41 courses with the subject ED, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
ED 110Teaching for Learning4
This course is designed about six key themes: 1) How to create a caring learning community, 2) The role of personal histories in learning and teaching journeys, 3) The importance of listening thoughtfully to children and youth, 4) Focusing on thinking dispositions and their connection to learning, 5) The importance of creating cultures of thinking in learning environments, and 6) Unpacking the idea of schools as contested terrain. Throughout the semester we will think deeply about how listening, observing, and thinking are at the heart of creating vibrant learning environments. Field experience required. No background check required.
ED 203Power of Play: Improvisation and Learning1098
This course investigates the intersection between Improvisation and Education and is relevant for students preparing for careers as teachers in elementary or secondary education, or as teaching artists in professional theaters, schools and communities. In this course we will investigate how the theater process (improvisation-rehearsal- performance) can be an inquiry-based model for teachers as well as how theater games and exercises can be adapted to explore a non-arts curriculum. No previous theater courses are necessary but most of our learning will be by doing, so students must be willing to participate in all improvisations and be prepared to act in a final project presented for children. No field experience required.
ED 207STEAM 1: Design Thinking and Problem-Based Learning1098
This course aims to prepare students to experience problem-based learning and to design a PreK-4 integrated Science, Technology, Engineering, Arts, and Math (STEAM) module. As such, the course serves as a foundational introduction to the design of curricula for the 21 st century classrooms.
ED 211Assessment and Intervention in Infancy and Toddlerhood1098
Intensive study of children, birth to 3, enabling the student to have an in-depth understanding of the physical, social, emotional, and cognitive development of a child. Includes required field experience focusing on an understanding of developmentally appropriate curriculum and environmental management skills, and understanding of the significance of play. Assessment and intervention of children developing both typically and atypically are addressed. Field experience required. See background check requirement policy.
Study of socio-cultural perspectives to understand development from infancy through pubescence. Includes individual and environmental factors affecting cognitive, emotional, physical and social development. Field experience required. See background check requirement policy.
Introduction to the etiology and developmental manifestations of exceptionality in children and youth. This course provides an overview of special education systems including models, theories, laws, policies, and current issues in addition to an overview of the specifics and issues pertaining to the development of students with disabilities and their families. Field experience required. See background check requirement policy.
The purpose of this course is to explore the teaching of literacy skills and differentiating instruction in the 21st Century Pre-K to 8th grade classroom. Pre-service teachers will gain an understanding of cutting-edge literacy practices and instructional trends and the inclusive reading process and strategies and assessments used in diverse classrooms. Some of the topics included are: phonemic awareness, phonics, vocabulary, comprehension, fluency, and differentiating instruction for the English language learner and students with special needs.
The course provides a scheduled opportunity to complete common fieldwork that bridges content specific courses. Field experience required. See background check requirement policy.
ED 222Instructional Techniques in Early Childhood1098
This course is designed to guide the student in the understanding of developmentally appropriate and culturally responsive practices and their application in inclusive early childhood and early elementary settings. The role of the early childhood educator as a facilitator in the planning, presentation and guidance of integrated early childhood activities is emphasized. Learning through play, family partnerships, cultural and linguistic diversity, and inclusive instructional strategies are highlighted. Field experiences required. See background check requirement policy .
Why do we teach? Who do we teach? What do we teach? How do we teach? Curriculum, Instruction and Assessment in Education (CIA), will provide future educators with a strong pedagogical foundation necessary to design and implement instruction for middle and secondary classrooms. Through coursework and fieldwork classroom observations, students will engage in critical inquiry, practice, and reflection. By the end of the course, the students will develop a teaching philosophy, a unit of study and assessment, and write and deliver a lesson plan. In addition, students will develop and practice research-based educational strategies. Field experiences required. See background check requirement policy.
ED 249Fairy Tales, Princesses, and Superheroes: How Media Shape Children’s Gender and Sexuality1098
This course takes a cross-disciplinary look at how media shapes the views of gender and sexuality for children and youth, with a particular view to the implications for educators. The course focuses on the following: the representation of gender and in particular how media constructs what it means to be a boy, what it means to be a girl; how media helps and hinders our engagement with broader understandings of gender and sexual diversity; and finally, how these concepts impact children’s understanding of self and the society in which they live. Particular emphasis is placed on what future educators, as well as students from other majors, can do to raise awareness and education about these issues.
