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ED 150. PRACTICUM IN EDUCATION ONE CREDIT This field experience provides an opportunity for students to gain experience as teachers' aides under supervision in regional school classrooms and programs. ED 190. EFFECTIVE TEACHING WITH FIELD EXPERIENCE THREE CREDITS This course emphasizes concepts and skills for effective teaching. These skills include instructional techniques, research, writing, and field experiences. Students will be involved in their first 30-hour practicum experience. ED 200. EDUCATIONAL PSYCHOLOGY THREE CREDITS This course is designed to present a study of Educational Psychology as a distinct discipline concerned with understanding the processes of learning and teaching and developing ways of improving these processes. In this course, students will identify and apply knowledge derived from the behavioral sciences to the solution of educational problems. The course focuses on the psychology and development of learners, psychosocial principles of learning and motivation and their applications to teaching, and research-based classroom management techniques. Emphasis is also placed on effective classroom communication and interpersonal relationships. Prerequisite: Admission to the Teacher Education Program. ED 210. TEACHING STUDENTS WITH SPECIAL NEEDS THREE CREDITS This course is designed to enable preservice teachers to develop the knowledge base and instructional skills necessary to meet the educational needs of students with special needs in the classroom. Students will be familiarized with varied exceptionalities, including behavioral disorders, learning disabilities, mental retardation, Attention Deficit Hyperactivity Disorder, and physical and sensory disabilities. This course will incorporate useful pedagogical information which addresses the learning abilities of exceptional students and enhances instruction across all subject areas. Prerequisite: Admission to the Teacher Education Program. ED 215. INTEGRATING TECHNOLOGY INTO THE CLASSROOM THREE CREDITS This course is designed to build upon a basic foundation in educational technology. Future teachers develop knowledge and skills in selection, evaluation, and utilization of various instructional technologies. The application of new technologies to teaching and learning will be emphasized, along with performance-based activities in instructional design. A major portion of the course is devoted to the integration of technology-based instructional activities in the PK-12 curriculum. Prerequisite: CS 115 or comparable skills or permission of the Teacher Education Program. ED 220. MULTICULTURAL EDUCATION THREE CREDITS This course is designed to address the urgent need for multicultural education by covering topics such as racism, bias, and cultural information in order to help students develop instructional strategies for creating within their classrooms a knowledge of, appreciation of, and respect for diversity. The course will also help students develop the knowledge base and instructional skills necessary to teach basic world geography in order to understand the cultural/political effects that geography has on the diverse cultural groups included in the American educational system. Prerequisite: Admission to the Teacher Education Program. ED 263. CHILD DEVELOPMENT TWO CREDITS This course is designed to study aspects dealing with development and research issues relating to children and their families. Theories of instruction that support the cognitive, affective, and physical development of infants, toddlers, preschoolers, primary children, and adolescents are discussed and evaluated. Relationships among cultural, social, academic characteristics, intelligence, and health are analyzed. Professional and ethical issues are discussed as are laws and policies related to child development. Prerequisites: Admission to the Teacher Education Program. and PSY 221. ED 310. HEALTH, PHYSICAL EDUCATION AND SAFETY IN EARLY CHILDHOOD AND ELEMENTARY EDUCATION THREE CREDITS This is a study of the methods and materials appropriate for teaching health, physical education and safety. Emphasis is on understanding the developmental levels, needs and interests of children in these areas from infancy to early adolescence. Prerequisite: Admission to the Teacher Education Program. ED 321. FOUNDATIONS OF READING WITH FIELD EXPERIENCE THREE CREDITS This course will present basic concepts of reading instruction: emphasis on the nature of the reading process; the nature of the learner; and reading as an interactive process. This course requires completion of a 30-hour practicum. Offered fall semesters only. Prerequisite: Admission to the Teacher Education Program. ED 322. TEACHING OF READING THREE CREDITS The course is designed to