Course Schedule - Spring 2013

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Spring 2013 Course Schedule

(January 22 – May 7)


Please note - This schedule is subject to change. Last updated April 16, 2013.
Note the color codes: Updates | Closed courses | Canceled courses | Room numbers


Courses are listed in the following format:

COURSE NUMBER
Course Title
[terms offered: see key at bottom of page](# of credits)
(prerequisites and/or restrictions [if any])

  • Section/Day/Time
    Instructor
    (Dates [if special])

January Courses

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EDUC 600
Comparative Migration Experiences and Cultural Perspectives of Immigrant Groups
(1)

  • D2/TWTh/5:30-9:00
    Karina Otoya-Knapp
    (Dates: 1/8, 1/10, 1/16, 1/17)
    Note: This is a blended online section. The class will meet face-to-face from 5:30-9:00 on 1/8, 1/10, and 1/17. The session on 1/16 will be a synchronous online session from 7:00-9:00. Before registering, go to http://bankstreet.edu/bankstreet-online/technical-requirements/ to make sure your technologies are ready. Before the course begins, you are required to take the mandatory Student Orientation. Go to http://www.epsilen.com/crs/1115119 and select "Join This Course" from the navigation on the right. Enter your logon information and enter the course environment. Contact helpdesk@bankstreet.edu for technical support.
    Room 709

EDUC 606
Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum
(1)

  • 01/M-F/4:45-7:15 [SECTION CLOSED]
    Sal Vascellaro
    (Dates: 1/7, 1/8, 1/9, 1/10, 1/11)
    Room 222
  • 02/M-F/4:45-7:15 [SECTION CLOSED]
    Sal Vascellaro
    (Dates: 1/14, 1/15, 1/16, 1/17, 1/18)

    Room 222
  • 03/MTTh/6:30-9:00 [SECTION CLOSED]
    Nancy McKeever
    (Dates: 1/7, 1/8, 1/10, 1/14, 1/15)

    Room 223

EDUC 618
Working with All Children and Families: An Introduction
(1)

  • 01/M-Th/5:00-7:30 [SECTION CLOSED]
    Sue Carbary; Minna Immerman
    (Dates: 1/7, 1/8, 1/9, 1/10)

    Room 711

EDUC 864
Emergent Literacy and Selecting Literature for Young Children
(1)
(prerequisite: EDUC 565 or permission of instructor)

  • 01/M-F/4:45-7:15
    Susan Stires
    (Dates: 1/7, 1/9, 1/11, 1/15, 1/17)
    Room 407

EDUC 865
Children’s Literature for Grades 3-6
(1)
(prerequisite: EDUC 564 or permission of instructor)

  • 01/M-Th/4:45-7:15
    Judith Leipzig
    (Dates: 1/7, 1/9, 1/14, 1/15, 1/17)
    Room 424


Spring 2013 Course Schedule

(January 22 – May 7)


Please note - This schedule is subject to change. Last updated February 15, 2013.
Note the color codes: Updates | Closed courses | Canceled courses | Room numbers


PLEASE NOTE: All three-credit courses have at least one class meeting scheduled for a specific Friday at the regular meeting time; some have two Fridays scheduled. This has been done in order to fit the requisite 15 class sessions into the College Calendar for Spring 2013. The specific dates assigned to each three-credit course are noted in this schedule

RELIGIOUS OBSERVANCE: The College respects individuals’ religious observances. If you are unable to make any class session, including a Friday session, because of religious observance, please notify the course instructor by the first class session so that an alternative means can be identified for fulfilling missed class material and course assignments.


Courses are listed in the following format:

COURSE NUMBER
Course Title
[terms offered: see key at bottom of page](# of credits)
(prerequisites and/or restrictions [if any])

  • Section/Day/Time
    Instructor
    (Dates [if special])

Education Courses: Dual Language/Bilingual Teacher Education, General Teacher Education, and Special Teacher Education


EDUC 500
Child Development
(3)

  • 01/M/4:45-6:45 [SECTION CANCELLED]
    TBA
    Note: There will be an additional session of this course on Friday, 3/8.

  • 02/Th/4:45-6:45
    Nancy Nager
    Room 710
  • 03/T/7:00-9:00
    Deb Vilas
    Note: There will be an additional session of this course on Friday, 3/1.
    Room 710

EDUC 505
Language Acquisition and Learning in a Linguistically Diverse Society
(2)

  • 01/W/7:00-9:00
    Luisa Costa
    Room 422
  • 02/Th/4:45-6:45
    Luisa Costa
    Room 407
  • D3/M/7:00-9:00
    Karina Otoya-Knapp
    Note: This section will be fully online with synchronous sessions on 1/28, 2/25, 3/18, 4/29 from 8:00-9:00 pm. Before registering, go to http://bankstreet.edu/bankstreet-online/technical-requirements/ to make sure your technologies are ready. Before the course begins, you are required to take the mandatory Student Orientation. Go to http://www.epsilen.com/crs/1115119 and select "Join This Course" from the navigation on the right. Enter your logon information and enter the course environment. Contact helpdesk@bankstreet.edu for technical support.

EDUC 510
Curriculum in Early Childhood Education (Grades N-3)
(3)

  • 01/Th/4:45-6:45
    Sal Vascellaro
    Note: There will be an additional session of this course on Friday, 3/15.
    Room 422

EDUC 511
Curriculum Development through Social Studies (Elementary and Middle School)
(3)

  • 01/M/7:00-9:00
    Madeleine Ray
    Note: There will be an additional session of this course on Friday, 3/8.
    Room 710

EDUC 513
Social Studies as the Core of the Integrated Curriculum for Children with Special Needs (Grades 1-6)
(3)

  • 01/T/4:45-6:45 [SECTION CLOSED]
    Harper Keenan
    Note: There will be an additional session of this course on Friday, 4/5.

