITERATURE FOR CHILDREN This course explores the role of children's literature in the elementary literacy program. Students will explore the various genre of literature both in the areas of fiction and nonfiction, narrative and expository. Students will read and develop activities using various types of trade books, to assist students in meeting the New York State English Language Arts Standards. Three credit hours.
EDL 565 CONTENT AREA LITERACY (ELEMENTARY) Students will explore methods and strategies for teaching and improving content area literacy. Using the New York State English Language Arts Standards, students will have an opportunity to develop materials that can be used to enable them to use various strategies for developing reading, writing, listening and speaking. The student will also demonstrate the ability to design materials to enhance vocabulary, comprehension, and study skills in the content areas. Three credit hours. Prerequisite: EDL 550.
EDL 575 LITERACY DEVELOPMENT FOR ENGLISH LANGUAGE LEARNERS Students will explore various concepts such as second language development and literacy development for English language learner in the classroom. Students will focus on specific instructional strategies that promote language and literacy development. Three credit hours. Prerequisite: EDL 565.
EDL 610 TEACHER/LEADER IN LITERACY Students will explore the characteristics of leadership through reflective study. They will examine the role of the teacher/leader in the area of professional development for their own practice as well as other professionals in their educational setting. Through the development of in service workshops, students will further demonstrate the ability to communicate to various groups, including parents, care-givers, and school personnel, relevant information regarding literacy as it affects curriculum and assessment. Three credit hours. Prerequisites: EDL 555 and 575.
EDL 650 ASSESSMENT AND EVALUATION OF LITERACY This course is designed to investigate current practices and procedures in the evaluation of New York State English Language Arts Standards (reading, writing, listening, and speaking). The course will include instruction in the administration and analysis of running records, assessment of listening and speaking, concepts of print, word recognition, spelling development, phonemic awareness, comprehension, writing development, modes of responding to literature. Students will also investigate the role of standardized test and testing programs in the assessment of reading and the other language arts areas. Three credit hours. Prerequisite: EDL 550.
EDL 660 EARLY INTERVENTION STRATEGIES In this course the students will investigate the history, philosophy and research basis of early intervention reading programs. Students will demonstrate an understanding of the pedagogy of early intervention programs, the assessment strategies for instructing children who exhibit reading difficulties. Three credit hours.
EDL 670 EARLY INTERVENTION PRACTICUM In this course the students will have an opportunity to apply their knowledge of the history of philosophy and pedagogy of early intervention reading programs. A review of the research on early intervention and specific programs will provide a framework for instructional practices. Students will have an opportunity to apply their knowledge of an early intervention format and instructional strategies with an individual child in a lab practicum. Three credit hours. Prerequisite: EDL 660.
EDL 675 ELEMENTARY READING PRACTICUM The students will demonstrate the ability to assess children at the elementary level. By using these assessments, literacy instruction will be provided. During the seminars, cases will be discussed in light of appropriate materials and strategies. Through their research and teaching, the students will experience the importance of networking with other school professionals. Three credit hours. Prerequisite: EDL 650.
EDU 500 THE CORE OF EDUCATION This course provides study and application of methods and materials appropriate for the understanding and implementation of a variety of "generic" situations as they apply to the various disciplines of teaching in the early childhood/childhood and middle childhood classrooms. New scholarship as well as classic philosophies will be implemented into the pragmatic aspects of the classroom as they apply to these various levels of learning. Three credit hours.
EDU 502 EDUCATION METHODS OF TEACHING: MATH, SCIENCE, TECHNOLOGY This course is designed to examine theories of learning and thinking as they interact with the elementary classroom disciplines of science, mathematics, and technology. A practical application of these theories will be explored and incorporated for the teaching of these disciplines in the early childhood, childhood, and middle childhood classroom setting. Three credit hours.
EDU 503 EDUCATION METHODS OF TEACHING: THE ARTS, ENGLISH, LANGUAGE ARTS, AND SOCIAL STUDIES This course is designed to examine theories of learning and thinking as they interact with the elementary classroom disciplines of the arts, language arts and social studies. A practical application of these theories will be explored and incorporated for the teaching of the aforementioned in the early childhood, childhood, and middle childhood classroom. Three credit hours.
EDU 504 EARLY FIELD EXPERIENCE/SEMINAR: PHYSICAL EDUCATION, FAMILY/ CONSUMER SCIENCES This course defines family/consumer sciences as well as physical education in light of daily living and societal expectations. It requires that the learner combine knowledge, attitudes, values and skills through a complex interplay of mind, materials, and social interactions. Through seminar training, early field/classroom participation, and the use of action research, students will reflect upon that which they have learned and transform their knowledge into active and meaningful learning experiences. Three credit hours.
