24 courses with the subject EDU, 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.
EDU 100Foundations of American Education3
The prospective teacher will learn about the planning and design of the PreK-12 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, and sociological foundations and the organization of the American educational system.
This course is a foundational review of the impact and utilization of psychology in the classroom of today. 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.
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 procedures 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 211The Science of Writing: Teaching Students to Write –3
In this course, students examine the developmental stages of writing, writer’s workshop model, the six traits of writing, classroom methods for teaching using the writing process, genre studies for ways to teach students about writing styles, curriculum development, research-based methods of teaching writing, models for responding to and evaluating student writing in elementary classrooms. Prospective teachers gain the knowledge and skills to plan and implement writing instruction grounded in the Pennsylvania Core Standards for English Language Arts Corequisite: EDU 213
EDU 213Field Experience III: Early Childhood Education –1
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. Corequisite: EDU 211
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. Corequisite: EDU 215
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. This course should be taken in conjunction with EDU 214.
This class will provide an overview of the philosophy, principles, and assessment of nutrition, health, and safety for young children. Emphasis is 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 304Contemporary Issues in Education: Equity, Well-being, and Digital Learning –3
This course provides certification (early childhood, secondary, and special education) candidates with the understanding and practical application of the Pennsylvania Department of Education’s Common Ground Framework, focusing on culturally relevant pedagogy, trauma-informed practices, engaging virtual learning opportunities, and safe learning environments. Participants will explore foundational principles and acquire actionable strategies to foster student well-being, promote academic achievement, and mitigate the impact of adversity across diverse educational settings, including virtual learning environments. Through theoretical frameworks and practical applications, preservice educators will develop the capacity to design and impleme
EDU 308Integrating the Arts Across the Curriculum –3
Students taking this course will gain knowledge about state and local standards for the arts and how to integrate them in content instruction from PreK 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 cre
EDU 317Curriculum, Assessment, and Learning Experiences in Science for Early Childhood Educators –3
Students learn and practice various methodologies to successfully teach inquiry-based science to PreK 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 PreK – 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
EDU 319Curriculum, Assessment, and Learning Experiences in Social Studies for Early Childhood Educators –3
This class is designed for the future educator who will explore a variety of strategies for providing students with standards-based learning experiences in social areas. The focus in this course is successfully designing developmentally appropriate level instruction in civics and government, history, geography, economics, political science, and individual interpersonal skills. The student in this course will also develop strategies to integrate literacy in the social studies classroom. A strong emphasis is placed on the early educator’s ability to plan, mode, and reflect upon their teaching.
EDU 321Field Experience IV: Early Childhood Education1
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 reading/language arts as they apply to 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.
EDU 332Curriculum, Assessment, and Learning Experiences in Mathematics for Early Childhood Educators –3
This course focuses on the methods, materials, and content necessary for teaching PreK-4 mathematics. One goal of this course is to acquaint pre-service teachers with the Pennsylvania Department of Education (PDE) PA CORE Math standards and the National Council of Teachers of Mathematics (NCTM) Standards. The second goal 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 340Structured Literacy: Effective Instruction for Students –3
In this course, the early childhood educator will develop literacy pedagogy for the PreK through Grade 4 classroom setting. The primary content focus is on structured literacy practices that meet the needs of all students, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. Pre-service educators will learn to implement differentiation strategies that address the needs of students with dyslexia and other language-based disabilities through examining scientific research and brain-based multisensory intervention practices. Pre-service educators are encouraged to participate in national, state, and local organizations that promote reading for all learners.
EDU 346Instructional Practices and Strategies for Secondary Science and Mathematics Classrooms –3
This course is designed to help prospective science and math teachers develop the skills necessary to plan, implement, and assess effective learning experiences that foster the development of PA Core Standards and other science or math content and skills. Corequisite: EDU 350
EDU 347Instructional Practices and Strategies for the Social Studies Classroom –3
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. Corequisite: EDU 350EDU 348 Instructional Practices and Strategies for the Secondary English Classroom – 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. Corequisite: EDU 350
EDU 349Instructional Practices and Strategies for the K-12 World Language Classrooms –3
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. Corequisite: EDU 350
EDU 350Field Experience IV: Secondary Education –1
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. Corequisite: EDU 346, 347, 348, or 349
EDU 359Teaching the Culturally and Linguistically Diverse Student –3
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 372Student Teaching: Early Childhood Education –9
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.
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 daily feedback on the mastery of professional education competencies from the cooperating teacher and weekly feedback from observation by the College Supervisor.
Professional Seminar is taken with EDU 372 or EDU 373 or SPE 375 (student teaching experience) 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. All course requirements for teacher certification must be completed before beginning the student teaching experience.
EDU 380Research and Community Engagement in Educational Studies –6
This course focuses on the importance of research and evidence-based practices in the workplace. During the final semester of the Educational Studies program, students will seek a placement in an area business, non-profit, or other organization in their area of interest. The student will complete a 12-week, on-site experience at a local site. During the completion of the experience, the student will meet with the faculty advisor for debriefing sessions and prepare a presentation to the Education Department to summarize the goals, experiences, and learning. (Capstone Experience)