    Room 710
  • 02/T/4:45-6:45 [NEW SECTION]
    Mimi Rosenberg
    Note: There will be an additional session of this course on Friday, 4/5.

    Room 405

EDUC 514
Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for Children of Diverse Backgrounds and Abilities
(3)

  • 01/T/4:45-6:45
    Michele Morales
    Note: There will be an additional session of this course on Friday, 3/1.
    Room 406

EDUC 517
Geography in the Social Studies Curriculum (Upper-Elementary and Middle School Years)
(3)

  • 01/W/7:00-9:00 [SECTION CLOSED]
    Sam Brian

    Note: There will be an additional session of this course on Friday, 5/3.
    Room 421

EDUC 525
Integrating Technology into the Curriculum to Support Student Learning and Inquiry
(1)

  • 01/M/4:45-6:50
    Jessica Millstone
    (Dates: 1/28, 2/4, 2/25, 3/4, 3/11)
    Room 405

EDUC 530
Foundations of Modern Education
(3)

  • 01/M/4:45-6:45
    Bernadette Anand
    Room 709
  • 02/Th/7:00-9:00 [SECTION CANCELLED]
    Joseph Kleinman; Lorenzo Krakowsky
    Note: There will be an additional session of this course on Friday, 3/15.

EDUC 535
Science for Teachers (Grades N-6)
(2)

  • 01/Th/4:45-6:45
    Jenny Ingber
    Room 408/409
  • 02/T/7:00-9:00
    Maggie DeLuca
    Room 408/409

EDUC 536
Foundations: The Influence of Culture and Politics on Literacy Theory and Practice
(2)

  • 01/M/4:45-6:45
    Helen Freidus
    Room 710

EDUC 540
Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6)
(2)

  • 01/T/4:45-6:45 [SECTION CLOSED]
    Hal Melnick
    Room 706
  • 02/T/7:00-9:00 [SECTION CLOSED]
    Hal Melnick
    Room 706
  • 03/Th/7:00-9:00
    Marvin Cohen
    Room 706

EDUC 542
Diagnosis of Learning Difficulties and Intervention Techniques for the Mathematics Educator
(2)

  • 01/Th/4:45-6:45
    Linda Metnetsky
    Room 706

EDUC 560
Native Language Literacy for Spanish-Speaking Children
(2)
(prerequisites: EDUC 537 and EDUC 561 or permission of instructor)

  • 01/Th/7:00-9:00
    Cristian Solorza
    Room 423

EDUC 563
The Teaching of Reading, Writing, and Language Arts (Grades K – 3)
(3)

  • 01/M/7:00-9:00 [SECTION CLOSED]
    Mollie Welsh Kruger
    Note: There will be an additional session of this course on Friday, 3/8.

    Room 706
  • 02/W/7:00-9:00
    Kathleen Nolan-Kasal

    Room 706
  • 03/Th/4:45-6:45
    Denise Callaway
    Room 709

EDUC 564
Language, Literature, and Emergent Literacy (A Focus on Grades N – 3)
(3)

  • 01/Th/4:45-6:45
    Michele Morales
    Note: There will be an additional session of this course on Friday, 3/15.
    Room 406
  • 02/T/7:00-9:00
    Richard Feldman
    Note: There will be an additional session of this course on Friday, 3/1.
    Room 422

EDUC 565
Children's Literature in a Balanced Reading Program (A Focus on Grades 3 – 8)
(3)

  • 01/T/4:45-6:45
    Judith Leipzig
    Note: There will be an additional session of this course on Friday, 3/1.
    Room 407

EDUC 568
Teaching Literacy in the Elementary Grades (Grades 2-6)
(3)

  • 01/Th/7:00-9:00
    Susan Ruskin-Mayher
    Note: There will be an additional session of this course on Friday, 3/15.
    Room 420

EDUC 573
Storytelling with Children
(1)

  • 01/Th/4:45-6:50
    Nina Jaffe
    (Dates: 3/14, 3/21, 4/4, 4/11, 4/18, 4/25)
    Room 405

EDUC 576
Writing in the Elementary Grades
(2)

  • 01/M/7:00-9:00
    Lynne Einbender
    Room 406

EDUC 590
Arts Workshop for Teachers (Grades N-6)
(2)

  • 01/M/4:45-6:45 [SECTION CLOSED]
    Maria Richa

    Room 306
  • 02/T/4:45-6:45 [SECTION CLOSED]
    Ann-Marie Mott
    Room 306

EDUC 591
Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive Settings (Grades N – 6)
(2)

  • 01/M/7:00-9:00
    Nina Jaffe
    Children's Dining Room (CDR)

EDUC 604
Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings
(2)

  • 01/Th/4:45-6:45
    Adrianne Kamsler
    Room 423

EDUC 605
Designing and Managing Classroom Environments for Children and Youth with Special Needs (Grades K and Up)
(3)

  • 01/Th/7:00-9:00
    Pam Jones
    Note: There will be an additional session of this course on Friday, 3/15.
    Room 711

EDUC 609
Classroom Management and Discipline in a Supportive Environment
(1)

  • 01/W/7:00-9:05
    Cathleen Wiggins
    (Dates: 1/30, 2/6, 2/13, 2/20, 2/27, 3/6)
    Room 406

EDUC 614
Exhibition Development and Evaluation
(2)
(for matriculated Museum Education students or by permission of program director)

  • 01/T/1:30-3:30
    Paul Orselli
    Room 706

EDUC 618
Working with All Children and Families: An Introduction
(1)

