Program Overview:
The Teacher Education Department identifies the purposes of its education sequence for Early Childhood Education students seeking initial certification at the undergraduate level as the development of education professionals who are reflective practitioners able to link content, theory, and practice, and create effective learning environments for pupils with the full range of abilities and experiential backgrounds. Guidelines developed by the National Association for Education of Young Children (NAEYC), the Division for Early Childhood of the Council for Exceptional Children (CEC), National Council for Accreditation of Teacher Education (NCATE) and the National Board for Professional Teaching Standards (NBPTS) were utilized in the development of this program.
The undergraduate program in Early Childhood Education leads to a Bachelor of Science in Early Childhood Education and prepares students for teaching in birth through grade 2 general education settings. The program has three components: an education sequence, the Liberal Education requirements (refer to the catalog section on Liberal Education requirements for the specific regulations) and an academic concentration in an area of liberal arts or science (see below for descriptions of academic concentrations). Early Childhood Education majors follow the College’s 41-credit Liberal Education requirements. For this requirement, students need 3 credits of “further disciplinary study” in the liberal arts, selected in consultation with the advisor.
In order to maintain good standing through all stages of the teacher preparation program, students are required to maintain the following academic standards: 2.25 cumulative index, 2.75 index in the education sequence, 2.25 index in the academic concentration, and a minimum grade of C+ in each required course of the education major. Students are allowed to repeat only once courses in the major for which they have earned C or below. These requirements must be met in order to student teach and to graduate from the program.
Courses in the education sequence and the academic concentration may not be taken on a pass/fail basis. Significant progress toward completion of the concentration should be made prior to student teaching. Because students must maintain an overall 2.25 GPA and a 2.75 GPA in the education sequence in order to student teach and graduate, a significant portion of the concentration should be completed at The College of Saint Rose.
The education sequence, normally begun in the sophomore year, provides pre-service teachers with integrated course content across the disciplines of childhood development, communication disorders, education, educational psychology, instructional technology, literacy and special education. The program prepares future educators to meet the academic and social-emotional needs of a diverse student population, to collaborate with colleagues, and to exhibit leadership in their professional endeavors. Courses are guided and facilitated by College faculty and supervisors who have had experiences in diverse classroom settings and who exemplify the reflective, scholarly, caring education professional. The Education sequence culminates in student teaching at the Pre-K and kindergarten levels and the primary (1-2) grades during one semester of the senior year. All student teaching experiences must be completed through The College of Saint Rose. Transfer credit for students teaching is not granted. The Teacher Education Department recommends that, during student teaching, students register for the following courses only: Student Teaching, Portfolio in Childhood and Early Childhood Education, and Seminar for Childhood Education and Early Childhood Education Student Teachers.
Fingerprinting clearance from The New York State Department of Education is required for all field experiences. Fingerprinting information is available on the New York State Department of Education “TEACH” website http://www.highered.nysed.gov/tcert/teach. Students should note that education courses with field experiences have catalog course descriptions that include a statement on mandatory fingerprinting.
Admission into the College does not ensure good standing in the program in Early Childhood Education, nor does good standing in the Early Childhood Education program ensure admission to student teaching. Students must apply for student teaching in accordance with program guidelines while completing all education course requirements with the exception of EDU 493 and EDU 494. In order to be eligible for initial teacher certification in New York State, students must pass required New York State Teacher Certification Examinations.
Upon fulfilling the academic requirements of the program, receiving fingerprint clearance and passing examinations required by the New York State Education Department, students qualify for initial certification Birth-Grade 2 in New York State. Within five years, teachers with initial certification must apply for professional certification, which is contingent upon earning a relevant master’s degree and obtaining teaching experience that includes mentoring.
