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Course Schedule - Spring 2018 (Jan. 16, 2018 - April 30, 2018)

Last updated: Nov. 17, 2017, 4:34 p.m.

This schedule is subject to change. Please refresh this page to ensure you are seeing the most recent updates.

Course Schedule Color Scheme

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All three-credit courses will include 9 ½ hours of out-of-class instructional time delineated in the course syllabus. This is in addition to the regularly scheduled 14 two-hour class sessions.

Bank Street Graduate School of Education credit hour calculations for degree and certificate programs follow NYSED guidelines, which are based on the U.S. Department of Education’s definition of credit hour. Please view the Credit Hour Assignment Policy for more information.

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.

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Room Abbreviations
CDR: Children's Dining Room
AUD: The Evelyn Rome Tabas and Daniel Tabas Auditorium
BOCES: Putnam/Northern Westchester BOCES. 200 BOCES Drive. Yorktown Heights, NY

January Courses

  • Section
  • Title
  • Credits
  • Room
  • Instructor(s)
  • Days/Times
  • Dates
  • Status

  • EDUC606-01
  • Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum
  • 1.0
  •  
  • Vascellaro, Salvatore J.
  • Tuesday-Friday: 4:45-8:00PM
  • 01/02/2018, 01/03/2018, 01/04/2018, 01/05/2018
  •  

  • EDUC606-02
  • Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum
  • 1.0
  •  
  • Vascellaro, Salvatore J.
  • Monday-Friday: 4:45-7:15PM
  • 01/08/2018, 01/09/2018, 01/10/2018, 01/11/2018, 01/12/2018
  •  

  • EDUC865-01
  • Children's Literature for Grades 3-6
  • 1.0
  •  
  • Kruger, Mary
  • Tuesdays-Thursdays: 4:45-7:15PM
  • 01/02/2018, 01/03/2018, 01/04/2018, 01/09/2018, 01/10/2018
  •  

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

  • Section
  • Title
  • Credits
  • Room
  • Instructor(s)
  • Days/Times
  • Dates
  • Status

  • EDUC500-01
  • Child Development
  • 3.0
  •  
  • Lowry, Genevieve M.
  • Mondays 7:00-9:00PM
  • 01/22/2018, 01/29/2018, 02/12/2018, 02/26/2018, 03/12/2018, 03/26/2018, 04/09/2018, 04/23/2018, 04/30/2018
  •  

Note: This course will be a blended course with 5 sessions meeting asynchronously online. Face to face sessions will be held at the college on the posted dates.


  • EDUC500-02
  • Child Development
  • 3.0
  •  
  • Nager, Nancy
  • Thursdays 4:45-6:45PM
  •  
  •  

  • EDUC505-01
  • Language Acquisition and Learning in a Linguistically Diverse Society
  • 2.0
  •  
  • Costa, Luisa
  • Wednesdays 7:00-9:00PM
  •  
  •  

  • EDUC505-02
  • Language Acquisition and Learning in a Linguistically Diverse Society
  • 2.0
  •  
  • Costa, Luisa
  • Thursdays 4:45-6:45PM
  •  
  •  

  • EDUC510-01
  • Curriculum in Early Childhood Education (Grades N – 3)
  • 3.0
  •  
  • Kerlin, Abigail Adams
  • Tuesdays 4:45-6:45PM
  •  
  •  

  • EDUC513-01
  • Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1-6)
  • 3.0
  •  
  • Wontropski, Jessica Grace
  • Thursdays 7:00-9:00PM
  •  
  •  

  • EDUC514-01
  • Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for Children of Diverse Backgrounds and Abilities
  • 3.0
  •  
  • Blachly, Margaret Elisabeth
  • Thursdays 4:45-6:45PM
  •  
  •  

  • EDUC517-01
  • Geography in the Social Studies Curriculum (Upper-Elementary and Middle School Years)
  • 3.0
  •  
  • Brian, Samuel
  • Wednesdays 7:00-9:00PM
  •  
  •  

  • EDUC525-01
  • Integrating Technology into the Curriculum in Inclusive and Special Education Settings
  • 1.0
  •  
  • Stein, Kathryn Anne
  • Mondays 4:45-6:45PM
  • 01/22/2018, 01/29/2018, 02/05/2018, 02/12/2018, 02/26/2018, 03/05/2018
  •  

  • EDUC530-01
  • Foundations of Modern Education
  • 3.0
  •  
  • Costa, Luisa
  • Thursdays 7:00-9:00PM
  •  
  •  

  • EDUC535-01
  • Science for Teachers (Grades N – 6)
  • 2.0
  •  
  • Wallace, Robert
  • Tuesdays 7:00-9:00PM
  •  
  •  

  • EDUC540-01
  • Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6)
  • 2.0
  •  
  • Hummel, Robin Ellen
  • Mondays 4:45-6:45PM
  • 01/22/2018, 01/29/2018, 02/12/2018, 02/26/2018, 03/12/2018, 03/26/2018, 04/16/2018, 04/30/2018
  •  

Note: This course will be a blended course with 6 sessions meeting asynchronously online. Face to face sessions will be held at the college on the posted dates.


  • EDUC540-02
  • Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6)
  • 2.0
  •  
  • Fisher, Elizabeth Janine
  • Tuesdays 7:00-9:00PM
  •  
  •  

  • EDUC542-01
  • Diagnosis of Learning Difficulties and Intervention Techniques for the Mathematics Educator
  • 2.0
  •  
  • Malone, Katherine Isabel
  • Mondays 7:00-9:00PM
  •  
  •  

  • EDUC560-01
  • Native Language Literacy for Spanish-Speaking Children
  • 2.0
  •  
  • Solorza, Cristian R.
  • Wednesdays 7:00-9:00PM
  •  
  •  

  • EDUC563-01
  • The Teaching of Reading, Writing, and Language Arts (Grades K – 3)
  • 3.0
  •  
  • Kruger, Mary
  • Mondays 7:00-9:00PM
  •  
  •  

  • EDUC563-02
  • The Teaching of Reading, Writing, and Language Arts (Grades K – 3)
  • 3.0
  •  
  • Rolander, Susan Thompson; Pranikoff, Kara
  • Thursdays 4:45-6:45PM
  •  
  •  

