94 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.
Students examine the role of teachers and schools in past and contemporary society. Selected educational issues are analyzed including role of technology in the classroom, legal issues for teachers, school-community relations, and current legislative initiatives.
This course addresses physical, social, cognitive, and moral development from prenatal stages through middle childhood. Students examine child development in the context of social, cultural, instructional settings. Using case studies, the implications of growth and development on instructional planning for effective learning is achieved. Students learn to create environments that are healthy, respectful, supportive and challenging for all children.
A range of games and activities are explored in terms of functional movements and progression towards mature forms of selected physical skills. Healthy warm-up and participation strategies will be part of the exploration of each game. Games will be analyzed in terms of developmental appropriateness and the involvement of certain muscle groups and skill requirements. Students design an original game targeting the development of age-specific skills.
CHATHAM UNIVERSITY CATALOG: 2026-2027 102
Students in this course will examine current and contemporary issues surrounding early childhood education. Class discussions focus on sociological, psychological, political, and economic forces shaping families, children and early educational experiences. Students will explore the connection between curriculum and physical environment. Major approaches and theories in early childhood curriculum are explored in terms of the cognitive, social and physical dimensions. Emphasis is placed on the physical expression of early childhood learning theory. Issues of health and safety, including state and federal regulations are also explored.
This course addresses brain and cognitive development from prenatal stages through middle childhood. Students examine child development in the context of learning theories. The implications of physical and social growth and development on instructional planning for effective learning are explored.
This course is designed to equip graduating teachers to produce readers who are successful in the classroom and on standardized tests and use reading effectively to negotiate the world through the presentation of theory, research and practical strategies associated with the teaching of literacy skills. For the purposes of this CHATHAM UNIVERSITY CATALOG: 2026-2027 266
This course relates the principles and process skills of basic mathematics to effective teaching with the best practices in the classroom. Concrete experiences with manipulatives and hands-on learning are an important piece in this course. In this course, students will acquire the skills necessary for informed decision-making in planning, facilitation of learning based on knowledge or research, best practices, state and national performances standards, and assessments.
This course provides the conceptual framework for understanding inclusion issues in our public schools. The students discuss the variety of exceptionalities found in public school settings and the resultant impact of inclusion policy upon instructional practice. A field placement is embedded in this course. Additional Fee: Field Placement Fee.
This interdisciplinary course provides the basic understanding of the use of art, music, movement, and creative dramatics in an early childhood setting. It is designed to enhance the student’s mastery of other subjects in the elementary curriculum. Students examine national and PA Academic Standards of the Arts and Humanities in Art, Music, Theater, and Dance; and learn how to integrate these standards into interdisciplinary lessons in literacy, mathematics, science and history for students pre-Kindergarten through fourth grade.
This course focuses on the characteristics of effective teaching practices and examines different ways that effective teachers help students learn. The impact of standards and accountability on lesson planning, implementing instruction and assessment is examined. How student diversity influences classroom practices is examined through case studies and discussion topics. The use of technology to create lesson focus, increase student involvement and to organize lesson content is a theme that is explored throughout the course.
This course covers strategies for experiential learning and for creating meaningful K-12 classroom experiences through community partnerships, field trips and projects. The class explores the following concepts and more: project based learning, place based learning, design challenge learning, maker spaces, adventure/outdoor education, environmental education.
This course is a study of the resources and methods of teaching elementary social studies including geography and culture. Links to literature and the fine arts are part of this exploration of a thematic integration of social studies in classroom activities. A structured field experience is part of this course.
This course focuses on basic research methodology in preparation for the senior tutorial project. It provides a general approach for conducting any basic research CHATHAM UNIVERSITY CATALOG: 2026-2027 267
This course focuses on basic research methodology in preparation for the senior tutorial project. It provides a general approach for conducting any basic research project. Through a series of readings and meetings with an education program faculty member, the student will explore the various types of educational research, select and define a research question and complete a literature review. The student will also create an outline for the research paper including the appropriate statistical measures. Tutorial guidelines and Institutional Review processes will be reviewed. Students will meet with the faculty mentor, both in person and online.
This methods course emphasizes the structured literacy components of comprehension and vocabulary. Students explore age-, development-, and culturally- appropriate literature for early elementary grades, linking reading and writing. Students create reader response projects and a literature unit to foster social, cognitive, and emotional growth.