Program Contacts:
To email the Department Chair:
Carol Rasowsky, Teacher Education, Child Education, Early Child Education, and Adolescence Education Departments
Program Webpage:
Early Childhood Education (Birth-Grade 2), BS
Program Requirements:
Major in Early Childhood Education (Birth-Grade 2) (48 credits)
| EPY 245 | Child Devel & Health | 4 |
| ECE 106 | Introduction to Portfolio | 0 |
| ECE 230 | Foundations of Early Child Education | 3 |
| ECE 231 | Infant, Toddler, Pre-School Education and Guidance | 3 |
| ECE 253 | Curriculumand Instruction PreK through Grade 2 | 4 |
| ECE 385 | Integrated Content Methods Grades K - 2 | 4 |
| CSD 235 | Language Development, Language Disorders, and Implications for Literacy | 3 |
| SED 146 | Individuals with Disabilities and Exceptionalities in the School and Community | 4 |
| SEE 328 | Partnerships w/ Families | 3 |
| SEE 350 | Developmental Assessment of Young Children | 3 |
| SEE 360 | Literacy & Literature for Young Children Grades 1-3 | 4 |
| EDU 102 | Violence Prevention | 0 |
| EDU 103 | Child Abuse Prevention | 0 |
| EDU 106 | HIV/AIDS/ and Communicable Diseases Safety Education Workshop | 0 |
| EDU 111 | Dignity For All Students Workshop | 0 |
| EPY 337 | Substance Abuse Workshop | 0 |
| ECE 490 | Student Teaching:Pre-K/K; and Grades 1/2 | 10 |
| EDU 493 | Portfolio in Elementary Education | 1 |
| EDU 494 | Student Teaching Seminar: Childhood Education | 2 |
American Studies Concentration (33 credits)
Note: The minimum number of credits (7 credits) in the range for course categories below must be met, and the maximum number of credits (12 credits) in the range should not be exceeded.
| AMS 250 | Introduction to American Studies:Theory/Practice | 4 |
| AMS 350 | Critrical Reflections in American Studies | 4 |
American Aesthetics and Cultural Practices in courses chosen from: (7-12 credits)
| AMS 210 | Topics in American Aesthetics and Cultural Practices | 3-4 |
| AMS 211 | Topics:American Aesthetics& Cultural Film | 3 or 4 |
| BIO 112 | Environmental Science 1 | 4 |
| COM 105 | Intro to Mass Media | 3 |
| COM 205 | Contemporary Advertising | 3 |
| COM 207 | Film Arts | 3 |
| COM 213 | Documentary Film and TV | 3 |
| ENG 216 | Topics in African American Literature | 4 |
| ENG 221 | Topics in Twentieth Century American Literature | 4 |
| ENG 222 | American Drama | 4 |
| ENG 223 | Topics:Early Amer Literature | 4 |
| ENG 229 | Contemporary American Poetry | 4 |
| ENG 237 | Asian American Literature | 4 |
| ENG 238 | Native American Literature | 4 |
| ENG 271 | Topics in Nineteenth Century American Literature | 4 |
| ESC 106 | History of Space Exploration | 3 |
| MUS 253 | Jazz:Historical Overview | 3 |
| MUS 254 | History of Rock | 3 |
| PHI 230 | American Philosophy | 3 |
| PHI 281 | Trash Aesthetics | 3 |
| RLS 124 | New Religious Movements | 3 |
| RLS 212 | Amer Religious History | 3 |
Diversity and Social Justice Courses (7-12 credits)
Critical Race Studies courses (7-12 credits)
| AMS 230 | Topics in Critical Race Studies | 3-4 |
| ENG 216 | Topics in African American Literature | 4 |
| ENG 237 | Asian American Literature | 4 |
| ENG 238 | Native American Literature | 4 |
| HIS 247 | Intro to Caribbean History | 4 |
| HIS 260 | African-Americans in the Transatlantic World | 4 |
| HIS 262 | African-American History since 1863 | 3 |
| POS 220 | The Politics of Education | |
Note: a minimum of 3 courses, including AMS 250 but not AMS 350, must be interdisciplinary AMS courses.
Biology Concentration (30 credits)
Computing and Logic Concentration (33- 35 credits)
Studying fundamental computer science lays the groundwork for a career of applied computational thinking applicable to any field. Computer science emphasizes algebra and mathematical reasoning, hence strengthening the overall preparation of a future teacher. A concentration in Computing and Logic goes far beyond providing knowledge of a computer-based toolset to use in the classroom. Students in this concentration will become better equipped in conceptualization, problem-solving and abstract thinking. This concentration supports the STEM coalition efforts to improve the way our students learn science, mathematics, technology and engineering.
