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Questions about which courses to take?

Talk to an adviser in the education department.

We strongly urge you to consult carefully and frequently with an adviser in the department of education. We have detailed advising checklists that will help you choose the right courses to meet the goals of the major as well as teaching certification requirements.

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101

Social Foundations of Education (I and II; 3, 0)

Historical, economic, philosophical, and social foundations of education, and their implications for present-day education in America. Provides a background of information for the prospective teacher and citizen. Not open to seniors.

110

Education and the Human Spirit (S; 6, 0)

This course explores the role of spirituality within education. There is a strong focus on theory and practice in relationship to personal experience. Prerequisite: permission of the instructor.

201

Educational Psychology (I and II; 3, 0)

Role of psychological concepts in educational practices. Nature, sources of individual differences in development and readiness. Learning theory, motivation, and emotion in learning. Issues in identifying and supporting the learning of all students. Measurement and evaluation of learning.

230

Foundations of Classroom Assessment (II; 3, 0)

Use of observation, documentation, and assessment to develop instructional practices that support learning of all children. Includes assessment across environments and for different purposes. Prerequisite: EDUC 201.

235

Integrated Arts in Learning (II; 3, 0)

Students will be introduced to intermodal aspects of art (dance, music, theatre, visual arts, and poetry) and how they might be used to develop and enhance curriculum within the inclusive classroom as well as alternative learning environments. Issues of health, learning disabilities, learning styles, and cultural difference will be actively explored through the theoretical lens of arts-based education.

240

Literacy and Learning in the Diverse Classroom (II; 3, 0)

Students explore how diverse adolescents develop abilities to decode, interpret, and use language and mathematical sign systems to gain access to secondary school content knowledge. Students also analyze structures and tools of inquiry embedded in secondary school subjects. Other topics: curriculum integration, strategies for literacy development, learning disabilities that impact literacy, and teaching and learning of English Language Learners. Required fieldwork. Prerequisites: EDUC 101 and EDUC 201.

290

Gender Issues in Education (I; 3, 0)

An examination of how gender affects the teaching-learning process with an emphasis on theory, curriculum, pedagogy, and assessment. Prerequisite: EDUC 201 or permission of the instructor. Crosslisted as WMST 290.

301

Behavioral Assessment and Intervention (AII; 3, 1)

Strategies for problem solving in educational institutions, mental health facilities, and industry with an emphasis on data-driven decision-making and positive intervention. Problems considered will focus on motivation, design of instructional systems, and human communication. Field experience required.

302

Positive Behavior Support (II; 3, 0)

Study of motivations underlying human behavior; exploration of ecological and human interactions and mechanisms for behavior change. Role of supporting adaptive responses to environmental conditions.

305

Cognitive Learning in Multiple Contexts (AI; 3, 0)

Both the theories and practical applications of cognitive psychology and development are emphasized. How theories connect to the field of cognitive neuroscience is also addressed. Prerequisite: EDUC 201 or permission of the instructor.

308

Advanced Educational Foundations: Democracy and Education (II; 3, 0)

This course employs a multidisciplinary approach to explore the special relationship between education and democracy in "free" societies such as the United States. Students will critically examine the American educational system and its contemporary problems through the lenses of history, philosophy, sociology, and anthropology. Prerequisite: EDUC 101.

312

Counseling Techniques (I or II; 3, 4)

This course provides an introduction to counseling theory and training in micro-skills of counseling and interviewing. Students have an opportunity to practice a wide range of counseling techniques with videotaping. Required field placement or service learning experience.

314

School Psychological Services (I or II; 3, 0)

An overview of school psychological services in public K-12 settings, and the theory and practice of collaborative consultation in the school environment. Field experience required. Preference given to juniors and seniors.

315

Senior Thesis (I or II)

Open to qualified seniors. Prerequisite: permission of the department.

316

Teaching in Diverse Environments (II; 3, 2)

Supervised practice in the design and implementation of instruction in non-traditional learning environments. Emphasis on theory informing practice. Prerequisite: permission of the instructor.

