HOFSTRA UNIVERSITY

DEPARTMENT of CURRICULUM and TEACHING

UNDERGRADUATE STUDENT HANDBOOK

BACHELOR OF ARTS

SECONDARY EDUCATION(Business, English, Foreign Language, Mathematics, Science, and Social Studies)

Reflective Activist Scholar-Practitioners

(Effective for Graduation Dates After December, 2003)

113 Hofstra University

Hempstead, New York 11549-1130

516-463-5768

www.hofstra.edu

WELCOME TO THE DEPARTMENT OF CURRICULUM AND TEACHING

The faculty welcomes you to the Department of Curriculum and Teaching. We congratulate you on the choice of education as your co-major in your baccalaureate degree program and applaud your decision to join the teaching profession. We commit ourselves to helping you become a reflective activist-scholar practitioner.

This handbook outlines the basic goals and requirements of Secondary Education Program in the Department of Curriculum and Teaching. Each subject program leads to New York State initial teacher certification in adolescent education (grades 7-12).

The School of Education and Allied Human Services is accredited by the National Council for Accreditation of Teacher Education (NCATE), as well as each subject-specific professional organization. The teacher education programs are registered with the New York State Education Department.

TABLE OF CONTENTS

1. Mission Statement School of Education and Allied Human Services

2. Department of Curriculum and Teaching Conceptual Framework

3. Application and Prerequisites

4. List of Requirements for the General Education Core

5. Graduation Requirements

6. Teacher Certification Requirements

Secondary Education Co-Major RequirementsBusiness EducationEnglish EducationForeign Language EducationMathematics EducationScience EducationSocial Studies Education

5. Student Organizations

6.  University Offices and Support Services

7.  Program Completion Checklist

MISSION STATEMENTSCHOOL OF EDUCATION AND ALLIED HUMAN

SERVICES

The faculty of the Hofstra University School of Education and Allied Human Services are dedicated to the preparation of reflective and knowledgeable professionals who use scholarship to inform their practice. Collectively, we strive towards a more just, open and democratic society as we collaborate with and learn from children, adolescents, and adults in diverse social and cultural settings.

We encourage and support the scholarship and practice of our colleagues and students in their professional lives; our endeavors include research that contributes to the knowledge base for both educators and health and human services professionals. Thus, it is our intent to establish the School of Education and Allied Human Services as a place which nurtures communication, collaboration, and leadership both at Hofstra and in community settings.

DEPARTMENT OF CURRICULUM AND TEACHING CONCEPTUAL FRAMEWORK

Reflective Activist Scholar-PractitionerThe primary purpose of the Department of Curriculum and Teaching is the preparation of teachers who are artists and scholars; who are activists with a special concern for public education; who reflect on their practice, are dedicated to their students, their disciplines, and to teaching and learning. We value a pedagogy that is participatory, dialogical and reciprocal.

Our goal is to foster among our students an awareness of the interactive nature of learning, developmental and social contexts of teaching and learning, historically situated and socially constructed nature of knowledge, structure of the disciplines, integration of aesthetics in the construction of meanings.

Our curriculum and pedagogies draw upon appropriate technologies and reflect critical perspectives on issues such as race, class, gender, ability, ethnicity, and language. We expect our degree candidates to value diversity.

Our goal is to foster degree candidates' abilities to create inclusive and supportive learning environments for all learners, critically examine their practices in order to influence education and educational institutions, seek development of students who are active, informed, thoughtful citizens, capable of participating fully as moral and responsible members of a democratic, diverse society, and global community.

Our faculty supports a convergence of current educational research, theory, and practice through collaboration with our students and the educational community. Departmental programs stress participatory processes, inquiry, and experiences that enable our students to be life-long learners.

These dispositions are fostered by the integration of field-based observation-participation with class-based reading, discussion and reflection, authentic learning activities.

APPLICATION AND PREREQUISITESDuring the second semester of the sophomore year (having completed a minimum of 45 semester hours of college coursework), you should apply for admission to the School of Education and Allied Human Services through the Department of Curriculum and Teaching in 243 Gallon Wing. Admission into a BA degree program in the Department of Curriculum and Teaching is based on a comprehensive review of multiple criteria, including:

A passing score on the Hofstra English Proficiency Exam. A completed application form to the department of Curriculum and Teaching. A minimum grade point average of 2.75 in each of two categories: 1) overall undergraduate

coursework, 2) coursework in the content area in which certification will be sought. A written personal statement of professional intent and rationale. Two letters of reference that address the applicant’s potential to succeed in the teaching

profession.

LIST OF REQUIREMENTS FOR THE GENERAL EDUCATION COREThis is a partial listing of requirements for prospective 7-12 teachers. See Hofstra Core Requirements in the Hofstra General Bulletin for the full list. Each teacher candidate must have the appropriate distribution of these courses (or their equivalent) in their academic background. See individual program requirements to discern whether specific course in this core are recommended or required.

Artistic Expression/ HumanitiesAH 3-8, AH 74, AH 101, DNCE 127, DRAM 1, MUS 3, MUS 130 or MUS 135 3 sh.

CommunicationSPCM 1: Oral Communication, or SPCM 7: Public Speaking. 3 sh.

Information RetrievalCSC 5: Overview of Computer Science, a passing score on the Examination for Information Retrieval (EIR), or comparable coursework. 0-3 sh.

Historical ConceptsAny HIST course listed under the Social Science Division of the Hofstra Core 3 sh.

Social Science ConceptsAny course listed under the Social Science Division of the Hofstra Core. PSY 7: Fundamental Perspectives in Psychology, highly recommended (prerequisite for SED 102) 3 sh.

PhilosophyAny PHI course listed under the Social Science Division of the Hofstra Core. PHI 14: Introduction to Ethics I, recommended. 3 sh.

Language Other Than EnglishCompletion of level 4 of a foreign language, placement above level 4, or completion of the special language option. 0-12 sh.

Scientific ProcessesAny natural science course listed under the Natural Sciences, Mathematics/Computer Science Division of the Hofstra Core.

BIO 4: Human Biology, highly recommended. 3 sh.

Mathematical ProcessesAny MATH course listed under the Mathematics/Computer Science Core of the Hofstra Core. MATH 16 Explorations in Mathematics, highly recommended for non-mathematics and non-science majors. 3 sh.

Written Analysis and ExpressionENGL 1, ENGL 2, and a passing score on the Hofstra Writing Proficiency Test.Any course listed under the Cross-Cultural Division of the Hofstra Core. 6 sh.

Cross-Cultural AppreciationAny course listed under the Cross-Cultural Division of the Hofstra Core. 3 sh.