  • 02/Th/4:45-6:45
    Sue Carbary; Minna Immerman
    (Dates: 3/14, 3/21, 4/4, 4/11, 4/18)
    Room 711

EDUC 621
Introduction to Child Life Documentation
(3)
(prerequisites: EDUC 500 and EDUC 821; corequisite: EDUC 822)

  • 01/Th/7:00-9:00
    Michelle Brauntuch
    Room 422

EDUC 629
Education of Children with Autism Spectrum Disorders: Assessment and Educational Intervention
(1)

  • 01/Th/4:45-6:50 [SECTION CLOSED]
    Minna Immerman
    (Dates: 1/24, 1/31, 2/7, 2/14, 2/28, 3/7)

    Room 711

EDUC 651
Special Study: Strategies for Language and Concept Development
(1)

  • DL/F; Sat /Various
    Speakers
    (Dates: 2/1, 2/2)
    Note: Register for this section in order to take the Language Series for credit.
    Tabas Auditorium

EDUC 801
The World of the Infant: The First Year of Life
(3)
(prerequisite: EDUC 500 or EDUC 800)

  • 01/T/4:45-6:45
    Virginia Casper
    Room 422

EDUC 803
Developmental Variations
(2)
(prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor)

  • 01/M/7:00-9:00
    Tamara Sewell
    Room 422
  • 02/T/4:45-6:45
    Minna Immerman
    Room 711
  • 03/T/7:00-9:00 [SECTION CLOSED]
    Sean O'Shea

    Room 711
  • D4/Th/7:00-9:00 [SECTION CANCELLED]
    Lisa Greenhut
    (Dates: 1/24, 2/21, 3/7, 4/25)

    Note: This section is fully online with synchronous sessions on the dates listed. Before registering, go to http://bankstreet.edu/bankstreet-online/technical-requirements/ to make sure your technologies are ready. Before the course begins, you are required to take the mandatory Student Orientation. Go to http://www.epsilen.com/crs/1115119 and select "Join This Course" from the navigation on the right. Enter your logon information and enter the course environment. Contact helpdesk@bankstreet.edu for technical support.

EDUC 805
Developmental Variations II: Emotional and Behavioral Issues
(2)
(prerequisites: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803)

  • 01/W/7:00-9:00
    Val Burr
    Room 709

EDUC 807
Communication Disorders in School-Age Children
(2)
(prerequisite(s): EDUC 505; or EDUC 561 and EDUC 870)

  • 01/T/4:45-6:45
    Lindsey Schostak Gal
    Room 424

EDUC 808
The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording
(3) (prerequisite: EDUC 500 or EDUC 800 or permission of instructor)

  • 01/M/4:45-6:45 [SECTION CLOSED]
    Betsy Grob
    Note: There will be an additional session of this course on Friday, 3/8.

    Room 706
  • 02/W/7:00-9:00 [SECTION CANCELLED]
    TBA
    Note: There will be an additional session of this course on Friday, 4/5.

  • 03/T/4:45-6:45
    Marian Howard
    Note: There will be an additional session of this course on Friday, 3/1.
    Room 709
  • 04/Th/7:00-9:00
    Nancy McKeever
    Room 709

EDUC 812
Advocacy & Collaboration in School & Community
(1)

  • 01/M/4:45-6:50
    Lindsay Bernstein
    (Dates: 3/18, 4/1, 4/8, 4/15, 4/22)
    Room 424

EDUC 815
Seminar in Museum Education II
(2)
(for matriculated Museum Education students or by permission of program director)
(prerequisite: EDUC 533)

  • 01/T/10:00-12:00
    Marian Howard
    Room 706

EDUC 822
Children with Special Healthcare Needs: In the Hospital, at Home, and in School
(3)
(prerequisite: EDUC 821)

  • 01/T/4:45-6:45
    Troy Pinkney-Ragsdale
    Note: There will be an additional session of this course on Friday, 3/1.
    Room 423

EDUC 823
Play Techniques for Early Childhood Settings
(1)
(prerequisite: EDUC 803)

  • 01/W/7:00-9:05
    Tamara Sewell
    (Dates: 3/13, 3/20, 4/3, 4/10, 4/17, 4/24)
    Room 204

EDUC 828
Loss in Children's Lives: Implications for Schools, Hospitals, and Home
(3)
(prerequisite: EDUC 500)

  • 01/T/7:00-9:00
    Sharon Granville
    Note: There will be an additional session of this course on Friday, 3/1.
    Room 406

EDUC 860
Reading and Writing Problems of Children and Youth with Special Needs
(3)
(prerequisites: EDUC 505; EDUC 563 or EDUC 567 or EDUC 568)

  • 01/M/7:00-9:00
    Susan Goetz-Haver
    Note: There will be an additional session of this course on Friday, 3/8.
    Room 420
  • 02/Th/4:45-6:45
    Janis Arno
    Room 424

EDUC 862
Assessment, Diagnosis, and Evaluation of Students with Special Needs
(3)
(prerequisite: EDUC 860)

  • 01/T/7:00-9:00
    Pam Schneider
    Note: There will be an additional session of this course on Friday, 3/1.
    Room 421

EDUC 863
Collaboration and Differentiation in the Instruction of Students with Learning Problems
(3)
(prerequisite: EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542)

  • 01/T/7:00-9:00 [SECTION CLOSED]
    Pia Awal
    Note: There will be an additional session of this course on Friday, 3/1.

    Room 709
  • 02/T/4:45-6:45 [COURSE CANCELLED]
    TBA
    Note: There will be an additional session of this course on Friday, 3/1.