This course is designed to examine and explore recent research developments related to national efforts to reform the teaching and learning of mathematics. Students explore the teaching of mathematics in grades K-8 within the context of child development and learning theory. Research-based curriculum projects are explored in terms of their ability to promote deep conceptual understanding in mathematics. Considerations involved in examining or developing assessment tasks, instruments, and frameworks are addressed in relation to the content taught. Emphasis also is placed on reviewing specific content topics in math to increase the student’s won competencies in these disciplines.
This course presents concepts, processes, and skills essential to the elementary school science program. The standards set by the National Science Teachers Association serve as a framework for the course. Inquiry teaching and learning are experienced through research-based national programs.
Students will learn how to promote collective problem-solving skills in K12 classrooms to address critical environmental, economic, and social issues. Connections between sustainability, poverty, and equity issues will be highlighted. This course will include a multi-week field experience in Costa Rica plus on the ground meetings before and after.
This course will provide educators with understandings of Adverse Childhood Experiences (ACEs), Trauma, and Mental Illness. Students will explore the impact of CHATHAM UNIVERSITY CATALOG: 2026-2027 268
This course focuses on developing collaboration skills with community members to provide realistic and integrated programs around social and emotional learning for all children. Students engage in a variety of group activities that call for the need to analyze group dynamics and implement effective communication strategies in educational settings.
The importance of making decisions based on actual data collected on students now plays a major role in all schools. The data that needs to be reviewed goes beyond standardized test results and needs to include both summative and formative assessment results. The connection between the curriculum and the assessments utilized to assess a student’s progress along the curriculum needs to be viewed as a guide to effective educational decision making. Students entering the educational profession need a background in types of assessments and how data collected from such assessments can meet the needs of students in the context of the curriculum.
This course provides the regular and special education teacher with specific data- based knowledge and skills to teach reading and writing to students with disabilities. Strategies to develop conceptual understanding in the content areas are equally important for the beginning and more accomplished learner. Projects include developing lessons that differentiate instructional practice and assessment to help all students achieve.
This course will explore both the theoretical framework and the practical strategies that teachers will utilize as they design learning situations to meet these challenges. Students will learn and apply a variety of techniques for designing lesson and unit plans, integrating curriculum across subject areas, addressing state standards, authentically assessing children, implementing positive classroom management strategies and involving parents in the classroom. Particular attention will be given to the topic of differentiation and the exploration of instructional strategies.
Students investigate instructional planning and implementation as well as a range of behavior and classroom management techniques. Reading assignments in appropriate professional literature encourage students to develop a familiarity with the most effective teaching approaches. Motivation, evaluation of student achievement, and differentiation of instruction are considered.
This course addresses the theory and philosophy of teaching language arts in middle and secondary schools. Classroom teaching strategies are explored and implemented in class presentations and in grades 7-12 public classrooms. Students plan instructional situations that clearly express the reading-writing connection that exists in effective language arts programs. FP Embedded: 16 hours CHATHAM UNIVERSITY CATALOG: 2026-2027 269
This course intends to develop teaching/learning styles that research has shown are most effective for teaching social studies to adolescents. Contextual teaching, problem based learning and critical thinking are approached through instructional strategies that combine investigative classroom inquiry with both national and state content standards. Students learn to frame issues, help students research and analyze data and information and to construct meaning and understanding.
Examination of current theory and practice for teaching science in secondary schools is explored in this course. Curriculum development, teaching strategies and methodologies, and assessment issues are also addressed. Students examine research- based curriculum and inquiry teaching and learning as best practices in science education.
A balance of theory and practice is explored in this course to help students become effective teachers of mathematics. Curriculum development, teaching strategies and methodologies, and assessment issues are also addressed. Students examine research- based curriculum and inquiry teaching and learning as best practices in science education.
Emotional Learning (3) This course describes the Multi-Tier System of Support (MTSS) framework and its use for promoting social, emotional, and behavioral wellness in schools. MTSS and the relationship between diagnosis, disability and Positive Behavior Intervention and Supports will also be discussed.
In this one-day week field experience, the pre-service teacher gains experiences that will allow them to practice, develop, and demonstrate Pennsylvania Department of Education Stage Three competencies through meaningful and collaborative school- university partnership with a local district. An approved application to Pre-Student Teaching is required.
CHATHAM UNIVERSITY CATALOG: 2026-2027 151
INT/EDU423 Internship/Student Teaching (9)
The course provides a review of the interaction between diversity of culture and the impact of geography. Economics, government, social structure, and cultural diversity are all reviewed as they developed over time and in the context of the contemporary world.
