2018-2019 Johnstown Campus Catalog

University of Pittsburgh Johnstown

Apr 30, 2024

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2018-2019 Johnstown Campus Catalog [Archived Catalog]

Education

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Division Policies and Requirements

Academic Programs Offered

Chair: Gerald Zahorchak, DEd

Faculty: Natalie Conrad Barnyak, Nina Girard, Donna Kowalczyk, Mark Previte, Bethany McConnell

Adjunct Faculty: Francine Endler, Douglas Ledney, Keli Williams and Donald Yokitis.

Division Policies and Requirements

The Division of Education provides complete information on all programs and related policies in its Program Handbook, which may be obtained in 153 Biddle Hall or viewed in an abridged version on the Pitt-Johnstown Web site, www.upj.pitt.edu/education. Prospective students interested in majoring in education should read the Program Handbook prior to enrolling at Pitt-Johnstown. The Program Handbook is updated every year and is therefore more current and explanatory than this bulletin. In all cases, policies described in the Program Handbook take precedence over policies described in the bulletin.

Freshmen who plan to major in early childhood, middle level or secondary education as undergraduate students first enroll at Pitt-Johnstown as pre-education majors. To be eligible to declare pre-education as a major, incoming freshmen must have been granted admission status by the Pitt-Johnstown Office of Admissions.

Students who plan to relocate from another University of Pittsburgh campus to major in education at Pitt-Johnstown must meet minimum GPA requirements in order to declare pre-education as a major. While a 2.50 GPA is a minimum standard for students who have earned 12 or fewer credits, a higher GPA is required for students who have earned more than 12 credits.

Students who plan to transfer from another college or university to major in education at Pitt-Johnstown must meet minimum GPA requirements in order to declare pre-education as a major. This minimum GPA is based on all courses taken at another college, whether or not the credits are accepted by Pitt-Johnstown. (While a 2.50 GPA is a minimum standard for students who have earned 12 or fewer credits, a higher GPA is required for students who have earned more than 12 credits.) Students interested in transferring should request a transcript review from the Division of Education prior to applying for admission at Pitt-Johnstown. This transcript review will inform potential students of remaining course work needed to complete an education program at Pitt-Johnstown. Interested students should send a copy of all college transcripts, along with a cover letter stating the intended program and the potential term for enrollment in a program at Pitt-Johnstown, to Division Chair at the University of Pittsburgh at Johnstown, 153 Biddle Hall, Johnstown, PA 15904.

Post-baccalaureate students who plan to seek Commonwealth of Pennsylvania certification in either elementary or secondary education at Pitt-Johnstown must also meet minimum GPA requirements in order to declare pre-education as a major. This minimum GPA is based on all courses taken at any college within the past five years and any course taken longer than five years ago that would be applied to the program. (While a 2.50 GPA is a minimum standard for students, a higher GPA is required for students for whom 12 or fewer credits will apply to their intended program.) Eligible post-baccalaureate students may choose one of two options: certification while earning a second bachelor’s degree or certification without earning a second bachelor’s degree. Students interested in seeking post-baccalaureate certification should request a transcript review from the Division of Education prior to applying for admission at Pitt-Johnstown. This transcript review will inform potential students of remaining course work needed to complete an education program at Pitt-Johnstown. Interested students should send a copy of all college transcripts, along with a cover letter stating the intended program and the potential term for enrollment in a program at Pitt-Johnstown, to Division Chair at the University of Pittsburgh at Johnstown, 153 Biddle Hall, Johnstown, PA 15904.

