Catalog • 2011-2012

Education Courses

EDU 100 Perspectives on Middle Level and Secondary Education - 3 credits

A problem-centered approach to the historical, philosophical, political, sociological foundations, and the organization of the American educational system as it relates to the middle grades 4 – 8 and secondary level. Content will include accurate and specific content related to the history and philosophy of middle grades. This course is a pre-requisite to all other middle level and secondary education courses.

EDU 102 Educational Psychology - 3 credits

This course is a foundational review of the impact and utilization of psychology in the early childhood and middle level classroom. The course examines the basic requirements for teachers to work effectively with concepts of learning and behavior across the school age developmental spectrum. Special attention is noted with the inclusion of multicultural and special education concerns relating to learning and behavior. Students will be introduced to the process of identifying best practices to address the needs of early childhood and middle level students, including those students with special learning needs.

EDU 150 Educational Planning - 3 credits

This course will enable the student will develop, implement, assess and modify curriculum and lessons for all learners in grades PreK – 4 and grades 4 - 8. The student will plan and design two cohesive unit plans. Through the unit plans the student will demonstrate the ability to apply and implement lesson plans based upon effective teaching methods grounded in research. The student will understand other important factors such as: principles of curriculum, instructional strategies, assessment, and classroom management as they relate to teaching and learning.

EDU 151 Field Experience I - 1 credit

The prospective teacher will spend at least three hours per week (for a minimum of 40 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. Through reflection and journal activities, the students will record and respond to their experiences and observations.
Corequisite: EDU 150

EDU 207 Technology for Education - 3 credits

This course is designed to demonstrate and utilize a variety of methods and strategies for integrating technology into the classroom. Students will have an opportunity to use and discuss current technologies being used in today's schools. Practical application and strategies will be a primary emphasis. Home access to the Internet and MS Office products is recommended.

EDU 212 Literacy II: Developmental & Remedial Literacy in the Middle Grade - 3 credits

Provides prospective middle school teachers with the knowledge and skills to plan, implement, and assess literacy experiences grounded in NCTE/IRA and PDE Standards for speaking, listening, reading, and writing. Prospective teachers acquire an understanding of the use of research-based programs and quality literature as the basis for the developmental literacy curriculum in grades 4-8 with particular focus on fostering reading comprehension, critical thinking, process writing, language arts skills, and remediation of literacy difficulties. Strategies for accommodating the needs of exceptional and culturally and linguistically diverse students are included.
Prerequisite: EDU 150.
Co-requisite: EDU 215: Field Experience II Middle Level and Secondary.

EDU 214 Adolescent Literacy - 3 credits

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 authentic literature into their academic content areas.
Prerequisite: EDU 150.
Co-requisite: EDU 215.

EDU 215 Field Experience II: Middle Level and Secondary - 1 credit

This field experience focuses on helping the prospective teachers process the theory-praxis relationship as it relates to the role of reading comprehension and processing in a specific content area. Prospective teachers spend 3.5 - 4 hours each week in a middle school or high school classroom in their content area in order to complete the required 50 hours of field experience. The student must participate in four class sessions for processing their field experiences.
Co-requisite: EDU 212 or EDU 214.

EDU 235 Creative Drama in Education - 3 credits

This three-credit course is designed to demonstrate through theory, practical applications and experimental projects the uses and implementation of creative drama strategies in any early childhood, middle level or secondary school curriculum. Classes will consist of mini-lectures, discussions and active participation in a variety of creative drama activities. The theories of Theatre-In-Education specialists in the forefront of creative drama will be discussed, analyzed, and put to practical use.

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 the importance of nutrition, fitness, health and safety to an individual’s overall performance and behavior will be addressed.

EDU 308 Integrating the Arts Across the Curriculum - 3 credits

Students taking this course will gain knowledge about national standards in the arts. They will learn about state and local standards for elementary and secondary-level students. This course is designed to provide students with the opportunity to integrate the art disciplines (i.e. drama, dance, visual art and music) across the academic curriculum. This course will provide the current theories, standards and applications on how to integrate the arts across the curriculum. In addition, students will apply these academic standards to lesson plan design, unit development and a final, Arts inspired presentation.

EDU 311 Literacy I: Grades 2-4 - 3 credits

Provides prospective Grades 2-4 teachers with the knowledge and skills to plan and implement literacy experiences grounded in NCTE, IRA, and PDE standards for speaking, listening, reading and writing. Prospective teachers acquire a conceptual understanding of the components of reading in the areas of phonological/phonemic awareness and phonics. A heavy emphasis is placed on fluency, vocabulary, comprehension, and writing in a balanced literacy program.
Pre-requisites: ECE 207, EDU 150.
Co-requisite EDU 313.

EDU 313 Field Experience II: Early Childhood Education - 1 Credit

A structured field experience that consists of observations and participation in the teaching of reading and language arts in the elementary and middle school. Students plan, implement, and assess instruction and gain feedback from a cooperating mentor teacher. The course focuses on helping students process the theory-praxis relationship as it relates to the balanced reading program approach. Students spend 3 - 4 hours each week in a field placement (semester total 50 hours) and participate in four class sessions for processing their field experiences.
Co-requisite: EDU 311.

