39 courses with the subject EDU, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
EDU 107Technology in Education3
This course will encourage exploration of instructional technologies and computer applications for PreK-12 classrooms. Teacher candidates learn about various uses of technology and value their uses in the activities and responsibilities of teaching and learn to use and evaluate types of technology and computer applications to enhance classroom lesson design and instruction. Teacher candidates can expect to interact with a variety of technologies which may be medically or therapeutically necessary to meet the needs of students with disabilities in inclusive settings. This course satisfies the computer literacy skills requirement in the General Education curriculum (see pages 63-64).
EDU 115Introduction to Middle-Level and Secondary Education †3
An introduction to teaching as a profession in the 21st-century middle-level and secondary school. Social, philosophical, and historical foundations will be examined with a focus upon the organizational structure of education, pedagogy, assessment, and professionalism. This class required a field experience. Fall
A study of cognitive, developmental, and motivational theory as it applies to middle-level and secondary education. Required field experience. Fall EDU 215. Teaching the English Learner PreK-12 (Cross-listed with ENG 215) 3 credits Along with a historical approach to the acquisition of language, this course will investigate the instructional needs and appropriate strategies necessary for English language learners in the PreK-12 setting. Along with cultural diversity an emphasis will be placed on the needs in language, instruction, and assessment. Pennsylvania ELL standards will be used for areas of reading, writing, speaking, and listening to allow for planning instruction to assist students in acquiring skills in the English language. Spring
Interdisciplinary in approach, this course is designed to train students in skills to support, mentor and tutor students. Students will develop a tutor portfolio and will participate in opportunities for practical application as well as observation. Drawing from all academic disciplines, topics will include communication skills, learning styles, study
A comprehensive training designed to empower students with the core training to educate, confront, listen to and help peers make healthy lifestyle choices. Students will learn about a variety of issues relevant to college living, and will learn to present programs on one or more of these topics. Admission to course is based on faculty/staff recommendation and interview with instructor. Spring
An introduction to the middle-level and secondary curriculum for preservice teachers. Required field experience. This course satisfies the oral competency requirement in the General Education curriculum (see pages 63-64). Fall
In the spirit of the mission of Waynesburg University, this course intends to provide junior and senior level students with an unparalleled opportunity to integrate the Bible materials and its history of interpretation to the academic disciplines. Students who wish to engage in this level of theological reflection on vocation should consult with both their academic advisors and with the Chair of the Biblical and Ministry Studies Major Program. See page 85 for further information. This course will not substitute for senior capstone/research courses required in the majors. when interest is expressed and departmental resources permit.) EDU 195, 295, 395, 495. Special Topics 3 credits Topics reflective of current theories and practices in education will be announced by semester. Prerequisite: Permission of the department chair. (Offered when interest is expressed and departmental resources permit.)
Junior or Senior standing; three credits in BMS courses; 3.00 minimum grade point average. (Offered
EDU 497Independent Study1-6
Independent research on current problems in the field of education and/or specific field experiences. No more than six credits in this sequence of courses may count toward a major or a baccalaureate degree. Prerequisite: Permission of the department.
A survey of the applications of traditional and emerging technologies related to curriculum, r environments, distance learning, teacher professional development and school reform. Students experience with the utilization of a wide range of technologies and Web resources. Examination technology related to the present and future concerns in education will be addressed.
An exploration of the current trends and issues facing K-12 educators in providing educational and information technology to staff and students. The course also provides a broad overview of current instructional websites and equipment that can be used in traditional, as well as online school settings. Ethical guidelines, federal and state laws and regulations, including copyright, censorship, local board policies and professional organization guidelines for technology in education will also be addressed. Students will collaborate with classmates to design a working district technology policy and will conduct independent research on current educational technology topics of interest.
EDU 509Integrating Technology with Teaching and Learning3
An application of technology tools to the teaching and learning environment. Students will prepare web-based units of study that addresses the approved Pennsylvania State Academic Standards for a selected discipline and the NETS standards for technology usage by students. These units will require K-12 students to use technology for research and problem solving. The projects will also be applicable to distance learning and / or online learning environments.
This course is designed to prepare teachers to utilize and assess formal as well as informal assessment instruments so as to evaluate and interpret relevant data. Topics include rubrics, portfolios, special education evaluation reports, statewide assessment reports ad informal assessments used for the purposes of planning instruction and/or evaluating instructional strategies. Legalities, regulations ethical considerations, bias and assessments of students from culturally and/or diverse backgrounds are addressed. A field experience is required.
EDU 518Online Course Design and Instructional Strategies3
In this overview of online pedagogy and online course creation, the participant will develop effective online content for their subject area that actively engages the student learner by using student collaboration, inquiry-based learning, and other student-centered classroom techniques. Participant will integrate the tools, techniques and technologies introduced in the other courses in this program into an online course management system to create a complete online unit. In addition to course creation, participant will explore best practices for online instruction such as facilitating online discussion participation, providing digital feedback, developing an online voice, managing accommodations, creating appropriate grouping, and designing effective assessments. Participants will model compliance with acceptable use guidelines, copyright and other issues relevant to 21st century teaching and learning technologies.
