67 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.
Elective (GE) 3 PSY 0100 Intro to Psychology 3 Elective (GE) 3 Elective (GE) 3 Elective (GE) 3 Elective (GE) 3 TOTAL CREDITS 15 TOTAL CREDITS 15 Second Year/First Semester Second Year/Second Semester Course Code Credits Course Code Credits EDU 0250 Early Child Cur & Inst 3 EDU 0385 Educational Assessment/Stats 3
Observation and Analysis of Teaching and Learning in the Contemporary Classroom. Core Course: A study of models, techniques, and skills of teaching and learning through observation and analysis of the inclusive, regular, and diverse classroom and related settings. Topics include management, motivation, and instruction and The Danielson Model. Competencies for the inclusive classroom are addressed.
Elective (GE) 3 Elective (GE) 3 Elective (GE) 3 TOTAL CREDITS 15 TOTAL CREDITS 12 275
There are three primary foci: students will learn about the role, both educational and social, of the school in modern society, the fundamentals and diversity of family structure in America today, and the dynamics of family/school interaction. In addition, they will learn about the myriad social service resources available to support schools and children in America. Emphasis will be placed on ways in which teachers and schools can foster community partnerships which benefit students and their families. 567
An examination of current educational research as it applies to all learners in the K-12 classroom. Topics include; learning styles, formative and summative assessment, inclusion, motivation, and strategies of effective instruction. Competencies for the inclusive classroom are addressed.
An overview of current program models and learning theories in early childhood education, with emphasis given to how social, cultural, and political issues impact practice. A key component of this course is developing in students and understanding of how child development relates to effective early childhood education. Competencies for the inclusive classroom are addressed. Prerequisites: limited to Education majors.
PSY 0200 Developmental Psychology 3 PHI 0272 Ethics and Social Values 3 Elective (GE) 3 EDU 0240 Topics in Learning 3 Elective (GE) 3 EDU 0270 Classroom/Behavior Mgmt 3 TOTAL CREDITS 15 TOTAL CREDITS 15 Third Year/First Semester Third Year/Second Semester Course Code Credits Course Code Credits EDU 0420 Teaching Rdg and Lang Arts 3 EDU 0380 Working Inclusion Prog 3 EDU 0425 Teaching Math 3 EDU 0355 Princ Pract ELL 3 PSY 0361 Educational Psychology 3 EDU 0402 Teaching Science/Elementary 3 EDU 0280 Found Spec Ed 3 EDU 0403 Teaching Science/PK-4 EDU 0405 Teaching Arts 3 EDU 0427 Technology in Curriculum 1.5
This course will provide students with a foundation in the organization and management of an effective classroom. Students will learn how to create and maintain a positive learning environment at every level, as well as specific techniques for managing a variety of student behavioral issues. Issues of respect, cultural diversity, and appropriate behavioral expectations will also be covered. Competencies for the inclusive classroom are addressed.
Elective (GE) or Major Course Elective (GE) or Major Course Elective (GE) or Major Course
Elective (GE) 3 Elective (GE) 3 Elective (GE) 3 Elective (GE) 3 TOTAL CREDITS 15 TOTAL CREDITS 12 278
TOTAL CREDITS 15 TOTAL CREDITS 15 Fourth Year/First Semester Fourth Year/Second Semester Course Code Credits Course Code Credits EDU 0365 Pract High Incidence Dis 3 EDU 0455 Student Teaching Sem 12
This is a study of the history of secondary education and an assessment of current practices, classroom management, academic diversity, and adolescent behavior, both typical and atypical. Emphasis will be placed on development of the skills necessary to teach Culturally Diverse Students, Regular Education Students, Special Needs Students, and Gifted Students. Competencies for the inclusive classroom are addressed.
This is a basic course intended to provide students with the fundamentals of providing effective classroom instruction to students who are not native English speakers. It will examine the controversy over bilingual education vs., English for Speakers of other Languages (ESL). Students will acquire an understanding of immersion instruction, the various levels of resource room instruction, and how the classroom teacher can support such programs. Significant time will also be devoted to exploring cultural diversity and ways for the classroom teacher to foster a classroom environment which is both respectful and inclusive
WORKING WITH CULTURALLY DIVERSE, REGULAR EDUCATION STUDENTS, LEARNING DISABLED STUDENTS, AND GIFTED STUDENTS. This course is designed to introduce pre-service secondary English students to instructional processes, strategies, assessment practices, and classroom management. Students will be placed in two settings to plan units and lessons to meet the needs of all types of learners. Competencies for the inclusive classroom are addressed.