317

Problems in Education (I or II; R; 2-4, 0) Quarter to full course.

Research on a problem not involved in a student thesis. Upperclass students. Prerequisites: three courses in education or permission of the instructor.

318

Multiculturalism and Education (II; 3, 0)

This course combines social science and educational research with narrative accounts to explore the historical, philosophical, sociological, and political foundations of the multicultural movement in American education. The course will examine and critique contemporary issues such as the educational experiences of minority groups, inclusive pedagogy, and bilingual education.

320

Ethics in Education (I or II; 3, 0)

Application of traditional and contemporary ethical theories to current dilemmas in teaching, research, counseling, administration, and educational policy.

322

Psychology of the Exceptional Child (AI; 3, 0)

Understanding the psychology of the exceptional child from childhood through adolescence. Focused involvement in building an understanding of the diverse ways cognitive disabilities are manifested in children and adolescents with an emphasis on prevention, intervention and remediation. Optional fieldwork.

323

Education of Young Children (II; 3, 4)

A conceptual-developmental overview of the social, emotional, cognitive, and physical characteristics of the early childhood years (to age 9) stressing extrapolation from developmental theory to educational practice for teachers and parents who function as the earliest educators.

325

Career Development (S; 6, 0)

An examination of career decision making and career choices within the context of cognitive, social, emotional, and physical development, with emphasis on both theory and practice.

327

Immigrant Youth in U.S. Society (I or II; 3, 0)

This course examines the varied trajectories in contemporary immigrant youth adaptations across social contexts, including schools, families, peer groups and work.

328

Tests and Measurement (AII; 3, 0)

Introduction to the fundamental concepts of measurement and testing theory with emphasis on the application of those concepts in a variety of educational, psychological, and employment settings.

334

Later Childhood and Adolescence (I and II; 3, 0)

Uses theory, case studies, and field experience to illustrate early and later adolescent development. Required fieldwork. Not open to students who have taken EDUC 335.

335

Child and Adolescent Development (I; 3, 0)

Social, emotional, cognitive, and physical development from age 5 to 18 in relation to the educational environment, including the interaction of the child with family, adults, and peers. Required fieldwork. Not open to students who have taken EDUC 334.

339

Inclusive Practices (I; 3, 4)

Students will explore the unique instructional needs of L2 learners and students with disabilities and learn how to modify and adjust content, process, and product to enhance their development in inclusive classrooms. Required fieldwork.

341

Early Literacy (II; 3, 4)

A study of the strategies and techniques involved in teaching children to read and to write (Pre-K-4 level). Contemporary theories of reading behavior. Required fieldwork. Prerequisites: EDUC 101 and EDUC 201.

342

Differentiation and Diversity in Education (II; 3, 4)

Differential instruction and cultural awareness to foster the learning of all students in inclusive classrooms. Adaptations for reading, writing, spelling, and mathematics included. Required field work. Prerequisite: EDUC 341 or EDUC 240 or permission of the instructor.

343

Culture and Community (II; 3, 0)

Consideration of special problems arising in teaching social studies in elementary and secondary schools. Influences determining course content, including state and national standards. Prerequisites: EDUC 101 and EDUC 201 or permission of the instructor.

344

Science as Inquiry (I; 3, 4)

This course reflects best practices for the teaching of science as outlined in the National Science Education Standards and the Pennsylvania State Standards. This course provides students with instructional methods and curricular materials appropriate for teaching science concepts, processes, and skills to young children. Teaching science as inquiry will serve as the foundation for the course. Prerequisites: EDUC 101 and EDUC 201.

346

Literacy Across Contexts (II; 3, 4)

Principles of creating a developmentally appropriate elementary learning environment. Emphasis is placed on the process of designing instruction appropriate for learners at various levels of cognitive, emotional, and social development. Language arts and its domains will be used to illustrate, explain, and extend course concepts. Issues related to student motivation and classroom management also will be examined. Required fieldwork. Prerequisites: EDUC 101, EDUC 201, and EDUC 341, or permission of the instructor.

