Education (EDUC)

Assistant Professors: Hickoff-Cresko, Macy, Rogers (Chairperson)
Part-time Instructors: Cauley, Datres, Fairchild, Huff, Johnson, Wentzel 

Early Childhood Certification

Students seeking early childhood certification must complete PSY 110, 115, 211, EDUC 000, 210, 220, 348, 410, 420, 447, 465, ECED 200, 340, 341, 342, 344, ECED/SPED 243, and SPED 230, as well as the necessary subject area courses.

The Early Childhood Professional Semester

The following courses compose the Early Childhood Professional Semester:  
 

  • EDUC 410 Methods of Classroom Management (2 credits) 
  • EDUC 420 Instructional Methods for Teaching the English Language Learner (2 credits)
  • EDUC 447 Professional Development in Contemporary American Education (4 credits)
  • EDUC 465 Professional Semester of Student Teaching (8 credits)

Secondary Teacher Certification

Students seeking secondary teacher certification must complete PSY 110, 118, 211, EDUC 210, 220, 338, 339, 348, 410, 420, 447, 465, SPED 230, as well as the necessary subject area courses. (See exception below for students seeking K-12 certifications.) Students may earn one or more of the following certifications:

Biology
Chemistry
English
General science (astronomy, physics, biology, chemistry)
Mathematics
Physics
Social sciences (psychology, sociology-anthropology)
Social studies (economics, history, philosophy, political science, psychology, sociology-anthropology)

Students seeking certification in secondary math must also complete EDUC 345 instead of EDUC 339 before acceptance into the professional semester. Students seeking certification in any of the secondary science areas (biology, chemistry, physics) and general science (astronomy, physics, biology, chemistry) must also complete the required safety and maintenance workshop in their content area. These workshops will address safety issues (laboratory instruction, regulations for use of chemicals, materials and specialized equipment) and general lab behavior. Students will also be taught how to actually set up and maintain a laboratory (in their particular science field) in a middle/secondary school. Students seeking certification in English 7-12 must complete THEA 100.

The Secondary Professional Semester 

The following courses compose the Secondary Professional Semester:

  • EDUC 410 Methods of Classroom Management (2 credits)
  • EDUC 420 Instructional Methods for Teaching the English Language Learner (2 credits)
  • EDUC 447 Professional Development in Contemporary American Education (4credits)
  • EDUC 465 Professional Semester of Student Teaching (8 credits) 

K-12 Teacher Certification

Students seeking K-12 certification must complete PSY 110, 118, 211, EDUC 000, 210, 220, 338, 339, 348, 410, 420, 447, SPED 230, and the necessary subject area courses including the methods course appropriate to their discipline and offered by that department. Students may earn K– 12 certification in one or more of the following areas:

Art
Music
French
German
Spanish

The K-12 Professional Semester

The following courses compose the K-12 Professional Semester:

  • EDUC 410 Methods of Classroom Management (2 credits)
  • EDUC 420 Instructional Methods for Teaching the English Language Learner (2 credits)
  • EDUC 447 Professional Development in Contemporary American Education (4 credits)
  • EDUC 465  Professional Semester of Student Teaching (8 credits) 

Special Education PreK 8 Teacher Certification

Students seeking Special Education PreK – 8 certification must complete PSY 110, 115, 211, EDUC 000, 210, 220, 348, 410, 420, 447, 465, SPED 230, 330, 331, 333,  and ECED/SPED 344, as well as the necessary subject area major courses and the PreK – 4 Early Childhood course requirements (ECED/SPED 243, ECED 200, 340, 341, 342).

The Special Education PreK – 8 Professional Semester

The following courses compose the Special Education PreK – 8 Professional Semester:

  • EDUC 410 Methods of Classroom Management (2 credits) 
  • EDUC 420 Instructional Methods for Teaching the English Language Learner (2 credits)
  • EDUC 447 Professional Development in Contemporary American Education (4 credits)
  • EDUC 465 Professional Semester of Student Teaching (8 credits)

Special Education 712 Teacher Certification

Students seeking Special Education 7 – 12 certification must complete PSY 110, 118, 211, EDUC 210, 220, 338, 339, 348, 410, 420, 465, SPED 230, 330, 331, 333, as well as the necessary subject area major courses.  

