Education

The Education Department ordinarily does not permit students to take courses concurrently with the student-teaching sequence. Students seeking deviations from this policy must complete a form requiring the approvals of the advisor, the appropriate program director, the department chairperson, and the dean. Student teaching requires application, which must be submitted to the appropriate advisor and approved by the program director, prior to registration for the student teaching semester. Completed Act 34 forms, Child Abuse History Clearance forms and FBI fingerprint clearances are required previous to receiving a field assignment. Students must comply with field and student teeaching application deadlines.

EDUC 113 — Reading-Research — 3 credits

A course designed to increase a student’s proficiency in reading and research. The following skill areas will be covered: comprehension, vocabulary, expression, critical analysis, library and study skills. Students will be required to develop minimum computer competencies. Lecture and laboratory approaches are utilized with the emphasis on individualized instruction.

EDUC 120 — (Q,W) Applied Statistics — 3 credits

(Prerequisite: WRTG 107) This course is designed to enable students to use statistics to solve problems and to communicate clearly the procedures employed and the results obtained. Students will be required to perform statistical computations and to write as a means of learning the course material. Topics covered include hypothesis testing, correlation, t-test and Chi-square test.

EDUC 131 — (D) Experiencing Cultural Diversity Through Children’s Literature — 3 credits

A course designed to introduce students to the diversity of cultures represented in childrens literature as a way to identify and differentiate the variety of cultures that they may encounter as teachers.

EDUC 141 — History and Philosophy of Education — 3 credits

This course is designed to examine the historical and philosophical roots of the education enterprise. Emphasis is on an examination of the historical, social, and philosophical characteristics of the public school system in the United States, the role of education in contemporary society, and current issues related to education.

EDUC 142 — Exceptional Lives — 3 credits

A general overview of the field of special education, including historical background, philosophy, history, and legislation. A survey of mental, physical and emotional disabilities and giftedness. An overview of remedial and preventative educational practices with an emphasis on future directions.

EDUC 222 — (W) Educational Psychology — 3 credits

This course examines the psychological basis of teaching strategies, classroom environment, learning, motivation, reinforcement, and evaluation.

EDUC 225 — Planning for Differentiated Instruction — 3 credits

(Prerequisite: EDUC 142; pre- or co-requisite: EDUC 222) This course prepares pre-service teachers for using research-based tools and strategies to plan for differentiated instruction which ensures learning for all students. Attention will be paid to both short and long term planning using strategies and assessments aligned with Pennsylvania Department of Education and national standards.

EDUC 225L — Planning for Differentiated Instruction LLaboratory Course — 1 credit

(Co-requisite: EDUC 225) Students will observe in ECE/Eled/Sped classrooms and identify ways in which teachers meet the needs of diversified learners. Students will develop a differentiated tutoring plan for individual students. Application to the field director and completed clearances are required.

 

EDUC 226 — Secondary, Transitional and Vocational Services — 3 credits

The role of the special-education teacher in designing and implementing transitional and vocational services for the disabled student. Emphasis is placed upon the role of the special-education professional as an advocate for the disabled in accessing school, community, state, and federal resources.

 

EDUC 241 — Foundations of Reading Instruction — 3 credits

This basic course in reading provides an introduction to reading instruction, reading programs, and the reading process as it relates to language acquisition and learning to read. The readiness, reading skills, techniques and methods essential for effective reading will be examined. Completed Act 34 and Child Abuse clearance required. Includes service-learning component.

EDUC 242 — Planning Effective Elementary Instruction — 3 credits

The course provides the Elementary Education major with planning and instructional strategies appropriate for use in the mathematics area of elementary curriculum. An analysis of content will be made in light of the needs of the elementary student and society.

EDUC 244 — Planning Effective Elementary Instruction — 3 credits

(Prerequisite: EDUC 222) This course prepares the elementary major with the research-based tools and strategies required to prepare lesson and long-term planning, consistent with best practice, for exemplary instruction in the classroom. Particular attention will be paid to alignment of objectives and assessment consistent with the Pennsylvania Academic Standards.

EDUC 245 — Interdisciplinary Assessment — 3 credits

(Prerequisite: EDUC 142) This course focuses on strategies, methods, and instruments for assessing the early learner, elementary student, and special education student. Theory to best practice linkages will be stressed for all three student populations.

