MEMORANDUM
TO:
Zina Lawrence, Senate Chair
FROM:
Havidán Rodríguez, President
DATE:
May 27, 2020
SUBJECT:
Senate Bill Approval
I am pleased to approve the following Senate Bill, which was recommended
following approval by the University Senate Meeting at its meeting of
Senate Bill 1920-04:
PROPOSAL TO ESTABLISH A MINOR IN PRE-EDUCATION
Approved: ______________________________
Havidán Rodríguez, President
Senate Bill 1920-04
UNIVERSITY SENATE
UNVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
Introduced by:
Undergraduate Academic Council
University Policy and Planning Council
Date:
April 22, 2020
Proposal to Establish a Minor in Pre-Education
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
1. That the University Senate approves the attached program proposal as submitted by the
School of Education and approved by UAC and UPPC.
2. That this takes effect for the Fall 2020 semester.
3. That this proposal be forwarded to President Havidán Rodríguez for approval.
University at Albany – School of Education
Course and Program Action Form
Proposal No.
2020-504
Please check one:
Course Proposal
X Program Proposal
Please mark all that apply:
New Course (Attach Syllabus)
Revision of:
Number
Description
X
New Program
Title
Prerequisites
Cross-Listing
Credits
Shared-Resources Course
Grading
Deactivate/Activate Course (boldface & underline as appropriate)
X Other
(specify):
New Minor
Department: School of Education
Effective Semester, Year:
Fall 2020
Course Number:
Current:
New:
Credits:
Minor Title:
Pre-Education Minor
Course Description to appear in Bulletin:
Students are required to complete a minimum of 18 credits of coursework to include:
Required (15 credits)
ETAP 201 or ETAP 212, EPSY 200, ECPY 360, EPSY 390, ETAP 403 or EEPL 300
Electives (3 credits):
EEPL 120, EEPL 300, ESPE 369, EEPL 400, EPSY 400, ETAP 403, ELTL 404, ETAP 404, EPSY 410, EPSY 420, EPSY 440, EPSY 441, ESPE
460, ESPE 463.
To declare this minor, students must apply to the School of Education through the Pathways Into Education Center and must
have at least sophomore status with a UAlbany cumulative GPA of 3.0 or better. Transfers must have completed at least one
semester at UAlbany. Human Development majors and Educational Studies minors cannot declare this minor.
Prerequisites statement to be appended to description in Bulletin:
If S/U is to be designated as the only grading system in the course, check here:
This course is (will be) cross listed with:
This course is (will be) a shared-resources course with:
Explanation of proposal:
This minor will better guide students that desire to become teachers. The current education minor does not offer a
clear curriculum for those that are interested in the field of teaching. Additionally, this minor will assist with both
undergraduate and graduate recruitment (in essence the minor is “pre-ed” pathway to a post-baccalaureate teacher
preparation program which we have).
Other departments or schools which offer similar or related courses and which have certified that this proposal does not overlap their
offering (attach email or memo):
If this proposal is for an interdisciplinary program, please indicate the Department where the major/minor will be housed:
Chair of Proposing Department Date
Administrative Manager or Department Secretary
Date
Christy Smith
Chair(s) of Departments Having Cross Listed Course
Date
Assistant Dean, School of Education
Date
Christy Smith
02/7/2020
Chair of Academic Council
Date
Dean of Undergraduate or Graduate Studies
Date
Kimberly Colvin
02/7/2020
Required (15 credits):
E TAP 201 Exploring Teaching as a Profession (3)
Review and exploration of contemporary education with a major focus on the secondary school.
Emphasis on concepts of schooling, changing role of teachers, restructuring schools, and teaching as a
career. Examine theories of teaching and learning for the purpose of challenging assumptions about
today’s schools and extending expectations concerning tomorrow’s schools.
Or
E TAP 212 Teachers' Lives (3)
This course is a case-based examination of teachers’ lives. We will explore and analyze teachers’ lives
from the perspective of changes in the struggles, rewards, responsibilities, and realities of teaching with
respect to such things as historical era, gender, culture, content area and grade level taught. Goals are to
develop an understanding of the realities of the varied lives of teachers; engage in critical thinking and
analysis; and gain experience and expertise in examining and synthesizing the cause and effect of change
(and stability) in teachers’ lives in general.
AND
E PSY 200 Introduction to Educational Psychology (3)
Introduction to learning, individual differences, motivation, cognitive and socio-emotional human
development, and theories of intelligence, and their relevance to a variety of learning contexts. Only one
of E PSY 200 and T EPS 200 may be taken for credit.
AND
E CPY 360 Psychology, Cultural Diversity, & Social Justice (3)
This course will examine several aspects of diversity as it relates to U.S. culture and society. Moreover,
the course will examine and explore the psychological effects of various types of oppression (i.e., racism,
heterosexism, and classism) as they impinge upon specific communities within the U.S. and individuals
within those communities. In addition, this course will include topics related to social justice and
advocacy related to the improvement and empowerment of marginalized groups studied. The course will
incorporate various sources of knowledge and content to provide a comprehensive perspective on the
multiple layers of cultural diversity represented in U.S. culture. These sources include readings, class
discussions, video presentations, experiential activities, and guest lecturers.