A structured practical working experience for a minimum of 75 clock hours in an educational setting under the supervision of an Instructional Technology Specialist. Students will consult with administrators, faculty, school-age students (K-12) and parents to evaluate available technology and to put into practice those resources that meet student needs. The emphasis will be placed on collaboration and leadership skills for technology integration.
An introduction to multimedia production techniques using image software, video software, scanners, digital cameras and digital video cameras. Strategies for teaching and managing a classroom with 2-3 computers and multimedia equipment will be explored. All of the techniques used in this class are applicable to either standard classroom activities or may also be utilized for online or distance learning environments as well.
An opportunity to learn about the design and implementation issues involved in the utilization of software applications for education and training purposes. It is a hands-on-course that requires the completion of several different educational software projects. While the project can take any form, it is assumed that each student will produce projects that will be multimedia, digital audio/video and/or web-based.
An independent study, culminating activity for students in the Master of Education in Instructional Technology Program. The student will develop a comprehensive faculty training package related to an area of interest approved by the course instructor. The project will provide a six to ten hour training experience that is project based. The final project will be archived on a CD and submitted to the Program Director.
An individual systematic study of a current issue or problem related to educational technology. Methodologies may be either qualitative or action research.
A study of the current issues and trends in education and their historical, sociological, and philosophical backgrounds. This course provides a critical overview of historical, intellectual, social and political foundation of American education emphasizing the analysis of differing views regarding the relationship of public schools and American society.
EDU 536Educational Psychology: Developing Learners3
A study of psychological concepts and principles that impact the teaching and learning process for middle and secondary students. This course will focus upon the application and integration of psychological principles and developmental theory in the classroom including: physical, cognitive, social, and affective development. Prerequisite: Introduction to Psychology at the undergraduate level.
EDU 538Instructional Design and Curriculum Development3
An examination of instructional design theories applicable to both training and educational environments. Students will investigate the factors influencing curriculum and instruction and apply appropriate instructional design to the development of educational materials for adult learners or students in the K-12 classroom.
EDU 539Reading, Writing and Speaking in Content Areas3
This course will focus on the methods, theories and materials of teaching the reading process and utilizing writing and speaking in the content fields of Biology, Chemistry, English General Science, Math, and Social Studies. A field experience is required.
EDU 545Teaching Methods for Secondary Content Areas3
A study of the concepts, theories, and methods for teaching at the secondary level. The course explores instructional planning, teaching strategies, classroom management, and assessment in the context of the secondary classroom. A field experience is required.
This course will reflect the contemporary issues a beginning educator will face. These issues will include but not be limited to: school law, alternative assessments, classroom management, learning styles, technology, teacher certification, and portfolio review. Course taken concurrently with EDU 546.
This course serves as an introduction to the major issues and concerns in the field of adult education as both a formal field of study and a context for professional practice.
This course is designed to prepare prospective special education teachers to manage the classroom using applied behavior analysis, positive behavioral support methods and problem-solving strategies. Students will learn to implement behavioral interventions based on functional analyses of behaviors. A field experience is required.
EDU 557Instructional Intervention – Elementary Students with Disabilities3
This course is designed to prepare prospective special education teachers to plan, organize, adapt, and present instruction in several curricula areas. The use of consultative and collaborative approaches known to facilitate success of PreK-6 students with disabilities in inclusive education programs is emphasized. A field experience is required.
This course provides a study of theory, research, assessment, and instructional strategies specific to literacy remediation. The emphasis will be upon providing a framework for assessing and teaching students who struggle with the literacy skills of reading and writing. A field experience is required.
This course is designed to prepare teachers to address the instructional needs of English Language Learners. The emphasis will be upon increasing awareness of the impact of culture and language skills upon the student learning experience and the acquisition of knowledge and skills to enhance the literacy and academic experiences of students in grades K-12 who are classified as English Language Learners. A field experience is required.
An introductory management information systems course providing the student with a broad exposure to information systems theory and practice. The focus of the course is upon key managerial issues concerned with the role of information systems in organizations. Although the course will examine the functions of technical areas within organizational systems, there is no assumption that the students bring a background of technical expertise in computer programming, network management or telecommunications.
This course focuses upon theory and practice specific to the role of the principal as the building level manager and supervisor. Topics addressed will include strategic planning, school reform, financial analysis and decision making, school safety, personnel recruitment, selection, mentoring and retention, and professional development.
This course focuses upon the role of the principal in the development of positive school-community interactions and the development of a learning community dedicated to fostering student achievement. Topics addressed will include consensus building, communications strategies, family involvement, advocacy, and professional integrity.
Topics reflective of current theories and practices in education will be announced by semester. Prerequisite: Permission of the Director of Graduate Programs in Education.
A study of research through the investigation of current research practices in the field of education. Students will examine the methodology and interpretation of both qualitative and quantitative research and the writing skills and processes needed to develop a research proposal.
