87 courses with the subject SED, 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.
SED 100Instruct Technology Latin America (Education)3
Credit(s) Students will explore integrating technology through grades PreK-12 in both Latin America and the United States. This course will provide skills on selecting assistive technologies, computer programs, and mobile technologies for diverse learners. Instructional technologies for both traditional and online learning will be examined. Students will also be exposed to a variety of video and audio technologies. This course will include equipment and costs, as well as explore its potential impact on learning.
Before studying abroad, class will meet through Zoom and/or a classroom for our 15 hours of seat time. Fee.
SED 110Found’ns of Education & School Law (Education)3
Credit(s) As an introduction to teaching certification process, it is designed specifically for education majors, and the general intent is to present interpretive uses of knowledge germane to education through normative and critical reflection of its global, historical, and philosophical contexts. Activities emphasize the role of schooling in cultivating the habits necessary for democratic citizenship, including efforts to secure equitable social relations, as well as trends in mindfulness, social - emotional learning, and trauma-informed pedagogy. Clearances and fieldwork required.
SED 118Prin. of Instructional Technologies (Education)3
Credit(s) General information for teachers on integrating modern technology in PreK-12 classrooms. The use of current equipment, assistive technology, computer programs, Web 2.0 applications, and mobile technology to enhance teaching and learning in both traditional and online classes are explored and evaluated.
SED 201Instr’l Strat for Inclusive Ed (Education)3
Credit(s) Since the inception of inclusive schooling, teachers have used a wide range of instructional strategies not only to meet the academic needs of diverse learners, but also to inspire feelings of safety, excitement, and motivation. The purpose of this course is to prepare students seeking certification in secondary content areas, including art and modern languages, for planning instruction across the curriculum. By differentiating instruction-that is, by using democratic practices to develop learning experiences that challenge and support all students-teachers are more likely to reach their students in meaningful ways. Topics include assessment, classroom management, and technology. A “B” or higher is required for formal admission to the Education Program. Clearances and fieldwork required.
SED 202Teaching Strategies PreK to Grade 4 (Education)3
Credit(s) This course presents the learning theories, teaching and learning approaches of early childhood education, the Pennsylvania and NAEYC professional standards, code of ethics, and the skills necessary to succeed in meeting the needs of young children. Instructional content and diverse approaches in early childhood education are presented. Discussions of early literacy, spiritual development, discipline, diversity, anti-bias strategies, culturally responsive practices, trauma, and family relationships. Emphasis on NAEYC’s developmentally appropriate practices. A “B” or higher is required for formal admission to the Education Program. Clearances and fieldwork required.
Credit(s) Educational philosophies and instructional strategies for children with special needs. Topics focus on specific characteristics of various disabilities, cultural and language barriers, gifted and talented, current legislation, inclusion strategies, and current issues in the field. Field experience is a required component of this course. Required Clearances.
SED 206Typical & Atypical Growth Develop (Education)3
Credit(s) Examines human development from conception through adolescence. Typical and atypical physical, cognitive, and social-emotional development of children and adolescents, development in areas of physical, sensory, and motor development, atypical behavior, and mental health issues as they relate to and impact children with and without special needs are presented. Clearances and fieldwork required.
SED 208Characteristics and Strategies I (Education)3
Credit(s) Examines the characteristics and causes of high incidence disabilities. Emphasis is placed on identification, learning needs, instructional strategies, programming, assessment practices, transition, research, and current practices. Field experience is a required component of this course. Required Clearances.
SED 209Characteristics and Strategies II (Education)3
Credit(s) Examines the causes and characteristics of individuals with severe and profound disabilities. Emphasis is placed on identification, legal issues, programming, assessment, instructional models, transition, research, and promising practices. Field experiences required. Required Clearances.
Credit(s) This course includes the Pennsylvania Core Standards, trends, materials, state standards, and approaches for the teaching of science/health concepts and processes in elementary education. Active engagement in science/health experiments/presentations and procedures within a laboratory approach and inclusion strategies for students with physical disabilities are presented. Field experience is a required component of this course. Required Clearances.
Credit(s) Lesson planning for the teacher of elementary social studies based on Pennsylvania Core Standards and NCSS Standards is stressed. Instructional techniques for the teaching of history, geography, civics, and economics to diverse learners receive major focus. Focus is on professionals and professional organizations, the use of curricular materials and technology, and inclusion strategies for students with emotional and behavioral disabilities. Field experience is a required component of this course. Required Clearances.