Pending Approval by the NYSED
Computer Science Courses (20-22 Credits)
Required Courses:
| CSC 202 | Introduction to Programming | 4 |
| CSC 204 | Education Computing | 3 |
| CSC 230 | Intergrating Programming in the Classroom | 3 |
| CSC 252 | Problem Solving w/JAVA | 4 |
Choose two of the following courses: (6-8 credits)
Mathematics Courses (13 Credits)
Required Courses:
Additional Courses:
MAT 180 and MAT 185: Students who transfer in MAT 815 or MAT 190 or who score 65 or better on the CALG portion of the math placement test are not required to take MAT 180 and may substitute the higher-level MAT course with advisor approval. in these cases, the higher level MAT course satisfies the MAT 180 pre-requisite for the MAT 270 or MAT 295 course requirement.
Earth Science Concentration (30 credits)
English/Language Arts Concentration (33 credits)
| ENG 105 | Expository Writing, Oral Communication and Research | 4 |
| ENG 114 | Introduction to Literary Genres and Traditions | 4 |
One early literature course (200 level) (4)
One later literature course (200 level) (4)
| ENG 216 | Topics in African American Literature | 4 |
| ENG 217 | Detective Fiction | 4 |
| ENG 221 | Topics in Twentieth Century American Literature | 4 |
| ENG 222 | American Drama | 4 |
| ENG 227 | Women & Wrtg (Later Periods) | 4 |
| ENG 228 | Contemporary Fiction | 4 |
| ENG 229 | Contemporary American Poetry | 4 |
| ENG 231 | Topics:Post-1800 British Literature | 4 |
| ENG 232 | Topics:Contemporary British Literature | 4 |
| ENG 236 | Topics:Post Colonial Literatur | 4 |
| ENG 237 | Asian American Literature | 4 |
| ENG 238 | Native American Literature | 4 |
| ENG 239 | Topics in Irish Literature | 4 |
| ENG 243 | Topics:Modern European Lit | 4 |
| ENG 245 | Literary Movements | 4 |
| ENG 270 | Modern World Drama | 4 |
| ENG 271 | Topics in Nineteenth Century American Literature | 4 |
| ENG 279 | Film:Theory & Practice | 4 |
One diverse literatures course (4)
| ENG 126 | Diverse Voices in Literature | 4 |
| ENG 173 | Gay/Lesbian Literature | 4 |
| ENG 216 | Topics in African American Literature | 4 |
| ENG 226 | Women & Wrtg (Early Periods) | 4 |
| ENG 227 | Women & Wrtg (Later Periods) | 4 |
| ENG 236 | Topics:Post Colonial Literatur | 4 |
| ENG 237 | Asian American Literature | 4 |
| ENG 238 | Native American Literature | 4 |
| ENG 239 | Topics in Irish Literature | 4 |
| ENG 371 | Studies in Women's Literature | 4 |
| ENG 372 | Studies in Diverse Literatures | 4 |
Writing/language course(s) (4 credits)
| ENG 206 | Creative Writing | 4 |
| ENG 246 | Imaginative Writing Workshop: Practice and Pedagogy | 2 |
| | and | |
| ENG 247 | Prose Writing Workshop: Practice and Pedagogy | 2 |
| ENG 251 | Topics in Prose Writing | 4 |
| ENG 252 | Writing for New Media | 4 |
| ENG 302 | Language & Linguistics | 4 |
| COM 221 | Journalism I | 4 |
One communication course (3 or 4 credits)
One performance arts course (4)
One additional literature course from those listed above or two credits in teaching topics courses (2 or 4 credits)
| ENG 246 | Imaginative Writing Workshop: Practice and Pedagogy | 2 |
| ENG 247 | Prose Writing Workshop: Practice and Pedagogy | 2 |
| ENG 272 | Literature Topics for Teachers | 2 |
| ENG 273 | Language Topics/Tchrs | 2 |
| ENG 274 | Performance Topics | 2 |
| ENG 275 | Composition and Rhetoric for Teachers | 2 |
| ENG 276 | Film/Media Topics/Tchrs | 2 |
| ENG 292 | Literature Short Courses for Teachers | 1 |
| ENG 295 | Writing Short Crse/Tchrs | 1 |
| ENG 296 | Film/Media Short Course | 1 |
French/Spanish Concentration (30 credits)
| FRE 204 | Intermediate French Language & Culture 2 | 3 |
| FRE 216 | French Conversation | 3 |
