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For more information, please contact the Department Chair:

Dr. Christine A. Hunt
(716) 375-2315
chunt@sbu.edu
B12 Plassmann Hall


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What Can I Do With This Major?

Elementary Education at St. Bonaventure

ELEMENTARY & SPECIAL EDUCATION MAJOR

The undergraduate elementary education major is designed to help students develop knowledge and skills necessary for effective teaching in today's elementary schools. 

Students are prepared for the teaching profession in a way that is reflective of Franciscan service to others - an ideal that is central to the mission of St. Bonaventure University.

Students choosing to enroll in the Elementary and Children with Disabilities (Special Education) program prepare for New York teacher certification in Childhood Education (grades 1–6) with dual certification in Children with Disabilities (grades 1-6). Graduates from our programs can be found in school districts all over the country, and should you want to teach outside of New York, our Certification Office will give you advice about obtaining certificates in other states.

Every child has unique gifts and needs, and classroom teachers are best prepared when they are ready to meet the learning and developmental needs of all children. By the end of your 4-year degree program, you will be ready for your own classroom where you will be able to construct learning opportunities supportive of the intellectual, social, emotional and physical needs of a diverse student population. SBU students with dual Elementary & Children with Disabilities (Special Education) certification are uniquely prepared for the challenges of today’s classrooms.

Within a curriculum focusing on developmental learning theories, pedagogy, principles of classroom management, and sound educational research, SBU education majors are encouraged to be active participants as they create their own knowledge and develop as teachers.

Hallmarks of SBU Education Programs

  • The School of Education and all of our programs are nationally accredited
  • The program prepares you for up to THREE certifications- Early Childhood, Special Education, and Childhood
  • 1,000 HOURS of classroom experience- beginning a student's freshmen year
  • Diverse classroom experience through many grade levels, different types of classrooms, and school placements
  • Rigorous expectations and high standards- a GPA of 3.0 is required throughout a student's four years
  • Close community created through mentoring and close interactions between faculty, staff, and students
  • A challenging curriculum enables students to understand the diverse needs of children and to develop a 
    repertoire of strategies to meet learners' needs leading to success on the job search 
  • We are there for our students every step of the way
  • At SBU we say, "You need to figure this out, and we are here to help you!"
  • We challenge our students to be passionate about their commitment to education

What makes our graduates great educators? They become:

  • Teachers who believe that all children can learn
  • Teachers who create positive, engaging learning environments that help students succeed
  • Teachers who are active members of school communities 
  • Teachers who continue to learn
  • Teachers who are passionate
  • Teachers who are advocated for the profession
  • Teachers who use theory and research in the best interest of their students

  • Fall in love at SBU

    And put what you learn to work.

    Hauser, René

    TITLES/RESPONSIBILITIES Associate Professor
    Differentiated Instruction Director
    Accreditation Coordinator
    ACADEMIC SCHOOL School of Education
    ACADEMIC DEPARTMENT Differentiated Instruction
    CONTACT INFORMATION Office Phone: (716) 375-4078
    Email: rhauser@sbu.ed
    OFFICE LOCATION B48 Plassmann Hall
    COURSES TAUGHT
    • DIFF 504. Communication and Collaboration skills for standards based inclusive education
    • DIFF 510. Differentiated Instructional Strategies 
    • DIFF 511. Foundations of Inclusive Education 
    • DIFF 598. Contemporary Field Research and Practicum in Standards-based Differentiated Instruction 
    • SPED 440. Curriculum Adaptation and Instruction for Students with Special Needs
    ACADEMIC DEGREES
    • Ph.D., Education, Special Education, State University of New York at Buffalo
      • Dissertation title: Wroblewski, R. E. (2006). What happens after 3:00?: The social relationships of adolescents with Down syndrome. Dissertation presented to the faculty of the Graduate School of Education at the University at Buffalo. Available at UMI Dissertations [on-line].
       
    • M.S.Ed., Exceptional Education, State University of New York College at Buffalo
    • B.S., Elementary and Exceptional Education, State University of New York College at Buffalo
    OTHER EDUCATION
    PROFESSIONAL BACKGROUND
    ACCOMPLISHMENTS
    • Garrison, R. E. (2011). Book review of: Differentiating Instruction with Technology in Middle School Classrooms by Grace E. Smith and Stephanie Throne. Excelsior: Leadership in Teaching and Learning, 6(1) 55-56. 
    • McPherson, S., Wroblewski, R, E. (in press). The state of preservice teachers’ literacy preparation in New York State. Submitted to Exceptional Individuals.
    • Parmar, R. S., Wroblewski, R. E., Clements, D., & Sarama, J. (2010). Measurement. In C. Fennell (Ed.) Special Education and Mathematics: Helping Students with Learning Difficulties Achieve Mathematical Proficiency. Reston, VA: National Council of Teachers of Mathematics.
    • Clements, D., Sarama, J., Parmar, R., & Wroblewski, R. (2010). Geometry. In C. Fennell (Ed.) Special Education and Mathematics: Helping Students with Learning Difficulties Achieve Mathematical Proficiency. Reston, VA: National Council of Teachers of Mathematics.
    • Gibson, A. & Wroblewski, R. (2008). Plunging into learning. Exceptional Individuals, 32(2), 14-15.  
    • Wroblewski, R. E. (2008). Walking the Walk: How a School-based Team meets the Social Skills Needs of Children with Autism Spectrum Disorders. New York State School Counselor’s Journal. 
    • Gibbs, G. & Wroblewski, R. (2007). A leadership imperative. Conference Proceedings of the Inellectbase International Consortium. Nashville, TN. 
    • Wroblewski, R. E. (April 2007). Through a new looking glass: Social interactions of adolescents with disabilities through an educational/sociological perspective. Paper presented at the 2007 annual meeting of the American Educational Research Association. Chicago, IL.
     
    TEACHING PHILOSOPHY

    My basic philosophy of teaching is based on two firmly held beliefs.

    • First, that all people are capable of learning. I strongly believe that if a student is not learning in my class, then I must change something in order for that student to be successful. I teach courses in Differentiated Instruction, which means providing different opportunities for students to engage in learning given their own background knowledge, interests, and strengths. I strive to practice what I preach and differentiate instruction in my own courses as much as possible, while still holding high standards for all students.
    • Second, I believe that learning should not be a painful experience. I want my students to enjoy learning and try to design class activities that push their thinking and allow them to take academic risks in a safe environment. I believe that if learners are actively engaged and excited about the class, then they can’t help but learn
    CURRENT RESEARCH INTERESTS/PROJECTS
    • Teacher education
    • Gifted education
    • Differentiated instruction
     
    PERSONAL INTERESTS/COMMUNITY INVOLVEMENT
    • Cattaraugus Allegany Teacher Center Policy Board
    • Immanuel Christian Child Care School Board
     
    WEBSITE LINKS

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