Credit(s) Students will explore current definitions of children’s spirituality, examine theological foundations of children’s spirituality; and discuss current theories on children’s spiritual development. The course will also analyze emerging research focusing on children’s spirituality and introducing mindfulness for young children and educators. Most importantly, students will explore a variety of ways to nurture spiritual development and spiritual intelligence in the classroom with recommended various approaches to the use of spirituality with young children in the classroom and home with families. Required Clearances.
Credit(s) Brain research has yielded a great deal of information about how students learn best. This course will explore this research and how it impacts the classroom. The course will examine the five senses, memory, gender, sleep, exercise, and many more factors that effect learning. Students will develop brain-friendly lessons and adapt classroom activities to maximize student learning. Field experience is a required component of this course. Required Clearances.
SED 232Soc Studies - Study in Latin America (Education)3
Credit(s) Students will investigate similarities and differences between the education system in Latin America and the United States. Lesson planning, technology, and the use of curricular materials and for the teacher of elementary social studies is stressed. Instructional techniques for the teaching of history, geography, civics, and economics to diverse learners receive major focus. Inclusion strategies for students with emotional and behavioral disabilities are examined. Field experience and clearances are a required component.
Credit(s) Creative drama and the value of play and music in early childhood education by enhancing artistic sensitivity through art and music, developing self-awareness, and integrating mental and physical activity will be examined. This course has been developed in collaboration with the Modern Language program via a UISFL Grant and assessments in this course support learning outcomes, linked to the Certificate Program in African & African Diasporic Studies. Field component required. Required Clearances.
SED 240Parent and Family Conferencing (Education)3
Credit(s) The effect of a child on a family is investigated. Students acquire knowledge and skills in involving parents in the educational development of programs for their children. The course is designed to develop effective techniques for conferencing, problem-solving, and establishing good working relationships with (para-)professionals and with parents/family members of children and the involvement of community resources. Field component required. Required Clearances.
SED 245Functions of Special Ed Classroom (Education)3
Credit(s) This course will explore: overviews of learning support, emotional support, autistic support, life skills support and resource classroom settings; teacher preparation and strategies to adapt the classroom environment to meet the physical, academic and emotional needs of students (from grade PK - grade 12, or up to age 21); behavior and transition plans; written communications and collaboration strategies with interdisciplinary professionals including paraprofessionals, co-teachers, and families; advocacy skills; teacher leadership and coaching strategies; reflective and mindful practices for self-care; and strategies for understanding trauma in adolescence and building resilience for the trauma-sensitive special education classrooms. Required Clearances.
SED 205 , SED 208 , and SED 209 . Fee. Writing Intensive Course.
SED 255Constructing the IEP (Education)1
Credit(s) This course is designed to expand a student’s knowledge of the theory, process, and practice related to the Individualized Education Program (IEP) that is required for students in special education. Students will examine IEP writing through the lens of a collaborative process that focuses on the needs of the individual student.
Credit(s) The course examines studies of and experiences in the planning and administration of developmentally appropriate early care and education programs. Topics covered include developing leadership and communication skills for effectively administering and supervising an early care program, creating policies and procedures, explaining legal issues which impact programs, interviewing and hiring new personnel, conducting professional development for staff and families, managing change, grant writing, and planning and evaluating fiscal responsibilities. Field component required. Required Clearances.
SED 288Linguistic & Cultural Diversity (Education)3
Credit(s) Learning is influenced by linguistic and cultural differences. Rather than framing these differences as a fixed or tangible set of qualities that somehow predicts or controls student achievement, it is important for teachers to develop more conceptually sophisticated understandings of how language and culture affects educational outcomes for diverse learners. The purpose of this course, which foregrounds issues of diversity, equity, and inclusion, is to prepare preservice teachers for working with populations of students with whom they may have little personal or professional experience. Topics include navigating student identity, managing cultural transitions, and resolving differences.
Credit(s) Formal Review is a qualifying assessment that provides students with opportunities to demonstrate the professional competencies for teaching outlined by the Pennsylvania Department of Education. In addition to Issues of planning and preparation, classroom environment, and instructional delivery, this process also addresses the Code of Professional Practice and Conduct for Educators (22 Pa. Code 22 § 235). Upon review, students may: 1. Be formally admitted to the Education Program and continue their course of study; 2. Be provisionally admitted, but must meet the GPA, coursework, or other clinical requirements before taking upper-level courses; or 3. Be counseled Into other majors.