investigate and analyze major instructional methods for teaching reading. The material is based upon current research theories and findings, and includes topics now recognized by theorists and practitioners as being most critical to developing effective school reading programs. Offered spring semesters only. Prerequisite: Successful completion of ED 321 and Admission to the Teacher Education Program. ED 323. DIAGNOSTIC READING METHODS THREE CREDITS The purpose of this course is to develop knowledge and skill in classroom-based reading assessment to diagnosis students’ reading strengths and needs. The analysis of data and the determination of instructional interventions will be emphasized. A range of assessment devices and their use in the diagnosis of reading difficulties will be studied. Prerequisites: Successful completion of ED 190 & ED 321, Admission to the Teacher Education Program. & required GPA. ED 324. CHILDREDN AND ADOLESCENT LITERATURE THREE CREDITS This course will involve students in actively reading a wide range of children and adolescent literature accompanied with an analysis of literary elements and genre. Emphasis will be placed on instructional methods that incorporate the use of literature across the curriculum with attention given to the careful selection of books to match the instructional levels of readers. Prerequisites: Successful completion of ED 190 & ED 321, Admission to the Teacher Education Program. & required GPA. ED 325. APPLIED READING STRATEGIES WITH FIELD EXPERIENCE THREE CREDITS This course is designed to build upon the foundational knowledge of reading instruction with a strong experiential component in the design and delivery of instruction. The field experience involves students in a summer reading camp for children and adolescents or in tutoring children needing reading support during the school year. Prerequisites: Successful completion of ED 190 & ED 321, Admission to the Teacher Education Program., required GPA, and departmental permission. ED 323 is recommended prior to enrollment in this course. ED 330. MATHEMATICS IN EARLY CHILDHOOD AND ELEMENTARY EDUCATION THREE CREDITS This course is designed to present a study of the research, concepts, and methodologies pertinent to the teaching of mathematics at the early childhood and elementary school levels. Emphasis is placed on 1) the integration of concrete manipulatives to facilitate the learning process, 2) the knowledge necessary to guide children to become mathematically literate, and 3) the implementation of planning and instructional techniques in the teaching of mathematics. Prerequisite: Admission to the Teacher Education Program. ED 338. TEACHING ESL: MATERIALS AND METHODOLOGY THREE CREDITS This three-credit course will address the methodology and materials needed for professional educators who wish to teach English as a Second Language to non-native speakers, grades K-12. Students will explore the mechanics involved in second language acquisition and will apply that knowledge in developing institutional strategies appropriate for the ESL classroom. Students will examine cross-cultural information in order to develop an understanding of the richly diverse members of the ESL classroom, with the goal of creating a supportive and safe classroom environment, free from cultural/political bias, in which English usage is developed and acculturation is supported. Students will review current ESL instructional materials and software. All classroom activities are designed to develop the students' knowledge of and respect for diversity while enhancing their institutional skills. A fifteen-hour experience in ESL is incorporated into this course. Prerequisite: ED 190, ED 210, ED 220, ENG 101. ED 341. LANGUAGE ARTS IN EARLY CHILDHOOD AND ELEMENTARY EDUCATION THREE CREDITS The purpose of this course is to inform and actively involve learners in studying a variety of concepts and methodologies for teaching the language arts at the early childhood and elementary school levels. The course focuses on the integration of the language arts and endorses a multidisciplinary approach to teaching and learning. The incorporation of children's literature genres as the basis for language arts themes and activities is fundamental to the course. Prerequisite: Admission to the Teacher Education Program. ED 345. ASSESSMENT IN EDUCATION THREE CREDITS This course will address a number of different professional areas both of theoretical importance and practical significance. Assessment concepts will provide a framework to critically analyze any assessment, whether commercial or teacher-made. Practical skills will enable the preservice teacher to assess a wide variety of learning goals and teaching experiences within cognitive, affective, and psychomotor domains. Finally, these