  • EDUC564-01
  • Language, Literature, and Emergent Literacy (A Focus on Grades N – 3)
  • 3.0
  •  
  • Vascellaro, Salvatore J.
  • Mondays 4:45-6:45PM
  •  
  •  

  • EDUC565-01
  • Children's Literature in a Balanced Reading Program (A Focus on Grades 3 – 8)
  • 3.0
  •  
  • Henley, Elizabeth
  • Tuesdays 4:45-6:45PM
  •  
  •  

  • EDUC573-01
  • Storytelling with Children
  • 1.0
  •  
  • Jaffe, Nina
  • Thursdays 7:00-9:00PM
  • 03/15/2018, 03/22/2018, 03/29/2018, 04/12/2018, 04/19/2018, 04/26/2018
  •  

  • EDUC590-01
  • Arts Workshop for Teachers (Grades N – 6)
  • 2.0
  •  
  • Mott, Ann-Marie
  • Mondays 4:45-6:45PM
  •  
  •  

  • EDUC590-02
  • Arts Workshop for Teachers (Grades N – 6)
  • 2.0
  •  
  • Gwathmey, Edith; Richa, Maria
  • Tuesdays 4:45-6:45PM
  •  
  •  

  • EDUC591-01
  • Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive Settings (Grades N – 6)
  • 2.0
  •  
  • Jaffe, Nina
  • Mondays 4:45-6:45PM
  •  
  •  

NYC DOE and the NYS Division of Teacher Certification accept one (1) credit of this course as teaching special education credit. This course also fulfills liberal arts requirement for one (1) credit of physical education.


  • EDUC604-01
  • Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings
  • 2.0
  •  
  • Casper, Virginia
  • Thursdays 4:45-6:45PM
  •  
  •  

  • EDUC614-01
  • Exhibition Development and Evaluation
  • 2.0
  •  
  • Hogarth, Brian
  • Tuesdays 1:30-3:30PM
  •  
  •  

For matriculated Museum Education Students or by permission of program director.


  • EDUC629-01
  • Education of Children with Autism Spectrum Disorders: Assessment and Educational Intervention
  • 1.0
  •  
  • Friedman, Kate L.
  • Thursdays 4:45-6:45PM
  • 01/18/2018, 01/25/2018, 02/01/2018, 02/08/2018, 02/15/2018, 02/22/2018
  •  

  • EDUC801-01
  • The World of the Infant: The First Year of Life
  • 3.0
  •  
  • Guyton, Gabriel
  • Tuesdays 4:45-6:45PM
  •  
  •  

Prerequisite for EDUC801: EDUC 500 or EDUC 800


  • EDUC803-01
  • Developmental Variations
  • 2.0
  •  
  • Wontropski, Jessica Grace
  • Tuesdays 7:00-9:00PM
  •  
  •  

Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor


  • EDUC803-02
  • Developmental Variations
  • 2.0
  •  
  • STAFF
  • Wednesdays 7:00-9:00PM
  •  
  •  

Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor


  • EDUC805-01
  • Developmental Variations II: Emotional and Behavioral Development
  • 2.0
  •  
  • O'Shea, Sean
  • Tuesdays 4:45-6:45PM
  •  
  •  

Prerequisites for EDUC805: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803


  • EDUC808-01
  • The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording
  • 3.0
  •  
  • Silsby de Pla, Karyn
  • Mondays 4:45-6:45PM
  •  
  •  

Prerequisite for EDUC 808: EDUC 500 or EDUC 800 or permission of instructor


  • EDUC808-02
  • The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording
  • 3.0
  •  
  • Charles, Jessica Erin
  • Thursdays 7:00-9:00PM
  •  
  •  

Prerequisite for EDUC 808: EDUC 500 or EDUC 800 or permission of instructor


  • EDUC815-01
  • Seminar in Museum Education II
  • 2.0
  •  
  • Wiggins, Cathleen
  • Tuesdays 10:00AM-12:00PM
  •  
  •  

Prerequisite for EDUC815: EDUC 533
For matriculated Museum Education students or by permission of program director.


  • EDUC823-01
  • Play Techniques for Early Childhood Settings
  • 1.0
  •  
  • Vilas, Deborah B.
  • Tuesdays 4:45-6:45PM
  • 01/30/2018, 02/06/2018, 02/13/2018, 02/20/2018, 02/27/2018, 03/06/2018
  •  

Prerequisite for EDUC 823: EDUC 803.


  • EDUC860-01
  • Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations
  • 3.0
  •  
  • Goetz-Haver, Susan
  • Thursdays 7:00-9:00PM
  •  
  •  

Prerequisites for EDUC 860: EDUC 505; EDUC 563 or EDUC 567 or EDUC 568.


  • EDUC862-01
  • Assessment, Diagnosis, and Evaluation of Children with Developmental Variations
  • 3.0
  •  
  • Bayron-Resnick, Nilda
  • Mondays 7:00-9:00PM
  •  
  •  

  • EDUC863-01
  • Collaboration and Differentiation in the Instruction of Children with Learning Variations
  • 3.0
  •  
  • Marshall, Nesta Dawn
  • Thursdays 4:45-6:45PM
  •  
  •  

Prerequisites for EDUC 863: EDUC 803; EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542.


  • EDUC866-01
  • A Developmental-Interaction Approach to Teaching Geography in the Upper-Elementary Grades
  • 1.0
  •  
  • Kerlin, Abigail Adams; McCrum, Ellen Mae
  • Friday: 4:45-9:15PM; Saturday: 9:00AM-5:00PM
  • 03/23/2018, 03/24/2018
  •  

Prerequisite for EDUC866: EDUC 510 or EDUC 514


  • EDUC868-01
  • Approaches to Teaching Decoding to Diverse Learners
  • 2.0
  •  
  • Tortu, Diane
  • Wednesdays 7:00-9:00PM
  •  
  •  

Prerequisite for EDUC868: EDUC 860


  • EDUC869-01
  • Early Language and Literacy in Sociocultural Contexts: Supporting Development and Adapting for Disability
  • 2.0
  •  
  • Javier, Arelis
  • Wednesdays 7:00-9:00PM
  •  
  •  

Prerequisite for EDUC 869: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505


  • EDUC871-01
  • Clinical Teaching Practicum for Reading and Literacy
  • 1.0
  •  
  • Einbender, Lynne
  • Thursdays 4:45-6:45PM
  • 01/25/2018, 02/08/2018, 02/22/2018, 03/08/2018, 03/22/2018, 04/12/2018
  •  

Note: EDUC 871 only available to students in the Literacy department.