EDUC 866
A Developmental-Interaction Approach to Teaching Geography in the Upper-Elementary Grades
(1) (prerequisite: EDUC 510 or EDUC 514)

  • 01/F: 4:45-9:15/S: 9:00-5:00
    Ellen McCrum
    (Dates: 4/19, 4/20)
    Room 406

EDUC 867
The Teacher's Role in the Development of Reading Comprehension: Strategic Teaching (Grades K – 6)
(1) (prerequisite: EDUC 563 or EDUC 567 or EDUC 568 or by permission of instructor)

  • 01/T/7:00-9:05
    Susan Stires
    (Dates: 3/12, 3/19, 4/2, 4/9, 4/16 and 4/30)
    Room 407

EDUC 868
Current Topics in Reading and Writing Difficulties in Multicultural Classrooms: Approaches to Decoding
(2) (prerequisite: EDUC 860)

  • 01/Th/7:00-9:00
    Lynne Einbender
    Room 406

EDUC 869
Early Language and Literacy in Sociocultural Contexts: Supporting Development and Adapting for Disability
(2) (prerequisite: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505)

  • 01/W/7:00-9:00
    Arelis Javier
    Room 711

EDUC 870
The Teaching of English as a Second Language
(2)
(prerequisites: EDUC 537 and EDUC 561 or permission of instructor)

  • 01/T/7:00-9:00
    Katharine Mora
    Room 424

EDUC 871
Writing Case/ Progress Reports
(1)
(corequisite: EDUC 941 or EDUC 942)

  • 01/W/7:00-9:05
    Mollie Welsh Kruger
    (Dates: 2/20, 3/6, 3/20, 4/3, 4/17, 5/1)
    Room 710

EDUC 880
Insights from Occupational Therapy: Understanding Children's Sensory-Motor Development
(1)
(pre- or corequisite: EDUC 892)

  • 01/W/7:00-9:05
    Allison Lesch
    (Dates: 1/23, 1/30, 2/6, 2/13, 2/27, 3/6)
    Room 420

EDUC 891
Practicum in Developmental Assessment of Infants and Toddlers
(3)
(prerequisites: EDUC 801 and EDUC 802)

  • 01/Th/4:45-6:45 [SECTION CLOSED]
    Majorie Brickley
    Note: There will be an additional session of this course on Friday, 3/15.

    Room 420

EDUC 893
Developmental Systems II: Approaches to Early Childhood Assessment
(2)
(prerequisite: EDUC 892 or EDUC 894)

  • 01/M/4:45-6:45
    Alanna Navitski
    Room 420
  • 02/M/4:45-6:45 [SECTION CLOSED]
    Nilda Bayron-Resnick

    Room 711

EDUC 895
Early Childhood Practicum II: Collaboration with Families and Colleagues about the Cycle of Assessment, Planning, and Instruction
(2)
(prerequisite: EDUC 894)

  • 01/M/7:00-9:00 [SECTION CLOSED]
    Sue Carbary

    Room 711
  • 02/M/7:00-9:00
    Carmen Colon
    Room 709

Fieldwork/Student Teaching/Advisement Courses

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EDUC 941
Teaching Literacy Supervised Fieldwork/ Student Teaching/ Advisement
(6)
(pre- or corequisite: EDUC 860)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 942
Childhood General Education and Teaching Literacy Supervised Fieldwork/ Student Teaching/ Advisement
(6)
(pre- or corequisite: EDUC 860)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 946
Curriculum and Instruction Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 950
Clinical Experiences and Supervised Fieldwork I and II: Children in Healthcare Settings
(6)

  • 01/W/6:30-8:30
    Faculty Advisors

EDUC 953
Infant and Family Development and Early Intervention and Early Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement
(3)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 954
Infant and Family Development and Early Intervention Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 955
Early Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 956
Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 958
Early Childhood and Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 960
Dual Language/ Bilingual Early Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 961
Dual Language/ Bilingual Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 963
Early Childhood Special and General Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 964
Childhood Special and General Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 966
Dual Language/ Bilingual Early Childhood Special and General Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 967
Dual Language/ Bilingual Childhood Special and General Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 968
Dual Language/ Bilingual Middle School Special and General Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 970
Early Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 971
Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 972
Middle School Special Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 973
Dual Language/Bilingual Early Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 974
Dual Language/Bilingual Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 980
Childhood General and Museum Education Supervised Fieldwork/ Student Teaching/ Museum Internship/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 982
Museum Education Supervised Fieldwork/ Student Teaching/ Museum Internship/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 990
Extended Field Experience with Diverse Learners (for students completing fieldwork as student teachers)
(0)

  • 01/ N/A / N/A
    N/A

GSTD 960
Studies in Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

LEAD 900
Leadership for Educational Change Supervised Fieldwork/Advisement
(6)

  • 01/W/7:00-9:00
    Faculty Advisors

LEAD 985
Community-Based Leadership Supervised Fieldwork/Advisement
(3)

  • 01/See Advisor/See Advisor
    Faculty Advisors

Child Life

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EDUC 621
Introduction to Child Life Documentation
(3)
(prerequisites: EDUC 500 and EDUC 821; corequisite: EDUC 822)

  • 01/Th/7:00-9:00
    Michelle Brauntuch
    Room 422

EDUC 822
Children with Special Healthcare Needs: In the Hospital, at Home, and in School
(3)
(prerequisite: EDUC 821)

  • 01/T/4:45-6:45
    Troy Pinkney-Ragsdale
    Note: There will be an additional session of this course on Friday, 3/1.
    Room 423

EDUC 828
Loss in Children's Lives: Implications for Schools, Hospitals, and Home
(3)
(prerequisite: EDUC 500)

  • 01/T/7:00-9:00
    Sharon Granville
    Note: There will be an additional session of this course on Friday, 3/1.
    Room 406

