52 courses with the subject EDUC, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
EDUC 102(FYOC, FYDT) Educational Skills in a Global Society3
Within this course students will develop the abilities to gather, evaluate and disseminate information using digital technology and effective oral communication skills.
A course designed to increase a student’s proficiency in reading and research. The following skill areas will be covered: comprehension, vocabulary, expression, critical analysis, library and study skills. Students will be required to develop minimum computer competencies. Lecture and laboratory approaches are utilized with the emphasis on individualized instruction. Students must earn a C or better to receive credit.
WRTG 107 ) This course is designed to enable students to use statistics to solve problems and to communicate clearly the procedures employed and the results obtained. Students will be required to perform statistical computations and to write as a means of learning the course material. Topics covered include hypothesis testing, correlation, t-test and Chi-square test.
EDUC 142(D, S) Exceptional Lives3
A general overview of the field of special education, including historical background, philosophy, history, and legislation. A survey of mental, physical and emotional disabilities and giftedness. An overview of remedial and preventative educational practices with an emphasis on future directions.
This course provides students with an understanding of the teaching profession through an interdisciplinary examination of the historical, political, social, legal, economic, philosophical, and curricular dimensions of education in the United States.
Exploration of childhood in Western culture from a variety of philosophical, historical, religious, and aesthetic perspectives. Critical examination of texts and images as responses to perennial questions concerning childhood, human nature, education, and adult-child relations.
This course introduces students to the concept of middle level education. It enables students to make connections with middle level content areas, curriculum, and instructional planning. This course stresses reflective inquiry regarding a philosophy of and planning for middle level education.
This course examines the psychological basis of teaching strategies, classroom environment, learning, motivation, behavior, reinforcement, developmental theory and assessment for students, PreK-4. This course includes an overview of the diagnostic categories of special needs students as well as cognitive skill development to ensure achievement of students with disabilities.
(Prerequisite: Clearances required) This course examines the psychological basis of teaching strategies, classroom environment, learning, motivation, behavior, reinforcement, developmental theory and assessment for students, grades 4-12. It includes an overview of the diagnostic categories of special needs students as well as cognitive skill development to ensure achievement of students with disabilities. A field component is part of the course requirements.
Clearances required) This course examines the psychological basis of teaching strategies, classroom environment, learning, motivation, behavior, reinforcement, developmental theory and assessment for students, grades 4-12. It includes an overview of the diagnostic categories of special needs students as well as cognitive skill development to ensure achievement of students with disabilities. A field component is part of the course requirements.
EDUC 240Early Language and Literacy - Birth to Age 53
(Co-requisite: Clearances required.) This introductory course to language and literacy development in children, birth through age five is based on theory and research. The course not only explores the characteristics of early language and literacy development within different social and cultural environments but also explores early childhood language arts instructional strategies. A field component is part of the course requirements.
Clearances required.) This introductory course to language and literacy development in children, birth through age five is based on theory and research. The course not only explores the characteristics of early language and literacy development within different social and cultural environments but also explores early childhood language arts instructional strategies. A field component is part of the course requirements.
EDUC 240 - Clearances required.) This course will provide students with the knowledge necessary to teach reading and writing to typically developing students as well as students with reading disabilities in grades K-4. The content focus is on Language, Phonology, Phonics, Spelling, and Handwriting. Students will also develop proficiency in the application of research-based methods. A field component is part of the course requirements.
EDUC 242Math for PreK-13
(Pre- or Co-requisite: EDUC 144) This course will help teachers analyze and become knowledgeable of the range and sequence of mathematical concepts, content and skills related to PreK-1 school mathematical topics and learning outcomes. Teaching techniques will emphasize problem solving, discovery learning, hands-on math manipulatives, and real life experiences for young learners.
EDUC 144 ) This course will help teachers analyze and become knowledgeable of the range and sequence of mathematical concepts, content and skills related to PreK-1 school mathematical topics and learning outcomes. Teaching techniques will emphasize problem solving, discovery learning, hands-on math manipulatives, and real life experiences for young learners.
