JANICE M. WHITEMAN, M.Ed., Interim Director of Undergraduate Programs
FACULTY: Associate Professor: Kathleen Kingston; Assistant Professors: Roberta Barilla,
Margaret Clark, Leighann Forbes, Robin Quick, Janice Whiteman. Instructor: George Sucha
The Pennsylvania Department of Education is in the process of approving certification programs in Early Childhood PreK-4, Early Childhood PreK-4/Special Education PreK-8, Middle Level Education 4-8 Options I and II, and Middle Level 4-8 Option I/Special Education PreK-8. Once these programs are approved, they will replace the current Early Childhood, Elementary Education, and Special Education certification programs as described in this catalog. Please refer to the School of Education's website
(www.gannon.edu/departmental/education/default.asp) for the most current information.
Accreditation: All certification programs have full accreditation endorsements by the Pennsylvania Department of Education.
The School of Education currently offers three dual certification baccalaureate program options:
Early Childhood Education/Elementary Education
Early Childhood Education/Special Education
Elementary Education/Special Education
The School of Education also offers a triple major in Early Childhood Education/Elementary Education/Special Education.
A single certification is also available in Elementary Education with a concentration in English, History/Social Studies, Mathematics or Science.
The School of Education offers a two-year Associate Degree in Early Childhood Education/Early Intervention.
Early Childhood, Elementary, and Special Education students participate in five extensive practicum experiences every term beginning second semester in the freshman year.
Secondary Education students participate in three extensive practicum experiences.
Secondary Education certification is offered in:
| |
Biology |
English |
|
History/Social Studies |
Mathematics |
K-12 certification is offered in:
Foreign Languages - Spanish K-12
Teacher Certification
In compliance with Pennsylvania Law, Act 354, all students entering School of Education programs must have and maintain an overall GPA of 3.0 or greater. All students seeking teacher certification in Pennsylvania must fulfill the requirements of the University for the Baccalaureate Degree as well as the professional education requirements of the School of Education. Students must also achieve passing scores, as determined by the Pennsylvania Department of Education (PDE), on the required Praxis Teacher Examinations. The process and requirements for teacher certification are described in the Gannon University Teacher Certification Handbook as well as this catalog. To obtain specific information about certification in other states, students should review information online at each state's Department of Education website.
Please note that current Pennsylvania Department of Education standards and regulations take precedence over any information described in this document. Should these standards and regulations change, Gannon will change its requirements. Students will be responsible for meeting the new guidelines for certification. Please refer to the PDE website at http://www.pde.state.pa.us for changes in regulations.
Admission to the School of Education
Acceptance and enrollment at Gannon University does not automatically make one a teacher candidate in the School of Education. Each student must apply for official admission to the School of Education.
The Education Review Committee reviews applications for admission to the School of Education each semester. Students who meet the criteria are recommended to the Director of the School of Education for admission. The standards for admission/retention have been developed by the School of Education and require that a student accomplish the following:
A. Academic Requirements
- All education courses require a grade of C or better.
- All practicum experiences require a grade of P (pass).
- A GPA of 3.0 or greater is required of all students seeking teacher certification.
- Within the first 48 credit hour total, Early Childhood, Elementary, and Special Education students must complete LENG 111, LENG 112, three credits from the LENG 240 series, six credits of math (105 or higher), EDCR 100, EDCR 101, EDCR 103, EDCR 200, EDCR 201 and EDCR 202 with a C or better. Students must also have passed EDFL 110 and EDFL 210.
- Within the first 48 credit hour total, Secondary Education students must complete LENG 111, LENG 112, three credits from the LENG 240 series, six credits of math (105 or higher), EDCR 101 and EDCR 103 with a C or better. Students must also have passed EDFL 101.
- Students must have obtained an overall grade point average of 3.0 or greater. Computation of the overall grade point average considers all coursework completed at the point of application to the program.
- Students must submit performance scores at or above the passing level on the Praxis Pre-Professional Skills Tests (PPST) in the areas of reading, writing, and mathematics. The School of Education has no control or responsibility for the timely receipt of test scores. Applications to the School of Education are assessed upon the most recent test scores on file. Students who are learning disabled may make request for adapted testing conditions as specified by Praxis.
- All students are required to follow the program sequence for each semester. Exceptions must be approved by their advisor and the Director of the School of Education.
B. Field Practicum and Student Teaching Requirements
- Students should officially apply for admission to the School of Education when 48 credit hours have been earned. Students may make application in the semester in which the 48th credit hour will be earned.
- Prior to the first practicum, all students must submit a valid Act 34 Criminal Background Clearance, Act 33/151 Child Abuse Clearance, and an FBI fingerprinting clearance. All clearances are required by the School of Education and mandated by Pennsylvania School Code, Act 114. If a University student is continuously enrolled in an education preparation program, the criminal background, child abuse, and
fingerprint information originally submitted shall remain valid during the period of enrollment. Application forms and directions for securing the clearances are available in the School of Education Office. The FBI fingerprinting must be done in Pennsylvania, following these directions:
1. Register at www.pa.cogentid.com.
2. When an individual registers, a code number is given. This number must be retained by the individual.
3. To be fingerprinted, go to a designated fingerprinting site, taking the code number and a picture ID. Refer to www.pa.cogentid.com for a list of all designated sites.
- Students whose clearances are not on file during the first week of the semester in which they are enrolled for their first practicum will be required to drop the practicum from their schedule.
- Students must have attended a Diocesan Child Protection Policy training session prior to the first field practicum.
- Students must have a valid negative TB test on file in the School of Education prior to the first field practicum and prior to student teaching. Arrangements for the test are the responsibility of the student.