EDUC 250 — Early Development and Intervention — 3 credits

This course focuses on the early childhood typical and atypical development (ages birth to 8); cognitive, motor, social-emotional, self-help, and language. Students will be introduced to the field of early childhood special education and how to design interventions for children who are demonstrating a developmental delay. Students will have the opportunity to work in a transdisciplinary team. Theory to practice linkages will be stressed. There is a laboratory/field component to this course.

EDUC 251 — Development of the Early Learner — 3 credits

This course focuses on the development of the early learner, birth through age eight. Psychomotor, affective and cognitive development, as well as special-needs children, will be studied. Theory to practice linkages will be stressed. An observation component is part of the course expectation.

EDUC 256 — Family and Community Relations — 3 credits

This course prepares the early childhood teacher with the strategies and communication skills necessary to build positive relationships with colleagues within the school and agencies in the larger communities that can contribute to the well-being of each student in order to realize the full developmental potential of each child. An observation component is part of the course expectation.

EDUC 267 — Learning Disabilities — 3 credits

This course provides an introduction to learning disabilities. Definitions, current theories, etiological bases, and educational management of students with learning disabilities and/or hyperactivity and attention deficit will be emphasized.

EDUC 280 — Field Experience II — 1 credit

(Prerequisites: EDUC 121 and 180; pre- or co-requisite: EDUC 222) The course is closely associated with EDUC 222. Projects will be assigned to be carried out in basic education schools and other agencies through observation, assisted instruction and oral/written reports. Application to field director, state police clearances, child abuse clearances and a record of FBI fingerprint clearances are required.

EDUC 310 — Special Topics in Education — 1-3 credits

A series of courses dealing with specific educational issues, theories, ideologies, skills, methods, or other designated topics for individual or group study. Course is offered in accord with student need.

EDUC 312 — The Secondary School Mathematics Curriculum — 3 credits

(Co-requisite: EDUC 313) This course examines the strategies and content of mathematics curricula in the secondary school and attempts to compare them to major contemporary reform efforts. The course includes a review of secondary-school (junior and senior high school) mathematics.

EDUC 313 — General Methods and Planning — 3 credits

(Prerequisite: EDUC 222; pre- or co-requisite for EDUC 380) Methodology for setting direction in the classroom, creating a learning situation, developing the content, reinforcing and evaluating will be covered. Students will be involved with developing plans for teaching.

EDUC 314 — Specific Subject Methods — 3 credits

(Prerequisite: EDUC 313) Utilizing knowledge of planning and teaching, students are guided in the analysis of specific content and techniques for teaching that content. They will demonstrate their ability to carry out plans in “micro” teaching experiences. Includes service-learning component.

EDUC 315L — Early Childhood Methods Laboratory Course — 1 credit

(Co-requisites: EDUC 354 and 356) Students will be placed in early childhood sites. An emphasis is placed on designing and implementing lesson plans that are consistent with evidence-based research. Application to the field director and completed clearances are required.

EDUC 316L — Elementary Methods Laboratory Course — 1 credit

(Co-requisites: EDUC 348 and 349) Students will be placed in basic education schools. An emphasis is placed on designing and implementing lesson plans that are consistent with evidence-based research. Application to the field director and completed clearances are required.

EDUC 317L — Designing Curriculum for Low Incidence Disabilities Laboratory Course — 1 credit

(Co-requisite: EDUC 367) Students will be placed in a low incidence field site where they will conduct formal and informal assessments, design programs that are consistent with evidence base research. Applications to the field director and completed clearances are required.

EDUC 340 — Reading in the Secondary School — 3 credits

This course is the study of the reading process with emphasis placed on understanding and skills needed by secondary school students in their subject fields.

EDUC 341 — The Education of the Exceptional Child — 3 credits

A general view of the field; historical background – both philosophical and legislative. A survey of physical, mental, and emotional handicaps and of giftedness, along with remedial and preventive practices with a look at the future.

EDUC 342 — Educational Media and Technology — 3 credits

A course in which students are expected to produce media appropriate for classroom use. The student is also expected to exhibit competency in the use of common education media equipment and the uses of computers. Students will also be introduced to modern and future forms of media technology appropriate for the classroom teacher.

EDUC 348 — Integrated Methods: Elementary Math/Science — 4 credits

(Prerequisite: EDUC 244) This course is designed to provide the elementary education major with planning and instructional strategies necessary for exemplary science and mathematics instruction in both distinct and integrated methods of delivery. An analysis of similarities and differences in content and standards within these disciplines will guide the study. Includes service-learning component.