(Co-requisite: Clearances required) This course focuses on strategies, methods, and instruments for assessing all students in grades 4-12. Theory to best practice linkages will be stressed for all student populations. A field component is part of the course requirements.
Clearances required) This course focuses on strategies, methods, and instruments for assessing all students in grades 4-12. Theory to best practice linkages will be stressed for all student populations. A field component is part of the course requirements.
EDUC 250Early Development and Intervention3
This course focuses on typical and atypical development (ages birth to 9): cognitive, motor, social-emotional, self-help, and language. This course will allow students in the PreK-4 special education environment the opportunity to design interventions for children who are demonstrating a developmental delay. A field component is part of the course requirements.
EDUC 144 , Required Clearances) This course will focus on observational and informal strategies, methods, and instruments for assessing the early learner’s development in the cognitive, psychomotor, and affective domains. A field component is part of the course requirements.
EDUC 256(D) Family, School & Community Relations in a Diverse Society3
(Pre- or Co-requisite: EDUC 144) This course informs the PreK-4 teacher about family systems and the role of families in children's development, and about strategies for becoming cross-culturally competent in work with young children and their families.
EDUC 144 ) This course informs the PreK-4 teacher about family systems and the role of families in children’s development, and about strategies for becoming cross-culturally competent in work with young children and their families.
EDUC 223 ) Students are introduced to types of planning and instruction. Projects are carried out in local schools and agencies through observation, assisted instruction, and oral/written reports. Required clearances: PA criminal record, PA child abuse, FBI fingerprint, and TB test results. A field component is part of the course requirements.
EDUC 310Special Topics in Education1-3
A series of courses dealing with specific educational issues, theories, ideologies, skills, methods, or other designated topics for individual or group study. Course is offered in accord with student need.
(Co-requisite: Clearances required) This course introduces students to unit planning, lesson planning, and methods of instruction applied in middle level and secondary education classrooms. It addresses the integration of technology to support learning, as well as theories and practices of classroom management. A field component is part of the course requirements.
Clearances required) This course introduces students to unit planning, lesson planning, and methods of instruction applied in middle level and secondary education classrooms. It addresses the integration of technology to support learning, as well as theories and practices of classroom management. A field component is part of the course requirements.
EDUC 312The Secondary School Mathematics Curriculum3
This course examines the strategies and content of mathematics curricula in the secondary school and attempts to compare them to major contemporary reform efforts. The course includes a review of secondary-school (junior and senior high school) mathematics.
EDUC 314Specific Subject Methods: World Languages3
This course is designed to help students develop an understanding of current theories of world language learning through exploration of relevant research and field observations. Students will use their observation experience and theoretical base to design and teach classes of elementary and secondary school students. Special attention is given to implementing Understanding by Design in designing Integrated Performance Assessment Units and to adapting instruction to address needs of K-12 students with disabilities. This course includes a field component. Clearances are required.
(Co-requisite: Clearances required) Utilizing knowledge of planning and teaching, students are guided in the analysis of instruction and assessment in specific content areas of English, communication, and social studies. A field component is part of the course requirements.
Clearances required) Utilizing knowledge of planning and teaching, students are guided in the analysis of instruction and assessment in specific content areas of English, communication, and social studies. A field component is part of the course requirements.
EDUC 316Subject Methods: Mathematics/Science1
(Co-requisite: Clearances required) Utilizing knowledge of planning and teaching, students are guided in the analysis of instruction and assessment in specific content areas of mathematics and science. A field component is part of the course requirements.
Clearances required) Utilizing knowledge of planning and teaching, students are guided in the analysis of instruction and assessment in specific content areas of mathematics and science. A field component is part of the course requirements.
