course descriptions
ECE121, Early Childhood Component I (3). Allows for the study of the child from birth to two years of age. Students learn how to create appropriate learning environments for infants and toddlers based upon sound child development principles and techniques for administering and supervising infant-toddler programs. Current trends and research in infant-
toddler education are also presented.
ECE122, Early Childhood Component II (3). An in-depth study of the child from two to five years of age focusing on social, emotional, and physical development. Topics discussed in the course include communication between parents and teachers, community resources available for the enrichment of the learning environment, and providing cross-cultural, non-sexist education. Prerequisite: ECE 121
ECE123, Early Childhood Component III (3). A continued in-depth study of the child from two to five years of age. Topics discussed in the course include effective procedures for setting goals in the preschool, techniques for fostering creativity in play and thought, developing reading and language skills, and designing lesson plans for young children. Current trends and research in each of these areas are reviewed. Prerequisite: ECE122
ECE131, Introduction to Early Childhood Education (3). The history of and study of primary issues and trends in education for young children. Topics reviewed in the course include early childhood delivery systems, the process of evaluating early childhood programs, and the socio-cultural aspects of educating young children.
ECE162, Contemporary Programs in Early Childhood (3). An introduction to the administration and supervision of early childhood programs. Contemporary issues concerned with the education of young children are discussed; candidates complete research in the field of early childhood education. Related field experiences provide opportunities for student participation in programs for young children.
ECE300, Families, Schools and the Community (3). This course explores approaches to working effectively with families and communities. Students develop problem-solving skills by exposing them to challenging situations that require them to negotiate sensitive issues. Opportunities are provided to work in schools and communities to develop valuable communication and interpersonal skills when dealing with families with very different backgrounds from their own. The application of research skills to develop a better understanding of families and communities, and to use information to develop family involvement activities and to create supplemental materials for classroom use is also emphasized.
ECE361, Teaching Methodology through Instructional Technology (3). The identification of a variety of teaching techniques and strategies for facilitating the teaching-learning areas of learning serves as an underlying course theme. The course addresses how literacy develops with special emphasis on the influence of the home, the school, the community and the wider society. Historical insight into the changing views of literacy will be examined. The impact of history as well as the influence of current research and theories on instructional materials and practice in reading is studied. Particular attention is given to the reading process. Insight into meeting the needs of all children including multicultural children and exceptional children is stressed. A crucial topic is the use of best practices in reading to create developmentally appropriate language learning environments.
EDU309. Reading, Literacy, and Language Development II (3). Reading/language arts instruction in accordance with the Pennsylvania Academic Standards including phonemic, morphemic, semantic, syntactic, and pragmatic systems of language; elements of the writing process including spelling, grammar, punctuation and handwriting; instructional technologies, and information management and library skills. Prerequisite: EDU 308.
EDU317, Language Arts including Children’s Literature (3). Methods and materials to promote effective language skills of listening, speaking, writing, vocabulary development and reading. Techniques for challenging children and adolescents to read books for enjoyment and for broadening their horizons are evaluated. Critical analyses of children’s and adolescents’ books and their suitability for different levels of maturity are covered.
EDU320. Pre-professional Field Experiences in Education---Level 1 (1). . Provides students with exploratory experiences in educational settings for children and youth.
EDU321. Pre-professional Field Experiences in Education-Level II (1). Provides candidates with the opportunity to teach individual children and youth in educational settings. Prerequisite: EDU 320.
EDU401, Educational Technology and Classroom Applications (3). A required three-credit hour course. Materials, devices, techniques and settings are presented in an overview of the field of instructional technology. Laboratory experiences are provided in the operation of instructional hardware. Educational Technology process. Such strategies include simulation, microteaching, and peer teaching, A team approach is utilized, and field experiences are an integral aspect of this course.
EDU211, Introduction to Teaching (3). Introduction to the teaching profession for students who are considering teaching as a career choice. Students investigate the teaching profession in very specific ways by assessing the meaning of professional and profession; their motives and aptitudes for teaching; the challenges teachers face in striking a balance between emphasizing achievement and the improvement of society; the need for teachers to become involved in facilitating the growth and development of students; and the conditions and teacher behaviors that contribute to positive learning environments. The course concludes with a discussion of professional organizations and associations; integrity and ethical behavior; and communicating effectively with parents/guardians, business and industry, and other agencies and the community at large to support learning by all students.