STUDENT TEACHING PREREQUISITESAfter completing at least 19 semester hours of professional education coursework, students may apply for admission to student teaching. Application forms may be obtained in 243 Gallon Wing. Admission criteria are as follows: a cumulative GPA of 2.75 or better on overall coursework or permission of adviser; no grades lower than C- and no unresolved INC grades in professional education coursework; a GPA of 2.5 or higher in coursework in the major area in which certification will be sought.

** See note below regarding teacher certification examinations.  

GRADUATION REQUIREMENTSGraduation from the program requires: completion of all graduation requirements for the bachelor's degree in the major content area

in which the certification will be sought; completion of all course requirements for the co-major in the concentration area within

secondary education; no grades lower than C- and no unresolved INC grades in professional education coursework; a minimum GPA of 2.75 in overall coursework; a minimum GPA of 2.75 in the major area in which the certification will be sought; an electronic portfolio, illustrating the student's education coursework and professional

accomplishments.

TEACHER CERTIFICATION REQUIREMENTSUpon the successful completion of a teacher education program, students will be eligible to apply for the University's recommendation for New York State certification.  For Initial Certification, students are required to have passing scores on each of the New York State Teacher Certification Examinations (NYSTCE): The Liberal Arts and Sciences (LAST) the Assessment of Teaching Skills--Written (ATS-W), and the Content Specialty Test (CST).  Students not receiving passing scores on all three examinations will not be eligible for certification.  Additional information pertaining to certification can be found in the Bulletin.

**Note: It is strongly recommended that students complete the Liberal Arts and Sciences Test (LAST) of the New York State Teacher Certification Examinations prior to student teaching and the Assessment of Teaching Skills--Written (ATS-W), and the Content Specialty Test (CST)

during student teaching.  All three NYSTCE's should be completed prior to graduation.  Students not receiving passing scores on all three examinations will not be eligible for certification. 

Secondary Education Co-Major Requirements

Business EducationThe Business Education program, offered in cooperation with the Zarb School of Business and the School of Education and Allied Human Services, leads to New York State Initial Certification for classroom teachers of Business Education (grades 7-12).  Courses in the Business Education program are taken in combination with an appropriate business major.  Literacy, multicultural education, and information technology are integrated throughout all aspects of the program.  The degree program followed is the Bachelor of Business Administration (B.B.A.).  The Business Education program conforms with the New York State Learning Standards for Business/Information Systems.

Assistant Professor Stacki, Advisor

Program Philosophy, Purposes, and ObjectivesA primary focus of the Business Education program is the interrelatedness of business, economics, social, and technological systems.  The program seeks to prepare teachers of business education (grades 7-12) with content knowledge and pedagogical skills in marketing, economics, resource management, and information technology.  Communication, analysis, and transmission of business-related information in a variety of formats are emphasized.  The program values the development of reflective scholar-practitioners who are committed to continued professional development.  Prospective teachers are expected to be able to evaluate their professional practice critically, to stay current in their field, and to seek the support of their students, colleagues, and communities to improve all aspects of their professional roles.

Program RequirementsProspective teachers of business education in secondary and middle-level schools (grades 7-12) choose the Bachelor of Business Administration (B.B.A.) as a degree program within the Zarb School of Business.  They select a major field of specialization in one of the following areas:  Accounting, Business Computer Information Systems, Entrepreneurship, Finance, International Business, Management, or Marketing.  After completing a minimum of 45 s.h. of college coursework, the student then chooses Business Education as a co-major.  For admission policies, procedures, and program requirements, see Secondary Education, Undergraduate Programs on in the Bulletin.

Students in the B.B.A. program with a co-major in Business Education must satisfy all of the requirements for the B.B.A. degree specified in the Bulletin.  These include a Liberal Arts Core, specific liberal arts requirements for B.B.A. students, Business Core, and coursework within the major field of specialization. 

The co-major in Business Education consists of a minimum of 31 semester hours of education coursework including each of the following:

General Education RequirementsThe B.S. in Education degree with a specialization in business education requires the following:

1. The successful completion of 129 s.h. with a cumulative grade point average (GPA) of 2.75or better in all coursework and a GPA of 2.75 or better in business education coursework.

2. At least 65 s.h. must be in the liberal arts and sciences. (International Business majors need a minimum of 67 s.h.)

3. There are two requirements that ordinarily must be completed in residence at Hofstra: 29s.h. of coursework in education, including student teaching, and the last 30 s.h. taken.(Education courses need not be included within the last 30 s.h.)

Requirements for Business MajorsBusiness Core Requirements (40 s.h.)ACCT 101 Financial Accounting (sophomores or above) 3 s.h.ACCT 102 Managerial Accounting (sophomores or above) 3 s.h.BCIS 14 Introduction to Computer Concepts and Software Tools in Business 4 s.h.BLAW 20 Introduction to Legal Systems, Environment and Contracts 3 s.h.FIN 101 Introduction to Finance, Financial Markets and Institutions 3 s.h.

(sophomores or above)FIN 110 Fundamentals of Corporate Finance (juniors or above) 3 s.h.GBUS 180 or 180H Seminar: Business Policy or

Seminar: Business Policy Honors (seniors only) 3 s.h.IB 150 Introduction to International Business (sophomores or above) 3 s.h.MGT 101 Introduction to Management (sophomores or above) 3 s.h.MGT 110 Introduction to Operations Management (juniors or above) 3 s.h.MKT 101 Principles of Marketing (sophomores or above) 3 s.h.QM 1 Introduction to Business Statistics 3 s.h.QM 122 Intermediate Business Statistics 3 s.h.

Total 40 s.h.

Each student will seek a degree in one of the following majors, and complete the required courses listed below:

AccountingACCT 123 & 124 Financial Accounting Theory and Practice (juniors or above) 6 s.h.ACCT 125 Accounting Entities (Advanced) (juniors or above) 3 s.h.ACCT 131 Cost Accounting Systems (juniors or above)

3 s.h.ACCT 133 Auditing Theory and Practice (juniors or above) 3 s.h.ACCT 143 Income Tax Accounting I (seniors only) 3 s.h.ACCT 144 Income Tax Accounting II (seniors only) 3 s.h.BLAW 024 Legal Aspects of Business Organizations and Activities 3 s.h.

Total 24 s.h.

Business Computer Information SystemsTrack I: Information Systems TechnologyBCIS 30 Power Tools for End-User Support 3 s.h.One of the following courses, selected under advisement: 3 s.h.

BCIS 40 Software Development in Business (juniors or above)*

BCIS 50 Object-Oriented Programming (juniors or above)*BCIS 90 Interface Design and Programming in Visual Basic (juniors or above)*

BCIS 95 Introduction to Java (juniors or above)**With permission of the BCIS/QM department chairperson one of these courses may be taken at the sophomore level.

