Adolescence Education | SUNY New Paltz Catalog

Adolescence Education | SUNY New Paltz Catalog
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Adolescence Education
Adolescence Education: Education Courses
Biology (7-​12)
Chemistry (7-​12)
Earth Science (7-​12)
English (7-​12)
Mathematics (7-​12)
Physics (7-​12)
Social Studies (7-​12)
Additional Requirements
Early Childhood &​ Childhood Education
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Phone:
(845) 257-2850
Location:
Old Main Building, Room 323
Web address:
www.newpaltz.edu/schoolofed/adolescence-education--tesol/
The Adolescence Education Department offers instruction leading to New York State initial and professional certification to teach the following subjects in Grades 7-12: English, Mathematics, the sciences (Biology, Chemistry, Earth Science, and Physics), and Social Studies. In addition to completing courses in the liberal-arts content area of their choice, Adolescence Education students complete core education courses and state-mandated requirements for teaching certification, as well as New Paltz's General Education and graduation requirements. Certificates for teaching in New York State are automatically accepted for teaching in many other states.
In addition to the content-area majors listed above, a minor in Adolescence Education is available. Though the minor does not lead to eligibility for a New York State teaching certificate, it may be of interest to students seeking an introduction to the field of secondary education. Furthermore, for students pursuing a BA in Biology, Chemistry, or Geology or a BS in Mathematics, the Adolescence Education minor is designed to facilitate completion of two degrees in five years: the undergraduate bachelor's degree and the graduate MAT (Master of Arts in Teaching) degree. For more information about these accelerated teacher-education programs, please speak with an Adolescence Education faculty advisor
Adolescence Education: Program Requirements
To enter the Adolescence Education program,
students must:
Have an overall GPA of 3.0 or better.
Have completed 3-4 credits in Writing and Rhetoric (1 composition course) with a grade of B or better.
Submit a
program application
, including an acceptable essay.
For the Adolescence Education: Mathematics program, receive a grade of B- or better in Calculus 1
or
Calculus 2.
ransfer students
without a major in math, biology, chemistry, geology, or physics must spend at least one semester majoring in the content area in which they plan to seek certification ​b
efore applying to an Adolescence Education: Math/Science program
. Consult the program coordinator for guidance.
To continue in the program,
students must meet the following requirements:
Maintain a GPA of 3.0 or better
Earn a minimum grade of C- in all letter-graded Education courses, with the exception of Methods courses,
and
in all content-area courses.
Earn a grade of B or better in Methods and receive approval of the program coordinator or department chair to advance to student teaching
​Additional requirements:
Per School of Education policy, candidates must earn a rating of Acceptable on
at least 80% of the items
on the assessment required for their specific program (e.g., planning, dispositions, P-12 learning, STIFA). During a culminating experience, however, candidates may not earn a rating of Unacceptable on any item. Failure to meet either of these expectations may result in a failing grade in the course.
Fingerprints on a NYS TEACH account.
Completion of state-mandated workshops (Child Abuse, SAVE, DASA, Health & Safety).
Transportation
Students are responsible for their own transportation to fieldwork and student teaching placements and must be prepared to commute up to 45 miles, one way, to these placements.
Registration for Methods requires a 3.0 GPA. Students unable to meet this GPA prerequisite will be advised to change their major so they can graduate in a timely manner.
No more than one semester may separate students' completion of their Methods course and the start of student teaching.
Notice to Persons Who Have Prior Felony Convictions
State University of New York (SUNY) policy prohibits SUNY New Paltz admission applications from inquiring into an applicant’s prior criminal history. Students who have previously been convicted of a felony are advised that their prior criminal history may impede their ability to complete the requirements of certain academic programs and/or to meet the licensure requirements for certain professions, including the program in Adolescence Education.
Individuals with prior criminal histories are advised to seek advice and guidance from the chair of the academic department regarding the impact of a criminal record on meeting the requirements of the major/professional licensure or certification prior to declaring the major.