WORKING WITH CULTURALLY DIVERSE, REGULAR EDUCATION STUDENTS, LEARNING DISABLED STUDENTS, AND GIFTED STUDENTS. This course is designed to assist pre-service secondary mathematic students in the development of instructional strategies. Emphasis will be placed on current research and best practices that impact student learning and classroom instruction. Students will develop unit and lesson plan highlighting NCTM Standards and PA Academic Standards. Students will be place in a secondary math classroom where they will study issues related to instruction and management. Competencies for the inclusive classroom are addressed.
AND/OR CITIZENSHIP --WORKING WITH CULTURALLY DIVERSE, REGULAR EDUCATION STUDENTS, LEARNING DISABLED STUDENTS, AND GIFTED STUDENTS. This course introduces pre-service secondary social studies and/or citizenship students to instructional strategies based upon an understanding of adolescent behavior and PA Academic Standards. Students will be placed in a secondary classroom where they will create lesson plans related to the PA Academic Standard. Competencies for the inclusive classroom are addressed. Prerequisite: Permission of instructor 569
This as an upper-level course specifically intended for students who are in the later stages of preparation for certification as special education teachers. The course has two primary components: classroom sessions devoted to relevant areas in special education (e. g. student assessment, IEP creation and implementation, etc.) and participation in a true practicum with regularly scheduled time in a special education class during the entire semester. Prerequisites; limited to Education majors; EDU-0201 and EDU-0280.
GIFTED STUDENTS AND STUDENTS WITH DISABILITIES This course will build on the learnings acquired in the Special Education foundation course described above. The various disabilities will be covered in greater detail with heavy emphasis on accommodating instruction and the classroom environment to the needs of disabled students. A significant portion of the course will also be devoted to strategies for providing appropriate enrichment in the regular classroom to students identified as gifted and talented.
INSTRUCTION IN SPECIAL EDUCATION This is a required course for Education majors enrolled in the special education certification track. It will provide students with a thorough understanding of the manifestations of learning disabilities affecting student performance and achievement in reading and language arts. Strong emphasis will be placed on techniques using differentiation of instruction for the LD student and on effective instructional interventions for both individuals and the entire class. Appropriate use of assessment tools will also be a key component of the course. Students will do a minimum of 10 hours of classroom observation in appropriate special education settings as a part of this course.
This course will include an examination of the various forms of group testing, both standardized and classroom. Students will also learn how to read and interpret test results and how to apply that knowledge to classroom and individual instruction. Basic statistical concepts such as median, mode, standard deviation, etc. will be covered, as will the ways in which statistics may be used appropriately and ethically in the educational setting. *This course cross lists with MAT-0385. Competencies for the inclusive classroom are addressed.
INSTRUCTION IN SPECIAL EDUCTION This course is a required course for Education majors enrolled in the Special Education certification track. It will provide students with a thorough understanding of the manifestations of learning disabilities affecting student performance and achievement in Mathematics. Strong emphasis will be placed on techniques using differentiation of instruction for the LD student and on effective instructional interventions for both individuals and the entire class. Appropriate use of assessment tools will also be a key component of the course. Students will do a minimum of 10 hours of classroom observation in appropriate special education settings as a part of this course. 570
TOTAL CREDITS 15 TOTAL CREDITS 15 Fourth Year/First Semester Fourth Year/Second Semester Course Code Credits Course Code Credits EDU 0404 Teaching Social Studies 3 EDU 0455 Student Teaching Sem 12
A study of methods of teaching the arts in elementary school in accordance with the Pennsylvania Academic Standards. This course integrates fine art, music, dance, and drama. Inclusionary topics are addressed.
A lecture and hands-on approach to understanding the computer and its application in the classroom. No prior computer knowledge or skill is necessary. Note: EDU 0280 and EDU 0380 may substitute for this course.