Clearances required) This course helps teachers analyze and become knowledgeable of the range and sequence of mathematical concepts, content and skills related to Grades 2-4. A variety of teaching techniques explored includes problem solving, an integration of hands-on math manipulatives, interdisciplinary planning, cooperative grouping, and the inductive teaching model. This course requires 35 hours in the field.
EDUC 344Integrated Science and Technology, Pre K-43
This course provides opportunities for students to design instructional plans using technology and other techniques based on research regarding how children learn science. The emphasis is on helping candidates plan, deliver and assess for effective Science and Health teaching at the Pre K-4 level following National Science and STEM Standards.
This course is designed to help teachers become knowledgeable of the state and national standards and thematic strands of social studies in the five overarching principles of citizenship, geography, history, economics, and civics/government. This course focuses on developmentally appropriate practice for young learners in the PreK-4 student population.
EDUC 351Methods Across the Integrated Curriculum I3
(Pre- or Co-requisites: EDUC 344 or EDUC 346, Required Clearances) Best practices in pedagogy for PreK-2 classrooms, including developmentally appropriate practices, play, authentic performance, and technology, informs part of this course. Another part of the course allows students to engage in a classroom-teacher-mentored and university-supervised practical experience in a PreK-2 classroom.
EDUC 344 or EDUC 346 , Required Clearances) Best practices in pedagogy for PreK-2 classrooms, including developmentally appropriate practices, play, authentic performance, and technology, informs part of this course. Another part of the course allows students to engage in a classroom-teacher-mentored and university-supervised practical experience in a PreK-2 classroom.
EDUC 357Integrated Methods Across Curriculum3
(Pre-or Co-requisites: EDUC 344 or EDUC 346, Required Clearances Students will learn best practices in pedagogy, including developmentally-appropriate instructional practices, classroom management, technology, and professionalism. Part of the course requirements is a field experience that allows students to engage in a classroom- teacher-mentored and university-supervised practical experience in classrooms. A field component is part of the course requirements.
EDUC 344 or EDUC 346 , Required Clearances Students will learn best practices in pedagogy, including developmentally-appropriate instructional practices, classroom management, technology, and professionalism. Part of the course requirements is a field experience that allows students to engage in a classroom-teacher-mentored and university-supervised practical experience in classrooms. A field component is part of the course requirements.
EDUC 358Reading to Learn with Trade Books & Texts3
EDUC 241 ) This course will assist students in becoming proficient at integrating literacy-related strategies and practices into instructional routines in content area classrooms. Students will be introduced to a multitude of evidence-based instructional strategies that address the conceptual and textual demands inherent in disciplinary learning.
EDUC 359(D) Introduction to English Language Learning3
This course introduces pre-service teachers to the challenges they will face when English language learners are members of their classes. The class will address how to successfully accommodate and integrate these students into class activities and how to assist them in their academic and linguistic development. Students will develop a clearer understanding of the challenges these students face in and out of the school setting.
This course is designed to examine the language development in children as well as correlation between language and cognition. Particular attention will be given to designing educational environments and interactions that facilitate language development in children.
Clearances required) This course aims to provide students with the content knowledge necessary to teach reading and writing to typically developing students as well as students with reading disabilities. The content focus is on Text Fluency, Vocabulary, Comprehension, and Written Expression. Students will also have an opportunity to develop proficiency in the application of research-based methods that integrate the literacy strands. A field component is part of the course requirements.
Clearances required) Emphasis on the middle level and secondary teacher as a member of educational and co-teaching teams. Students will utilize different learning strategies to support students with disabilities in the
EDUC 371(EPW) Literacy Strategies in Secondary School3
This course is the study of the literacy strategies for speaking, listening, reading, writing, and viewing with emphasis placed on understanding and skills needed by all secondary school students in content areas.
EDUC 280 ) This course is closely associated with the methods courses in Secondary Education programs of study. An emphasis is placed on studying teaching techniques and involvement in teacher activities in basic-education schools. As a field experience course, appropriate clearances are required.
