56 courses with the subject ED, 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.
well as providing an opportunity for practical application of the skill developed in students' area of concentration. Note: see the chapter"Special Programs"under Internships;listed as internship: (Title); must be 6 weeks long. Prerequisite: Permission.
political, economic, legal, sociological, and psychological issues affecting public school systems. Students review current issues in education and write a personal philosophy statement. Pre-or Co-Requisite: FYC-101. (S, WK-SI)
students who are interested in education to explore teaching as a career and observe the application of multiple philosophies, theories, and teaching strategies. (S)
behavior, and learning from conception through middle childhood. Using an ecological approach, students examine characteristics of physical, social, emotional, cognitive, and language development at each age; identify typical and atypical development; compare and contrast major theories of development and learning; and explore diverse issues in child development and early education, including gender, culture, language, ability, family, social policy, educational setting, and the influence of heredity and environment. Assignments include readings, research, presentations, and direct observation of young children. (S)
development from preadolescence through emerging adulthood. Topics include: identity, sexuality, and gender issues; emotional and behavioral challenges of adolescence, the impact of culture, language, and disability on adolescents, and the role of family, schools, and peers on development. Enrollment priority in this course is given to Education POEs. (S)
certification, with experience organizing and communicating knowledge in their fields of study. This may be accomplished in public schools or other areas of social/community work, e.g., community health programs or family planning agencies. Note: titles may vary each semester; students may take each course for credit.
exceptionalities within the public special education system. Historical, philosophical, educational, and legal perspectives will be presented. Students will learn the categories of exceptionalities, general characteristics of individuals with exceptionalities, eligibility criteria, and the referral process for special education services. Professional and community resources, inclusion and other current issues will be discussed. Prerequisite:
relationship between families, schools, and communities. While exploring their own beliefs and values, students examine family diversity and the impact of socioeconomic status, culture, language, lifestyle, and ethnicity on child development. Discussion will focus on building effective partnerships with families, schools, and community members through development of strategies that establish culturally sensitive and nurturing relationships. In addition, best practices related to trauma informed instruction will be integrated throughout course content. Prerequisite: ED-240.
current issues, and best teaching practices used in early childhood social studies curriculum. Emphasis will be placed on social justice and an interdisciplinary approach to learning for PreK-4 learners. Discussion will focus on marginalized groups to raise awareness for diverse perspectives. Students will engage in building critical cultural awareness for social change in early childhood classrooms. Prerequisite: ED-240.
and issues related to individuals with Autism Spectrum Disorders. Topics include diagnosis, evidence-based teaching strategies, and techniques to address strengths and areas of development over the life span.
acquisition, both typical and atypical in children. Topics include theories of language acquisition, neurological bases of speech and language, cognitive, perceptual and motor bases of early language and speech,social and communicative bases of early language and speech, language learning and teaching, relationship of language to literacy acquisition, language differences in diverse learners. Prerequisite: ED-240 or PY-101. (S) ED-313 Language and Brain Lab (1 credits) Extends and enhances learning in ED312 Language and the Developing Brain. Through participation in classroom settings, students will be able to observe and interact with young children in Kindergarten through Grade 2 and public education professionals, apply knowledge and understanding of language development and theory, analyze and assess language development using formal and informal assessment tools, monitor student performance, and adapt instruction and interactions to meet individual needs, scaffold learning, and guide behavior. Prerequisite: ED-120. Corequisite: ED-312. (S)
pertaining to meeting the educational needs of English language learners. Students are be introduced to research-based best practices in instruction and assessment strategies for working with English language learners in the general education classroom setting. Prerequisite: ED-120 or ED-130. (S)
manage effective inclusive learning environments for students with disabilities at the secondary level. Content focuses on the knowledge and skills necessary to create an instructional environment that communicates challenging expectations while utilizing and modifying research based instructional strategies/resources/technologies. Students will learn the critical components of effective collaboration with parents and professionals. Prerequisite: ED-240. (S, CW)
field experience in an inclusive classroom is a requirement. Prerequisite: ED-240. Corequisite: ED-341.
