50 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.
psychology which form the basis for educational methods and their application in the school curriculum, including student characteristics, group and individual differences, cognitive and personality development, learning theory, measurement, and evaluation. Three hours.
one-credit field experience is an internship course designed to permit beginning level early education students to engage in a semester-long field experience in the Early Education Center. Restricted to Elementary Education, Special Education, and Middle Level Education majors or by instructor permission. One hour.
An internship course designed to permit students to engage in a thirty to forty-hour entry- level field experience. Field experience interns observe experienced teachers in classroom settings noting organizational structures, curriculum issues, and students’ development. Diverse educational settings are strongly encouraged. Corequisite: Education 102 or 202. One hour.
pedagogical framework of education with emphasis on the legal and organizational issues related to American institutions of education. This includes an analysis of the current reform movements and in impact upon the role of the professional educator. This course is designated Information Literacy (IL). Education majors must complete and may only receive credit for one of Education 202 or the combination of Education 205 and 206. Three hours.
Christian educators teach in an increasingly diverse world? This course explores the complexities of answering this question. Through biblical and theo-anthropological perspectives, this course discusses complex social issues in education including identity, race and ethnicity, sex and gender, socioeconomic status and poverty, religion, language, and exceptionalities. Theories of teaching and learning will also be analyzed to explore the practical manifestations of these theories in policy and the realities of diverse educational contexts, both past and present. Three hours.
EDUCATION. Students will gain a firm understanding of various aspects of the professionalism required for the education profession, including but not limited to portfolios, professional goals, and types of field experiences. Students will also examine Educator Ethics and specifically how their Christian Faith can influence the decisions they make in the classroom. Finally, students will learn how Educational Technology is used in the Curriculum, Instruction, and Assessment of the profession. For education majors only. Three hours.
pedagogical framework of education with emphasis on the legal and organizational issues related to American institutions of education. This includes an analysis of the current reform movements and impact upon the role of the professional educator. Education majors must complete and may only receive credit for one of Education 202 or the combination of Education 205 and 206. Prerequisite: Dual Enrollment Program students or first year Freshman only. Spring semester, two hours.
classroom extension of Education 205 with a focus on face-to-face teaching and the required in-school field experience. Education majors must complete and may only receive credit for one of Education 202 or the combination of Education 205 and 206. Prerequisite: Education 205. Fall semester, one hour.
provides an overview of all curriculum components essential for operating a secondary education classroom. Major curriculum approaches are explored, and students are expected to complete unit planning skills implementing these approaches. Additional focus will be on classroom management strategies, school setting and culture, selecting course materials, and introduction to professionalism/ethics. Prerequisites: Education 102 and 202. Concurrent course: Education 271. Two hours.
literature for educators teaching in upper elementary, middle grades (4-8) with an extensive representation of books from classic and contemporary authors. Major literary genres are studied, trends in adolescent literature are discussed, and issues in selecting and using literature in the 4-8 classrooms are explored. Priority given to Middle Level and English Secondary Education Certification majors. Spring semester, two hours.
Sophomore standing, permission of the department chair, and a faculty sponsor are required. One, two or three hours.
research in education. Sophomore standing, permission of the department chair, and a faculty sponsor are required. One, two or three hours.
course designed to help pre-service secondary and K-12 teachers observe and collaborate with experienced teachers to gain the knowledge and practice necessary to effectively teach in a secondary classroom. Key components include actively observing and critically reflecting upon elements of successful planning and preparation, classroom environment, instructional delivery, professional conduct, assessment, and knowledge of diverse learners.
permit students to engage in thirty to forty hours of some observation and most participatory field experience. Field experience interns observe teachers in classroom settings and assume some level of teaching responsibility. Diverse educational settings are strongly recommended. Prerequisite: Education 181 or 182. One hour.
to familiarize students with both theoretical and practical aspects of teaching foreign languages: listening, speaking, reading, writing, and culture. Designed to complement and expand upon skills developed in curriculum and instruction. Prerequisite: Spanish 362 or French 362. Fall semester, three hours.
