22 courses with the subject EDU, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
EDU 101Introduction to the Teaching Profession: Secondary Education1
Designed for those students obtaining secondary education certification as an introduction to the teaching profession, this course is required as part of the process for admission to Neumann University’s Teacher Certification Program. In this course, the student learns about teaching as a profession, the characteristics associated with the professional educator, and the requirements which the student must meet in order to become certified as a teacher in the Commonwealth of Pennsylvania, including background checks/clearances, trainings, & certification testing. An overview of the Neumann University teacher education program is also provided. *This course is a prerequisite for all other education courses. Twelve hours of Field Experience in various school settings will be integrated into EDU 101 (as part of EDU 125, 0-credit course).
This intensive and continuing clinical experience is an essential component of the Neumann University teacher education program. It is taken each semester in which a student is enrolled in teacher education courses and begins in the first year. Students will be assigned to a clinical experience that complements the education coursework being taken each semester.
Credit Varies Neumann University periodically offers Special Topics courses in Education [EDU] that reflect specific topics of study which are not part of the standard University curriculum. Special Topics courses in Education that are numbered at the 126/226 level are generally open to all students. Courses at the 326 level are specifically designed for students at either the junior or senior level, while courses at the 426 level are only open to students with senior standing. For any given semester, course title(s) and content area(s), as well as any specified prerequisites in addition to those listed below, are published during the preceding semester. Permission of the instructor may also be required before a student can register for any Special Topics course.
EDU 215Culturally Relevant Teaching for Multilingual Learners3
This course provides a comprehensive overview of the importance of providing a culturally relevant and inclusive learning environment for today’s MLs (Multilingual Learners)/ELLs (English Language Learners) in PK-12 classrooms. An emphasis will be placed on the Cultural Awareness competencies set by PDE, defining culture, and addressing cultural differences within the school setting. The elements of second language acquisition and their impact on content learning will be explored. Pre-service teachers will learn how to plan and deliver lessons that are culturally relevant, scaffolded, and responsive to the needs of MLs/ELLs. Students will be taught various teaching strategies and activities that can be used with MLs as well as all students.
This course introduces students to the historical, philosophical, social, sociocultural, and political foundations of education in the United States, examining how schools reflect and shape societal values while exploring key topics such as educational philosophies, equity, policy, curriculum, and the roles of teachers and students. Students will engage with contemporary issues in education: including diversity, school funding, standardized testing, and reform movements and review it through theoretical foundations of education.
Credit Varies Neumann University periodically offers Special Topics courses in Education [EDU] that reflect specific topics of study which are not part of the standard University curriculum. Special Topics courses in Education that are numbered at the 126/226 level are generally open to all students. Courses at the 326 level are specifically designed for students at either the junior or senior level, while courses at the 426 level are only open to students with senior standing. For any given semester, course title(s) and content area(s), as well as any specified prerequisites in addition to those listed below, are published during the preceding semester. Permission of the instructor may also be required before a student can register for any Special Topics course.
EDU 230History, Law, & Advocacy in Special Education3
This course will scrutinize the history of special education in the United States and investigate the impact of civil rights and disability rights activism in shaping the ethical advocacy required of current school practitioners. Specifically, students will examine a cross section of policy, case law, and legislation that impacts cultural understanding of disability/exceptionality, and the details of how special education is delivered in PK-12 settings.
EDU 248Instructional, Learning, & Assistive Technologies3
This course provides a foundation for educational professionals focused on the effective use of technology in the classroom by facilitating an overview of the integration of technology in teaching and learning for ALL students. Emphasis is given to building an understanding of the power of technology to enhance teaching and learning, create educational materials, manage classroom tasks, provide motivational instruction, communicate with colleagues and families, and support the specialized needs of individuals with disabilities. Several technology frameworks will be used to guide the work (e.g., SAMR, TPACK, UDL, SETT).
In this course, secondary education students gain an understanding of assessment and identification of pupils with special needs, the present level of their performance, instructional and assessment strategies, as well as timelines and types of assessment. Students are also taught the complex practice of the assessment process and how it is used in making educational decisions. Curriculum-based assessment, norm-referenced tests, and performance-based assessments used to evaluate student learning and the effectiveness of teacher instruction are also studied.
Credit Varies Neumann University periodically offers Special Topics courses in Education [EDU] that reflect specific topics of study which are not part of the standard University curriculum. Special Topics courses in Education that are numbered at the 126/226 level are generally open to all students. Courses at the 326 level are specifically designed for students at either the junior or senior level, while courses at the 426 level are only open to students with senior standing. For any given semester, course title(s) and content area(s), as well as any specified prerequisites in addition to those listed below, are published during the preceding semester. Permission of the instructor may also be required before a student can register for any Special Topics course.