Prerequisite for EDUC871: EDUC 941 or EDUC 942


  • EDUC891-01
  • Practicum in Developmental Assessment of Infants and Toddlers
  • 3.0
  •  
  • Brickley, Marjorie E.
  • Mondays 4:45-6:45PM
  •  
  •  

Prerequisite for EDUC891: EDUC 801 and EDUC 802


  • EDUC893-01
  • Approaches to Early Childhood Assessment
  • 2.0
  •  
  • Bayron-Resnick, Nilda
  • Mondays 4:45-6:45PM
  •  
  •  

Prerequisite for EDUC 893: EDUC 803 or EDUC 894

The previous title for EDUC 893 was "Developmental Systems II: Approaches to Early Childhood Assessment"


  • EDUC893-02
  • Approaches to Early Childhood Assessment
  • 2.0
  •  
  • Kirton, Tara
  • Mondays 4:45-6:45PM
  •  
  •  

Prerequisite for EDUC 893: EDUC 803 or EDUC 894

The previous title for EDUC 893 was "Developmental Systems II: Approaches to Early Childhood Assessment"


  • EDUC895-01
  • Early Childhood Practicum II: Collaboration with Families and Colleagues about the Cycle of Assessment, Planning, and Instruction
  • 2.0
  •  
  • Colon, Carmen L.
  • Mondays 7:00-9:00PM
  •  
  •  

Prerequisite for EDUC895: EDUC 894


  • EDUC895-02
  • Early Childhood Practicum II: Collaboration with Families and Colleagues about the Cycle of Assessment, Planning, and Instruction
  • 2.0
  •  
  • Carbary, Sue A.
  • Mondays 7:00-9:00PM
  •  
  •  

Prerequisite for EDUC895: EDUC 894


  • LEAD561-01
  • Supervising and Supporting Literacy Instruction in Diverse Settings
  • 1.0
  •  
  • McNamara, Margaret A.
  • Thursdays 4:45-6:45PM
  • 01/18/2017, 02/01/2017, 02/15/2017, 03/01/2017, 03/15/2017, 04/19/2017
  •  

Fieldwork/Student Teaching/Advisement Courses

  • Section
  • Title
  • Credits
  • Room
  • Instructor(s)
  • Days/Times
  • Dates
  • Status

  • EDUC941-01
  • Teaching Literacy Supervised Fieldwork/ Student Teaching/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

Pre- or corequisite for EDUC941: EDUC 860.


  • EDUC942-01
  • Childhood General Education and Teaching Literacy Supervised Fieldwork/ Student Teaching/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

Pre- or corequisite for EDUC 942: EDUC 860.


  • EDUC946-01
  • Curriculum & Instruction Supervised Fieldwork/ Student Teaching/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

  • EDUC950-D1
  • Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings
  • 6.0
  •  
  • STAFF
  • Wednesdays 7:00-9:00PM
  •  
  •  

This fieldwork is fully online.


  • EDUC953-01
  • Infant and Family Development and Early Intervention and Early Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement
  • 3.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

  • EDUC954-01
  • Infant and Family Development and Early Intervention Supervised Fieldwork/ Student Teaching/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

  • EDUC955-01
  • Early Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

  • EDUC956-01
  • Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

  • EDUC958-01
  • Early Childhood and Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

  • EDUC960-01
  • Dual Language/ Bilingual Early Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

  • EDUC961-01
  • Dual Language/ Bilingual Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

  • EDUC963-01
  • Early Childhood Special and General Education Supervised Fieldwork/ Student Teaching/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

  • EDUC964-01
  • Childhood Special and General Education Supervised Fieldwork/ Student Teaching/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

  • EDUC966-01
  • Dual Language/ Bilingual Early Childhood Special and General Education Supervised Fieldwork/ Student Teaching/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

  • EDUC967-01
  • Dual Language/ Bilingual Childhood Special and General Education Supervised Fieldwork/ Student Teaching/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

  • EDUC970-01
  • Early Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

  • EDUC971-01
  • Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

  • EDUC973-01
  • Dual Language/ Bilingual Early Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

  • EDUC974-01
  • Dual Language/ Bilingual Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

  • EDUC980-01
  • Childhood General and Museum Education Supervised Fieldwork/ Student Teaching/ Museum Internship/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

  • EDUC982-01
  • Museum Education Supervised Fieldwork/ Student Teaching/ Museum Internship/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

  • GSTD960-01
  • Studies in Education Supervised Fieldwork/ Student Teaching/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 4:45-6:45PM
  •  
  •  

  • LEAD900-01
  • Leadership for Educational Change Supervised Fieldwork/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 7:00-9:00PM
  •  
  •  

Leadership For Educational Change

  • Section
  • Title
  • Credits
  • Room
  • Instructor(s)
  • Days/Times
  • Dates
  • Status

  • LEAD503-01
  • Adult Development: Implications for Educational Leadership
  • 3.0
  •  
  • Blum-DeStefano, Jessica
  • Mondays 7:00-9:00PM
  •  
  •  

  • LEAD530-01
  • Education Policy, Advocacy, and Law
  • 3.0
  •  
  • Woo, Ron
  • Tuesdays 7:00-9:00PM
  •  
  •  

  • LEAD561-01
  • Supervising and Supporting Literacy Instruction in Diverse Settings
  • 1.0
  •  
  • McNamara, Margaret A.
  • Thursdays 4:45-6:45PM
  • 01/18/2017, 02/01/2017, 02/15/2017, 03/01/2017, 03/15/2017, 04/19/2017
  •  

  • LEAD615-01
  • Processes of Supervision and Professional Development
  • 3.0
  •  
  • Schmerler, Gil
  • Thursdays 7:00-9:00PM
  •  
  •  

  • LEAD770-01
  • Leadership Professional Seminar
  • 3.0
  •  
  • Blum-DeStefano, Jessica
  • Tuesdays 7:15-9:15PM
  •  
  •  

  • LEAD900-01
  • Leadership for Educational Change Supervised Fieldwork/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 7:00-9:00PM
  •  
  •  

Child Life

Courses within this program are for Child Life students only.
  • Section
  • Title
  • Credits
  • Room
  • Instructor(s)
  • Days/Times
  • Dates
  • Status

  • EDUC503-D1
  • Development: Adolescence Through Emerging Adulthood
  • 3.0
  •  
  • Pinkney-Ragsdale, Troy
  • Thursdays 7:00-9:00PM
  • 01/18/2018, 04/26/2018
  •  

Note: This course will be fully online. Synchronous sessions to be held on 1/18 and 4/26, all other sessions are asynchronous.
This course is for students in the Child Life Program only. Permission of the Program Director is needed for all other students.