Students approach the teaching of art consistent with national standards of pedagogy and art. This course combines theory, research and practical knowledge about teaching art as a universal language and creative experience to elementary school children. This course contains an embedded field experience of 16 hours in an elementary art classroom. Additional Fee: Field Placement Fee
Students approach the teaching of art consistent with national standards of pedagogy and art. This course combines theory, research and practical knowledge about teaching art as a universal language and creative experience to secondary students. Students work with host classroom teachers at two different schools or two different levels (middle and high school).
A study of the Holocaust is not only a study of Jewish history, but of human history, and how humanity can collectively learn from our greatest mistakes. This course will offer best-practices in Holocaust education with a focus on L.I.G.H.T. - Leadership through Innovation in Genocide and Human rights Teaching.
This 140-hour practicum and weekly seminar is designed for students not seeking teaching certification in Pennsylvania. This course is to prepare students for professional practice in educational related settings and students will create documents or projects that ask them to reflect on the development of their own professional competencies.
Women’s Leadership Certificate The certificate in women’s leadership offered by the Women’s Institute at Chatham University is a multi-disciplinary program designed to equip students with the theory, skills, and practice of leadership. Students earning a certificate will be prepared to take on leadership roles in their chosen fields and beyond, from business, politics, science, and the arts to healthcare, education, non-profits, NGO’s, and more. The goal of the program is to foster world-ready graduates committed to gender equity, who possess the professional skills and experience to become change makers in their organizations, in their communities, and in society at large. The certificate may be added to any undergraduate major. In addition to 18 credits of coursework, students are required to participate in two signature programs offered by the Women’s Institute or its two outreach centers, the Center for Women’s Entrepreneurship and the Pennsylvania Center for Women and Politics. Undergraduate certificates must be earned within a degree program.
The integrative capstone, undertaken by the student during the senior year, is an extended project that helps the student complete their transition from an undergraduate student to a world-ready professional. The study usually centers on the student’s major and may be conducted, at least in part, in the context of a group experience. Such programs are crafted to meet the unique needs of each major, and could include, for example, fieldwork, theater production, creative work in the arts, independent research, or independent readings. The integrative capstone in an interdisciplinary major must have the approval of both academic programs.
This course examines the influences that have resulted in the unique role of the teacher and school in our society in the past as well as the present. Topics include needs of exceptional children, the role of technology in education, and school- community relations. Students are required to complete a major research project that addresses a current educational issue.
In this course students explore and develop in-depth knowledge of children’s literature and its integration into the early childhood or elementary curricula. Students are required to complete a major project using technology and the arts that reflects effective pedagogy.
This course focuses on the characteristics and effects of poverty on education. Definitions and types of poverty are examined. The impact of poverty on cognitive and physical development as well as learning and behavior on individuals is examined. The influences of poverty on classroom and schools is assessed. Strategies to teach students of poverty and combat poverty in schools are discussed.
A range of games and activities are explored in terms of functional movements and progression towards mature forms of selected physical skills. Healthy warm-up and participation strategies will be part of the exploration of each game. Games will be analyzed in terms of developmental appropriateness and the involvement of certain muscle groups and skill requirements. Students design an original game targeting the development of age-specific skills.
Trends and Issues in Early Childhood Education CHATHAM UNIVERSITY CATALOG: 2026-2027 272
This course provides the regular and special education teacher with specific data- based knowledge and skills to teach reading and writing in content areas to students with disabilities.
Students explore the teaching of all content areas in the early childhood setting. Students experience using a computer as a teaching tool, and examine and evaluate instructional software. A capstone research paper or project will demonstrate theory- based best practices to develop a curriculum for use in the early childhood classroom.
Participants are introduced to foundational understandings of sustainability and how to promote a mindset that supports sustainability in a K12 setting. Connections between sustainability, poverty, and equity issues are highlighted.
The importance of making decisions based on actual data collected on students now plays a major role in all schools. Data review goes beyond standardized test results and includes summative an formative assessment results. The connection between curriculum and assessments assessing a student’s progress needs to be viewed as a guide to effective educational decision making.
Students investigate instructional planning and implementation as well as a range of behavior and classroom management techniques. Reading assignments in appropriate professional literature encourage students to develop a familiarity with the most effective teaching approaches. Motivation, evaluation of student achievement, and differentiation of instruction are considered.
This course addresses the theory and philosophy of teaching language arts in middle and secondary schools. Classroom teaching strategies are explored and implemented in class presentation and in 7-12 public classrooms. Students plan instructional situations that clearly express the reading-writing connection that exists in effective language arts programs.
