20 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 1100Pre-service Academic Performance Assessment (PAPA) Seminar : The Pre-service3.0
Academic Performance Assessment (PAPA) is used by the Pennsylvania State Department of Education for teacher licensure and certification. Cheyney University requires the PAPA assessment be taken prior to applying for acceptance into the Teacher Education Program and requires passing the PAPA before permission is granted to do student teaching. To successfully pass the PAPA, teacher certification candidates must meet the qualifying scores for all three modules: Mathematics, Reading and Writing. This PAPA comprehensive preparation course helps students prepare for the PAPA test by integrating strengths-based developmental skills with PAPA activities in a hands-on approach to effectively prepare students to pass the PAPA test. Prerequisite: None. Previously EDU 100.
EDUC 1110Introductory Interpretation and Analysis : Lecture and On-line methods of delivery3.0
approved. An institutionally credited reading course designed to help students acquire and improve those reading skills necessary for college-level coursework. Students will expand their reading skills beyond the literal comprehension level by improving flexibility and efficiency, effectively recognizing main ideas to read an article or chapter and remember its key points, reading actively and critically, to explore memory techniques, and responding in writing to our language with greater vocabulary depth. This course is designed as an upper-level reading course. Students who successfully complete this course must be able to demonstrate that they can successfully read and comprehend college- level reading material. Prerequisite: None. Previously EDU 110.
EDUC 2211Introduction to Teaching : Introduction to the teaching profession for students who are3.0
considering teaching as a career choice. Students investigate the teaching profession in very specific ways by assessing the meaning of professional and profession; their motives and aptitudes for teaching; the challenges teachers face in striking a balance between emphasizing achievement and the improvement of society; the need for teachers to become involved in facilitating the growth and development of students; and the conditions and teacher behaviors that contribute to positive learning environments. The course concludes with a discussion of professional 99
EDUC 2213Philosophical Foundations of Education : This performance-based course provides an3.0
overview of the aims and organization of American education. Special attention is given to the historical, philosophical, political, social and cultural history of the education system in the United States. Course topics include legal and ethical and civil rights issues in education in America. Within our diverse society, the impact of racial, ethnic and cultural diversity of schools is a crucial area for examination. The connective relationship between the past history in education in American society and the influences on today’s schools will be emphasized throughout the course. The use of critical thinking skills, engagement in reflection, and constructivist teaching act as common course structural threads. Online and offline experiences, materials and resources will be used by students to build their knowledge base and promote skill and attitude development. Prerequisite: None. Previously EDU 213.
EDUC 3302Content Literacy Development : A course designed to enable pre-service teachers to3.0
continue development reading instruction for their students. Emphasis is placed on common reading skills, the special reading approach, technical vocabulary, and specialized reading skills that are required by the various content areas of the secondary school curriculum. Prerequisite: Instructor permission. Previously EDU 302.
EDUC 3308Reading Literacy and Language Development I : The performance-based course is3.0
designed as a basic course that introduces pre-service teachers to the fundamental processes, philosophies, beliefs, objectives, desired outcomes and professional standards involved in the teaching of reading. The importance of reading in all phases and in all areas of learning serves as an underlying course theme. The course addresses how literacy develops with special emphasis on the influence of the home, school, the community and the wider society. Historical insight into the changing views of literacy will be examined. The impact of history as well as the influence of current research and theories on instructional materials and practice in reading is studied. Particular attention is given to the reading process. Insight into meeting the needs of all children including multicultural children and exceptional children is stressed. A crucial topic is the use of best practices in reading to create developmentally appropriate language learning environments. Prerequisite: Permission of Instructor. Previously EDU 308.
EDUC 3309Reading Literacy and Language Development II : Reading/language arts instruction3.0
in accordance with the Pennsylvania Academic Standards including phonemic, morphemic, semantic, syntactic, and pragmatic systems of language; elements of the writing process including spelling, grammar, punctuation and handwriting; instructional technologies, and information management and library skills. Prerequisite: EDU 308 or EDUC 3308 or Permission of Instructor. Previously EDU 309.
EDUC 3317Children’s Literature : Methods and materials to promote effective language skills of3.0
listening, speaking, writing, vocabulary development and reading. Techniques for challenging children and adolescents to read books for enjoyment and for broadening their horizons are evaluated. Critical analysis of children’s and adolescents’ books and their suitability for different levels of maturity are covered. Prerequisite: Instructor Permission. Previously EDU 317.
EDUC 3318Problems in Elementary School : Problems in Elementary School focuses on the study3.0
and evaluation of classroom management and learning theories; problems unique to the elementary school; curriculum patterns and innovations in the elementary school today; problems of administration and supervision which affect teacher performance; the impact of federally financed programs upon school organizations; and the relationship of the school to parents and to the community. Pre-professional experiences include visits by public school administrators and teachers, and program involvement within public and private schools. Prerequisite: 100
EDUC 3319Content Literacy Development : A course designed to enable pre-service and in-service3.0
teachers to continue developmental reading instruction to their students. Emphasis is placed on common reading skills, the special reading approach, technical vocabulary, and specialized reading skills that are required by the various content areas of the secondary school curriculum. Prerequisite: Instructor permission. Previously EDU 319.
EDUC 3336Curriculum, Methods, and Materials in Math : Curriculum, Methods, and Materials in3.0
Math is designed to enable students to teach mathematical concepts and skills to elementary and middle school students, grades K-8. Prerequisite: Instructor permission. Previously EDU 336.
EDUC 3337Curriculum, Methods, and Materials in Science : Science is an activity-based course3.0
that focuses on the methods of teaching science. Students will gain experience involving how children learn science and will develop the necessary skills to further this knowledge. The activities for the students provide firsthand experiences allowing them to construct new perspectives on learning and teaching science. These activities have been designed modeling the constructivist approach in teaching. Prerequisite: Instructor permission. Previously EDU 337.
EDUC 3338Curriculum, Methods, and Materials in Social Studies : Curriculum, Methods, and3.0
Materials in Social Studies is an activity-based course that focuses on the methods of teaching social studies. Students will gain experience involving how children learn social studies and will develop the necessary skills to further this knowledge. The activities for the students provide firsthand experiences allowing them to construct new perspectives on learning and teaching Social Studies. These activities have been designed to model the constructivist approach in teaching. Prerequisite: Instructor permission. Previously EDU 338.
EDUC 4401Educational Technology and Classroom Application : Materials, devices, techniques3.0
and settings are presented in an overview of the field of instructional technology. Laboratory experiences are provided in the operation of instructional hardware. Educational Technology and Classroom Applications is a course designed to introduce education majors to the underlying principles of instruction and how instruction can be facilitated using technology. Throughout the semester, students will become acquainted with all aspects of instructional technology. Students will by necessity become proficient with the computer as a teacher’s tool as they use the computer for word processing, database management, spreadsheet development and the use of graphic/presentation software in the development of lesson planning, utilization of communications software (e- mail) and web-based instruction. At the completion of the course, students will have familiarity with the tools found in the instructional technology field and be able to integrate those technologies into their lesson plans and instruction. Students will also learn to use a Database to manage information i.e., lists, names and addresses, schedules and inventories, as well as the implementation of graphic/presentation software in instruction.
EDUC 4413Educational Tests and Measures : Assessing student understanding of content3.0
adjusting instruction and providing feedback to students, parents, and other professionals including formal and informal assessments and evaluations; written and oral tests and demonstrations; individual and group projects and exhibitions; interpretation of individual and school-wide student data; and collaborative construction of rubrics. 101
is designed to assist students in secondary education programs develop a knowledge and understanding of educational theory and methodology. The course is an alternative to specific content area methods courses and is structured to develop competence in the utilization of effective approaches, methods, and strategies to facilitate teaching and learning experiences in their respective disciplines. This course includes field experience in selected school settings. Prerequisite: Permission from Instructor. Previously EDU 415
EDUC 4416Pre-Professional Experience in Education III : Provides candidates with an3.0
opportunity to teach small groups of children and youth in educational settings. Prerequisite: EDU 321 or EDUC 3321 or Permission from Instructor. Previously EDU 416.
EDUC 4428Student Teaching including Professional Practicum : Student teaching includes a12.0
minimum of 12 weeks full-time in the classroom with increasing teaching responsibility to completely simulate the role of a teacher. For greater than half of the student teaching experience, the candidate will assume full responsibility as demonstrated by effective methods for planning and delivery of instruction in the classroom based on the Pennsylvania Academic Standards. Support is provided by a University supervisor, a cooperating teacher, and public school/University faculty. Regularly scheduled practicum sessions enable candidates to discuss important educational issues, employ problem-solving skills, reflect upon and analyze teaching and learning experiences, and explore career opportunities. Candidates for dual certification in early childhood and special education are required to complete a minimum of six weeks in a Pre-K-8 school setting. Prerequisite: Approval to student teach or Permission of Instructor. Previously EDU 428
EDUC 9904Instructional Strategies that Work : This course provides practical applications of3.0
instructional strategies outlined in the research base on effective instruction and proven to support student learning, if implemented systematically and routinely in the classroom. Focal points of this course are cognitive strategies that foster critical thinking and the transferability of acquired skills. Course participants will learn how to evaluate scoring guides for student tasks. These strategies are applicable in K-12 settings and are applicable to students with special needs. The course content includes a 30-year synthesis of the research consensus on instructional strategies proven to have the greatest effects as well as help students improve their metacognitive skills. Prerequisite: None. Previously EDU 904. 102