  • EDUC825-D1
  • The Role of Child Life Beyond the Hospital: a Local, National, and Global View
  • 3.0
  •  
  • Lowry, Genevieve M.
  • Tuesdays 7:00-9:00PM
  • 01/16/2018, 04/24/2018
  •  

Note: This course will be fully online. Synchronous sessions to be held on 1/16 and 4/24, all other sessions are asynchronous.
This course is for students in the Child Life Program only. Permission of the Program Director is needed for all other students.


  • EDUC828-D1
  • Loss in Children's Lives: Implications for Schools, Hospitals, and Home
  • 3.0
  •  
  • Granville, Sharon; Alpers, Joan
  • Tuesdays 7:00-9:00PM
  • 01/16/2018, 04/24/2018
  •  

Note: This course will be fully online. Synchronous sessions to be held on 1/16 and 4/24, all other sessions are asynchronous.
This course is for students in the Child Life Program only. Permission of the Program Director is needed for all other students.

Prerequisite for EDUC828: EDUC 500


  • EDUC829-D1
  • Therapeutic Play Techniques for Child Life Specialists
  • 3.0
  •  
  • Vilas, Deborah B.; Thornton, Shannon Heather
  • Mondays 7:00-9:00PM
  • 01/22/2018, 04/30/2018
  •  

Note: This course will be fully online. Synchronous sessions to be held on 1/22 and 4/30, all other sessions are asynchronous.
This course is for students in the Child Life Program only. Permission of the Program Director is needed for all other students.

Prerequisite for EDUC 829: EDUC 500


  • EDUC830-D1
  • Research for Child Life Specialists
  • 3.0
  •  
  • Boles, Jessika
  • Thursdays 7:00-9:00PM
  • 01/18/2018, 04/26/2018
  •  

Note: This course will be fully online. Synchronous sessions to be held on 1/18 and 4/26, all other sessions are asynchronous.
This course is for students in the Child Life Program only. Permission of the Program Director is needed for all other students.

Prerequisite for EDUC 830: EDUC 500


  • EDUC950-D1
  • Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings
  • 6.0
  •  
  • STAFF
  • Wednesdays 7:00-9:00PM
  •  
  •  

This fieldwork is fully online.


  • IMP2-02
  • Collaborative Student Faculty Inquiry
  • 0.0
  •  
  • Vilas, Deborah B.
  • Wednesdays 4:45-6:45PM
  • 01/17/2018, 02/14/2018, 03/14/2018, 04/11/2018
  •  

Title of IMP2 section 02: Child-centered Play in Hospitals: A Deeper Look at Bringing Child-centered Play Techniques to Your Clinical Practice

Note: For Child Life students only. This IMP will be fully online. Synchronous sessions to be held on the dates listed.

Whether you wish to reflect upon your own child-centered skill set, explore bringing these techniques to your staff or parents, or research the place of child-centered techniques at other hospital programs, this inquiry will give you the community and support to deepen your knowledge about this approach.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.


  • IMP2-05
  • Collaborative Student Faculty Inquiry
  • 0.0
  •  
  • Pinkney-Ragsdale, Troy
  • Mondays 8:00-9:30PM
  • 01/22/2018, 02/19/2018, 03/19/2018, 04/16/2018, 04/30/2018
  •  

Title of IMP2 section 05: Turning an Original Children’s Book (Healthcare Theme) Into an Educational Tool
 for Children and Families with Healthcare Challenges

Note: For Child Life students only. This IMP will be fully online. Synchronous sessions to be held on the dates listed.

This inquiry will help students who have created or are creating a children’s book to develop it into an educational tool for child life specialists to use with pediatric patients and their caregivers. Participants will complete a literature review paying particular attention to the developmental stages (physical, emotional and cognitive) that relate to the age level of the child for whom the book was created. Students will develop guidelines to demonstrate to child life specialists and/or caregivers how the book can be used either as a stand-alone activity or as part of a therapeutic plan. If appropriate, students will share the book with child life specialists and/or children and their families within a healthcare setting and report on the participants’ reactions, questions, etc.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.


  • IMP2-07
  • Collaborative Student Faculty Inquiry
  • 0.0
  •  
  • Lowry, Genevieve M.
  • Thursdays 7:00-9:00PM
  • 01/18/2018, 02/15/2018, 03/15/2018, 04/19/2018
  •  

Title of IMP2 section 07: Child Life Specialist as Advocate for Equity and Access in Healthcare

For Child Life students only. This IMP will be fully online. Synchronous sessions to be held on the dates listed.

Child Life Specialists are advocates for children and families in healthcare settings. As part of an interdisciplinary team, Child Life Specialists can and should advocate for equity and access for all children and families. We know, however, that individual biases and systemic inequities lead to real disparities in the type and quality of care that children and families receive. This collaborative student-faculty inquiry will help us to examine our own biases related to race, socioeconomic status, gender, sexuality, etc. We will also examine social, political, and historical forces that contribute to inequitable care. Using this knowledge, students will develop materials they can use in their practice to better support a range of children and families in ways that are responsive to their abilities, identities, and needs within the healthcare setting.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.