BCIS 116 Structured Systems Analysis and Design (juniors or above) 3 s.h.BCIS 117 Database Management Systems (juniors or above) 3 s.h.BCIS 120 Connectivity in the Business Environment (juniors or above)

3 s.h.Three BCIS electives, selected under advisement. 9 s.h.

Total 24 s.h.Track II: E-Commerce and Internet TechnologyBCIS 30 Power Tools for End-User Support 3 s.h.BCIS 35 Multimedia Concepts, Software and Applications(juniors or above)

3 s.h.BCIS 76 Introduction to Electronic Commerce (juniors or above)

3 s.h.BCIS 95 Introduction to Java (juniors or above)*

3 s.h.*With permission of the BCIS/QM department chairperson this course may be taken at the sophomore level.

BCIS 116 Structured Systems Analysis and Design (juniors or above) 3 s.h.BCIS 117 Database Management Systems (juniors or above) 3 s.h.BCIS 120 Connectivity in the Business Environment (juniors or above) 3 s.h.BCIS 136 Advanced E-Commerce Technology and Applications 3 s.h.

(juniors or above)Total 24 s.h.

Track III: Network Design and ManagementBCIS 30 Power Tools for End-User Support 3 s.h.One of the following courses, selected under advisement: 3 s.h.

BCIS 40 Software Development in Business (juniors or above)*BCIS 50 Object-Oriented Programming (juniors or above)*BCIS 90 Interface Design and Programming in Visual Basic (juniors or above)*BCIS 95 Introduction to Java (juniors or above)**With permission of the BCIS/QM department chairperson one of these courses may be taken at the sophomore level.

BCIS 116 Structured Systems Analysis and Design (juniors or above) 3 s.h.BCIS 117 Database Management Systems (juniors or above) 3 s.h.BCIS 120 Connectivity in the Business Environment (juniors or above) 3 s.h.BCIS 122 Networking Technologies Utilizing Microsoft Software 3 s.h.

(juniors or above)BCIS 123 Networking Technologies Utilizing Novell Software 3 s.h.

(juniors or above)

One BCIS elective, selected under advisement. 3 s.h. Total 24 s.h.

EntrepreneurshipENTR 115 Entrepreneurship (sophomores or above) 3 s.h.ENTR 120 Advanced Entrepreneurship Studies (juniors or above) 3 s.h.ENTR 125 Corporate Venturing and Intrapreneurship (juniors or above) 3 s.h.One of the following courses, selected under advisement: 3 s.h.

ENTR 165 Research in Current Entrepreneurship Issues (seniors only)ENTR 170 Entrepreneurship Consulting Project (seniors only)ENTR 185 Internship in Entrepreneurship (seniors only)

Four 3 s.h. courses from one of the following areas: 12 s.h.ACCT, BCIS, FIN, MGT or MKT (excluding Business Core), selected under advisement.

Total 24 s.h.

FinanceFIN 132 Security Analysis (juniors or above) 3 s.h.FIN 160 Corporate Financial Policy (juniors or above) 3 s.h.FIN 165 Principles of International Financial Management (juniors or above) 3 s.h.Four Finance electives, selected under advisement. 12 s.h.

Total 21 s.h.International BusinessIB 154 Analysis of International Environment and Global Business Research 3 s.h.

(juniors or above)One of the following Business in Foreign Continents electives, selected under advisement:

3 s.h.IB 160 African Business (juniors or above)IB 161 Asian Business (juniors or above) IB 162 European Business (juniors or above)IB 163 Latin-American Business (juniors or above)

IB 175 Global Business Policies, Planning and Strategies (seniors only) 3 s.h.FIN 165 Principles of International Financial Management (juniors or above) 3 s.h.MGT 171 International Strategic Management (juniors or above) 3 s.h.MKT/IB 170 International Marketing (juniors or above) 3 s.h.One International Business elective, selected under advisement. 3 s.h.

Total 21 s.h.

ManagementSix undergraduate elective courses in Management and/or General Business (except GBUS 001 and 180),selected under advisement.

Total 18 s.h.

MarketingMKT 124 Consumer Behavior (juniors or above) 3 s.h.MKT 144 Marketing Research (juniors or above) 3 s.h.

MKT 175 Marketing Planning and Product Strategies (seniors only) 3 s.h.Four Marketing electives, selected under advisement. 12 s.h.

Total 21 s.h.

The co-major in Business Education consists of a minimum of 31 semester hours of education coursework including each of the following: Introductory courses (10 s.h.):FDED 111 The American School or FDED 127 Philosophy of Education. 3 s.h.SED 100 Educational Technology in Secondary and Middle Level Education1 s.h.*SED 102 Adolescent Development and Learning. 3 s.h.

(PSY 7 or PSY 1 is pre-requisite)*SPED 102 Inclusion: Meeting Special Needs in PreK-12 Programs 3 s.h.

General methods courses (6 s.h.):*SED 151 The Secondary School Teacher 3 s.h.*LYST 101 Literacy for Middle/High School Teachers 3 s.h.

Special methods and curriculum courses (6 s.h.):*SED 158 Teaching of Business and Information Systems 3 s.h.SED 160 Exploring Curriculum in Business and Information Systems 3 s.h.

Student Teaching and co-requisite seminars (9 s.h.):SED 178 Introduction to Reflective Practice and Classroom Analysis 3 s.h.

(Requires completion of an electronic portfolio.)SED 179 Student Teaching 6 s.h.

Total 31s.h.*   Courses requiring a 20 clock-hour field placement.

* Twenty clock hours of participation/observation in secondary schools are required in each of the following courses: SED 102, SED 151, SED 158, LYST 101, SPED 102. Students receiving a grade lower than C- in a professional education course must repeat the course and receive a grade of C- or higher in order to remain in the program.

English EducationThe degree program followed is the Bachelor of Arts. Courses in this program lead toward New York State initial teacher certification, valid for adolescence education in English (grades 7-12).  This program conforms with the New York State Learning Standards in English Language Arts and the recommendations of the National Council of Teachers of English.

Professor Murphy, Advisor

Program Philosophy, Purposes and ObjectivesThe mission of the English Education program is to prepare prospective students to become teachers of English language arts in grades 7-12 in New York State.  The program espouses a pedagogy that creates active learners in a classroom that features a reader response approach to literature, an aesthetic appreciation of the text and authentic writing.  The program pays particular attention to developing a prospective student's knowledge base in American, English and world literatures and in young adult literature.  Course work in the English Education program is integrated with field experiences: observation, participation and student teaching.  Class discussions, conferences, journals and other written work offer opportunities for students to reflect on those experiences.  All students encounter diversity and inclusion before they student teach.  Finally, the program supports graduates with its New Teachers Network. 

