Educational Studies: A.A., A.S.

Program Details

Degree Guidelines for Associate of Arts and Associate of Science

 Associate degree programs in Educational Studies are required to meet at least 5 essential foundations (the first five are recommended). Students will explain how they meet each relevant learning outcome in their rationale essay. Knowledge of each outcome can be demonstrated through transcript credit, individual prior learning assessment (iPLA), prior learning evaluation (PLE), or credit by examination, or specific courses at Empire State University. While many students will take one or more courses for each essential foundation, some courses may meet more than one essential foundation. 

The concentrations in Educational Studies begin with the 10 essential foundations which prepare the student for more advanced-level work. Students who wish to concentrate in a specific area should review the concentration guidelines below to guide course selection.

Foundation #1: Professional Standards

ECET 1005Exploring the Professions: Children & Child Care2
ECET 1010Introduction to Early Childhood Education4
ECET 2010Early Childhood Professionalism Family & Culture4
ECET 3020Children’s Programs: Ethical & Professional Standards4
EDST 1005Introduction to Teaching2
EDST 3036Legal and Ethical Dimensions of Technology for Educators2
EDSP 2025Introduction to Special Education4

Foundation #2: Foundational Knowledge

EDST 3030Historical Foundation of American Education4
SOSC 2005Schooling in America4
DISB 2015Disabled in America4
DISB 3030The Disability Rights Movement: Policy and Legislation4
HIST 3695History of Educational Technology4

Foundation #3: Human Development

HUDV 1005Child Development: Introductory4
HUDV 1015Human Development: Introductory4
HUDV 2005Adolescent Development: Introductory4
HUDV 2015Adult Development: Introductory4
HUDV 2025Infant/Toddler Development: Introductory4
HUDV 3015Child Development: Advanced4
HUDV 3030Infant/Toddler Development: Advanced4
HUDV 3060Early Childhood Development4
HUDV 3065Human Exceptionalities4

Foundation #4: Social Contexts of Learning

SOSC 2005Schooling in America4
SOCI 3055Family & Society4
SOCI 3095Sociology of Education4
ECET 4122Poverty and Early Learning4
DISB 3025Psychosocial Impact of Illness & Disability4

Foundation #5: Curricular Design, Instructional Strategies, and Assessment

ECET 2075Early Childhood Curriculum Planning and Assessment4
ECET 3030Curriculum & Environments for Infants & Toddlers4
ECET 3035Curriculum & Environments for Preschoolers4
ECET 3122Inclusion in Early Childhood Education4
ECET 4010Curriculum Models in Early Childhood Education4
EDST 3015Curriculum Instruction & Assessment4
EDST 3127Models of Instructional Design4
EDSP 3025Curriculum and Instruction for Students with Disabilities4

Foundation #6: Language and Literacy Development

ECET 3040Emergent Literacy4
EDST 3021Language, Literacy, & Learning for School-age Children4

Foundation #7: Learners and Learning

ECET 4020The Science Behind Learning and Trauma in Early Childhood Settings4
ECET 4122Poverty and Early Learning4
EDST 3021Language, Literacy, & Learning for School-age Children4
EDST 3045Learning Theories4
EDST 4005Adults as Learners: Theories & Strategies4
EDST 4010Human Learning: A Developmental Approach4
PSYC 3015Educational Psychology: Advanced4
PSYC 3100Learning & Memory4

Foundation #8: Uses of Technology

ECET 3015Children’s Programs: Design & Supervision4
ECET 3060Young Children & Technology4
ECET 4122Poverty and Early Learning4
EDST 3065Utilizing Technology in the Classroom4

Foundation #9: Diversity

EDST 3008LGBTQ+ Youth & Education4
EDST 3020Diversity in Educational Settings4
EDST 3037Culturally Responsive Engagement in Home, School, and Community2
GSST 2005Introduction to LGBTQ+ Studies4
GSST 3008LGBTQ+ Youth & Education4
ECET 2010Early Childhood Professionalism Family & Culture4
ANTH 1010Introduction to Cultural Anthropology4
ANTH 3020Families in Global Perspective4
SOCI 1005Exploring Society: An Introduction to Sociology4
DISB 3010Cross-Cultural Perspectives on Disabilities4

Foundation #10: Methods of Inquiry

ECET 3050Observation & Assessment of Children4
SOSC 2010Statistics for the Social Sciences4
SOSC 3020Qualitative Social Science Research: Design & Methods4
SOSC 3025Social Science Research Methods4
EDST 4010Human Learning: A Developmental Approach4
EDST 4122Measuring Learning4
DISB 4010Assessment & Evaluation of Disabilities4
EDSP 4000Assessment, Diagnosis and Evaluation of Student with Disabilities4
HUDV 3085Research Methods for Lifespan Development4

