232 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 1002 - Intro Educ Eng Lang Learners2
Students will learn basic principles, issues, and strategies for English language teaching. This course will be an introduction to challenges of teaching English learners and offers a comprehensive overview of learning theories and teaching strategies. Attention will be given to such controversial topics as the influence of culture on schooling, the cultural practices of schooling, and the sociopolitical context of education. Students will learn clear models of strategic teaching leading to students’ success. (Intercultural and Linguistic Competencies)
Students will learn basic principles, issues, and strategies for English language teaching. This course will be an introduction to challenges of teaching English learners and offers a comprehensive overview of learning theories and teaching strategies. Attention will be given to such controversial topics as the influence of culture on schooling, the cultural practices of schooling, and the sociopolitical context of education. Students will learn clear models of strategic teaching leading to students’ success. (Intercultural and Linguistic Competencies)
The purpose of this course is to introduce pre-service teachers to the most current and effective principles for teaching students from fourth grade through high school. Cognitive, social, emotional, and physical developmental issues are examined in the context of effective classroom instruction. 40-hour field experience. Clearances and other documents for fieldwork required.
EDUC 130 A Prohibited: EDUC230L - Student Development Field Credit Type Code: Letter Grade
EDUC 131Young Adult Literature4
Introduces students to reader response, socio-cultural, and new Historicist lenses for making meaning of a variety of traditional and emerging texts from the amorphous body of American literature written specifically for young adults. As participants examine classic and contemporary young adult texts, they construct blogs, wikis, and a literary analysis essay with hyper-textual links to articulate a philosophy for the inclusion of young adult literary texts in the secondary school curriculum, both individually and in tandem with canonical texts. (M2)
Instructional use of word processors, spreadsheets, databases, graphics packages, games, simulations, Web authoring programs. The Internet as a teaching/learning resource. Students will design lesson plans and demonstrate proficiency with technology specific to their academic disciplines. Two 2-hour periods.
Instructional use of word processors, spreadsheets, databases, graphics packages, games, simulations, Web authoring programs. The Internet as a teaching/learning resource. Students will design lesson plans and demonstrate proficiency with technology specific to their academic disciplines. Two 2-hour periods.
An examination of both the historical development of teaching and schooling in the United States and the major ideas influencing teachers today. A consideration of current topics in education, including issues involving race and ethnicity (bilingual education, multicultural education). Includes an examination of personal educational philosophy in relation to experiences in the field as well as ideas encountered in the course. Students registered for this course must also register for the associated lab or field practicum. (M4)
Major principles of educational psychology, particularly in classroom learning and instruction. Topics include intellectual and personal/social development, motivation, learning theory, testing and grading practices, and classroom management.
Designed for students who need early field experience in the K-12 classroom before student teaching. Students will be supervised by a teacher in a local school and spend a minimum of 40 hours in the classroom. They also will meet weekly for seminar with education faculty. Minimum of one education course taken at Moravian and permission of department chair required. Clearances and other documents for fieldwork required.
Through field experience, reading, discussion and intensive writing, students in the course will explore the diversity affecting their teaching, both within their classroom and within the broader community from which their students come. This examination will be both contemporary and historical. They will examine many forms of diversity, but in particular will examine how teachers need to consider language, culture, multiple intelligences, and learning styles in their work with diverse learners including English language learners and students with disabilities. The course is unified through a philosophical exploration of critical pedagogy, including the work of Paulo Freire and through the ethical issues related to teaching. (M3)(PTK:GLO)
This course investigates the impact of art on cognitive, social, physical, emotional, and linguistic development of typical and atypical children. Societal influences, school and community cultural norms, peer-group expectations, age, economic status, race, and gender will be considered. Projects will focus on developing diverse strategies for K-12 visual arts curricula. (M6) Spring
This course is devoted specifically to child development from pre-birth to age five. This course will begin with an overview of child study in contemporary contexts and the role teachers play in early childcare settings. Major developmental theories will be addressed as they relate to physical and motor, social and emotional, and cognitive domains. The course will also focus on the application of knowledge to teaching and working with very young children and their families. Strategies and activities will be learned to work with young children from diverse populations. The concepts will be foundational for all of the courses in early childhood education. 40-hour field experience. Clearances and other documents for fieldwork required. Fall.
QPA of 2.70, EDUC 100.2 and EDUC 160 . Credit Type Code: Letter Grade
EDUC 211Child Devel & Cognition II4
This course is a continuation of the study of development of young children from six through nine. This course will begin with research and contemporary issues in learning and teaching. Major developmental theories as they relate to physical and motor, social and emotional, and cognitive domains will be addressed. It will also focus on the application of knowledge to teaching and working with early school age children. Strategies and activities will be learned. The concepts will be foundational for other courses in early childhood education. 40-hour field experience. Clearances and other documents for fieldwork required
QPA of 2.70, EDUC 100.2 and EDUC 160 . Credit Type Code: Letter Grade
EDUC 212Data Driven Analysis4
This comprehensive course shows assessment as a process early childhood educators use to improve instruction and ensure learning. It will provide students with the most current research, best thinking and practical guidance to integrate assessment with effective teaching. Students will learn how to interpret and use many forms of assessment that will inform learning for educators, parents, learners and accountability requirements. Assessment is a comprehensive, reliable, and valid data-driven analysis that paves the way for meaningful, relevant, and engaging learning opportunities for children.
QPA of 2.70, Education 100.2, and 160. 40-hour field experience. Clearances and other documents for fieldwork required. Fall.
EDUC 2132 - The Arts in Education2
This course examines why art experiences are valuable in young children’s development and how to incorporate meaningful art activities across the preK-4 curriculum. Students in this hands-on class will make process-based artworks using a variety of art materials and learn how to adapt art instruction to ensure all children succeed, including diverse learners such as ELL’s and children with disabilities. (Inclusion)
QPA of 2.70, EDUC 100.2 , EDUC 160 MILE Requirement: CRE LinC Requirement: M6 Credit Type Code: Letter Grade TAGS Inclusion
EDUC 213 2The Arts In Education2
This course examines why art experiences are valuable in young children’s development and how to incorporate meaningful art activities across the preK-4 curriculum. Students in this hands-on class will make process-based artworks using a variety of art materials and learn how to adapt art instruction to ensure all children succeed, including diverse learners such as ELL’s and children with disabilities.
This course presents the comprehensive, current professional research on music and movement while providing links between theory and practice. Students will also learn about a young child’s physical and psychological health and safety. The role of the family and diversity will also be discussed. Pennsylvania’s standards for the arts and humanities will also be addressed.
GPA of 2.80, EDUC 100.2 or EDUC 160 MILE Requirement: CRE LinC Requirement: M6 Credit Type Code: Letter Grade
EDUC 214 2Music & Movement2
This course presents the comprehensive, current professional research on music and movement while providing links between theory and practice. Students will also learn about a young child’s physical and psychological health and safety. The role of the family and diversity will also be discussed. Pennsylvania’s standards for the arts and humanities will also be addressed. (Note: In combination with Education 213.2, this course fulfills the Learning in Common M6 requirement.)
QPA of 2.70, Education 100.2 or 160. Fall and spring. (PTK - CRE)
EDUC 216Early Child Ed Theor/Prac/Fam4
This course presents a broad foundational overview that focuses on the concepts and issues of early childhood Education. Students will develop a historical perspective as well as a contemporary view of issues and public policies. Theories of learning and development, which are applied in practice, will be explored along with new directions in cognitive development. The concepts of High Scope and Reggio Emilia programs are examples of the many being analyzed. Other topics such as family and community involvement, technology, guidance, play, assessment, diversity, special needs, ethics, and developmentally appropriate practices will be explored.
QPA of 2.70; EDUC 100.2 , EDUC 130, and EDUC 160 . Credit Type Code: Letter Grade
EDUC 2172 - Music in Elementary School2
Designed to acquaint students with music literature and materials, musical instruments, and teaching strategies for the elementary classroom teacher to teach music to kindergarten and elementary school children. Primary focus on integrating music into elementary curriculum.
EDU 150 and EDUC 155 , QPA of 2.70. Credit Type Code: Letter Grade
EDUC 2182 - Movt, Health, Safety Education2
This course is designed to inform future early childhood classroom teachers, as movement educators, about the discipline of physical education and the role they can play in producing physically active and healthy, safe children. Specific attention will be given to motor skill and movement concepts and strategies, techniques, and approaches that teachers can use to lay the foundation for healthy practices in children. NOT OPEN TO FIRST YEAR FRESHMEN.
EDUC 100.2 or EDUC 160 ; QPA of 2.70. Credit Type Code: Letter Grade
EDUC 222Emerging Lang/Lit4
The course begins with a brief overview of the recent key national policies and initiatives that have impacted the teaching of literacy from birth to kindergarten. Students will learn key aspects of language and literacy that will promote early reading success in preschool and childcare settings. They will be able to apply their learning into practice with a field experience. Students will expand their knowledge of the initial reading instruction practices that develop real readers. Students will also learn ways of preventing reading difficulties through developmental interventions. Assessment methods always inform programs so students know if a child is making process in reading-related skills and early reading. Students will also learn how to work with parents and policy makers who always influence early learning programs and who make decisions regarding early reading instruction. 40-hour field experience. Clearances required.
The purpose of this course is to introduce pre-service teachers to the most current and effective principles for teaching students from fourth grade through high school. Cognitive, social, emotional, and physical developmental issues are examined in the context of effective classroom instruction. 40-hour field experience. Clearances and other documents for fieldwork required. Fall and spring. (PTK - SS)
The purpose of this course is threefold. First, it is to prepare the pre-service teacher to develop an inclusive learning environment, which specifically addresses the needs of the middle school learner. Second, it is to design and implement research-based interventions and instructional strategies, which address the needs of the middle school learner. These strategies/interventions will be based on accurate interpretation of assessment data, content knowledge, and understanding of the students’ abilities and diversity. Third, it is to prepare the pre-service teacher to evaluate the effectiveness of the instructional strategies and interventions and adjust them as needed to promote on-going student success. Topics will include, but are not limited to, strategies specific to the diverse learner, collaboration techniques, research-based strategies and interventions, Response to Intervention, the Systematic Approach for Assessing/Accessing the Learning Environment (SAALE), data collection and monitoring techniques, variables which influence student success, assistive technology, differentiated instruction and the Universal Design for Learning. Required: 40-hour field experience. Clearances and other documents for fieldwork required.
GPA of 2.70; Education 160 and 244. Credit Type Code: Letter Grade
EDUC 244Include Stud W/ Disabilities4
This course is designed to familiarize students with current issues regarding special education services as they relate to students with disabilities, their families, and general education, the social model of disability, a historical perspective of special education services, special education laws and regulations at the federal and state levels, federal and state definitions, inclusionary practices, and research-based methodologies. (Ethical Deliberation) (Inclusion)
EDUC 160 , QPA of 2.70; sophomore standing or higher.
Corequisite
EDUC 130 or EDUC 210 MILE Requirement: SS Credit Type Code: Letter Grade TAGS Ethical Deliberation Inclusion
EDUC 250Art Educ & Child Development4
This is an introduction to the artistic development of children and adolescents and ways in which children’s cognitive, social, physical, and emotional growth affects this development. Students learn how developmental theories are applied to educational contexts. This class meets requirements for the Pennsylvania Department of Education, including teaching instructional strategies for making Accommodations and Adaptations for Diverse Learners in Inclusive Settings and English Language Learners. (M6)(Critical Reading) (PTK:SS) ( PTK: CRE)
Introduction to general research-based techniques for use in secondary classrooms, from teacher-centered strategies (direction instruction) to student-centered strategies (cooperative learning, group discussion), and introduction to essential skills in instructional design for diverse learners. Through videotaped lessons presented to peers, students design instruction employing these strategies and learn how to self-critique their teaching.
Education 150 or 160; and 130 or 155; 244; or permission of instructor; QPA of 2.70. Two 70-minute periods. Forty-hour tutoring experience. Clearances and other documents for fieldwork required.
Corequisite
EDUC340L - Reflective Teaching Field Prohibited: EDUC540 - Reflect Teach Sec. School Credit Type Code: Letter Grade
This comprehensive course shows assessment as a process early childhood educators use to improve instruction and ensure learning. It will provide students with the most current research, best thinking and practical guidance to integrate assessment with effective teaching. Students will learn how to interpret and use many forms of assessment that will inform learning for educators, parents, learners, and accountability requirements. Assessment is a comprehensive, reliable, and valid data-driven analysis that paves the way for meaningful, relevant, and engaging learning opportunities for children. 40-hour field experience. Clearances and other documents for fieldwork required. Fall.
GPA of 2.70, EDUC 100.2 , EDUC 160 , EDUC 211 and EDUC 244 . Credit Type Code: Letter Grade
EDUC 321Lang Arts Children Pre-K to 44
An introduction to the literacy process as it relates to children in the primary grades, kindergarten to fourth grade. The theory, knowledge, and teaching skills pertaining to the nature of the process will be explored by lecture, active participation, and classroom experience. This course includes reviews of current theory and research in language acquisition, cognition, and literacy. Literacy incorporates reading, writing, speaking, listening, and visual representation. Responding to literature, reading comprehension, fluency, word identification strategies, phonics, and language systems along with phonemic development and assessment forms will be a significant part of this course. This course also emphasizes the incorporation of technology and information management. Comprehensive literacy programs, including basal reading materials, will be surveyed. Inherent in the scope of the course is the nature of linguistics, learners’ abilities, and cultural variations as these factors relate to literacy learning. This will include strategies that meet the needs of linguistic, cultural, academic, and cognitive diversity. One of the underpinning goals is to prepare the student to think and respond like a teacher. 75-hour field experience.. Clearances and other documents for fieldwork required. Spring.
GPA of 2.70; EDUC 100.2 , EDUC 160 , EDUC 211 and EDUC 244 ; passing scores on PAPA Reading, Writing, and Mathematics
Corequisite
Education 322, 358.2 Credit Type Code: Letter Grade
EDUC 322Prek-4 Math Thinking4
Students will learn math as a developmental process, which engages children as they grow and develop. The new National Council of Teachers of Mathematics focal points, which use a chronological approach to thinking about what should be taught in early childhood mathematics, will be addressed. Students will learn that math is a developmental and constructive process in which the teacher acts as an instructor and facilitator. The course will view approaches for presenting math to different age groups. For pre-school and kindergarten children, math is learned through experiences with materials or projects. Grade school children learn from combining environment, materials, and traditional educational experiences. The field experience will promote concept understanding and development through authentic experience in the development of students’ teaching skills and strategies in developmentally appropriate ways. Spring
GPA of 2.70; EDUC 100.2 , EDUC 160 , EDUC 211 and EDUC 244 ; Passing score on PAPA Reading, Writing, and Mathematics; Mathematics 120 with a grade of C or better
Corequisite
Education 321, Education 358.2. Credit Type Code: Letter Grade
EDUC 323Pre-K Scientific Reasoning4
The aim of this course is to inform pre-service early childhood educators in science as a discipline. Students will learn how to make learning science both valuable and enjoyable for young children. Students will begin with an understanding of child development, interrelated math, literacy and science processes. Students in the field experience will use concept exploration design. Students will gain a solid understanding of scientific topics, while they are learning how to implement activities with children using constructivist and inquiry-based methods. . Fall.