Credit(s) This is a field experience for those pursuing Pre-K to Grade 4 certification. Students work in area school classrooms one day per week per term. Formal admission into the Education Program required. Required Clearances.
Credit(s) This is a field experience for those pursuing secondary certification. Students work in area school classrooms one day per week per term. Formal admission into the Education Program required. Required Clearances.
Credit(s) Practicum students are placed in a classroom setting for one or more hours per week (15 hours total) to observe reading being taught. The students in this field experience interact with children who are learning to read and record observations on pupil behaviors, needs, and methods of teacher responses and instruction based on Pennsylvania Core Standards. Formal admission into the Education Program required. Required Clearances.
Credit(s) This is a companion course for all secondary methods courses. In this early field experience, pre-service students work with secondary content specialist teachers in area schools for one day per week per term. Formal admission into the Education Program required. Required Clearances.
SED 222 , SED 314 , SED 319 , SED 320 or SED 323 .
SED 306Curriculum Development (Education)1
Credit(s) Curriculum development is a reflective and intentional process requiring educators to design meaningful, equitable, and standards-aligned learning experiences. This course introduces teacher candidates to curriculum design, standards alignment, assessment planning, and differentiation. Students will analyze curriculum and develop instructional units grounded in best practices.
Credit(s) Explores the development of language and literacy in the pre-K child. Comparison of theoretical aspects of language and literacy to practical school-based situations. Development of spoken language emphasized: syntactic, morphological, phonological, semantic, and pragmatic components of language. Authentic assessment of language development, strategies for teaching vocabulary to young students, learning ways to differentiate instruction to meet the needs of diverse students, and supporting the oral language development of all students are addressed. Field experience is a required component of this course. Formal admission into the Education Program required. Required Clearances.
Credit(s) For the teacher of elementary math, this course focuses on the investigation of current issues, curriculum models and approaches, assessment and instructional practices, professional organizations, and literature for teaching mathematics to meet the needs of diverse elementary learners including students with high incidence disabilities. Emphasis is on approaches and materials for effective instruction and evaluation according to the National Council of Teachers of Mathematics and Pennsylvania Core Standards. Field experience is a required component of this course. Formal admission into the Education Program required. Required Clearances.
SED 327Reading in Secondary Content Area (Education)3
Credit(s) Content area reading is broadly described as the reading that students need to be able to complete for a particular subject area, such as math, history, or science. The reading associated with content area courses-e.g., mathematical proofs, paleographic texts, and lab reports-reflects not only the philosophical underpinnings of these subjects, but also the specific text structures used by those practicing in the field. The purpose of this course is to prepare preservice teachers to adapt secondary content area texts to support their students, especially those with diverse needs and learning difficulties, in order to facilitate their learning of the content area curriculum.
Credit(s) Learning to read, reading to learn, and reading assessment; comprehension strategies; reading instruction; and integration of computer technology are addressed. Methods and materials needed to promote reading achievement in content subjects by the early childhood classroom teacher based on Pennsylvania Core Standards are presented. Field experiences required. Formal admission into the Education Program required. Required Clearances.
Credit(s) Becoming an effective educator requires more than extensive content knowledge and a desire to teach. It demands commitment, the willingness to learn, and a mastery of differentiated methods for instruction and assessment. In order to prepare prospective teachers to meet the challenges of today’s classrooms, this course presents a theory-to-practice approach that emphasizes the latest in secondary theory and research. Topics include authentic, integrated, and interactive teaching methods.
Credit(s) Assessment and evaluation are the cornerstones of differentiated instruction. Assessment is the process of documenting students’ knowledge, skills, and dispositions in measurable terms, while evaluation is the process of making value judgments-i.e., assigning grades-based on what students know, believe, or are able to do. The purpose of this course, which explores these processes in-depth, is to provide preservice teachers with opportunities to design and implement various types of assessments. Topics include differentiated, performance, and value-added assessment, as well as competitive, norm-referenced, and criterion-referenced evaluation. Required Clearances.
Credit(s) Techniques and strategies for managing student behavior in the classroom. Special emphasis on the techniques and strategies most effective with students who are behaviorally disordered. Effective parent conferencing techniques are emphasized. Field component required. Formal admission into the Education Program required. Required Clearances.
