Contact Us

Have a question for Childhood Studies? Contact us.

Dr. Nancy Casey, Chair
ncasey@sbu.edu
(716) 375-2141
Plassmann Hall Room B48
St. Bonaventure University
St. Bonaventure, NY 14778

What Can I do With This Major?

CHILDHOOD STUDIES

Become a leader & advocate for children and families

SBU Childhood StudiesThe undergraduate major in childhood studies is designed for students who want to develop knowledge and skills necessary for careers working with children and families in a wide variety of settings.

Childhood studies majors develop skills that are valued in the work force, including those that focus on child development from multiple perspectives, such as an understanding of typically developing children, special needs children and the needs of young children; an understanding of planning and organization of programs; and a strong emphasis on collaboration and community involvement.

This major provides students with a strong foundation in the liberal arts. The courses in the major will help students develop expertise in areas such as:

  • Child development
  • Understanding special needs children
  • Planning and preparing programs, events and activities
  • Behavior and behavior intervention
  • Collaboration with families and community members

Childhood studies majors complete an internship in a community setting during their senior year. The internship is individually designed to meet the career goals of each student. During the internship, the student identifies a problem to be studied, a program to be developed or a collaborative partnership to develop. Students work with university faculty and site supervisors during this internship.

A wide range of career options are open to students completing the major.  Sample career paths might be those in areas such as:
  • law as a child advocate
  • children's publishing (print & web)
  • social work
  • school or community counseling
  • children's museums
  • children's theater
  • day care operations
  • recreation
  • advocacy/public service
  • health and wellness
Childhood studies majors are encouraged to pursue a minor related to their career goals.  Potential minors are: 
  • Journalism/Mass Communications
  • Sociology or Social Work
  • Psychology
  • Business
  • Political Science
  • Philosophy of Law
  • English
  • Theater

Hauser, René

Titles/Responsibilities Program Director, Differentiated Instruction
Accreditation Coordinator
Associate Professor
Academic School
School of Education
Academic Department Differentiated Instruction
Contact Information Office Phone: (716) 375-4078
Email: rhauser@sbu.edu
Office Location Plassmann Hall, B06
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
Personal Interests/Community Involvement
  • Cattaraugus Allegany Teacher Center Policy Board
  • Immanuel Christian Child Care School Board

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

Website Links

Childhood Studies Fact Sheet Image