GPA of 2.70; EDUC 100.2 , EDUC 160 , EDUC 211 and EDUC 244 ; F4 science course with a grade of C or better; passing scores on PAPA Reading, Writing, and Mathematics
Corequisite
EDUC 324 and EDUC 358.2 Credit Type Code: Letter Grade
EDUC 324Social Studies: Instr Strategies4
Students learn a multitude of practical ideas, strategies, and activities that early childhood educators can use to both interest young children in social studies and integrate social studies with other sciences, art, literature, math, reading, and writing. Since play is the basic way children learn, this course offers strategies to incorporate “play” into its materials. Students will develop a full thematic unit as a major project in the course. Fall.
GPA of 2.70; EDUC 100.2 , EDUC 160 , EDUC 211 and EDUC 244 ; HIST 113 or HIST 114 with a grade of C or better; passing score on PAPA Reading, Writing, and Mathematics.
Corequisite
EDUC 323 , EDUC 358.2 Credit Type Code: Letter Grade
EDUC 330Social Studies/Mid Level Learn4
The purpose of this course is to introduce pre-service teachers through practical examples to the “methods of mind” which children need to develop to become scholars, social scientists, problem-solvers, and citizens. The goal is to have students design a series of activities and experiences that incorporate the most important of these methods. Most class sessions will involve discussion of the material, small-group problem solving, or the presentation of learning experiences for children. Fall.
GPA of 2.70; EDUC 230 and EDUC 244 ; HIST 113 ; IDIS 110 ; POSC 110 ; passing scores on PAPA Reading, Writing, and Mathematics
Corequisite
EDUC 331 , EDUC 358.2 Credit Type Code: Letter Grade
EDUC 331Science for Middle Level Learners4
A course designed to help prospective teachers interpret middle school students’ science experiences and guide their understanding of scientific concepts. The course involves application of science content through hands-on, inquiry-based activities. Fall.
GPA of 2.70; EDUC 100.2 , EDUC 160 , EDUC 140.2 , EDUC 230 , and EDUC 244 ; and ENVR 112 . Passing scores on PAPA Reading, Writing, and Mathematics.
Corequisite
EDUC 330 , EDUC 358.2 Credit Type Code: Letter Grade
EDUC 332Math for Middle Level Learners4
This course is designed to prepare pre-service teachers to work with students in grades 4 through 8 to help them learn important mathematical concepts, skills, and problem-solving techniques. In the process, it is hoped that thinking will be challenged and interest in mathematics stimulated. Fall.
GPA of 2.70; EDUC 230 and EDUC 244 ; MATH 107 and MATH 120 with a grade of C or better; passing scores on PAPA Reading, writing, and Mathematics.
Corequisite
EDUC 332, EDUC 358.2 Credit Type Code: Letter Grade
EDUC 333Literacy Middle Level Learners4
This course is designed to introduce the literacy process as it relates to children in the intermediate and middle school grades. The theory, knowledge, and teaching skills pertaining to the nature of the process will be explored by lecture, active participation, and classroom experience. This course includes reviews of current theory and research in language, cognition, and literacy. Literacy incorporates reading, writing, speaking, listening, and visual representation. Responding to literature, reading comprehension, fluency, word identification strategies, language systems and assessment forms will be a significant part of this course. This course also emphasizes the reading materials and reading in the content areas, will be surveyed. Inherent in the scope of the course is the nature of linguistic, learners’ abilities and cultural variations as these factors relate to literacy learning. One of the underpinning goals is to prepare the student to think like a middle level teacher. Spring.
GPA of 2.70; EDUC 211 , EDUC 230 and EDUC 244 ; WRIT 100 or FYS; passing scores on PAPA Reading, Writing and Mathematics
Corequisite
EDUC 332 , EDUC 358.2 Credit Type Code: Letter Grade
EDUC 340Ref Teach Sec Schools4
Introduction to general research-based techniques for use in secondary classrooms, from teacher-centered strategies (direction instruction) to student-centered strategies (cooperative learning, group discussion), and introduction to essential skills in instructional design for diverse learners. Through videotaped lessons presented to peers, students design instruction employing these strategies and learn how to self-critique their teaching. Two 70-minute periods. Forty-hour field experience. Clearances and other documents for fieldwork required.
GPA of 2.70, EDUC 160 , EDUC 230 , and EDUC 244 ; or permission of instructor. Credit Type Code: Letter Grade
EDUC 345WI:Curr & Instr:Art Educ4
While pre-student teaching in an art classroom, students in this seminar write an art education curriculum based on constructivist teaching and learning theories that are aligned with Pennsylvania Academic Standards for the Arts and Humanities and the National Visual Arts Standards. Fall. One 3-hour period. Supervised 150 hours of fieldwork. Writing-intensive.
EDUC 160 , EDUC 230 and EDUC 244 ; minimum 2.70 GPA; clearances and other documents for fieldwork required; passing scores on PAPA Reading, Writing and Mathematics. Credit Type Code: Letter Grade
EDUC 349WI:Curr & Instr:Art Educ4
This is the second course for pre-student teachers seeking PA PK-12 Art Education certification. While engaging in 75 hours of pre-student teaching, students in this course will develop lesson plans based on PA and National Core Art Standards for students within the grade level spans in the field, grades 7-12. Additionally, students in this seminar will begin their professional teaching portfolio, refine and finalize a self-designed curriculum rooted in art education pedagogy, culturally responsive teaching practices, National Core and PA Arts and Humanities standards, Studio Habits and Dispositions, learner development, and Constructivist teaching and learning theories (started in EDUC 345) Pre-student teachers in EDUC 349 will develop educational experiences related to the artwork and themes for an alternative setting, in this case, the Payne Gallery at Moravian. Carefully designed lessons will be presented to K-12 students who visit the gallery. Students will also reflect on and develop their teaching competencies through field experience journals and in-class discussions based on their field teaching experience. Supervised 75 hours of fieldwork. Writing-intensive.
EDUC 160 and EDUC 230 ; minimum 2.70 GPA; clearances and other documents for fieldwork required; passing scores on PAPA Reading, Writing, and Mathematics. Credit Type Code: Letter Grade
EDUC 3582 - Pre-Student Teaching Field Expr2
The pre-student-teaching experience is the precursor to the final stage of the certification process, student teaching. It is an opportunity for the student to become closely involved with classroom teaching and responsibilities while still being given extensive support and direction. The focus of this course is on the student’s continuing professional development as they culminate their preparation for teacher certification. It is their challenge to demonstrate that they have the knowledge, skills, desire, stamina, and attitude to become an extraordinary teacher. The broad base of knowledge and fieldwork that they bring to this experience will help the students gain the expertise and confidence that is needed to be an exceptionally effective teacher.
GPA of 2.70; completion of EDUC 211 or EDUC 230 and EDUC 244 ; clearances and other documents for fieldwork required; passing scores on Basic Skills Reading, Writing and Mathematics.
Corequisite
EDUC 358.2 Credit Type Code: Letter Grade
EDUC 3592 - Pre-Student Teaching Field Expr2
The pre-student-teaching experience is the precursor to the final stage of the certification process, student teaching. It is an opportunity for the student to become closely involved with classroom teaching and responsibilities while still being given extensive support and direction. The focus of this course is on the student’s continuing professional development as they culminate their preparation for teacher certification. It is their challenge to demonstrate that they have the knowledge, skills, desire, stamina, and attitude to become an extraordinary teacher. The broad base of knowledge and fieldwork that they bring to this experience will help the students gain the expertise and confidence that is needed to be an exceptionally effective teacher.
GPA of 2.70; completion of EDUC 211 or EDUC 230 and EDUC 244 ; clearances and other documents for fieldwork required; passing scores on Basic Skills Reading, Writing and Mathematics.
Corequisite
EDUC 359.2 Credit Type Code: Letter Grade
EDUC 360Curr & Instr:English4
Secondary Content Areas. Explores the unique nature of subjects (English, world language, mathematics, science, social studies) as they relate to the fundamentals of pedagogy and planning within those content areas in preparation for student teaching. Major course requirement to design and then implement a unit plan in the field. Also examines avenues such as professional organizations for professional growth (organizations, publications). Required for all students seeking secondary certification. Students should register for the course that corresponds with their certification area.
EDUC 230 and EDUC 244 ; GPA of 2.70; clearances and other documents for fieldwork required; passing scores on PAPA Reading, Writing and Mathematics.
Corequisite
EDUC 340 Credit Type Code: Letter Grade
EDUC 361Curric & Instr: for Lang4
Secondary Content Areas. Explores the unique nature of subjects (English, world language, mathematics, science, social studies) as they relate to the fundamentals of pedagogy and planning within those content areas in preparation for student teaching. Major course requirement to design and then implement a unit plan in the field. Also examines avenues such as professional organizations for professional growth (organizations, publications). Required for all students seeking secondary certification. Students should register for the course that corresponds with their certification area.
EDUC 230 and EDUC 244 ; GPA of 2.70; clearances and other documents for fieldwork required; passing scores on PAPA Reading, Writing and Mathematics.
Corequisite
EDUC 340 Credit Type Code: Letter Grade
EDUC 362Curr & Instr:Mathematics4
Secondary Content Areas. Explores the unique nature of subjects (English, world language, mathematics, science, social studies) as they relate to the fundamentals of pedagogy and planning within those content areas in preparation for student teaching. Major course requirement to design and then implement a unit plan in the field. Also examines avenues such as professional organizations for professional growth (organizations, publications). Required for all students seeking secondary certification. Students should register for the course that corresponds with their certification area.
EDUC 230 and EDUC 244 ; GPA of 2.70; clearances and other documents for fieldwork required; passing scores on PAPA Reading, Writing and Mathematics.
Corequisite
(may be taken together with EDUC 360 - EDUC 365 ). EDUC 340 Credit Type Code: Letter Grade
EDUC 364Curr& Instr:Science4
Secondary Content Areas. Explores the unique nature of subjects (English, world language, mathematics, science, social studies) as they relate to the fundamentals of pedagogy and planning within those content areas in preparation for student teaching. Major course requirement to design and then implement a unit plan in the field. Also examines avenues such as professional organizations for professional growth (organizations, publications). Required for all students seeking secondary certification. Students should register for the course that corresponds with their certification area.
EDUC 230 and EDUC 244 ; GPA of 2.70; clearances and other documents for fieldwork required; passing scores on PAPA Reading, Writing and Mathematics.
Corequisite
EDUC 340 Credit Type Code: Letter Grade
EDUC 365Curr&Instr:Social Science4
Secondary Content Areas. Explores the unique nature of subjects (English, world language, mathematics, science, social studies) as they relate to the fundamentals of pedagogy and planning within those content areas in preparation for student teaching. Major course requirement to design and then implement a unit plan in the field. Also examines avenues such as professional organizations for professional growth (organizations, publications). Required for all students seeking secondary certification. Students should register for the course that corresponds with their certification area.
EDUC 230 and EDUC 244 ; GPA of 2.70; clearances and other documents for fieldwork required; passing scores on PAPA Reading, Writing and Mathematics.
Corequisite
EDUC 340 Credit Type Code: Letter Grade
EDUC 3662 - WI:Curr & Instr:Art Educ2
This course is the first seminar for pre-student teachers seeking PA PK-12 Art Education certification. While engaging in 75 hours of pre-student teaching, students in this course will develop lesson plans based on PA and National Core Art Standards for students within the grade level spans in the field, grades PK-6. Additionally, students in this seminar will develop a series of units based on one theme and aligned to art education pedagogy, culturally responsive teaching practices, National Core and PA Arts and Humanities standards, Studio Habits and Dispositions, learner development, and Constructivist teaching and learning theories. Pre-student teachers in EDU 366.2 will reflect on and develop their teaching competencies through field experience journaling and in-class discussions based on their pre-student teaching experience. Supervised 75 hours of fieldwork. Writing-intensive. (Writing)
EDUC 160 and EDUC 230 ; minimum 2.70 GPA; clearances and other documents for fieldwork required; passing scores on PAPA Reading, Writing, and Mathematics. LinC Requirement: WI Credit Type Code: Letter Grade TAGS Writing
EDUC 366 2Wi:Curr & Instr:Art Educ2
This course is the first seminar for pre-student teachers seeking PA PK-12 Art Education certification. While engaging in 75 hours of pre-student teaching, students in this course will develop lesson plans based on PA and National Core Art Standards for students within the grade level spans in the field, grades PK-6. Additionally, students in this seminar will develop a series of units based on one theme and aligned to art education pedagogy, culturally responsive teaching practices, National Core and PA Arts and Humanities standards, Studio Habits and Dispositions, learner development, and Constructivist teaching and learning theories. Pre-student teachers in EDU 366.2 will reflect on and develop their teaching competencies through field experience journaling and in-class discussions based on their pre-student teaching experience.
Education 160 and 230; minimum 2.70 GPA; clearances and other documents for fieldwork required; passing scores on PAPA Reading, Writing, and Mathematics. Supervised 75 hours of fieldwork. Writing-intensive. (Writing)
Corequisite
EDUC366L - Curr & Ins Art Ed Field LinC Requirement: WI Credit Type Code: Letter Grade
EDUC 367Teaching Music to Children4
Developing capacity for thought and action; skill in applying behavioral objectives, instructional strategies, methods of assessment, choosing appropriate content, establishing rational and realistic learning goals. Orff, Kodaly, and Dalcroze methods. Spring. Three 70-minute periods; fieldwork.
MUS 130.1 , and MUS 136.1 , EDUC 160 , EDUC 230 and EDUC 244 ; 2.70 GPA; clearances and other documents for fieldwork required; passing scores on PAPA Reading, Writing and Mathematics Credit Type Code: Letter Grade
EDUC 368Teach Music/Adol & Adults4
Continuation of EDUC 367. Techniques of motivation and relevance, conducting middle- and high school ensembles. Fall. Three 70-minute periods, fieldwork.