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

Students are exposed to the various methodologies to successfully teach science to elementary students, integrating hands on activities, and challenging extensions to standard lesson/activities. The classes are modeled on the constructivist approach to science education. This course is based on an understanding of physical, life, earth and space science concepts. National and PDE standards are used extensively for curriculum and assessment development.
Prerequisite EDU 150.

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

Prospective elementary school 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.
Prerequisite courses: EDU 150.

EDU 321 Field Experience III: Elementary - 1 credit

This course is a structured field experience that involves participation in teaching science, social studies and mathematics in an elementary classroom. Students plan, implement and assess standards based instruction, analyze their own competencies in classroom management and receive feedback from a cooperating mentor teacher. Students explore issues related to diversity and social studies education, spend an average of three hours each week (total of 50 hours)i n an elementary classroom and participate in four class sessions to process their field experiences.
This course must be taken with the last of the following courses: EDU 212, 317, 319 or 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 (PK – 4) Mathematics. One purpose is to acquaint pre-service teachers with the Pennsylvania Department of Education (PDE) Math standards and the National Council of Teachers of Mathematics (NCTM) standards. The second purpose is to provide the math content, methodology, and pedagogy necessary for the pre-service teachers to become confident in their ability to provide these services to their students. This course will present a range of developmental activities, which will prepare the pre-service teacher to work effectively in a contemporary classroom, and to help children construct mathematical knowledge.

EDU 340 Differentiated Reading Instruction for the Primary Grades - 3 Credits

This course prepares the early childhood educator to differentiate their instruction for the PreK 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 with students in the elementary grades.
Prerequisites: ECE 101, ECE 207, EDU 150.

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

Students are exposed to the various methodologies to successfully teach mathematics and science to secondary students, integrating hands on activities with various manipulatives, challenging extensions to standard lessons/activities, and an extensive introduction to TI family of graphing calculators, CBL2, and Vernier sensors to collect real data for the above activities. The classes are modeled by the instructor on the constructivist approach to science and mathematics education. National and PDE standards are used extensively for curriculum and assessment development.
A membership in the National Council of Teachers of Mathematics or National Science Teachers Association is required and online discussions are related to articles from the NCTM or NSTA journals for the secondary teacher and recent mathematics and science education research. This course is enhanced with on-line educational experiences utilizing College.
Prerequisite: EDU 150.
Co-requisite: EDU 350.

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

Prepares prospective secondary and middle school teachers to design, implement, and assess learning experiences that foster the development of competencies outlined in state and national standards that guide the discipline. A strong emphasis is placed on students’ ability to plan, model, and reflect upon their teaching.
Prerequisite: EDU 150.
Co-requisite: EDU 350.

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

Prepares prospective secondary and middle school teachers to design, implement, and assess learning experiences that foster the development of competencies outlined in state and national standards that guide the discipline. A strong emphasis is placed on students’ ability to plan, model, and reflect upon their teaching.
Prerequisite: EDU 150.
Co-requisite: EDU 350.

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

Prepares prospective secondary and middle school teachers to design, implement, and assess learning experiences that foster the development of competencies outlined in state and national standards that guide the discipline. A strong emphasis is placed on students’ ability to plan, model, and reflect upon their teaching.
Prerequisite: EDU 150.
Co-requisite: EDU 350.

EDU 350 Field Experience III: Secondary - 1 credit

This course is a structured field experiene that involves participation in teaching middle school or secondary biology, chemistry, general science, mathematics, social studies, French, 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 3.5 – 4 hours in the classroom setting for a total of 50 hours. In addition, students are required to participate in four class sessions to process their experiences.
Co-requisite: EDU 346, EDU 347, EDU 348, or EDU 349.

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 PK-12 general education classroom. The course content will be focused on Foundations of language and culture and Applications related to standards-based instruction, assessment, and professionalism for pre-service teacher candidates. Students will develop an understanding of the impact of being a non-native English speaker on the learning process and socialization in the classroom. Intercultural communication skills and a variety of instructional strategies will be acquired.

EDU 372 Student Teaching: Elementary Schools - 9 credits

The student will spend the entire semester in a full-time experience in K-6 classrooms partnering elementary and middle schools under the guidance of a mentor teacher and a supervisor from the college. Prospective teachers receive daily feedback on the mastery of professional education competencies from the cooperating mentor teacher and weekly feedback from observation by the college supervisor. (Capstone Experience)
Co-requisite: EDU 374.

EDU 373 Student Teaching: Secondary Schools - 9 credits

The student will spend the entire semester in a full-time partnering middle and high schools under the guidance of a mentor teacher and a supervisor from the college. Prospective teachers receive daily feedback on the mastery of professional education competencies from the cooperating mentor teacher and weekly feedback from observation by the college supervisor. (Capstone Experience)
Co-requisite EDU 374

EDU 374 Professional Education Seminar - 3 credits

A seminar that 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.