The Special Education 7 – 12 Professional Semester

The following courses compose the Special Education 7 – 12 Professional Semester:  

  • EDUC 410 Methods of Classroom Management (2 credits)
  • EDUC 420 Instructional Methods for Teaching the English Language Learner (2 credits)
  • EDUC 447 Professional Development in Contemporary American Education (4 credits)
  • EDUC 465 Professional Semester of Student Teaching (8 credits)

The Professional Semester

Students are considered full time when enrolled in the Professional Semester. Those students needing an additional course must comply with the standards stated in the College catalog.

The Department of Education admits applicants to the professional semester applicants when they have (a) completed the participation requirements, (b) paid the student teaching fee, (c) obtained a recommendation from the student’s major department, (d) passed a screening and interview conducted by the Education Department, (e) passed the PAPA, first part of the state mandated teaching tests, and (f) achieved an overall grade point average of 3.00 or better.  Major departments have different criteria for their recommendations; therefore, the student should consult with the chairperson of the major department about those requirements. The Pennsylvania state requirements override an contractual agreement the teacher candidate has with the college via the catalog under which they were admitted. 

 

The following courses will satisfy the cultural diversity requirement:  ECED 243, EDUC 338, and SPED 243.

The following courses, when scheduled as W courses, counts towards the writing intensive requirement:  ECED 243, EDUC 338, EDUC 339, SPED 243, and SPED 344. 

EARLY CHILDHOOD EDUCATION (ECED)

200
TEACHING THE YOUNG CHILD
This course is designed to introduce early childhood students to social, emotional, physical, and aesthetic development in young children from birth through age 9 and the ways in which development affects children’s learning and teachers’ instructional decisions. Through observations and participation in practicum, seminars, workshops, and lectures, students construct an understanding of how children, including children with special needs, English Language Learners and children with diverse perspectives, construct knowledge about the world in which they live and how teachers use their understanding of children to create environments that support learning. 20 hours of observation/exploration in a PreK setting are required.

243
EARLY LITERACY DEVELOPMENT
This course provides pre-service teachers an understanding of the foundations of early literacy development and instructional strategies and assessment techniques that support the acquisition of literacy. Through observations and participation in practicum, seminars, workshops, and lectures, students construct an understanding of how children, including children with special needs, English Language Learners and children with diverse perspectives, construct knowledge. 320 hours of observation and participation in preschools, kindergartens, or first grades are required. Cross-listed as SPED 243.149

340
CHILDREN AND MATH
This course provides students with knowledge, skills and understanding to design and implement effective, developmentally appropriate mathematics instruction for grades PreK-4. Emphasis is on children's (including children with special needs, English Language Learners and children with diverse perspectives) mathematical learning and pre-numerical stages through the acquisition of advanced numerical processes and operations and connections to geometric and algebraic reasoning. 20 hours of field experience in grades PreK – 4 are required. Prerequisite or co-requisite:  EDUC 210 or consent of instructor.

341
CHILDREN AND SOCIAL STUDIES
This course focuses on the content, processes, pedagogy and materials for teaching social studies in the PreK-4 classroom. Knowledge of cognitive development as applied to the selection of content, methods, and materials and strategies for organizing the learning environment for the young learner, including children with special needs, English Language Learners and children with diverse perspectives, are examined. 20 hours of field experience in grades PreK – 4 are required. Prerequisite or co-requisite:  EDUC 210 or consent of instructor.

342
CHILDREN AND SCIENCE
Study of content, processes, and constructivist teaching methods and materials for teaching science in the early childhood classroom. Knowledge of cognitive development as applied to the selection of content in method is examined. Through observations and participation in practicum, seminars, workshops, and lectures, students construct an understanding of how children, including children with special needs, English Language Learners and children with diverse perspectives, construct knowledge about the world in which they live and how teachers use their understanding of children to create environments that support learning. 320 hours of field experience in grades PreK – 4 are required. Prerequisite or co-requisite:   EDUC 210 or consent of instructor.

344
LITERACY LEARNING IN EARLY ELEMENTARY GRADES
This course will provide pre-service teachers with an understanding of developmentally appropriate instructional strategies and assessment techniques to help all students, including children with special needs, English Language Learners and children with diverse perspectives, in kindergarten through grade four become literate using reading, writing, listening and speaking in strategic and authentic ways. 20 hours of observation and participation in elementary classrooms (grade 1– 4) are required. Prerequisite: PSY 211 or consent of instructor. Cross-listed as SPED 344.