Integrative Master's Project - Semester-Based IMP Options

Note: These are a Semester-Based IMP Options. Student work must be completed and submitted by the end of one semester. Students who do not complete their work by the end of the semester will be required to re-register and pay for another IMP option in the future. Some Semester-Based IMPs are scheduled to begin prior to the official first day of the term. Please read the dates in the schedule carefully, and be sure to register on time and attend all sessions.
  • Section
  • Title
  • Credits
  • Room
  • Instructor(s)
  • Days/Times
  • Dates
  • Status

  • IMP2-01
  • Collaborative Student Faculty Inquiry
  • 0.0
  •  
  • Romero, Olga
  • Tuesdays 4:45-6:45PM
  • 01/16/2018, 02/20/2018, 03/20/2018, 04/17/2018
  •  

Title of IMP2 section 01: 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.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.


  • IMP2-02
  • Collaborative Student Faculty Inquiry
  • 0.0
  •  
  • Vilas, Deborah B.
  • Wednesdays 4:45-6:45PM
  • 01/17/2018, 02/14/2018, 03/14/2018, 04/11/2018
  •  

Title of IMP2 section 02: Child-centered Play in Hospitals: A Deeper Look at Bringing Child-centered Play Techniques to Your Clinical Practice

Note: For Child Life students only. This IMP will be fully online. Synchronous sessions to be held on the dates listed.

Whether you wish to reflect upon your own child-centered skill set, explore bringing these techniques to your staff or parents, or research the place of child-centered techniques at other hospital programs, this inquiry will give you the community and support to deepen your knowledge about this approach.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.


  • IMP2-03
  • Collaborative Student Faculty Inquiry
  • 0.0
  •  
  • Blachly, Betsy
  • Wednesdays 4:45-6:45PM
  • 01/17/2018, 02/14/2018, 03/14/2018, 04/11/2018
  •  

Title of IMP2 section 03: Music for Ones, Twos and Threes: With the Possibility to Learn Guitar or Ukulele Accompaniment

This collaborative inquiry project will help students who are ready to take time to 1) increase song and singing game repertoire with infants, toddlers and threes in Inclusive settings, 2) begin to relax during circle time and start to create songs and movement explorations spontaneously 3) develop confidence about deciding on tempos and keys and improvisational opportunities. 4) include simple instruments for explorations and rhythmic engagement and 5) identifying the emotionally responsive moments that occur in songs and researching these observations up with readings in Music Therapy literature. In each class we will establish a community supportive environment with the goal of experiencing each other as musical people devoted to inviting children to use the music with their whole body,voice and cognitive/social/emotional abilities. The notebook that each person creates (and the rationales that we learn to identify) will result in a lifelong educational tool for teachers and parents.

Learning simple guitar or ukulele accompaniment will be organically included in our classes. To promote this guitar/ukulele goal, one individual meeting is required, in addition to the four scheduled meetings.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.


  • IMP2-04
  • Collaborative Student Faculty Inquiry
  • 0.0
  •  
  • Kruger, Mary
  • Wednesdays 7:00-9:00PM
  • 01/24/2018, 02/28/2018, 03/28/2018, 04/18/2018
  •  

Title of IMP2 section 04: 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.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.


  • IMP2-05
  • Collaborative Student Faculty Inquiry
  • 0.0
  •  
  • Pinkney-Ragsdale, Troy
  • Mondays 8:00-9:30PM
  • 01/22/2018, 02/19/2018, 03/19/2018, 04/16/2018, 04/30/2018
  •  

Title of IMP2 section 05: Turning an Original Children’s Book (Healthcare Theme) Into an Educational Tool
 for Children and Families with Healthcare Challenges

Note: For Child Life students only. This IMP will be fully online. Synchronous sessions to be held on the dates listed.

This inquiry will help students who have created or are creating a children’s book to develop it into an educational tool for child life specialists to use with pediatric patients and their caregivers. Participants will complete a literature review paying particular attention to the developmental stages (physical, emotional and cognitive) that relate to the age level of the child for whom the book was created. Students will develop guidelines to demonstrate to child life specialists and/or caregivers how the book can be used either as a stand-alone activity or as part of a therapeutic plan. If appropriate, students will share the book with child life specialists and/or children and their families within a healthcare setting and report on the participants’ reactions, questions, etc.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.


  • IMP2-06
  • Collaborative Student Faculty Inquiry
  • 0.0
  •  
  • Guyton, Gabriel
  • Tuesdays 7:00-9:00PM
  • 01/16/2018, 02/20/2018, 03/20/2018, 04/17/2018
  •  

Title of IMP2 section 06: The Role of Infant Mental Health in Early Childhood Care and Education: Relationship-based Approaches to Facilitating Optimal Social and Emotional Development of Infants, Toddlers, and Twos

Research continues to demonstrate the critical importance of social-emotional development of children from birth to three. How do we, as caregivers and educators, integrate the available information into our work to best meet the needs of young children, and ensure they have opportunities to experience, express, and learn to regulate their emotions?

In this collaborative inquiry, participants will examine the broad topic of infant mental health. Areas of focus might include (but are not limited to) examining different approaches to promoting infant mental health, prevention of infant mental health challenges , and focused interventions. All topics will be in the context of family, community, and cultural expectations for young children.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.


  • IMP2-07
  • Collaborative Student Faculty Inquiry
  • 0.0
  •  
  • Lowry, Genevieve M.
  • Thursdays 7:00-9:00PM
  • 01/18/2018, 02/15/2018, 03/15/2018, 04/19/2018
  •  

Title of IMP2 section 07: Child Life Specialist as Advocate for Equity and Access in Healthcare

For Child Life students only. This IMP will be fully online. Synchronous sessions to be held on the dates listed.

Child Life Specialists are advocates for children and families in healthcare settings. As part of an interdisciplinary team, Child Life Specialists can and should advocate for equity and access for all children and families. We know, however, that individual biases and systemic inequities lead to real disparities in the type and quality of care that children and families receive. This collaborative student-faculty inquiry will help us to examine our own biases related to race, socioeconomic status, gender, sexuality, etc. We will also examine social, political, and historical forces that contribute to inequitable care. Using this knowledge, students will develop materials they can use in their practice to better support a range of children and families in ways that are responsive to their abilities, identities, and needs within the healthcare setting.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.