Adolescence Education (BA, BS) Program Learning Outcomes
English Language Arts (7-12)
Candidates who successfully complete all required components of the Adolescence Education (7-12) program in English will know and be able to demonstrate:
Content Knowledge:
Demonstrate
content area mastery by completing a carefully structured program in English that requires at least
37 hours
of coursework and includes in-depth study of: the English language/linguistics; critical practices and writing; British,
American
and Transnational literature; young adult literature; Shakespeare; and literary theory.
Planning:
Plan lessons in the English language arts that are standards-based; structured in accordance
to
learners’ needs; use differentiated instructional strategies and
appropriate technologies
; promote diversity and inclusion; and contribute to safe, democratic, and
equitable
learning environments.
Assessment and Learning for Adolescents, grades 7-12:
Choose, design, and implement authentic and
ppropriate formative
and summative assessments to evaluate student learning; Use assessment data when making instructional decisions;
dentify
effective or problematic teaching moments as they are occurring
n order to
acilitate
student growth in the English language arts, including adolescents’ cognitive and/or social skills.
Pedagogical Practice
Demonstrate
varied, imaginative, and relevant
teaching
strategies
that include
appropriate
and effective technology, effective questioning and discussion, and a variety of developmentally and contextually
appropriate strategies
to support critical thinking and meaningful learning in the English language arts.
Dispositions:
Demonstrate
integrity
of character
and ethical conduct;
participate
effectively in institutional change; and develop respectful relationships with students, families,
communities
and colleagues.
Critical Thinking:
Identify
, analyze, and evaluate different methods of planning, assessing, and teaching to support pedagogical decisions.
Information
Literacy
Use technology and basic research techniques to inform planning, instruction, and assessment of English language arts for adolescents, grades 7-12.
Sciences: Biology (7-12), Chemistry (7-12), Earth Science (7-12), Physics (7-12)
Candidates who successfully complete all required components of the Adolescence Education (7-12) programs in the sciences (Biology, Chemistry, Earth Science, Physics) will know and be able to demonstrate:
Content Knowledge:
Demonstrate content area mastery by completing at least 30 hours of coursework in content sciences plus cognates.
Planning:
lan lessons in
science
that are NYSP-12SLS standards-based
are
clear and organized, rely upon a variety of appropriate pedagogical
practices, include
appropriate tech
ologies
and differentiate instruction
that
provid
es
opportunities t
promote appreciation of diversity, tolerance, and inclusion in safe, democratic, and
equitable
learning environments.
Assessment and P-12 Learning:
Be able to choose, design, and implement authentic and appropriate formative and summative assessments to evaluate student learning,
to
consider assessment data when making instructional decisions, and
to
identify effective or problematic teaching moments as they are occurring in order to facilitate student growth in specified content, cognitive skills, and/or social skills.
Pedagogical Practice:
Demonstrate
the ability to
maximize
student learning by incorporating content
with
pedagogical knowledge,
utilizing
appropriate
and effective technology
and
implementing a
variety of developmentally and contextually appropriate
evidence-based
instructional strategies to make learning meaningful
and relevant
for students while teaching.
Dispositions:
Exhibit
the knowledge, skills, and dispositions necessary to practice an ethically informed and self-reflective philosophy,
participate
effectively in institutional change, and develop respectful relationships with students, families, communities and
colleagues.
Critical Thinking:
Identify
, analyze, and evaluate different methods of planning, assessing, and teaching
in order to
develop well-reasoned arguments that support pedagogical decisions
, and transfer these skills to students through the development of higher order thinking lesson development
Information
Literacy
Use technology and basic research techniques in order to locate, evaluate, and synthesize
new findings in science with
concepts in content knowledge, planning, assessment, and pedagogical practice.
Mathematics (7-12)
Candidates who successfully complete all required components of the Adolescence Education (7-12) program in Mathematics will know and be able to demonstrate:
Content Knowledge:
Demonstrate content area mastery by completing at least 30 hours of coursework in content math plus cognates.