Directed classroom participation. Teaching completed in suburban or urban schools; conferences and/or seminars with supervising teacher and college faculty member. The seminar also includes exploration of current issues in American education and their relevance for the classroom teacher. Professional conduct and ethical standards are emphasized as well. This course may only be taken during one of a student’s final two semesters in Undergraduate College. Students taking this course in their final semester must have completed all but two required courses. Competencies for the inclusive classroom are addressed.
This is a course for students seeking teacher certification in art. It is a workshop course in a variety of media, as well as specific emphasis on Art curriculum at every grade level. The development of appropriate and effective lesson planning skills is also stressed. Students build on their observation of diverse student populations in area schools.
The purpose of this course is to examine child development through the lenses of strategic learning and instructional practices. Students will learn core content and key strategies which include planning, instruction, assessment, classroom management, and discipline as starting points to gain the knowledge, dispositions, and skills necessary to contribute to student learning and achievement. Students will study different developmentally appropriate teaching models, and the competencies required for developing partnerships with families and the school community. This course also prepares prospective teachers to utilize critical, creative, and systems thinking; collaborative skills; and information and communication 636
This course is designed to give prospective teachers an in-depth introduction to the field of education by examining the diverse roles and responsibilities of teachers. Contemporary theories, issues and problems will be discussed in light of recent research and best practices in teaching and learning. Students will learn basic models of effective teaching, methods to assess student achievement, the influence of standards, and efforts to reform schooling. The Charlotte Danielson framework will be studied to further develop classroom observation and analysis skills and to address the required state competencies to satisfactorily complete the field experiences in preparation for student teaching.
This course is designed to examine four essential questions relative to the continued existence of public schools. These questions will initiate discussion on the personal and societal responsibilities for education. 1. What is the purpose of schooling? 2. Who is responsible for our schools? 3. What should be taught? 4. How do we address the problem of inequity in our schools? The course will conclude with the submission by each student of a five-page personal philosophy of education which includes responses to each of the four essential questions. .75 credits.
This course is focused on teaching prospective teachers' essential skills and strategies for managing individual student and group behavior in the PK-4 classroom. You will learn specific techniques and you must demonstrate the use of these techniques to successfully pass the course. Students will have opportunities to practice and demonstrate basic classroom management skills in class and through targeted assignments. This course is designed to help teachers understand why young children behave as they do in the classroom. Major concepts such as the drive to belong, private logic, birth order and Goals of Misbehavior, logical consequences, reflective listening, questioning skills and class meetings will be explored in detail.
This course is designed to explore the various aspects of development of children pre-k-4th grade. A special emphasis will be placed on defining the aspects of the whole child and how each person is unique in their own development.
Students will explore the effective use of technology in the K-12 classroom environment. Topics covered will include computer hardware and software terminology and functions; a wide variety of educational applications; the use of technology to facilitate differentiation and the use of higher order thinking skills; 637
Technology has become a key component in the classroom today and it is imperative that teachers have a solid understanding of how best to utilize this important tool. Students in this course will explore the effective use of technology in the K-12 classroom environment, covering a wide variety of educational applications and websites. The course will also address the use of technology to facilitate differentiation, critical thinking and problem solving; developing media and information literacy skills; effective use of the internet for information, communication and collaboration; policies and procedures; and current issues and trends in the field. The format of the course will be a combination of virtual and live discussion and collaboration as well as hands-on lab time.
The focus of this course will be on the classroom teacher’s role in establishing a learning environment that promotes children's expressive abilities across the PK-4 age band. Emphasis will be on the "teacher as student", taking risks to learn new things and understanding what it feels like to be a beginner. Student/teachers will expand their ability to design and conduct age-appropriate art and music experiences for their PK-4 students in a way that builds on a child's natural enthusiasm for art and music in order to introduce core concepts. We will examine how national and state standards and goals can be combined with core curriculum objectives to create highly engaging lessons that make connections between the visual arts, musical arts and other disciplines.