EDUCATION (EDUC)

000
SEMINAR IN ART, MUSIC, PHYSICAL EDUCATION, AND COMPUTER ACTIVITIES
Each elementary student teacher attends a series of seminars conducted prior to student teaching. These seminars, conducted by certified public school personnel, emphasize activities and knowledge which are helpful in the self-contained elementary classroom. Non-credit course.

210
ORIENTATION TO THE TEACHER EDUCATION PROFESSION: PART I
This required non-credit course taken during the sophomore year offers education certification students the opportunity to meet with professors and invited guest speakers to discuss the historical, economic, political and theoretical foundations of American education.  Non-credit course. Students will receive a letter grade for the course

220
ORIENTATION TO THE TEACHER EDUCATION PROFESSION: PART II
This required non-credit course taken during the sophomore year offers education certification students the opportunity to meet with professors and invited guest speakers to discuss contemporary issues such as race, gender, ethnic and linguistic diversity in American education. Behavior modification and instructional strategies are discussed. Students will receive a letter grade for the course. Non-credit course.

338
LITERACY FOR MIDDLE/SECONDARY SCHOOLS
This course is designed to teach the strategies necessary to implementing literacy skills in the middle/secondary content areas. Reading, writing, speaking, listening and media interpretation in content areas is the focus. Developmental stages for adolescents, including children with special needs, English Language Learners and children with diverse perspectives, and critical reading strategies are addressed in addition to strategies for using young adult literature in the content areas. 20 hours of field experience in middle and secondary classrooms are required. Prerequisite or co-requisite:  EDUC 210 or consent of instructor.

339
MIDDLE AND SECONDARY SCHOOL CURRICULUM AND INSTRUCTION
An examination of the various curricula of the public schools and their relationship to current practices. Special attention is given to development of the curriculum, state and national curriculum standards, and criteria for the evaluation of curricula and student progress. A particular emphasis is placed upon emerging issues and technology as they relate to curriculum. Emphasis is placed upon the curriculum work within the teaching field of each individual. Through observations and participation in practicum, seminars, workshops, and lectures, students construct an understanding of how children, including children with special needs, English Language Learners and children with diverse perspectives, construct knowledge about the world in which they live and how teachers use their understanding of children to create environments that support learning. 20 hours of field experience in middle and secondary classrooms are required. Prerequisite: EDUC 210 and 220, or consent of instructor. 

 

345
CURRICULUM AND INSTRUCTION IN MIDDLE/SECONDARY MATHEMATICS
This is a basic course in the theory and pedagogy needed for the instruction of mathematics in the Middle/Secondary Schools. It is designed to examine and implement curriculum, teaching strategies, and required standards in math in the middle and secondary schools. The needs and developmental stages of middle/secondary adolescents are also addressed. Alternate fall semesters. 20 hours of field experience in middle and secondary classrooms are required. Prerequisites or co-requisites:   EDUC 210 and two courses in mathematics; or consent of instructor.

348
CLASSROOM MANAGEMENT IN THE FIELD PRACTICUM
This required non-credit course for teacher candidates allows students to spend 30 hours of field experience in assigned student teaching/cooperating teacher classrooms. Teacher candidates have the opportunity to bridge course content with what they are learning in the schools. Activities are designed to facilitate reflection on personal growth and classroom management strategies. Students discover best practices of effective classroom management, how to increase student motivation, and time management techniques for such things as managing paperwork, planning, and classroom organization. Students meet with college supervisors a minimum of three times during the semester for one hour each session. The grade will be a pass - fail. Non-credit course.

410
METHODS OF CLASSROOM MANAGEMENT
This required two credit course offered as part of the professional semester allows students to continue learning classroom management strategies and practice what they have learned in their methods courses out in the schools. Activities are designed to facilitate reflection on personal growth and classroom management strategies. Students discover best practices of effective classroom management, how to increase student motivation, and time management techniques for such things as managing paperwork, planning, and classroom organization. Full admission to professional semester. One-half unit of credit. 