Planning:
lan lessons in
math
that are NCTM standards-based
are
clear and organized, rely upon a variety of appropriate
pedagogical
practices, include
appropriate tech
ologies
and differentiate instruction
that
provid
es
opportunities t
promote appreciation of diversity, tolerance, and inclusion in safe, democratic, and
equitable
learning environments.
Assessment and P-12 Learning:
Be able to choose, design, and implement authentic and appropriate formative and summative assessments to evaluate student learning,
to
consider assessment data when making instructional decisions, and
to
identify effective or problematic teaching moments as they are occurring in order to facilitate student growth in specified content, cognitive skills, and/or social skills.
Pedagogical Practice:
Demonstrate
the ability to
maximize
student learning by incorporating content
with
pedagogical knowledge,
utilizing
appropriate
and effective technology
and
implementing a
variety of developmentally and contextually appropriate
evidence-based
instructional strategies to make learning meaningful
and relevant
for students while teaching.
Dispositions:
Exhibit
the knowledge, skills, and dispositions necessary to practice an ethically informed and self-reflective philosophy,
participate
effectively in institutional change, and develop respectful relationships with students, families, communities and
colleagues.
Critical Thinking:
Identify
, analyze, and evaluate different methods of planning, assessing, and teaching
in order to
develop well-reasoned arguments that support pedagogical decisions
, and transfer these skills to students through the development of higher order thinking lesson development
Information
Literacy
Use technology and basic research techniques in order to locate, evaluate, and synthesize
new findings in mathematics with
concepts in content knowledge, planning, assessment, and pedagogical practice.
Social Studies (7-12)
Candidates who successfully complete all required components of the Adolescence Education (7-12) program in Social Studies will know and be able to demonstrate:
Content Knowledge:
Demonstrate content area mastery by completing at least 30 hours of coursework in social studies.
Planning:
Plan lessons in social studies that are standards-based, clear and organized, rely upon a variety of appropriate instructional strategies and appropriate technologies, and differentiate instruction, providing opportunities to promote appreciation of diversity, tolerance, and inclusion in safe, democratic, and equitable learning environments.
Assessment and P-12 Learning:
hoose, design, and implement authentic and
appropriate formative
and summative assessments to evaluate student learning, consider assessment data when making instructional decisions, and
identify
effective or problematic teaching moments as they are occurring
in order to
facilitate
student growth in specified content, cognitive skills, and/or social skills.
Pedagogical Practice:
Demonstrate
the ability to
maximize
student learning by incorporating content and pedagogical content knowledge,
appropriate
and effective technology, and a variety of developmentally and contextually
appropriate evidence-based
instructional strategies to make learning meaningful for students while teaching.
Dispositions:
Exhibit
the knowledge, skills, and dispositions necessary to practice an ethically informed and self-reflective philosophy,
participate
effectively in institutional change, and develop respectful relationships with students, families,
communities
and colleagues.
Critical Thinking:
Identify, analyze, and evaluate different methods of planning, assessing, and teaching in order to develop well-reasoned arguments that support pedagogical decisions.
Information
Literacy
Use technology and basic research techniques in order to locate, evaluate, and synthesize best-practices concepts in content knowledge, planning, assessment, and pedagogical practice.
Adolescence Education: Education Courses
Biology (7-12)
Chemistry (7-12)
Earth Science (7-12)
English (7-12)
Mathematics (7-12)
Physics (7-12)
Social Studies (7-12)
Additional Requirements
Minor in Adolescence Education
Accelerated Pathway (AP) Programs:
BA in Biology + MAT in Adolescence Ed: Biology
BA in Chemistry + MAT in Adolescence Ed: Chemistry
BA in Geology + MAT in Adolescence Ed: Earth Science
BS in Mathematics + MAT in Adolescence Ed: Mathematics
SED240. English Learners in Middle and Secondary Classrooms. 3 Credits.