- Students must have received a passing grade from all completed field practicum experiences.
- Students must submit application for student teaching one year prior to beginning the experience.
- As a pre-requisite to student teaching, all students must be accepted into the School of Education.
C. Students Returning for Initial Certification
- Students with a BA or BS degree, who are returning for certification, must apply and be accepted through the Center for Adult Learning and meet all criteria for admission to the School of Education.
D. Denial of Admission to the School of Education
- An overall grade point average of 3.0 must be maintained. Individuals who do not meet state mandated minimums are not eligible for admission into the School of Education.
E. Retention in the School of Education
Once admitted to the School of Education, candidates must abide by the following retention policies to remain in the program:
- Candidates must maintain a minimum grade point average of 3.0 or greater in all coursework.
- Candidates must maintain a C or better in all required coursework in professional education and the chosen teaching specialization(s).
- Candidates must successfully complete field practicum requirements prescribed in the chosen teaching specialization(s).
- Candidates must demonstrate consistent behaviors that are perceived to be suitable and appropriate for teaching and managing instruction in diverse learning environments.
- Candidates must successfully complete specialty Praxis II examinations prior to making application for state certification.
- The Director of the School of Education may recommend re-evaluation of status for any candidate previously admitted to the program when evidence exists that the individual may be unsuitable for the teaching profession.
- Only candidates meeting the Pennsylvania Department of Education requirements are eligible to be recommended for certification.
EARLY CHILDHOOD EDUCATION N - 3
ELEMENTARY EDUCATION K - 6
SPECIAL EDUCATION N - 12
Early Childhood Education / Elementary Education / Special Education programs at Gannon University prepare students in the following certification areas:
- Early Childhood certification qualifies graduates to teach children from nursery through grade three.
- Elementary certification qualifies graduates to teach children grades kindergarten through six.
- Special Education certification - Cognitive, Behavior and Physical/Health Disability qualifies graduates to teach children with special or exceptional needs from nursery through grade twelve.
Early Childhood Education/Elementary Education Curriculum
(Numerals in front of courses indicate credits)
FRESHMAN
Fall
3 Psychology of Learning/Teaching/EDCR 101
1 Foundations of Teaching/EDCR 103
2 First-Year Seminar/EDCR 104 * **
3 Speech/SPCH 111**
3 College Composition/LENG 111
3 History of West/World/LHST 111
3 Introduction to Sacred Scripture/LTHE 121
18
Spring
3 Child Development/EDCR 100
3 Plan the Learn Env/EDCR 200
0 10 Week Practicum I/EDFL 110
3 Critical Analysis/Composition/LENG 112
3 Science Series
3 Children with Except Needs/SPED 101
15
SOPHOMORE
Fall
3 ECE Overview/ECED 220
3 Early Read/Literacy/EDCR 202
0 3 Week Practicum II/EDFL 210
3 Concept/Methods: Social Studies/ELED 230
3 Literature Series/LENG
3 Introduction to Philosophy/LPHI 131
3 Fundamentals of Math I/MATH 105
18
Spring
3 Early Care/Education/ECED 221
3 Differentiating Instruction/EDCR 204
0 3 Week Practicum III/EDFL 211
3 Concept/Methods: Science/ELED 231
3 Philosophy of Ethical Responsibility/LPHI 237**
1 Leadership Seminar**
3 Applied Statistics/MATH 213
16
JUNIOR
Fall
3 Integrated Curriculum Pre/K/ECED 320
3 Instructional Technology/EDCR 102
3 Children's Literature/EDCR 300
3 Methods/Materials for Teaching ESL/EDCR 420 *
0 3 Week Practicum IV/EDFL 310
3 Concept/Methods: Math/ELED 330
15
Spring
1 General Elective
3 Integrated Curriculum Primary/ECED 321
3 Human Diversity/EDCR 203
3 Physical Well-being/EDCR 301 or
Expressive Arts/EDCR 302
0 3 Week Practicum V/EDFL 311
3 Concept/Methods: Reading/Literacy/ELED 331
3 Philosophy II Series/LPHI
16
SENIOR
Fall
3 General Elective
3 Physical Well-being/EDCR 301 or
Expressive Arts/EDCR 302
3 Critical Inquiry Seminar/EDCR 400
3 Fine Arts Series/LFIN
3 Theology II Series/LTHE
15
Spring
3 Professional Seminar/EDCR 401
12 Student Teaching/EDFL 410
15
Total credits: 128
* Practicum embedded throughout semester
**Cohort Courses
Elementary Education/Special Education Curriculum
(Numerals in front of courses indicate credits)
FRESHMAN
Fall
3 Psychology of Learning/Teaching/EDCR 101
1 Foundations of Teaching /EDCR 103
2 First-Year Seminar/EDCR 104* **
3 Speech/SPCH 111 **
3 College Composition/LENG 111
3 History of West/World/LHST 111
3 Introduction to Sacred Scripture/LTHE 121
18
Spring
3 Child Development/EDCR 100
3 Plan the Learn Env/EDCR 200
0 10 Week Practicum I/EDFL 110
3 Critical Analysis/Composition/LENG 112
3 Science Series
3 Children with Except Needs/SPED 101
15
SOPHOMORE
Fall
3 Early Read/Literacy/EDCR 202
0 3 Week Practicum II/EDFL 210
3 Concept/Methods: Social Studies/ELED 230
3 Literature Series/LENG
3 Introduction to Philosophy/LPHI 131
3 Fundamentals of Math I/MATH 105
3 Mtg Needs: N-Preschool/SPED 240
18
Spring
0 3 Week Practicum III/EDFL 211