| FRE 309 | Contmporary French Culture through Films | 3 |
| SPA 101 | Elem Spanish Lang & Cult 1 | 3 |
| SPA 102 | Elem Spanish Lang & Cult 2 | 3 |
| SPA 203 | Intermed Span Lang & Cult 1 | 3 |
| SPA 204 | Intermed Span Lang & Cult 2 | 3 |
| SPA 309 | Hisapnic Culture in US | 3 |
General Science Concentration (30 credits)
Mathematics Concentration (30-32 credits)
MAT 190: Students who transfer in MAT 185 or MAT 190 or who score 65 or better on the CALG portion of the math placement test are not required to take MAT 180 and may substitute a higher-level MAT course with advisor approval. In these cases, the higher level MAT course satisfies the MAT 180 pre-requisite for the MAT 270 or 295 course requirement. In any case, a total of 30-32 applicable credits must be earned to complete the concentration.
Choose one course from the following:
Depth of Study: (9-11 credits)
Choose two courses chosen from the following
Choose one:
*Students who transfer in MAT 185 or MAT 190 or who score 65 or better on the CALG portion of the math placement test are not required to take MAT 180 and may substitute a higher-level MAT course with advisor approval. In these cases, the higher level MAT course satisfies the MAT 180 pre-requisite for the MAT 270 or 295 course requirement. In any case, a total of 30-32 applicable credits must be earned to complete the concentration.
**Students choose either MAT 270 or MAT 295, but may not use both courses to satisfy concentration requirements.
*Pending Approval by the NYSED
Social Studies Concentration (33 credits)
| POS 111 | Introduction to US Politics | 3 |
| HIS 225 | New York State History | 3 |
| HIS 226 | US History to 1865 | 4 |
| HIS 227 | U.S. History Since 1865 | 4 |
| HIS 260 | African-Americans in the Transatlantic World | 4 |
One course from the following: (4 credits)
Two courses, each from a different geographic area: (8 credits)
Africa:
Asia:
Europe:
Latin America:
Choose one sociology course: (3 credits)
Social studies concentrators may not transfer in core courses after they have matriculated at the College of Saint Rose (Core courses are: POS 111, HIS 225, HIS 226, HIS 227, and HIS 260)
Spanish Concentration (30 credits)
One additional course chosen from: (3 credits)
Two Spanish elective courses (300 - 400 level) (6 credits)
Bilingual Education Extension: Spanish (12 credits)
Extensions are not required as part of the Childhood Education major at Saint Rose. The New York State Education Department offers an extension for bilingual education to the initial/provisional or permanent/professional teaching certificate obtained for Childhood Education (Grades 1-6). An extension will show that the certified childhood education teacher has additional expertise to teach bilingual education in childhood education. Childhood Education majors who wish the College to recommend them to the New York State Education Department for an extension must complete all requirements for the Childhood Education: Grades 1-6 program and all requirements for initial teacher certification; must obtain fingerprint clearance prior to beginning all field experiences; and must complete the following additional requirements:
| BLE 300 | Foundations of Bilingual Education | 3 |
| BLE 308 | Socio/Psycholinguistics | 3 |
| BLE 380 | Methods for Teaching Native Language Arts and Content Areas to Bilingual Learners | 3 |
| BLE 381 | Methods for Teaching Language Arts and Content Areas to Bilingual Learners | 3 |
BLE 380 and BLE 381: a 25-hour field experience outside of class is required
The New York State Teacher Certification Examination required for the Bilingual Education Extension in Spanish: Bilingual Education Assessment (BEA) in Spanish (prior to BLE 308).