EDUC 230 , EDUC 244 and EDUC 367 ; 2.70 GPA; clearances and other documents for fieldwork required; passing scores on PAPA Reading, Writing and Mathematics Credit Type Code: Letter Grade
EDUC 3692 - WI:Curr & Instr:Art Educ2
This is the second course for pre-student teachers seeking PA PK-12 Art Education certification. While engaging in 75 hours of pre-student teaching, students in this course will develop lesson plans based on PA and National Core Art Standards for students within the grade level spans in the field, grades 7-12. Additionally, students in this seminar will begin their professional teaching portfolio, refine and finalize a self-designed curriculum rooted in art education pedagogy, culturally responsive teaching practices, National Core and PA Arts and Humanities standards, Studio Habits and Dispositions, learner development, and Constructivist teaching and learning theories (started in EDUC 366.2) Pre-student teachers in EDUC 369.2 will develop educational experiences related to the artwork and themes for an alternative setting, in this case, the Payne Gallery at Moravian. Carefully designed lessons will be presented to K-12 students who visit the gallery. Students will also reflect on and develop their teaching competencies through field experience journals and in-class discussions based on their field teaching experience. Supervised 75 hours of fieldwork. Writing-intensive. (Writing)
EDUC 160 and EDUC 230 ; minimum 2.70 GPA; clearances and other documents for fieldwork required; passing scores on PAPA Reading, Writing, and Mathematics Credit Type Code: Letter Grade TAGS Writing
EDUC 369 2Wi:Curr & Instr:Art Educ2
This is the second course for pre-student teachers seeking PA PK-12 Art Education certification. While engaging in 75 hours of pre-student teaching, students in this course will develop lesson plans based on PA and National Core Art Standards for students within the grade level spans in the field, grades 7-12. Additionally, students in this seminar will begin their professional teaching portfolio, refine and finalize a self-designed curriculum rooted in art education pedagogy, culturally responsive teaching practices, National Core and PA Arts and Humanities standards, Studio Habits and Dispositions, learner development, and Constructivist teaching and learning theories (started in EDUC 366.2) Pre-student teachers in EDUC 369.2 will develop educational experiences related to the artwork and themes for an alternative setting, in this case, the Payne Gallery at Moravian. Carefully designed lessons will be presented to K-12 students who visit the gallery. Students will also reflect on and develop their teaching competencies through field experience journals and in-class discussions based on their field teaching experience.
Education 160 and 230; minimum 2.70 GPA; clearances and other documents for fieldwork required; passing scores on PAPA Reading, Writing, and Mathematics. Supervised 75 hours of fieldwork. Writing-intensive. (Writing)
Corequisite
EDUC369L - Curr & Ins Art Ed Field LinC Requirement: WI Credit Type Code: Letter Grade
EDUC 370Seminar for Early Childhood4
This course is part of the student teaching/practicum in early childhood education. Students are assuming the responsibilities for teaching young children while receiving guidance and supervision. Students will review theory as they put it into practice. This research-based course will give practical advice on topics such as developmentally appropriate practices, teacher competencies, advocacy issues and the role of a professional in early childhood education.(Public Speaking) (PTK:CON)
EDUC 211 and EDUC 244 ; GPA of 3.0; admission to student teaching; passing scores on PAPA Reading, Writing, and Mathematics. MILE Requirement: CON Credit Type Code: Letter Grade TAGS Public Speaking
EDUC 371Issues in Mid Level Education4
This course is designed to support the student during the semester of student teaching. The course meets weekly to discuss the issues related to the challenges of teaching and the process of certification and securing a teaching position. The student’s presence at each seminar is essential for the successful exchange of ideas, information, and coping strategies. The goal of this course is to develop the understanding, skills, and attitudes of the professional teacher - the teacher who acts with reflective consideration of principles, practices, and policies. The student will demonstrate evidence of professional knowledge and practice in the following areas: planning and preparation; classroom environment, instructional strategies, and professionalism. Spring. (Public Speaking)
EDUC 211 and EDUC 244 , GPA of 3.0, completion of all middle level education courses, except student teaching, with grades of C or better; admission to student teaching; passing scores on PAPA Reading, Writing, and Mathematics
Corequisite
EDUC 375 , EDUC 376 , and EDUC 377 MILE Requirement: CON Credit Type Code: Letter Grade TAGS Public Speaking
EDUC 374Elem Curr & Instruction4
Basic principles and issues underlying curriculum planning and instructional practices for kindergarten through sixth grade. Weekly seminars integrate theory with classroom experience for pre-service teacher’s professional development. Concurrent with student teaching.
Admission to Teacher Certification Program MILE Requirement: CON Credit Type Code: Letter Grade
EDUC 375Student Teaching4
Students approved by Teacher Education Committee work with qualified teachers in local Pennsylvania elementary and secondary schools for one entire academic semester. Scheduling and length of experience will vary according to grade level and teaching field. Under guidance of cooperating teachers and University supervisors, students have direct learning experiences in their areas.
EDUC 211 or EDUC 230 and EDUC 244 ; QPA of 3.0, completion of all required education courses, except student teaching, with grades of C or better; admission to student teaching; passing scores on PAPA Reading, Writing, and Mathematics.
Corequisite
EDUC 378 MILE Requirement: BTC Credit Type Code: Pass/No Credit
EDUC 376Student Teaching4
Students approved by Teacher Education Committee work with qualified teachers in local Pennsylvania elementary and secondary schools for one entire academic semester. Scheduling and length of experience will vary according to grade level and teaching field. Under guidance of cooperating teachers and University supervisors, students have direct learning experiences in their areas.
EDUC 211 or EDUC 230 and EDUC 244 ; QPA of 3.0, completion of all required education courses, except student teaching, with grades of C or better; admission to student teaching; passing scores on PAPA Reading, Writing, and Mathematics.
Corequisite
EDUC 378 Credit Type Code: Pass/No Credit
EDUC 377Student Teaching4
Students approved by Teacher Education Committee work with qualified teachers in local Pennsylvania elementary and secondary schools for one entire academic semester. Scheduling and length of experience will vary according to grade level and teaching field. Under guidance of cooperating teachers and University supervisors, students have direct learning experiences in their areas.
EDUC 211 or EDUC 230 and EDUC 244 ; QPA of 3.0, completion of all required education courses, except student teaching, with grades of C or better; admission to student teaching; passing scores on PAPA Reading, Writing, and Mathematics.
Corequisite
EDUC 378 . Credit Type Code: Pass/No Credit
EDUC 378Seminar Secondary Teaching4
Scheduled concurrently with student teaching. Students meet with subject area supervisors and Education Department supervisors on alternate weeks. Provides opportunity for student teachers to analyze their experiences in the field in relation to theory learned in previous courses. One 2-hour period.(Public Speaking)
EDUC 230 and EDUC 244 , QPA of 3.0, completion of all required education courses, except student teaching, with grades of C or better; admission to student teaching; passing scores on PAPA Reading, Writing, and Mathematics.
Corequisite
EDUC 375 - EDUC 377 MILE Requirement: CON Credit Type Code: Letter Grade TAGS Public Speaking
EDUC 379Seminar: Art Studio Teachers4
Weekly seminar integrates theory with classroom experience for pre-service art teachers’ professional development. One 2-hour period.(Public Speaking)
EDUC 230 and EDUC 244 ; QPA of 3.0, completion of all required education courses, except student teaching, with grades of C or better; admission to student teaching; passing scores on PAPA Reading, Writing, and Mathematics
Corequisite
EDUC 375 - EDUC 377 MILE Requirement: CON Credit Type Code: Letter Grade TAGS Public Speaking
Honors are normally taken fall and spring of the senior year. Because teacher certification students fulfill their full-time student-teaching requirement one semester of the senior year, they will need to complete their Honors work during the spring of the junior year and one semester of the senior year. Students interested in Honors need to plan for this early in their junior year.
Honors are normally taken fall and spring of the senior year. Because teacher certification students fulfill their full-time student-teaching requirement one semester of the senior year, they will need to complete their Honors work during the spring of the junior year and one semester of the senior year. Students interested in Honors need to plan for this early in their junior year.
Learn how to meet the educational needs of your English Language Learner (ELL). This course examines various ESL methods and teaching strategies to facilitate language acquisition. Participants will develop standards-based ESL lessons and instructional materials and explore strategies for adapting classroom activities according to the proficiency level of the language learner. An emphasis will be placed on current research and resources available to maximize the process of acquiring English and developing language skills. Additional topics will include the role of classroom management, multicultural materials, and the ELL acculturation process in planning and instruction.
QPA of 2.70; completion of EDUC 100.2 , EDUC 160 , EDUC 210 , and EDUC 244 ; field clearances and other documents for fieldwork required, and passing score on the Basic Skills tests (PAPA/CORE or exempt status) Credit Type Code: Letter Grade
EDUC 4123 - ESL Learner Family and Community3
This course will examine behaviors, belief systems, and attitudes of multicultural and multilingual learners, their families, and school personnel in promoting a culturally sensitive learning environment and community. Research-based best practices will be explored, and emphasis will be placed on classroom/school implementation of strategies and techniques through action research methods. Comparison of other cultures and how they relate to the American culture in the areas of education, language, support systems, and the community will also be explored.
QPA of 2.70; completion of EDUC 100.2 , EDUC 160 , EDUC 210 , and EDUC 244 ; field clearances and other documents for fieldwork required, and passing score on the Basic Skills tests (PAPA/CORE or exempt status) Credit Type Code: Letter Grade
EDUC 4133 - ESL Assessment and Support3
Participants will learn to use effective assessment tools/practices to identify levels of proficiency in oral language, reading, and writing. Participants will also monitor student progress in the content areas and examine school support services to assist ELLs in language acquisition and content learning. This course will combine lecture, small group discussions, small group cooperative activities, and hands-on activities with English Language Learners.
QPA of 2.70; completion of EDUC 100.2 , EDUC 160 , EDUC 210 , and EDUC 244 ; field clearances and other documents for fieldwork required, and passing score on the Basic Skills tests (PAPA/CORE or exempt status) Credit Type Code: Letter Grade
EDUC 4143 - ESL Program Specialist3
This capstone course in the ESL program specialist certification sequence explores the professional role of the second language teacher and includes a 60-hour practicum under the mentorship of a certified ESL classroom teacher and a college supervisor. Registrants will articulate a personal philosophy of second language teaching and learning, conduct action research in the ESL classroom, create a professional development plan and collaborate with general and special education school staff as they design and implement instruction commensurate to the ELLs’ proficiency levels. Taking on the role of the ESL program specialist, registrants will also demonstrate their ability to advocate for English language learners, their families, and communities; develop classroom activities that involve families; and model the use of culturally and linguistically responsive pedagogies.
QPA of 2.70; completion of EDUC 100.2 , EDUC 160 , EDUC 210 , and EDUC 244 ; field clearances and other documents for fieldwork required, and passing score on the Basic Skills tests (PAPA/CORE or exempt status) Credit Type Code: Letter Grade
EDUC 4203 - Differentiating Instruction3
This course will emphasize strategies of organizing learning opportunities of all students in today’s classrooms. Participants will develop real lessons and handouts that utilize various strategies of differentiation.
QPA of 2.70; completion of EDUC 100.2 , EDUC 160 , EDUC 210 , and EDUC 244 ; field clearances and other documents for fieldwork required, and passing score on the Basic Skills tests (PAPA/CORE or exempt status) Credit Type Code: Letter Grade
EDUC 4213 - Speced: Ident & Intervention3
This course examines the reasons for over-representation of culturally and linguistically diverse students in special education programs and examines evidence-based practices to build on students’ strengths to ensure academic engagement and achievement. Effective strategies for data collection and analysis will be employed in an action research context.
QPA of 2.70; completion of EDUC 100.2 , EDUC 160 , EDUC 210 , and EDUC 244 ; field clearances and other documents for fieldwork required, and passing score on the Basic Skills tests (PAPA/CORE or exempt status) Credit Type Code: Letter Grade
EDUC 4223 - Effective Inclusionary Practices3
Major topics include a history of special services to students with disabilities, emerging trends and important legal issues related to students with special needs. The primary focus of the course, however, is the design and application of strategies for effectively teaching these students.
QPA of 2.70; completion of EDUC 100.2 , EDUC 160 , EDUC 210 , and EDUC 244 ; field clearances and other documents for fieldwork required, and passing score on the Basic Skills tests (PAPA/CORE or exempt status) Credit Type Code: Letter Grade
EDUC 4233 - Spec Ed Processes & Procedures3
Special Education Processes & Procedures will use the seminar format. The course will cover a through analysis of foundational aspects of special education services, legal issues, ethical and professional issues, instructional planning, inclusionary practices, collaborative practices, and current trends regarding special education services as they relate to students with disabilities, their families, general education, and the community. Emphasis will be placed on the role of the special education teacher in relationship to all topics discussed.
QPA of 2.70; completion of EDUC 100.2 , EDUC 160 , EDUC 210 , and EDUC 244 ; field clearances and other documents for fieldwork required, and passing score on the Basic Skills tests (PAPA/CORE or exempt status) Credit Type Code: Letter Grade
EDUC 4243 - Educ Stu W/Disabilities & Exception3
This course addresses the six interrelated elements of the standards-based system adopted by the Pennsylvania Department of Education: standards, curriculum, instruction, materials and resources for instruction, fair assessments, and appropriate interventions. Within this course, you will be expected to demonstrate your knowledge of how to effectively adapt or universally design curriculum and instruction for students with disabilities and students who are gifted. This will be accomplished by articulating the present level of performance for such students and by applying the instructional and curricular concepts from course readings and in class activities. Determining appropriate interventions and assessments will constitute important foci of this course as well. Students enrolled in MEDU 624 will be expected to enhance their practice knowledge related to effective teaching for students with disabilities by connecting that knowledge to theoretical constructs and research-based interventions. The examination of one’s current practice as a teacher, in light of the material covered in class, will be expected.
QPA of 2.70; completion of EDUC 100.2 , EDUC 160 , EDUC 210 , and EDUC 244 ; field clearances and other documents for fieldwork required, and passing score on the Basic Skills tests (PAPA/CORE or exempt status) Credit Type Code: Letter Grade
EDUC 4253 - Comprehensive Lit Pre K-43
This course is designed to prepare teachers to utilize evidence-based literacy assessment and instructional strategies effectively in their classrooms. Teachers will investigate a variety of ways to thoroughly assess various components of a well-balanced, research-based literacy program for children from pre - K to 4th grade. They will learn literacy assessment tools and techniques to identify students’ strengths and needs and strategies to monitor students’ progress and to plan effective interventions that will enhance literacy development, especially for ELLs and special needs learners. Empirically-based literacy teaching practices will be explored with references to the Pennsylvania Literacy Framework.