3 Concept/Methods: Science/ELED 231
3 Philosophy of Ethical Responsibility/LPHI 237 **
1 Leadership Seminar **
3 Applied Statistics/MATH 213
3 Mtg Needs: Elementary/SPED 241
3 Collaboration/Partnerships/SPED 242
16
JUNIOR
Fall
3 Children's Literature/EDCR 300
3 Methods: Reading across the Content Areas/EDCR 326
3 Methods/Materials for Teaching ESL/EDCR 420 *
0 3 Week Practicum IV/EDFL 310
3 Concept/Methods: Math/ELED 330
3 Theology Series II/LTHE
3 Mtg Needs: 7-12/SPED 340 *
18
Spring
3 Physical Well-Being/EDCR 301 or
Expressive Arts/EDCR 302
0 3 Week Practicum V/EDFL 311
3 Concept/Methods: Reading/Literacy/ELED 331
3 Program/Assessment/SPED 243
3 Contemporary Issues in Special Ed/SPED 341
3 Applied Behavioral Analysis/Interv/SPED 365 or
Autism Spectrum Disorder/SPED 390
15
SENIOR
Fall
3 I nstructional Technology/EDCR 102
3 Physical Well-being/EDCR 301 or
Expressive Arts/EDCR 302
3 Critical Inquiry Seminar/EDCR 400
3 Fine Arts Series/LFIN
3 Philosophy II Series/LPHI
15
Spring
3 Professional Seminar/EDCR 401
12 Student Teaching/EDFL 410
15
Total credits: 130
* Practicum embedded throughout semester
**Cohort Courses
Early Childhood Education/Special Education Curriculum
(Numerals in front of courses indicate credits)
FRESHMAN
Fall
3 Psychology of Learning/Teaching/EDCR 101
1 Foundations of Teaching/EDCR 103
2 First-Year Seminar/EDCR 104 * **
3 Speech/SPCH 111 **
3 College Composition/LENG 111
3 History of West/World/LHST 111
3 Introduction to Sacred Scripture/LTHE 121
18
Spring
3 Child Development/EDCR 100
3 Plan the Learn Env/EDCR 200
0 10 Week Practicum I/EDFL 110
3 Critical Analysis/Composition/LENG 112
3 Science Series
3 Children with Except Needs/SPED 101
15
SOPHOMORE
Fall
3 ECE Overview/ECED 220
3 Instructional Technology/EDCR 102
3 Early Read/Literacy/EDCR 202
0 3 Week Practicum II/EDFL 210
3 Literature Series/LENG
3 Fundamentals of Math I/MATH 105
3 Mtg Needs: N-Preschool/SPED 240
18
Spring
3 Early Care/Education/ECED 221
0 3 Week Practicum III/EDFL 211
3 Philosophy of Ethical Responsibility/LPHI 237 **
1 Leadership Seminar **
3 Applied Statistics/MATH 213
3 Mtg Needs: Elementary/SPED 241
3 Collaboration/Partnerships/SPED 242
16
JUNIOR
Fall
3 Integrated Curriculum Pre/K/ECED 320
3 Children's Literature/EDCR 300
3 Read/Literacy Sec Curriculum/EDCR 326
3 Methods/Materials for Teaching ESL/EDCR 420*
0 3 Week Practicum IV/EDFL 310
3 Introduction to Philosophy/LPHI 131
3 Mtg Needs: 7-12/SPED 340
18
Spring
3 Integrated Curriculum Primary/ECED 321
3 Physical Well-being/EDCR 301 or
Expressive Arts/EDCR 302
0 3 Week Practicum V/EDFL 311
3 Philosophy II Series/LPHI
3 Program/Assessment/SPED 243
3 Contemporary Issues in Special Ed/SPED 341
15
SENIOR
Fall
3 General Elective
3 Physical Well-being/EDCR 301 or
Expressive Arts/EDCR 302
3 Critical Inquiry Seminar/EDCR 400
3 Fine Arts Series/LFIN
3 Theology II Series/LTHE
15
Spring
3 Professional Seminar/EDCR 401
12 Student Teaching/EDFL 410
15
Total credits: 130
* Practicum embedded throughout semester
**Cohort Courses
Early Childhood Education/Elementary Education/Special Education Curriculum
(Numerals in front of courses indicate credits)
FRESHMAN
Fall
3 Psychology of Learning/Teaching/EDCR 101
1 Foundations of Teaching/EDCR 103
2 First-Year Seminar/EDCR 104* **
3 Speech/SPCH 111 **
3 College Composition/LENG 111
3 History of West/World/LHST 111
3 Introduction to Sacred Scripture/LTHE 121
18
Spring
3 Child Development/EDCR 100
3 Plan the Learn Env/EDCR 200
0 10 Week Practicum I/EDFL 110
3 Critical Analysis/Composition/LENG 112
3 Science Series
3 Children with Except Needs/SPED 101
15
SOPHOMORE
Fall
3 ECE Overview/ECED 220
3 Instructional Technology/EDCR 102
3 Early Read/Literacy/EDCR 202
0 3 Week Practicum II/EDFL 210
3 Literature Series/LENG
3 Fundamentals of Math I/MATH 105
3 Mtg Needs: N-Preschool/SPED 240
18
Spring
3 Early Care/Education/ECED 221
0 3 Week Practicum III/EDFL 211
3 Concept/Methods: Science/ELED 231
3 Philosophy of Ethical Responsibility/LPHI 237 **
1 Leadership Seminar **
3 Applied Statistics/MATH 213
3 Mtg Needs: Elementary/SPED 241
16
JUNIOR
Fall
3 Integrated Curriculum Pre/K/ECED 320
3 Children's Literature/EDCR 300
3 Read/Literacy Sec Curriculum/EDCR 326
0 3 Week Practicum IV/EDFL 310
3 Concepts/Methods: Social Studies/ELED 230
3 Concept/Methods: Math/ELED 330
3 Mtg Needs: 7-12/SPED 340
18
Spring
3 Integrated Curriculum Primary/ECED 321
3 Physical Well-being/EDCR 301 or
Expressive Arts/EDCR 302
0 3 Week Practicum V/EDFL 311
3 Concept/Methods: Reading/Literacy/ELED 331
3 Collaborations/Partnerships/SPED 242
3 Program/Assessment/SPED 243
3 Contemporary Issues in Special Ed/SPED 341
18
SENIOR
Fall
3 Physical Well-being/EDCR 301 OR
Expressive Arts/EDCR 302
3 Critical Inquiry Seminar/EDCR 400
3 Methods/Materials for Teaching ESL/EDCR 420*
3 Fine Arts Series/LFIN
3 Theology II Series/LTHE
3 Philosophy II Series/LPHI
18
Spring
3 Professional Seminar/EDCR 401
12 Student Teaching/EDFL 410
15
Total credits: 139
* Practicum embedded throughout semester
** Cohort Courses
Elementary Education with a Concentration Curriculum
The Elementary Education with Concentration Area program provides an opportunity for students to complete all requirements for elementary certification with a concentration area. The concentration area must be approved by the student's advisor.