EDU213. Philosophical Foundations in Education (3). This performance-based course provides an overview of the aims and organization of American education. Special attention is given to the historical, philosophical, political, social and cultural history of the education system in the United States. Course topics include legal and ethical and civil rights issues in education in America. Within our diverse society, the impact of racial, ethnic and cultural diversity of schools is a crucial area for examination. The connective relationship between the past history in education in American society and the influences on today’s schools will be emphasized throughout the course. The use of critical thinking skills, engagement in reflection, and constructivist teaching act as common course structural threads. Online and offline experiences, materials and resources will be used by students to build their knowledge base and promote skill and attitude development.
EDU308, Reading, Literacy and Language Development I (3). This performance-based course is designed as a basic course that introduces pre-service teachers to the fundamental processes, philosophies, beliefs, objectives, desired outcomes and professional standards involved in the teaching of reading. The importance of reading in all phases and in all and Classroom Applications is a course designed to introduce education majors to the underlying principles of instruction and how instruction can be facilitated using technology. Throughout the semester, students will become acquainted with all aspects of instructional technology. Students will by necessity become proficient with the computer as a teacher’s tool as they use the computer for word processing, data base management, spreadsheet development and the use of graphic/presentation software in the development of lesson planning, utilization of communications software (e-mail) and web based instruction. At the completion of the course, students will have familiarity with the tools found in the instructional technology field and be able to integrate those technologies into their lesson plans and instruction. Students will also learn to use a Database to manage information – i.e., lists, names and addresses, schedules and inventories, as well as the implementation of graphic/presentation software in instruction.
EDU413. Educational Tests and Measurements (3). Assessing students’ understanding of content, adjusting instruction and providing feedback to students, parents, and other professionals including formal and informal assessments and evaluations; written and oral tests and demonstrations; individual and group projects and exhibitions; interpretation of individual and school-wide student data; and collaborative construction of rubrics.
EDU416, Pre-professional Field Experiences in Education—Level III (1). Provides candidates with an opportunity to teach small groups of children and youth in educational settings. Prerequisite: EDU321.
EDU 428, Student Teaching including professional practicum (12). Student teaching provides a full semester of field-based experiences to further develop teaching competencies to plan, implement, and evaluate effective instructional strategies based on Pennsylvania Academic Standards. Support is provided by a university supervisor, a cooperating teacher, and public school/university faculty. Regularly scheduled practicum sessions enable candidates to discuss important educational issues, employ problem-solving skills, reflect upon and analyze teaching and learning experiences, and explore career opportunities. Prerequisites: EDU 320, 321 and 416.
EDU440, Classroom Management (3). The principles of learning theory and how they apply to the psychosocial variables affecting children’s adjustment in the classroom. The theories and methods of applied behavior analysis with emphasis on the procedures for strengthening existing desirable behaviors.
ELE300, Critical Skills in Elementary Mathematics I This performance-based course focuses on an interdisciplinary approach to the teaching of mathematics at the elementary and middle school levels. The course emphasizes the foundations of teaching mathematics, mathematical processes and mathematics content of the structure of the real number system, sets, functions and logic; problem-solving, numeration systems, and algebraic concepts. Developmentally appropriate approaches to mathematics instruction using science as a tool are addressed. This first course in a two-component, mathematics curriculum series is required of all elementary education majors.
ELE301, Critical Skills in Elementary Mathematics II Critical Skills in Elementary Mathematics II is a performance-based course that serves as the second of a two-course component that focuses on the teaching of mathematics in elementary and in middle schools. Critical skills in Elementary Mathematics II takes an interdisciplinary approach to the teaching of mathematics. Knowledge and skills in teaching are emphasized. Favorable dispositions and attitudes towards learning and teaching mathematics are fostered. This second course continues to present contemporary teaching and learning theories in mathematics education.
ELE304, Teaching Social Studies and Citizenship Education in the Elementary School (3). Teaching Social Studies, including Citizenship Education in the Elementary and Middle Levels is a performance-based course that focuses on content knowledge, skills and resources essential for teaching social studies in grades K-8. The
course is designed to enable students to establish a clear understanding of the elements of social studies education as defined by the National Council for the Social Studies and the Pennsylvania Academic Standards. Key aspects of the development and implementation of standards-based social studies instruction are examined.
ELE310, Teaching Physical Science in the Elementary School (3). Teaching Physical Science in the Elementary School has been designed to prepare pre-service and in-service students to become competent, confident and committed teachers of science to elementary children. An emphasis is placed on understanding child development and its relationship to constructing scientific knowledge. Developing and demonstrating an understanding of subject matter, concepts, principles and themes for studying and teaching physical science in the elementary school are central to the course. The processes of science are explored as they relate to human society. The processes of science and the use of scientific inquiry skills are fostered through the use of instructional strategies that require the observation and application of best teaching practices in authentic settings. The role of active research, investigation, collaboration, authentic assessment and the integration of technology are important course elements. A constructivist approach to teaching and learning is used as a critical course connective link. Ways of managing science instruction and student learning safely and successfully in the elementary school are incorporated in this course.