Credit(s) This course examines the characteristics and instruction of individuals identified with high and low incidence disabilities (from grades PK - 12, or up to age 21) and is designed to prepare teachers to work with these individuals in various placements. Topics include methods of identification, evaluation, and placement of students diagnosed with disabilities, learning needs and instructional techniques, positive behavior support plans, individualized programming, use of technology, and current educational issues.
Credit(s) Becoming an effective educator requires more than extensive content knowledge and a desire to teach. It demands commitment, the willingness to learn, and a mastery of differentiated methods for instruction and assessment. In order to prepare prospective teachers to meet the challenges of today’s classrooms, this course presents a theory-to-practice approach that emphasizes the latest in secondary theory and research. Topics include authentic, integrated, and interactive teaching methods.
SED 432Pre Student Teaching Clinical Lab (Education)1
Credit(s) The purpose of this course is to assist students in the transition from being a full-time college student to becoming a full-time student teacher. Throughout this experience, which bridges the gap between theory and practice, students will have opportunities not only to demonstrate the knowledge and skills that they have acquired from content-area and methods courses, but also to reflect on the dispositions that they have developed toward teaching throughout the teaching certification program. Required Clearances.
Credit(s) This course is a seven-week student teaching experience. (See SED 434 for full description.) This course is for those seeking dual certification only. Required Clearances.
Completion of all courses required for certification; “B” or better in SED 201 or SED 202 ; cumulative grade point average of 3.0 or better; and approval of Education faculty.
Corequisite
SED 435 for all; SED 436 is also a
SED 434Student Teaching (Education)12
Credit(s) This is a 14-week student teaching experience for students who are earning a single area of certification. Students are expected to plan and employ lesson designs based on Pennsylvania Core Standards under the guidance of a cooperating teacher in an area school. Transportation is the student’s responsibility. Required Clearances.
Completion of all courses required for certification; “B” or better in SED 201 or SED 202 and SED 432 ; cumulative grade point average of 3.0 or better; and approval of Education faculty.
Corequisite
SED 435 for all; SED 436 is also a
SED 435Student Teaching Seminar (Education)1
Credit(s) This is a seminar that emphasizes the professional responsibilities found in the companion course, the student teaching experience SED 433 or SED 434 . The Pennsylvania Code of Ethical Behavior is examined. Additionally job search strategies, portfolio development, and professional competencies comprise the topics for discussion in this course.
Completion of all courses required for certification; “B” or better in SED 201 or SED 202 ; cumulative grade point average of 3.0 or better; and approval of Education faculty.
Corequisite
SED 433 or SED 434 . Permission Required.
SED 436Sr Synthesis in Erly Child & Sp Ed (Education)1
Credit(s) This capstone course integrates theory, research, and practice in education (PreK to Grade 4 and Special Education PreK-Grade 12) with the liberal arts knowledge base. Contemporary issues confronting education, best practice research, and inclusive principles of education are reviewed. The student’s e-portfolio, resume, and career plan are completed.
SED 500Principles of Curriculum & Instruct (Education)3
Credit(s) Introduction to the basic principles of curriculum and instruction. This course will explore curriculum development theory and practice. Principles of instructional design will be introduced. Planning instruction and an overview of effective evaluation will be included. Strategies for developing effective goals and learning objectives will be utilized in the creation of a comprehensive learning environment.
SED 560Legal Issues & Procedures in Sp Ed (Education)3
Credit(s) Students examine processes and procedures required in determining eligibility and delivery of special education services as dictated by federal and state law. Topics include screening procedures, assessments (authentic, formative, summative, diagnostic, benchmark), IEP development and evaluation, Section 504 of the Rehabilitation Act, Americans with Disabilities Act, the Individuals with Disabilities Education Act (IDEA), Response to Intervention (RTI), inclusion issues, disciplinary procedures, and transition-related legislation in fields of special and vocational education. Field component required. Required Clearances.
SED 565Interventions: Reading, Writing, Math (Education)3
Credit(s) Application of research on teacher effectiveness, intensive intervention instructional practices, and delivery methods for students through grade 12 with mild and severe disabilities is explored. Topics include intervention strategies in reading (all content areas), writing, and math; RTI tiers; self-regulation cognitive strategies; memory; motivation; and UDL. Field component required. Required Clearances.