(Numerals in front of courses indicate credits)
FRESHMAN
Fall
3 Psychology of Learning/Teaching/EDCR 101
1 Foundations of Teaching/EDCR 103
2 First-Year Seminar/EDCR 104* **
3 Speech/SPCH 111 **
3 College Composition/LENG 111
3 History of West/World/LHST 111
3 Introduction to Sacred Scripture/LTHE 121
18
Spring
3 Child Development/EDCR 100
3 Plan the Learn Env/EDCR 200
0 10 Week Practicum I/EDFL 110
3 Critical Analysis/Composition/LENG 112
3 Science Series
3 Children with Except Needs/SPED 101
15
SOPHOMORE
Fall
3 Fund of Math 1/MATH 105
3 Instructional Technology/EDCR 102
3 Early Read/Literacy/EDCR 202
0 3 Week Practicum II/EDFL 210
3 Concept/Methods: Social Studies/ELED 230
3 Introduction to Philosophy/LPHI 131
15
Spring
3 Concentration Area
3 Differentiating Instruction/EDCR 204
0 3 Week Practicum III/EDFL 211
3 Concept/Methods: Science/ELED 231
3 Philosophy of Ethical Responsibility/LPHI 237
1 Leadership Seminar
3 Applied Statistics/MATH 213
16
JUNIOR
Fall
3 Concentration Area
3 General Elective
3 Children's Literature/EDCR 300
3 Methods/Materials for Teaching ESL/EDCR 420*
0 3 Week Practicum IV/EDFL 310
3 Concept/Methods: Math/ELED 330
3 Theology II Series/LTHE
18
Spring
6 Concentration Area
3 Human Diversity/EDCR 203
3 Physical Well-being/EDCR 301 or
Expressive Arts/EDCR 302
0 3 Week Practicum V/EDFL 311
3 Concept/Methods: Reading/Literacy/ELED 331
3 Literature Series/LENG
18
SENIOR
Fall
3 Concentration Area
3 Physical Well-being/EDCR 301 or
Expressive Arts/EDCR 302
3 Critical Inquiry Seminar/EDCR 400
3 Fine Arts Series/LFIN
3 Philosophy II Series/LPHI
15
Spring
3 Professional Seminar/EDCR 401
12 Student Teaching/EDFL 410
15
Total credits: 130
* Practicum embedded throughout semester
**Cohort Courses
Concentration Requirements (15 credits)
ENGLISH: The concentration in English requires students to complete the 6 credit English and Literature requirement in addition to the following five courses:
ENGL 210 Creative Writing
ENGL 215 Editing for the Print Media
ENGL 217 Introduction to Linguistics
ENGL 321 Literature for Young Adults or EDUC 356 Adolescent Literature
SPCH 111 Speech
HISTORY/SOCIAL STUDIES: The concentration in History requires students to complete the core history course LHST 111 in addition to the following five courses:
GEOG 201 World Geography
HIST 110 Foundations of Western Heritage
HIST 221 History of the U.S.
HIST 222 History of the U.S.
POLI 111 U.S. Government and Politics
MATHEMATICS: The concentration in Mathematics requires students to complete the 6 credit Math requirement in addition to five courses with a Mathematics prefix and number higher than Math 106.
SCIENCE: The concentration in Science requires students to complete the 3 credit Science Series and the 3 credit Methods of Science requirement in addition to the following five courses:
BIOL 101 General Biology
BIOL 102 Conservation Biology
BIOL 104 Human Biology
ENVI 103 Environmental Issues
ENVI 112 Meteorology
Total credits: 130
EARLY CHILDHOOD EDUCATION/EARLY INTERVENTION
Associate Degree
This 67 credit two-year program is designed to meet entry-level Pennsylvania requirements for assistant teachers in preschools and kindergartens, as well as childcare and Head Start programs.
For those students who decide later to continue their education, all qualifying credits earned in the program within a seven year time frame will transfer to the four year baccalaureate degree in Early Childhood Education/Special Education. Students who wish to earn teacher certification will need to meet the Pennsylvania Department of Education requirements in effect at the time of admission to the School of Education and at the time of application for certification.