Program RequirementsStudents choose English as a major within the liberal arts and sciences.  After completing a minimum of 45 semester hours of college course work, the student then chooses English Education as a second major.  For program admission policies, procedures, and program requirements, see Secondary Education, Undergraduate Program in the Bulletin

The co-major in English Education consists of a minimum of 31 semester hours of education course work, including each of the following: 

Introductory courses       (10 s.h.): FDED    111 The American School or FDED 127 Philosophy of Education.   3 s.h.SED      100  Educational Technology in Secondary and Middle Level Education.      1 s.h.*SED    102  Adolescent Development and Learning. (PSY 7 or  PSY 1 is pre-requisite)  3 s.h.*SPED  102 Inclusion: Meeting Special Needs in PreK-12 Programs.    3 s.h. 

General methods courses     (6 s.h.): *SED    151  The Secondary School Teacher                3 s.h.*LYST  101  Literacy for Middle/High School Teachers      3 s.h. 

Special methods and curriculum courses     (6 s.h.): *SED 152 The Teaching of English 3 s.h.SED      164  Literature for Young Adults                           3 s.h. 

Student Teaching and co-requisite seminars     (9 s.h.): SED      178  Intro. to Reflective Practice and Classroom Analysis (Requires completion of an electronic portfolio.)                   3 s.h.

SED      179  Student Teaching                         6 s.h.

Total 31s.h.*   Courses requiring a 20 clock-hour field placement.   

Twenty clock hours of participation/observation in elementary and secondary schools are required in each of the following courses: CT 102, SPED 102, SED 152, SED 151 and LYST 101.  Students receiving a grade lower than C- in a professional education course must repeat the course and receive a grade of C- or higher in order to remain in the program. 

Foreign LanguageThe degree program followed is the Bachelor of Arts.  Courses in this program lead toward New York State initial teacher certification, valid for adolescence education in a language other than English (grades 7-12).  The program conforms to the New York State Learning Standards in languages other than English.

Associate Professor Jean, Adviser  

Program Philosophy, Goals and Objectives

Communication is the primary goal of Hofstra’s program that prepares teachers of languages other than English.  Prospective teachers must themselves be proficient in the target language and skilled in the teaching of listening, speaking, reading, and writing in that language.  A major tenet of the Hofstra program is that communication is more than the written or spoken word.  Essential for effective language communication is a broad knowledge of the history, culture, and society of the people using the language.  The Hofstra program seeks to prepare teachers of French, Italian, Spanish, German, and Russian in cross-cultural understandings and methodologies for effective communication in those languages.  Moreover, we expect them to be reflective scholar-practitioners, responsive to the needs of their students, and adaptive in their methodologies so that all learners will have an equal opportunity to learn. 

Program RequirementsProspective teachers of French, Italian, Spanish, German or Russian select the language they wish to teach as a major (see specific language requirements) within the liberal arts and sciences.  After completing a minimum of 45 semester hours of college level coursework, the student then chooses Foreign Language Education as a second major.  For admission policies, procedures, and program requirements, see Secondary Education, Undergraduate Programs in the Bulletin.

In the specific language studied, the prospective teacher must earn 24-36 semester hours above level 4 (depending upon the particular language major) and must acquire sufficient competence to utilize the language as an instrument of oral and written communication.  Before student teaching, the prospective teacher must present to the Office of Field Placement a statement from the chairperson of his/her language major(s) attesting to proficiency in written and oral communication in that language.  Should a prospective teacher wish to be certified in more than one language, the 24-36 semester hour requirement above level 4 and statement of proficiency must be met in each language.  In addition, prospective teachers of French, Italian, Spanish, German, or Russian must be knowledgeable of the culture and society of the country or countries in which the target language is spoken.

All prospective teachers of French, Italian, Spanish, German or Russian must complete a minimum of each of the following: 6 semester hours of culture, 3 semester hours of conversation practice, 3 semester hours of grammar, and 3 semester hours of composition (see academic advisers within the major for specific courses).  The adviser may recommend additional coursework in one or more of these areas to remedy identified weaknesses.  Prospective teachers of French, Spanish or Italian will register for French 107, Spanish 108, or Italian 108

respectively for every semester the course is offered, once he/she has decided to prepare for secondary level teaching.

The dual major in Foreign Language Education consists of a minimum of 31 semester hours of education coursework, including each of the following: 

Introductory courses     (10 s.h.):FDED    111  The American School or FDED 127 Philosophy of Education.    3 s.h.SED      100  Educational Technology in Secondary and Middle Level Education.   1 s.h.*SED    102  Adolescent Development and Learning. (PSY 7 or  PSY 1 is pre-requisite)   3 s.h.*SPED  102  Inclusion: Meeting Special Needs in PreK-12 Programs.     3 s.h. 

General methods courses   (6 s.h.):*SED    151  The Secondary School Teacher              3 s.h.*LYST  101  Literacy for Middle/High School Teachers         3 s.h. 

Special methods and curriculum courses   (6 s.h.):*SED    153  Teaching of Languages Other than English          3 s.h.SED      167  Exploring Curriculum for Languages Other than English       3 s.h. 

Student Teaching and co-requisite seminars   (9 s.h.):SED      178  Intro. to Reflective Practice and Classroom Analysis (Requires completion of an electronic portfolio.)                  3 s.h.   SED      179  Student Teaching                       6 s.h. 

*   Courses requiring a 20 clock-hour field placement.

* Twenty clock hours of participation/observation in secondary schools are required in each of the following courses: SED 102, SED 151, SED 158, LYST 101, SPED 102. Students receiving a grade lower than C- in a professional education course must repeat the course and receive a grade of C- or higher in order to remain in the program.

Mathematics EducationThe degree program followed is the Bachelor of Arts (see page XX for complete description).  Courses in this program lead toward New York State initial teacher certification, valid for adolescence education in mathematics (grades 7-12).  The program conforms to the New York State Learning Standards in Mathematics, Science, and Technology and with the recommendations of the National Council of Teachers of Mathematics.

Professor Whitton, Adviser

Program Philosophy, Purposes, and ObjectivesAll students can learn mathematics.  They can learn to value mathematics and become confident in their ability to do mathematics.  The Hofstra program is designed to ensure that prospective teachers of mathematics are mathematically competent, knowledgeable of a myriad of research-based teaching methodologies, and capable of providing inclusive, supportive learning environments for their students.  Constructivist methodologies, interactive technologies, authentic applications and assessments are major foci of the program. The goal is to prepare prospective teachers to be reflective, scholar-practitioners, capable of adapting instruction for all learners so they may know and appreciate mathematics as a logical, problem-solving tool. 