CURRICULUM AND INSTRUCTION II. This course provides English, History and Foreign Language secondary education majors with an advanced implementation of planning and instruction in secondary classrooms. Topics will include literacy in the content
II. This course provides Math and Science secondary education majors with an advanced implementation of planning and instruction in secondary classrooms. Topics will include literacy in the content area, motivation, management techniques, and math/science-specific teaching strategies. Topics discussed will be implemented through an imbedded field that will require math and science preservice teachers to demonstrate the implementation of topics. Students will also complete an advanced examination of Educational professionalism and ethics. Prerequisite: Education 215. Concurrent course: Education 375. Fall semester, two hours.
purpose of this class is to introduce the students to a basic overview of elementary physical education in order that they become advocates of physical education and learn to integrate movement education within their classrooms. Prerequisite: Elementary Education, Middle Level Education, and Special Education majors only. One hour.
methods of instruction in art for the elementary and preschool including topics in the theory and practice of teaching art. Prerequisites: Sophomore standing. Elementary Education, Middle Level Education, and Special Education majors only One hour.
PHONICS, AND FLUENCY. A course designed to acquaint future elementary and early childhood teachers with strategies for developing emergent literacy in reading and the integrated language arts. Topics include research-based methods to develop concepts of early literacy learning including phonemic awareness, phonics, decoding ability, and fluency. The course will also explore the developmental continuum of language and literacy, including writing, speaking, listening, visualizing and viewing. Direct field experience is required in the elementary school where students will utilize assessment techniques, plan lessons, and use a variety of approaches and materials in instructing students. Prerequisites: Sophomore standing elementary and special education majors, junior elementary education and middle level majors, or with special permission from the course instructor and completion of Education 102, 202, and one of the following: Education 324, 325, or 327. Elementary Education, Middle Level Education, and Special Education majors only. Three hours.
and methods of teaching PreK-8 social studies including history, geography, civics, and economics. This course also emphasizes the development of competencies associated with the use of audio-visual equipment and materials. Directed field experience in the elementary and middle schools is required. Prerequisite: Sophomore standing. Fall semester, three hours.
instruction in methods of teaching PreK-8 science, health, and physical education. Includes
A course designed to acquaint elementary, early childhood, middle-level and English education majors about methods to teach literacy (reading and the integrated language arts) to upper elementary and middle school level students. Topics include methods to develop vocabulary knowledge, comprehension, expressive writing, and content area reading. Direct field experience in elementary or middle schools is required. Prerequisites: Elementary Education, Special Education, and Middle Level Education majors must have taken Education 323; English Secondary Education majors must have sophomore standing, Education 102 and 202. Three hours.
concepts and pedagogy will be introduced within the framework of the curriculum and evaluation standards recommended by the National Council of Teachers of Mathematics. Mathematical strands to be explored include geometry; measurement; number sense; whole number operations; patterns and functions; fraction and decimal operations; graphing; statistics; and probability. A strong emphasis will be placed on problem solving as a skill needed to make informed decisions about life. All concepts will be taught with a dependence on manipulative activities. The scope of the course goes from early childhood to adolescence. A structured field experience is embedded within the course. It is strongly recommended that this course be completed before taking additional three-credit elementary methods courses. Prerequisite: Mathematics 151 and Sophomore standing. Three hours.
for early childhood, intermediate, and middle grades with an extensive representation of books and related media from classic and contemporary authors and illustrators. Major literary genres are studied, story-telling techniques are discussed, and issues in literature for children are explored. Additionally, the course discusses the linguistic development in children that is fostered through exposure to literature. Open to Elementary Education and Middle Level Education majors only. Two hours.
provides middle level certification candidates with an in-depth study of middle level education that focuses on meeting the needs of adolescent learners. Topics will include the role of collaboration in departmentalized middle level programs, adolescent guidance, management of the learning environment, and school governance in middle and junior high settings. Prerequisite: Education 102. Fall semester, three hours.