EDUC 950
Clinical Experiences and Supervised Fieldwork I and II: Children in Healthcare Settings
(6)

  • 01/W/6:30-8:30
    Faculty Advisors

LEAD 825
Child Life Program Development and Administration
(3)
(prerequisite: EDUC 822; corequisite: EDUC 950)

  • 01/T/7:00-9:00
    Troy Pinkney-Ragsdale
    Note: There will be an additional session of this course on Friday, 3/1.
    Room 423

Leadership for Educational Change

Leadership in Community-Based Learning Courses Below >

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LEAD 530
Education Policy, Advocacy, and Law
(3)

  • 01/T/7:00-9:00
    Ron Woo
    Room 420
  • 02/T/4:45-6:45 [NEW SECTION]
    Ron Woo

    Room 420

LEAD 561
Supervising and Supporting Literacy Instruction in Diverse Settings
(1)

  • 01/T/7:00-9:05 [NEW SECTION]
    Peggy McNamara
    (Dates: 1/22, 1/29, 2/12, 3/12, 4/16, 5/7)

    Room 405

LEAD 615
Processes of Supervision and Professional Development
(3)

  • 01/Th/7:00-9:00
    Gil Schmerler
    Note: There will be an additional session of this course on Friday, 3/15.
    Room 710

LEAD 770
Leadership Professional Seminar
(3)

  • 01/T/4:45-6:45
    Frank Pignatelli
    Note: There will be an additional session of this course on Friday, 3/1.
    Room 421

LEAD 900
Leadership for Educational Change Supervised Fieldwork/Advisement
(6)

  • 01/W/7:00-9:00
    Faculty Advisors

Leadership in Community-Based Learning

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LEAD 985
Community-Based Leadership Supervised Fieldwork/Advisement
(3)

  • 01/See Advisor/See Advisor
    Faculty Advisors

Semester-Based Integrative Masters Project (IMP) Options

For more IMP options, including Independent Study and Portfolio IMPs, please visit our Integrative Masters Project page.

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IMP 1
Site-Based Inquiry
(0)
(For students who are currently employed and wish to focus their IMP on a topic/problem related to their own work setting. Registration is not allowed after the class has met. See the Integrative Masters Project web page for more information.)

  • 01/Th/4:45-6:45 [SECTION CLOSED]
    Katherine O’Donnell

    (Dates: 1/24, 2/21, 3/21, 4/25)
    Room 109E
  • 02/M/4:45-6:45
    Mollie Welsh Kruger
    Dates: 1/28, 2/25, 3/18, 4/15
    (Note: This IMP section has a focus on literacy.)
    Room 407

IMP 2
Student/ Faculty Collaborative Inquiry
(0)
(Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. See the Integrative Masters Project web page for more information.)

  • 01/W/7:00-9:00
    Dates: 1/30, 2/20, 3/13, 4/17, and a workshop day
    Marjorie Brickley
    Room 405
    Communicating What We Have Learned
    This inquiry will focus on how we share our knowledge and philosophy with others in the field. Students will learn about working with adults and how we can develop workshops or focused learning opportunities for professionals that are reflective and meaningful. Each participant will research a topic that s/he is passionate about and design a 1-hour interactive workshop. The background research on the topic and the rationale behind the design of the workshop will be submitted as a formal paper. The workshop will be given to a group of students, including the IMP group.
  • 02/W/7:00-9:00 [SECTION CLOSED]
    Dates: 1/23, 2/27, 3/20, 4/24
    Roberta Altman

    Room 405
    A Curriculum of Experience: Place Based Learning and Curriculum Design
    This inquiry focuses on issues arising from the need to develop curriculum projects that provide content in a context that is meaningful and relevant to students and their communities. Participants will examine core readings on place-based and experiential learning and then develop a curriculum project linking content with localities and/or cultural resources. A wide variety of topics and localities may be used for this inquiry, including classrooms, museums, historic sites, and the natural environment. There are four required group meetings and one individual meeting to support participants in generating their curriculum ideas, preparing their paper, and final presentation.
  • 10/Th/4:45-6:45 [NEW SECTION]
    Dates: 1/24, 2/28, 3/21, 4/25
    Harriet Lenk

    Room 109W
    A Curriculum of Experience: Place Based Learning and Curriculum Design
    Please see section 02 description above.
  • 03/M/4:45-6:45
    Dates: 2/11, 3/4, 4/8, 5/6
    Susan Ruskin-Mayher
    Room 407
    The Mindful Classroom
    This inquiry will focus on mindfulness in education and is for graduate students who are interested in both practicing and researching such techniques as yoga, meditation, and focused inquiry with children. Using their own personal experience of or interest in mindfulness practice, as well as their exploration of current research in the field and study of school and classroom mindfulness practices, each student will develop a project related to one aspect of mindfulness in the classroom. Students will implement the project with a class or small group of children and develop a focused curriculum based on what they have learned. A final paper describing their project, and grounding their choices in current research in the field, will offer specific ideas and guidance for classroom teachers interested in exploring these practices in their own classrooms.
  • 04/T/7:00-9:00
    Dates: 1/22, 2/12, 3/12, 4/16
    Genevieve Lowry
    Room 303
    Developing and/or Promoting Resiliency in Children

    This inquiry is for graduate students who are working (or plan to work) in schools, health care settings or community settings and who are interested in the topic of childhood resiliency. For the purposes of this IMP, “resiliency” is defined as the capacity for children to meet social, familial or health challenges in ways that are productive, supportive of growth and which both promote well-being and protect against risks. Participants will review the professional literature on the various ways that children demonstrate or develop resiliency and will draw upon relevant child development theory and research. Situating her/his individual inquiry in a school, healthcare setting, or community setting, each student will choose between researching the efficacy of existing programs or designing a program that strives to support or develop children’s resiliency. Some examples of types of existing programs might include anti-bullying initiatives, drug prevention programs, support groups, mentoring programs, therapeutic arts and more.

