36 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 501Student Teaching12
The course aims to review important theories and practices in education resulting from recent experimental research, to prepare the students for a period of student teaching in cooperating schools, and to supervise and direct an actual teaching experience in such schools. This course is offered to candidates who are not full-time classroom teachers when signing for this course. Since substitute teachers are not full-time teachers, they fall into this category. Lincoln University’s Office of Student Teaching will make the necessary arrangements with local school districts to have student teaching candidates assigned to classrooms that already have certified teachers who serve as cooperating teachers or mentors. Student teaching candidates will be placed in pre-kindergarten, kindergarten, or grade 1-4 school classrooms where they spend 14 weeks as classroom teachers closely monitored by cooperating teachers and a graduate faculty member from Lincoln University. A certified and experienced classroom teacher, commonly known as a cooperating teacher, must be present in the class with the student teacher when the student teacher performs his or her teaching duties. The university faculty assigned to teach EDU 501 will hold post-site visitation meetings with student teachers to discuss the strengths and weaknesses observed during the visit. Such visitations must take place 4 to 6 times for a minimum of 30 minutes each visit during the semester. The university professor will remain at the site to the end of the session to meet with the student teacher and the cooperating teacher to discuss the classroom observation.
This course is designed for PECT Module 1 Child Development, Assessment, Professionalism; Module 2 Language Arts Literacy, Social Studies, Arts; and Module 3 Math, Science, Health. This training is offered in the fall and spring semesters. The training lasts for 10 to 12 weeks meeting for two hours once a week. The training will help candidates understand the nature of PECT exams, prepare them for the exams, and help them develop a “PECT State of Mind.” Students will learn to read test questions critically, prepare targeted study plans, and get tips that will improve their chances of passing the PECT tests.
EDU 601Theoretical Foundations of Reading Instruction3
This course is designed to provide teachers with a basic understanding of the reading process, with a focus on Pk-4 learning. Emphasis will be placed on the significant research, which establishes the theoretical foundation for reading instruction. Classroom discussion will include an analysis of the research and its practical application in the classroom. Field hours will be required.
This is an introductory course designed to provide students with an understanding of the role of assessment and evaluation as utilized in educational settings, particularly Pk-4. Emphasis will be placed on assessment of students, teachers, instructional practices, and schools. Opportunities for reviewing and interpreting evaluation tools and data will be provided. The social, political, and cultural perspectives of assessment and changing paradigms will be among the topics investigated. Field hours will be required.
This course reviews information on the philosophical, historical, social, cultural, political, and economic foundations of education. Students will analyze professional aspects of education, e.g., collective bargaining, strikes, professional organizations. Additionally, the course examines and evaluates curricular innovations in education. Students will critique contemporary issues of American education and apply their knowledge of the American educational system to develop and write a plan to meet the learning needs for the next decade. Field hours will be required.
This course will offer an exploration of literature of Pk-4 children and the development of literacy through literature. The course will focus on theoretical and practical aspects of the study of literature. Students will be given opportunities to develop instructional strategies and techniques necessary for the integration of literature into the Pk-4 school curriculum. Field hours will be required. LINCOLN UNIVERSITY 2026
This course is designed to provide an understanding of typical and atypical children, ages birth to 12. It will focus on cognitive development, theories of language acquisition, and the relationship between language acquisition and mental development. Attention will also be given to the practical environmental dimensions of the day care center as the affect the learning of the preschool child. Opportunities for observation of preschool children will be provided. Field hours will be required.
This course is designed to provide teacher candidates with the philosophies and practices in the development and education of special needs children from birth to age 12. Instructional content and design will detail the cognitive, social, emotional, physical, motor, language, and literacy growth children make as they progress on a developmental continuum through the primary grades. Teacher candidates will develop instructional strategies and techniques that effectively promote student learning for special needs students. Field hours will be required.