Students already enrolled in another major at Pitt-Johnstown must gain the approval of the Chairperson of the Division of Education in order to change their major to pre-education. The student’s current academic grade point average is the basis upon which approval will or will not be granted. (While a 2.50 GPA is a minimum standard for students who have earned 12 or fewer credits, a higher GPA is required for students who have earned more than 12 credits.) Once enrolled in pre-education, students must meet specific requirements to gain admission to the upper-level early childhood, middle level or secondary education programs. Criteria for admission include 48 earned credits, a minimum cumulative GPA of 3.00, satisfactory letters of recommendation, minimum C grades in several designated courses, one English composition and one English literature course, two math courses, successful passing of all Basic Skills requirements (reading, writing, and mathematics) either by way of PAPA or CORE exam or qualifying ACT or SAT scores. Post-baccalaureate and transfer students also must have earned a minimum combined GPA of 3.00 (combination of all courses taken in the past five years at any institution, courses taken more than five years from the date of admission that are applied to the program, and credits taken-minimum of 15-as a pre-education student). Policies related to admission to the upper-level program are described fully in the Program Handbook.

The upper-level program is structured as a sequence of experiences. Upper-level early childhood students complete a set of courses during a four-term period, with student teaching comprising the major part of the fourth-term component. The middle level and secondary education program is structured somewhat more flexibly, but interested students should gain an understanding of the sequential nature of the upper-level curriculum prior to declaring pre-education as a major. Upper-level students must meet specific requirements to be admitted to student teaching, and all students who complete student teaching also must pass all required Praxis and/or PECT certification tests to be eligible for Pennsylvania certification.

In addition, all pre-education majors must submit copies of a criminal background clearance, a child abuse history clearance, and fingerprinting at an approved state site prior to enrolling in the pre-education course History and Philosophy of Education, which must be taken at Pitt-Johnstown. NOTE: Prospective students who have failed any Basic Skills requirements are not eligible to declare pre-education as a major at Pitt-Johnstown until they have passed the failed test. NOTE: Most pre-education courses are open only to those students who are enrolled in pre-education. All upper-level education courses are open only to students admitted to the upper-level program, and all upper-level courses must be taken at Pitt-Johnstown.

Academic Programs Offered

Programs

Major

Courses

Early Childhood Education

ECED 0010 - DIRECTED TUTORING

Minimum Credits: 1
Maximum Credits: 3
Academic Career: Undergraduate
Course Component: Practicum
Grade Component: H/S/U Basis
ECED 0012 - DIRECTED STUDY IN EARLY CHILDHOOD EDUCATION

Minimum Credits: 1
Maximum Credits: 3
Academic Career: Undergraduate
Course Component: Directed Studies
Grade Component: H/S/U Basis
ECED 1101 - FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

Minimum Credits: 3
Maximum Credits: 3
This course has several distinct components, foundations of early childhood education, curriculum models and approaches, and assessment and instructional practices in early childhood education. Facilities management, development, and administration of early childhood programs will be introduced. In addition, professionalism in the field of early childhood education will be stressed
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: PSY 0230 and Admisison to upper level.
ECED 1111 - EARLY CHILDHOOD EDUCATION FIELD PRACTICUM 1

Minimum Credits: 1
Maximum Credits: 2
This course involves both classroom time and field experiences in a pre-kindergarten through 4th grade. The major emphasis in this course is devoted to creative expression in early childhood education. Students are expected to spend one day per week in a classroom for seven to eight weeks. Students will also be given extensive experiences with students who have special needs.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: Admission to upper level
ECED 1112 - EARLY CHILDHOOD EDUCTION FIELD PRACTICUM 2

Minimum Credits: 1
Maximum Credits: 2
This course involves both classroom time and field experiences in a pre-kindergarten through 4th grade. It is the second of three field experiences prior to student teaching. The focus of this course is classroom management strategies. Students are expected to be able to develop an effective learning environment. Specific requirements related to this course will be distributed at the beginning of the term. Students are expected to spend one day per week in a classroom for seven to eight weeks. Students will also be given extensive experiences with students who have special needs.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: ECED 1111 and admission to upper level
ECED 1113 - EARLY CHILDHOOLD EDUCATION FIELD PRACTICUM 3