Since PDE is requiring revisions to its Early Childhood program, changes will be forth coming with the Associate degree as well. Please refer to the following website for updates:
PROGRAM REQUIREMENTS:
Core of Discovery: (15 credits)
3 College Composition/LENG 111
3 Hist of West & World/LHST 111
3 Sacred Scriptures/LTHE 121
3 Introduction to Philosophy/LPHI 131
3 Theology/Philosophy Series III/LTHE or LPHI
Professional Education Core: (16 credits)
3 Planning and Managing Instruction/EDCR 200
3 Children with Exceptional Needs/SPED 201
1 Associate Degree Professional Seminar/EDCR 205
1 Eled/Eced/Sped Practicum II/EDFL 210
1 Eled/Eced/Sped Practicum III/EDFL 211
1 Eled/Eced/Sped Practicum IV/EDFL 310
6 Associate Degree Intensive Practicum/EDFL 312
Required Education Courses: (15 credits)
3 Child Development/EDCR 100
3 Early Reading and Literacy/EDCR 202
3 Children's Literature/EDCR 300
3 Physical Well-being of the Child/EDCR 301
3 Expressive Arts/EDCR 302
Early Childhood Block (9 credits):
3 Early Childhood Education Overview/ECED 220
3 Early Care and Education/ECED 221
3 Integrated Curriculum in Preschool and Kindergarten/ECED 320
Special Education Block (9 credits):
3 Meeting the Needs of Students with Exceptionalities
Nursery through Preschool/SPED 240
3 Collaboration and Partnerships/SPED 242
3 Programming and Assessment/SPED 243
Electives (3 credits)
Total credits: 67
SECONDARY AND K - 12 EDUCATION
Secondary and K - 12 education students receive a degree in their content area and are prepared for certification in the following areas:
Biology 7-12
English 7-12
Foreign Languages - Spanish K-12
Mathematics 7-12
Social Studies 7-12
SECONDARY AND K-12 PROFESSIONAL EDUCATION CORE - 37 CREDITS
3 Psychology of Learning and Teaching/EDCR 101
1 Foundations of Teaching/EDCR 103
3 Methods and Materials of Instruction/Practicum/EDCR 320
3 Assessment and Evaluation/Practicum/EDCR 330
3 Concepts and Methods: Reading across the Content Areas/EDCR 326
3 Professional Seminar in Education/EDCR 401
3 Methods/Materials for ESL/Practicum/EDCR 420
0 Secondary/K-12 Education Practicum/EDFL 101
0 Secondary/K-12 Education Practicum/EDFL 102
0 Scondary/K-12 Education Practicum/EDFL 103
12 Student Teaching/EDFL 410
3 Special Education Overview/SPED 101
3 Meeting the Need of Students with Exceptionalities Grades 7-12/Practicum
EDUCATION COURSE DESCRIPTIONS
ECED 220: Early Childhood Education Overview
This course examines the structure of early childhood education. Historical, social, and cultural foundations are addressed in the context of interpersonal relations among children, families, and communities. An introduction to curricular approaches, observation and assessment of young children, play, and developmentally appropriate practice is provided. 3 credits, Fall
ECED 221: Early Care and Education
This course emphasizes making appropriate choices to plan and implement a developmentally appropriate environment for infants and toddlers at home or in a child care center. Cognitive and psychosocial learning theories are applied to the selection and adaptation of materials and strategies to meet the particular needs of very young children, including those who are at risk. 3 credits, Spring
ECED 320: Integrated Curriculum for Preschool and Kindergarten
This course provides the conceptual framework for developing and implementing appropriate curriculum for preschool and kindergarten. Play as a vehicle for the integration of content is stressed as students analyze and adapt curriculum content, materials, and strategies to enhance learning. 3 credits, Fall
ECED 321: Integrated Curriculum in the Primary Grades
This course critically examines curriculum content, methods, and materials for first, second, and third grade children. A conceptual framework which reflects appropriate expectations for children in the primary grades is stressed. Instruction utilizing research - based approaches will be focused upon while linking instruction and assessment. 3 credits, Spring
EDCR 100: Child Development
This course provides a broad study of child development theories and concepts from conception through adolescence. Students explore events, circumstances, and strategies that influence and promote normal development. 3 credits, Spring
EDCR 101: Psychology of Learning and Teaching
Students explore the nature of learning, theories of motivation, and cultural and individual differences found in the classroom which affect learning. Through an investigation of behaviorist, cognitivist, constructivist, and social psychology perspectives and approaches, students begin to apply concepts and principles of psychology to educational settings in their practicums. 3 credits, Fall, Spring
EDCR 102: Instructional Technology
Instructional Technology provides students with laboratory-based experiences using various and emergent technologies. Students will demonstrate competency in the integration of selected programs and will examine the ethical ramifications of the instructional choices they make. Strategies and tools to cope with rapid changes will be presented. 3 credits, Fall, Spring
EDCR 103: Foundations of Teaching
This course introduces students to the teaching profession. Students survey the philosophical, historical, cultural, social, and legal foundations of American education. The course also introduces the prospective teacher to pedagogical aspects of the profession including the structure of effective schools and lesson planning. Students begin building a portfolio of their work. 1 credit, Fall, Spring
EDCR 200: Planning and Managing the Learning Environment
This course introduces students to creating and managing instruction in the learning environment. Students develop lessons and instruction as part of the scope and sequence of instructional planning. Emphasis is given to the connections among curriculum, instruction, and assessment that result in successful learning. 3 credits, Spring
EDCR 202: Early Reading and Literacy
This course focuses on the evolution of the reading process from infancy through the primary grades. Traditional and holistic approaches in reading instruction are studied with emphasis on research-based practices for the development of early literacy skills. The importance of emergent literacy, children's literature, appropriate assessment, and reading across the content areas are emphasized as students understand and learn how to facilitate children becoming independent readers.