Program RequirementsProspective teachers of mathematics choose Mathematics as a major within the liberal arts and sciences.  After completing a minimum of 45 semester hours of college course work, the student then chooses Mathematics Education as a co-major.  For admission policies, procedures, and program requirements, see Secondary Education, Undergraduate Programs in the Bulletin

The B.A. degree in Mathematics requires a minimum of 40 semester hours of course work in mathematics.  At least 6 semester hours of course work chosen from the category of Natural Sciences in the Hofstra Core are also required for prospective teachers of mathematics.  The following courses (or comparable course work in the indicated areas) must be completed within the B.A. degree program in Mathematics:

MATH 19  Analytic Geometry and Calculus I       4 s.h.MATH 20  Analytic Geometry and Calculus II      4 s.h.MATH 29  Analytic Geometry and Calculus III      4 s.h.MATH 133  Geometry   or   MATH 134   Topics in Geometry    3 s.h.MATH 135A  Linear Algebra          4 s.h.MATH 137  Mathematical Probability and Statistics      3 s.h.MATH 141  Applied finite Mathematics        3 s.h.MATH 143  Engineering Mathematics I        3 s.h.MATH 145  Higher Algebra I          3 s.h.MATH 171  Advanced Calculus I         3 s.h.MATH 146  Higher Algebra II  or  MATH 172   Advanced Calculus II  3 s.h.MATH 100-level Elective            3 s.h.   

The co-major in Mathematics Education consists of a minimum of 31 semester hours of education course work, including each of the following: 

Introductory courses       (10 s.h.): FDED    111  The American School or FDED 127 Philosophy of Education.       3 s.h.SED      100   Educational Technology in Secondary and Middle Level Education.   1 s.h.*SED    102   Adolescent Development and Learning. (PSY 7 or  PSY 1 is pre-requisite)    3 s.h.*SPED  102  Inclusion: Meeting Special Needs in PreK-12 Programs.         3 s.h. 

General methods courses     (6 s.h.): *SED    151  The Secondary School Teacher              3 s.h.*LYST  101  Literacy for Middle/High School Teachers           3 s.h. 

Special methods and curriculum courses     (6 s.h.): *SED    154  Teaching of Mathematics                3 s.h.SED      166  Exploring the Mathematics Curriculum            3 s.h. 

Student Teaching and co-requisite seminars     (9 s.h.): SED      178  Intro. to Reflective Practice and Classroom Analysis (Requires completion of an electronic portfolio.)                     3 s.h.SED      179  Student Teaching                           6 s.h.

Total 31s.h.*   Courses requiring a 20 clock-hour field placement.   

Twenty clock hours of participation/observation in elementary and secondary schools are required in each of the following courses: CT 102, SPED 102, SED 152, SED 151 and LYST 101.  Students receiving a grade lower than C- in a professional education course must repeat the course and receive a grade of C- or higher in order to remain in the program. 

Science EducationCourses in the science education program, taken in combination with the appropriate liberal arts and sciences major, lead toward New York State initial teacher certification in biology, chemistry, earth science, or physics (grades 7-12). Regardless of the certification area in science that is selected, the program provides necessary coursework for additional certification in general science, as well. This program conforms with the New York State Learning Standards in Mathematics, Science and Technology and with the recommendations of the National Science Teachers Association.

Associate Professor Hines, Adviser

Program Philosophy, Purposes, and Objectives

The science education program is designed to produce teachers engendered with the spirit that all students can learn science, understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment, and recognize the historical development of scientific ideas. The Hofstra program seeks to equip prospective teachers with a myriad of research-based, teaching strategies to assist them in achieving that goal. The program values the development of reflective scholar-practitioners who are committed to continued professional development. Prospective teachers are expected to be able to evaluate their professional practice critically and to seek the support of their students, colleagues, and communities to improve all aspects of the their professional roles.

Program RequirementsStudents select a major in one of the following areas of science: biology, chemistry, geology or physics. Students interested in obtaining teaching certification in earth science should major in geology. After completing a minimum of 45 semester hours of college coursework, the student then chooses Science Education as a co-major.

In addition to meeting all of the course requirements for the B.A. degree in the selected science major, prospective teachers of science must include within their overall undergraduate program of study at least six (6) semester hours in each of the following areas: biology, chemistry, geology, physics, and calculus-based mathematics. Students who are preparing to teach earth science are required to include GEOL 7 Earth Science I, and GEOL 8 Earth Science II or GEOL 1C, Physical Geological Science, among their coursework. Students who are preparing to teach biology are strongly recommended to take BIO 24 Comparative Anatomy, BIO 114 General Ecology, BIO 147 Invertebrate Zoology, and BIO 149A Plant Physiology, as electives within their biology major. All of the content requirements for the teaching of chemistry and physics are included within the major course requirements for those programs.

The co-major in Science Education consists of at least 31 semester hours of education coursework including each of the following:

Introductory courses (10 s.h.):FDED 111 The American School or FDED 127 Philosophy of Education. 3 s.h.SED 100 Educational Technology in Secondary and Middle Level Education. 1 s.h.

*SED 102 Adolescent Development and Learning. (PSY 7 or PSY 1 is prerequisite) 3 s.h.*SPED  102  Inclusion: Meeting Special Needs in PreK-12 Programs. 3 s.h.

General methods courses (6 s.h.):*SED 151 The Secondary School Teacher 3 s.h.*LYST 101  Literacy for Middle/High School Teachers. 3 s.h.

Special methods and curriculum courses (6 s.h.):*SED 155 Teaching of Science 3 s.h.SED 165 Understanding the Science Curriculum 3 s.h. 

Student Teaching and co-requisite seminars (9 s.h.):SED 178 Introduction to Reflective Practice and Classroom Analysis (Requires completion of an electronic portfolio.) 3 s.h.SED 179 Student Teaching 6 s.h.

Total 31s.h.*   Courses requiring a 20 clock-hour field placement.   

Twenty clock hours of participation/observation in elementary and secondary schools are required in each of the following courses: CT 102, SPED 102, SED 152, SED 151 and LYST 101.  Students receiving a grade lower than C- in a professional education course must repeat the course and receive a grade of C- or higher in order to remain in the program. 