Credit(s) Topics of study include process and procedures for identifying key special education transition points; developing effective techniques for creating a collaborative culture of support among special education professionals, parents, and related service personnel; and determining how that team will ensure that students have the services and support required for safe and successful transitions. Field component required. Required Clearances.
Credit(s) Students will have the opportunity to explore critical trends and topics in the field of curriculum studies and alternative instruction. This course provides students with the opportunity to leverage mobile technology resources in the development of foundational skills for designing and developing significant learning experiences for all learners. Students will build upon an appreciation of curriculum studies through the development of innovative skills surrounding alternative instruction in the workplace. Students will earn Apple Teacher Certification for the iPad in this course.
Credit(s) This course provides a rationale for the need to develop 21st-century skills among our students and workforce. It presents the key 21st-century skills, collaboration, knowledge construction, self-regulation, problem-solving and innovation, information and communications technology (ICT) for learning, skilled communication. It explores what learning looks like in the 21st century and how innovative teaching practices can support student/employee learning to develop these skills.
SED 661Found of Critical & Cultural Lit (Education)3
Credit(s) This course serves as an introduction to the theories and models of the reading process. Students will be introduced to the elements of effective literacy instruction from different social, cultural, and historical perspectives. This course also explores the major approaches and techniques for developing literacy that contemporary research and practice have proven successful. Students will critically examine these theories and models and critique their strengths and weaknesses. Additionally, the major components of reading development, such as phonics, syllabic analysis, fluency, spelling, and high-frequency sight words will be examined so that teachers can develop a critical repertoire of approaches and techniques.
Admission to the Critical & Cultural Literacy, M.Ed. program.
SED 662Language Systems (Education)3
Credit(s) This course provides an introduction to the nature and study of human language and offers a summary of contemporary literacy research and instructional approaches that relate to language and language systems. In particular, it focuses on the historical development of English, provides critical and sociocultural perspectives of English language learners and speakers of dialects, and catalogues instructional approaches for encoding and decoding. In addition to exploring the contribution of memory and attention to early learning, students will also consider what it means to learn, speak, and understand language.
Admission to the Critical & Cultural Literacy, M.Ed. program.
SED 663Culturally Responsive Teach Strat (Education)3
Credit(s) Culturally responsive pedagogy is less about using a set of specific strategies for working with diverse populations of students and more about adopting a mindset that affirms their identities, honors their experiences, and holds them to high expectations. The purpose of this course, which uses case studies to illustrate how research-based, culturally-responsive practices can enhance student learning, is to provide teachers with additional strategies for meeting the cognitive, motivational, and linguistic needs of all learners. In addition to teaching phonemic awareness, phonics, fluency, vocabulary acquisition, and comprehension, principles for delivering supplemental reading interventions, writing instruction, and new literacies are also addressed.
SED 661 . Admission to the Critical & Cultural Literacy, M.Ed. program.
SED 664Critical Literacy (Education)3
Credit(s) This course provides teachers with strategies for motivating and challenging students to become critically literate. By taking a critical approach to literature-that is, by questioning assumptions, considering multiple perspectives, and situating texts in a variety of social, historical, and political contexts-students can draw their own conclusions about power relations and take action responsibly. Rather than focusing on the classic elements of literature, such as plot, setting, and characterization, this course examines the persuasive and pervasive nature of language itself by framing students’ experiences as personal and cultural resources, promoting issues of equity and social justice, and exploring the interplay of resistance, reflexivity, and conscious engagement.
SED 661 . Admission to the Critical & Cultural Literacy, M.Ed. program or Master of Arts, Teaching Secondary program.
SED 665Leadership Coaching & Prof Develop (Education)3
Credit(s) While reading specialists are primarily tasked with language development, they are also responsible for helping their students become critically, culturally, spiritually, and visually literate. In addition to maintaining multi-tiered systems of support, navigating technological issues, and advocating for inclusive practices, they also expected to serve as leaders, coaches, and general resources for other educators. The purpose of this course is to familiarize teachers with the complex role of literacy professionals and provide them with strategies for developing school, family, and community partnerships. Topics include grant writing, designing professional learning experiences for teachers, and working with external agencies to develop comprehensive literacy programs.
SED 661 . Admission to the Critical & Cultural Literacy, M.Ed. program.