QPA of 2.70; completion of EDUC 100.2 , EDUC 160 , EDUC 210 , and EDUC 244 ; field clearances and other documents for fieldwork required, and passing score on the Basic Skills tests (PAPA/CORE or exempt status) Credit Type Code: Letter Grade TAGS Writing
EDUC 4263 - Lit & Resistance- Sec Schools3
What can intermediate and secondary school teachers do when students in their classrooms can’t or won’t read? How do learning disabilities and language issues affect students’ reading skills and desire and motivation to read? Participants will examine specific strategies to help adolescents develop reading comprehension, vocabulary, fluency, and word recognition. Participants will also explore the research base on issues of particular interest to urban literacy educators, including social class, language use, and oppositional identity.(Critical Reading)
QPA of 2.70; completion of EDUC 100.2 , EDUC 160 , EDUC 210 , and EDUC 244 ; field clearances and other documents for fieldwork required, and passing score on the Basic Skills tests (PAPA/CORE or exempt status) Credit Type Code: Letter Grade TAGS Critical Reading
EDUC 426 3Lit & Resistance- Sec Schools3
What can intermediate and secondary school teachers do when students in their classrooms can’t or won’t read? How do learning disabilities and language issues affect students’ reading skills and desire and motivation to read? Participants will examine specific strategies to help adolescents develop reading comprehension, vocabulary, fluency, and word recognition. Participants will also explore the research base on issues of particular interest to urban literacy educators, including social class, language use, and oppositional identity.Prerequisites: QPA of 2.70; completion of Education 100.2, 160, 210, and 244; field clearances and other documents for fieldwork required, and passing score on the Basic Skills tests (PAPA/CORE or exempt status)(Critical Reading)
QPA of 2.70; completion of Education 100.2, 160, 210, and 244; field clearances and other documents for fieldwork required, and passing score on the Basic Skills tests (PAPA/CORE or exempt status)(Critical Reading)
EDUC 4273 - Literacy assess & Evaluation3
This course is designed to prepare teachers to select, administer, and interpret literacy assessment instruments in an informed and responsible way. Participants will explore a variety of formative and summative tools, including norm and criterion referenced tests, formal and informal inventories, portfolio based assessments, and anecdotal records. They will also learn to align instruction with PSSA testing data and examine how to develop interventions and instructional strategies for students with literacy-related learning difficulties, including students with disabilities and English language learners. Additionally, registrants will learn about the multi-disciplinary team process and the reading specialist’s role in the early identification of students with learning difficulties that may be related to specific learning disabilities or to the unique needs of English language learners. Finally, participants will explore strategies for communicating assessment data effectively to students, parents, and other school personnel. Students will gain clinical experience and practice through one-on-one and small group work with participants in the summer reading clinic.
QPA of 2.70; completion of EDUC 100.2 , EDUC 160 , EDUC 210 , and EDUC 244 ; field clearances and other documents for fieldwork required, and passing score on the Basic Skills tests (PAPA/CORE or exempt status) Credit Type Code: Letter Grade
EDUC 450Art Ed Lab: Practice, Research4
This course will focus on extending and synthesizing learning from previous field experiences and art education pedagogical theory. Students will develop and deliver a student focused art education experience based on their experience developing curriculum in EDUC 345 and 349 and their studio practice. By engaging with peer-reviewed and practitioner research along with reflections on their own learning, students will participate in a professional learning community to develop an Art Education thesis project. At the end of the course Art Educators will present their capstone projects in a public forum.
Completion of all courses in the Education program with the exception of Student Teaching and Student Teaching Seminar.
EDUC 500Teacher as Inquirer3
The purpose of this course is to introduce teachers to current issues in inquiry-based approaches to teaching and learning, with an emphasis on developing essential questions related to their own effectiveness in the classroom. The influence of action research on curricular and instructional change will be examined. (Three credits; Fall; Ziegenfuss)
Introduces students to reader response, socio-cultural, and New Historicist lenses for making meaning of a variety of traditional and emerging texts from the amorphous body of American literature written specifically for young adults. As participants examine classic and contemporary young adult texts, they construct blogs, wikis, and a literary analysis essay with hyper-textual links to articulate a philosophy for the inclusion of young adult literary texts in the secondary school curriculum, both individually and in tandem with canonical texts. Spring. (Undergraduate cognate: EDUC 131).
Students will learn basic principles, issues, and strategies for English language teaching. This course will be an introduction to challenges of teaching English learners and offers a comprehensive overview of learning theories and teaching strategies. Attention will be given to such controversial topics as the influence of culture on schooling, the cultural practices of schooling, and the sociopolitical context of education. Students will learn clear models of strategic teaching leading to students’ success.
Students will learn basic principles, issues, and strategies for English language teaching. This course will be an introduction to challenges of teaching English learners and offers a comprehensive overview of learning theories and teaching strategies. Attention will be given to such controversial topics as the influence of culture on schooling, the cultural practices of schooling, and the sociopolitical context of education. Students will learn clear models of strategic teaching leading to students’ success.
The purpose of this course is to introduce pre-service teachers to the most current and effective principles for teaching students from fourth grade through high school. Cognitive, social, emotional, and physical developmental issues are examined in the context of effective classroom instruction. 40-hour field experience. Clearances and other documents for fieldwork required. Fall and spring. (Undergraduate cognate: EDUC 130).
This course will focus on the historical and contemporary forces shaping the field of education and the assets-based pedagogies that inform the roots of teacher action research and participatory action research. The goal of this course is to enable practicing educators to better grasp the political and social influences on teaching and learning so they can take an informed position regarding contemporary debates about curriculum, pedagogy, and more.
This course introduces participants to the methods and strategies of action research. The course will emphasize identifying and designing appropriate methods for collecting, organizing, displaying, analyzing, interpreting, and summarizing qualitative and quantitative information. Ethical considerations in the collection of data will be stressed. (Three credits; Spring; Shosh.)
Through field experience, reading, discussion, and intensive writing, students in the course will explore the diversity affecting their teaching, both within their classroom and within the broader community from which their students come. This examination will be both contemporary and historical. They will examine many forms of diversity, but in particular will examine how teachers need to consider language, culture, multiple intelligences, and learning styles in their work with diverse learners, including English language learners and students with disabilities. The course is unified through philosophical exploration of critical pedagogy, including the work of Paulo Freire and through the ethical issues related to teaching. Two 70-minute periods. 40-hour field experience. Clearances and other documents for fieldwork required. Fall and Spring. (Undergraduate cognate: EDUC 160).
This course prepares teachers to select, administer, and interpret assessment instruments in an informed and responsible way. Topics include the role of assessment in teaching, issues of reliability and validity, grading practices, and the use and interpretation of standardized and teacher-made tests. Formative and summative assessment instruments and alternative assessment strategies, including portfolio development and performance assessment, are also explored. Pennsylvania’s Standards Aligned System (SAS) is integrated throughout the course. (Three credits; Summer; Roth and Zales.)
This course is devoted specifically to child development from pre-birth to age five. This course will begin with an overview of child study in contemporary contexts and the role teachers play in early childcare settings. Major developmental theories will be addressed as they relate to physical and motor, social and emotional, and cognitive domains. The course will also focus on the application of knowledge to teaching and working with very young children and their families. Strategies and activities will be learned to work with young children from diverse populations. The concepts will be foundational for all of the courses in early childhood education. Fall. (Undergraduate cognate: EDUC 210).
QPA of 2.70, EDUC 507 . 40-hour field experience. Clearances and other documents for fieldwork required. Credit Type Code: Letter Grade
EDUC 511Child Devel & Cognition II3
This course is a continuation of the study of development of young children from six through nine. This course will begin with research and contemporary issues in learning and teaching. Major developmental theories as they relate to physical and motor, social and emotional, and cognitive domains will be addressed. It will also focus on the application of knowledge to teaching and working with early school age children. Strategies and activities will be learned. The concepts will be foundational for other courses in early childhood education. Spring. (Undergraduate cognate: EDUC 211).
QPA of 2.70, EDUC 507 . 40-hour field experience. Clearances and other documents for fieldwork required. Credit Type Code: Letter Grade
EDUC 512Data Driven Analysis3
This comprehensive course shows assessment as a process early childhood educators use to improve instruction and ensure learning. It will provide students with the most current research, best thinking and practical guidance to integrate assessment with effective teaching. Students will learn how to interpret and use many forms of assessment that will inform learning for educators, parents, learners and accountability requirements. Assessment is a comprehensive, reliable, and valid data-driven analysis that paves the way for meaningful, relevant, and engaging learning opportunities for children. 40-hour field experience. Clearances and other documents for fieldwork required. Fall. (Undergraduate cognate: EDUC
QPA of 2.70, EDUC 507 . Credit Type Code: Letter Grade
EDUC 5132 - The Arts in Education2
In this course the emphasis will be on the process and not the product. Students will learn how to guide young children in creatively expressing themselves in the arts: visual, dance, movement, and drama. Students will also learn how to extend the arts into homes and families. National standards will also be addressed. Fall and spring. (Undergraduate cognate: EDUC 213.2).
QPA of 2.70, EDUC 507 . Credit Type Code: Letter Grade
EDUC 5142 - Music & Movement2
This course presents the comprehensive, current professional research on music and movement while providing links between theory and practice. Students will also learn about a young child’s physical and psychological health and safety. The role of the family and diversity will also be discussed. Pennsylvania’s standards for the arts and humanities will also be addressed. Fall and spring. (Undergraduate cognate: EDUC 214.2).
QPA of 2.70, EDUC 507 . Credit Type Code: Letter Grade
EDUC 515Spanish Lang, Culture, Comm for Edu3
This course focuses on culturally relevant and sustaining education (CR-SE) competencies for professionals as they apply to current educational systems. Students will learn about and engage with culturally and linguistically diverse students and their families who speak Spanish as their native language. A thorough understanding of theories related to cultural and linguistic aspects will be highlighted, while professionals gain a deep understanding of cultural and linguistic factors that impact student learning, behavior, and outcomes. Current research will be discussed and applied to case studies and real-world settings (schools and communities). Current research and readings will further guide discussions around the cultural implications associated with curriculum and assessment. Emphasis will be placed on the role of the professional in relation to all topics discussed as professionals will analyze the school’s approach to family and community involvement with a specific lean on L1 language use.
SPAN 512 , SPAN 513 , SPAN 514 Credit Type Code: Letter Grade
EDUC 516Early Child Ed Theor/Prac/Fam3
This course presents a broad foundational overview that focuses on the concepts and issues of early childhood Education. Students will develop a historical perspective as well as a contemporary view of issues and public policies. Theories of learning and development, which are applied in practice, will be explored along with new directions in cognitive development. The concepts of High Scope and Reggio Emilia programs are examples of the many being analyzed. Other topics such as family and community involvement, technology, guidance, play, assessment, diversity, special needs, ethics, and developmentally appropriate practices will be explored.
QPA of 2.70; EDUC 502.2 , EDUC 503 , and EDUC 507 . Credit Type Code: Letter Grade
EDUC 5182 - Movt,Health,Safety Education2
This course is designed to inform future early childhood classroom teachers, as movement educators, about the discipline of physical education and the role they can play in producing physically active and healthy, safe children. Specific attention will be given to motor skill and movement concepts and strategies, techniques, and approaches that teachers can use to lay the foundation for healthy practices in children. Fall/Spring. (Undergraduate cognate: EDUC 218.2).
EDUC 507 ; QPA of 2.70. Credit Type Code: Letter Grade
EDUC 5202 - Interventions Mid Level Learners2
The purpose of this course is threefold. First, it is to prepare the pre-service teacher to develop an inclusive learning environment, which specifically addresses the needs of the middle school learner. Second, it is to design and implement research-based interventions and instructional strategies, which address the needs of the middle school learner. These strategies/interventions will be based on accurate interpretation of assessment data, content knowledge, and understanding of the students’ abilities and diversity. Third, it is to prepare the pre-service teacher to evaluate the effectiveness of the instructional strategies and interventions and adjust them as needed to promote on-going student success. Topics will include, but are not limited to, strategies specific to the diverse learner, collaboration techniques, research-based strategies and interventions, Response to Intervention, the Systematic Approach for Assessing/Accessing the Learning Environment (SAALE), data collection and monitoring techniques, variables which influence student success, assistive technology, differentiated instruction and the Universal Design for Learning. Fall. (Undergraduate cognate: EDUC 232.2).
QPA of 2.70; EDUC 503 , EDUC 507 , EDUC 540.2, and EDUC 544. Credit Type Code: Letter Grade
EDUC 521Lang Arts Children Pre-K to 43
An introduction to the literacy process as it relates to children in the primary grades, kindergarten to fourth grade. The theory, knowledge, and teaching skills pertaining to the nature of the process will be explored by lecture, active participation, and classroom experience. This course includes reviews of current theory and research in language acquisition, cognition, and literacy. Literacy incorporates reading, writing, speaking, listening, and visual representation. Responding to literature, reading comprehension, fluency, word identification strategies, phonics, and language systems along with phonemic development and assessment forms will be a significant part of this course. This course also emphasizes the incorporation of technology and information management. Comprehensive literacy programs, including basal reading materials, will be surveyed. Inherent in the scope of the course is the nature of linguistics, learners’ abilities, and cultural variations as these factors relate to literacy learning. This will include strategies that meet the needs of linguistic, cultural, academic, and cognitive diversity. One of the underpinning goals is to prepare the student to think and respond like a teacher. 75-hour field experience. Spring. (Undergraduate cognate: EDUC 321).
QPA of 2.70; EDUC 503 ; passing score on PAPA or PPST Reading and Writing. Clearances and other documents for fieldwork required. Credit Type Code: Letter Grade
EDUC 522Emerging Lang/Lit Pre - K to 43
The course begins with a brief overview of the recent key national policies and initiatives that have impacted the teaching of literacy from birth to kindergarten. Students will learn key aspects of language and literacy that will promote early reading success in preschool and childcare settings. They will be able to apply their learning into practice with a field experience. Students will expand their knowledge of the initial reading instruction practices that develop real readers. Students will also learn ways of preventing reading difficulties through developmental interventions. Assessment methods always inform programs so students know if a child is making process in reading-related skills and early reading. Students will also learn how to work with parents and policy makers who always influence early learning programs and who make decisions regarding early reading instruction. 40-hour field experience.
EDUC 502.2 and EDUC 507 ; QPA of 2.70. Clearances and other documents for fieldwork required
Corequisite
EDUC 510 Credit Type Code: Letter Grade
EDUC 523Pre-K Scientific Reasoning3
The aim of this course is to inform pre-service early childhood educators in science as a discipline. Students will learn how to make learning science both valuable and enjoyable for young children. Students will begin with an understanding of child development, interrelated math, literacy and science processes. Students in the field experience will use concept exploration design. Students will gain a solid understanding of scientific topics, while they are learning how to implement activities with children using constructivist and inquiry-based methods. Fall.
QPA of 2.70; EDUC 502.2 and EDUC 507 ; passing scores on PAPA or PPST Mathematics.
Corequisite
EDUC 524 and EDUC 558.2 Credit Type Code: Letter Grade
EDUC 524Social Studies:Instr Strategies3
Students learn a multitude of practical ideas, strategies, and activities that early childhood educators can use to both interest young children in social studies and integrate social studies with other sciences, art, literature, math, reading, and writing. Since play is the basic way children learn, this course offers strategies to incorporate “play” into its materials. Students will develop a full thematic unit as a major project in the course. Fall.
QPA of 2.70; EDUC 502.2 and EDUC 507 ; passing score on PAPA or PPST Reading and Writing
Corequisite
EDUC 523 , EDUC 558.2 Credit Type Code: Letter Grade
EDUC 525Prek-4 Math Thinking3
Students will learn math as a developmental process, which engages children as they grow and develop. The new National Council of Teachers of Mathematics focal points, which use a chronological approach to thinking about what should be taught in early childhood mathematics, will be addressed. Students will learn that math is a developmental and constructive process in which the teacher acts as an instructor and facilitator. The course will view approaches for presenting math to different age groups. For pre-school and kindergarten children, math is learned through experiences with materials or projects. Grade school children learn from combining environment, materials and traditional educational experiences. The field experience will promote concept understanding and development through authentic experience in the development of students’ teaching skills and strategies in developmentally appropriate ways. Spring. (Undergraduate cognate: EDUC 322).