Prerequisite: EDCR 200. 3 credits, Fall
EDCR 203: Human Diversity
This course explores the aspects of human diversity including culture, gender, social class, religion, spirituality, ability, and special needs. The values, literature, art, film, and music of many cultures will be examined for social information relevant for teaching diversely populated classrooms. Best practices and appropriate dispositions will be emphasized for all grade levels and across all disciplines. 3 credits, Spring
EDCR 204: Differentiating Instruction
This course is designed for non-special education majors. It focuses on meeting the needs of children with exceptionalities in an inclusive environment through appropriate adaptations and modification to curriculum, instruction, assessment, resources, and the classroom learning environment. Students also learn how to interact effectively with instructional support staff, paraprofessionals, and parents. 3 credits, Spring
EDCR 205: Associate Degree Professional Seminar
In this course, students reflect upon the intensive practicum experience. The seminar emphasizes professional problems encountered during clinical practice. Discussion topics deal with the prediction and solution of problems in a variety of school situations. Students also prepare for employment through activities connected with the construction of their professional portfolios. 1 credit, Fall, Spring
EDCR 300: Children's Literature
This course is designed to introduce teachers to the great wealth of literature available for children/adolescents (preschool-grade 12). This course will help teachers select and evaluate children's literature. Attention is given to visual literacy and integrating genre. Story telling and story sharing techniques will be presented and developed through practice and evaluations. Through bibliotherapy, students assess when to use literature to address the personal needs of children and adolescents. 3 credits, Fall
EDCR 301: Physical Well-being of the Child
This course will prepare students to promote the physical well-being of children. Through active participation, students will learn games, techniques, and strategies appropriate for preschool and elementary children. Students learn to teach children how to become physically, emotionally, and socially healthy. Emphasis will be given to important current issues affecting a healthy lifestyle for children.
Prerequisite: EDCR 200. 3 credits, Fall, Spring
EDCR 302: Expressive Arts
This course emphasizes the importance of the arts in children's lives. Students examine and explore how to help all children use art, music, dance, drama, and literature to express and communicate their developing ideas, experiences, and feelings about themselves and the world. Through active experiences with various media, strategies, technology, and resources, students create lesson plans to integrate the arts into the classroom.
Prerequisite: EDCR 200. 3 credits, Fall, Spring
EDCR 320: Methods and Materials of Instruction/Practicum
This course is designed for secondary and K-12 majors. It emphasizes instructional planning, teaching methodologies, and classroom management. Emphasis is given to the preparation of effective lessons in the content area, selection of instructional methods and materials, and organization of classroom procedures. This course provides an integrated practicum with an opportunity for students to work with a content expert in their field. 3 credits
EDCR 325: Methods of Teaching English
Cross-listed with ENGL 389: The course includes methods of teaching literature, writing, critical reading, and grammar in the classroom. 3 credits
EDCR 326: Concepts and Methods: Reading Across the Content Areas
This course provides an in-depth look at the reading process as it pertains to the secondary school level. Practical strategies and materials to promote content literacy are the focal points of this course. This course also addresses strategies for students with exceptionalities at the middle and high school levels. 3 credits, Fall, Spring
EDCR 330: Assessment and Evaluation/Practicum
Students investigate a variety of traditional and alternative assessments in the context of classroom instruction; meeting the needs of diverse learners; recognizing measurement principles; and national, state, and local standards. Students construct and evaluate content specific classroom assessments. This course also gives students an opportunity to develop an understanding of the need for and interpretation of the results of standardized tests, including PSSA. 3 credits, Fall
EDCR 400: Critical Inquiry Seminar
This course provides students with the opportunity to synthesize their work from both Liberal Studies and education courses in an inquiry-based participatory seminar. The course will focus on issues, reflection, and research relevant to education. Through extensive reading, independent research, writing, questioning, and discussion, students will pursue areas of particular interest in depth. They will share their work with each other, presenting the results of their inquiry in professional presentations. 3 credits, Fall, Spring
EDCR 401: Professional Seminar
In this course, students reflect on the student teaching experience. The seminar emphasizes professional problems encountered during clinical practice. Discussion topics deal with the prediction and solution of problems in a variety of school situations. Students also prepare for employment through activities connected with the construction of their professional portfolios. 3 credits, Fall, Spring
EDCR 414: Sociology of Education
This course addresses the intersection of education and various other institutions and structures in American society such as family, marriage, economics, politics, religion, gender, ability, social class, race, and ethnicity. Students will study: (a) theoretical perspectives underlying education systems; (b) learning theories that inform educational curricula and programs; (c) the structure, positions, roles, and processes involved in schools; and (d) the relationship between educational systems and societies. 3 credits, as offered
