19 courses with the subject EDUC, 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.
EDUC 101Creative Experiences3
(3 lecture) Course Description The course will identify basic elements, concepts, and vocabulary of the creative arts and explore the nature of creativity and its value in the growth of young children. Music, art, and creative movement will be examined. Students must conduct a minimum of five hours of observation in a PreK-4 setting and reflect upon their experiences. Text Mayesky, M. (2023). Creative activities and curriculum for young children (12th ed.). Belmont, CA: Cengage. Objectives
EDUC 102Observation and Assessment in Early Learning3
(3 lecture) Course Description The course will examine effective methods of observing, assessing, and documenting the developmental patterns and behavior of children from birth to eight years old. Appropriate curriculum and activities will be planned to be incorporated in an early childhood setting. Students will obtain direct observation and assessment through field experience in an early childhood setting, school, agency, or therapeutic setting. Students must obtain required clearances. Note Two letters of recommendation, a health assessment and the Mantoux T. B. test are required to do observations in daycare centers and in some preschools. Schools may require Act 34/114/151 clearances. Text Wortham, S., & Hardin, B. (2020). Assessment in early childhood education (8th ed.). New York, NY: Pearson. AND McAffe, O., Leong, D. J., & Bodrova, E. (2004). Basics of assessment: A primer for early childhood professionals. Washington, DC: National Association for the Education of Young Children. Objectives
EDUC 103Children’s Physical Growth, Health and Safety3
(3 lecture) Course Description This course is the study of the physical development of infants, toddlers, and young children with respect to health, safety, and nutritional needs. Emphasis will be placed on practices that guide daycare providers, child care group supervisors, and teachers in promoting a safe and healthy classroom setting. Text Marotz, Lynn R., Marie Cross and Jeanettia M. Rush. Health, Safety, and Nutrition for the Young Child. 11th ed. Cengage, 2024. Objectives
(3 lecture) Course Description The student will study the environmental influences on the Child including home/family, and multi-cultural society. Practices in parenting techniques and survey of community agencies serving children will be included. Text Marion, Marian. Guidance of Young Children. 10 th ed. Pearson, 2019. Print. Objectives
(1 lecture) Course Description This course provides test preparation for the Pre-service Academic Performance Assessment (PAPA) and the Praxis Core Academic Skills for Educators required for a state-approved Pennsylvania educator preparation certificate. Instruction focuses on the required level of basic skills in reading, mathematics, and writing in order to qualify for admission to a state-approved Pennsylvania educator preparation program. Text Complete Test Preparation Praxis: Core Academic Skills for Educators. 2nd ed. Learning Express. 2016. Objectives
(3 lecture) Course Description This course investigates the professional demands and opportunities that characterize the contemporary teaching profession. Key historical, sociological, and philosophical aspects of American education are examined along with an overview of school governance, law, and finance. Effective models of instruction for diverse learners, including English Learners (EL), aligned with curriculum, lesson planning, and assessment are also reviewed. In addition, classroom management models and current trends in education are discussed. Text Sadker, D., & Zittleman, K. (2021). Teachers, Schools, and Society. (6th ed.). New York, NY: McGraw-Hill Education. Objectives
(2 lecture, 2 lab) Course Description This course is a basic introductory course for students interested in exploring education in grades five through twelve as a career. The course involves lecture, seminar participation and observation of actual school situations. Note Schools may require Act 34/114/151 clearances. Text Posner, George J., and Craig T. Vivian. Field Experience: A Guide to Reflective Teaching. (7th ed.) Boston: Pearson, 2010. Print. Objectives
(3 lecture) Course Description This introductory course is designed to familiarize students with the dynamics of American Sign Language and expose them to culturally appropriate behavior with respect to deaf and hard of hearing people. The focus will be placed on expressive and receptive facial expression, natural body gestures, and manual communication. This course will provide the foundation needed to converse in American Sign Language. Text Humphries, Tom L. and Carol A. Padden. Learning American Sign Language: Levels I and II - Beginning and Intermediate. Boston: Allyn & Bacon, 2004. Objectives The student will be able to A. Demonstrate proper technique for producing signed vocabulary. B. Express the manual alphabet. C. Identify the components of the basic building blocks of ASL as they apply to conversational patterns. D. Identify current and historical issues concerning the deaf community and the role of ASL therein. E. Demonstrate various language building readiness activities. F. Utilize facial expression and body language as they sign manually. Content A. Language and culture of deaf people B. Appropriate production of American Sign Language C. Cultural norms D. History of American Sign Language E. American Sign Language terminology F. Native language users G. Interactive dialogue H. Myths and misunderstandings pertaining to deaf people Student Evaluation The students’ final grade will be determined through written, expressive, and receptive examinations, presentations, quizzes, participation and other activities as deemed by the instructor. Bibliography Buck, D.S. Deaf Peddler: The Story of an Inside Man. Washington, D.C.: Gallaudet UP, 2000. Chamberlain, C., J.P. Morford, and R.I. Mayberry. Language Acquisition by Eye. Mahwah: Lawrence Erlbaum, 2000. DuBow, S. and National Association of the Deaf. Legal Rights: The Guide for Deaf and Hard of Hearing People. 5th ed. Washington, D.C.: Gallaudet UP, 2000. Fant, Lou. The American Sign Language Phrase Book. Chicago: National Textbook, 1994. Meadow-Orlans, K.P., P.E. Spencer, C. Erting, and M. Marschark. The Deaf Child in the Family and at School: Essays in Honor of Kathryn P. Meadow-Orlans. Mahwah: Lawrence Erlbaum, 2000. Sternberg, Martin L.A. American Sign Language Dictionary. New York: Harper Perennial, 1998. Stewart, David A. American Sign Language the Easy Way. Hauppauge: Barron’s Educational Series, 1998. Taub, S. Language and the Body: Iconicity and Metaphor in American Sign Language. Cambridge: Cambridge UP, 2000. Winzer, Margret A. and Kas Mazurek. Special Education in the 21st Century: Issues of Inclusion and Reform. Washington, D.C.: Galaudet UP, 2000.