QPA of 2.70; EDUC 503 ; Passing score on PAPA or PPST Mathematics; MATH 125 with a grade of C or better. Credit Type Code: Letter Grade
EDUC 5302 - Computer Tech in Classroom2
Instructional use of word processors, spreadsheets, databases, graphics packages, games, simulations, Web authoring programs. The Internet as a teaching/learning resource. Students will design lesson plans and demonstrate proficiency with technology specific to their academic disciplines. Two 2-hour periods. (Undergraduate cognate: EDUC 240.2).
QPA of 2.70; EDUC 503 and EDUC 507 Credit Type Code: Letter Grade
EDUC 533Restore: Yoga Of Peace & Stillness3
This course focuses on restorative, meditative, and nervous system down-regulation techniques within yoga. Students will explore yin, restorative, and breath-centered practices that cultivate calm and inner awareness. The focus is on deep relaxation, trauma-informed approaches, and breath-based regulation. This course may be taken independently or as part of a three-course sequence leading to Yoga Alliance RYS-200 certification.
This course is designed to familiarize students with current issues regarding special education services as they relate to students with disabilities, their families, and general education, the social model of disability, a historical perspective of special education services, special education laws and regulations at the federal and state levels, federal and state definitions, inclusionary practices, and research-based methodologies. Fall and spring. (Undergraduate cognate: EDUC 244).
EDUC 503 or EDUC 510 Credit Type Code: Letter Grade
EDUC 535Energize: Yoga Of Strength3
This course explores the dynamic and strength-based aspects of yoga, focusing on up-regulation of the nervous system through powerful asana practice, breathwork, and meditation techniques. Students will develop resilience, endurance, and leadership skills in yoga instruction. The focus is on personal practice, self-mastery, and embodied leadership. This course may be taken independently or as part of a three-course sequence leading to Yoga Alliance RYS-200 certification.
Yoga Pedagogy is a capstone practicum course in which students synthesize restorative and strength-based somatic practices developed in Restore and Energize and apply them to supervised teaching practice. Emphasis is placed on instructional design, ethical and trauma-sensitive pedagogy, effective cueing, and reflective teaching. Completion of this course fulfills the final practicum requirement of the 200-hour Yoga Alliance-aligned certification pathway.
EDUC535 - Energize AND EDUC533 - Restore Credit Type Code: PASS-NO CREDIT
EDUC 539Mindful Teaching3
This course equips K-12 educators with mindfulness-based techniques to enhance classroom management, student engagement, and personal resilience. Teachers will explore breathwork, self-regulation strategies, emotional intelligence, and trauma-informed approaches to create a calm and supportive learning environment. This course may be taken independently or as part of a two-course sequence in yoga-informed education.
Introduction to general research-based techniques for use in secondary classrooms, from teacher-centered strategies (direction instruction) to student-centered strategies (cooperative learning, group discussion), and introduction to essential skills in instructional design for diverse learners. Through videotaped lessons presented to peers, students design instruction employing these strategies and learn how to self-critique their teaching. Fall.
EDUC 503 or EDUC 507 , EDUC 544 or permission of instructor; GPA of 2.70. Forty-hour tutoring experience. Clearances and other documents for fieldwork required. Credit Type Code: Letter Grade
EDUC 541Embodied Learning3
This course explores the intersection of movement, learning, and well-being in the classroom. Educators will learn how to integrate chair yoga, mindful movement, and sensory-based strategies to improve focus, behavior, and student engagement. This course may be taken independently or as part of a two-course sequence in yoga-informed education.
Students in this course will explore the ways in which the arts can benefit the development of children and adolescents. Through project based learning rooted in contemporary theory, students explore the ways in which cognitive, social, physical, and emotional growth is impacted by engagement with the arts and arts based strategies. Students learn how developmental theories are applied within educational contexts.(M6) Spring
While pre-student teaching in an art classroom, students in this seminar write an art education curriculum based on constructivist teaching and learning theories that are aligned with Pennsylvania Academic Standards for the Arts and Humanities and the National Visual Arts Standards. Fall. One 3-hour period. Supervised 110 hours of fieldwork. Writing-intensive. Clearances and other documents for fieldwork required. (Undergraduate cognate: EDUC 345).
EDUC 503 and EDUC 507 ; minimum 2.70 QPA. Credit Type Code: Letter Grade
EDUC 546Identity and Social Practice in Art Education3
Students in this project-based course will explore universal concepts such as art-as-activism and research, identity, creativity, culture, and community through the works of contemporary artists, theories, and by making their own work - leading to reflection on their creativity. Students will develop cross-disciplinary skills such as the effective communication of ideas, problem-solving, critical thinking, reflection, recording observations, working with materials, and forming meaning and metaphor.
EDUC 503 and EDUC 507 , ART 163.2, GPA of 2.70. Credit Type Code: Letter Grade
EDUC 549Curr & Instr:Art Educ3
While pre-student teaching in an art classroom, students in this seminar write an art education curriculum based on constructivist teaching and learning theories that are aligned with Pennsylvania Academic Standards for the Arts and Humanities and the National Visual Arts Standards. Fall. One 3-hour period. Supervised 110 hours of fieldwork. Writing-intensive. Clearances and other documents for fieldwork required. (Undergraduate cognate: EDUC 349).
EDUC 503 and EDUC 507 ; minimum 2.70 QPA. Credit Type Code: Letter Grade
EDUC 550Social Studies/Mid Level Learn3
The purpose of this course is to introduce pre-service teachers through practical example to the “methods of mind” which children need to develop to become scholars, social scientists, problem-solvers, and citizens. The goal is to have students design a series of activities and experiences that incorporate the most important of these methods. Most class sessions will involve discussion of the material, small-group problem solving, or the presentation of learning experiences for children. Fall. (Undergraduate cognate: EDUC 330).
QPA of 2.70; EDUC 503 , EDUC 507 , EDUC 540.2, and EDUC 544; HIST 113 ; IDIS 110 ; POSC 110 ; passing scores on PPST or PAPA Reading, Writing, and Mathematics Credit Type Code: Letter Grade
EDUC 551Science for Middle Level Learners3
A course designed to help prospective teachers interpret middle school students’ science experiences and guide their understanding of scientific concepts. The course involves application of science content through hands-on, inquiry-based activities. Fall.
QPA of 2.70; EDUC 502.2 , EDUC 503 , EDUC 507 , EDUC 530.2 , and EDUC 534 ; and BIOL 107 . Passing scores on PPST or PAPA Reading, Writing, and Mathematics.
Corequisite
EDUC 550 , EDUC 558.2 Credit Type Code: Letter Grade
EDUC 552Math for Middle Level Learners3
This course is designed to prepare pre-service teachers to work with students in grades 4 through 8 to help them learn important mathematical concepts, skills, and problem-solving techniques. In the process, it is hoped that thinking will be challenged and interest in mathematics stimulated. Fall. (Undergraduate cognate: EDUC 332).
QPA of 2.70; EDUC 503 , EDUC 507 , EDUC 540.2, and EDUC 544; MATH 107 and MATH 125 with a grade of C or better; passing scores on PPST or PAPA Reading, writing and Mathematics. Credit Type Code: Letter Grade
EDUC 553Literacy Middle Level Learners3
This course is designed to introduce the literacy process as it relates to children in the intermediate and middle school grades. The theory, knowledge, and teaching skills pertaining to the nature of the process will be explored by lecture, active participation, and classroom experience. This course includes reviews of current theory and research in language, cognition, and literacy. Literacy incorporates reading, writing, speaking, listening, and visual representation. Responding to literature, reading comprehension, fluency, word identification strategies, language systems and assessment forms will be a significant part of this course. This course also emphasizes the reading materials and reading in the content areas, will be surveyed. Inherent in the scope of the course is the nature of linguistic, learners’ abilities and cultural variations as these factors relate to literacy learning. One of the underpinning goals is to prepare the student to think like a middle level teacher. Spring. (Undergraduate cognate: EDUC 333).
QPA of 2.70; EDUC 501 , EDUC 503 , EDUC 507 , EDUC 540.2 and EDUC 544; WRIT 100 or FYS; passing scores on PPST or PAPA Reading, Writing and Mathematics. Credit Type Code: Letter Grade
EDUC 558Pre-Stud Teach Field Exp3
The pre-student-teaching experience is the precursor to the final stage of the certification process, student teaching. It is an opportunity for the student to become closely involved with classroom teaching and responsibilities while still being given extensive support and direction. The focus of this course is on the student’s continuing professional development as they culminate their preparation for teacher certification. It is their challenge to demonstrate that they have the knowledge, skills, desire, stamina, and attitude to become an extraordinary teacher. The broad base of knowledge and fieldwork that they bring to this experience will help the students gain the expertise and confidence that is needed to be an exceptionally effective teacher.
QPA of 2.70; completion of EDUC 502.2 , EDUC 503 , EDUC 507 ; clearances and other documents for fieldwork required. Credit Type Code: Letter Grade
EDUC 5592 - Pre-Student Teaching Field Expr2
The pre-student-teaching experience is the precursor to the final stage of the certification process, student teaching. It is an opportunity for the student to become closely involved with classroom teaching and responsibilities while still being given extensive support and direction. The focus of this course is on the student’s continuing professional development as they culminate their preparation for teacher certification. It is their challenge to demonstrate that they have the knowledge, skills, desire, stamina, and attitude to become an extraordinary teacher. The broad base of knowledge and fieldwork that they bring to this experience will help the students gain the expertise and confidence that is needed to be an exceptionally effective teacher.
QPA of 2.70; completion of EDUC 502.2 , EDUC 503 , EDUC 507 ; clearances and other documents for fieldwork required. Credit Type Code: Letter Grade
EDUC 560Curr & Instr: English3
Explores the unique nature of subjects (English, foreign language, mathematics, science, citizenship education/social studies) as they relate to the fundamentals of pedagogy and planning within those content areas in preparation for student teaching. Major course requirement to design and then implement a unit plan in the field. Also examines avenues such as professional organizations for professional growth (organizations, publications). Required for all students seeking secondary certification. Students should register for the course that corresponds with their certification area.
EDUC 550 (may be taken together with Education 560- EDUC 565 ), and QPA of 2.70. Clearances and other documents for fieldwork required Credit Type Code: Letter Grade
EDUC 561Curric & Instr: for Lang3
An introduction to the literacy process as it relates to children in the primary grades, kindergarten to fourth grade. The theory, knowledge, and teaching skills pertaining to the nature of the process will be explored by lecture, active participation, and classroom experience. This course includes reviews of current theory and research in language acquisition, cognition, and literacy. Literacy incorporates reading, writing, speaking, listening, and visual representation. Responding to literature, reading comprehension, fluency, word identification strategies, phonics, and language systems along with phonemic development and assessment forms will be a significant part of this course. This course also emphasizes the incorporation of technology and information management. Comprehensive literacy programs, including basal reading materials, will be surveyed. Inherent in the scope of the course is the nature of linguistics, learners’ abilities, and cultural variations as these factors relate to literacy learning. This will include strategies that meet the needs of linguistic, cultural, academic, and cognitive diversity. One of the underpinning goals is to prepare the student to think and respond like a teacher. 75-hour field experience. Spring. (Undergraduate cognate: EDUC 321).
QPA of 2.70; EDUC 550 ; passing score on PAPA or PPST Reading and Writing. Clearances and other documents for fieldwork required Credit Type Code: Letter Grade
EDUC 562Curr & Instr:Mathematics3
Students will learn math as a developmental process, which engages children as they grow and develop. The new National Council of Teachers of Mathematics focal points, which use a chronological approach to thinking about what should be taught in early childhood mathematics, will be addressed. Students will learn that math is a developmental and constructive process in which the teacher acts as an instructor and facilitator. The course will view approaches for presenting math to different age groups. For pre-school and kindergarten children, math is learned through experiences with materials or projects. Grade school children learn from combining environment, materials and traditional educational experiences. The field experience will promote concept understanding and development through authentic experience in the development of students’ teaching skills and strategies in developmentally appropriate ways. Spring. (Undergraduate cognate: EDUC 322).
QPA of 2.70; EDUC 550 ; Passing score on PAPA or PPST Mathematics; MATH 125 with a grade of C or better Credit Type Code: Letter Grade
EDUC 564Curr& Instr:Science3
The aim of this course is to inform pre-service early childhood educators in science as a discipline. Students will learn how to make learning science both valuable and enjoyable for young children. Students will begin with an understanding of child development, interrelated math, literacy and science processes. Students in the field experience will use concept exploration design. Students will gain a solid understanding of scientific topics, while they are learning how to implement activities with children using constructivist and inquiry-based methods. Fall. (Undergraduate cognate: EDUC 323).
QPA of 2.70; EDUC 503 ; F4 science course; passing scores on PAPA or PPST Mathematics. Credit Type Code: Letter Grade
EDUC 565Curr&Instr:Social Science3
Explores the unique nature of subjects (English, foreign language, mathematics, science, citizenship education/social studies) as they relate to the fundamentals of pedagogy and planning within those content areas in preparation for student teaching. Major course requirement to design and then implement a unit plan in the field. Also examines avenues such as professional organizations for professional growth (organizations, publications). Required for all students seeking secondary certification. Students should register for the course that corresponds with their certification area.
Clearances and other documents for fieldwork required. Credit Type Code: Letter Grade
EDUC 566Curr & Instr:Art Educ2
While pre-student teaching in an art classroom, students in this seminar write an art education curriculum based on constructivist teaching and learning theories that are aligned with Pennsylvania Academic Standards for the Arts and Humanities and the National Visual Arts Standards. Fall. One 3-hour period. Supervised 110 hours of fieldwork. Writing-intensive. (Undergraduate cognate: EDUC 345).
EDUC 503 and EDUC 507 ; minimum 2.70 QPA. Clearances and other documents for fieldwork required. Credit Type Code: Letter Grade
EDUC 567Teaching Music to Children3
Developing capacity for thought and action; skill in applying behavioral objectives, instructional strategies, methods of assessment, choosing appropriate content, establishing rational and realistic learning goals. Orff, Kodaly, and Dalcroze methods. Spring. Three 70-minute periods; fieldwork.
MUS 130.1 , MUS 136.1 , and MUS 322.2 , EDUC 507 or EDUC 155 ; 2.70 QPA. Clearances and other documents for fieldwork required. Credit Type Code: Letter Grade
EDUC 568Teach Music/Adol & Adults3
Continuation of EDUC 567. Techniques of motivation and relevance, conducting middle- and high school ensembles. Fall. Three 70-minute periods, fieldwork.
EDUC 567 ; 2.70 QPA. Clearances and other documents for fieldwork required. Credit Type Code: Letter Grade
EDUC 5692 - Curriculum & Instruction in Art Edu2
EDUC 569.2 is the second seminar for pre-student teachers seeking Pennsylvania PK-12 Art Education certification. While engaging in 75 hours of pre-student teaching at the 7-12th grade level, students will develop lesson plans based on Pennsylvania Standards for Visual Arts and Humanities and National Core Art Standards for within the grade level spans where they are pre-student teaching for the semester. Additionally, students in this seminar will align units previously developed in EDUC 566.2 to create an art education curriculum based on the needs of a specific school district. Students will research and report on district demographic statistics, learner development, and identities in this process. Pre-student teachers in EDU 569.2 will continue to develop their teaching competencies through field journal reflections based on their pre-student teaching experiences. Pre-student teachers will develop a professional teaching portfolio in this course.