347

Family, School, and Community Partnerships (I or II; 3, 0)

Students will explore important factors and effective strategies in creating and sustaining respectful, reciprocal, supportive, and empowering relationships with families to enhance children's development and learning. 

349

Student Teaching Elementary (I and II; 0, 35) Three courses.

Supervised practice in the design and implementation of instruction in elementary school classrooms. Emphasis on professional conduct and use of theory to inform practice. Prerequisites: senior status, acceptance into Pre-CIP, all required certification courses, or permission of the instructor. Corequisite: EDUC 449.

350

Higher Education in the United States (I; 3, 0)

Overview of historical and contemporary trends in post-secondary education: systematic examination of selected social, political, economic, and educational forces and problems affecting contemporary higher education.

351

Learning and Development in Postsecondary Education (I; 3, 0)

Investigation of contemporary theories pertaining to the processes of learning and development that occur from later adolescence through old age.

354

Teaching of Art (I; 3, 4)

Principles and practices of teaching art in grades K-12. Interested students should meet with the chair of the department of education no later than March 15 of sophomore year. Prerequisites: EDUC 101, EDUC 201 and EDUC 335.

355

Teaching of Science in Secondary School (II; 3, 4)

Principles and practices of teaching biology, chemistry, physics, earth and space science, and environmental science in grades 7-12. Prerequisites: EDUC 101, EDUC 201, and EDUC 334 or EDUC 335 (EDUC 335 required for environmental science).

359

Student Teaching: Secondary (I and II; 0, 35) Three courses.

Supervised practice in design and implementation of instruction in secondary school classrooms. Emphasis on professional conduct and use of theory to inform practice. Prerequisites: senior status and permission of the instructor. Corequisite: EDUC 459.

362

Quantitative Research Methods (II or S; 3, 0)

This course emphasizes the design of experimental research and the development of skills in analyzing and interpreting data. Experimental research in education and psychology is critiqued in terms of theory, past research, hypothesis generation, and research design. Data analysis involves the use of the statistical packages such as SPSS, which are broadly applicable to the social and psychological sciences.

364

Qualitative Research Methods (I; 3, 0)

This is an introduction to the foundations of qualitative design in education, including: history, philosophy, nature, types, examples, and the challenges associated with data collection and its interpretation.

375

Methods of Teaching English as a Second Language (II; 3, 0)

This course focuses on preparing to teach students for whom English is their second language (ESL). It focuses on three primary areas: instructional materials development for ESL; assessment and support of ESL students; and cultural awareness and sensitivity.

398

Student Affairs Programs in Higher Education (II; 3, 0)

The study of historical and philosophical foundations of the student affairs profession and the roles and functions of student affairs professionals in contemporary collegiate institutions.

425

Internship in Education (I or II; 3, 0)

Supervised practice in an educational setting including a structured reflection component. This course may be used to fulfill the culminating experience course requirement for the B.A. in education. Prerequisite: permission of the adviser.

439

Student Teaching in Music (I or II; 0; 35) Three courses.

Corequisite: MUSC 335. Prerequisite: permission of the instructor.

449

Professional Seminar in Elementary Education (I and II; 3, 0)

Systematic approach to the observation, interpretation, verification, and remediation of problems affecting student learning. Psychological and sociological theory informing teaching practice. Implications of student diversity for adaptation of instruction. Prerequisites: EDUC 342, senior status, and permission of the instructor. Corequisite: EDUC 349.

459

Professional Seminar in Secondary Education (I and II; 3, 0)

Systematic approach to the observation, interpretation, verification, and remediation of problems affecting student learning. Psychological and sociological theory informing teaching practice. Implications of student diversity for adaptation of instruction. Prerequisites: senior status and permission of the instructor. Corequisite: EDUC 359.

484

Local Educational Politics (II; 3, 0)

This course introduces students to a variety of philosophical, political, and sociological theories that explain the nature of conflict in the educational arena.

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