AND
E PSY 390 (formerly E EDU 390) Community Service Projects (3)
Special projects involving education-related community activities and supporting study, as approved by
the dean or designee of the School of Education. Educational Studies minor students must complete E
EDU/ E PSY 390 for a minimum of 3 credits and may repeat the course for a maximum of 6 credits.
Registration preference is given to students who have selected Educational Studies as the minor, with
seniors having preference over juniors. Prerequisite(s): E PSY 200 or T EPS 200, permission of
instructor; must be at least a second semester sophomore. S/U graded.
AND
E TAP 403 Issues in Urban Education (3)
This course focuses on the social, political, and economic conditions that impact schools serving inner
city urban communities in the United States. Although schools in urban communities differ considerably
and should not be stereotyped, they all face a number of similar challenges that may be linked to changing
urban conditions — as well as challenges that may result from the interplay of diverse stakeholders-
administrator, teachers, parents, community/school activists concerned about the academic achievement,
retention, and graduation of youth served in urban school environments.
Or
E EPL 300 (formerly E APS 300) Social Foundations of Education (3)
Inquiry into educational policies, purposes, and ideas based upon the resources and insights of the
humanities and the social sciences. Prerequisite(s): junior or senior class standing.
Electives (3 credits):
E EPL 120 (formerly E APS 120) Toleration (3)
Interdisciplinary study of the theory, practice, and problems of tolerance. Stressing the historical origins
of, the theoretical justifications for, and the sociopolitical conditions conducive to tolerance as well as
those factors impeding it.
E SPE 369 Special Education for Students with Emotional and Behavioral Problems (3)
Presentation of theoretical positions, assessment techniques; planning procedures, and teaching methods
relevant to students with emotional and behavioral disorders. Emphasizes current educational practice in
the least restrictive environment. Prerequisite(s): junior or senior standing.
E EPL 400 (formerly E APS 400) United States Educational Governance, Policy, and
Administration (3)
Historical and current trends in educational governance, policymaking, and administration. Analyses of
K-12 and higher education issues at the federal, state, and local levels. Special emphasis on education
reform issues specific to New York State.
E PSY 400 The Psychology of Instruction and Learning (3)
Investigation of theories, models, principles, and strategies of instruction based on psychological
understandings of human learning that can inform the design of effective learning environments.
Prerequisite: E PSY 200.
E LTL 404 (formerly E RDG 404) Children's Literature (3)
Students read and respond to multiple genres of children’s literature, including nonfiction texts, across
both print and electronic platforms. Topics include: supporting and appreciating students’ complex
responses to literature; analyzing the symbiotic relationship of words and pictures in visual texts; using
technology to promote literary understanding; and meeting the standards by designing literature
instruction informed by critical literacy perspectives.
E TAP 404 Teaching in Urban Schools: Strategies for Implementing the New York State Learning
Standards (3)
An examination of effective instructional strategies for meeting the New York State Learning Standards
in urban schools. The course will review the Learning Standards, demonstrate pertinent strategies that
may be appropriate in urban schools, and provide practical experiences in developing lesson plans.
Subject area will vary.
E PSY 410 Academic Self-Regulation and Motivation (3)
This course will explore self-regulated learning, motivation, and related concepts. Course topics will
include theories and research as well as applications to educational contexts.
E PSY 420 Child and Adolescent Development (3)
Theory and research in social, emotional, physical, and intellectual development and its application to
instruction. Emphasis on the late childhood through middle adolescence. Prerequisite(s): junior or
senior standing.
E PSY 440 Introduction to Assessment & Measurement (3)
This introductory course will address the construction, evaluation, and selection of educational and
psychological assessments. Topics of study will include reliability, validity, item writing, summative and
formative classroom assessments, grading, rubrics, score interpretation and use (including norm- and
criterion-referencing), and social issues related to testing. Prerequisite(s): junior or senior class standing.
E PSY 441 Social Issues in Testing (3)
Social issues related to the use of tests for critical employment, admissions, and competency decisions.
Considers legal, ethical, and psychometric aspects of such issues as test bias, open admissions, privacy,
and truth-in-testing. Prerequisite(s): junior or senior standing.
E SPE 460 Introduction to Human Exceptionality (3)
Characteristics of individuals whose cognitive, physical, or emotional development differs from typical
individuals. Special education history and laws are discussed, as is the process leading to the development
of individualized education plans and special education services. Selected strategies for students with
special needs are also presented. Prerequisite(s): junior or senior standing.
E SPE 463 Introduction to Autism Spectrum Disorders (3)
This course will cover the nature and etiology of autism spectrum disorders (ASD). Characteristics of
children with ASD in the areas of cognition, language, socialization, behavioral, sensory, and academic
skills will be discussed. Instructional strategies and research on current evidence-based strategies and
their implementation in the school setting will be examined. Prerequisite(s): junior or senior class
standing.
4/13/20 KCW