EDUC 357 ) In-depth study of the rationale, theories, and techniques for creating appropriate learning situations in PreK-4 environments and for handling individual and group behavioral problems in productive ways to meet the needs of all students. Scheduled with EDUC 445, EDUC 456 , EDUC 457 , EDUC 458 and EDUC 459 during the same student teaching semester.
EDUC 450Professional Practice Seminar, 4-83
In-depth study of the rationale, theories, and techniques for creating learning situations in Middle Level environments and for handling specific behavioral problems in productive ways to meet the needs of all students. Scheduled during the same semester with EDUC 452 , EDUC 453 , EDUC 454 and EDUC 455 as a semester of student teaching.
EDUC 452Planning in Middle Level Student Teaching (Gr. 4-8)2
(Prerequisites: (1) All Education courses in the major; (2) Student Teaching application; (3) Teacher Education Committee approval; (4) Required Clearances: PA Child Abuse, PA Criminal Record; FBI Fingerprint, TB test result, and ACT 24 statement.)(Prerequisites: (1) All Education courses in the major; (2) Student Teaching application; (3) Teacher Education Committee approval; (4) Required Clearances: PA Child Abuse, PA Criminal Record; FBI Fingerprint, TB test result, and ACT 24 statement.) Preparation of actual teaching plans during Middle Level (Gr. 4-8) student teaching requires an application to the Field Director, due March 1 or October 1 for Fall and Spring placements, respectively. Current/valid clearances required: PA criminal record check; PA child abuse, FBI fingerprint, TB result and ACT 24 statement.
(1) All Education courses in the major; (2) Student Teaching application; (3) Teacher Education Committee approval; (4) Required Clearances: PA Child Abuse, PA Criminal Record; FBI Fingerprint, TB test result, and ACT 24 statement.)(
EDUC 453Instruction in Middle Level Student Teaching (Gr. 4-8)3
(Prerequisites: (1) All Education courses in the major; (2) Student Teaching application; (3) Teacher Education Committee approval; (4) Required Clearances: PA Child Abuse, PA Criminal Record; FBI Fingerprint, TB test result, and ACT 24 statement) Involvement in implementing methods and techniques. Middle Level (Gr. 4-8) teaching on a full-time basis under the supervision of classroom teachers and University supervisors.
(1) All Education courses in the major; (2) Student Teaching application; (3) Teacher Education Committee approval; (4) Required Clearances: PA Child Abuse, PA Criminal Record; FBI Fingerprint, TB test result, and ACT 24 statement) Involvement in implementing methods and techniques. Middle Level (Gr. 4-8) teaching on a full-time basis under the supervision of classroom teachers and University supervisors.
EDUC 454Managing Classrooms in Middle Level Student Teaching (Gr. 4-8)2
(Prerequisites: (1) All Education courses in the major; (2) Student Teaching application; (3) Teacher Education Committee approval; (4) Required Clearances: PA Child Abuse, PA Criminal Record; FBI Fingerprint, TB test result, and ACT 24 statement.) Involvement in the management of learning situations during Middle Level (Gr. 4-8) student teaching.
(1) All Education courses in the major; (2) Student Teaching application; (3) Teacher Education Committee approval; (4) Required Clearances: PA Child Abuse, PA Criminal Record; FBI Fingerprint, TB test result, and ACT 24 statement.) Involvement in the management of learning situations during Middle Level (Gr. 4-8) student teaching.
EDUC 455Professional Growth in Middle Level Student Teaching (Gr. 4-8)3
(Prerequisites: (1) All Education courses in the major; (2) Student Teaching application; (3) Teacher Education Committee approval; (4) Required Clearances: PA Child Abuse, PA Criminal Record; FBI Fingerprint, TB test result, and ACT 24 statement) The demonstration of professional growth during student teaching as evidenced by professional behavior and skills, a commitment to improvement, and ability to relate to others. This will include attendance and participation in a weekly seminar to analyze and discuss professional considerations and student teaching problems. Includes community-based learning component.