ED 262Rethinking Gender & Sexuality Education in an Alter Global World1098
How and where do people learn about gender and sexuality around the world? An alter-global approach works critically to understand educational institutions (family, religious institutions, schools, health organizations, media and other public curriculum agencies), trans-national social movements, and cross-cultural encounters with an awareness of negative characteristics of globalization, yet without being anti-global: “Another way” is both possible and already present, in diaspora communities, popular entertainment, social media, etc., through which people are supported in defining themselves for themselves. In what ways do pedagogies of gender and sexuality, both formal and informal, require ignorance as well as knowledge? How do transnational agencies interact with these experiences? Is it possible to design a “positive impact” on the ways that youth and their allies learn about themselves and others as gendered and sexualized beings? Students learn about social and philosophical theories, and use them to design their own educational projects as educational agents themselves. No field experiences required.
Juggling and Origami are studied as embodied performance and as mathematical arts, providing opportunities to explore relationships among modes of learning, community development, and interdisciplinarity. Students learn to juggle 1,2,3, and 4 balls in various patterns , and to create a variety of origami models, physically and using mathematical tools and representations. Educational, mathematical and other readings provide theoretical and interdisciplinary contexts. Mathematization of these performative arts help students invent their own creative work, and to together create public outreach performances that attempt to share the experiences of interdisciplinarity with audiences outside of class. Final weeks of the semester challenge the bifurcations of embodiment and cognition, and mathematization and creative arts, in new contexts. No field experiences required.
Of particular interest to bilingual students, Modern Language majors, those who may study abroad in a context where another language is spoken and Education majors who may want to teach ESL in the future, University Seminar addresses the processes of language learning from a variety of disciplinary perspectives – in particular sociocultural and cognitive perspectives – and engages students in an understanding of the structure and sound systems of English in relation to other languages and in relation to a variety of teaching/learning strategies. By focusing both on a comparison of language structures and sound systems as well as theories of second language acquisition and development, this seminar allows students to learn about differences between learning a first and a second language and the influences of these processes on instructional principles and strategies. This seminar includes a language learning component that provides students the opportunity to reflect on their own learning processes in relation to language learning theories and to compare English to another language. Field experiences required. See background check requirement policy.
Survey of contemporary issues in education. Topics include cultural pluralism, desegregation and race, and bilingualism. Presents readings in anthropological, sociological, linguistic and folkloristic aspects of education. Field experiences required. See background check requirement policy.
ED 306Strategies for Emergent and Content Literacy K-124
This course addresses research-based instructional strategies for teaching literacy (including language development, reading, writing, and speaking) to learners of all instructional and grade levels, as well as practical and effective modifications for diverse learners (including struggling readers, English language learners, and students with disabilities in reading). Strategic literacy instruction through the content areas of social studies and science, particularly in relation to post-elementary learners, will also be emphasized. Formative and summative assessments of emergent and content literacy, including components of literacy (phonological awareness, word analysis, comprehension, vocabulary, fluency) will also be addressed, with an emphasis on assessments and progress monitoring that communicate the student’s progress most clearly to parents, teachers, and the students themselves. ED306S is designed for students in a Secondary Education certification program. Field experiences required. See background check requirement policy.
ED 306SStrategies for Emergent and Content Literacy: K-123
This course addresses research-based instructional strategies for teaching literacy (including language development, reading, writing, and speaking) to learners of all instructional and grade levels, as well as practical and effective modifications for diverse learners (including struggling readers, English language learners, and students with disabilities in reading). Strategic literacy instruction through the content areas of social studies and science, particularly in relation to post-elementary learners, will also be emphasized. Formative and summative assessments of emergent and content literacy, including components of literacy (phonological awareness, word analysis, comprehension, vocabulary, fluency) will also be addressed, with an emphasis on assessments and progress monitoring that communicate the student’s progress most clearly to parents, teachers, and the students themselves. Field experiences required. See background check requirement policy.