EDUC 204Curriculum and Advocacy for Early Childhood Education3
(3 lecture) Course Description This course will explore central curricular approaches found and implemented in early childhood settings. Emphasis will be placed on constructing appropriate curriculum that creates a community of learners, advocates on behalf of young children, and establishes reciprocal relationships with families. Selection and development of materials and resources based on assessment data that meet the needs of diverse learners will also be included. Students must conduct a minimum of five hours of observation in a PreK-4 setting and reflect upon their experiences. Prerequisite EDUC 101 Text Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2019). Developmentally appropriate curriculum: Best practices in early childhood education . (7th ed.) Upper Saddle River, N.J: Pearson. Objectives
(3 lecture) Course Description The course will emphasize the linguistic development in children that is fostered through exposure to literature, while identifying specific developmental milestones in speech and language development. Students will learn techniques to create a print-rich environment in the early childhood setting while analyzing the cultural influences on language and literacy. Students must conduct a minimum of five hours of observation in a PreK-4 setting and reflect upon their experiences. Text Tompkins, G. E. (2015). Literacy in the early grades: A successful start for PreK-4 readers and writers (4th ed.). Upper Saddle River, NJ: Pearson. OR Giorgis, C., & Glazer, J. I. (2013). Literature for young children: Supporting emergent literacy, ages 0-8 (7th ed.). Boston, MA: Pearson. Objectives
(3 lecture) Course Description The Science for Young Children course is a survey of science materials and activities used in a preschool classroom. Development of teaching skills to maintain curiosity and experimentation and basic math skills are included. Prerequisite EDUC 101 or permission of instructor. Text Chaillé, Christine, and Sara McCormick Davis. Integrating Math and Science in Early Childhood Classrooms through Big Ideas: A Constructivist Approach . Boston: Pearson, 2016. Print. Objectives
EDUC 215Recognizing Diversity through Family, School, and Community Partnerships3
(3 lecture) Course Description This course examines the relationship of cultural values and social contexts in the formation of a child’s self-concept and success in the educational environment. Students will be challenged to critique and utilize the principles of culturally responsive teaching, including establishing cultural connections, stressing collectivity as well as individuality, and examining the role of prejudice, stereotypes, racism, sexism, and learning exceptionalities in the early childhood setting. Strategies that bolster the partnerships between school, home, and the community for the purpose of student achievement will be discussed. Text Cushner, K., McClelland, A., & Cushner, H. (2024). Human diversity in education: An intercultural approach. McGraw Hill. Objectives A. Reflect upon the social nature that shapes one’s worldview, attitudes and behaviors. B. Apply concepts of diversity, individual and institutional racism and sexism, prejudice, ethnocentrism, stereotypes, discrimination, segregation, desegregation, re-segregation, assimilation, cultural pluralism, equity and equality. C. Describe family systems and the role families play in a child’s development. D. Identify teaching strategies that acknowledge and support diversity in the classroom environment. E. Describe race, gender orientation, culture, ethnicity, socioeconomic status, language and academic diversity in relation to challenges and opportunities that they present to schools. F. Explain how changing demographics influence public schools. G. Evaluate informational materials pertaining to multicultural education. H. Analyze strategies for creating partnerships among families, communities, and education. I. Create academic lessons that support diversity among individuals. Content A. Pennsylvania English Proficiency Language Standards (PELPS) B. Strategies for implementing culturally responsive methodologies C. National Association for the Education of Young Children (NAEYC) D. Issues of socioeconomic status, gender bias, exceptionalities, race and ethnicity in regards to today’s school culture and reform E. Educational implications of a culturally responsive classroom F. Rubrics for evaluating multicultural resources for use in the classroom G. Embedding multicultural objectives into academic content H. Family Systems Theory and Ecological Systems Theory Student Evaluation A. Assignments B. Exams, quizzes, assignments C. Exams, quizzes, assignments D. Exams, quizzes, assignments E. Exams, quizzes, assignments F. Exams, quizzes, assignments G. Exams, quizzes, assignments H. Exams, quizzes, assignments I. Assignments Bibliography Follari, L. (2015). Valuing diversity in early childhood education. Upper Saddle River, NJ: Pearson. Grant, K. B., & Ray, J. (2011). Home, school, and community collaboration: Culturally Responsive family involvement. Thousand Oaks, CA: Sage Publications. Hewitt, D. (2011). So this is normal too? St. Paul, MN: Red Leaf Press. Kohn, A. (2006). Beyond discipline: From compliance to community. Alexandria, VA: Association for Supervision and Curriculum Development. Lazar, A. M., & Reich, L. M. (2016). New teachers in urban schools: Journeys toward social equity teaching . New York, NY: Springer. Nieto, S. (2016). Language, culture, and teaching. New York, NY: Routledge.
