Curriculum
Course Offerings
The integrated graduate courses and field experiences are an intensive program of study that emphasizes deep study in a discipline and a core set of education courses that build a model of teaching as clinical practice. There are no course electives, and the successful completion of all courses is required for graduation and New York State teacher certification. Please note that the placement of courses in either the summer or fall quarters is subject to change.
The MAT Program's graduate courses are structured to give students the skills, knowledge, and informed experience they need in order to teach their respective disciplines in public high school. The courses and fieldwork of the yearlong program are organized in a sequence of four quarters, each 10 weeks in length. Each of the courses in education and the disciplines meets for 30 hours of classroom time in a seminar format during the summer and fall quarters, a total of four courses for each of the first two quarters. A fifth course, called the Teaching/Lab Strand, meets for three hours weekly during the summer and fall quarters as well. Taught by two faculty members, this course acts as a bridge between diversified course work and experiences in the public schools, integrating ideas and questions to think about the practice of the disciplines as a model for classroom learning. This integration reflects the kind of work recognized in the best teaching practices.
Course work and fieldwork are supported by the advisory program and the PDS partnerships with public schools. Course descriptions for the required courses are given below, divided into two main sections: courses in education, and courses in the disciplines.
Core Education Courses
All students enroll in the following education courses, which provide the basis for thinking about teaching and learning, in the contexts of theory, research, and practices related to cognition, motivation, literacy acquisition, the social/cultural dynamics of the classroom, the role of identity in learning, and curriculum/instructional design. Integrating knowledge across these courses with the challenges of learning in an academic discipline to develop an effective understanding of classroom teaching is the goal of study, experiences in classrooms, and ongoing reflection.
- Education 502. Schooling in the 21st Century: A Learner Perspective
- Education 512. Identity, Culture, and the Classroom
- Education 513. Historical and Social Contexts of Teaching and Learning
- Education 514. Issues in Teaching and Learning
- Education 522. Learning and Teaching in the Disciplines: Biology, History, Literature, Math
- Education 524. Language, Literacy, and the Adolescent Learner
- Education 532. Teaching as Reflective Practice I
- Education 542. Teaching as Reflective Practice II
top of page