Stage 1&2 Field experiences. Credit Type Code: Letter Grade
EDUC 570Seminar for Early Childhood3
This course is part of the student teaching/practicum in early childhood education. Students are assuming the responsibilities for teaching young children while receiving guidance and supervision. Students will review theory as they put it into practice. This research-based course will give practical advice on topics such as developmentally appropriate practices, teacher competencies, advocacy issues and the role of a professional in early childhood education. (Undergraduate cognate: EDUC 370).
QPA of 3.0. Admission to student teaching. Passing scores on PPST or PAPA in Reading, Writing, and Mathematics. Credit Type Code: Letter Grade
EDUC 571Issues in Mid Level Education3
This course is designed to support the student during the semester of student teaching. The course meets weekly to discuss the issues related to the challenges of teaching and the process of certification and securing a teaching position. The student’s presence at each seminar is essential for the successful exchange of ideas, information, and coping strategies. The goal of this course is to develop the understanding, skills, and attitudes of the professional teacher - the teacher who acts with reflective consideration of principles, practices, and policies. The student will demonstrate evidence of professional knowledge and practice in the following areas: planning and preparation; classroom environment, instructional strategies, and professionalism. Spring. (Undergraduate cognate: EDUC 371).
QPA of 3.0, completion of all middle level education courses, except student teaching, with grades of C or better. Admission to student teaching. Passing scores on PPST or PAPA in Reading, Writing, and Mathematics.
Corequisite
EDUC 575 - EDUC 577 Credit Type Code: Letter Grade
EDUC 5742 - Elem Curr & Instruct2
Theoretical and practical problems and issues that arise in teaching. Focus of discussion is on issues perceived to be relevant to all participants.
EDUC 575 , EDUC 576 , and EDUC 577 Credit Type Code: Letter Grade
EDUC 575Student Teaching3
Three course units. Students approved by Teacher Education Committee work with qualified teachers in local Pennsylvania elementary and secondary schools for one entire academic semester. Scheduling and length of experience will vary according to grade level and teaching field. Under guidance of cooperating teachers and College supervisors, students have direct learning experiences in their areas. Pass/No Credit grade. Early childhood and middle level education candidates are encouraged to student-teach in the fall; art, music, foreign language, and secondary education candidates in the spring. Students seeking dual certification must student teach in the spring semester and will have 18 weeks of student teaching beginning January 2. (Undergraduate cognate: EDUC 375-EDUC 377).
Admission to Teacher Education Program. Clearances and other documents for fieldwork required. Credit Type Code: Pass/No Credit
EDUC 576EDUC 576 Student Teaching at the Graduate Level6
Three course units. Students approved by Teacher Education Committee work with qualified teachers in local Pennsylvania elementary and secondary schools for one entire academic semester. Scheduling and length of experience will vary according to grade level and teaching field. Under guidance of cooperating teachers and College supervisors, students have direct learning experiences in their areas. Pass/No Credit grade. Early childhood and middle level education candidates are encouraged to student-teach in the fall; art, music, foreign language, and secondary education candidates in the spring. Students seeking dual certification must student teach in the spring semester and will have 18 weeks of student teaching beginning January 2. (Undergraduate cognate: EDUC 375-EDUC 377).
Admission to Teacher Education Program. Clearances and other documents for fieldwork required. Credit Type Code: Pass/No Credit
EDUC 578Seminar Secondary Teaching3
Scheduled concurrently with student teaching. Students meet with subject area supervisors and Education Department supervisors on alternate weeks. Provides opportunity for student teachers to analyze their experiences in the field in relation to theory learned in previous courses. Concurrent with student teaching. One 2-hour period. (Undergraduate cognate: EDUC 378).
Admission to the Teacher Certification Program. Credit Type Code: Letter Grade
EDUC 579Art Education as Inquiry: Theory, Practice, and Integration3
Weekly seminar integrates art educational theory with classroom experience for pre-service and in-service educators’ professional development. This graduate seminar positions art education as a form of inquiry grounded in theory, studio practice, and reflective teaching. Students examine contemporary art education research while designing curriculum that supports both discipline-based art instruction and arts integration across content areas. Emphasis is placed on critical reflection, creative risk-taking, and relational pedagogy. Participants develop and implement inquiry-driven learning experiences that connect studio, school, and community contexts.ment. MAT/Post-baccalaureate certification
Admission to Teacher Certification Program. Concurrent with student teaching. EDUC 543, 546, and 5XX (lab)
EDUC 580Special Education Seminar3
This course is designed to support post-baccalaureate and MAT special education candidates during their student teaching experience as they prepare for teacher certification. Emphasis is placed on the development of ethical, reflective, and legally sound professional practice grounded in federal, state, and local requirements, including Pennsylvania’s professional codes of conduct. Candidates engage in collaborative problem-solving with families, general and special educators, related service providers, and community agencies to design and implement effective individualized and inclusive educational programs. The course integrates culturally responsive, trauma-informed, and strengths-based approaches that establish high expectations for all learners while honoring students’ identities, experiences, and family partnerships. Candidates deepen their instructional expertise through the application of evidence-based structured literacy and math practices and research-aligned instructional strategies that promote access to the general education curriculum. Ongoing reflection, professional collaboration, responsible use of technology, and attention to educator wellness and self-care are emphasized to support candidates’ long-term effectiveness and resilience as special education professionals.
This course will give students the opportunity to consider the role that art plays for communities and individuals, and how to engage others with art through collaboration in a variety of venues. In this course, students will explore the context of art, and the many ways it can restore, support, and build communities beginning with studying and viewing art, and how art (both experiencing and making) in community settings initiate new perspectives on individual and collective concerns, ideals, and celebrations. This course is designed for students who have an interest in the teaching and engagement of visual art to multiple age groups and demographics beyond K12 schools, such as in community centers, hospitals, correctional facilities, museums, camps and afterschool programs.
EDUC 584Graduate Art Education Lab: Practice, Research, and Public Engagement0
This graduate-level course functions as an advanced studio-inquiry laboratory in which art educators engage in arts-based research, curriculum development, and public scholarship while mentoring undergraduate art education candidates enrolled in the corresponding course. Graduate students assume leadership roles within a professional learning community, supporting undergraduate practice while designing and disseminating an original research-informed art education project through a public presentation or exhibition.
Designed for students who need early field experience in the K-12 classroom before student teaching. Students will be supervised by a teacher in a local school and spend a minimum of 40 hours in the classroom. They also will meet weekly for seminar with education faculty. Minimum of one education course taken at Moravian and permission of department chair required. Clearances and other documents for fieldwork required.
This course will focus on extending what you learned in your teaching experiences. By engaging with peer-reviewed and practitioner research along with your own reflections and community partners, you will refine your teaching portfolio and engage in professional learning communities. At the end of this course you will be fully prepared to continue utilizing these strategies in your teaching practice.
Students will have to complete all of their certification courses at the graduate level if they are in the Secondary Education, Art Education, or Music Education programs. If they are in the Early Childhood Program, they can take the capstone course after they fully complete their stage-3 student teaching semester or after stage-4 student teaching. When they take the course will depend on how fast they would like to finish their program. Credit Type Code: Letter Grade
EDUC 600Best Practices in Online Teaching3
Best Practices in Online Teaching introduces the primary research-based concepts and structures necessary for effective instruction in blended and online learning environments. Through a variety of embedded projects in the field, registrants will design and deliver blended and online experiences, developing skills in the utilization of communications technologies in a variety of media to effectively communicate ideas and information. (Three credits; Summer; Fuini-Hetten)
The Online Teacher as Instructional Designer provides opportunities for registrants to develop learning modules for both blended and online learning. Utilizing a variety of available technology tools, students will create content modules, assessments and opportunities for learners to engage synchronously and asynchronously with other learners. Registrants will demonstrate effective online instruction as appropriate through the Educator Effectiveness model of teacher supervision and evaluation (adopted by the Pennsylvania Department of Education). As an online teacher, registrants will also learn the value of effective student feedback, accommodating diverse learners through the assessment process and implementing various research-based online assessment strategies, both formative and summative.
Online Teaching for the Online Learner examines the conditions necessary for an effective online or blended learning environment. Registrants will explore issues of teacher and student ethics, including acceptable use, digital citizenship, legal issues with online education, confidentiality procedures/protocols, copyright, academic honesty, and strategies for communicating and collaborating with others in a global environment. The course also focuses on the ethical professional responsibilities of meeting the needs of diverse learners including students with IEP and ELL supports.
This capstone course in the Online Instruction Endorsement Program sequence explores the professional role of the online teacher and includes a 60-hour practicum under the mentorship of a certified classroom instructor and college supervisor. Registrants will articulate a personal philosophy of teaching and learning in an online environment, conduct action research in the blended/online classroom and collaborate with school instructional and technology staff as they design and implement online/blended learning to meet the varied needs of diverse learners. Acting as an online instructor, registrants will demonstrate their abilities to plan, deliver, and assess instruction in a blended/online learning environment.
Completion of EDUC 600 , EDUC 601 , and EDUC 602 with a grade of B or better. Credit Type Code: Letter Grade
EDUC 605Media Production:Power Of Dig Publ3
Using a framework for network literacies, this course will focus on digital participation and the development of persuasion, curation, discussion and self-presentation skills through media production and digital publication. A variety of publication tools related to print, web, video, audio and interactives will be used to fully explore what it means to publish on the web and engage in participatory culture. (Three credits; Spring of Odd-Numbered Years; Ziegenfuss.)
Participants will explore a variety of process-based reading and writing strategies in the content areas, including shared and guided paths to independent reading, literature circles, and representing-to-learn activities. The specific needs of students with disabilities and English language learners will be addressed in the context of universal design of instruction and meaningful content area literacy in K-12 classrooms within a reading and writing workshop setting. (Three credits; Fall of Odd-Numbered Years; Conard.)
In the high-stakes testing environment of NCLB, much valuable instructional time is used for the purpose of preparing students for standardized tests. As a result, meaningful learning with technology often takes a back seat to paper-pencil test preparation exercises or technology-based drill and practice. The purpose of this course is to demonstrate how teachers can create meaningful learning experiences that also prepare students to do well on standardized measures of achievement. This course will utilize digital learning tools that focus on inquiry, process and real-world relevance. (Three credits; Summer of Even-Numbered Years; R. Ziegenfuss.)
How do teachers help students attend to matters of grammar, usage, and mechanics within the context of a process approach to writing? This course is designed to answer this question by applying research in the field of language education directly to participants’ classrooms. Teachers will plan and implement contextually based language mini lessons as part of a study of their teaching practice. (Three credits; Summer of Odd-Numbered Years; Shosh.)
This study-abroad seminar is designed to develop the knowledge and skills pertaining to the nature of the reading process and the teaching of reading. Inherent in the scope of the course is the nature of linguistic and cultural variations as these factors relate to literacy learning in New Zealand and in the United States. (Three credits; Summer of Even-Numbered Years; Unger.)
Explore strategies for the effective teaching of English language and literature within the largest European capital, England’s oldest university city, and Shakespeare’s hometown in rural Warwickshire. Participants will examine the British public and private school system and visit key sites of interest to English teachers, including the reconstructed Globe Theatre on the South Bank of the Thames, Westminster Abbey, The National Gallery, the National Theatre of Great Britain, The British Museum, Oxford University, the Royal Shakespeare Company, the Shakespeare’s birthplace, grammar school, and parish church. Written projects include a journal, theatre critique, and English language and literature unit plan. (Three graduate credits; Summer of Odd-Numbered Years; Shosh.)
How do classroom teachers best meet the needs of all learners, including those designated gifted and talented or those who consistently meet and exceed classroom expectations? This course will examine the research base as well as specific strategies and techniques that classroom teachers can use to promote student engagement and achievement of gifted, talented, and other high achieving learners in the regular classroom. (Three credits; Spring of Even-Numbered Years; Finger.)
Participants will explore the use of drama to facilitate student learning in the content areas, K-12, and will construct thematically-based curricula that incorporate drama-in-education principles. Theories of dramatic art and historical uses of drama and theatre to promote mindful learning will be examined. (Three credits; Summer of Even-Numbered Years; Finlay.)
This course examines the reasons for over-representation of culturally and linguistically diverse students in special education programs and examines evidence-based practices to build on students’ strengths to ensure academic engagement and achievement. Effective strategies for data collection and analysis will be employed in an action research context. (Three credits; Fall of Even-Numbered; Modjadidi.)
Major topics include a history of special services to students with disabilities, emerging trends and important legal issues related to students with special needs. The primary focus of the course, however, is the design and application of strategies for effectively teaching these students. (Three credits; Spring of Even-Numbered; Modjadidi.)
Participants will explore mathematical content and processes outlined in the NCTM Standards using a problem-solving approach. Teachers will collect and analyze their own students’ work, read and discuss recent research findings, and design a teaching unit. (Three credits; Summer; Fluck.)
The purpose of this course is to provide professionals an increased understanding of underlying, every day challenges of students within the Autism Spectrum Disorder (ASD). Topics discussed will include and provide an in-depth knowledge of assessment, learning, behavioral, cognitive and sensory characteristics, and etiology. In addition, the course will provide information on evidence-based practices for instruction, social skills,communication, and academics, as well as the impact of autism within the family unit.
This course focuses on the development and field-testing of a Policy Alignment Action Plan, entailing an examination of federal and state curriculum regulations and an analysis of the subsequent alignment of board curriculum policies and procedures. Also, four position papers are required addressing ethics and professional conduct, curriculum policy alignment recommendations, school policies and student success, and the over-representation of diverse learners in special education. (Three credits; Summer of Even-Numbered Years; Grove).
Special Education Processes & Procedures will use the seminar format. The course will cover a thorough analysis of foundational aspects of special education services, legal issues, ethical and professional issues, instructional planning, inclusionary practices, collaborative practices, and current trends regarding special education services as they relate to students with disabilities, their families, general education, and the community. Emphasis will be placed on the role of the special education teacher in relationship to all topics discussed. (Three credits; Summer of Even-Numbered Years)
This course addresses the six interrelated elements of the standards-based system adopted by the Pennsylvania Department of Education: standards, curriculum, instruction, materials and resources for instruction, fair assessments, and appropriate interventions. Within this course, you will be expected to demonstrate your knowledge of how to effectively adapt or universally design curriculum and instruction for students with disabilities and students who are gifted. This will be accomplished by articulating the present level of performance for such students and by applying the instructional and curricular concepts from course readings and in class activities. Determining appropriate interventions and assessments will constitute important foci of this course as well. Students enrolled in MEDU 624 will be expected to enhance their practice knowledge related to effective teaching for students with disabilities by connecting that knowledge to theoretical constructs and research-based interventions. The examination of one’s current practice as a teacher, in light of the material covered in class, will be expected. (Three credits; Summer of Odd-Numbered Years; Gilson)
How can we teach our students in grades 5 to 12 to think like historians and at the same time bring history to life for them? This course will explore answers to this question by examining an exciting and continually developing research base which suggests that students of all ages can be guided to think historically. (Three credits; Summer of Even-Numbered Years; Mayer.)