Requirements in the content core for the teaching of BiologyBIO 1 & 2 General Biology 6 s.h.BIO 135 Genetics 3 s.h.BIO 136 Genetics Laboratory 1 s.h.BIO 24 Comparative Anatomy (highly recommended) 4 s.h.BIO 114 General Ecology (highly recommended) 3 s.h.BIO 147 Invertebrate Zoology (highly recommended) 4 s.h.BIO 149A Plant Physiology (highly recommended) 4 s.h.BIO Electives  5 s.h.CHEM 3A & 4A General and Inorganic Chemistry 6 s.h.CHEM 3B & 4B General and Inorganic Chemistry Lab 2 s.h.CHEM 131A & 132A Elements of Organic Chemistry 6 s.h.CHEM 131B & 132B Organic Chemistry Laboratory  2 s.h.PHYS 1A & 2A Elementary Physics 6 s.h.PHYS 1B & 2B Elementary Physics Laboratory  2 s.h.GEOL 1C Physical Geological Science 3 s.h.GEOL 2C Historical Geological Science 3 s.h.MATH 19 Analytic Geometry and Calculus I 4 s.h.MATH 20 Analytic Geometry and Calculus II 4 s.h.

Requirements in the content core for the teaching of ChemistryCHEM 3A & 4A General and Inorganic Chemistry 6 s.h.CHEM 3B & 4B General and Inorganic Chemistry Lab 2 s.h.CHEM 131A & 132A Elements of Organic Chemistry 6 s.h.CHEM 131B & 132B Organic Chemistry Laboratory 2 s.h.CHEM 80 Descriptive Chemistry 1 s.h.CHEM 105 Quantitative Analysis 3 s.h.CHEM 109 Advanced Laboratory I, Quantitative Analysis 1 s.h.CHEM 124 Instrumental Methods 2 s.h.CHEM 125 Advanced Laboratory II, Instrumental Methods 2 s.h.CHEM 141 & 142 Physical Chemistry 6 s.h.CHEM 147 Advanced Laboratory III, Experimental Physical Chemistry 2 s.h.CHEM 191 Theories of Electrons in Atoms and Molecules  3 s.h.PHYS 11A & 12A General Physics 8 s.h.PHYS 11B & 12B General Physics Laboratory  3 s.h.BIO 1 & 2 General Biology  6 s.h.GEOL 1C Physical Geological Science 3 s.h.GEOL 2C Historical Geological Science 3 s.h.CSC Elective Computer science elective taken under advisement  2 s.h.MATH 19 Analytic Geometry and Calculus I 4 s.h.MATH 20 Analytic Geometry and Calculus II 4 s.h.MATH 29 Analytic Geometry and Calculus III 4 s.h.

Requirements in the content core of Geology for the teaching of Earth ScienceGEOL 1C Physical Geological Science 3 s.h.GEOL 2C Historical Geological Science 3 s.h.GEOL 7 & 1C or 8* Earth Science I & II 6 s.h.GEOL Electives 24 s.h., taken under advisement, from among the following:

GEOL 3 Astrogeology, GEOL 4 Introduction to Gemology and Gemstones, GEOL 5 Environmental Geology and Natural Hazards, GEOL 6 Introduction to Dinosaurs and the Mesozoic World, GEOL 9 Introduction to Earth Resources, GEOL 10 Environmental Geology, GEOL 11 Physical Geology, GEOL 1 Earth History and Crustal Evolution, GEOL 1 Geological Cartographic Techniques, GEOL 19 Structural Geology, GEOL 20 Introduction to Field Methods, GEOL 3 Crystallography and Mineralogy, GEOL 33 Environmental Geomorphology, GEOL 100 Honors Research Essay, GEOL 104 Excursions in Field Geology, GEOL 115 Lunar and Planetary Geology, GEOL 120 Introduction to Geophysics, GEOL 121 Hydrology, GEOL 123 General Oceanography, GEOL 131 Optical Mineralogy, GEOL 132 Geochemistry, GEOL 133 Igneous and Metamorphic Petrology and Petrography, GEOL 134A Field Geology, GEOL 135 Sedimentation, GEOL 136 Marine

24 s.h.

Geology, GEOL 137 Invertebrate Paleontology, GEOL 139 Advanced Geochemistry, GEOL 140 Biostratigrahy, GEOL 141 Economic Resources and Geologic Computing, GEOL 144 Petroleum Geology, GEOL 146 Principles of Physical Stratigraphy.

BIO 1 & 2 General Biology 6 s.h.CHEM 3A & 4A General and Inorganic Chemistry 6 s.h.PHYS 11A & 12A General Physics  6 s.h.MATH 19 Analytic Geometry and Calculus I 4 s.h.MATH 20 Analytic Geometry and Calculus II 4 s.h.* GEOL 7 is an elective for geology majors, not for major credit. GEOL 7 & 1C or 8 must be taken by prospective teachers of earth science.

Requirements in the content core for the teaching of PhysicsPHYS 11A & 12A General Physics 8 s.h.PHYS 11B & 12B General Physics Laboratory 2 s.h.PHYS 104 Electricity and Magnetism 3 s.h.PHYS 118 Modern Physics 3 s.h.PHYS 135 Optics 3 s.h.PHYS 136 Thermodynamics 3 s.h.PHYS 137 Optics Laboratory 1 s.h.PHYS 140 Mechanics 3 s.h.PHYS 159 Introduction to Quantum Mechanics 3 s.h.PHYS Electives  Advanced Physics Laboratory  3 s.h. CHEM 3A & 4A General and Inorganic Chemistry 6 s.h.CHEM 3B & 4B  General and Inorganic Chemistry Lab  2 s.h. BIO 1 & 2  General Biology  6 s.h. GEOL 1C Physical Geological Science 3 s.h.GEOL 2C  Historical Geological Science  3 s.h.MATH 19 Analytic Geometry and Calculus I 4 s.h.MATH 20 Analytic Geometry and Calculus II 4 s.h.MATH 29 Analytic Geometry and Calculus III 4 s.h.MATH 131 Elementary Differential Equations 3 s.h.

Requirements in the content core for the teaching of General Science 

All B.A. degrees at Hofstra that lead toward certification in an area of science require a minimum of 6 semester hours each in biology, chemistry, physics and geology.  This content knowledge base provides the preparation for an additional certification in general science.  When all of the courses are completed, prospective teachers will have the necessary preparation to help their students in grades 7-12 meet the Learning Standards in both The Physical Setting and The Living Environment.

Social Studies EducationThe degree program followed is the Bachelor of Arts. Courses in this program lead toward New York State initial certification, valid for adolescence education in social studies (grades 7-12).  The program conforms with the New York State Learning Standards in social studies and the recommendations of the National Council for the Social Studies.

Associate Professor Alan Singer, Advisor

Program Philosophy, Purposes, and ObjectivesThe primary goal of the undergraduate, social studies program is to prepare prospective teachers to help their secondary school students formulate and reflect on essential questions about global history and contemporary societies and develop the intellectual, academic, social, and technological skills needed to discover preliminary answers.  In the process, social studies teachers will also be preparing their students to become active participants in a multicultural, democratic society that is undergoing rapid technological change and is increasingly integrated into a complex global network. 