as it pertains to students with disabilities, the special education system, and Pre-K through grade 4 education. Historical perspectives as they relate to contemporary assessment practices are highlighted. Focus is placed on selection and administration of assessment tools, scoring, and interpretation of data for early intervention and special education eligibility. Students will be required to write an Individual Family Service Plan (IFSP) and an Individual Education Plan (IEP). Prerequisites: ED110, ED111, ED240, and ED-120 or ED-130. (S)
development and management of effective inclusive learning environments at the Pre-K through Grade 4 level. Content will focus on the strategies necessary to create an instructional and social environment that communicates challenging expectations to students while utilizing and modifying research based instructional strategies/resources/technologies to address individual learning needs. Focus is placed on strategies for establishing positive relationships with students, parents, and professionals. Prerequisites: Take ED-120 and ED-240. (S)
Childhood Education program and is intended to address the learning needs and best practices for teaching math, science, and technology to PreK-4th grade students in the 21st-century classroom. The primary focus
childhood certification. This course is especially desirable for students who have done or will do practicums at the elementary level. Requires sophomore standing and instructor permission. (S)
theory they have learned in a middle or high school setting. This practicum is not the normal student teaching that is required for certification. Available by permission only. May be repeated up to a maximum of 9 credits. (S)
students seeking Pre K-4 certification. This course is especially desirable for students who have done or will do field experiences at the elementary level. Prerequisite: ED-120. Course may be repeated up to a total of 3 credits. Available by permission only. (S)
seeking special education certification or interest in education studies. This course provides students with opportunities to gain more experience working with students with special needs in a variety ofeducational settings. Prerequisites: ED341 Available by permission only. (S)
designing, implementing, and evaluating artificial intelligence (AI) applications in educational contexts, with emphasis on literacy and language development. Students conduct literature reviews, analyze data, and contribute to collaborative research projects. Requires instructor permission.
teaching foreign languages or English as a foreign language or second language (ESL). This course provides a thorough introduction to contemporary theories and methods of language pedagogy. Students seeking K-12 certification in foreign languages may take this course instead of ED420 after completing study abroad. It may also be taken by those students who have an interest in teaching English abroad. International students who are here for a semester or a year should also consider taking this course. Prerequisites: ED110 and ED111 and ED130 and ED240 and ED341. (S, CS)
vary each semester; students may take each special topics course for credit.
at least 4 hours/week of field experience, Prerequisites: ED-120 and ED-240. Corequisite: ED-343. (S)
will promote understanding and problem solving for young learners. This course is designed to introduce appropriate teaching strategies that highlight both NAEYC and NCTM standards for the mathematical development of the child (Prek-6). Prerequisite: ED-120. (S)
language-based learning disabilities. The course will address assessment and intervention strategies for struggling readers and writers in early and middle childhood. Formative, summative, benchmark, and diagnostic measures will be addressed as they relate to classroom intervention. Research-based intervention strategies will be analyzed within the perspective of meeting the needs of learners with diverse learning profiles and etiologies for their language-based academic difficulties. Topics included are early identification, research-based assessment and intervention, authentic assessment strategies for diverse learners and ELL's, technology to support instruction. Prerequisite: ED-120 or ED-130. (S)
participate in an after school reading clinic for children in grades K through five who are identified as at-risk or struggling readers. Formal and informal assessment tools will be applied and used in decision making for research-based interventions. Communication with in-service teacher mentors and parents will be emphasized. Pre and post measures of achievement will be applied. A formal case report will be completed.
for education students to provide data driven reading interventions for primary school children who are struggling in reading and related language skills. Juniata students provide research-based interventions in small group and one-to-one settings two afternoons each week. Juniata Students complete readings related to the intervention, submit reflections, and provide reports of assessment and response to intervention.
required 80-hour minimum practicum in the linked placement where you will be going for student teaching. Students should plan to spend four consecutive hours in their placement each week.Reliable transportation is REQUIRED. Co-Requisite: ED-420. (S)
teacher education course is an overview of general methods for teaching secondary students. It also includes Disciplinary Literacy to help students meet the PA Core Standards. It will also address ethics in education and force students to rethink and challenge the current educational systems. Pre- or co-requisite:
execute a field trip for local secondary students. This is a practical application course that will highlight the importance of field trips and provide an opportunity for designing and executing a successful field trip. (S)
develop as strategic readers and writers; research-based best practices in teaching; and managing the classroom and curriculum for literacy instruction. The course will begin with a review of the reading and writing process and the principles of effective teaching of reading, based on the IRA/NCTE Standards for the English Language Arts. Emphasis is placed on meeting the individual learning needs of all the children and on application of the PA Academic Standards for Reading, Writing, Speaking, and Listening standards. Pre-
week in their upcoming spring semester student teaching placements and meet for a one-hour seminar each week to discuss current issues. Assignments include but are not limited to a weekly reflection journal,
with learning disabilities,attention deficit hyperactivity disorder, specific language impairment and mild intellectual disablilities. Topics include systematic teaching, co-teaching, language arts and mathematics instruction, content area instruction and strategy instruction. Prerequisites: ED240. (S)
behavior management for students with low incidence disabilities, specifically severe cognitive impairments, low vision and blindness, autism, spectrum disorder, physical or health disabilities, and traumatic brain injury. Prerequisite: ED-240. (S)
incidence classroom setting allowing them to apply concepts and techniques discussed in class. Students complete a series of assignments in the practicum setting. Prerequisite: ED-240; Corequisite: ED-441.
research based strategies for students with social, emotional, and behavioral disabilities. Emphasis is placed on school-wide behavior and classroom management systems designed to prevent inappropriate behaviors and promote appropriate and desirable behaviors. Students will learn empirical strategies and procedures for making the general curriculum accessible to students and the role of general and special education teachers in effectively addressing student needs. A major component of this course is the importance of promoting self-determination to facilitate independent learners. Prerequisites: ED240 and
for certification to teach in their content area(s). Students synthesize and apply knowledge of developmental theory, content, and teaching methodology as they design, implement, and evaluate learning experiences in an intensive internship in the classroom. Co-requisite: ED-451. NOTE: Must have completed all clearances and requirements and have access to reliable transportation. Secondary level student teaching is in the fall semester; PreK-4th grade level and language education student teaching are in the spring semester. (S, SW-
seminars that are led by the college supervisors. These meetings focus on professional topics and allow students to reflect upon and share their student teaching experience. In addition, students develop interviewing techniques, become familiar with employment seeking strategies, and develop a portfolio that includes but is not limited to a resume, a philosophy of education statement, lesson plans, and documentation of professional experiences. Corequisite: ED450. (S)
additional student teaching experience for individuals who are seeking certification in more than one certification area. In order to enroll the student must have successfully completed all requirements including student teaching in another certification area or who hold Pennsylvania certification in another area.
Prerequisites vary by title. ED-INS Independent Study (1-8 credits) See catalog. ED-TUT Education Teaching Assistant (1-4 credits) Teaching Assistant
theories, evidence-based practices, and relevant laws to advocate for programs, supports, and services for individuals with exceptionalities. This course provides an overview of exceptionality in children/youth from birth to 21 years of age. Students will gain foundational knowledge of the field, professional ethical principles, and practice standards to inform special education practice.
special education law including: (1) a comprehensive overview of the history of special education, (2) pertinent court cases that impacted legislation, and (3) current legislation that secures access and rights for children and youth with exceptionalities and their families. IDEA (Individuals with Disabilities Education Act) and its principles will be a key focus.
interpret the current research in order to identify and subsequently utilize best practices in the classroom. Both qualitative and quantitative techniques are reviewed. Students review the professional literature and share findings with a learning community that embraces professional development.
that promote social, emotional, and behavioral growth of students while fostering a welcoming and safe classroom environment that encourages positive behavior through the use of responsive and preventative measures. Students will learn to conduct functional behavioral analyses and apply principles of PBIS (Positive Behavioral Interventions and Supports) to deliver evidence-based interventions that support positive behaviors.
special education process outlining how a child or youth is identified for services. Second, this course introduces students to a variety of assessment tools that are reliable, valid, and minimize bias. Students learn to create, administer, and score assessments and subsequently use this information to inform instruction, practices, and programming. Ethical practices and considerations are discussed.
instructional strategies. Content will focus on understanding the unique needs and learning differences of all individuals and using this to inform practices and programming. In addition to an explicit and systematic approach, topics will include active student engagement, motivation, opportunities to respond, self- regulation, and grouping for instruction. Students will also learn to align standards to ensure access to the general education curriculum for all.
literacy instruction that supports typical readers as well as students who struggle to acquire the literacy skills that are essential to success in school and life. Students will explore the body of work that exists on the Science of Reading (SOR) which is based upon an emerging consensus from multidisciplinary research that supports and explains the importance of explicit, systematic, and sequential instruction to support students'
work with learners with low-incidence disabilities, severe/multiple disabilities, and/or complex communication needs. Instructional strategies focusing on functional academics, social skills, prosocial behaviors, communicative competence, among other areas will be discussed. Additional topics include positive behavior supports, assistive technologies, AAC (Augmentative and Alternative Communication), and collaborative partnerships with families.
demonstrates the content knowledge and skills they learned throughout their program. Students identify and implement a best or emerging evidence-based practice and then collect baseline and intervention data to determine intervention effectiveness. By the end of the course, students produce a capstone paper and share their research within a learning community via a presentation. This course should be taken toward the end of the program. Pre-req: ED-501, ED-502, and ED-503 ED-IND Master of Education Indep Study (1-4 credits) Graduate-level independent study for students in the Master of Education in Special Education graduate program. Requires instructor permission. MASTER OF APPLIED ECOLOGY & NATURAL RESOURCE MANAGEMENT (ENRM)
Source: Juniata College's catalog, linked per course · table learning_unit · CourseShelf publish 59