assessment concepts and skills will be examined within the context of Pennsylvania Academic Standards and the Pennsylvania mandated assessment (PSSA). Prerequisite: Admission to the Teacher Education Program. ED 350. THE ARTS IN EARLY CHILDHOOD AND ELEMENTARY EDUCATION THREE CREDITS This course is designed as an exploration of the importance of the arts in the development of children in the cognitive, affective, and psychomotor domains. Students will discover how the arts are directly related to our natural and manmade environments and learn specific teaching methodologies that foster creativity and the integration of art with other subject areas. Prerequisite: Admission to the Teacher Education Program. ED 360. SOCIAL STUDIES IN EARLY CHILDHOOD AND ELEMENTARY EDUCATION THREE CREDITS In this course, students will gain an understanding for teaching social studies at the early childhood and elementary school levels. Students will develop their personal philosophy of the purpose of social studies, review national curriculum guidelines and Pennsylvania state standards, and explore a variety of teaching strategies. Prerequisite: Admission to the Teacher Education Program. ED 361. EARLY CHILDHOOD EDUCATION THREE CREDITS Through the study of developmental characteristics, appropriate practices, and theories of learning, early childhood perservice teachers experience theoretical and practical examples for educating young children. A 15-hour field experience highlights quality care programs for infants, toddlers, and preschool children. Students study federal and state regulations necessary for operating a child care program, evaluate effective instruction, and reflect on classroom observations. In addition, students prepare lessons, centers, and activities that reflect developmentally appropriate themes. Prerequisite: Admission to the Teacher Education Program. ED 362. INSTRUCTION IN EARLY CHILDHOOD EDUCATION THREE CREDITS This course is designed as a comprehensive study of the relationship between how children learn during their most formative years and the application of effective instructional techniques to enhance their development. This course offers opportunities to study and evaluate theoretical views of cognitive, affective, and physical development, developmentally appropriate practices for planning instruction, authentic assessment tools, and relevant children's literature for creating integrated thematic plans. A 30-hour field experience offers the preservice teacher practical application of instructional strategies in local day care and school settings. Prerequisite: Admission to the Teacher Education Program. ED 370. SCIENCE IN EARLY CHILDHOOD AND ELEMENTARY EDUCATION THREE CREDITS This course presents a study of the methods and curriculum for teaching science to young children. Emphasis is placed on instruction that is activity oriented and leads to the development of science process skills, problem-solving strategies, and welldeveloped conceptual frameworks. Prerequisite: Admission to the Teacher Education Program. ED 380. CONTENT AREA READING TWO CREDITS This course is designed to explore the use of various reading strategies in teaching content area subjects through the use of instructional techniques for the adaptation, enrichment, and development of materials to address the diverse reading levels of students in secondary school programs. Prerequisite: Admission to the Teacher Education Program. ED 385. CLASSROOM MANAGEMENT THREE CREDITS This course is designed to highlight fundamental researchers such as Dewey, Canter and Ginot, and their models as profiles of effective theories for instruction and conduct in school settings. Management techniques will be identified, analyzed, evaluated, and demonstrated. Authentic assessments are reflected in practical activities and demonstrations that foster application of principle components of classroom management. Prerequisite: Admission to the Teacher Education Program. ED 390. STUDENT TEACHING WITH SEMINAR FIFTEEN CREDITS Students are assigned to work with selected classroom teachers. The students assume classroom responsibilities and teach under supervision. Observations and conferences are held on a regular basis with the university supervisors and the cooperating teachers. In addition, students attend weekly three-hour seminars at the University. Fee: $55. Section A, Secondary (7-12) Section B, Elementary/Early Childhood Section C, K-12 Art ED 395-396. INDEPENDENT RESEARCH ONE TO THREE CREDITS Independent study and research for advanced students in the field of the major under the direction of a staff member. A research paper at a level significantly beyond a term paper is required. Prerequisite: Approval of department chairperson is required. ED 198/298/398. TOPICS