  • IMP2-08
  • Collaborative Student Faculty Inquiry
  • 0.0
  •  
  • Lamb-Parker, Faith
  • Mondays 4:45-6:45PM
  • 01/08/2018, 02/05/2018, 03/12/2018, 04/09/2018
  •  

Title of IMP2 section 08: Trauma-Informed Program for Early Childhood Educators, Families and Children

Students will work closely with their mentor and CCRE staff to develop a trauma-informed professional development training for Highbridge staff, parents, and children. This will include contributing to a literature review, exploring best practices in the field, participating in creating culturally responsive professional development training sessions, and, if possible, participating in the implementation of the training.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.


  • IMP2-09
  • Collaborative Student Faculty Inquiry
  • 0.0
  •  
  • Blachly, Margaret Elisabeth; Gartrell-Moffitt, Leslie
  • Mondays 4:45-6:45PM
  • 01/22/2018, 02/05/2018, 03/12/2018, 04/16/2018
  •  

Title of IMP2 section 09: Using Emotionally Responsive Practice Techniques in the Classroom

This faculty-led Group Inquiry IMP introduces the core concepts and techniques of Emotionally Responsive Practice (ERP). The group meetings will familiarize students to practice identifying unresolved developmental issues, use of Story Gathering process, use of transitional objects in classrooms, and the emotionally responsive literacy process in preschool and elementary school classrooms. Students will design ways to apply these concepts in their own settings, and receive guidance and feedback from the instructor(s). The final project will include creating a resource collection of readings, techniques and lesson plans, as well as detailed documentation of the ERP technique(s) applied in the setting, and a reflection on the children's response to the technique(s).

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.


  • IMP2-10
  • Collaborative Student Faculty Inquiry
  • 0.0
  •  
  • Kamsler, Adrianne; Prince, Denise
  • See Mentor
  •  
  •  

Title of IMP2 section 10: Early Childhood Portfolio

This option is open to Bronx Cohort 1 students only.

This early childhood portfolio is a collection of 3 artifacts and captions that provide evidence of graduate students' knowledge, skills, dispositions, and reflections. The portfolio will represent professional development and reflection on graduate students' growth and change through coursework, classroom experiences, and personal journeys. Students will meet monthly with their portfolio advisor and participate in group meetings. Dates for meetings will be decided by the group.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.


  • IMP3-01
  • Mentored Directed Essay
  • 0.0
  •  
  • STAFF
  • See Mentor
  •  
  •  

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 2018 add/drop period, and it is recommended that students register as early as possible, to allow themselves the maximum amount of time to work on their essay questions.

Students who register on the last day of add/drop will still be required to turn in their completed essay questions to their mentor by the last day of the term.


Integrative Master's Project - Independent Study Option

  • Section
  • Title
  • Credits
  • Room
  • Instructor(s)
  • Days/Times
  • Dates
  • Status

  • IS500-01
  • Independent Study
  • 0.0
  •  
  • STAFF
  • See Mentor
  •  
  •  

Students should register only at the beginning of their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar's Office before registering.

Registration is not allowed after the end of the Spring 2018 add/drop period.

IMPORTANT NOTE TO STUDENTS REGISTERING FOR INDEPENDENT STUDIES In order to register for Independent Studies (IS500) you must have already secured a faculty mentor who has reviewed your IS proposal and committed to serve as your IS mentor. By registering for the IS500, you are attesting to having secured a mentor, and you are agreeing to follow all applicable IS directives and guidelines as stated in A Guide to the Integrative Master’s Project.

In addition to registering for IS500, please send an email to: graduateschool@bankstreet.edu and use the heading IS 500 Mentor. In the body of the email tell us your name and the name of the mentor who has agreed to work with you.


State Mandated Trainings

Workshops are open ONLY to matriculated Bank Street students. State Mandated Trainings are FREE for currently matriculated students. IMPORTANT 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.
  • Section
  • Title
  • Credits
  • Room
  • Instructor(s)
  • Days/Times
  • Dates
  • Status

  • STMD100-01
  • State Mandated Training On School Violence Prevention
  • 0.0
  •  
  • Tiburcio, Ana Lisa
  • Monday, 4:45-6:45PM
  • 1/22
  •  

  • STMD100-02
  • State Mandated Training On School Violence Prevention
  • 0.0
  •  
  • Kaplan, Lauren Rachel
  • Tuesday, 4:45-6:45PM
  • 2/27
  •  

  • STMD100-03
  • State Mandated Training On School Violence Prevention
  • 0.0
  •  
  • Kaplan, Lauren Rachel
  • Thursday, 4:45-6:45PM
  • 4/12
  •  

  • STMD100-D4
  • State Mandated Training On School Violence Prevention
  • 0.0
  •  
  • Tiburcio, Ana Lisa
  • Wednesday, 7:00-9:00PM
  • 5/2
  •  

Note: This workshop will be fully online and synchronous. After registering, students are encouraged to visit the workshop under the "Academics" link on http://my.bankstreet.edu. There you will find instructions for preparing your computer for video conferencing. Please be sure to check your access a week before the course starts to ensure technical difficulties will not prevent you from successful completion of your training.


  • STMD105-01
  • State Mandated Training in Child Abuse Identification and Reporting
  • 0.0
  •  
  • Low, Christine
  • Thursday, 4:45-6:45PM
  • 1/25
  •  

  • STMD105-03
  • State Mandated Training in Child Abuse Identification and Reporting
  • 0.0
  •  
  • Low, Christine
  • Tuesday, 4:45-6:45PM
  • 3/13
  •  

  • STMD105-05
  • State Mandated Training in Child Abuse Identification and Reporting
  • 0.0
  •  
  • Vilas, Deborah B.
  • Thursdays, 4:45 - 6:45 pm
  • 4/26
  •  

  • STMD105-D2
  • State Mandated Training in Child Abuse Identification and Reporting
  • 0.0
  •  
  • Vilas, Deborah B.
  • Monday, 4:45-6:45PM
  • 2/26
  •  

Note: This workshop will be fully online and synchronous. After registering, students are encouraged to visit the workshop under the "Academics" link on http://my.bankstreet.edu. There you will find instructions for preparing your computer for video conferencing. Please be sure to check your access a week before the course starts to ensure technical difficulties will not prevent you from successful completion of your training.