This course develops research-based strategies for teaching social studies. Contextual teaching, problem-based learning, and critical thinking are approached through instructional strategies that combine investigative classroom inquiry with both national and state context standards. Students learn to frame issues, help students research and analyze data and information to construct meaning and understanding
Examination of current theory and practice for teaching science in secondary schools is explored in this course. Curriculum development, teaching strategies and methodologies, and assessment issues are also addressed. Students examine research- CHATHAM UNIVERSITY CATALOG: 2026-2027 273
This course helps future teachers understand the complexities of teaching in a culturally diverse classroom. Students learn how to work effectively with students from various socioeconomic, religious, ethnic, and cultural groups. Students complete a major research project reflecting an understanding of best practices in effectively developing multicultural learning communities.
This course addresses theory and practice in teaching secondary school students to read and communicate effectively in the content area. The course provides strategies for teaching reading, listening, speaking, and writing in the secondary classroom. A research paper or project demonstrating mastery of contact area literacy is required.
The purpose of this course is to provide pre-service teachers with experiences, understanding, and methods that they will be able to use in middle level mathematics and science classrooms. Students in this course will build an understanding of the relevant standards, instructional methods, and resources available for the middle level mathematics and science class.
Advocates, educators, and parents have called for more and better family-school partnerships for decades. Recently, a body of empirical evidence has indicated that partnerships can have a positive impact. A number of studies highlight the positive associations between parent involvement in schools and their children’s social and emotional development and academic achievement. This course explores the form and focus of several types of partnerships. Must be taken with student teaching.
Students investigate the assessment of individuals with mild to moderate disabilities. Topics include the fundamental principles of assessment tools and the social responsibility of professionals to exercise fairness and accuracy in the assessment process.
This course is designed to provide students with the knowledge and tools needed to be effective elementary social studies teachers. Students will learn strategies that allow for diverse learners to “experience” social studies, and to integrate social studies with all other subject areas. In this course, together we will attempt to establish a “social curriculum” that starts with the social studies, includes all academic areas, and expands into the halls, the playground, and into the world.
This course explores recent research developments of national reform efforts in teaching mathematics. Students explore the teaching of mathematics within the CHATHAM UNIVERSITY CATALOG: 2026-2027 274
This course explores recent developments of national reform efforts in teaching science based on developmental and learning theory. Students will learn hands-on innovative classroom practices and review national and state standards for science education. Methods for increasing content knowledge related to schedule and technology will be explored.
Students approach the teaching of art consistent with national standards of pedagogy and art. This course combines theory, research and practical knowledge about teaching art as a universal language and creative experience to elementary school children. This course contains an embedded field experience of 16 hours in an elementary art classroom.
Students approach the teaching of art consistent with national standards of pedagogy and art. This course approaches the teaching of art in the secondary school as a means of exploring the meaning and relevance of art to humanity. This course explores methods for engaging students in art experiences through a variety of teaching. This course contains an embedded field experience of 16 hours in a secondary art classroom.
This field placement offers the student the opportunity to experience and assess the culture of a school. Daily interactions among teachers, students, administration, and support staff in a unique physical setting provide the pre-service teacher with a comprehensive overview of school life.
This course focuses on the characteristics of effective teaching practices and examines different ways that effective teachers help students learn. The impact of standards and accountability on lesson planning, implementing instruction and assessment is examined. How student diversity influences classroom practices is examined through case studies and discussion topics. The use of technology to create lesson focus, increase student involvement and to organize lesson content is a theme that is experienced throughout the course.
This course teaches students how to avoid conflicts from developing and explores methods to resolve conflict. This course also defines and presents a mediation process that employs a specific set of techniques that enables students to peacefully resolve conflict. Students taking this course will learn to manage conflict in their personal life, classroom, and in the workplace. CHATHAM UNIVERSITY CATALOG: 2026-2027 275
This course is designed to focus on pertinent issues and topics that concern students with autism. Spectrum disorders. This course provides an overview of evidenced- based instructional strategies used to teach students with autism as well as ways to collaborate with individuals in the home, school, and community. Topics will cover specific instructional strategies, family/community relations, behavior, inclusion and transition.
This course addresses physical, social, cognitive, and moral development during adolescence. The physical, social, and cognitive changes during puberty are explored in terms of their impact on student participation and performance in school settings. Through the use of case studies, an understanding of the implications of growth and development on instructional planning for effective learning is achieved.
Focusing on child development from the prenatal stage to age 12, this course emphasizes current research on physical, cognitive, and social development. Students examine the nature of adolescent development, implications of the cognitive and affective characteristics of adolescents in the selection of instructional methods and materials, and structural and organizational features of typical high schools.