EDU 616Cultural & Linguistic Diversity: Instructional Strategies3
This course prepares students to effectively teach children in Pk-4 who are English Language Learners. Course content will include the process of English language acquisition and effective strategies that will meet the educational and social needs of English Language Learners. Field hours will be required.
EDU 620Special Topics in Early Childhood Education3
The course is designed to give candidates the professional communication and collaboration skills needed to work effectively with children in early childhood environments, Pk-4. When candidates understand that there are core connections that blend content knowledge and practice, they can apply this knowledge to improve relationships among school, family and community. These connections will lead to improving a child’s childhood and enhance academic success. Knowledgeable professional guidance can ultimately result in influencing the development of a child who will become an asset to his/her community. (Course content varies according to expertise of the course instructor.) Field hours will be required.
EDU 622Inclusion of Special Needs Children in the Regular Classroom3
This course is designed to provide teacher candidates with the opportunity to acquire an understanding of literacy learning and ways of differentiating instruction to meet the needs of all students in inclusive and non-inclusive classrooms. Candidates will have opportunities to develop instructional strategies and techniques grounded in essential knowledge and skills to implement differentiated instruction (DI) in the classroom. Skillful use of DI will serve to increase student progress in literacy learning. Field hours will be required.
This course is designed to provide a practical, functional approach to the design and integration of the content areas of social studies and science in the elementary school. Major emphases include: (1) knowledge of basic social studies and science concepts and processes, (2) LINCOLN UNIVERSITY 2026
This course is designed to provide an examination of mathematics instruction in Pk-4 settings. Students will be given opportunities to develop instructional strategies and techniques and will use them in Pk-4 settings. Field hours will be required.
The course is designed to give candidates the professional communication and collaboration skills needed to work effectively with children in early childhood environments, Pk-4. The course will focus on the central role families play in the development of children with and without disabilities. It will emphasize the need to respect the variations in beliefs, traditions, and values among diverse populations.
This course is designed to provide students with basic knowledge of the laws directly affecting public and non-public education in the United States. The material will cover principles of law applied to the problems of education. Students will be required to analyze and synthesize judicial interpretations of state or federal constitutions, statutes, rules and regulations, and the common law in an objective manner. The provisions of federal and state special education mandates, judicial interpretations, and the state of Pennsylvania’s guidelines regulating the delivery of educational and vocational services to persons with special needs will also be addressed. Moreover, the students will be challenged to concern themselves with federal laws, such as No Child Left Behind (NCLB), and mandates which clarify not only what school law is but also what it should be. Field hours will be required.
This course is designed to provide leaders with an in-depth examination of the current and anticipated ethical issues and dilemmas facing leaders in the role of character education in our society. Addressing these ethical issues will lead to the academic success of all Pk-12 students, including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds. Field hours will be required.
This course is designed to provide students with basic knowledge of the law directly affecting public and non-public education in the United States. The material will cover principles of law applied to the problems of education. Students will be required to analyze and synthesize judicial interpretations of state or federal constitutions, statutes, rules and regulations, and the common law in an objective manner. The provisions of federal and state special education mandates, judicial interpretations, and the state of Pennsylvania’s guidelines regulating the delivery of educational and vocational services to persons with special needs will also be addressed. Moreover, the students will be challenged to concern themselves with federal laws, LINCOLN UNIVERSITY 2026
This course is designed to equip current and future elementary and secondary principals with the processes, concepts, and competencies required to change complex organizational environments. Each candidate will have a clear understanding and acceptance of differences in culture, ethnicity, gender, age, religion, socio-economic status, lifestyle orientation, language, abilities, disabilities, and aspirations of individual learners. The goal is to prepare effective leaders who can shape and direct effective schools. Emphasis will be given to the various dimensions of the leadership role in educational assessment, problem-solving, and decision- making processes for strategic planning and implementation. Field hours will be required.