SED 667Spiritual Literacy (Education)3
Credit(s) The purpose of this course is to introduce students to spiritual literacy. Students will explore various genres and forms of literature, including picture books, chapter books, nonfiction, and traditional literature in this context. Students will examine practices of spiritual literacy and investigate topics such as family diversity, disabilities, death, race, trauma, and social-emotional wellbeing. Students will also develop an understanding of literacy strategies for supporting struggling readers and examine ways to use spiritual literacy to address sensitive issues.
SED 661 . Admission to the Critical & Cultural Literacy, M.Ed. program.
SED 668Literacy Assessment & Intervention (Education)3
Credit(s) This course describes a variety of formal and informal strategies for advanced literacy assessment. Specifically, students will learn how to select, administer, and interpret them, as well as how to use the results to plan and implement appropriate reading interventions and instructional activities for diverse populations across the curriculum. This course also provides students with an introduction to the Response to Intervention (RTI) model and its application in various contexts.
SED 661 . Admission to the Critical & Cultural Literacy, M.Ed. program.
SED 669Visual Literacy (Education)3
Credit(s) Visual literacy, the ability to interpret and make use of visual images, is a complex act of meaning making that provides learners with opportunities to make connections, synthesize information, and critique the world around them. In much the same way that critical literacy is less about acquiring skills for reading and writing and more about questioning intentions and searching for alternative perspectives, visual literacy is concerned with issues of power, marginalization, and social action. The purpose of this course, which takes a scholarly approach to aesthetics and iconography, is to provide teachers with tools for integrating visual literacies with textual ones and incorporating visual resources across the curriculum.
SED 661 . Admission to the Critical & Cultural Literacy, M.Ed. program.
SED 670Reading Specialist Practicum (Education)3
Credit(s) After completing the foundational coursework (M1 - M4), students will assist struggling readers during an in-person clinical practicum. Throughout this experience, which bridges the gap between theory and practice, students will have opportunities not only to demonstrate the knowledge and skills that they have acquired for differentiating reading instruction across the curriculum, but also to reflect on the dispositions that they have developed throughout their time in the Critical & Cultural Literacy Program. Each student will be paired with an on-site mentor who will coordinate tutoring opportunities, assess their performance, provide them with substantial feedback, and communicate regularly with Program Faculty.
SED 661 , SED 662 , SED 663 , SED 664 , SED 665 , SED 667 , SED 668 and SED 669 . Admission to the Critical & Cultural Literacy, M.Ed. program. Fee.
SED 671Reading Specialist Seminar (Education)3
Credit(s) In addition to guiding teachers through the final stages of becoming Literacy Professionals and certified Reading Specialists, this seminar also provides them with a space to reflect, collaborate, and troubleshoot their experiences in the Reading Specialist Practicum with a cohort of their peers. This is a time to give and get support, to celebrate, and, at times, to commiserate: all of which is important for cultivating the type of professional community that helps sustain and motivate educators at all levels of experience. Other activities include preparing for the Reading Specialist Praxis (5301) by answering practice questions and responding to case studies, completing an Exit Survey, and assembling the Program Portfolio.
Credit(s) The purpose of this course, which takes a holistic approach to sustaining pedagogy, is to introduce students to the historical, political, social, and legal foundations of education in the United States. In addition to offering multiple perspectives on complex issues such as restorative justice and school choice, it provides them with practical skills for setting instructional outcomes and planning coherent lessons that align with the academic standards described by the Pennsylvania Department of Education.
SED 682Culturally-Relv Sustaining Pedagogy (Education)3
Credit(s) This course focuses on practices for culturally-relevant and sustaining education. Students engage in critical conversations with families, integrate multiple perspectives into learning experiences, and recognize diversity as an asset. This course is also designed to prepare teachers with critical understandings of culturally responsive practices in order to meet learners’ needs at the intersection of culture and special needs. Students are introduced to the NAEYC standards and strategies for trauma-sensitive classrooms.
Credit(s) This course provides aspiring teachers with the knowledge and skills they need to teach elementary English and social studies: e.g., early literacy, citizenship, and history. Each unit begins with an exploration of content area standards, addresses best practices for linking planning, instruction, and assessment, and ends with hands-on experiences in local schools. Participants will practice differentiating instruction for individuals and groups, assessing student work, and evaluating the effectiveness of a lesson.
Admission to the Sustaining Pedagogy MAT program, SED 681
SED 684Structured Literacy I (Education)3
Credit(s) This course focuses on the development of language and early literacy in children from birth to age 9. Students will investigate research-based strategies for enhancing children’s language skills, the correlation of a child’s early language development to emergent literacy and future academic success, assessment methods for determining student understanding and progress, and ways to differentiate instruction to meet the needs of diverse learners.