ED 307STEAM 2: Design Thinking and Problem-Based Learning1098
This course aims to prepare students to experience problem-based learning and to design a PreK-8 integrated Science, Technology, Engineering, Arts, and Math (STEAM) module. As such, the course serves as a foundational introduction to the design of curricula for the 21 st century classrooms.
ED 307ALab STEAM 2 Design Thinking and Problem-Based Learning (Birth to 5 years)1
This field-based course is required in conjunction with the undergraduate course ED307A. which provides a foundation in content and methodology for the teaching of STEAM in early childhood education (birth through Kindergarten). For this course, students will complete their field work within their place of employment, and work towards meeting course-based and field-based competencies as they apply their theoretical understanding and best teaching practices in teaching young children. Through intentional participatory observations in working with children and a classroom teacher, planning and implementing lessons, and reflecting on the experiences, students will come to further enhance their craft of teaching young children. In addition, students will be required to attend a virtual (but synchronous) field seminar to further support their learning in their fieldwork. This virtual seminar will use The Early Childhood Professional Learning Community Model, which provides a collaborative environment to extend and enhance the discussion of important issues with students regarding teaching, learning, and assessing.
ED 307BLab STEAM 2 Design Thinking and Problem-Based Learning (6 to 10 years)1
This field-based course is required in conjunction with the undergraduate course ED307A. which provides a foundation in content and methodology for the teaching of STEAM in early elementary education (6-10 years). For this course, students will complete their field work in an early elementary setting, and work towards meeting course-based and field-based competencies as they apply their theoretical understanding and best teaching practices in teaching children in 1 st -4 th grade. Through intentional participatory observations in working with children and a classroom teacher, planning and implementing lessons, and reflecting on the experiences, students will come to further enhance their craft of teaching. In addition, students will be required to attend a virtual (but synchronous) field seminar to further support their learning in their fieldwork. This virtual seminar will use The Early Childhood Professional Learning Community Model, which provides a collaborative environment to extend and enhance the discussion of important issues with students regarding teaching, learning, and assessing.
This class provides an introduction to key concepts in social studies education and literacies. You will learn how to plan, design, and implement social studies curricula in a way that promotes purposeful and critical civic engagement and literacy. Focusing on the intersection of student voice and critical inquiry, we will consider what it means to create a learning environment in which elementary students can meaningfully use literacy practices to connect with the world in which they live from social, cultural, historical, and economic perspectives.
ED 308ALab Social Studies Literacies (Birth to 5 years)1
This field-based course is required in conjunction with the undergraduate course ED308A. which provides a foundation in content and methodology for the teaching of social studies and early literacy in early childhood education (birth through Kindergarten). For this course, students will complete their field work within their place of employment, and work towards meeting course-based and field-based competencies as they apply their theoretical understanding and best teaching practices in teaching social studies and literacy to young children. Through intentional participatory observations in working with children and a classroom teacher, planning and implementing lessons, and reflecting on the experiences, students will come to further enhance their craft of teaching young children. In addition, students will be required to attend a virtual (but synchronous) field seminar to further support their learning in their fieldwork. This virtual seminar will use The Early Childhood Professional Learning Community Model, which provides a collaborative environment to extend and enhance the discussion of important issues with students regarding teaching, learning, and assessing.
ED 308BLab Social Studies Literacies (6 to 10 years)1
This field-based course is required in conjunction with the undergraduate course ED308B. which provides a foundation in content and methodology for the teaching of social studies and early literacy in early childhood education (First through 4 th grade). For this course, students will be placed in a neighborhood primary grade school and work towards meeting course-based and field-based competencies as they apply their theoretical understanding and best teaching practices in teaching social studies and literacy to young children. Through intentional participatory observations in working with children and a classroom teacher, planning and implementing lessons, and reflecting on the experiences, students will come to further enhance their craft of teaching young children. In addition, students will be required to attend a virtual (but synchronous) field seminar to further support their learning in their fieldwork. This virtual seminar will use The Early Childhood Professional Learning Community Model, which provides a collaborative environment to extend and enhance the discussion of important issues with students regarding teaching, learning, and assessing.