This course is designed to prepare teachers to utilize evidence-based literacy assessment and instructional strategies effectively in their classrooms. Teachers will investigate a variety of ways to thoroughly assess various components of a well-balanced, research-based literacy program for children from pre - K to 4th grade. They will learn literacy assessment tools and techniques to identify students’ strengths and needs and strategies to monitor students’ progress and to plan effective interventions that will enhance literacy development, especially for ELLs and special needs learners. Empirically-based literacy teaching practices will be explored with references to the Pennsylvania Literacy Framework. (Three credits; Fall of Even-Numbered Years; DesJardin.)
Teachers will actively explore current practice and investigate contemporary research on literacy development. Participants will share literature for the intermediate grades and examine a variety of topics including comprehension, response to literature, word analysis, process writing, the Pennsylvania Literacy Framework, and classroom management. (Three credits; Spring of Odd-Numbered Years; Mickley.)
What are literature circles and what does reading research suggest about their role in classroom literacy instruction? Participants will examine a variety of models as they examine how to design, implement, and manage literature circles that support Pennsylvania academic standards for reading, writing, listening, and speaking. (Three credits; Spring of Odd-Numbered Years; Unger.)
This course provides reading specialist candidates with an opportunity to put into practice theories of reading diagnosis and remediation, selection of materials and resources, and development of instructional plans for students. Under the supervision of the Instructor and an additional certified Reading Specialist, candidates will determine strengths and needs of individual students, including students with disabilities and English language learners, who are experiencing difficulties in reading; develop and implement intervention plans; and prepare professional case study reports. Additionally, both in the classroom and in the clinical setting, registrants will examine the role of the literacy specialist, focusing on emergent literacy and the experiences and environments that support it, the causes and characteristics of reading and writing difficulties, and the reading specialist’s role as the coordinator of the multidisciplinary process and in the early identification of special needs, including those of students with disabilities and English language learners. (Three credits; Summer of Even-Numbered Years; Conard)
How do teachers manage the transition from being the “sage on the stage” to the “guide on the side” when helping students to construct knowledge for themselves rather than receiving it ready-made from others? This course examines contemporary views of cognition that suggest learning is negotiated, distributed, situated, constructed, developmental, and affective. It simultaneously explores the research base for managing transactional classrooms. (Three credits; Summer of Odd-Numbered Years; Zales.)
Examines the foundational human capital systems through which K-12 districts build their workforce - including workforce planning, recruitment and selection, educator diversity pipelines, onboarding, and succession planning. Students develop operational competence in strategic staffing while simultaneously interrogating the assumptions embedded in their current hiring systems and designing more equitable, human-centered alternatives. Grounded in Pennsylvania-specific context and national K-12 HR standards, this course develops HR leaders who are both effective architects of the present workforce and intentional designers of the one their communities deserve.
This participatory, reflective, and practice-driven course prepares K-12 educators to thoughtfully explore, evaluate, and ethically integrate generative artificial intelligence (GAI) into their professional practice. Using a dual-lens framework that contrasts traditional and human-centered educational paradigms-drawing on Vijay Govindarajan’s Three-Box Strategy-participants examine how AI can support present needs, challenge outdated practices, and help co-design the future of teaching and learning. Grounded in Co-Intelligence by Ethan Mollick and informed by contemporary frameworks such as the CPS AI Guidebook, the UNESCO AI Competency Framework, and Human Restoration Project resources, the course emphasizes ethical, pedagogical, and societal implications of AI use. The course culminates in a public-facing, AI-co-designed artifact that reflects participants’ evolving vision for equitable, engaging, and human-centered learning in their local contexts.
This course is designed to help elementary and middle level teachers discover how to teach mathematics through real problem solving activities. Participants will review current literature in mathematics education and examine the Focal Points of NCTM and the Big Ideas from the PA Standards. Activities from the NCTM Navigation Series will be explored. Teachers using the 2nd editions of Investigations and CMP will explore units from these programs and gain sufficient understanding for successful implementation in their classrooms. (Three credits; Fall of Even-Numbered Years; Fluck.)
In this course, participants engage with generative AI tools-including text, image, and audio generators-to examine their pedagogical applications and their capacity to strengthen the 7 Cs: Critical Thinking, Communication, Collaboration, Creativity, Curiosity, Cultural Awareness, and Curation. Whether leveraging AI for professional growth or integrating it into PK-12 instructional contexts, participants will develop practical, hands-on strategies for designing meaningful, responsive, and engaging learning experiences.
Teachers will analyze their current practices while exploring related research on assessment. Teachers will design assessment tools to coincide with their curriculum. Performance assessment, rubric creation, and observation techniques will be especially stressed. (Three credits; Spring; Fluck.)
AI Applications for Transformational Pedagogy examines how artificial intelligence is reshaping teaching and learning while preserving human-centered educational experiences. Designed for practicing educators, the course focuses on the thoughtful integration of AI tools to reimagine core pedagogical practices such as information literacy, assessment, creative thinking, project-based learning, and personalized instruction. Through hands-on engagement, weekly prompt sprints, and critical reflection, participants develop discipline-specific strategies for using AI to enhance-rather than replace-human judgment, creativity, and relational teaching. The course culminates in the creation of AI-integrated classroom projects and a pedagogical manifesto that articulates each educator’s approach to responsible and transformative AI use.
Many people admit freely their inability to understand mathematics while asserting their need to use it as part of their professional lives. This course will address numeric topics, algebra, geometry, and statistics so that participants can analyze the underlying principles of these fundamental processes. A constructivist approach will ensure that participants build a conceptually sound basis for their mathematical thinking, enabling them to use math confidently and apply its tools successfully. This course is especially relevant for science teachers who want to strengthen the math areas that are integrated into many science topics. (Three credits; Summer of Even-Numbered Years; Zales.)
AI Innovations in Education examines the transformative role of artificial intelligence in shaping the future of K-12 education through a human-centered, ethical, and equity-oriented lens. Educators explore how AI can support social good, advance inclusive learning opportunities, and address student mental health and wellbeing while critically examining emerging challenges and risks. Through prompt sprints, critical discussion, and project-based learning, participants engage with innovative models of schooling and future-focused applications of AI. The course culminates in the creation of a public-facing artifact that synthesizes participant learning and contributes to broader professional conversations about responsible and transformative AI integration in education.
Examines the full legal and contractual landscape governing employment in K-12 public school districts - including federal anti-discrimination law, leave and wage-hour requirements, Title IX, due process, and Pennsylvania’s collective bargaining framework under PERA and Act 88. Students develop the legal fluency required to keep a district compliant and protected while simultaneously building the ethical orientation to use that knowledge as a foundation for more just, relational, and human-centered HR practice. This course treats the law not as a ceiling but as a floor - the starting point for HR leadership that advocates as vigorously for educators as it does for the organization.
Teachers enrolled in this seminar will participate in a hands-on approach to the teaching of environmental science with an emphasis on the opportunities for environmental education that abound in and around school settings. An inquiry approach and outdoor fieldwork will be utilized to help participants develop practical experiences in environmental education for use in their respective school programs. (Three credits; Summer of Odd-Numbered Years; Evans.)
Arts Education for Social Change is a course that introduces the integration of arts education and social awareness. Students will examine how the arts affect social outcome and how the international artistic community in the visual, performing, and literary arts responds to human and environmental rights issues. Students will examine visual art such as drawing, painting, graphic design, sculpture, photography, and video; performing art including music, dance, and theater; literary art such as fiction and non-fiction writing and poetry; and various forms of social media. In viewing artists as advocates for social change, students will evaluate art works and issues suitable for the classroom and categorize age appropriate resources.
This course will cover a thorough analysis of characteristics and etiology of Autism Spectrum Disorders (ASD) embedded in neurodiversity, socio-ecological and socio- cultural theories. Current research and readings will guide discussions around diagnosis, intervention, and programming as it relates to current trends, collaborative practices, and special education services for individuals with ASD and their families, general education professionals, and the community. Emphasis will be placed on the role of the teacher in relationship to all topics discussed.
This course examines methods of assessment and implementing instructional strategies for children/young adults with ASD and how to use data driven analysis to plan curriculum and instruction in inclusive settings. Current research and readings will guide discussions around assessment domains, multi-tier interventions, adaptations/accommodations, functional behavior analysis, and planning as it relates to current trends, collaborative practices, and special education services for individuals with autism and their families. Specific methods of assessment for implementing instructional strategies that have been shown to be effective in promoting the development of communication and social skills by students with ASD. Augmentative and alternative communications systems (AAC) and approaches for teaching social skills in home, school, and community environments along with coordination of services and advocating for students with ASD will be thoroughly and deeply discussed.
Instructional I or II Teacher Certification for teachers and/or graduate students. Credit Type Code: Letter Grade
EDUC 645Instruc Interventions/Methods3
This course will cover a thorough analysis of instructional interventions for children/young adults in terms of strengths, limitations, and empirical-based evidence for children and young adults with ASD. Applied behavior analysis (ABA) will be explored in-depth and how it can serve some individuals with autism, with special attention given to classroom settings. Students will assess and structure the environmental supports to enable students with ASD to participate and progress in all environments and evaluate and proactively apply methods to reduce student motivation to engage in problem behavior, assess its effectiveness, and learn to teach functional equivalent positive behaviors.
Instructional I or II Teacher Certification for teachers and/or graduate students. Credit Type Code: Letter Grade
EDUC 646Collaboration W/ Families, Agencies3
This course will cover topics related to collaboration with families of children/students with ASD within a socio-ecological and socio-cultural lens. Candidates will identify and engage with agencies that support students with ASD and their families and learn ways to communicate and advocate for students with ASD within communities. Students will design instructional programs with detailed and intentional attentiveness to legal mandates and family considerations in a field setting where candidates will teach students with autism spectrum disorders (ASD). Discussion periods are provided for the classification of techniques, methods, and approaches.
This course will cover a thorough understanding of the social, emotional, behavioral wellness for children and young adults embedded in socio-ecological and socio-cultural theories. Current research and readings will guide discussions around social emotional learning (SEL) and how it relates to resilience, including relationships between SEL and developmental outcomes, and the relevance of prevention science in education. The multi-tiered system and positive-behavior approach will be discussed as it pertains to implementation of evidenced-based SEL programs and educational practices for particular groups of students. Further, understanding of typical child, adolescent, and young adult development will be embedded in all topics. Emphasis will be placed on the role of the teacher in relation to all topics discussed. Four hours of field work are required to complete the required assignments for this class, clearances required).
Instructional I or II teacher certification. Credit Type Code: Letter Grade
EDUC 649Behavioral & Mental Hlth Literacy3
This course will address the most common types of Mental Illness that PreK-12 students may experience, including internalizing and externalizing conditions. Students will be able to explain the processes and general relationship between diagnosis via the Diagnostic and Statistical Manual V (DSM-V) and the classification system under the Individuals with Disabilities Education Act (IDEA) and identify and describe the roles of other relevant child-serving systems within communities that can be supportive to addressing matters associated with social, emotional, and behavioral wellness of PK-12 students (e.g., children’s mental health and juvenile justice). Thorough discussions of research and theory and the relevance as an educator of understanding of Trauma and Mental Illness, and the requirements for schools (e.g., Student Assistance Program and Act 71) to support a youth who appears in emotional distress will be applied to case studies and field work. Emphasis will be placed on the role of the teacher in relation to all topics discussed. Four hours of field work required (required clearances).
Instructional I or II teacher certification. Credit Type Code: Letter Grade
EDUC 650Prevention/Intervention Soc, Wellne3
This course will thoroughly discuss the features of a Multi-Tiered System of Support (MTSS) framework to support social, emotional, and behavioral wellness, including evidenced based research on prevention and intervention strategies associated with the MTSS framework. Culturally responsive practices that address students’ developmental social and emotional learning needs will be highlighted within a socio-ecological and socio-cultural perspective. Through discussions of research and theory, students will gain an understanding of the planning and implementing approaches to de-escalate non- crisis and crisis situations in the instance when the safety of students or others may be in jeopardy that reflect trauma-informed principles and be able to demonstrate an understanding of how to use academic and behavioral progress monitoring data (e.g., individual, classroom, school-wide) to support educational practices. Problem-based and case study analysis, and field work at trauma informed schools will inform student learning and applications. Emphasis will be placed on the role of the teacher in relation to all topics discussed. Four hours of field work is required (required clearances, if needed).
Instructional I or II teacher certification Credit Type Code: Letter Grade
EDUC 651The Hr Leaders As Developer3
Examines what happens to educators after they are hired - exploring evaluation systems, professional learning, progressive discipline, tenure, and retention - and asks whether current performance management practices are genuinely developing educators or simply managing them. Students develop operational competence in K-12 performance systems while investigating the organizational culture, belonging, and well-being conditions that determine whether educators stay, grow, and thrive. This course develops HR leaders who understand that building a great workforce is not a hiring event but a sustained, relational commitment to the people already in the building.
Curriculum mapping has evolved as an invaluable communication, planning, and teaching tool. Using this dynamic method, educators can document what is being taught, what students are learning, how well they are learning, and how closely the curriculum reflects local and national standards. (Three credits; Summer of Even-Numbered Years; Staff.)
This course investigates processes and strategies for inclusively building a school culture of learning with multiple stakeholder groups, both inside and outside the organization. An action research project focused on improving student achievement is required. The action plan for this project will address effective communication, collaborative school improvement, teacher leadership, family involvement, and the professional learning community. (Three credits; Spring of Odd-Numbered Years; Conard)
Develops K-12 HR leaders as organizational strategists - professionals who can read workforce data with sophistication, translate it into equity-centered action, and lead the systemic transformation that public education requires. Students develop fluency in HR information systems, workforce metrics and analytics, equity auditing, strategic HR planning, board governance, and emerging challenges including artificial intelligence in the HR function. This course integrates learning across the series into a Program Leadership Portfolio - a signature artifact of the student’s identity, commitments, and vision as a transformational K-12 HR leader.
What can intermediate and secondary school teachers do when students in their classrooms can’t or won’t read? How do learning disabilities and language issues affect students’ reading skills and desire and motivation to read? Participants will examine specific strategies to help adolescents develop reading comprehension, vocabulary, fluency, and word recognition. Participants will also explore the research base on issues of particular interest to urban literacy educators, including social class, language use, and oppositional identity. (Three credits; Spring of Even-Numbered Years; Shosh.)