Minimum Credits: 1
Maximum Credits: 2
This course involves both classroom time and field experiences in a pre-kindergarten through 4th grade. It is the third of three field experiences prior to student teaching. The foci of this course are curriculum, assessment, and professional collaboration. Specific requirements related to this course will be distributed at the beginning of the term. Students are expected to spend one day per week in a classroom for seven to eight weeks. Students will also be given extensive experiences with students who have special needs.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: ECED 1112 and admission to upper level
ECED 1123 - WRITING DEVELOPMENT

Minimum Credits: 3
Maximum Credits: 3
This course deals with the writing process in young children and how these processes evolve in conjunction with language acquisition and development. In addition, approaches for facilitating writing process development and scaffolding on reading and speaking functions of young children’s language use will be emphasized.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: ECED 1151 and admission to upper level
ECED 1142 - EMERGENT LITERACY

Minimum Credits: 3
Maximum Credits: 3
This course has two distinct components. The first part of the course deals with instructional and assessment strategies for young children in stages of emergent literacy. The second part of the course introduces early childhood education majors to literature for emergent readers. Strategies for introducing emergent readers to a variety of literacy genres will be emphasized..
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: Admission to upper level
ECED 1151 - EARLY LANGUAGE AND LITERATURE

Minimum Credits: 3
Maximum Credits: 3
This course deals with literacy development in the early years. Early childhood literacy education will be focused upon. Promotion of print-rich environments and interactive literacy experiences will be explored. Language and literacy acquisition will be introduced. In addition, selection and utilization of quality children’s literature in the early childhood classroom will be addressed..
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: PSY 0230 and admission to upper level
ECED 1153 - LITERACY IN THE PRIMARY GRADES

Minimum Credits: 3
Maximum Credits: 3
This course emphasizes reading and writing as developmental cognitive processes. Based on that understanding, students will explore the types of instruction, materials, and resources that can support children in learning about language and print. Students will be introduced to learning theories, research, philosophies, and instructional practices related to literacy in the primary grades, from kindergarten through grade three.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: Admission to upper level
ECED 1154 - DIFFERENTIATED LITERACY INSTRUCTION ACROSS THE CONTENT AREAS

Minimum Credits: 3
Maximum Credits: 3
This course emphasizes differentiation in literacy instruction. Students will be introduced to learning theories, research, philosophies, and instructional practices related to a developmental approach to teaching reading and writing in early childhood education. Specifically, students will learn how to assess their students, analyze assessments, and teach to learners’ strengths and needs.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: Admission to upper level
ECED 1162 - INTEGRATING THE CREATIVE ARTS

Minimum Credits: 3
Maximum Credits: 3
This course is designed to help students learn to effectively integrate art, drama, and other forms of creative expression into the early childhood classroom.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: Admission to upper level
ECED 1164 - EARLY CHILDHOOD STUDENT TEACHING

Minimum Credits: 14
Maximum Credits: 14
This is a full-time experience for teacher certification candidates in a student teaching center at an elementary school in grades PreK-4. It provides opportunities to observe, plan, conduct, and assess instruction.
Academic Career: Undergraduate
Course Component: Clinical
Grade Component: Letter Grade
ECED 1171 - SCIENCE TECHNOLOGY AND HEALTH

Minimum Credits: 3
Maximum Credits: 3
This course is designed help students develop the content, processes, and methodology necessary to teach pre-K - 4 science, technology, and health concepts. Students will demonstrate specific competencies related to planning, implementation, and evaluation of effective classroom instruction.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: NATSC 0080 and admission to upper level
ECED 1172 - MATHEMATICS FOUNDATIONS

Minimum Credits: 3
Maximum Credits: 3
This course is designed to provide the theoretical background, the pedagogical and psychological concepts, and the field-based experience necessary for planning, implementing, and assessing a numbers and mathematics program in a contemporary early childhood setting. Students will be introduced to a variety of instructional approaches and materials with particular emphasis on teaching about numbers and mathematics through problem solving and active learning.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: MATH 0071 and 0080 and admission to upper level
ECED 1173 - SOCIAL STUDIES IN EARLY CHILDHOOD EDUCATION