ELE320, Teaching Biological Science in the Elementary School (3). This course has been purposely designed to prepare pre-service and in-service students to become competent, confident and committed teachers of science to elementary children. An emphasis is placed on understanding child development and its relationship to constructing scientific knowledge. Developing an understanding of subject matter, concepts, principles and themes for studying and teaching biological sciences in the elementary school are central to this course.
ERE000, Basic Skills (3). A performance-based course designed to develop and reinforce fundamental reading skills essential to the communication process involved in the acquisition and transfer of knowledge. This course provides individualized instruction in basic reading skills such as word recognition, comprehension, and fluency.
ERE001, Reading and Study Skills (3). This performance-based course has been designed to help students meet the rigorous academic demands of learning at the college level. In this course, the primary goal of instruction and practice is to develop and effectively improve the skills and abilities that college students need to comprehend reading material, reflect upon
and retain content. Techniques and strategies for efficiently enhancing reading and study skills including vocabulary development, listening, note taking, time management, textbook usage and other study skills are addressed. Knowledge of relevant specialized vocabulary and terminology within a variety of disciplines will be explored and acquired. The use of critical thinking skills is emphasized throughout the course as the connective relationship between academic reading and writing are examined.
ERE102, Efficient Communications Techniques (3). This course is offered to deliver Praxis test preparation workshops for education students. Emphasis is placed on reading comprehension and process review and testing strategies, writing process review including sentence correction and essay construction, and mathematics content review and testing strategies from basic math to geometry.
FCS 211, Child and Adolescent Development, (3). A course that introduces candidates who are preparing to become teachers to the study of child development beginning with conception and ending with early adolescence. Within this chronological framework, information on the different domains of development is included. Through appropriate learning experiences, candidates acquire knowledge that will enable them to understand how children learn and how they move through periods of growth with specific developmental tasks that serve as milestones for development. This course also examines important issues related to raising healthy children and building positive parent-child relationships including how to promote safe and healthy learning environments.
SPE121, Basic Concepts in Special Education (3). An introductory course that provides an understanding of the three basic domains in special education: psychological, developmental and cognitive. In each of these domains, basic concepts and considerations are discussed including definitions, characteristics and classifications. The historical milestones of special education, modern trends and educational offerings are also presented.
SPE211, Assessment in Special Education (3). This course focuses on the principles and procedures for evaluating and developing the psychosocial skills, developmental skills, and cognitive skills of individuals with disabilities. Informal and formal assessment techniques and instruments are presented and applied to the various setting in which students may be placed.
SPE221, Self-Concept Development (3). Explores the dynamics of school achievement and psychosocial relationships. Procedures for enhancing children’s self-concept in the classroom are presented, and interrelationships between self-concept and exceptional conditions in children are examined.
SPE222, Perceptual Motor Skills Development (3). An in-depth analysis of perceptual-motor skills development as the foundation for learning. Fine and gross motor skill, visual, auditory, kinesthetic, and tactile skill development are discussed. A review of effective prosthetic devices and procedures is presented.
SPE311, Therapeutic Communication Skills (3). This course stresses facilitative communication with students. Barriers to communication and different communication styles are explored. Application of principles and techniques in simulated and actual classroom situations are presented.
SPE312, Language and Social Development (3). Provides an in-depth analysis of language and social skill development. Basic linguistic input and output are discussed in detail while the rudimentary social skills of exceptional children and youth are highlighted.
SPE342, Curriculum Planning (3). An in-depth analysis of each developmental skill area. Emphasis is placed upon the sequence of goals, objectives, and competencies of each skill area.
SPE451, Applied Behavior Analysis II (3).
Examines selected psychosocial behavior of individuals with disabilities who are severely dysfunctional and require advanced intervention procedures. The last section of this level is devoted to presenting an overview of current and experimental models of instruction that children in psychosocial skill development receive. Prerequisite: Restricted to special education majors.
SPE452, Instructional Models for Teaching Developmental Skills (3). Focuses on current experimental models of teaching developmental skills. General curricula and the teaching of music and art are explored and developed.
SPE453. Educational Strategies for Teaching Cognitive Skills (3). Presents the various teaching strategies utilized in educational settings for individuals with disabilities. The effective implementation of a format for curriculum development is discussed. Curricula for the various developmental levels of individuals with disabilities and methods for dealing with various learning needs are presented. This course focuses on current experimental models of teaching developmental skills. General curricula are explored and developed. Included are various teaching strategies and methods that are utilized in educational settings for individuals with special needs.