EDU 638Curriculum Design & Instructional Improvement3
This course is designed to provide teachers, supervisors, and school administrators with the realistic concepts of curriculum and instruction as used in schools. An emphasis will be placed on an inclusive curriculum aimed to be suitable to all children including those with special needs. The course examines the major educational curricular philosophies, both historical and current, and their implications for the development of curriculum in a classroom; management of a curriculum in a school or local school setting; curriculum policy-making; and development of curriculum plans and materials. The course provides opportunity to design instructional units across the various disciplines and develop appropriate assessment techniques to closely assess students' academic performance and achievement.
EDU 642Supervision and Instruction in K-12 Schools3
This course is designed to acquaint students with supervision for instructional improvement. Students will examine the assumptions and goals which have guided supervision of teachers throughout different movements, develop knowledge of the interpersonal characteristics and functions required of a supervisor, and reflect upon the supervisor’s role in creating positive educational change. Further, this course is intended to familiarize students with principles, practices, trends, and issues related to ethics in school supervision and instruction. The course will also address school-based management, applications of total quality management, and structuring staff evaluation and supervision.
This course is designed to help prospective administrators understand how schools and school districts function from a financial perspective. It also examines how school finance formulas and structures function in relation to state and local government policies affecting fiscal decision- making. As future leaders, candidates will learn the essentials in school accounting, budgeting, financing, investing, financial regulations and requirements, and computer applications. The course will also address the importance of using an appropriate assessment technique to make data-driven decisions in creating and meeting a school improvement plan. LINCOLN UNIVERSITY 2026
This course will explore the Principalship using specific points of view such as reflective, proactive practice or instructional leadership. Students will be provided with a clear organizational framework for school leadership. This course will enable potential principals to repeatedly adjust themselves to unique school environments and students’ academic performance and achievement in order to develop a school improvement plan that captures a vision for the future. They will explore strategies for providing systematic ways in which the novice can structure professional social-interaction perspectives with special emphasis on work group development, ongoing instructional leadership, diagnostic methods, and the reflective approach to becoming a principal. Field hours will be required.
This course is designed to help prospective principals and supervisors increase their knowledge and skills in the primary area of curriculum instruction based up on data derived from research. The course presents concepts and research findings that when understood can improve students' problem solving and leadership effectiveness and ability to make data-driven decisions. Emphasis is placed on the development and research skills associated with instruction, pedagogy and evaluation in inclusive classrooms. The various modes of strategic planning for instruction, feedback, and assessment are covered. Further, this course will provide each candidate an opportunity to reflect on her/his personal ethical stances and to analyze and critique ethical issues in a variety of personal contexts as future instructional leader. Field hours will be required.
This course is designed for M.Ed. students in the Educational Leadership Program who choose to write a thesis project over taking the Comprehensive Examination. Candidates are expected to produce a scientific research report and successfully defend before the thesis committee. It involves either theoretical research or empirical research that identifies an issue or question, reviews the literature, designs a study, gathers and analyzes data or evidence, and presents interpretations or conclusions.
This course examines the role of assistive and augmentative technology within the field of special education. Students will be able to assess the technology needs of special needs students, and complete all IDEA IFSP/IEP mandated documents. Students will develop high and low tech materials for a wide range of special needs students. Field hours will be required.
Students will gain a greater understanding of both federal and state special education laws including Section 504 of the Rehabilitation Act of 1973, No Child Left Behind Act (NCLB), Individuals with Disabilities Education Improvement Act (IDEIA 2004), and the Family LINCOLN UNIVERSITY 2026
This course will provide knowledge of effective behavior intervention strategies for struggling readers in Pre-Kindergarten to 12 inclusive settings. Students will explore how literacy skills are impacted by variour disabilities and challenging atypical behaviors. Students will create Postive Behavior Interventions Support Plans and evaluate their effectivenes in literacy classrooms. Infused throughout the course are reading and behavioral intervention strategies that can be used to accommodate included students is the general-education curriculum. Students will be taught how to apply and implement the information from this course into inclusive classrooms.