The elementary classroom teacher will have in-depth opportunities to learn about and promote children’s motor skills and health related habits across the PreK-4 age band. Numerous topics will be covered, including, but not limited to; priorities for high quality and meaningful physical activity and its relationship to learning, self-confidence and enjoyment, priorities for physical education and how its related to the Pennsylvania standards. The course will preview the overall health curriculum, especially focusing on, nutrition and related healthy choices, safety and preventing hazardous practices and environments. Both National and Pennsylvania standards regarding Physical Education, including the National Association for Sport and Physical Education will be examined and incorporated into their curriculum. Also, a brief theory and philosophy of ‘the value of play’ will be introduced to provide perspective on selecting valued activities for vital growth and age-appropriate development. Finally, a portion of the course will focus on hands-on opportunities of new and innovated techniques of meaningful kinesthetic movement throughout the elementary classroom teacher’s curriculum.
This course examines contemporary issues in education, including the political and social influences on schools. Students will examine relevant educational policy on the local, state, and national levels and the risk factors that many students must overcome to succeed in the classroom. Trends in curriculum, instruction, and assessment will be analyzed as students reflect on the research and best practices that contribute to effective schools, teaching and student learning. 638
The focus of this course will be the teacher’s role in establishing an academic field of study through which English Language Learners (ELL) are instructed in social, cultural, and academic language skills to improve her/his school performance. Instruction involves the teaching of listening, speaking, reading, and writing at appropriate developmental and proficiency levels with little or no use of the native language. Classroom and ESL teachers are expected to collaborate for the delivery of an effective learning experience utilizing various assignments, lesson plans, projects, assessments and/or field work. All grade levels (K-12) are discussed, but for these specific certification curriculum purposes, the PK-4 broad ban will be specified in all assignments and activities.
This course addresses the relationships among three fundamental aspects of the educational process: the subject matter of the curriculum, the diverse abilities of students, and the teacher’s responsibilities to design and implement instruction. Behavioral, social cognitive, developmental, neuropsychological, and constructivist learning theories that address pedagogy, student achievement and diversity, motivation, and assessment will be examined.
This is the first course in a sequence leading to candidacy for PA administrative certification as a K-12 school principal. The theories of leadership, organizational culture and planned change are studied. The principal as instructional leader, to improve teaching and learning, is investigated as well as the importance of school visions, missions, strategic planning and data-driven decision making. The role of the school principal in supporting curriculum and professional development and the research underpinnings of effective schools are reviewed.
This course focuses on the refinement of individual knowledge and skills ot enhance logical reasoning and thinking, reflective judgement, and problem-solving abilities. Students will interpret, analyze, and critically evaluate current and changing factors and events in society that influence the culture of schools and the educational issues that must be addressed to meet the diverse needs of students and their communities.
This course examines curriculum, instruction and assessment in the context of standards-based education. It provides school leaders with the ability to understand major curriculum design models, interpret school district curricula, initiate needs analyses, plan and implement a framework for aligning curriculum, instruction, and assessment. Standards and benchmarks, state and national influence, and curriculum assessments will be examined. Emphasis is given to providing knowledge and skills that will enhance pedagogy, effective school and classroom leadership, and creating a culture that supports learning.
This course provides teacher candidates with competencies and knowledge of current topics in special education as well as an historic overview of special education history and regulations, a general understanding of the IEP/IFSP and organization of special education programs, knowledge of specific disabilities and appropriate techniques in working with children with special needs. Teacher candidates will explore collaborative efforts of professionals, paraprofessionals, families, and community support to accommodate students with various disabilities.
This course is designed to introduce the concepts and issues related to public school finance and fiscal control. Key concepts will include the history of school finance; legal basis for finance and court challenges; technical aspects of school finance; implications of financial decisions on instruction; and sources of 639
This course will focus on the study of legal and ethical issues related to practical problems of school administration. Laws that pertain to public schools are reviewed, including constitutional laws, state laws and landmark court decisions that have helped to shape school law. The impact of school law on the formulation and implementation of school-based policies and procedures that directly affect educators and students, and the responsibilities that accompany legal rights, will be explored.