420
INSTRUCTIONAL METHODS FOR TEACHING THE ENGLISH LANGUAGE LEARNER
This two credit course provides students seeking certification in Education with techniques for meeting the needs of diverse learners, including English Language Learners, and children with behavioral disabilities. Prerequisite: EDUC 338 or ECED/SPED 344, or consent of instructor. One-half unit of credit. Students will receive     a pass/fail grade for this class. 

447
PROFESSIONAL DEVELOPMENT IN CONTEMPORARY AMERICAN EDUCATION
Seminar on the issues, problems, and challenges encountered by teachers in the American schools, especially those related to the student teaching experience.  Particular attention is given to assessing teacher candidate impact on learners, as well as family and community collaboration, and professionalism. 

465
PROFESSIONAL SEMESTER OF STUDENT TEACHING 
Professional experience under the supervision of a selected cooperating teacher appropriate to certification areas and grade level ranges. Student teachers are required to follow the calendar of the school district to which they are assigned.  This course includes 14 weeks of student teaching, weekly seminars, and completion of weekly assignments (ie., lesson plans, journals, and lesson analysis).  Two units maximum.  

SPECIAL EDUCATION

230
INTRODUCTION TO SPECIAL EDUCATION
This course covers historical, philosophical, and legal perspectives related to exceptional students. All major areas of exceptionality are covered (e.g., learning disabilities, health impairment, gifted, etc.) A study of typical and atypical development of children provides the basis for an in-depth study of the characteristics and classifications of exceptional students. An emphasis is placed upon the ethical and professional behaviors of teachers of students with disabilities in special education and/or regular classroom settings including multicultural and multilingual situations. This course is designed for all students seeking teacher certification Field experiences in inclusive placements are required.

243
EARLY LITERACY DEVELOPMENT
This course provides pre-service teachers an understanding of the foundations of early literacy development and instructional strategies and assessment techniques that support the acquisition of literacy. Through observations and participation in practicum, seminars, workshops, and lectures, students construct an understanding of how children, including children with special needs, English Language Learners and children with diverse perspectives, construct knowledge. 20 hours of observation and participation in preschools, kindergartens, or first grades are required. Cross-listed as ECED 243.

330
READING FOR SPECIAL POPULATIONS: ASSESSMENT AND INSTRUCTION
Course content addresses the assessment tools and the teaching strategies for evaluating reading needs, skills, and strengths and with specific teaching strategies to help special needs students accomplish reading success. This course is designed for students seeking dual certification in Special Education with Early Childhood (PreK – 4) or Secondary (7– 12) Education 20 hours of field experience in an inclusive placement is required. Prerequisite: SPED 230 or consent of instructor.

331
CURRICULUM AND ASSESSMENT FOR STUDENTS WITH DISABILITIES
This course provides information and experiences in assessment strategies, curriculum requirements, and planning for students with disabilities. Legal and ethical issues are covered. Curriculum for early intervention, elementary and secondary education, and transition planning for adult life are included. This course is designed for students seeking dual certification in Special Education with Early Childhood Education (PreK – 4) or Secondary (7 – 12) Education. 20 hours of field experience in an inclusive placement is required. Prerequisite: SPED 230 or consent of instructor.

333
PROGRAMS AND SERVICES FOR INDIVIDUALS WITH DISABILITIES
This course investigates community based-services, professional organizations, support programs for parents and students, assistive technologies, and related services such as occupational therapy and counseling. Theoretical perspectives of emotional and behavioral disorders and educational approaches to behavioral issues are discussed. Group processes and communication are studied. This course is designed for students seeking dual certification in Special Education with Early Childhood Education (PreK – 4) or Secondary (7 – 12) Education. 20 hours of field experience in an inclusive placement is required. Prerequisite: SPED 230 or consent of instructor.

344
LITERACY LEARNING IN EARLY ELEMENTARY GRADES
This course provides pre-service teachers with an understanding of developmentally appropriate instructional strategies and assessment techniques to help all students, including children with special needs, English Language Learners and children with diverse perspectives, in kindergarten through grade four become literate using reading, writing, listening and speaking in strategic and authentic ways. 20 hours of observation and participation in elementary classrooms (grade 1-4) are required. Prerequisite: PSY 211 or consent of instructor. Cross-listed as ECED 344.