  • STMD105-D4
  • State Mandated Training in Child Abuse Identification and Reporting
  • 0.0
  •  
  • Vilas, Deborah B.
  • Monday, 7:00-9:00PM
  • 4/9
  •  

Note: This workshop will be fully online and synchronous. After registering, students are encouraged to visit the workshop under the "Academics" link on http://my.bankstreet.edu. There you will find instructions for preparing your computer for video conferencing. Please be sure to check your access a week before the course starts to ensure technical difficulties will not prevent you from successful completion of your training.


  • STMD110-01
  • State Mandated Training in Dignity for All Students Act
  • 0.0
  •  
  • Woo, Ron
  • Monday, 5:00-8:00PM
  • 2/12
  •  

First session: 3-hour asynchronous online component must be completed by 11:55 pm on February 8, 2018
Second session meets in person at the day and time listed.


NOTE: Workshops start promptly. You must complete the first session online by 11:55 pm of the date listed for each section and bring the confirmation email of the Online Portion Fulfillment (Part I of DASA Workshop) with you to the second, face-to-face session. You must be on time for the second session in order to receive a completion certificate. Students who are late will NOT be permitted entrance to the workshop and students who do not complete both sessions will need to register for a different section.


  • STMD110-02
  • State Mandated Training in Dignity for All Students Act
  • 0.0
  •  
  • Weiss, Naomi E.
  • Thursday, 5:00-8:00PM
  • 3/8
  •  

First session: 3-hour asynchronous online component must be completed by 11:55 pm on March 5, 2018
Second session meets in person at the day and time listed.


NOTE: Workshops start promptly. You must complete the first session online by 11:55 pm of the date listed for each section and bring the confirmation email of the Online Portion Fulfillment (Part I of DASA Workshop) with you to the second, face-to-face session. You must be on time for the second session in order to receive a completion certificate. Students who are late will NOT be permitted entrance to the workshop and students who do not complete both sessions will need to register for a different section.


  • STMD110-03
  • State Mandated Training in Dignity for All Students Act
  • 0.0
  •  
  • Weiss, Naomi E.
  • Tuesday, 5:00-8:00PM
  • 4/10
  •  

First session: 3-hour asynchronous online component must be completed by 11:55 pm on April 5, 2018
Second session meets in person at the day and time listed


NOTE: Workshops start promptly. You must complete the first session online by 11:55 pm of the date listed for each section and bring the confirmation email of the Online Portion Fulfillment (Part I of DASA Workshop) with you to the second, face-to-face session. You must be on time for the second session in order to receive a completion certificate. Students who are late will NOT be permitted entrance to the workshop and students who do not complete both sessions will need to register for a different section.


  • STMD110-04
  • State Mandated Training in Dignity for All Students Act
  • 0.0
  •  
  • Kaplan, Lauren Rachel
  • Monday, 4:30-7:30PM
  • 4/30
  •  

First session: 3-hour asynchronous online component must be completed by 11:55 pm on April 26, 2018
Second session meets in person at the day and time listed


NOTE: Workshops start promptly. You must complete the first session online by 11:55 pm of the date listed for each section and bring the confirmation email of the Online Portion Fulfillment (Part I of DASA Workshop) with you to the second, face-to-face session. You must be on time for the second session in order to receive a completion certificate. Students who are late will NOT be permitted entrance to the workshop and students who do not complete both sessions will need to register for a different section.


Early Childhood Urban Education Initiative: Bronx Cohort 1

  • Section
  • Title
  • Credits
  • Room
  • Instructor(s)
  • Days/Times
  • Dates
  • Status

  • EDUC604-B2
  • Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings
  • 2.0
  •  
  • STAFF
  • Tuesdays 5:00-7:00PM
  •  
  •  

This course will be taught at Bronxworks.


  • EDUC991-B1
  • Integrative Seminar in High Needs Educational Settings: Extended Field Experiences (for students completing fieldwork as head or assistant teachers)
  • 1.0
  •  
  • Kamsler, Adrianne; Prince, Denise
  • Thursdays 5:00-7:30PM
  • 02/15/2018, 02/22/2018, 03/08/2018, 03/15/2018
  •  

Title of EDUC991 section B1: Integrative Seminar in Diverse Educational Settings

This option is open to Bronx Cohort 1 students only.

The first session will be a 2-hour and 30 minute asynchronous online component which must be completed by 11:55 pm on February 4, 2018. The class meets in person at Bank Street College during the listed dates and times.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

Prerequisite for EDUC 991: Completion of at least one semester of supervised fieldwork.


  • IMP2-10
  • Collaborative Student Faculty Inquiry
  • 0.0
  •  
  • Kamsler, Adrianne; Prince, Denise
  • See Mentor
  •  
  •  

Title of IMP2 section 10: Early Childhood Portfolio

This option is open to Bronx Cohort 1 students only.

This early childhood portfolio is a collection of 3 artifacts and captions that provide evidence of graduate students' knowledge, skills, dispositions, and reflections. The portfolio will represent professional development and reflection on graduate students' growth and change through coursework, classroom experiences, and personal journeys. Students will meet monthly with their portfolio advisor and participate in group meetings. Dates for meetings will be decided by the group.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.


Early Childhood Urban Education Initiative: Bronx Cohort 2

  • Section
  • Title
  • Credits
  • Room
  • Instructor(s)
  • Days/Times
  • Dates
  • Status

  • EDUC808-B3
  • The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording
  • 3.0
  •  
  • McNamara, Margaret A.
  • Mondays 5:00-7:00PM
  •  
  •  

This course will be taught at Bronxworks.