The interrelationships among listening, speaking, writing, and reading are investigated with a view toward emphasis on the impact that classroom organization, patterns, materials, and approaches have on teacher effectiveness in teaching elementary and early childhood-aged students, individually and in groups. Students are required to complete a major research paper or project in which they demonstrate knowledge of and skill in using teaching strategies that reinforce the theoretical considerations of the course.
This course helps students develop competency integrating computer technology with the school curriculum. It provides a practical introduction to using computers to help students learn emerging instructional technologies. Special emphasis is on the process and products available through computer technology and educational media. Students prepare an instructional unit integrating a variety of technologies.
The focus of this course is to explore the interaction between law and educational practice and their continuing development under the press of changing societal demands. The course provides educators with information and insights to enable them to address potential legal problems using sound judgment. CHATHAM UNIVERSITY CATALOG: 2026-2027 276
This course surveys practices of inclusion in education. It encompasses the historical precedents, underlying philosophy, education theory, instructional strategies, and practical implications of it implementation. Students participate in a variety of learning experiences throughout the course.
This interdisciplinary course provides the basic understanding of the use of art, music, movement, and creative dramatics in an early childhood setting. It is designed to enhance the student’s mastery of content areas in the elementary curriculum. Students examine national and the PA Academic Standards for the Arts and Humanities in Art, Music, Theater and Dance; and learn how to integrate these standards into interdisciplinary lessons in literacy, mathematics, science and history for students pre-Kindergarten through fourth grade.
This course explores language development for English Language Learners for whom English is a second language. Pre-service teachers acquire knowledge and skills required to meet the educational needs of ELLs in their future classrooms. The course also addresses the legal responsibilities to English Language Learners under Pennsylvania and federal laws and regulations.
This course focuses on the design and implementation of an individualized education program for a child with mild learning needs and the selection, design, and adaptation of curriculum and instructional techniques in the areas of reading, language arts, and mathematics.
This course provides an advanced application of recent research and reviews of interventions for individuals with high incidence disabilities in the 7-12 grades. Topics will include: recent research on interventions in reading, writing and math, effective instructional practices, learning strategies, reading, writing and math instructional strategies, content area accommodations, testing accommodations and transition.
Students investigate the principles and systematic approaches used to identify and analyze problem management techniques, individual behavior and affective intervention strategies, and community-based support programs designed to address problem behaviors. Crisis intervention and conflict resolution are explored as strategies for confronting challenging behaviors.
This course focuses on the design of a comprehensive educational program for students having low incidence disabilities in PREK-8. Teacher Candidates are exposed to the curriculum of students with low incidence disabilities, define various low-incidence disabilities, as well as develop and implement lesson plans, curriculum and assistive technologies. CHATHAM UNIVERSITY CATALOG: 2026-2027 277
This course focuses on the design of a comprehensive educational program for students having low incidence disabilities in 7-12.Teacher/Teacher candidates will be exposed to the curriculum of students with low incidence disabilities such as life, vocational, and social skills, and functional academics. In addition, student will be able to identify and define various low-incidence disabilities as well as develop and implement lesson plans, curriculum and assistive technologies. Student will learn how to consult and research available journals and resources for teaching students with low-incidence disabilities. * This course requires an embedded 10 hours of field placement. Students must have valid federal FBI, PA Criminal and PA Child Abuse clearances to complete the field placement.
This course focuses on developing effective collaboration skills with members of the school community, as well as the community at large, to provide a realistic and integrated program for all children. Students engage in a variety of group activities that call for the need to analyze group dynamics and implement effective communication strategies.
This course focuses on the transition of special needs students throughout their school programming. The following topics are examined: parent’s needs and methods of collaborating, Early Childhood Intervention, Inclusion, Sexuality and Transition to Adult Life.
This course is designed for students who hold a Pennsylvania certification and are seeking certification in special education. Students demonstrate their ability to plan for and deliver a minimum of 15 lessons to special needs students enrolled in regular education or resource rooms.
During the 14 week pre-K-6 placement, student teachers will plan and implement lesson and assume other appropriate instructional responsibilities under the guidance of an experienced teacher and a college supervisor. Students develop a portfolio based on the PDE Form 430 to document their competencies for certification.
During one 8 week elementary and one 8 week secondary placement, student teachers will plan and implement lessons, and assume other appropriate instructional responsibilities under the guidance of an experienced teacher and a college professor. Students develop a portfolio based on the PDE form 430 to document their competencies for certification. Pre-requisites: Completion of all program requirements. CHATHAM UNIVERSITY CATALOG: 2026-2027 278
Source: Chatham University's catalog, linked per course · table learning_unit · CourseShelf publish 59