EDUC 349 — Integrated Methods: Elementary Language Arts/Social Studies — 4 credits

(Prerequisite: EDUC 244) This course is designed to provide the elementary education major with planning and instructional strategies necessary for exemplary language arts and social studies instruction in the classroom. Attention will be paid to those strategies that might be used for integrated instruction as well as instruction of each area as separate and distinct disciplines.

EDUC 350 — Designing Curriculum for Special Needs — 3 credits

This course provides prospective teachers with instructional methods, strategies and adaptations that promote educational success for exceptional learners. Emphasis is on design and implementation of “best-practice” instruction for children with high/low incidence disabilities in the context of current professional standards and national mandates.

EDUC 354 — Integrated Methods: ECE Math/Science/Health — 4 credits

(Prerequisite: EDUC 251; pre- or co-requisites: EDUC 252 and 256) This course provides instructional strategies necessary for instructional sequences which integrate science, health and mathematics content and experiences for young learners.

EDUC 356 — Integrated Methods: Early Childhood Education Social Studies/Language/Expressive Arts — 4 credits

(Prerequisite: EDUC 251; pre- or co-requisites: EDUC 252 and 256) This course provides instructional strategies necessary for instructional sequences which integrate language arts, expressive arts and social studies content and experiences for young learners. Includes service-learning component.

EDUC 357 — Integrated Early Childhood Education Methods (0-5 y.o.) — 3 credits

(Prerequisite: EDUC 251, 348, 349; pre- or co-requisites: EDUC 252 and 256) This course is designed to explore methods for creating a preschool environment that invites young children to discover learning through a differentiated, creative and integrated curriculum. An observation component is part of the course expectation.

EDUC 358 — Reading to Learn with Tradebooks and Texts — 3 credits

An advanced course in reading. It provides additional instruction in working with older students who have not fully developed reading fundamentals. Independent reading, literature study, comprehension, word analysis, learning with textbooks and the reading/writing connection are all studied in depth.

EDUC 359 — Introduction to English Language Learning — 3 credits

This course introduces pre-service teachers to the challenges they will face when English language learners are members of their classes. The class will address how to successfully accommodate and integrate these students into class activities and how to assist them in their academic and linguistic development. Students will develop a clearer understanding of the challenges these students face in and out of the school setting.

EDUC 362 — Psycholinguistics — 3 credits

This course is designed to examine the language development in children as well as correlation between language and cognition. Particular attention will be given to designing educational environments and interactions that facilitate language development in children.

EDUC 364 — (D) Inclusionary Classroom Practices — 3 credits

Emphasis is placed on the special-education teacher as one member of an educational team. Students will receive guidance in supporting the disabled student in a general-education classroom, supporting the general-education teacher in providing instruction for the disabled child, and generally facilitating the acceptance and optimal learning of the disabled student in a general-education environment. Includes service-learning component.

EDUC 365 — Professional Seminar — 3 credits

Focuses on the special educator as one team member in a larger professional group which may include administrators, ancillary staff, parents, and other professionals. Students will learn to write IEPs, transitional plans, and school-based grant proposals. Students will receive guidance in constructing a portfolio and in case management.

EDUC 366 — Emotional/Behavioral Disabilities — 3 credits

A study of the problems associated with emotional and behavioral disabilities in the classroom. Emphasis is placed on behavior management and appropriate learning strategies for inclusionary general-education classes, self-contained special-education classes, and residential placements.

EDUC 367 — Designing Curriculum for Low Incidence Disabilities — 3 credits

Emphasis is on the effective design and use of curriculum and materials to educate elementary students with special needs.

EDUC 368 — Designing Curriculum for High Incidence Disabilities — 3 credits

Emphasis is on the effective design and use of curriculum and materials to educate secondary students with special needs.

EDUC 369 — Early Assessment and Intervention — 3 credits

This course focuess on the development of the early learner, birth through age eight, along with appropriate assessment and intervention techniques for children falling under the IDEA.

EDUC 380 — Field Experience III — 1 credit

(Prerequisites: EDUC 244 and 280; pre- or co-requisite: EDUC 313) This course is closely associated with the methods courses. An emphasis is placed on studying teaching techniques and involvement in teacher activities in basic-education schools. Application to field director, state police clearances, child abuse clearances and a record of FBI fingerprint clearances are required.

EDUC 440, 441, 442, 443 and 444 must be scheduled during the same semester. Collectively, they comprise a semester of student teaching.

EDUC 440 — Professional Practice Seminar — 3 credits

In-depth study of the rationale, theories, and techniques for creating a situation where learning can take place and for handling specific individual and group behavior problems in productive ways.

EDUC 441 — *Planning in Elementary Student Teaching — 1 credits

Preparation of actual teaching plans during elementary student teaching. Application to field director required.

EDUC 442 — Instruction in Elementary Student Teaching — 1.5 credits

Involvement in implementing methods and techniques. Elementary-school student teaching on a full-time basis under the supervision of classroom teachers and University supervisors.

EDUC 443 — Managing Elementary Classrooms in Student Teaching — 1 credits

Involvement in the management of learning situations during elementary student teaching.

EDUC 444 — Professional Growth in Elementary Student Teaching — 1.5 credits

The demonstration of professional growth during student teaching as evidenced by professional behavior and skills, a commitment to improvement, and ability to relate to others. This will include attendance at and participation in a weekly seminar to analyze and discuss professional considerations and student-teaching problems. Includes service-learning component.

EDUC 440, 456, 457, 458 and 459 must be scheduled during the same semester. Collectively, they comprise a semester of student teaching.

EDUC 451 — *Early-Childhood Education Student Teaching — 1 credit

This course is a high-intensity practicum in a pre-K classroom. Assignment by the Education Department requires completion of an application process. Attendance at weekly seminars is required. This course must be preceded or followed by Elementary Student Teaching if state certification is being pursued. A grade of C or higher is required for endorsement of certification applications.

EDUC 456 — *Planning in Early Childhood Student Teaching — 1 credit

Preparation of actual teaching plans during early childhood student teaching. Application to field director required.

EDUC 457 — Instruction in Early Childhood Student Teaching — 1.5 credits

Involvement in implementing methods and techniques. Early childhood student teaching on a full-time basis under the supervision of classroom teachers and University supervisors.

EDUC 458 — Managing Classrooms in Early Childhood Student Teaching — 1 credits

Involvement in the management of learning situations during early childhood student teaching.

EDUC 459 — Professional Growth in Early Childhood Student Teaching — 1.5 credits

The demonstration of professional growth during student teaching as evidenced by professional behavior and skills, a commitment to improvement, and ability to relate to others. This will include attendance and participation in a weekly seminar to analyze and discuss professional considerations and student-teaching problems. Includes service-learning component.

EDUC 461, 462, 463 and 464 must be scheduled during the same semester. Collectively, they comprise a semester of student teaching.

EDUC 461 — *Planning in Special Education Student Teaching — 1 credit

Preparation of actual teaching plans during specialeducation student teaching. Application required.

EDUC 462 — Instruction in Special Education Student Teaching — 1.5 credits

Involvement in implementing methods and techniques. Special-education student teaching on a full-time basis under the supervision of classroom teachers and University supervisors.

EDUC 463 — Managing Special Education Classrooms in Student Teaching — 1 credit

Involvement in the management of learning situations during special-education student teaching.

EDUC 464 — *Professional Growth in Special Education Student Teaching — 1.5 credits

The demonstration of professional growth during student teaching as evidenced by professional behavior and skills, a commitment to improvement, and ability to relate to others. This will include attendance at and participation in a weekly seminar to analyze and discuss professional considerations and student-teaching problems. Includes service-learning component.

EDUC 475, 476, 477, 478 and 479 must be scheduled during the same semester. Collectively, they comprise a semester of student teaching.

EDUC 475 — Secondary Classroom Management and Discipline — 3 credits

In-depth study of the rationale, theories, and techniques for creating a situation where learning can take place and for handling specific individual and group behavior problems in productive ways.

EDUC 476 — *Planning in Secondary Student Teaching — 2 credits

Preparation of actual teaching plans during secondary student teaching. Application to field director required.

EDUC 477 —  Instruction in Secondary Student Teaching — 3 credits

Involvement in implementing methods and techniques. Secondary student teaching on a full-time basis under the supervision of classroom teachers and University supervisors.

EDUC 478 — Managing Classrooms in Secondary Student Teaching —  2 credits

Involvement in the management of learning situations during secondary student teaching.

EDUC 479 — Professional Growth in Secondary Student Teaching — 3 credits

The demonstration of professional growth during student teaching as evidenced by professional behavior and skills, a commitment to improvement, and ability to relate to others. This will include attendance and participation in a weekly seminar to analyze and discuss professional considerations and student-teaching problems. Includes service-learning component.

*Student teaching requires an application due March 1 or October 1 for fall and spring placements, respectively. Current state police clearances, child abuse clearances and a record of FBI fingerprint clearances are required.