EDCR 420: Methods and Materials for Teaching ESL/Practicum
This course will provide students with a survey of current research and theory in English as a Second Language (ESL)/Teaching English as a Foreign Language (TEFL) and explore and practice traditional and innovative methodologies for teaching language skills to non-native speakers (K-12). 3 credits
EDCR 511: Introduction to Human Sexuality
This course is designed for parents, teachers, or those in helping professions who require an understanding of human sexuality or those individuals wanting to increase their personal understanding of sexuality. The course presents a psychosocial view of sexuality drawn from a broad range of theoretical and empirical literature. 3 credits, as offered
EDFL 101: Secondary/K-12 Education Practicum I
This 10 week experiential learning practicum takes place two one-half days per week or one-full day per week in an educational setting assigned by the Director of Practicum Placement. This practicum focuses on classroom interaction and student observation. 0 credit, Fall, Spring
EDFL 102: Secondary/K-12 Education Practicum II
This 10 week experiential learning practicum takes place in an educational setting assigned by the Director of Practicum Placement. In addition to observation, this practicum offers teacher candidates the opportunity to teach all or part of several lessons. Students also complete tasks at the direction of their cooperating teacher. 0 credit, Fall, Spring
EDFL 103: Secondary/K-12 Education Practicum III
This 10 week experiential learning practicum takes place in an educational setting assigned by the Director of Practicum Placement. The requirements of this practicum include teaching at least three lessons and completing tasks at the direction of the cooperating teacher. 0 credit, Fall, Spring
EDFL 110: Elementary/Early Childhood/Special Education Practicum I
This 10 week experiential learning practicum takes place two one-half days per week or one full day per week in an educational setting assigned by the Director of Practicum Placement. Students observe, serve as teacher aides, and begin to practice teaching skills. 0 credit, Fall, Spring
EDFL 210: Elementary/Early Childhood/Special Education Practicum II
This 3 week experiential learning practicum experience takes place in conjunction with the Concepts and Methods of Social Studies and Early Reading and Literacy courses. Students also complete tasks at the direction of their cooperating teacher. 0 credit, Fall, Spring
EDFL 211: Elementary/Early Childhood/Special Education Practicum III
This 3 week experiential learning practicum experience takes place in conjunction with the Concepts and Methods of Science and the Differentiating Instruction courses. Students also complete tasks at the direction of their cooperating teacher. 0 credit, Fall, Spring
EDFL 310: Elementary/Early Childhood/Special Education Practicum IV
This 3 week experiential learning practicum experience takes place in conjunction with the Children's Literature, Concepts and Methods of Math, and Physical Well-Being courses. Students also complete tasks at the direction of their cooperating teacher. 0 credit, Fall, Spring
EDFL 311: Elementary/Early Childhood/Special Education Practicum V
This 3 week experiential learning practicum experience takes place in conjunction with the Concepts and Methods of Reading and Literacy and Expressive Arts. Students also complete tasks at the direction of their cooperating teacher. 0 credit, Fall, Spring
EDFL 312: Associate Degree Intensive Practicum
This experiential learning practicum takes place in an early childhood program and includes directed observation and supervision, with gradual assumption of classroom responsibilities appropriate for an assistant teacher. The student is required to successfully complete seven weeks of full-day classroom experience or 14 weeks of half-day classroom experience. This course is taken in conjunction with EDCR 205 Associate Degree Professional Seminar. 6 credits, Fall, Spring
EDFL 410: Student Teaching
This experience in the field encompasses one full semester of directed observation and supervised student teaching, with gradual assumption of total teaching responsibilities. This course is taken in conjunction with EDCR 401 Professional Seminar. 12 credits, Fall, Spring
EDUC 355: Museum Internship
This internship introduces students to the field of museum education which is object or art centered. Students have an opportunity to examine museum education as an enrichment to their classroom teaching activities. Students design activities which integrate curriculum with the museum collection. 3 credits, as offered
EDUC 356: Adolescent Literature
This course familiarizes students with young adult literature, criteria for selection and use, prominent/popular authors for this age group, needs and characteristics of adolescents, literature program designs and methods, and censorship. 3 credits, as offered
EDUC 357: Adult Literacy
This course explores a variety of approaches and materials used for reading and numeracy instruction of the adult learner. Familiarity with the social and psychological characteristics of the adult learner is stressed. Students will be expected to spend contact hours in direct tutoring of adult literacy students. 3 credits, Fall, Spring
EDUC 358: American Sign Language I
This course will teach a basic vocabulary of 300 - 500 signs used in American Sign Language in conversational settings by Deaf and hearing signers. Students will learn important aspects of ASL grammar and ASL culture and will be given a brief introduction to hearing loss and some practical issues in the education of Deaf children. 3 credits, Fall, Spring
EDUC 359: American Sign Language II
This course will teach more advanced vocabulary of signs used in American Sign Language. It will also analyze conversational settings of various Deaf and hearing signers. Detailed aspects of ASL grammar and ASL culture will be taught. A major emphasis is placed on expressive signing by students. Practical issues in Deaf culture and in Deaf education will be discussed.