(2 lecture) Course Description Practicum is two lecture hours per week, plus 220 total hours of supervised work with young children. It includes involvement in the role of teaching and of assistant. Note Act 33 and 34 clearances, two letters of recommendation, a health assessment, the Mantoux T.B. test and student PSEA insurance are required. Prerequisite Completion of thirty credit hours in the program, fifteen of which must be in major with a C average and/or consent of the instructor.
(1 lecture, 8 work hours per week) Course Description The Field Experience is one lecture hour per week, plus 120 total hours of supervised work with young children. It includes teaching and assisting in a classroom. Act 33/151 clearances, an F.B.I. Finger Print Check, two letters of recommendation, a health assessment, and the T.B. test are required. Student PSEA insurance is strongly recommended. Prerequisite Completion of 30 credit hours in the program, 15 of which must be in major with a C average, and/or consent of the instructor. Text Wadding, Judith. Early Childhood Education Internship . Butler County Community College, 1995. Objectives The student will be able to A. Apply goals and objectives established in previous early childhood courses. B. Teach field-student created lessons that promote learning in all developmental domains. C. Facilitate the diverse learning styles of young children in an early childhood setting. D. Evaluate children for developmentally appropriate benchmarks. Content A. Group discussions in seminars B. Lesson plan writing C. Assessment and evaluation tools D. Teaching and learning styles E. Portfolios and journals as per the Department of Education and the National Association of the Education of Young Children Student Evaluation Student evaluation will be based on cooperating teacher reports, college supervisor
(3 lecture) Course Description This course provides a survey of current knowledge on individuals with exceptionalities across the lifespan. Content includes historical factors, legislation, etiology, characteristics, needs, educational strategies, including existing and emerging technologies, assessment, and support services of/for individuals with high and low incidence disabilities ranging from mild to severe levels of varying exceptionalities. Students must conduct a minimum of ten hours of observation in a PreK-12 setting and reflect upon their experiences. Text Turnbull, A. A., & Turnbull, H. R. (2016). Exceptional lives: Special education in today’s schools (8th ed.). Upper Saddle River, NJ: Pearson. Gibb, G. S., & Dyches, T. T. (2022). IEPs: Writing quality individualized education programs. (4th ed.) Upper Saddle River, NJ: Pearson. Objectives
(3 lecture) Course Description This course analyzes state and federal statutes and regulations, and judicial questions that establish the legal framework within the educational institutions and school personnel function. Prerequisite EDUC 115. Text Alexander, Kern and M. David. American Public School Law . West Publishing Co. Current edition. Objectives
EDUC 235Education of Individuals with Exceptionalities3
(3 lecture) Course Description The students will examine the curricular and instructional accommodations used in inclusive settings. The study of individuals with sensory, physical, cognitive, emotional, communication exceptionalities, and English Language Learners (ELL), will be included. Prerequisite EDUC 232 or permission of instructor. Text Vaughn, Sharon R., Candace S. Bos, and Jeanne S. Schumm. Teaching Students Who Are Exceptional, Diverse, and at Risk in the General Education Classroom + Myeducationlab . 7th ed. Upper Saddle River: Pearson, 2018. Print. Objectives
(3 lecture) Course Description This course analyzes the development of individuals from conception to adolescence – physically, mentally, cognitively, emotionally, and socially. Course content is guided by current theory and research in the field of education through the topics of family, school, community, socioeconomic status, and political influences. Students must conduct a minimum of five hours of observation in a PreK-4 setting and reflect upon their experiences. Text Martorell, G. (2025). Child. McGraw Hill LLC. Objectives
EDUC 241Instructional Strategies for English Language Development3
(3 lecture) Course Description This course addresses the general principles of how learners acquire a new language and establishes a framework for English Language Development (ELD). The adaptation of instructional and assessment strategies for teaching students whose first language is not English will be emphasized. Students must conduct a minimum of five hours of observation in a PreK-12 setting and reflect upon their experiences. Text Peregoy, S. F., & Boyle, O. F. (2024). Reading, writing and learning in ESL: A resource book for teaching K-12 English learners (8th ed.). Boston, MA: Pearson. Objectives