This course is intended to provide the teacher candidate with an in-depth understanding of laws and legal cases that determine current practices in the field of special education. In addition, teacher candidates will review state regulations, state forms, and explore websites providing information and support regarding students / parents / professionals in meeting legal requirements in the education of special needs students. Professional and educational organizations will be explored parents / professionals in meeting legal requirements in the education of special needs students. Professional and educational organizations will be explored,
This course provides a theoretical and practical overview of the supervision and evaluation of instruction. Evolving concepts of supervision of instruction are combined with opportunities to acquire skills to function in supervisory roles are introduced. The domains, current issues and best practices are studied to develop the practical skills for using the clinical process and developmental approach to supervision. Supervision and evaluation policies, procedures and professional growth opportunities are studied.
The course objectives are clear and specific expectations including preparation for each class leading to a stimulating and engaging setting for all present beginning with completed homework assignments from each student. In return, students may expect homework promptly graded and returned, and the instructor available (by appointment) for discussion outside of class in order to clarity questions, concerns, assignments, and evaluations.
Teacher candidates will demonstrate a competent ability in utilizing PreK through 4th grade language development foundations and literacy skills by connecting these guidelines with standards and instructional strategies through projects, lesson plan writing, research, and oral presentations.
TOTAL CREDITS 6 TOTAL CREDITS 3 SPRING - Second Year/Second Semester SUMMER - Second Year/Third Semester Course Code Credits Course Code Credits EDU 4518 Social and Political Issues in 3 EDU 4513 Teaching and Technology 3
Participants in this course will become knowledgeable about the nature and structure of language and how first and secondhand languages are developed and acquired. Basic concepts, scope, and methodology of the science of linguistics in its historical and descriptive aspects will be reviewed including topics and issues in current linguistic studies. Students will explore and develop a repertoire of effective ELL teaching strategies to become proficient at supporting students' secondary language and literacy development and academic achievement. 640
The purpose of this course is to introduce students to the theoretical bases of comprehension and meaningful vocabulary development with a focus on improving reading and writing skills across disciplines best practices in teaching, writing, assessing reading comprehension, and vocabulary development are integral components of this course.
This course provides an overview of the process for the development of a program of services for ELL students. Curriculum development and implementation; instructional design; and models of effective ESL programs in schools are studied. Special attention is given to appropriate educational goals and the adaptation of methods, strategies, resources, and materials to address the specific needs of ELL's to assist them achieve success in the classroom. Evaluation of varied curricular and teaching activities for diverse ELL's will be addressed.
Multicultural Literature addresses ILA Standard 4 (Diversity) through readings and discussion of writings by and about diverse cultures, ethnicities, religions, genders, and socioeconomic groups. We will work together to critically examine K-12 literature and the context in which it is read. Categories of differences will be considered to explore relationships between us and others including interpersonal and institutional relationships. This course is designed to engage us as critical readers and consumers of K-12 literature.
This course examines the educational theories, practices, and research related to the education of English Language Learners (ELL) and Bilingual Education. Current trends and key issues that contribute to effective teaching and learning for ELL's in the classroom are studied in addition to the linguistic, cultural, and social needs of students who are speakers of languages other than English.
The increase in ethnic diversity has caused many educators to expand their knowledge of multicultural education in schools. Students in this course will study the process that creates a culturally responsive classroom to embrace and maximize student diversity in a positive manner which increases academic achievement. They will develop the attitudes, knowledge, and skills to work effectively in schools that are diverse in terms of race, ethnicity, gender, ability, language, socioeconomics, and family configurations. Furthermore, students will work together to gain theoretical and practical knowledge and resources applicable in any K-12 setting.
This course is designed to study best practices and strategies employed by elementary school teachers that are effective in motivating children to acquire informational skills and develop modes of reasoning, unique to the curricular areas of Social Studies and Science. The emphasis is on addressing current scientific and technological issues and developments within society through literature. This course bridges theory and practice, providing hands-on experience in the application of constructivist learning theory to designing and delivering effective classroom experiences. Methods for teaching elementary school science are explored including strategies and technologies to support student learning as defined by the state and national science standards. Inquiry-based model of learning and assessment emphasized. This course is an interdisciplinary approach to studying science and social studies which incorporates theoretically sound methodologies that emphasize inquiry and discovery-based approaches for assisting pupils to become independent thinkers and learners. Coursework, field experiences, assessments, and intervention strategies will be addressed through the development of strong reading skills and habits. The graduate students are expected to plan, author, and present instruction plans to demonstrate the use of various methods, techniques, and materials and expand their understanding of the fields of social studies and science. 641
This course presents an overview of the theoretical and practical aspects of the study of literature for children and adolescents. Students will develop both a wide familiarity with children's/adolescents' books as well as an understanding of how literature can be used in elementary/middle/secondary school curricula. Students will complete individualized course projects that focus on literature in specific classroom, research, critical, theoretical, home, community, and/or professional contexts.