    Students who choose to research the efficacy of an existing program will submit a detailed paper demonstrating how curriculum and program choices are either supported or not supported by current research and child development. Those students with access to a program may choose to interview, observe or work with program coordinators to develop a research question. Those students without access to a program may examine the existing research comparing different models of programs, for example, ongoing support groups verses those with set date limits or delivery of information; social media, websites, or written information.

    Students who choose to design a program will implement the project with a class or small group of children/adolescents, and develop a focused curriculum based on what they have learned. A final paper describing their project, and grounding their choices in current research in the field, will offer specific ideas and guidance for classroom teachers, child life specialist or community leaders interested in exploring these practices in their own settings.

  • 05/T/4:45-6:45
    Dates: 1/22, 2/26, 3/19, 4/16
    Olga Romero
    Room 408/409
    Turning an Original Children’s Book Into an Educational Tool
    This inquiry project will help students who have written a children’s book as a course assignment, to develop it into an educational tool for teachers and parents. Participants will conduct and summarize research that describes the developmental stages (physical, emotional and cognitive) that relate to the age level for whom the book was written, and they will look specifically at how their research addresses the central topic of the book. Students will also develop guidelines to show caregivers or teachers how the book can be used either as a stand-alone activity or as part of a specific lesson or curriculum. In addition, students will provide an annotated bibliography of other books that have been written about the same or similar topic. If possible, students will read the book to a group of children and report on the children’s reactions, questions, etc.
  • 06/Th/4:45-6:45 [SECTION CLOSED]
    Dates: 1/24, 2/28, 3/21, 4/25
    Mimi Rosenberg

    Room 421
    Teaching About Race and Racism Through the Social Studies Curriculum in Elementary School Classrooms: Challenges and Opportunities
    Through the curriculum lens of social studies, we will raise questions together about how we facilitate learning about race and racism in elementary and middle school classrooms. We will use a variety of curriculum standards, theories about race and racism as well as child development, and case studies, to inform our critical investigation of curriculum development. Participants may use this opportunity to reflect on an existing piece of their curriculum, develop a new piece of curriculum, or do further research to lay the groundwork for curricular innovation.
  • 11/Th/4:45-6:45 [SECTION CLOSED]
    Dates: 1/24, 3/21, 4/25
    Alanna Navitski

    Room 319
    Teaching About Race and Racism Through the Social Studies Curriculum in Elementary School Classrooms: Challenges and Opportunities
    Please see section 06 description above.
  • 07/M/4:45-6:45 [NEW SECTION]
    Dates: 1/28, 3/4, 4/1, 4/29
    Carla Poole

    Room 421
    Play as a Conduit for Relationship Building

    This collaborative inquiry will explore how peer relationships develop during play. We will also examine how emotional development, which is the foundation for all learning, is enriched during play. Each participant will observe a child with typical development or developmental challenges and record his/her play experiences with other children. The participants will then analyze their observations and reference developmental theory in order to deepen their understanding of the impact of play on the child's social/emotional development. Participants will share their observations and references throughout the semester.

    Carla Poole is a former director of the Infant and Family Development and Early Intervention Program at Bank Street. She is currently working with young children with autism and their families in California. Carla also wrote a monthly column on child development for a national parenting magazine for ten years. This study will require at least one individual session either by phone or Skype to develop your paper.

  • 08/T/7:00-9:00 [NEW SECTION]
    Dates: 1/22, 2/26, 3/19, 4/23
    Susan Goetz-Haver

    Room 316
    The Role of Imagination in Literacy Learning
    Students can work on projects that investigate the power of imagination in reading or writing stories, poetry, or other kinds of text, as well as in learning in other content areas. Each student will explore professional literature and research related to his/ her project, as well as develop a related inquiry project with children. Group sessions will focus on finding and honing a rich question, exploring forms of data collection, analyzing the data, and shaping a presentation. We will also play with techniques to spur our own imaginations. Participants must have access to a group of children during the semester.
  • 09/T/7:00-9:00 [NEW SECTION]
    Dates: 1/22, 2/26, 3/19, 4/23
    Nina Jensen

    Room 319
    Museum Audience Reseach to Enhance Programs and Exhibitions
    (prerequisite: EDUC 616)
    This inquiry will allow students already engaged in audience research studies on visitor experiences in museums to deepen and extend pilot studies initiated in the course EDUC 616: Introduction to Research and Evaluation Practice in Museum Education.

IMP3
Mentored Directed Essay
(0)
Students should register for section 01.
In January, students will be assigned their particular mentor.
Registration is not allowed after the end of the Spring 2013 add/drop period.
See the Integrative Masters Project web page for more information.

  • 01/See Advisor/See Advisor
    Faculty Advisors

State Mandated Trainings

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Workshops are open ONLY to matriculated Bank Street students. Register for Trainings online, via https://my.bankstreet.edu. State Mandated Trainings are FREE for currently matriculated students.

STMD 100
State Mandated Training on School Violence Prevention
(0) (offered only to matriculated students)

Anyone applying for certification after February 2, 2001 must complete two hours of training on school violence prevention and intervention. This workshop includes training in effective classroom management techniques, identifying the warning signs of violent and other troubling behavior, and intervention techniques for resolving violent incidents in the school.