Prerequisite for EDUC 808: EDUC 500 or EDUC 800 or permission of instructor


  • EDUC955-B2
  • Early Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement
  • 6.0
  •  
  • STAFF
  • Wednesdays 5:00-7:00PM
  •  
  •  

Principals Institute: Cohort ECPI 4

These courses are for students in the Early Childhood Leadership Cohort 4 only.
  • Section
  • Title
  • Credits
  • Room
  • Instructor(s)
  • Days/Times
  • Dates
  • Status

  • ELPF500-P1
  • EARLY CHILDHOOD LEADERSHIP PORTFOLIO
  • 0.0
  •  
  • STAFF
  • Sundays 2:00-3:00AM
  •  
  •  

  • LEAD533-P1
  • Foundations of Educational Leadership: Law, History, and Economics
  • 1.0
  •  
  • Gaynor, Scott
  • Thursdays 5:00-8:15PM
  •  
  •  

  • LEAD832-P1
  • Policy Issues in the Design of Children's Services
  • 1.0
  •  
  • Pollock, Wendy Sharon
  • See Instructor
  •  
  •  

LEAD832 Corequisite: LEAD 833


  • LEAD833-P1
  • Early Childhood Leadership Policy Internship
  • 3.0
  •  
  • Prince, Denise
  • See Instructor
  •  
  •  

LEAD 833 Corequisite: LEAD 832


Principals Institute: Cohort 39

These courses are for students in the Principals Institute Cohort 39 only, except where cross-listed.
  • Section
  • Title
  • Credits
  • Room
  • Instructor(s)
  • Days/Times
  • Dates
  • Status

  • LEAD510-P1
  • Leadership in Curriculum and Instruction
  • 3.0
  •  
  • STAFF
  • Tuesdays 7:15-9:15PM
  •  
  •  

  • LEAD604-P1
  • Development of Educational Policy
  • 1.0
  •  
  • Woo, Ron
  • Mondays 5:30-8:30PM
  •  
  •  

  • LEAD660-P1
  • Research for Educational Change
  • 3.0
  •  
  • Blum-DeStefano, Jessica
  • Tuesdays 5:00-7:00PM
  •  
  •  

  • LEAD912-P1
  • Principals Institute Supervised Fieldwork/ Advisement
  • 2.0
  •  
  • STAFF
  • Wednesdays 5:00-7:00PM
  •  
  •  

Future School Leaders Academy

These courses are for students in the Future School Leaders Academy only.
  • Section
  • Title
  • Credits
  • Room
  • Instructor(s)
  • Days/Times
  • Dates
  • Status

  • LEAD534-F1
  • Foundations of Educational Leadership: Adult Development
  • 1.0
  •  
  • Leipzig, Judith A.
  • Saturdays: 8:30AM-12:30PM
  •  
  •  

  • LEAD615-F1
  • Processes of Supervision and Professional Development
  • 3.0
  •  
  • Wynne, Scott John; Sanchez, Raymond
  • Thursdays: 4:00-6:30PM
  •  
  •  

  • LEAD862-F1
  • Leading a School District II
  • 1.0
  •  
  • Chambers, John
  • Thursdays: 6:30-8:30PM
  •  
  •  

  • LEAD906-F1
  • Future School Leaders Academy Supervised Fieldwork/ Advisement
  • 1.5
  •  
  • STAFF
  • Saturdays 1:30-4:30PM
  •  
  •  

Museum Leadership

These courses are for students in the Museum Leadership program only.
  • Section
  • Title
  • Credits
  • Room
  • Instructor(s)
  • Days/Times
  • Dates
  • Status

  • LEAD616-01
  • Museum Management I: Organizational Development
  • 2.0
  •  
  • Johnson, Julie Inez; Hogarth, Brian
  • Friday: 6:00-9:00PM; Saturday: 9:00AM-5:00PM
  • 03/09/2018, 03/10/2018
  •  

  • LEAD618-01
  • Museum Management III: Professional Development
  • 1.0
  •  
  • Silverman, Lois H.; Hogarth, Brian
  • Friday: 6:00-9:00PM; Saturday: 9:00AM-5:00PM
  • 05/11/2018, 05/12/2018
  •  

  • LEAD619-01
  • Museum Management IV: Fundraising and Proposal Development
  • 2.0
  •  
  • Johnson, Julie Inez; Hogarth, Brian; Semmel, Marsha
  • Friday: 6:00-9:00PM; Saturday: 9:00AM-5:00PM
  • 01/11/2018, 01/12/2018
  •  

Please note: This course meets before the posted start date of the Spring 2018 semester.


  • LEAD663-01
  • Research in Museum Settings
  • 2.0
  •  
  • Adams, Marianna; Hogarth, Brian
  • Friday: 6:00-9:00PM; Saturday: 9:00AM-5:00PM
  • 02/09/2018, 02/10/2018
  •  

  • LEAD950-01
  • Museum Leadership Supervised Fieldwork/ Advisement
  • 2.0
  •  
  • STAFF; Chabotar, Kent John
  • Fridays: See Advisor
  •  
  •  

  • LEAD954-01
  • Museum Leadership Seminar IV: Selected Topics in Community, Culture, and Policy
  • 1.0
  •  
  • Hogarth, Brian
  • Friday: 6:00-9:00PM; Saturday: 9:00AM-5:00PM
  • 04/13/2018, 04/14/2018
  •  

School District Leadership

These courses are for students in the School District Leadership course sequence only.
  • Section
  • Title
  • Credits
  • Room
  • Instructor(s)
  • Days/Times
  • Dates
  • Status

  • LEAD864-01
  • Leading a School District IV
  • 1.0
  •  
  • Gottlieb, Alice; Monahan, Brian
  • Friday: 4:45-8:45PM; Saturday: 8:30AM-5:00PM
  • 02/23/2018, 02/24/2018
  •  

  • LEAD870-01
  • Special Education Leadership: The District Perspective
  • 1.0
  •  
  • Gottlieb, Alice; Monahan, Brian
  • Friday: 4:45-8:45PM; Saturday: 8:30AM-5:00PM
  • 01/05/2018, 01/06/2018
  •  

Please note: This course meets before the posted start date of the Spring 2018 semester.


  • LEAD908-01
  • School District Leadership Supervised Fieldwork/ Advisement
  • 3.0
  •  
  • STAFF
  • See Advisor
  •  
  •  

Leadership in Mathematics Education

These courses are for students in the Math for Teacher Leaders and Leadership in Math only.
  • Section
  • Title
  • Credits
  • Room
  • Instructor(s)
  • Days/Times
  • Dates
  • Status

  • LEAD940-01
  • Mathematics Leadership Supervised Fieldwork/ Advisement
  • 3.0
  •  
  • STAFF
  • See Advisor
  •  
  •