Specialized instructional techniques/strategies are necessary to effectively teach English Learners (ELs) in integrated middle and secondary level classrooms. Here, students are encouraged to develop, implement, and reflect on lessons/activities that foster EL engagement in integrated, recursive, and generative ways for early and later adolescence (grades 5-9 and 10-12).
Restrictions:
Must have the following level: Undergraduate
May not be repeated for credit
SED293. Secondary Education Selected Topic. 3-12 Credits.
May be repeated for credit
SED295. Independent Study Secondary Education. 1-5 Credits.
May be repeated for credit
SED340. Introduction to Foreign Language Teaching in the Secondary School. 3 Credits.
An introduction to first and second language acquisition theories and foreign language instructional approaches and assessments in light of the national and NY State standards for foreign language learning.
Restrictions:
Must not be enrolled in the following class: Freshman
May not be repeated for credit
SED350. Fieldwork #2. 1 Credit.
Students will immerse themselves in secondary school settings, cultures, and direct discipline-related activities. This includes interviewing, observing, and interacting with students, discipline-specific teachers, administrators, and staff. Co-requisite: Discipline-specific methods course (SED370, SED371, SED373, SED374, SED375, SED381, SED391).
Attributes:
Field Study
Restrictions:
Must have the following level: Undergraduate
Must not be enrolled in the following class: Freshman
May not be repeated for credit
SED353. Field Work #1. 1 Credit.
The field lab is a co-requisite with Introduction to Curriculum Assessment (
SED453
). Students will immerse themselves in secondary school settings and cultures by interviewing, observing, and interacting with key stakeholders including students, teachers, administrators and staff. COURSE FEE FOR WATERMARK.
Attributes:
Field Study
Restrictions:
Must have the following level: Undergraduate
Must not be enrolled in the following class: Freshman
Must be enrolled in the following field(s) of study (major, minor or concentration):
Adolescence Ed: Biology (440)
Adolescence Ed: Chemistry (441)
Adolescence Ed: Earth Science (442)
Adolescence Ed: English (443)
Adolescence Ed: French (444)
Adolescence Ed: Math (446)
Adolescence Ed: Physics (449)
Adolescence Ed: Social Studies (445)
Adolescence Ed: Spanish (447)
Adolescence Education (ADL)
Biology AP (508A)
Chemistry AP (50CH)
Geology AP (51ES)
Prerequisites:
SED Fieldwork Form Minimum Score of Y
Corequisites:
SED453
May not be repeated for credit
SED354. Foundations of Secondary Education Seminar. 1 Credit.
In a series of classroom- and field-based exercises, students will begin to inquire into key curriculum issues in secondary education within the broader philosophical, psychological, and social contexts of schools and schooling.
Restrictions:
Must have the following level: Undergraduate
Must not be enrolled in the following class: Freshman
Must be enrolled in the following field(s) of study (major, minor or concentration):
Adolescence Ed: Biology (440)
Adolescence Ed: Chemistry (441)
Adolescence Ed: Earth Science (442)
Adolescence Ed: English (443)
Adolescence Ed: French (444)
Adolescence Ed: Math (446)
Adolescence Ed: Physics (449)
Adolescence Ed: Social Studies (445)
Adolescence Ed: Spanish (447)
Adolescence Education (ADL)
Biology AP (508A)
Chemistry AP (50CH)
Geology AP (51ES)
May not be repeated for credit
SED356. Teaching and Learning in the Digital Environment. 3 Credits.
Teacher candidates will learn how to integrate digital tools in the teaching and learning environment while promoting digital citizenship. They will examine relevant research and explore innovative teaching and learning practices involving the use of digital media.