NOTE: Workshops start promptly. You must be on time to attend a workshop. Students who are late will NOT be permitted entrance to the workshop and will need to register for a different section

  • 01/T/4:45-6:45
    Ana Tiburcio
    (Date: 1/29)
    Room 408/409
  • 02/W/7:00-9:00
    Ana Tiburcio
    (Date: 2/13)
    Room 405
  • 03/M/4:45-6:45
    Lauren Kaplan
    (Date: 3/4)
    Room 423
  • D4/F/4:45-6:45 [SECTION CLOSED]
    Ana Tiburcio
    (Date: 4/19)

    Note: This workshop will be fully online. Before registering, go to http://bankstreet.edu/bankstreet-online/technical-requirements/ to make sure your technologies are ready. Before the course begins, you are required to take the mandatory Student Orientation. Go to http://www.epsilen.com/crs/1115119 and select "Join This Course" from the navigation on the right. Enter your logon information and enter the course environment. Contact helpdesk@bankstreet.edu for technical support.
  • 05/Th/4:45-6:45
    Lauren Kaplan
    (Date: 5/2)
    Room 421

STMD 105
State Mandated Training in Child Abuse Identification and Reporting
(0) (offered only to matriculated students)

All adults working with children under eighteen years of age are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse.

NOTE: Workshops start promptly. You must be on time to attend a workshop. Students who are late will NOT be permitted entrance to the workshop and will need to register for a different section

  • 01/Th/4:45-6:45
    Deb Vilas
    (Date: 1/31)
    Room 421
  • 02/F/4:45-6:45
    Deb Vilas
    (Date: 2/8)
    Room 420
  • 03/T/4:45-6:45
    Christine Low
    (Date: 3/12)
    Room 408/409
  • D4/M/7:00-9:00 [SECTION CLOSED]
    Deb Vilas
    (Date: 4/15)

    Note: This workshop will be fully online. Before registering, go to http://bankstreet.edu/bankstreet-online/technical-requirements/ to make sure your technologies are ready. Before the course begins, you are required to take the mandatory Student Orientation. Go to http://www.epsilen.com/crs/1115119 and select "Join This Course" from the navigation on the right. Enter your logon information and enter the course environment. Contact helpdesk@bankstreet.edu for technical support.
  • 05/M/4:45-6:45
    Deb Vilas
    (Date: 5/6)
    Room 423


Cohorts

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Autism Spectrum Sequence


EDUC 600
Comparative Migration Experiences and Cultural Perspectives of Immigrant Groups
(1)

  • 01/M/4:45-6:50
    Dania Cheddie
    (Dates: 1/28, 2/4, 2/11, 2/19, 2/25, 3/4. This class has a session on Tuesday, 2/19 because Monday classes are being held on 2/19 after Presidents' Day.)
    Note: This section will put particular emphasis on issues of families and children with special needs
    Room 424

EDUC 812
Advocacy & Collaboration in School & Community
(1)

  • 01/M/4:45-6:50
    Lindsay Bernstein
    (Dates: 3/18, 4/1, 4/8, 4/15, 4/22)
    Room 424

Principals Institute

** Courses available only to Principals Institute students

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Cohort 28

LEAD 603
School Change: The Transformational Leader (Cohort 28)
(3)

  • P1/M/7:15-9:15
    Nigel Pugh
    Note: There will be an additional session of this course on Friday, 3/8.
    Bank Street North

LEAD 615
Processes of Supervision and Professional Development (Cohort 28)
(3)

  • P1/M/5:00-7:00
    Ellis Scope
    Note: There will be an additional session of this course on Friday, 3/8.
    Bank Street North

LEAD 912
Principals Institute Supervised Fieldwork/Advisement (Cohort 28)
(2)

  • P1/W/5:00-7:00
    Faculty Advisors
    Bank Street North

LEAD 913
Practicum in Urban School Leadership (Cohort 28)
(1)

  • P1/W/7:15-9:15
    Faculty Advisors
    Bank Street North
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Cohort 29

LEAD 510
Leadership in Curriculum and Instruction (Cohort 29)
(3)

  • P1/T/5:00-7:00
    Kyle Haver
    Note: There will be an additional session of this course on Friday, 3/1.
    Bank Street North

LEAD 660
Research for Educational Change (Cohort 29)
(3)

  • P1/T/7:15-9:15
    Frank Pignatelli
    Note: There will be an additional session of this course on Friday, 3/1.
    Bank Street North

LEAD 912
Principals Institute Supervised Fieldwork/Advisement (Cohort 29)
(2)

  • P2/W/5:00-7:00
    Faculty Advisors
    Bank Street North

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Cohort 30

LEAD 510
Leadership in Curriculum and Instruction (Cohort 30)
(3)

  • P2/T/5:00-7:00
    Kyle Haver
    Note: There will be an additional session of this course on Friday, 3/1.
    Bank Street North

LEAD 660
Research for Educational Change (Cohort 30)
(3)

  • P2/T/7:15-9:15
    Frank Pignatelli
    Note: There will be an additional session of this course on Friday, 3/1.
    Bank Street North

LEAD 912
Principals Institute Supervised Fieldwork/Advisement (Cohort 30)
(2)

  • P3/W/5:00-7:00
    Faculty Advisors
    Bank Street North

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Cohort 31

LEAD 503
Adult Development: Implications for Educational Leadership (Cohort 31)
(3)

  • P1/Th/7:15-9:15
    Mayra Bloom
    Note: There will be an additional session of this course on Friday, 3/15.
    Bank Street North

LEAD 537
Organizational Development: Implications for Educational Leadership (Cohort 31)
(3)

  • P1/Th/5:00-7:00
    Peter McFarlane
    Note: There will be an additional session of this course on Friday, 3/15.
    Bank Street North