(1) All Education courses in the major; (2) Student Teaching application; (3) Teacher Education Committee approval; (4) Required Clearances: PA Child Abuse, PA Criminal Record; FBI Fingerprint, TB test result, and ACT 24 statement) The demonstration of professional growth during student teaching as evidenced by professional behavior and skills, a commitment to improvement, and ability to relate to others. This will include attendance and participation in a weekly seminar to analyze and discuss professional considerations and student teaching problems. Includes community-based learning component.
EDUC 456Planning in Early/Primary (PreK-4) Student Teaching2
Preparation of actual teaching plans during early/primary grades (PreK4) student teaching. Student teaching requires an application to the Field Director, due March 1 or October 1 for Fall and Spring placements, respectively. Current state police clearance, child abuse clearance, FBI fingerprint clearance, TB result, and ACT 24 statement are required.
EDUC 457Instruction in Early/Primary (PreK-4) Student Teaching3
Involvement in implementing methods and techniques. Early/primary (PreK-4) student teaching on a full-time basis under the supervision of classroom teachers and University supervisors.
EDUC 459Professional Growth in Early/Primary (PreK-4) Student Teaching3
The demonstration of professional growth during student teaching as evidenced by professional behavior and skills, a commitment to improvement, and ability to relate to others. This will include attendance and participation in a weekly seminar to analyze and discuss professional considerations and student-teaching problems. Includes community-based learning component.
(Prerequisites: Students must have completed 15 credits in Education according to the Educational Studies Minor sequence.) This seminar is a capstone experience for students enrolled in the Minor in Educational Studies. Students will demonstrate their knowledge in Educational Studies through an original research projects of their choice and under the mentorship and supervision of an Education Department faculty member.
Students must have completed 15 credits in Education according to the Educational Studies Minor sequence.) This seminar is a capstone experience for students enrolled in the Minor in Educational Studies. Students will demonstrate their knowledge in Educational Studies through an original research projects of their choice and under the mentorship and supervision of an Education Department faculty member.
EDUC 475Professional Practice, 7-123
In-depth study of the rationale, theories, and techniques for creating a situation where learning can take place and for handling specific individual and group behavior problems in productive ways. Scheduled with EDUC 476 , EDUC 477 , EDUC 478 and EDUC 479 during the same student teaching semester. Collectively, they comprise a semester of student teaching.
Preparation of actual teaching plans during secondary student teaching. Application to field director required. EDUC 475 , EDUC 476, EDUC 477 , EDUC 478 and EDUC 479 must be scheduled during the same semester. Collectively, they comprise a semester of student teaching. Appropriate clearances are required.
EDUC 477Instruction in Secondary Student Teaching3
Involvement in implementing methods and techniques. Secondary student teaching on a full-time basis under the supervision of classroom teachers and University supervisors. EDUC 475 , EDUC 476 , EDUC 477, EDUC 478 and EDUC 479 must be scheduled during the same semester. Collectively, they comprise a semester of student teaching.
EDUC 478Managing Classrooms in Secondary Student Teaching2
Involvement in the management of learning situations during secondary student teaching. EDUC 475 , EDUC 476 , EDUC 477 , EDUC 478 and EDUC 479 must be scheduled during the same semester. Collectively, they comprise a semester of student teaching.
EDUC 479Professional Growth in Secondary Student Teaching3
The demonstration of professional growth during student teaching as evidenced by professional behavior and skills, a commitment to improvement, and ability to relate to others. This will include attendance and participation in a weekly seminar to analyze and discuss professional considerations and student-teaching problems. Includes community-based learning component. EDUC 475 , EDUC 476 , EDUC 477 , EDUC 478 and EDUC 479 must be scheduled during the same semester. Collectively, they comprise a semester of student teaching.