Attributes:
Information Literacy Intermed
Information Mgmt Intrmd
Restrictions:
Must have the following level: Undergraduate
Must not be enrolled in the following class: Freshman
Must be enrolled in the following field(s) of study (major, minor or concentration):
Adolescence Ed: Biology (440)
Adolescence Ed: Chemistry (441)
Adolescence Ed: Earth Science (442)
Adolescence Ed: English (443)
Adolescence Ed: French (444)
Adolescence Ed: Math (446)
Adolescence Ed: Physics (449)
Adolescence Ed: Social Studies (445)
Adolescence Ed: Spanish (447)
May not be repeated for credit
SED358. Education Across Borders. 3 Credits.
Exploration of educational policies, practices and philosophies across diverse countries primarily outside Europe and the U.S. within the context of regional histories and with concern for how social forces affect education and how education affects social development.
Attributes:
Effective Expression/Written
Liberal Arts
Writing Intensive
GE4: World Civilizations
GE3: WRLD
Restrictions:
Must not be enrolled in the following class: Freshman
May not be repeated for credit
SED370. Teaching English in the Secondary School. 3 Credits.
Purposes, materials, and techniques for effective teaching of English in the secondary school. Analysis of relevant research. The course will also include a series of structured instructional experiences intended to further students first-hand knowledge of secondary schools and schooling.
Attributes:
Critical Thinking Intermediate
Critical Think Reason Interm
Restrictions:
Must have the following level: Undergraduate
Must not be enrolled in the following class: Freshman
Must be enrolled in the following field(s) of study (major, minor or concentration): Adolescence Ed: English (443)
Prerequisites:
SED350
* May be taken at the same time
May not be repeated for credit
SED373. Teaching Social Studies in the Secondary School. 3 Credits.
Purposes, materials, and techniques for effective teaching of the social studies in the secondary school. The course will also include a series of structured instructional experiences intended to further students' first-hand knowledge of secondary schools and schooling.
Attributes:
Critical Thinking Intermediate
Critical Think Reason Interm
Restrictions:
Must have the following level: Undergraduate
Must not be enrolled in the following class: Freshman
Must be enrolled in the following field(s) of study (major, minor or concentration): Adolescence Ed: Social Studies (445)
Prerequisites:
SED350
* May be taken at the same time
May not be repeated for credit
SED374. Teaching Science in the Secondary School. 3 Credits.
Constructivist views of science, science learning, and science teaching. Strategies for planning, managing, and assessing instruction especially for pupils demonstrating a wide range of backgrounds and abilities. The course will also include a series of structured instructional experiences intended to further students' first-hand knowledge of secondary schools and schooling.
Attributes:
Critical Thinking Intermediate
Critical Think Reason Interm
Restrictions:
Must have the following level: Undergraduate
Must not be enrolled in the following class: Freshman
Must be enrolled in the following field(s) of study (major, minor or concentration):
Adolescence Ed: Biology (440)
Adolescence Ed: Chemistry (441)
Adolescence Ed: Earth Science (442)
Adolescence Ed: Math (446)
Adolescence Ed: Physics (449)
Prerequisites:
SED350
* May be taken at the same time
May not be repeated for credit
SED375. Teaching Mathematics in the Secondary School. 3 Credits.
Purposes, materials, and techniques for effective teaching of secondary school mathematics. Analysis of relevant research. The course will also include a series of structured instructional experiences intended to further students' first-hand knowledge of secondary schools and schooling.
Attributes:
Critical Thinking Intermediate
Critical Think Reason Interm
Restrictions:
Must have the following level: Undergraduate
Must not be enrolled in the following class: Freshman
Must be enrolled in the following field(s) of study (major, minor or concentration): Adolescence Ed: Math (446)
Prerequisites:
SED350
* May be taken at the same time
May not be repeated for credit
SED393. Secondary Education Selected Topic. 1-12 Credits.