LEAD 912
Principals Institute Supervised Fieldwork/Advisement (Cohort 31)
(2)

  • P4/W/5:00-7:00
    Faculty Advisors
    Bank Street North

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Cohort 32

LEAD 503
Adult Development: Implications for Educational Leadership (Cohort 32)
(3)

  • P2/Th/7:15-9:15
    Mayra Bloom
    Note: There will be an additional session of this course on Friday, 3/15.
    Bank Street North

LEAD 537
Organizational Development: Implications for Educational Leadership (Cohort 32)
(3)

  • P2/Th/5:00-7:00
    Peter McFarlane
    Note: There will be an additional session of this course on Friday, 3/15.
    Bank Street North

LEAD 912
Principals Institute Supervised Fieldwork/Advisement (Cohort 32)
(2)

  • P5/W/5:00-7:00
    Faculty Advisors
    Bank Street North

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Leadership in Museum Education

** Courses available only to Museum Leadership Education students

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LEAD 502
Human Development II: Adolescents and Adults as Visitors and Volunteers
(3)
(for Museum Leadership students only)

  • 01/F: 4:00-9:00 / Sat: 9:00-5:00
    Mayra Bloom; Kelly McKinley
    (Dates: 4/5, 4/6, 5/3, 5/4)
    Room 711

LEAD 512
School Collaborations for Museum Leaders
(2)
(for Museum Leadership students only)

  • 01/F: 4:00-9:00 /Sat: 9:00-5:00
    Janet Rassweiler
    (Dates: 1/11, 1/12)
    Room 711

LEAD 513
Museum Programming for Diverse Audiences
(1)
(for Museum Leadership students only)

  • 01/F: 4:00-9:00 /Sat: 9:00-5:00
    Claudine Brown; Mary Ellen Munley
    (Dates: 2/8, 2/9)
    Room 711

LEAD 950
Museum Leadership Supervised Fieldwork/Advisement
(2)

  • 01/See Advisor/See Advisor
    Faculty Advisors

LEAD 952
Museum Leadership Seminar II: Current Ideas in Interpretation and Education
(1)
(for Museum Leadership students only)

  • 01/F: 4:00-9:00 / Sat: 9:00-5:00
    Rika Burnham
    (Dates: 3/8, 3/9)
    Room 711

Future School Leaders Academy

** Courses available only to FSLA students

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LEAD 660
Research for Educational Change
(3)

  • F1/Th/4:00-6:00
    Terry Orr
    BOCES

LEAD 864
Leading a School District IV
(1)

  • F1/Th/6:30-8:30
    John Chambers
    BOCES

LEAD 906
Future School Leaders Academy Supervised Fieldwork/Advisement
(1.5)

  • F1/Sat/Various
    Faculty Advisors
    BOCES


School District Leadership

** Courses available only to SDL students

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LEAD 864
Leading a School District IV
(1)

  • 01/F: 4:45-8:45/Sat: 8:30-5:00
    Ken Grover
    (Dates: 1/25, 1/26)
    Room 710

LEAD 870
Special Education Leadership: The District Perspective
(1)

  • 01/F: 4:45-8:45/Sat: 8:30-5:00
    Ken Grover
    (Dates: 3/1, 3/2)
    Room 710

Special Education Leadership Certificate Program

** Courses available only to BOCES 9-credit certificate program students

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LEAD 872
Special Education Leadership II: TBA (3)
(for students enrolled in the BOCES 9-credit certificate program only)
Pending Curriculum Committee approval


Summer Residency Leadership Programs


Early Childhood Leadership


LEAD 831
Early Childhood Leadership Practicum in Organizational Development
(3)
(prerequisite: LEAD 535)

  • 01/See Advisor/See Advisor
    Faculty Advisors

LEAD 930
Early Childhood Leadership Supervised Fieldwork/Advisement
(4)

  • 01/See Advisor/See Advisor
    Faculty Advisors

Leadership in the Arts


LEAD 910
Leadership in Technology and the Arts Supervised Fieldwork/Advisement
(3)

  • 01/See Advisor/See Advisor
    Faculty Advisors

Leadership in Mathematics Education


LEAD 525
Technology and School Change
(1)
All Spring 2013 sections of this course are fully online. Before registering, go to http://bankstreet.edu/bankstreet-online/technical-requirements/ to make sure your technologies are ready. Before the course begins, you are required to take the mandatory Student Orientation. Go to http://www.epsilen.com/crs/1115119 and select "Join This Course" from the navigation on the right. Enter your logon information and enter the course environment. Contact helpdesk@bankstreet.edu for technical support.
Pending Curriculum Committee approval

  • D1/Online/Online
    Robin Hummel
    Note: This is a fully online course. See above.
  • D2/Online/Online
    Matt Borgmeyer
    Note: This is a fully online course. See above.

LEAD 940
Mathematics Leadership Supervised Fieldwork/ Advisement
(3)
Please see Conference Group/Practicum Schedule.

  • 01/See Advisor/See Advisor
    Faculty Advisor

Key for terms offered*:

  • A: offered all terms (fall, spring, summer 1 and summer 2)*
  • F: offered fall term
  • S: offered spring term
  • Jan: offered January term
  • S1: offered summer 1 term
  • S2: offered summer 2 term
  • S1-S2: offered across summer 1 and 2 terms
  • 2/S: offered every other spring term
  • 2/F: offered every other fall term
  • 2/S1: offered every other summer 1 term
  • 2/S2: offered every other summer 2 term
  • 3/S2: offered every third summer 2 term
  • (program only): offered this term for a specific program cohort only

*Every effort is made to offer courses as listed. Offerings are subject to change.*

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