Contact Us

Have a question for Elementary & Early Childhood Education? 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?

ELEMENTARY & EARLY CHILDHOOD EDUCATION

Become an Extraordinary Teacher of Young Children

Early Childhood EducationThe undergraduate major in elementary education helps students develop knowledge and skills necessary for effective teaching in today's elementary schools. Students are prepared for teaching in a way that is reflective of Franciscan service to others - an ideal that is central to the mission of St. Bonaventure University.

Students who major in elementary and early childhood education prepare for New York teacher certification in Childhood Education (grades 1–6) with dual certification in Early Childhood Education (birth-grade 2).

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.

Teachers are best prepared when they learn how to teach in real classrooms, so our program involves students in extensive field experiences beginning in freshman year. While you develop knowledge 
about teaching, you will spend a significant amount of time interning and teaching in actual classrooms. As a student seeking early childhood certification, you will work not only in elementary classrooms, but in a variety of child care and preschool settings.

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.

For the two semesters before student teaching, you will be involved in a Professional Development School program where you and about 15 other SBU students (along with two faculty members) spend two days a week at a local elementary school. During those two semesters, you will develop the skills needed to create supportive learning environments for children. 

You will learn to adapt curriculum so that you can meet the learning and developmental needs of all children. By the end of your four-year program, you will be ready to work with young children, constructing learning opportunities to meet their intellectual, social, emotional and physical needs. You will be a caring, professional educator.

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/Hours 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

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