Restrictions:
Must have the following level: Undergraduate
Must not be enrolled in the following class: Freshman
Must be enrolled in the following field(s) of study (major, minor or concentration):
Adolescence Ed: Biology (440)
Adolescence Ed: Chemistry (441)
Adolescence Ed: Earth Science (442)
Adolescence Ed: English (443)
Adolescence Ed: French (444)
Adolescence Ed: Math (446)
Adolescence Ed: Physics (449)
Adolescence Ed: Social Studies (445)
Adolescence Ed: Spanish (447)
May be repeated for credit
SED404. Student Teaching Secondary, 7-9. 6 Credits.
A full-time experience in the major areas of teacher responsibility in grades 7-9.
Attributes:
Capstone or Creative Works
Restrictions:
Must have the following level: Undergraduate
Must not be enrolled in the following class: Freshman
Must be enrolled in the following field(s) of study (major, minor or concentration):
Adolescence Ed: Biology (440)
Adolescence Ed: Chemistry (441)
Adolescence Ed: Earth Science (442)
Adolescence Ed: English (443)
Adolescence Ed: French (444)
Adolescence Ed: Math (446)
Adolescence Ed: Physics (449)
Adolescence Ed: Social Studies (445)
Adolescence Ed: Spanish (447)
Corequisites:
SED405
SED406
SED407
May not be repeated for credit
SED405. Student Teaching Secondary 10-12. 6 Credits.
A full-time experience in the major areas of teacher responsibility in grades 10-12.
Attributes:
Practicum - Non-Clinical
Capstone or Creative Works
Restrictions:
Must have the following level: Undergraduate
Must not be enrolled in the following class: Freshman
Must be enrolled in the following field(s) of study (major, minor or concentration):
Adolescence Ed: Biology (440)
Adolescence Ed: Chemistry (441)
Adolescence Ed: Earth Science (442)
Adolescence Ed: English (443)
Adolescence Ed: French (444)
Adolescence Ed: Math (446)
Adolescence Ed: Physics (449)
Adolescence Ed: Social Studies (445)
Adolescence Ed: Spanish (447)
Corequisites:
SED404
SED406
SED407
May not be repeated for credit
SED406. Student Teaching Seminar. 1 Credit.
All secondary education students must take this seminar while student teaching. The principal purposes of the seminar are four: first, to provide an orientation for students about to begin to student teach; second, to offer practical support for students while student teaching; third, to help students develop individual professional portfolios; and fourth, to serve as a culminating educational experience for all pre-service secondary education students.
Attributes:
Practicum - Non-Clinical
Capstone or Creative Works
Critical Thinking Advanced
Critical Think Reasoning Adv
Information Literacy Advanced
Information Mgmt Advanced
Restrictions:
Must have the following level: Undergraduate
Must not be enrolled in the following class: Freshman
Must be enrolled in the following field(s) of study (major, minor or concentration):
Adolescence Ed: Biology (440)
Adolescence Ed: Chemistry (441)
Adolescence Ed: Earth Science (442)
Adolescence Ed: English (443)
Adolescence Ed: French (444)
Adolescence Ed: Math (446)
Adolescence Ed: Physics (449)
Adolescence Ed: Social Studies (445)
Adolescence Ed: Spanish (447)
Corequisites:
SED404
SED405
May not be repeated for credit
SED407. Fieldwork #3. 1 Credit.
Students will immerse themselves in two particular secondary school settings with the purpose of understanding the school culture in which they will be student teaching. This will involve interviewing, observing, and interacting with students, teachers, administrators and staff in a broad range of "normal" school-related activities. Co-requisite: Discipline-specific student teaching course (SED404, SED405, SED406).
Attributes:
Field Study
Restrictions:
Must have the following level: Undergraduate
Must not be enrolled in the following class: Freshman
Must be enrolled in the following field(s) of study (major, minor or concentration):
Adolescence Ed: Biology (440)
Adolescence Ed: Chemistry (441)
Adolescence Ed: Earth Science (442)
Adolescence Ed: English (443)
Adolescence Ed: French (444)
Adolescence Ed: Math (446)
Adolescence Ed: Physics (449)
Adolescence Ed: Social Studies (445)
Adolescence Ed: Spanish (447)
Corequisites:
SED404
SED405
SED406
May not be repeated for credit
SED453. Curriculum and Assessment in the Secondary School. 3 Credits.