This courses focuses on a research and standards-based instructional systems model of performance-based teacher supervision and evaluation. Registrants will develop and field test component action plans for effective instruction, differentiated supervision, action research as professional development, and student behavior interventions that promote an effective organizational and classroom climate. (Three credits; Spring of Even-Numbered Years; Roth)
Students will design and field-test a Student Achievement and Tools Action Plan, demonstrating how to access data and compile reports, how to analyze and report on student performance data, how to use student performance data in various planning scenarios, how to align curriculum and instruction with student performance data, how to use data to support systemic planning, and how to report results to multiple audiences. A variety of administrative tools, including those recommended by the Pennsylvania Department of Education, will be utilized to access, analyze, and report on student performance and related data. (Pre-requisite: Admission to Principal Certification Program with no grade in certification program of less than a B. Three credits; Summer of Odd-Numbered Years; Ziegenfuss)
Admission to Principal Certification Program with no grade in certification program of less than a B. Three credits; Summer of Odd-Numbered Years; Ziegenfuss) Credit Type Code: Letter Grade
EDUC 670Language Acquisition & Development3
Participants will examine the structure of the English language, including its lexical, morphological, syntactic, and phonological components. The process of first and second language acquisition will be studied in support of the literacy development of native English speakers and of English Language Learners (ELLs) at different stages of second language acquisition. Teachers will learn to assist ELLs in communicating verbally and nonverbally. Registrants will also examine best practices to facilitate the acquisition of English and promote the social and academic adjustment of all learners. (Three credits; Summer; Sillivan, DesJardin.)
Learn how to meet the educational needs of your English Language Learner (ELL). This course examines various ESL methods and teaching strategies to facilitate language acquisition. Participants will develop standards-based ESL lessons and instructional materials and explore strategies for adapting classroom activities according to the proficiency level of the language learner. An emphasis will be placed on current research and resources available to maximize the process of acquiring English and developing language skills. Additional topics will include the role of classroom management, multicultural materials, and the ELL acculturation process in planning and instruction. (Three credits; Spring; Correll.)
This course will examine behaviors, belief systems, and attitudes of multicultural and multilingual learners, their families, and school personnel in promoting a culturally sensitive learning environment and community. Research-based best practices will be explored, and emphasis will be placed on classroom/school implementation of strategies and techniques through action research methods. Comparison of other cultures and how they relate to the American culture in the areas of education, language, support systems, and the community will also be explored. (Three credits; Summer; Modjadidi.)
Participants will learn to use effective assessment tools/practices to identify levels of proficiency in oral language, reading, and writing. Participants will also monitor student progress in the content areas and examine school support services to assist ELLs in language acquisition and content learning. This course will combine lecture, small group discussions, small group cooperative activities, and hands-on activities with English Language Learners. (Three credits; Fall; Goldberg.)
This capstone course in the ESL program specialist certification sequence explores the professional role of the second language teacher and includes a 60-hour practicum under the mentorship of a certified ESL classroom teacher and a college supervisor. Registrants will articulate a personal philosophy of second language teaching and learning, conduct action research in the ESL classroom, create a professional development plan and collaborate with general and special education school staff as they design and implement instruction commensurate to the ELLs’ proficiency levels. Taking on the role of the ESL program specialist, registrants will also demonstrate their ability to advocate for English language learners, their families, and communities; develop classroom activities that involve families; and model the use of culturally and linguistically responsive pedagogies. (Three credits; Summer; Staff.)
This course is designed to help foreign language teachers employ the ACTFL’s proficiency and performance guidelines to teach reading, writing, listening, and speaking in contextualized ways. Methods of integrating instructional technology, managing the classroom, and assessing student performance, both oral and written, will be addressed. (Three credits; Summer of Odd-Numbered Years; Conard.)
This course is designed to prepare teachers to select, administer, and interpret literacy assessment instruments in an informed and responsible way. Participants will explore a variety of formative and summative tools, including norm and criterion referenced tests, formal and informal inventories, portfolio based assessments, and anecdotal records. They will also learn to align instruction with PSSA testing data and examine how to develop interventions and instructional strategies for students with literacy-related learning difficulties, including students with disabilities and English language learners. Additionally, registrants will learn about the multi-disciplinary team process and the reading specialist’s role in the early identification of students with learning difficulties that may be related to specific learning disabilities or to the unique needs of English language learners. Finally, participants will explore strategies for communicating assessment data effectively to students, parents, and other school personnel. Students will gain clinical experience and practice through one-on-one and small group work with participants in the summer reading clinic. (Three credits; Summer of Odd-Numbered Years; Conard.)
This course, designed for aspiring Administrative I (Principal) certified professionals in Pennsylvania, provides a deep understanding of transformational leadership in the context of today’s multifaceted educational challenges. It explores the historical evolution of education, transformational leadership theories, strategic foresight, empathy, inclusivity, and AI-enhanced decision-making. Students will also develop crucial communication and storytelling abilities to articulate a shared vision and foster systemic change in educational environments.
This course integrates the aspects of historical context, political dynamics, community engagement, and organizational culture within K12 education. It offers a comprehensive understanding of how educational policies and practices have evolved, highlighting the critical role of community effective network building. Students will develop skills in strategic thinking, community collaboration, and cultural leadership, equipping them to effectively navigate and influence the educational landscape with insight, adaptability, and foresight.
This course is designed to equip aspiring educational leaders with the skills and knowledge necessary to foster innovation and effect positive learning-focused change in their institutions. Participants will delve deeply into contemporary learning theories and explore how these can be applied in the context of educational leadership roles and responsibilities. The course emphasizes the development of a changemaker mindset, focusing on leading effective change for educational transformation. Additionally, learners will have the opportunity to apply their knowledge in practical, real-world scenarios, particularly in areas of professional development and supervision.
This course delves into Diversity, Equity, and Inclusion (DEI), professional ethics, and Special Education, equipping learners with essential skills for school leadership. It emphasizes a deep understanding of DEI, teaching learners to embed these principles across all aspects of school leadership for equitable and inclusive practices. Special focus is placed on applying inclusive practices in Special Education, exploring identification of learning disabilities, inclusive teaching and culturally responsive pedagogies. Ethical leadership is a core component, encouraging students to develop strong moral decision-making and integrity in their educational roles. The course’s goal is to prepare future principals to lead diverse and inclusive educational communities, creating environments conducive to the growth of all individuals, both young and adult.
EDUC 683 , EDUC 684 and EDUC 685 Credit Type Code: Letter Grade
EDUC 687Educational Leadership Capstone3
This is the culminating course in the Principal Certification program. In this capstone course, learners will undertake a comprehensive action research cycle/project, demonstrating their mastery of transformational leadership principles and techniques. This project will require the integration of diverse skills ranging from strategic planning and community engagement to ethical decision-making and inclusive educational practices, reflecting the depth and breadth of learning from the entire program. Through this experiential learning approach, the course aims to solidify learners’ abilities to enact meaningful change and innovation in educational settings, preparing them for successful careers as transformative educational leaders.
EDUC 683 , EDUC 684 , EDUC 685 and EDUC 686 Credit Type Code: Letter Grade
EDUC 700Curr Development & Action Research3
This course explores the relationships of learning theory and action research to curriculum design. Various models of curriculum development are explored, and strategies for curriculum design are studied, leading to the development of a research question for the M.Ed. thesis.
EDUC 500, EDUC 506 and EDUC 508 (Three credits; Spring; Zales.) Credit Type Code: Letter Grade
EDUC 701Review of Educational Research3
Central to practitioner research cycles of observation, action, and reflection is an examination of a research base to provide focus for subsequent observations, suggestions for new classroom action, and theories through which to examine reflective practice. This hands-on workshop will help participants to locate salient electronic and traditional secondary source research material, synthesize findings from multiple research studies, and draft a review of the literature on a specific educational research topic identified by each participant.
This is a capstone course through which students will carefully examine the philosophical and empirical bases for reflective teaching and learning. Data for the action research thesis will be collected, coded, analyzed, and interpreted.
Candidates will work independently, under the guidance of a thesis advisor, to place action research data within the context of published studies and to report research findings in a final thesis. An oral defense of the thesis will be required.
Candidates will work independently, under the guidance of a thesis advisor, to place action research data within the context of published studies and to report research findings in a final thesis. An oral defense of the thesis will be required.
Teacher research has the potential to improve teaching and learning beyond the individual teacher researcher’s classroom only when it is disseminated to and critiqued by a wider audience of professional educators. This course is designed to help master teachers prepare their research for publication in a professional peer-reviewed journal and for presentation at a local, state, national, or international conference. Using their master’s degree thesis data and analytic framework, registrants will design a conference poster, prepare a multi-media presentation, and draft a manuscript for submission to a professional journal. (Three credits; Summer; Shosh.
Successful Completion of MEDU 704-05 or equivalent.) Credit Type Code: Letter Grade
EDUC 713Facilitating School Improvement3
Students enrolled in this course will develop a School Improvement Case Study, including a stakeholder analysis and invitation to participate. In addition, registrants will engage in an analysis of school context and student performance data; construct a consensual vision with stakeholder participants; apply school improvement research appropriate to the specific school improvement initiative; explore the alignment of challenges, vision, program and school improvement strategy; and prepare an implementation and critique of an action plan for the capstone project. Please
EDUC 667 and EDUC 668 . Admission to Supervisory Certification Program with no grade in certification program of less than a B. Credit Type Code: Letter Grade
EDUC 714Supervisory Practicum I3
This course provides the student with the opportunity to demonstrate his or her knowledge of and competence in the fundamental concepts of supervising an instructional program. Topics include identifying staff development needs and resources, planning activities to address the needs of the educational program, integrating curriculum across multiple disciplines, and budgetary planning for curriculum and personnel development. Please
This course provides the student with the opportunity to demonstrate his or her knowledge of and competence in the fundamental concepts of supervising an instructional program. Topics include designing curriculum scope and sequence, evaluating instructional methodologies and strategies, monitoring and developing alternative forms of student assessment, and assessing instructional service delivery.
Students enrolled in this course will develop a School Improvement Case Study, including a stakeholder analysis and invitation to participate; school context and student performance data analysis; construction of a consensual vision with stakeholder participants; school improvement research appropriate to the specific school improvement initiative; alignment of challenges, vision, program and school improvement strategy; and the implementation and critique of an action plan for the project.
This course provides the student with the opportunity to demonstrate his or her competence in meeting Pennsylvania Leadership Standards within a series of ongoing performance based projects designed to measure and document the knowledge, skills, and dispositions required by school leaders. Projects include a school district case study focusing on student achievement, a multiple measures of data project linked to school reform, and an instructional tools project linked to classroom practice.
This course provides the student with the opportunity to demonstrate his or her competence in meeting Pennsylvania Leadership Standards within a series of ongoing performance based projects designed to measure and document the knowledge, skills, and dispositions required by school leaders. Projects focus on improving student achievement and include an action-based research project and the development and implementation of a curriculum project including scheduling and budgeting that integrates federal, state, and district requirements and policies.
This course serves as the foundation for the Doctor of Education program. The primary goal of the term is to build a broad foundation of knowledge blocks in education and leadership–histories, theories, principles–to be accessed as learners build their journey of systemic transformation in subsequent terms.
The primary goal of the term will be to deepen the foundation of knowledge blocks in education and leadership–histories, theories, principles–presented in Becoming a Transformational Leader: The Building Blocks, while applying an array of knowledge blocks to a contemporary issue of practice in the home learning community. Issues of practice that will be derived through becoming an objector will be driven by each learner’s home base contexts and may include areas such as Diversity, Equity, and Inclusion (DEI), educational technology, trauma, conflict, communications, law/ethics, finance, policy, social emotional learning, and other relevant and emerging areas.
This course is designed to begin the process of the dissertation of practice, a scholarly endeavor of structured inquiry that impacts a complex problem of practice. Learners will be introduced to the dissertation traditions as found in Doctor of Education programs, will critique the traditional dissertation through the lens of practice and will follow a collaborative process to co-design a relevant and contextualized action research dissertation.
This course is designed to provide the opportunity to deeply reflect on oneself as a leader at this point in the program. In addition, learners will look forward, scanning their horizon and determining who they wish to be as a leader.
This course will continue to help the learner expand on their position in the larger context of education through continued study of the past, present and future. Learners will continue implementing an action research cycle with a deepened focus on the design elements associated with an inventor’s mindset (designing solutions that bring about change).
This course is designed to provide learners with an overview of the dissertation of practice through the lens of action research. Action research traditions as applied to various challenges in the home learning environment will be examined. The goal of this course is for each learner to identify an extended inquiry that will become the dissertation of practice.
This course will continue to help the learner expand on their position in the larger context of education through continued study of the past, present and future. The goal of the term will be to refine and deepen their foundation of knowledge blocks in education and leadership–histories, theories, principles–as applied to systemic transformation in the home learning environment. Learners will continue implementing an action research cycle with a deepened focus on the design elements associated with a curator’s mindset.
This course is designed to begin to bring the dissertation of practice to life by merging theory with practice. Learners will work with a dissertation coach and support network through consultation to finalize research implementation plans. Learners will complete processes required for the Institutional Review Board (IRB) and receive writing support as necessary. Learners will be prepared to initiate the formal action research process by the conclusion of this term.
This course will continue to help the learner expand on their position in the larger context of education through continued study of the past, present and future. The goal of the term will be to refine and deepen their foundation of knowledge blocks in education and leadership–histories, theories, principles–while implementing systemic transformation in the home learning environment through the dissertation of the practice research process. A deeper focus on being a storyteller (reflecting on what you learned and sharing it with an audience) and the mindshifts associated with them will also occur.
This course is designed to support the completion of multiple components of the dissertation of practice. Learners will work with a coach and support network through consultation to iterate implementation plans.
This course is designed to provide the opportunity to deeply reflect on oneself as a leader at this point in the program. In addition, learners will look forward, scanning their horizon and determining who they wish to be as a leader. Learners will identify multiple pathways that could potentially provide opportunities for application of new skillsets and mindsets in service of systemic transformation in their home learning environment. The focus of this term is a future casting projection beyond program completion.
This course will continue to help the learner expand on their position in the larger context of education through continued study of the past, present and future. The goal of the term will be to complete the dissertation of practice and prepare for public exhibition with a focus on storytelling.
This course is designed to support the completion of the dissertation of practice. Learners will work with a coach and support network through consultation to iterate implementation plans. Presentations representing research will be made to multiple audiences including 1) Coach and Support Network; 2) Cohort; 3) Impacted Learning Community. These three presentations will provide feedback and opportunities for practice and refinement in preparation for the public exhibition in the final term.
This course is designed to support the dissemination of research and designing plans for future growth beyond the Doctor of Education program. Activities will leverage the location of the two-week residency (Bethlehem/Lehigh Valley) for community building and deepening the learning experience.
The course begins with a brief overview of the recent key national policies and initiatives that have impacted the teaching of literacy from birth to kindergarten. Students will learn key aspects of language and literacy that will promote early reading success in preschool and childcare settings. They will be able to apply their learning into practice with a field experience. Students will expand their knowledge of the initial reading instruction practices that develop real readers. Students will also learn ways of preventing reading difficulties through developmental interventions. Assessment methods always inform programs so students know if a child is making process in reading-related skills and early reading. Students will also learn how to work with parents and policy makers who always influence early learning programs and who make decisions regarding early reading instruction. 40-hour field experience.Fall