Prerequisite: EDUC 358. 3 credits, Spring
EDUC 390-394: Special Topics in Education
1-6 credits, as offered
EDUC 395-399: Independent Study
Students choose a topic of study with faculty approval and supervision. 1-6 credits. By arrangement
ELED 230: Concepts and Methods for Elementary Teachers: Social Studies
This course is designed to introduce students to the various disciplines and approaches to teaching elementary social studies. Students learn planning, resource selection, and developmentally appropriate methods and materials to enhance classroom instruction. Emphasis is on social studies as a powerful integrative force across the curriculum. 3 credits, Fall
ELED 231: Concepts and Methods for Elementary Teachers: Science
This course provides students with the conceptual framework, appropriate strategies, and methods to teach inquiry based science that supports standards across the curriculum. Using a variety of instructional models, students will learn to design, implement, and evaluate instruction and assessment instruments. 3 credits, Spring
ELED 330: Concepts and Methods for Elementary Teachers: Mathematics
This course provides students with the conceptual framework, appropriate strategies, and methods to teach mathematics in the elementary classroom. Using technology and a variety of materials, students learn to assess children's needs and design and evaluate instruction with an emphasis on integrating mathematics across the curriculum. 3 credits, Fall
ELED 331: Concepts and Methods for Elementary Teachers: Reading and Literacy
This course is designed to provide students with effective theory and methods for integrating the language arts in grades K-6. The course includes teaching spelling, grammar, handwriting skills, and patterns of practice, as well as reading comprehension and study skills. The importance of children's literature, oral language development, appropriate assessment, and reading across the content areas are stressed. 3 credits, Spring
SPED 101: Children with Exceptional Needs
This course explores the characteristics and needs of children and adolescents with exceptionalities who are included in regular classrooms. It also examines effective instructional strategies and adaptations for teaching children with exceptionalities in typical school cultures and environments. Specifically, this course addresses the following: (a) characteristics of various exceptionalities; (b) teacher dispositions; (c) cultural diversity; (d) curricular modifications and adaptations; (e) educational assessment; (f) historical, legislative, current, and legal issues in special education; and (g) the coordination of regular and special education. 3 credits, Fall, Spring
SPED 240: Meeting the Needs of Students with Exceptionalities: Nursery through Preschool
This course examines the educational programming for infants, toddlers, and preschoolers with exceptionalities. Specifically, this course addresses the concepts and models of early intervention, family-centered intervention practices, and appropriate strategies for teaching, managing, and supporting students with exceptionalities in early childhood environments. 3 credits, Fall
SPED 241: Meeting the Needs of Students with Exceptionalities: Elementary
This course examines teaching/learning strategies designed to foster cognitive growth and to develop social skills among elementary students with special needs. The course focuses on the responsibilities of teachers, intervention strategies appropriate for behavioral management instructional methods, corrective reading and math programs, and adaptations for students with exceptionalities at the elementary level. 3 credits, Spring
SPED 242: Collaboration and Partnerships
This course examines the various human resources and support services available to forge partnerships that meet the needs of diverse student populations. Specifically, the course focuses on collaborative problem solving, collaborative consultation, and team teaching in education. Attention is also given to developing effective interpersonal skills and conflict management skills in professional settings and when working with families. 3 credits, Spring
SPED 243: Program Planning and Assessment
This course examines the purposes and kinds of assessment procedures used to identify, evaluate, place, and plan instruction for children and adolescents with exceptionalities. Specifically, this course addresses the following: (a) the assessment process, (b) formal and informal assessment procedures, (c) assessment of general performance areas, (d) assessment of academic areas, and (e) using assessment to plan instruction. 3 credits, Spring
SPED 340: Meeting the Needs of Students with Exceptionalities: 7-12/Practicum
This course examines intervention strategies appropriate for the instruction and classroom management of students with exceptionalities at the middle and high school levels. Focus is given to planning, implementing, and evaluating strategies appropriate for maintaining an effective learning environment and for creating adaptations across all content areas, as well as to developing and practicing authentic collaboration techniques. 3 credits, Fall
SPED 341: Contemporary Issues in Special Education
This course examines contemporary trends and issues in special education and the impact of those issues upon schools, teachers, students, and parents. Current research in the field of special education is reviewed through discussion of topics. Content also includes an overview of the various legal issues in special education, including the rights of students,
parents, and educators. 3 credits, Spring
SPED 355: Seminar in Emotional and Behavior Disorders
This course examines children and adolescents with behavior and emotional disorders. Specially, this course will examine the incidence, prevalence, etiology, characteristics, controversies, instruction, and interventions for individuals identified with emotional or behavior disorders. 3 credits
SPED 358: Instructional and Therapeutic Interventions for Treatment Design
This course is designed to identify the instructional and therapeutic interventions for children with emotional and behavioral disorders in the home, community, and in the schools. This course will provide hands-on experience with assessment, evaluations, curriculum, treatment plans, and individualized educational programs. Content includes evaluating therapeutic and instructional interventions, social skills development, group and individual counseling techniques, positive behavioral support plans, and conflict resolution techniques. 3 credits
SPED 365: Applied Behavioral Analysis and Intervention
This course is designed to identify the components of applied behavioral analysis and the development of effective behavioral interventions for children and adolescents with emotional and behavioral disorders. Focus is given to identification of the causes and functions of behaviors, the assessment and diagnosis of behavioral issues, and the development and implementation of effective behavioral and therapeutic plans. Students will be able to assess, develop, implement, and evaluate effective behavioral and therapeutic plans using a variety of positive behavioral support and behavioral management techniques. 3 credits
SPED 370: Interagency Collaboration and Consultation
This course is designed to develop the role of the behavior specialist as an effective collaborator in the various agencies, within the home, community, and school setting. The course will develop communication skills, differentiate between the roles of collaboration and consultation, develop effective resolution skills, and discuss the ethical and legal responsibilities of the behavior specialist. 3 credits
SPED 390: Autism Spectrum Disorder
This is an introduction to Autism Spectrum Disorder. Specifically it will focus on the learning, communication, and social skill deficits of children with ASD. Attention will also be given to various intervention, academic, and therapeutic strategies. 3 credits, as offered
SPED 475: Behavioral Specialist Practicum
This course is an opportunity for criminal justice, education, social work and psychology majors with a Behavior Specialist minor to engage in participant observation, Skill Streaming and Applied Behavior Analysis. Students participate as interns in supervised settings with juvenile clients. Each intern is required to engage in such activities for a minimum of 6 credit hours during an entire semester or over several semesters to satisfy 300 hours. This practicum is open only to students with a minimum 2.5 GPA and who have fulfilled all prerequisite courses. A maximum of 6 credits can be attributed to this field placement. The Alternative Education Program, in which interns will participate, is designed to provide experience with the behavioral, emotional, and educational needs of the disruptive secondary level student in a school setting. Through the use of small groups, academic instruction, technology enhancement, mentorship, and life skills counseling, each student's most severe behavioral and academic needs will be addressed.
Prerequisites: SPED 355, CRJS 358, 365. 6 credits
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