Internship/Field Experiences/Service:
The hands-on, field experience that students complete is a hallmark of the Saint Rose School of Education. Early childhood education field placements include early childhood and preschool programs, as well as elementary school classrooms for Kindergarten, first and second grades. In addition, students are placed in a variety of settings, including urban, suburban, rural and high-needs districts.
Since several courses include field experience requirements that range from five to 18 hours each, you will begin gaining observation and hands-on experience during your sophomore year and complete more than 60 hours of fieldwork before you begin your student teaching experience. During your senior year, you will complete two, 7 ½ week student teaching experiences, one in a pre-kindergarten or kindergarten setting, and one in a grade 1 or grade 2 classroom. Each of the two student teaching experiences begins with an analysis of the culture of the school and community and a study of the students in the school and classroom, in regard to their diversity, abilities, experiential backgrounds, language proficiencies and special needs. This will assist you in your subsequent teaching and planning and make you better able to help students learn the required material.
Culminating Academic Experiences:
Required Courses
| ECE 490 | Student Teaching:Pre-K/K; and Grades 1/2 | 10 |
| EDU 493 | Portfolio in Elementary Education | 1 |
| EDU 494 | Student Teaching Seminar: Childhood Education | 2 |
Professional Accreditation:
The College of Saint Rose, sponsored by the Sisters of Saint Joseph of Carondelet, Albany Province, is chartered by the Board of Regents of New York State. All of its degrees and programs are registered and its professional programs fully approved by the Board of Regents through the New York State Education Department.
The College of Saint Rose is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104. (267-284-5000) The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation. http://www.msche.org/
Programs offered by The College of Saint Rose for the preparation of all school professionals, leading to initial and advanced certifications, are accredited by the National Council for Accreditation of Teacher Education, a specialized accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation. http://www.ncate.org/
Career Opportunities and Graduate Study:
The bachelor's degree in early childhood education that you earn from Saint Rose will grant you initial certification in this field. However, in order to gain professional certification, you must earn a master's degree in early childhood education or a related field such as special education, reading, or elementary education.
Saint Rose offers many Master of Science in Education (M.S. in Ed.) degree programs. Many graduates choose to pursue their master's degrees here at Saint Rose with the faculty they have come to respect as mentors.
Minor(s):
Complete minors listing
Admissions and Financial Aid Information:
The Undergraduate Admissions Office begins review of Freshman applications each fall in late September for the following Fall. Students are encouraged to submit a complete an application as early as November. The Admissions Team will return a decision on complete applications within just three weeks. The College awards academic scholarships at the same time.
What Makes an Application Complete
- Online or Paper application (fee waived for online applicants!)
- Official High School Transcripts
- Official Transcripts for any College Level Courses
- SAT or ACT scores (See Test Optional FAQ's)
- Letter of Recommendation from a Counselor or Teacher
- Essay or Graded Paper
- Applicants may also apply via the Common Application Online.
- Art applicants are required to complete a portfolio review.
Admissions contact information (telephone number, admissions web pages)
Scholarships and Financial Aid
See Tuition, Fees, and Financial Aid section for more information.
The Bottom Line
The total cost of The College of Saint Rose (including tuition, fees, room and board) is one of the lowest of any private college in the Northeast, and we still award more than $25 million in Saint Rose scholarships, grants and financial aid.
Take a look at our bottom line, and view a cost comparison with a four-year public institution.
More about Financial Aid
Financial Aid is defined as any grant, scholarship, loan, or employment opportunity given with the express purpose of assisting you with education-related expenses to make you education affordable. Financial Aid is awarded on the basis of student need and the availability of funds.
The Admission and Financial Aid teams have designed a Guide to Scholarships and Financial Aid to help prospective students and families get to the bottom line and find that The College of Saint Rose is one of the lowest of any private college in the Northeast--while maintaining powerful academic opportunities.
Find Out More: