Traditional Programs Adult Programs Course Descriptions Graduate Catalog

Education Courses

EDU 100 Perspectives on Secondary Education - 3 credits

The prospective teacher will learn about the planning and design of the secondary level classroom. This course will address the important factors that will play a role in your teaching career, such as: principles of curriculum, instructional strategies, assessment, and classroom management as they relate to teaching and learning. The participant will also examine the historical, philosophical, political, sociological foundations and the organization of the American educational system as it relates to the middle and secondary levels.  This course is a prerequisite to all secondary education courses.

EDU 102 Educational Psychology - 3 credits

This course is a foundational review of the impact and utilization of psychology in the classroom. The course examines the basic requirements for teachers to work effectively with the major concepts and theories related to the development of young children and adolescent development. Special attention is noted on including explicit connections with content areas, cognitive development, literacy, English Language Learning, multicultural and special education concerns. The foundational principles and theories of child and adolescent development taught in this course will support the teacher-in-training in ensuring the healthy social, intellectual, sexual, emotional, and moral development of all students.

EDU 151 Field Experience I - 1 credit

The prospective teacher will spend at least three hours per week (for a minimum of 30 documented observation hours) observing in the classroom. The prospective teacher will process elements such as school environment, behavior management strategies and teacher decision making procedure among others. By reflection and journal activities, the students will record and respond to their experiences and observations. Students are required to participate in four class sessions to process their experiences.

 
EDU 207 Technology for Educators - 3 credits

This online course is designed to provide prospective teachers with informational technology competencies necessary for high quality instruction of elementary, middle, and secondary school students.  Prospective teachers will gain skills in developing their students’ IT competencies and using technology as a teaching tool.  This is not an introductory computer skills course.  You are expected to have previous experience with technology. This is to provide you with current programs and ideas to use in your classroom instruction. (Prerequisite ECE 101 or EDU 100)

EDU 211 Literacy I: Grades 2-4 - 3 credits

This course provides prospective Grades PreK-4 teachers with the knowledge and skills to plan and implement literacy experiences grounded in Pennsylvania Core Standards for English Language Arts.  Prospective teachers acquire a conceptual understanding of the components of effective reading in the areas of phonics, fluency, vocabulary, comprehension, and writing in a balanced literacy program. (Prerequisite: ECE 207. Co-requisite: EDU 213)

EDU 213 Field Experience III: Early Childhood Education - 1 Credit

This course is a structured field experience that involves participation in teaching in an early childhood education classroom. Students plan, implement, and evaluate learning experiences in their content area, analyze their competencies in classroom management, and gain feedback from a cooperating mentor teacher. Students are required to spend 30 hours in the classroom setting and are required to participate in four class sessions to process their experiences. (Co-requisite: EDU 312, EDU 317, EDU 319, or EDU 332.)

EDU 214 Reading in the Content Area - 3 credits

This course is designed for students preparing to teach in the secondary schools (grades 7-12). This course will examine the skills needed for reading in the secondary academic content classroom, and strategies for improving the reading and study skills of secondary students. Students will become aware of strategies for integrating reading, writing, speaking and listening into their academic content areas. (Co-requisite: EDU 215)

EDU 215 Field Experience III:  Secondary Education- 1 credit

This course is a structured field experience that involves participation in teaching in a middle school or high school classroom. Students plan, implement, and evaluate learning experiences in reading/language arts as they apply to their content areas, analyze their competencies in classroom management, and gain feedback from a cooperating mentor teacher. Students are required to spend 30 hours in the classroom setting and are required to participate in four class sessions to process their experiences. (Co-requisite: EDU 312, EDU 317, EDU 319, or EDU 332.)

EDU 240 Nutrition Health and Safety - 3 credits

This class will provide an overview of the philosophy, principles and assessment of nutrition, health and safety for young children. Emphasis on preparing the teacher to serve diverse populations and to integrate nutrition, fitness, health and safety into the classroom to teach young children how to contribute to their own wellness.

EDU 308 Integrating the Arts Across the Curriculum - 3 credits

Students taking this course will gain knowledge about state and local standards for the arts and how to integrate them in content instruction from Pre-K to the fourth grade. This three-credit course is designed to provide students with the opportunity to integrate the arts disciplines The course is designed to demonstrate through theory, practical applications and experimental projects, the uses and implementation of creative drama, dance, visual arts and creative music(across the academic curriculum.) In addition, students will apply these academic standards to lesson plan design, unit development and a final, Arts inspired presentation. Classes will consist of mini-lectures, discussions and active participation in a variety of creative integrated arts activities that will be discussed, analyzed, and put to practical use.

EDU 317 Curriculum, Assessment, and Learning Experiences in Science for Early Childhood Educators - 3 credits

Students learn and practice various methodologies to successfully teach inquiry-based science to Pre-K and elementary students.  This includes developing hands on activities and integration of literature and math. The classes are modeled on the constructivist approach to science education. This includes a review of science concepts that relate to the many misconceptions held by students.  The program design in the Pre K - 4 area of science is intended to prepare prospective teachers for a wide range of students, those beginning school with previous exposure to high quality science experiences, those with learning challenges in numeracy and literacy, and students whose innate curiosity about the world around them that has yet to be tapped by effective science instruction. In all these cases, science learning in the classroom requires curricula based on factual knowledge and conceptual development, helping children build on their natural curiosity to develop skills and knowledge in the 8 sciences. Prospective teachers will demonstrate a solid foundation in the relevant science knowledge and skills, know how students learn science, and understand how to plan effective instruction.

EDU 319 Curriculum, Assessment, and Learning Experiences for Social Studies for Early Childhood Educators - 3 credits

Prospective early childhood teachers explore a variety of strategies for providing students with standards-based learning experiences in history, geography, economics and political science, including current events. A strong emphasis is placed on students’ ability to plan, model, and reflect upon their teaching.

EDU 321 Field Experience IV: Early Childhood Education- 1 credit

This course is a structured field experience that involves participation in teaching in an early childhood education classroom. Students plan, implement, and evaluate learning experiences in their content area, analyze their competencies in classroom management, and gain feedback from a cooperating mentor teacher. Students are required to spend 30 hours in the classroom setting and are required to participate in four class sessions to process their experiences. (Co-requisite:  EDU 317, EDU 319, or EDU 332)

EDU 332 Curriculum, Assessment, and Learning Experiences in Mathematics for Early Childhood Educators PK-4 - 3 credits

This course focuses on the methods, materials, and content necessary for teaching PreK-4 Mathematics. Pre K- 4 candidates must apply the principles that guide all mathematics instruction as well as the specific National Council for Teachers of Mathematics (NCTM) standards for early childhood that are based on the belief that “students learn important mathematical skills and processes with understanding. Understanding develops through interaction with materials, peers, and supportive adults in settings where students have opportunities to construct their own relationships when they first meet a new topic.” Candidates must know and effectively deliver core academic content and must have the skills to stay current with the research on best practices for content instruction for students, Pre-K - 4.

EDU 340 Differentiated Reading Instruction for Early Childhood Education- 3 Credits

This course will prepare the early childhood educator to differentiate their instruction for the Pre-K through Grade 4 classroom settings. A primary focus is on current intervention strategies that meet the needs of all students in the areas of reading, writing, and assessment. This course involves the prospective teacher in combining current reading research and theory with the teaching methodologies that have been proven most effective for teaching students in Grades PreK-4. (Prerequisites: ECE 101, ECE 207, EDU 211)

EDU 346 Curriculum, Assessment, and Learning Experiences for Secondary Science and Mathematics - 3 credits

This course is designed to help prospective science teachers develop the skills necessary to plan, implement, and assess effective learning experiences that foster the development of PA Core Standards and other science content and skills.

EDU 347 Curriculum, Assessment, and Learning Experiences for Secondary Social Studies - 3 credits

This course is designed to help prospective secondary social studies teachers develop the skills necessary to plan, implement and assess effective learning experiences in history, civics, geography, economics, psychology and sociology, as well as PA Core Standards.

EDU 348 Curriculum, Assessment and Learning Experiences for Secondary English - 3 credits

This course will assist prospective secondary English teachers to plan, implement and assess learning experiences that foster the development of PA Core Standards and other resources for reading, writing, listening, and speaking.

EDU 349 Curriculum, Assessment and Learning Experiences for K-12 World Language - 3 credits

This course will assist prospective World Language teachers to plan, implement and assess learning experiences that foster the development of students in recognized national language standards.

EDU 350 Field Experience IV: Secondary Education - 1 credit

This course is a structured field experience that involves participation in teaching secondary biology, chemistry, mathematics, social studies, Spanish, or English. Students plan, implement, and evaluate learning experiences in their content area, analyze their competencies in classroom management, and gain feedback from a cooperating mentor teacher. Students are required to spend 30 hours in the classroom setting and are required to participate in four class sessions to process their experiences. (Co-requisite: EDU 346, EDU 347, EDU 348, or EDU 349)

EDU 351 Assessment – 3 credits

This course is designed to provide students with the theory, research, and practices
associated with assessing students’ achievement. Its focus provides a base for understanding  and analysis test/measurement, assessment data and a linkage to curriculum an instruction. The course highlights classroom
based, teacher designed assessment, as well as special attention to PA assessment structure, specifically, PSSA, Keystones and PVAAS.

EDU 359 Teaching the Culturally and Linguistically Diverse Student - 3 credits

This course prepares the elementary and secondary teacher to meet the special needs of culturally and linguistically diverse students in the PreK-12 general education classroom.  Students in this class will develop an understanding of the impact of being a non-native English speaker on the learning process and socialization in the classroom. The student will develop this understanding through the study of second language acquisition and through obtaining specific teaching techniques to better aid the ESL student in the learning process.   In addition, intercultural communication skills will be acquired. An emphasis is also placed on the teacher gaining respect and appreciation for culture and language.

EDU 372 Student Teaching: Early Childhood Education - 9 credits

The student will spend 14 weeks in a full-time experience in PreK-4 classrooms under the guidance of a cooperating teacher and a supervisor from the College. Prospective teachers receive daily feedback on the mastery of professional education competencies from the cooperating teacher and weekly feedback from observation by the College Supervisor. (Capstone Experience)

EDU 373 Student Teaching: Secondary Education - 9 credits

The student will spend 14 weeks in full-time experiences in a grade 7-12 classroom under the guidance of a cooperating teacher and a supervisor from the College. Prospective teachers receive continuing feedback on the mastery of professional education competencies from the cooperating teacher and weekly feedback from observation by the College Supervisor. Student teachers are expected to participate in all the collateral duties and responsibilities of their cooperating teachers. (Capstone Experience)

EDU 374 Professional Education Seminar - 3 credits

Professional Seminar is taken with EDU 372 or EDU 373 and is designed to cover topics of importance related to the student teaching experience and the issues related to professionalism of the new professional educator. Major topics include: professional portfolio development, interviewing techniques, professionalism and ethics, topics related to teacher professional competencies, as well as other topics of current interest and value. (Prerequisites: All course requirements for teacher certification)

 

 

 

 
 

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