This program focuses on the design of activities, instructional units and projects that address national and state standards in history and social studies and serve to enhance the literacy of diverse learners through the study of social studies.  Prospective social studies teachers explore teaching techniques and strategies for connecting with students from diverse cultural backgrounds and with different performance histories in school.  Special attention is paid to working in inclusive classrooms. 

During the course of the program prospective social studies teachers develop competencies in the following areas: promoting student learning using motivations and transitions; promoting critical thinking through an examination of essential questions; promoting social and citizenship skills through structured cooperative learning projects; promoting appreciation for history, the social sciences, and multiculturalism through the mastery of diverse curriculum materials; promoting academic performance and literacy through the construction of activities and assessments; and promoting competence in technology through its integration within the entire curriculum. 

Program RequirementsStudents choose a major in history or one of the social sciences (Anthropology, Economics, Geography, Political Science or Sociology) within the liberal arts and sciences.  After completing a minimum of 45 semester hours of college course work, the student then chooses Social Studies Education as a co- major.  See admissions policies, procedures, and program requirements for Secondary Education, Undergraduate Programs in the Bulletin.

Prospective teachers of social studies must complete a minimum of 36 semester hours in history and social studies courses with at least 21 semester hours in history and geography.  The Hofstra University program requires a distribution of history and social studies courses in specific subject areas as follows: 

a) Minimum of 6 s.h. in European history:  (Western Civilization:  HIST 11 Western Civilization I, HIST 12  Western Civilization II, highly recommended. 

b) Minimum of 6 s.h. in United States history:   HIST 13  American Civilization I, HIST 14C  American Civilization II, HIST 115  The Afro-American in American History (1619-1865), HIST 116  The Afro-American in American History (1865 to the Present), highly recommended. 

c) Additional course work (under advisement) that demonstrates competency in Non-Western (African, Asian, Latin American or Russian) History and the following social sciences:  Anthropology, Economics, Geography, Political Science, and Sociology.  These requirements may be satisfied through the following: 

6 s.h. in Non-Western (African, Asian, Latin American or Russian) History or at least three of the following courses or equivalents which address New York State World History standards. 

* ANTH 12    Social Organization of Non-Western Societies * ANTH 102  Peoples and Cultures of Africa * ANTH 103  Peoples and Cultures ofAsia * ANTH 105  Peoples and Cultures of Latin America * ANTH 106  Peoples and Cultures of the Middle East and North Africa * ANTH 114  Rise of Civilization * ECO 110     Economics of Latin America * ECO 111     Economic Development in Sub-Saharan Africa * ECO 112     Economic Development of China * ECO 116     Economics of the Middle East* GEOG 2      Human Geography * GEOG 140 Geography of Latin America* GEOG 141  Geography of the Caribbean * GEOG 145  Geography of Africa * PSCI 108     Politics of the Middle East * PSCI 110     African Politics * PSCI 144     Asian Politics and Government * PSCI 146     China: Government and Politics * SOC 149      Society and Culture in Developing Nations * REL 15        Introduction to Eastern Religious Tradition * REL 50        Islam * JWST 155   Judaism and Islam: Jews and Arabs * AFST 154   African Humanism * AFST 155   African Humanism * AFST 156   Economic and Social History of the Caribbean from Slavery to National Independence* AFST 157   African National Liberation Movements * PHIL 17      Introduction to Eastern Philosophy 

3 s.h. in Anthropology or at least two of the following courses or equivalents which examine anthropology concepts.* HIST 11     Western Civilization I

* HIST 105   Ancient Egyptians, Hebrews and Greek, * HIST 106   Hellenistic and Roman Worlds * HIST 163   American Popular and Material Culture * GEOG 2     Human Geography* SOC 32      Women and Development * SOC 105     Religion and Society* REL 50       Islam * REL 75       Mysticism and the Spiritual Quest * AFST 154   African Humanism * AFST 155   African Humanism * CLIT 39      Mythologies and Literature of the Ancient World * CLIT 131    Comparative Mythology * PHIL 102   Mysticism and the Spiritual Quest * PHIL 163    Philosophy of Religion 

3 s.h. in Economics or at least two of the following courses or equivalents which address New York State Economics standards. * HIST 12    Western Civilization II* HIST 72C  China and Japan Since 1800 * HIST 137   History of Russia from Its Origins to1856 * HIST 138    Modern Russia: Reform and Revolution from the Russian Empire to Modern Times * HIST 139   Economic- History of Europe * HIST 140    Economic History of the United States * ANTH 32   Women and Development * ANTH 112  Anthropology of the Global Economy * GEOG 2      Human Geography * GEOG 102   Population, Resources and Environment * GEOG 103   Urban Geography * GEOG 113   Economic Geography of East and Southeast Asia * GEOG 122   Western Europe * GEOG 131    Japan * GEOG 135   Economic Geography * GEOG 140   Geography of Latin America * GEOG 141   Geography of the Caribbean * GEOG 145   Geography of Africa * SOC 106      Work, Alienation, and Power in Social Life * AFST 156    Economic and Social History of the Caribbean from Slavery to National Independence* PHIL 91       Technology and Human Values* PHIL 113     The Marxist Philosophers 

3 s.h. in Geography or at least two of the following courses or equivalents which address New York State Geography Standards.  ECO * HIST 71       China and Japan to 1800 * HIST 117A  History of Africa to 1800

* HIST 118A  History of Africa, 1800 to the Present * HIST 142     Latin America: 1810 to the Present * ECO 10        Economics, Environment and Community * ECO 110      Economics of Latin America * ECO 111      Economic Development in Sub-Saharan Africa * ECO 112      Economic Development of China * ECO 114      Japan's Modern Economy * ECO 115      Economy of Western Europe * ECO 137      Transnational Enterprise in World Economy * ECO165       Urban and Regional Economics * PSCI 144     Asian Politics and Government * PSCI 146     China: Government and Politics * SOC 141      Urban and Community Studies * SOC 142      Global Cities: Politics and Social Change in Comparative Perspective * SOC 147      World Population. 