Admission to the Sustaining Pedagogy MAT program, SED 681
SED 685Instructional Strategies II (Education)3
Credit(s) This course provides aspiring teachers with the knowledge and skills they need to teach elementary science and mathematics: e.g., early ecology, geometry, and probability. Each unit begins with an exploration of content area standards, addresses best practices for linking planning, instruction, and assessment, and ends with hands-on experiences in local schools. Participants will practice differentiating instruction for individuals and groups, assessing student work, and evaluating the effectiveness of a lesson.
Admission to the Sustaining Pedagogy MAT program, SED 681 , SED 683
SED 687Structured Literacy II (Education)3
Credit(s) This course teaches introductory concepts related to the five components of reading: namely, phonemic awareness, phonics, fluency, vocabulary, and comprehension. Six manageable shifts for bringing the Science of Reading into balanced literacy classrooms are introduced, including rethinking how reading comprehension begins, recommitting to phonemic awareness instruction, and reinventing the ways we use MSV (meaning, structure, visual) as a three-tiered system.
Admission to the Sustaining Pedagogy MAT program, SED 681 , SED 684
SED 688Restorative Practices (Education)3
Credit(s) Based on the elements of sound and universal design, this course provides students with the skills they need to differentiate assessment and classroom management practices across the elementary curriculum. In addition to outlining methods for integrating learner preferences, cognitive styles, and multiple intelligences, it addresses deconstructing the standards, writing selected- and constructed-response exams, and implementing conflict-resolution strategies that prioritize relationship building.
Admission to the Sustaining Pedagogy MAT program, SED 681
SED 689Creative Thinking: Art, Mov, Play (Education)3
Credit(s) This course focuses on strategies for fostering creative thinking. It teaches how to develop, implement, assess, and modify curriculum in the arts and humanities using both traditional and contemporary technologies. Students will learn how to utilize creative arts and play as central approaches to teaching and learning. Creative drama and the value of play and music in early childhood education are examined by enhancing artistic sensitivity through art, music, and integrating mental and physical activity.
Admission to the Sustaining Pedagogy MAT program, SED 681
SED 690Student Teaching (Sustaining) (Education)3
Credit(s) This course pairs preservice teachers with classroom mentors for twelve weeks. This is a full-time experience, and students will assume full responsibility as demonstrated by effective methods for planning, classroom environment, instruction, assessment, and professionalism. In addition to providing students with the chance to demonstrate the
Admission to the Sustaining Pedagogy MAT program, SED 681 , SED 682 , SED 683 , SED 684 , SED 685 , SED 687 , SED 688 , SED 689 Fee.
SED 691Action Research Seminar (Education)3
Credit(s) In addition to providing preservice teachers with support during student teaching, this course prepares them to engage in action research that seeks transformative change in the context of critical reflection. By answering questions, such as whether or not a particular teaching strategy can improve student learning, educational research
Admission to the Sustaining Pedagogy MAT program, SED 681 , SED 682 , SED 683 , SED 684 , SED 685 , SED 687 , SED 688 , SED 689
Corequisite
SED 690
SED 692Secondary Methods I: Theory (Education)3
Credit(s) This course focuses on organizing dynamic classrooms and setting the stage for successful learning at the secondary level. In addition to discussing state and professional standards, academic language, and the teacher accreditation process, students will investigate issues of accountability, educational law, and theories for twenty-first century learning. Fieldwork required.
SED 693Secondary Methods II: Practice (Education)3
Credit(s) This course focuses on designing, sequencing, and organizing instruction to maximize student learning at the secondary level. In addition to developing lesson plans, creating assignments, and constructing tests, students will practice teacher-centered methods, including interactive exposition, and student-centered methods, including inquiry-based learning. Fieldwork required.
SED 710Special Topics in Elementary/Middle (Education)
Variable (1 - 3) Credit(s) Individualized study of selected topics related to elementary/middle education. Permission of the program director is required.
SED 715Special Topics in Special Education (Education)
Variable (1 - 3) Credit(s) Individualized study of selected topics related to special education. Permission of the program director is required. Permission Required. Repeatable for credit.