EDU 350Methods, Materials & Inclusion in Secondary Education3
This examination of the many modes of secondary teaching methodology includes the analysis, application, and evaluation of instructional materials and their appropriateness for diverse populations.
This course engages in the examination of best practice in the areas of social, emotional, and behavioral learning. Social, emotional, and behavioral disorders will be investigated, and tiered systems of support will be reviewed to examine functional behavioral assessment (FBA) complimented by positive behavioral support (PBS). Additionally, students will dissect social emotional learning and social skills development while probing current research connected to trauma recognition, mental health, and cultural awareness.
Credit Varies Neumann University periodically offers Special Topics courses in Education [EDU] that reflect specific topics of study which are not part of the standard University curriculum. Special Topics courses in Education that are numbered at the 126/226 level are generally open to all students. Courses at the 326 level are specifically designed for students at either the junior or senior level, while courses at the 426 level are only open to students with senior standing. For any given semester, course title(s) and content area(s), as well as any specified prerequisites in addition to those listed below, are published during the preceding semester. Permission of the instructor may also be required before a student can register for any Special Topics course.
Senior Seminar I is designed to effectively prepare students for their Student Teaching Practicum or Educational Studies Internship experience. This hybrid course must be taken during the semester prior to student teaching or the internship. The course combines in-person and online learning experiences to provide students with opportunities to reflect on their thoughts, questions, and concerns related to their upcoming professional experience. Other portions of the course are devoted to guiding students as they complete pre-student teaching and pre-internship requirements, become familiar with the placement process, and prepare for their upcoming practicum or internship.
Completion of 90 Credits Students will develop and maintain an e-Portfolio that serves as a professional collection of artifacts documenting their learning, growth, and developing competencies throughout their program and practicum/internship experience. The e-Portfolio will provide evidence of the knowledge, skills, and professional competencies developed throughout the degree program and will support students in demonstrating their readiness for their professional roles as educators.
EDU 462Senior Seminar II2
Senior Seminar II is designed to be taken concurrently with and as a supplement to the Student Teaching/Internship experience. This hybrid course provides students with a structured opportunity to reflect upon and process their field experiences, including challenges, successes, professional concerns, and areas for continued growth. Throughout the course, students engage in discussions and reflective activities with their supervisors and peers to connect their student teaching experiences with professional knowledge, competencies, and effective teaching practices. Building upon the electronic portfolio developed in EDU 461, students will continue to develop and refine a comprehensive professional electronic portfolio that showcases their growth as educators. The portfolio will provide evidence of professional competencies, teaching experiences, instructional practices, assessment, reflection, and other accomplishments aligned with program and professional standards. Students will use their portfolio to demonstrate their readiness to enter the teaching profession and to support their transition from student teacher to professional educator. Additional course topics focus on preparing students to become successful and viable candidates for employment. Topics include current educational issues, professional portfolio development, teacher certification, professional organizations, job searches, résumé and cover-letter preparation, interviewing procedures, and other professional expectations and opportunities within the field of education.
EDU 470Literacy Methods & DI (Differentiated Instruction) in Secondary Education3
This course focuses on the foundations of literacy and how to teach these skills in the secondary education setting. An overview of the elements of Structured Literacy and research from the Science of Reading will be provided. This course will prepare pre-service teachers to teach students how to read and analyze content area texts, expository texts, trade books, and online texts, as well as how to demonstrate their comprehension through dialogue, writing, and other means. An emphasis will be placed on literacy across the curriculum and creating lessons that help students learn content area subject matter. This course will also focus on differentiating instruction and the use of a variety of teaching, assessment, and engagement tools. As a part of this course, students will be placed in a middle or high school setting for field experience.
Credit Varies Qualified students who seek individualized advanced study in some area of education that is not covered in scheduled courses may apply for an Independent Study Project (ISP). Students assume responsibility for special readings and research under the supervision of a designated faculty member. Regular meetings with faculty and completion of all assignments are required.
Junior or senior-standing, and admission to the Psychology, English, or Political Science major prior to taking the course.
EDU 496Internship3
This Internship Course is intended for Criminal Justice Majors and Psychology Majors only. Criminal Justice Majors and Psychology Majors must complete at least one 3-credit internship course. They may take up to two 3-credit internship courses. CJ majors who do not take the Research Methods course must complete two 3-credit internship courses. IMPORTANT
Junior or Senior-standing and admission to the Criminal Justice or Psychology Major.
EDU 498Educational Studies Internship4
This course prepares the student to work in a professional setting in an education-related environment under the guidance and supervision of a qualified employee and a University supervisor. Areas of learning include observation, participation in meetings, client support; and the development and support of other tasks and projects as designated by the placement. Regular seminars on campus help students to reflect on, analyze, and consider alternate responses to workplace circumstances.