3 s.h. in Political Science or at least two of the following courses or equivalents which address New York State Civics, Citizenship and Government standards. * HIST 12      Western Civilization II * HIST 72C   China and Japan Since1800 * HIST 123    Origins of Modem Law  * HIST 131    Europe, 1914-1939 Nazism, Stalinism and Democracy * ANTH 121  Political Anthropology* ECO 131     Government and Business* ECO 136     Public Finance and Fiscal Policy * SOC 7         Crime and Delinquency * SOC 106     Work, Alienation, and Power in Social Life * SOC 135      Political Sociology * SOC 170      Sociology of Law * AFST 156    Economic and Social History of the Caribbean from Slavery to National Independence* AFST 157    African National Liberation Movements * PHIL 20       Social and Political Philosophy * PHIL 113     The Marxist Philosophers * PHIL 120     Philosophy of Law 

3 s.h. in Sociology or at least two of the following courses or equivalents which examine sociology concepts. HIST 14C   American Civilization II HIST 116    The Afro-American in AmericanHistory (1865 to the Present) HIST 148    The United States (1945 to the Present) HIST 149    Women in America ANTH 101  The Native Americans ANTH 108  Afro-American Culture ANTH 115  Culture and Class, Transcultural Studies in Poverty ANTH 120  Cross-Cultural Studies in Conflict

ANTH 137  Race and Ethnicity: an Anthropological Perspective, ECO 121     Economics of Discrimination ECO 141     Labor Economics PSCI 111     Politics of Race in the United States PSCI 129     The  Administration of Justice in America WST 1         Introduction to Women's Studies PHIL 90      Contemporary Ethical Dilemmas PHIL 121    Philosophical Views on Crime and Punishment PHIL 167    Philosophy of Feminism. 

The co-major in Social Studies Education consists of a minimum of 31 semester hours of education course work, including the following: 

Introductory Courses (10 sh):FDED 111 The American School  or  FDED 127 Philosophy of Education    3 s.h.(May be applied towards liberal arts credit)*SED 102 Adolescent Development and Learning          3 s.h.(PSY 1 or 7 is a prerequisite)SED 100 Educational Technology in Secondary and Middle Level Education   1 s.h.*SPED 102 Inclusion: Meeting Special Needs in PreK-12 Programs      3 s.h. 

General Methods Courses (6 sh):*SED 151 The Secondary School              3 s.h.*LYST 101 Literacy for Middle/High School Teachers         3 s.h. 

Special Methods and Curriculum Courses (6 sh):*SED 156 Teaching of Social Studies             3 s.h.SED 163 Teaching Global History              3 s.h. Student Teaching and Required Seminars (9 sh):SED 178 Introduction to Reflective Practice and Classroom Analysis          3 s.h.(Requires completion of an electronic portfolio.)                   3 s.h.SED      179  Student Teaching                         6 s.h.

Total 31s.h.*   Courses requiring a 20 clock-hour field placement.   

Twenty clock hours of participation/observation in elementary and secondary schools are required in each of the following courses: CT 102, SPED 102, SED 152, SED 151 and LYST 101.  Students receiving a grade lower than C- in a professional education course must repeat the course and receive a grade of C- or higher in order to remain in the program.

STUDENT ORGANIZATIONS 

Students are encouraged to join and participate in professional organizations and learned societies. Students should speak with faculty regarding recommendations regarding their special interests.

Following are some possible examples. Please inquire in the departmental office (516-463-5768) regarding others and to make appointments for advisement.

Curriculum and Teaching Student Education SocietyThis is a department-based learning organization. All students are welcome.

Kappa Delta Pi, Theta Beta ChapterThis is an international education honor society open to undergraduate and graduate students.  Undergraduate students must have a 3.5 grade point average or above in education and a cumulative average of 3.2 or above.  Graduate students require a 3.5 average. Members receive the Kappa Delta Pi Record, The Educational Forum, and other publications. Contact Dr. Gertrude Toher.

Phi Delta Kappa

UNIVERSITY OFFICES AND SUPPORT SERV ICES

Please consult Hofstra University Directory or website for office numbers and location.

EDUCATION

School of Education and Allied Human Services (516-463-5740)

Dr. James Johnson, Dean

Dr. Penelope Haile, Associate Dean 

Department of Curriculum and Teaching (516-463-5768)

Dr. Doris Fromberg, Chairperson

Dr. Linda Davey, Assistant Chairperson

Jacqueline Laurenzano, Advisement Administrator; Office Manager 

Office of Field Placement (516-463-5746)

Jane Goldman, Senior Assistant Dean, Director

Sherry Fass, Assistant Director 

Certification Office (516-463-5747)

Karleen Edwards, Assistant Dean of Advisement and Certification 

CAMPUS

Bookstore (516-463-6654)

Career Center (516-463-6060)

Student Counseling Center (516-463-6791)

Dr. John Guthman, Director

Financial and Academic Records (516-463-6680)

Library

Dr. Daniel Rubey, Dean

Circulation (516-463-5952)

Catalog (516-463-6442)

Curriculum Materials Center (516-463-5980)

Harriet Hagenbruch, Director 

Student Activities (516-463-6914)

Writing Center (516-463-5464)

Dr. Craig Rustici, Director

Disabilities Support:If you have any documented disability-related concerns that may have an impact upon your performance in this course, please meet with me within the first two weeks of the current semester, so that we can work out the appropriate accommodations.  Accommodations are provided on an individualized, as-needed basis after the needs, circumstances and documentation have been evaluated by the appropriate office on campus.

For more information on services provided by Hofstra, and for submission of documentation of your disability, please contact:

Dr. Karin Spencer in 101 Memorial Hall at 516-463-6770 (for physical and/or psychological disabilities) or

Linda DeMotta in 202 Roosevelt Hall at 516-463-5840 (for learning disabilities and/or ADHD)

All disability-related information will be kept confidential.

PROGRAM COMPLETION CHECK LIST

To become a secondary education teacher, complete activities below:

Application to the Secondary Education Program

___I have completed and submitted my application to the Department of Curriculum and Teaching.

___I have requested my undergraduate colleges to send official transcripts of my work.

___I have included the essay.

___I have obtained two academic references that address my potential to become a teacher.

Advisement

___I have met my advisor and completed the Graduate Student Advisement Record.

___I have consulted with my advisor during each course registration period.

Student teaching

___I have applied to the Office of Field Placement to student teach in the semester before I wish to do so.

Good standing prior to enrollment in student teaching:

___I am aware that I must receive a C- or higher in all secondary education coursework.

___I cannot be admitted to student teaching with any Incomplete grades in Curriculum and Teaching coursework.

___I have maintained a cumulative overall grade point average of 2.75 overall in my undergraduate coursework.

Certification exams

___I have taken and passed the LAST exam prior to my student teaching semester.

___I have taken the ATS-W and CST exam prior to completing my student teaching semester. (See Certification Office for information.)

Electronic Portfolio

___ I have completed my electronic professional teacher portfolio according to the NYSED Standards for Induction Phase Teachers.

Graduation

__I have applied for graduation by October 1 or March 1 or during Summer Session I by June 15th or Summer Session II by July 15th.