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
Code | Title | Credits |
---|---|---|
ECET 1005 | Exploring the Professions: Children & Child Care | 2 |
ECET 1010 | Introduction to Early Childhood Education | 4 |
ECET 2010 | Early Childhood Professionalism Family & Culture | 4 |
ECET 3020 | Children’s Programs: Ethical & Professional Standards | 4 |
EDST 1005 | Introduction to Teaching | 2 |
EDST 3036 | Legal and Ethical Dimensions of Technology for Educators | 2 |
EDSP 2025 | Introduction to Special Education | 4 |
Foundation #2: Foundational Knowledge
Code | Title | Credits |
---|---|---|
EDST 3030 | Historical Foundation of American Education | 4 |
SOSC 2005 | Schooling in America | 4 |
DISB 2015 | Disabled in America | 4 |
DISB 3030 | The Disability Rights Movement: Policy and Legislation | 4 |
HIST 3695 | History of Educational Technology | 4 |
Foundation #3: Human Development
Code | Title | Credits |
---|---|---|
HUDV 1005 | Child Development: Introductory | 4 |
HUDV 1015 | Human Development: Introductory | 4 |
HUDV 2005 | Adolescent Development: Introductory | 4 |
HUDV 2015 | Adult Development: Introductory | 4 |
HUDV 2025 | Infant/Toddler Development: Introductory | 4 |
HUDV 3015 | Child Development: Advanced | 4 |
HUDV 3030 | Infant/Toddler Development: Advanced | 4 |
HUDV 3060 | Early Childhood Development | 4 |
HUDV 3065 | Human Exceptionalities | 4 |
Foundation #4: Social Contexts of Learning
Code | Title | Credits |
---|---|---|
SOSC 2005 | Schooling in America | 4 |
SOCI 3055 | Family & Society | 4 |
SOCI 3095 | Sociology of Education | 4 |
ECET 4122 | Poverty and Early Learning | 4 |
DISB 3025 | Psychosocial Impact of Illness & Disability | 4 |
Foundation #5: Curricular Design, Instructional Strategies, and Assessment
Code | Title | Credits |
---|---|---|
ECET 2075 | Early Childhood Curriculum Planning and Assessment | 4 |
ECET 3030 | Curriculum & Environments for Infants & Toddlers | 4 |
ECET 3035 | Curriculum & Environments for Preschoolers | 4 |
ECET 3122 | Inclusion in Early Childhood Education | 4 |
ECET 4010 | Curriculum Models in Early Childhood Education | 4 |
EDST 3015 | Curriculum Instruction & Assessment | 4 |
EDST 3127 | Models of Instructional Design | 4 |
EDSP 3025 | Curriculum and Instruction for Students with Disabilities | 4 |
Foundation #6: Language and Literacy Development
Code | Title | Credits |
---|---|---|
ECET 3040 | Emergent Literacy | 4 |
EDST 3021 | Language, Literacy, & Learning for School-age Children | 4 |
Foundation #7: Learners and Learning
Code | Title | Credits |
---|---|---|
ECET 4020 | The Science Behind Learning and Trauma in Early Childhood Settings | 4 |
ECET 4122 | Poverty and Early Learning | 4 |
EDST 3021 | Language, Literacy, & Learning for School-age Children | 4 |
EDST 3045 | Learning Theories | 4 |
EDST 4005 | Adults as Learners: Theories & Strategies | 4 |
EDST 4010 | Human Learning: A Developmental Approach | 4 |
PSYC 3015 | Educational Psychology: Advanced | 4 |
PSYC 3100 | Learning & Memory | 4 |
Foundation #8: Uses of Technology
Code | Title | Credits |
---|---|---|
ECET 3015 | Children’s Programs: Design & Supervision | 4 |
ECET 3060 | Young Children & Technology | 4 |
ECET 4122 | Poverty and Early Learning | 4 |
EDST 3065 | Utilizing Technology in the Classroom | 4 |
Foundation #9: Diversity
Code | Title | Credits |
---|---|---|
EDST 3008 | LGBTQ+ Youth & Education | 4 |
EDST 3020 | Diversity in Educational Settings | 4 |
EDST 3037 | Culturally Responsive Engagement in Home, School, and Community | 2 |
GSST 2005 | Introduction to LGBTQ+ Studies | 4 |
GSST 3008 | LGBTQ+ Youth & Education | 4 |
ECET 2010 | Early Childhood Professionalism Family & Culture | 4 |
ANTH 1010 | Introduction to Cultural Anthropology | 4 |
ANTH 3020 | Families in Global Perspective | 4 |
SOCI 1005 | Exploring Society: An Introduction to Sociology | 4 |
DISB 3010 | Cross-Cultural Perspectives on Disabilities | 4 |
Foundation #10: Methods of Inquiry
Code | Title | Credits |
---|---|---|
ECET 3050 | Observation & Assessment of Children | 4 |
SOSC 2010 | Statistics for the Social Sciences | 4 |
SOSC 3020 | Qualitative Social Science Research: Design & Methods | 4 |
SOSC 3025 | Social Science Research Methods | 4 |
EDST 4010 | Human Learning: A Developmental Approach | 4 |
EDST 4122 | Measuring Learning | 4 |
DISB 4010 | Assessment & Evaluation of Disabilities | 4 |
EDSP 4000 | Assessment, Diagnosis and Evaluation of Student with Disabilities | 4 |
HUDV 3085 | Research Methods for Lifespan Development | 4 |
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.
Code | Title | Credits |
---|---|---|
Required Courses | ||
ECET 2075 | Early Childhood Curriculum Planning and Assessment Fall, Spring, Summer | 4 |
HUDV 1005 | Child Development: Introductory Fall, Spring, Summer | 4 |
ECET 2010 | Early Childhood Professionalism Family & Culture Fall, Spring | 4 |
Total Credits | 12 |
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.
Code | Title | Credits |
---|---|---|
Required Courses | ||
ECET 2010 | Early Childhood Professionalism Family & Culture | 4 |
HUDV 2025 | Infant/Toddler Development: Introductory | 4 |
ECET 3030 | Curriculum & Environments for Infants & Toddlers | 4 |
Total Credits | 12 |
For registration information, go to https://www.sunyempire.edu/admissions/