SED 727Adapt Curriculum Diverse Learners (Education)3
Credit(s) Examination and application of current methods and materials for making adaptations and accommodations for students as they read, study, and learn in the inclusive classroom. The course investigates differentiated instructional approaches to facilitate learning of the content area curriculum for all students. Field component required. Required Clearances.
SED 729Diversity, Accessibility, Inclusive (Education)3
Credit(s) Participants in the course will examine the needs of students with diverse backgrounds, learning styles, and abilities and participants will utilize inclusive strategies to create positive learning experiences where all learners feel equally respected and have access to learning.
Credit(s) Theoretical and practical study of individuals with emotional and behavioral disorders. Emphasis on the definition, characteristics, identification, intervention, educational approaches, research, and instructional strategies. Field component required. Required Clearances.
SED 735Ed Indv Low Incidence Disabilities (Education)3
Credit(s) Instruction of individuals with severe/multiple and/or physical disabilities (low incidence). Topics include collecting and interpreting diagnostic assessment data to design instruction and monitor progress, transitional programs, and current research. Field component required. Required Clearances.
SED 740Ed Indv High Incidence Disabilities (Education)3
Credit(s) Instruction of individuals with mild and moderate disabilities (high incidence). Topics include collecting and interpreting diagnostic assessment data to design instruction and monitor progress, characteristics of educational approaches, and current research. Field component required. Required Clearances.
SED 760Psych of Adult Learning & Behavior (Education)3
Credit(s) This course will explore adult learning and behavior theories. Students will discuss adult learning theories and learning styles and how to apply them to diverse learning environments. Topics include the process of adult learning and motivation and how to create effective instructional strategies across various workplace educational settings.
SED 765Curriculum Leadership & Coaching (Education)3
Credit(s) Students will explore standards, principles, practices, personal and organizational behaviors, and leadership approaches to the change process. Students will demonstrate ethical thinking and apply various contemporary theories of effective leadership to their professional practice. Special emphasis will focus on the performance of effective leadership including empowering others, building collaborative organizational cultures, making informed decisions and communicating them skillfully, implementing effective mentoring and coaching skills, and resolving conflicts.
Credit(s) This course investigates pertinent issues related to autism spectrum disorders and deals with the nature and dynamics of autism in relation to school, community, and home environments. Topics include definition and symptoms, family and professional relationships, behavior, multi-faceted treatment strategies, and constructive IEP/inclusion goals and objectives. Field component required. Required Clearances .
SED 860Instructional & Assistive Tech (Education)3
Credit(s) This course provides an overview of instructional and assistive technology. Learners investigate assistive technology as it relates to communication, mobility, education, recreation, vocation, independence, and therapy/rehabilitation. Course activities are designed to provide an overview of technology applications with a focus on basic, secondary, and postsecondary educational environments. Field component required. Required Clearances.
Credit(s) The focus of this course will entail the design and delivery of instruction. Activities will include instructional design models and implementation strategies. A variety of instructional delivery methods including online, mobile, hybrid, game-based, simulations, flipped, and e-learning.
Credit(s) Introduction to qualitative and quantitative research. Emphasis on elements of doing research and using products of research to support and enhance practice. Students will identify the characteristics of well-designed research including an overview of research intent and design methodology and technique. Students will be able to identify what methodologies for data collection and analysis may be used given the research questions, as well as write acceptably formatted research papers. Required Clearances.
Credit(s) Students review existing research in special education and complete 40 hours observing and teaching in a special education environment that connects to the research studies. Students plan and implement lessons based on the Pennsylvania Core Standards under the guidance of a cooperating teacher. Field component required. Required Clearances.
SED 941Middle Level Field Teaching Exper. (Education)3
Credit(s) The middle level teaching experience in grades 4-8 provides an opportunity for students to demonstrate competence in using instructional techniques and curriculum for grades 4-8. Students are expected to plan and implement lesson designs based on Pennsylvania Core Standards under the guidance of a cooperating teacher in an area school. Students must hold teacher certification. Required Clearances. Course requires a minimum of 45 hours in the field under the supervision of a certified teacher.
Credit(s) The course focuses on authentic problems and activities that require candidates to demonstrate their knowledge and understanding of designing and implementing learning opportunities that make connections to theory and practice. Students will focus on the perspectives, skills, and processes necessary for creating curriculum and/or learning opportunities within an organization during their practicum. Students will complete a 120-hour field practicum with related activities during the course. Clearances as needed.