This course focuses on preparing perspective Pre-K-4 teachers for the rigors of instruction in mathematics. The course is designed to enable new teachers to understand core math knowledge and to use effective instructional strategies. Students will develop both the skills to stay current using research concerning best practices for content instruction, and the ability to effectively deliver core academic content. Students will investigate the NCTM standards and spend considerable time engaged in classroom activities connected directly to numbers and operations, algebra, geometry, measurement, data analysis, and probability. Additionally, students will explore the importance of developing children’s problem solving, reasoning and communication skills. Students will demonstrate both direct and inquiry instructional strategies. Requirements include access to the internet, selected readings, discussion, class work, writing assignments, presentations, and reflections. Additionally, students will explore the importance of developing children’s problem solving, reasoning and communication skills. Students will demonstrate both direct and inquiry instructional strategies. Requirements include access to the Internet, selected readings, discussion, class work, writing assignments, presentations, and reflections.
This course will introduce students to current best practices in classroom assessment and explore the critical role that assessment plays in the teaching and learning process. Understanding of the use and purpose of formative and summative assessment strategies will be developed, with an emphasis on providing feedback and making adjustments to instructional practices. The link between assessment and grading will also be discussed. Assessment will also be viewed in light of No Child Left Behind (NCLB) and the emphasis on data-driven decision making and standards-based instruction. Concepts related to assessment and measurement, such as validity, reliability, and other statistical measures will also be explored.
The purpose of this course is to acquaint students with the theoretical bases and the nature of differences in literacy acquisition. The developmental nature of literacy growth and the importance of instruction within the learner's zone of proximal development will be explored. How literacy differences are influenced by social, emotional, psychological, physical, and educational factors will be investigated. Best practices in teaching, supporting, and assessing students with literacy difficulties will be an integral part of the course.
Participants in this course will engage in explorations of action research in theory and practice in relation to serving as an administrator or teacher in their school. Students will make connections between their theoretical understandings of research and their own emergence as practitioner researchers in educational settings. Participants will view themselves as producers of knowledge who can learn more about administration or instruction by studying their own experiences to improve school effectiveness and student learning. They will have an opportunity to identify a problem in their school, or practice, devise a plan, gather and analyze data, report results and develop implications for their future administrative or teaching practices and action research. 642
The Literacy Practicum and Seminar focuses on assessment and instruction of students experiencing literacy difficulties. A required field experience is scheduled across elementary and secondary levels under the supervision of a licensed Reading Specialist or other certificated mentor. Program participants will provide individualized and small group instruction at assigned schools and will meet on a regular basis with their college supervisor, or instructor, in a seminar format for additional instruction and support to attain and demonstrate the competencies and performance levels of effective Reading Specialists.
Student Teaching represents the culminating experience in the teacher preparation program. It consists of a 14-week placement and is a full-time responsibility. Students are placed in an approved school system and are mentored by a Cooperating Teacher selected for their classroom expertise. A College Supervisor is assigned to serve as the primary liaison between the college and school. College Supervisors also plan a schedule of Seminars during the semester, on timely topics, to support the student teacher. Student Teaching performance will determine whether the student is recommended to the Pennsylvania Department of Education for an instructional I certificate.
TOTAL CREDITS 10 470
Students pursuing a Master of Arts in Education have the option to complete a thesis as part of their graduate education degree program. Students will conduct major in-depth research of an approved personal interest topic that will contribute to the knowledge base of the chosen field. A faculty member serves as the student’s advisor to provide guidance in completing the study. A final oral presentation to M.A. in Education faculty and student colleagues is required.
Source: Rosemont College's catalog, linked per course · table learning_unit · CourseShelf publish 59