Survey of assessment procedures. Focuses on current issues and improved competency in devising assessment procedures. Prepares secondary school teachers to develop a balanced program of evaluation which will increase instructional effectiveness and assess student learning. A self-paced, individualized course. Field experiences required. See background check requirement policy.
This course is designed to help future teachers develop a basic understanding of principles and practices related to effectively addressing academic diversity in contemporary classrooms. The guiding framework for the semester is designed to reinforce the idea that defensible differentiation requires thoughtful and consistent attention to multiple aspects of curriculum, instruction, assessment, and learning environment. Field experiences required. See background check requirement policy.
This course provides an overview of evidence-based best practices in program development and implementation of inclusive services for young children with disabilities, including philosophical, historical, and legal foundations. Inclusive, integrative, collaborative, family-focused and activity-based models of service delivery are emphasized with an overview of family-centered issues and trends in early intervention. Field experiences required. See background check requirement policy.
For Secondary Certification and Art Education majors. Examination of reading and learning from texts as processes. Analysis of strategies for teaching reading and writing in content areas, selecting texts and study strategies. Field experiences required. See background check requirement policy.
Public history is the history that belongs to the public—history that is seen, heard, read, and interpreted by popular audiences. In this course students will work with cultural institutions, National History Day (NHD) program, and/or public schools to help shape public history. Students will learn both historical and educational skills through field experiences, readings, class discussions, and projects that address the following questions: What is public history? How do educational institutions help shape the story of We the People? What narratives do young people have? Whereas some students’ fieldwork will be mentoring a middle or high school student competing in National History Day (the science-fair of history), others’ projects will be working on public history to be published on cultural institutions’ websites, PhilaPlace, or National Constitution Center’s The Constitution Happened Here. By supporting cultural institutions, education departments and NHD, students contribute to the creation of new stories about our past to be shared with the public. This course is required for students seeking certification in secondary social studies education. No field experiences required.
Spring Semester) This course is designed to teach future teachers to manage their classrooms and challenging behaviors including noncompliance, disruption, inattention and aggression. Proactive strategies from the basic (routines, rules, attention, consistency) to the instructional (chunking work, grouping, marking corrections) are taught. Students learn to use a problem-solving approach with an emphasis on using observations, interactions, progress monitoring, and teaching social skills. The basics of pre-referral intervention, instructional support teams, Individualized Education Plans (IEPs) and the use of paraprofessionals in the classroom for behavior management are covered. Field experiences required. See background check requirement policy.
Undergraduate education students work one day per week in the school that preferably will become their next semester student teaching placement. Students work in their host teacher’s classroom with a main focus on getting to know the students, the teacher, the school, and the larger community. Students complete three curriculum development cycles. An overarching goal for this experience is that Arcadia pre-student teachers become full participants in the life of their placement school and gain valuable experience working in the classroom and school where they will aim to complete their student teaching during the next academic semester. Each student is supervised by an Arcadia University faculty member. Students meet regularly in small groups on site at their school and as a whole group over the course of the semester. The seminars provide a forum for open discussion and problem solving based on pre-student teaching classroom experience. This course is taken the semester preceding student teaching. Grade of “B” or better must be earned to move into student teaching. Field experiences (full day) required. See background check requirement policy. Requirement: A GPA of 3.0
ED 110 , ED 212 , ED 214 , ED 220 , ED 315 , ED 323 , ED 324 , ED 375S .
ED 389Independent Study1098
Individualized study tailored to suit the needs and interests of a limited number of juniors or seniors. Encourages limited experimental research activities. Each student works under the guidance of a faculty member assigned by the Chair of Education.
