This course is designed to introduce students to the foundations of human development from birth to age 5. Student will learn about development issues as they apply to the following areas: brain (in-utero, normal and abnormal), cognitive and psychosocial change across the first five years of life. Students will also be challenged to apply the course content when planning appropriate lessons for early childhood educational opportunities. (P: cumulative GPA of 2.75 or higher).
3.0 Credits

This course will develop the sociological, philosophical, economic, and political bases of education in America. Themes from these disciplines will be integrated into an examination of the critical issues that affect today's education and that promise to continue into the 21st century. This course is cross listed with EDUC 111. (P: cumulative GPA of 2.75 or higher.)
3.0 Credits

Child Development II is a course designed to introduce students to the theories of how people learn. Students will understand the direct connections between how this learning is enhanced by the use of effective strategies by intentional teachers. They will also investigate how well planned lessons and well managed classroom environments improve student learning. The course investigates the power of effective teaching and the role of teacher as decision maker. The final examination will be an oral presentation and visual display of each student's understanding of the material taught. This course is cross listed with EDUC 112. P: cumulative GPA of 2.75 or higher.
3.0 Credits

Children's language skills are highly predictive of their academic success. This course will offer the student the opportunity to examine the basic components of language (phonology, syntax, and lexicon), the theories regarding how children develop language, the development sequences of speech and language, and the correlations with academic success. Students must have an overall GPA of 3.0. (P: ECE 110, 111 and 112).
3.0 Credits

The course is designed to introduce students to the skills of teaching children to read and write. Students will be immersed in the strategies that aid in the acquisition of reading and writing skills. They will learn the five components of effective reading programs and will investigate how well planned lessons aid in student achievement. The course will empower the students with the tools to assess as well as teach reading to young children. (P: 3.0 cumulative GPA and ECE 110, 111, 112, 213, and 215).
3.0 Credits

This course is designed to provide students with the background knowledge and practical application of planning and writing curriculum units with accompanying lesson plans. Students will become familiar with state standards for the major subject areas at the K-4 levels. Students will learn how to apply the planning model Understanding by Design in the development of units of study for students in K-4. Students will learn the teaching strategies that are effective for learning and apply them in daily lessons designed to reach selected standards and learning competencies for students in grades K- to 4. The lessons will provide for a diversity of learners and include methods of formal assessment so that adjustments can be made during the lesson and prior to subsequent lessons. Students will be required to develop a comprehensive assessment plan for the unit learning goals that will include both summative and formative assessments. Students must develop a comprehensive unit that is both challenging and engaging for all learners. This course is cross-listed with EDUC 215. (P: 3.0 cumulative GPA or higher and ECE 110, 111, and 112).
3.0 Credits

This course prepares teacher candidates to teach mathematics in the Pre-Kindergarten setting. The focus is on "play" and "exploration" at this age. The course will address theory, content, methodology, and practical applications for the classroom instruction. It will emphasize that concrete manipulatives and hands-on experiences are important for this age learner. The Pennsylvania State Standards for Mathematics in Pre-Kindergarten and the National Council of Teachers of Mathematics (NCTM) will also be incorporated. (P: 3.0 cumulative GPA or higher and ECE 110, 111, 112, 213, and 215).
3.0 Credits

This course will provide a comphrehensive exploration of the historical, sociological, philosophical, economic, and political underpinnings of education in America. Students will delve into the key elements, influential figures, educational reforms, and movements that have shaped educational policy and practice. Through critical analysis, students will develop critical thinking skills and gain a deep understanding of complex educational issues that affect today's education. (P: Cumulative GPA of 2.75)
3.0 Credits

This course is designed to introduce students to the foundations of human development from birth to 4th grade. Students will learn about brain, cognitive, social, language and psychosocial development in the first 10 years of life. Students will be challenged to apply the course content when planning appropriate activities to promote and assess child development. (P: cumulative GPA of 2.75)
3.0 Credits

This course will develop the sociological, philosophical, economic, and political bases of education in America. Themes from these disciplines will be integrated into an examination of the critical issues that affect today’s education and that promise to continue into the 21st century.
3.0 Credits

Elementary Education students will integrate the content from Integrated Language Arts, Part II into an understanding of how to effectively teach and assess the reading, writing, listening and speaking skills of elementary students. This course emphasizes different reading methods for multiple texts and purposes. (Must have required cumulative GPA)
3.0 Credits

This course presents an application of psychological principles to learning by children and adolescents (4th-12th grade) in school contexts. Special topics include child and adolescent development, human motivation, and implications for teaching strategies. Students will understand the direct connections between how this learning is enhanced by the use of effective strategies by intentional teachers. They will also investigate how well planned lessons and well managed classroom environments improve student learning. The course investiages the power of effective teaching and the role of teacher as decision maker. (P: Cumulative GPA of 2.75 or higher)
3.0 Credits

Children's language skills are highly predictive of their academic success. This course will offer the student the opportunity to examine the basic components of language (phonology, syntax, and lexicon), the theories regarding how children develop language, the development sequences of speech and language, and the correlations with academic success. (P: EDUC 100, 110 and 150; minimum GPA of 3.0)
3.0 Credits