CLASSROOM. A course designed to familiarize the student with both theoretical and practical aspects of teaching literature and writing used at the secondary level. Included will be a discussion of literature selection, treatment of the material, and writing assessment procedures. Traditional works will be emphasized. Prerequisites: Education 102 and 202. Fall semester, three hours.
course provides an overview of all curriculum components essential for operating an early childhood classroom with a focus on preschool and primary environments. Major curriculum approaches explored and implemented in early childhood settings include a traditional structured approach, a thematic approach, and the project approach. An
advanced study or to participate in educational experiences that provide an opportunity for professional and/or educational self-improvement. Junior standing, permission of the department chair and a faculty sponsor are required. One, two or six hours.
provide opportunities to teach various aspects of the secondary social studies certification areas, and to examine and implement a variety of technical aspects and resources in the social studies curriculum in preparation for student teaching. This course includes applied opportunities in a 7-12 setting to explore content area competencies in the context of curriculum, planning, and assessment. Required of all students desiring teacher certification in social studies education and middle level certifications with social studies. Fall semester, three hours.
research in education. Junior standing, permission of the department chair, and a faculty sponsor are required. One, two or three hours.
course designed to help pre-service secondary and K-12 teachers actively collaborate with experienced teachers to gain the knowledge and practice necessary to effectively teach in a secondary classroom. Included in this collaboration is successful planning and preparation that meets the needs of diverse learners and is closely tied to assessment practices, the maintenance of an effective learning environment through the examination and implementation of successful classroom management strategies, the use of effective instructional delivery techniques, the demonstration of professional conduct, and the knowledge of professional development opportunities and requirements. Prerequisite: Education 215. To be taken concurrent with Education 316 or 317. One hour.
permit students to engage in thirty to forty hours of participatory field experience. Field experience interns observe teachers in classroom settings and assume a greater level of teaching responsibility. Diverse educational settings are strongly recommended.
one-credit second field experience is an internship course designed to permit students who desire to gain additional experience working with young children to engage in a semester- long field experience in the Early Education Center. Sophomore or junior level course.
two-credit third field experience is an internship course designed to permit students more in-depth experience in studying and teaching young children. Students may choose between Education 385 and 386 for a second field experience in early childhood. Sophomore or junior level course. Prerequisites: Education 181 and 385. Two hours.
permit students to engage in approximately twenty-one hours of field experience that fulfills the requirements of a Level I, Level II, or Level III field experience course. With instructor approval, this course may substitute for Education 181, 182, 271, 282, 375, 383, 385, and 386. Prerequisite: Education 102, 202, or 205. With instructor permission the course may be taken more than once. Travel or online term, one hour.
scholar from the field of education. The topic for each course will vary from year to year. The course will consist of a minimum of two two-hour lectures on the topic plus a paper of specified length related to the topic. Prerequisite: Junior or senior education majors. One, two, or three hours.
ELEMENTARY SCHOOL. This course focuses on STEM topics, methods, curriculum and instruction for school students in early childhood grades PreK-4 and elementary school settings. In this course, students will (a) Gain exposure to the standards knowledge of standards that are pivotal in the STEM field, (b) Explore how STEM can be involved in other disciplines and used in cross curricular activities and lessons, and (c ) Explore inquiry- based teaching and learning methodologies to teach STEM topics – explore each topic
SCHOOL. This course focuses on STEM topics, methods, curriculum and instruction for school students in grades 4-8. The course is designed for candidates seeking an endorsement in Integrative Science, Technology, Engineering, and Mathematics Education. In this course, students will (a) Apply knowledge of standards that are pivotal in the STEM field, (b) Create cross curricular lessons, and (c) Apply inquiry-based teaching and learning methodologies to teach STEM topics. In addition, students will participate in a field component where they will design, implement, and reflect using the reflective teaching model on lessons and units that incorporate an integrative STEM learning cycle approach and developmentally appropriate methodology for 4-8 students. Prerequisite: EDUC 510. This course is in partial fulfillment of the STEM endorsement from Pennsylvania Department of Education. Online, three hours.
This course focuses on STEM topics, methods, curriculum and instruction for school students in secondary settings, grades 9-12. In this course, students will (a) utilize their knowledge of the standards to create and implement lesson plans in the field, (b) Explore hot topics in STEM education such as robotics and 3D printing (c) Gain hands on experience with technology tools related to STEM education. In addition, students will participate in a field component where they will design, implement, and reflect using the reflective teaching model on lessons and units that incorporate an integrative STEM learning cycle approach and developmentally appropriate methodology for 9-12 students. Prerequisite: EDUC 511. This course is in partial fulfillment of the STEM endorsement from Pennsylvania Department of Education. Online, three hours.
course designed to integrate previously learned concepts in other STEM endorsement classes through a long-range service project and teaching experience in a PreK-12 setting. The course is designed to develop the ability to endorsement candidates to integrate previously learned content and dispositions to have a dynamic impact on schools and the field of education. Critical course components include engagement with STEM community partners from business and industry outside of the PreK-12 settings, developing recourses for the PreK-12 setting, and furthering the promotion of STEM teaching and learning as an instructional leader. The course covers broad themes: STEM in Society and Professions, STEM Education, and STEM Educational Leadership. The capstone course will be structured with a weekly practicum meeting for the total cohort, but the individual students will each be partnered with a STEM cooperating educator or cooperating school administrator AND a mentor professor from institution. The STEM capstone class is a rigorous internship for the educator in a high school, middle school, intermediate, primary, and/or early childhood classroom. All placements must be approved by the course instructor. This course is in partial fulfillment of the STEM endorsement from PDE. Online, three hours.
course designed to permit students to engage in up to 120 hours of field experience that fulfills the PDE competency requirements of a Level I, Level II, or Level III field experience (40 hours = 1 credit, 80 hours = 2 credits, and 120 hours = 3 credits). With instructor approval, this course may substitute for Education 181, 182, 271, 282, 375, 383, 385, and 386. With instructor’s permission, the course may be taken more than once. One, two, or three hours.
candidates that examines contemporary issues, successful practices, curricular approaches, political influences, school structure, and/or specific student needs that schools face in the 21st century. Students will also consider possible solutions to various crises facing American education. One, two, or three hours.
trends in education with a focus on the role of the teacher as a leader. Special emphasis in this course focusses on the advocacy and agency of teachers to work within systems to respond to the sociological, psychological, political, and economic forces shaping education and impacting students. Teacher leadership skills will be applied through action research integrating the fourth domain of the Danielson Framework, with an emphasis on developing professional networks and collaborative service-learning projects. Senior level course. 317, 329, or 342), or with special permission of the course instructor. Priority given to elementary and special education majors. Three hours.
only) are provided a one semester course in student teaching at local public schools. The course runs five days per week for an entire semester. Additionally, student teachers must attend a student teacher practicum session per week as the course syllabus dictates. This course is designated Speaking Intensive (SI). Prerequisites: Senior standing and completion of all methodology courses required before student teaching. Departmental approval and permission required. Sixteen hours.
advanced study or to participate in educational experiences that provide an opportunity for professional and/or educational self-improvement. Senior standing, permission of the department chair and a faculty sponsor are required. One, two or seven hours.
research in education. Senior standing, permission of the department chair, and a faculty sponsor are required. One, two or three hours.
education majors to participate in approved experiences that provide extraordinary leadership roles in applying educational theory to practice, under the supervision of an on- site manager and a department faculty member. Products of the internship include a log, evaluation by the on-site manager, and all other requirements established within the faculty approved Contract of Expected Responsibilities and Outcomes. Prerequisites: Acceptable standing within the Education Department and permission of the Chair or Associate Chair of the Education Department. One to six hours.
credential candidates that examines the major philosophical, historical, social, political, and psychological issues as they impact the teaching profession. Contemporary issues, successful practices, and curricular approaches will be studied as the student considers possible solutions to various crises facing American education. This course is designated Writing Intensive (WI), Speaking Intensive (SI) and Information Literacy (IL). Prerequisite: Senior standing or permission of instructor. Three hours.
trends in education with a focus on the role of the teacher as a leader. Special emphasis in this course focusses on the advocacy and agency of teachers to work within systems to respond to the sociological, psychological, political, and economic forces shaping education and impacting students. Teacher leadership skills will be applied through action research integrating the fourth domain of the Danielson Framework, with an emphasis on developing professional networks and collaborative service-learning projects. Graduate standing or taken with special permission for students admitted into the teacher preparation program. Three hours. Education, Reading Specialist (EDRS)
Source: Grove City College's catalog, linked per course · table learning_unit · CourseShelf publish 59