Learning Outcomes

  • Foundation 1: Professional Standards, Students will be able to define the professional standards including ethics, related to the chosen concentration.
  • Foundation 2: Foundational Knowledge, Students will be able to analyze the foundational knowledge of the field from either a historical or philosophical perspective, grounding them in the chosen concentration. 
  • Foundation 3: Human Development, Students will be able to interpret stages of human development appropriate to the chosen concentration.
  • Foundation 4: Social Contexts of Learning, Students will be able to illustrate the sociological perspective of learning including the relationships between home, school, and community.
  • Foundation 5: Curricular Design, Instructional Strategies, and Assessment, Students will be able to analyze comprehensive curriculum design appropriate to the concentration.
  • Foundation 6: Language and Literacy Development, Students will be able to analyze language and literacy development appropriate to the concentration.
  • Foundation 7: Learners and Learning, Students will be able to critically analyze knowledge of learners and the theoretical approaches that support the learning process.
  • Foundation 8: Uses of Technology, Students will be able to evaluate the appropriate use of technology in teaching and learning and evaluate its effectiveness in applied situations appropriate to the concentration.
  • Foundation 9: Diversity, Students will be able to analyze the impact and importance of human diversity, the impact of individual and collective power, privilege, and oppression, and potential implications for educational settings.
  • Foundation 10: Methods of Inquiry, Students will be able to demonstrate skills in locating, evaluating, and critically thinking about research related to the chosen field.

CONCENTRATION GUIDELINES

All associate degree concentrations in Educational Studies begin with the first five essential foundations to prepare the student for more advanced-level work. Associate degree seeking students should review options below to guide course selection for either an Early Childhood Studies or Educational Studies concentration. Courses should be selected from those areas which are most relevant to the specific concentration design and to the specific organizing framework. Specific guidelines have been developed for a concentration core in the following areas:

EARLY CHILDHOOD STUDIES

Make a difference in the lives of young children and their families with a concentration in early childhood studies. This concentration is designed for students who wish to provide high-quality early learning for all young children, birth through age 8, in formal and informal settings such as childcare, Head Start, and private preschool programs. By connecting early childhood practice, policy, and research, students will be prepared to serve as leaders in this exciting field. Within the first five essential foundations, students in Early Childhood Studies should specify in their rationale essay how they met the Program’s Student Learning Objectives within their concentration of early childhood studies.

EDUCATIONAL STUDIES

Degree programs in Educational Studies offer students the opportunity to develop individualized degree plans based on their intellectual, professional, and personal interests. Students will work with an academic mentor to choose courses that meet the guidelines and address each student’s individual interests. Students can also work with their academic mentors to identify applicable transfer credit, prior college-level learning, and possible course equivalencies.

CHILD DEVELOPMENT ASSOCIATE (CDA)

A Child Development Associate (CDA) is for:

  • A qualified caregiver that works with children from birth to age 5 years;
  • Able to meet the specific needs of children;
  • Works with parents, families, and other adults to nurture children’s physical, social, emotional, and intellectual growth in a child development framework;
  • Evaluated using the CDA Competency Standards: 6 Competency Goals and 13 Functional Areas.

The CDA process is based upon 3 parts:

Training:

  • Complete 480 hours (about 1-year full time) of experience working with infants, toddlers, or young children within the past 5 years.
  • Complete 120 clock hours of formal education/training/coursework.

Assessment:

  • Assessment is done through a combination of observation, parent opinion questionnaires, and written and oral evaluation. Students will be required to locate and arrange for support of these components on their own.

Credentialing:

  • Upon recommendation of the Local Assessment Team, the CDA National Credentialing Program will either award the credential or invite the applicant to reapply for assessment.

Students complete the required 120 clock hours of formal education/training/coursework by taking the following sequence of courses at SUNY Empire University. Students will begin writing the required competencies for the application process in courses, but they will need to arrange for the required observation by an authorized observer, parent opinion questionnaires, and written and oral evaluation through their employer within their local communities. Students are required to be employed and working in an age-appropriate childcare setting for the required observation.

Required Courses
ECET 2075Early Childhood Curriculum Planning and Assessment Fall, Spring, Summer4
HUDV 1005Child Development: Introductory Fall, Spring, Summer4
ECET 2010Early Childhood Professionalism Family & Culture Fall, Spring4
Total Credits12

It is recommended that students begin by taking HUDV 1005 Child Development: Introductory, then ECET 2075 Early Childhood Curriculum Planning and Assessment, followed by ECET 2010 Early Childhood Professionalism where students will begin to develop the required portfolio in a Virtual Study Group.

For registration information, go to https://www.sunyempire.edu/admissions/

INFANT-TODDLER EARLY CARE AND EDUCATION CREDENTIAL

The Infant-Toddler Early Care and Education Credential has been developed by the New York State Association for the Education of Young Children to assure that professionals have the specialized knowledge and skills needed to provide excellent programs for infants and toddlers.

The credential requires a combination of formal education and practical experience bound together by an individual portfolio. SUNY Empire State has all of the courses needed to meet the formal education requirements. Please visit https://nyaeyc.org/ for information about how to apply for the credential and submit the portfolio. 

ELIGIBILITY REQUIREMENTS

College Coursework in infant toddler development and professional practice:

  • Twelve (12) credits from a nationally accredited college in early childhood coursework that covers the standards of the New York State Infant Toddler Competencies. Three of these 12 credits must have been completed within the last five years.
  • Experience: One year caring for infants and/or toddlers in NYS licensed center, family child care home or formal program serving infants and/or toddlers, or two semesters of supervised field work course with infants and toddlers and six months work experience in the above, or Floater or substitute with 480 hours of documented experience.
Required Courses
ECET 2010Early Childhood Professionalism Family & Culture4
HUDV 2025Infant/Toddler Development: Introductory4
ECET 3030Curriculum & Environments for Infants & Toddlers4
Total Credits12

For registration information, go to https://www.sunyempire.edu/admissions/