IN EDUCATION VARIABLE CREDIT A study of topics of special interest not extensively treated in regularly offered courses. SECONDARY METHODS IN EDUCATION FOUR CREDITS A study of instructional methodology in content areas at the secondary level. A 30-hour field experience is required. ED 300 Foreign Languages (7-12) ED 381 Social Studies (7-12) ED 351 Communication (7-12) ENG 393, English (7-12) ED 371 Sciences (7-12) MTH 303 Mathematics (7-12) Prerequisite: Admission to the Teacher Education Program. Special Education Courses EDSP 225. SPECIAL EDUCATION METHODOLOGY I WITH FIELD EXPERIENCE THREE CREDITS This course addresses the development, implementation, and monitoring of individualized management, instructional, curricular, and environmental strategies and adaptations for students with special needs. Pedagogical recommendations and research-based effective teaching practices are reiterated from prerequisite courses. Emphasis is placed on a needs-based model incorporating the cognitive, language, attentional, affective, physical, and sensory needs of higher incident populations (learning disabilities, mild mental retardation, speech disorders, and behavioral challenges) within included settings, resource room, segregated and learning support environments. A field experience component (15 hours) facilitates direct interaction with special needs learners, supplemented by cooperative discussions of experiential applications to course content. Prerequisites: ED 190, ED 200, ED 210, ED 220 EDSP 226. SPECIAL EDUCATION METHODOLOGY II WITH FIELD EXPERIENCE THREE CREDITS This course addresses the development, implementation, and monitoring of individualized management, instructional, curricular, and environmental strategies and adaptations for students with special needs. Pedagogical recommendations and research-based effective teaching practices are reiterated from prerequisite courses. Emphasis is placed on a needs-based model incorporating the cognitive, language, attentional, affective, physical, and sensory needs of higher incident populations (multiple disabilities, hearing/vision impairments, orthopedic and health conditions) within included settings, resource room, learning support, and segregated environments. A field experience component (15 hours) facilitates direct interaction with special needs learners, supplemented by cooperative discussions of experiential applications to course content. Prerequisite: EDSP 225 EDSP 227. BEHAVIORAL MANAGEMENT WITH FIELD EXPERIENCE THREE CREDITS This course will assist preservice teachers in developing a working framework of social, behavioral, environmental, individualized, and collective management techniques. Techniques practiced in the course will focus on approaches for classroom organization, constructive discipline, and proactive responses to intervention, including applied behavior analysis and functional behavioral assessments. A field experience component (15 hours) facilitates direct interaction with special needs learners, supplemented by cooperative discussions of experiential applications to course content. Prerequisites: EDSP 225, EDSP 226 EDSP 300. ASSESSMENT IN SPECIAL EDUCATION THREE CREDITS This course will provide direct experience with selecting, administering, and interpreting formal and informal assessment measures for analysis of student learning profiles. Assessments will include ecological inventories, norm-referenced, performancebased and curriculum-based testing, standardized achievement and intelligence measures, and vocation/transition-related evaluations. Cooperative discussions will focus on instructional decision-making based upon student learning profiles. Prerequisites: ED 210, EDSP 225, EDSP 226 EDSP 389. ISSUES AND TOPICS IN SPECIAL EDUCATION THREE CREDITS This course will offer a colloquium for constructive exploration of specialized topics in the field of special education. Preservice teachers will be given the opportunity to pursue independent issues relative to their endeavor as special educators, as well as finalizing their position statements about Pennsylvania Department of Education professional competencies. Competencies will be integrated with specific skills and performances which will serve as the summative experience of all education coursework prior to the student teaching experience. A special education teacher handbook will be implemented as the primary vehicle for reviewing and reinforcing skills in the critical areas of assessment, inclusion, IEP development, discipline, management, trasition, organization, planning, collaboration, and professional/personal development. (This is final EDSP course.) Prerequisite: All required education and special education courses except ED 390.
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