EDU 505 CHILD ABUSE IDENTIFICATION, SUBSTANCE AWARENESS, HEALTH ISSUES AND SCHOOL VIOLENCE This course provides New York State certification in the identification and reporting of child abuse and teaching the awareness of substance prevention, health issues and school violence. It provides the student with opportunities to review literature for discussion or presentation and debate issues. Three credit hours.
EDU 577 STUDENT TEACHING/SEMINAR: CAREER AND OCCUPATIONAL STUDIES This course provides students with on-site experience. The student will be assigned two situations, one at each level of their certification. Childhood (primary/intermediate levels) or Middle Childhood (intermediate/middle school levels). A professional portfolio and journal will be completed. Students will also, through seminars, become familiar with the New York State Learning Standards for Career Development and Occupational Studies. Twelve credit hours. Prerequisites: ECI 510, EDU 500, 502, 503, 504, and a minimum 3.0 cumulative GPA.
2003 Education Advisory Board Members
Jean Eberle, SSJ
Principal
St. Mark's School
Barbara Hall
Supervisor of Special Education Orleans/Niagara BOCES-East Center
Joyce Harrington
Retired Principal
Early Childhood Center School #17
James Powers
Clarence Board of Education
Mary Kay Randolph
Educator
Transit Middle School
Paul Wietig, Ed.D.
Assistant Superintendent for Curriculum and Instruction
Amherst Central School District
| Master of Science in Education | Credit Hours | |
| Core Courses |
21
Credits
|
|
| ECI 510 | Research in Education |
3
|
| ECI 520 | Seminar: Reflections on a Climate for Learning |
3
|
| ECI 530 | Educational Explorations in Diversity |
3
|
| ECI 540 | Learning, Thinking and the Curriculum |
3
|
| ECI 610 | Transitions from Educations's Roots to the Present |
3
|
| ECI 624 | Theory and Practice of Curriculum Development |
3
|
| ECI 634 | Evaluation of Curriculum |
3
|
| Liberal Arts |
12
Credits
|
|
| ECI/HUM 550 | Narrative Practicum and Workshop |
3
|
| ECI/HUM 560 | The Essay Tradition: Classic and Contemporary Essays on Learning and Language |
3
|
| ECI/APY 570 | Socio-Cultural Anthropology |
3
|
| ECI/SSC 580 | Leadership: A Social Perspective |
3
|
| ECI 695 | Seminar: Teacher as Research |
3
|
| Total Credits |
36
|
|
| Master of Science in Education | Credit Hours | |
| ECI 510 | Research in Education |
3
|
| ECI 530 | Educational Explorations in Diversity |
3
|
| ECI 610 | Transitions from Education's Roots tothe Present |
3
|
| ECI 695 | Seminar: Teacher as Researcher |
3
|
| EDL 550 | Developmental Literacy: Emergence to Fluency |
3
|
| EDL 560 | Literature for Children |
3
|
| EDL 650 | Assessment and Evaluation of Literacy |
3
|
| EDU 500 | The Core of Education |
3
|
| EDU 502 | Education Methods of Teaching: Math, Science, Technology |
3
|
| EDU 503 | Education Methods of Teaching: The Arts, English, Language Arts, and Social Studies |
3
|
| EDU 504 | Early Field Experience/Seminar: Physical Educations, Family/Consumer Sciences |
3
|
| EDU 505 | Child Abuse Identification, Substance Awareness, Health Issues and School Violence |
3
|
| Total Credits |
36
|
|
| *EDU 577 | Student Teaching/Seminar: Career and Occupational Studies |
6
|
| Total Credits |
42
|
|
| *The student teaching block fulfills the necessary requirement for certification but does not fulfill credits toward the Master's Degree. | ||
| Master of Science in Education | Credit Hours | |
| ECI 510 | Research in Education |
3
|
| ECI 695 | Seminar: Teacher as Researcher |
3
|
| EDL 550 | Developmental Literacy: Emergence to Fluency |
3
|
| EDL 555 | Language/Literacy Development for the Young Child |
3
|
| EDL 560 | Literature for Children |
3
|
| EDL 565 | Content Area Literacy (Elementary) |
3
|
| EDL 575 | Literacy Development for English Language Learners |
3
|
| EDL 610 | Teacher/Leader in Literacy |
3
|
| EDL 650 | Assessment and Evaluation of Literacy |
3
|
| EDL 660 | Early Intervention Strategies |
3
|
| EDL 670 | Early Intervention Practicum |
3
|
| EDL 675 | Elementary Reading Practicum |
3
|
| Total Credits |
36
|
|
Office
of Academic Affairs; page updated 9/21/04 (lak)
Medaille
College, 18 Agassiz Circle, Buffalo, New York 14214 USA
Phone: (716) 884-3281; Fax: (716) 884-0291
email: Academic Affairs Office