Students will read, discuss, debate and write about curriculum and assessment philosophy and practice. Students will experience first hand a variety of authentic learning assessments and observe and interview teachers in secondary schools.
Attributes:
Critical Thinking Introductory
Critical Think Reason Intro
Information Literacy Intro
Information Mgmt Intro
Restrictions:
Must have the following level: Undergraduate
Must not be enrolled in the following class: Freshman
Must be enrolled in the following field(s) of study (major, minor or concentration):
Adolescence Ed: Biology (440)
Adolescence Ed: Chemistry (441)
Adolescence Ed: Earth Science (442)
Adolescence Ed: English (443)
Adolescence Ed: French (444)
Adolescence Ed: Math (446)
Adolescence Ed: Physics (449)
Adolescence Ed: Social Studies (445)
Adolescence Ed: Spanish (447)
Adolescence Education (ADL)
Biology AP (508A)
Chemistry AP (50CH)
Geology AP (51ES)
Prerequisites:
SED Fieldwork Form Minimum Score of Y
Corequisites:
SED353
May not be repeated for credit
SED493. Secondary Education Selected Topic. 3-12 Credits.
Restrictions:
Must not be enrolled in the following class: Freshman
May be repeated for credit
SED495. Independent Study Secondary Education. 1-12 Credits.
Restrictions:
Must not be enrolled in the following class: Freshman
May be repeated for credit
Faculty
Adolescence Education & TESOL
Antrop-González, René
Professor
Ph.D., The Pennsylvania State University
Office: OM 225
Phone: (845) 257-2833
E-mail:
antropgr@newpaltz.edu
Brandon, Latanya
Assistant Professor
Ph.D., University of Connecticut
Office: OM 314C
Phone: (845) 257-3118
E-mail:
brandonl@newpaltz.edu
Davis Roberts, Meg
Assistant Professor
Ph.D., Teachers College, Columbia University
Office: OM 321A
Phone: (854) 257-2856
E-mail:
davisrom@newpaltz.edu
Duhaney, Devon
Interim Associate Dean and Associate Professor
Ph.D., Southern Illinois University
Office: OM 319
Phone: (845) 257-2853
E-mail:
duhaneyd@newpaltz.edu
Dull, Laura
Professor
Ph.D., New York University
Office: OM 221
Phone: (845) 257-2849
E-mail:
dullj@newpaltz.edu
Huang, Jason
Associate Professor and Chair
Ph.D., University of California - Davis
Office: OM 314B
Phone: (845) 257-2818
E-mail:
huangj18@newpaltz.edu
Kim, So Lim
Assistant Professor
Ph.D., Boston College
Office: OM 314D
Phone: (845) 257-2826
E-mail:
kims23@newpaltz.edu
Meyer, Tom
Professor
Ph.D., Stanford University
Office: OM 318
Phone: (845) 257-2877
E-mail:
meyert@newpaltz.edu
Literacy Education
Cain, Lizabeth
Associate Professor
Ed.D., Binghamton University
Office: OM 222
Phone: (845) 257-2864
E-mail:
cainl@newpaltz.edu
Misar, Katherine
Assistant Professor
Ph.D., The Ohio State University
Office: OM 321B
Phone: (845) 257-2829
E-mail:
misark@newpaltz.edu
Wang, Min
Associate Professor
Ph.D., University of Alabama
Office: OM 227D
Phone: (845) 257-2869
E-mail:
wangm@newpaltz.edu
Woodcock, Christine
Associate Professor
Ph.D., University at Albany (SUNY)
Office: OM 227A
Phone:(845) 257-2852
E-mail:
woodcocc@newpaltz.edu
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