This course prepares the elementary teacher candidates to apply the principles of curriculum in the design of developmentally-appropriate interdisciplinary or multidisciplinary units and lessons, to apply a research-based repertoire of instructional strategies, ranging from direct instruction to constructivist instruction, across the disciplines in the elementary school; and to construct valid and reliable traditional, non-traditional, and authentic assessments. Thus, this course provides the elementary teacher candidates with opportunities to practice the principles of curriculum, instruction, assessment and classroom management. (All Phase I courses must be completed and formal admission to Teacher Education Program)
3.0 Credits

This standards-based course emphasizes technology operations and concepts necessary in the elementary classroom; the use of technology in planning and designing interactive learning environments and experiences; the application of technology in teaching, learning and curriculum for diverse populations; the use of technology in assessment, evaluation and record keeping; the applications of technology in professional communication; and the social, legal and human issues relating to technology use in the elementary classroom. (P: All prerequisite courses plus formal admission to Teacher Education Program).
3.0 Credits

This course will be the field component that accompanies the methodology courses (SECED 340 or SECED 350, or SECED 360, or SECED 373 or EDUC 474), that will enable education students to put into practice what they are learning in their respective secondary methodology courses. Students are required to spend five (5) hours a week in the mentoring school. Transportation is the student’s responsibility. (Successful completion of all the three Phase I courses, at least half of the major completed and the required GPA). Special fee $100.
3.0 Credits

This course will emphasize the teaching strategies for reading and writing in the different disciplines taught in the secondary school curriculum. The strategies will be research-based and will equip the secondary education majors with the methods necessary to improve student abilities to read complex texts and to learn through writing. Teaching candidates will learn how to apply the reading process to the textbook and other print resources necessary for their students to learn the subject content. In addition, teaching candidates will be prepared to develop, present and evaluate writing activities that will help their students master the subject content as well as help them develop competent writing skills. (P: EDUC 111, 112, 215 and the required cumulative GPA of 3.0)
3.0 Credits

In this course, students apply the knowledge and the skills they have developed through field experiences as well as content and methodology courses as they begin to manage all the operations of a secondary classroom. Students are responsible for providing transportation to the site. (All required education and major courses listed for certification in the content area fields, the required 3.0 cumulative GPA). Special fee $400.
12.0 Credits

This course provides the regular and special education teacher with basic knowledge about the foundations of special education, including the legal and procedural aspects of special education. Students will gain a comprehensive understanding of the Individuals with Disabilities Education Act (IDEA) and its implications for the identification, evaluation, and placement of students with disabilities. The course will delve into key procedural safeguards, including parental rights, due process, and least restrictive environment. (P: Cumulative GPA of 2.75 or higher)
3.0 Credits

This course is designed to provide educators with the theoretical knowledge and practical skills needed to create an inclusive learning environment and effectively instruct students with a wide range of disabilities, from mild to severe. Students will explore characteristics and needs of students with low and high disabilities along with evidence-based strategies, instructional techniques, behavior management techniques, and assistive technology to meet the diverse needs of these learners. Students will learn to adapt curriculum and assessment, collaborate with families and professional to support student success, and develop individualized transition plans for students with disabilities. (P: EDUC 111 & EDUC 112; minimum GPA of 3.0)
3.0 Credits

This course is designed to provide educators with the knowledge and skills necessary to effectively instruct students with disabilities. Students will explore evidence-based instructional strategies, adaptions, and accommodations to meet the diverse needs of these learners. Students are expected to complete 50 hours of field placement to connect theory to practice. Special fee of $100. (P: Acceptance to the College of Education and minimum GPA of 3.0)
3.0 Credits

This course is designed to provide the special education teacher with knowledge of how to administer, score, and interpret educational assessments, prepare assessment summary reports, and utilize assessment results in instructional planning. This course will go over assessments and data to use IEP writing and transitional goals. Students must have a cumulative GPA of 3.0 or higher. (P: Acceptance to the College of Education and minimum GPA of 3.0)
3.0 Credits

This course provides the regular and special education teacher with basic knowledge about the foundations of special education, including the laws and regulations that govern it. It explores the different types of exceptionalities identified under Chapter 14 and IDEA and the how to appropriately serve special needs students within the school setting. Students must have an overall GPA of 2.75. This course is a requirement for all education majors.
3.0 Credits

This course provides the regular and special education teachers with the knowledge to meet the challenge of mixed-ability classrooms with academically responsive curriculum appropriate for all learners. Students must have a cumulative GPA of 3.0 or higher. Special fee of $200. Five hours per week is spent in the school setting. Transportation is the student's responsibility. This course is a requirement for all education majors. (P: SPED 356).
3.0 Credits

This course provides the regular and special education teacher with specific data-based knowledge and skills to teach reading, writing, and math to students with disabilities. Students must have a cumulative GPA of 3.0 or higher. This course is a requirement for all education majors. (P: SPED 356).
3.0 Credits