ED 394Supporting Students with Low-Incidence Disabilities1098
The purpose of this course is to prepare students in problem solving strategies, teaching techniques, itinerant services, and use of assistive technologies critical to effectively serving students with disabilities that fall under the designation “Low Incidence” and who require more intensive support. We will learn what constitutes a low-incidence disability and issues surrounding the provision of effective education to these students. Students will explore the ramifications, language, and specific goals and objectives included with creating an IEP for these students. Students will discuss the appropriateness of various academic environments as children with low-incidence disabilities progress from early intervention to elementary to secondary education. General issues surrounding the topic of inclusion and the least restrictive environment will be addressed. Planning for transition across the life-span will be explored. A holistic approach to educating students with significant disabilities, with an emphasis on social, emotional, behavioral, transition and life skills, will be addressed. We will explore services through the lens of “quality of life” to help us consider critical issues. Students will participate in a fieldwork experience. This time will be used to guide instruction and to provide a context for all assignments. Field experiences required. See background check requirement policy.
The course is focused on both an exploration of the significance of the social curriculum in middle and high school contexts and also the ways in which the design of space impacts teaching and learning. The course offers a blend of theory and practice. Field experiences required. See background check requirement policy .
Full-time teaching for a minimum of 14 weeks in an accredited day care center or school under the direction and guidance of an experienced mentor teacher and an Arcadia University supervisor. Field experiences (full day) required. See background check requirement policy. Requires attendance at weekly seminars with the supervisor. Students must provide transportation to the school.
GPA of 3.0, senior standing and fulfilled all other coursework and requirements. See student teaching information.
ED 417Student Teaching: Secondary12
Full-time teaching for a minimum of 14 weeks in an accredited middle and secondary school under the direction and guidance of an experienced mentor teacher and an Arcadia University supervisor. Field experiences (full day) required. See background check requirement policy. Requires attendance at weekly seminars with the supervisor. Students must provide transportation to the school.
GPA of 3.0, senior standing and fulfilled all other coursework and requirements. See student teaching information.
ED 418Human Development: School Years K-123
Examination of cognitive, social, emotional and physiological development during childhood and adolescence. Field experiences required. See background check requirement policy.
ED 419Undergraduate Student Teaching Practicum, Art Ed, K-1212
Student teaching practicum to include 14 weeks of full-time teaching in an accredited school and attendance at nine on-campus seminars. Includes supervision by an Arcadia University faculty member. Students must provide transportation to the school. Field experiences required. See background check requirement policy.
AE 300 , AE 308 , GPA of 3.0, senior standing and fufilled all other coursework and requirements. See student teaching information.
ED 423Multilingual and Multicultural Assessment1098
This course focuses specifically on the academic language needed for English language learners (ELLs) to be successful in U.S. schools. Students utilize a “pedagogy of multiliteracies” and the “continua of biliteracy” perspective to imagine curricula and pedagogy for their students. The course also emphasizes the connections between in-school and out-of-school literacies. In addition, students spend time investigating reading and writing standards and curricula and the ways that materials might be adapted for ELLs and ELLs with disabilities. Students either tutor ELLs or demonstrate a literacy activity for classmates. Field experiences required. See background check requirement policy.
ED 459Professional Seminar & Practicum in Special Education10
This is a 10-credit practicum in special education and professional seminar for students in the dual PreK-4 and Special Education PreK-8 certification program. This course is designed to prepare students for a teaching career in special education and/or teaching students with disabilities in inclusive educational environments. The practicum will involve 7 weeks of full days in the field across the beginning of the semester, with opportunities to practice and improve teaching skills. Students will attend a series of professional seminars in the classroom for the second part of the semester that will prepare, reinforce, and supplement their field experiences. Field experiences required. See background check requirement policy.
The capstone course is designed to be a culminating educational experience for the undergraduate student. This education studies capstone course provides students with an in-depth opportunity to analyze and apply the accumulated learning and display creative products and solutions to requirements presented by the course and the sum of their experiences in the curricular program. ED490 provides engagement in a student-centered, content-related learning experience that serves as a summary and synthesis of knowledge and experiences gained in a student’s undergraduate academic career. Students select an area of interest to their academic studies and engage in an assignment leading to a research project, creative project, or applied project reflective of comprehensive knowledge gained in undergraduate studies and demonstrate their knowledge of the outcomes of the degree. A capstone presentation and paper culminate the course. No field experiences required.