Minimum Credits: 3
Maximum Credits: 3
This course is designed to provide the theoretical background, the pedagogical and psychological concepts, and the field-based experience necessary for planning, implementing, and assessing a social studies program in a contemporary early childhood setting. Students will be introduced to a variety of instructional approaches for facilitating the learning of content and skills drawn from the social sciences and for integrating this learning with other areas of the curriculum.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: GEOG 0810 and HIST 0610 or 0620, and admission to upper level
ECED 1174 - PRE-PRIMARY STUDENT TEACHING

Minimum Credits: 7
Maximum Credits: 7
This is a full-time experience for teacher-certification candidates in a student-teaching center at a pre-school. It provides opportunities to observe, plan, conduct, and assess instruction in a pre-school setting with professional backup from University supervisors and experienced master teachers. Pre-school sites are within 15 to 20 miles from the college; students are placed in established sites only
Academic Career: Undergraduate
Course Component: Practicum
Grade Component: Letter Grade
Course Requirements: PREQ: ECED 1113 and admission to upper level
ECED 1183 - ENGAGING YOUNG CHILDREN IN LEARNING (C&I)

Minimum Credits: 3
Maximum Credits: 3
This course is taken during the term just prior to student teaching. Students are expected to use information learned in earlier courses and apply it to the creation of developmentally appropriate early childhood curriculum and instruction. Emphasis will be placed on issues if safety, guidance, organization, assessment, and the creation of materials and activities that foster the cognitive, affective, and psychomotor domains of children in early childhood education.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: ECED 1112 and admission to upper level
ECED 1184 - PRIMARY STUDENT TEACHING

Minimum Credits: 7
Maximum Credits: 7
This is a full-time experience for teacher-certification candidates in a student-teaching center at an elementary school, grades k - 4. It provides opportunities to observe, plan, conduct, and assess instruction in an elementary school setting with professional backup from University supervisors and experienced master teachers. School sites are within 15 to 20 miles from the college; students are placed in established sites only. This course is speaking enhanced.
Academic Career: Undergraduate
Course Component: Practicum
Grade Component: Letter Grade
Course Requirements: PREQ: ECED 1113 and admission to upper level
ECED 1190 - FAMILY AND SCHOOL COLLABORATION

Minimum Credits: 3
Maximum Credits: 3
This course pertains to family, school, and community collaboration partnerships. Establishing and maintaining partnerships with families will be addressed. Supporting the development of problem-solving strategies and fostering participation of children in the academic and social context of the classroom will be explored. Involving families and maintaining instructional goals and objectives with Pennsylvania’s learning standards will be introduced.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: Admission to upper level
ECED 1193 - PROFESSIONAL DEVELOPMENT IN EARLY CHILDHOOD EDUCATION

Minimum Credits: 3
Maximum Credits: 3
This course is directed at addressing the professional development of the teacher. Topics covered include classroom management, school law, teaching styles, certification, tenure, school environment, curriculum, professional associations, and the teaching-learning environment. The course will make use of case studies and other approaches to information on the role of being a classroom teacher. The course is designed to provide finishing preparation for student teaching and the necessary knowledge and skills to begin a successful teaching career.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: ECED 1112 and admission to upper level
ECED 1194 - ECED STUDENT TEACHING SEMINAR

Minimum Credits: 2
Maximum Credits: 2
This course is designed to provide the student teacher with basic elements of professional development and career opportunities. Emphasis is on professionalism, interviewing, rsums, portfolios, professional meetings, and other appropriate topics.
Academic Career: Undergraduate
Course Component: Seminar
Grade Component: Letter Grade
Course Requirements: CREQ: ECED 1174 or ECED 1184 or SPLED 1174
ECED 1196 - EARLY CHILDHOOD STUDENT TEACHING SEMINAR - US

Minimum Credits: 1
Maximum Credits: 1
Designed to provide the student teacher with the basic elements of professional development and career opportunities. Emphasis is on professionalism and ethical leadership, interviewing, resume, portfolios, reflective practice, and other appropriate topics. Must be taken during student teaching.
Academic Career: Undergraduate
Course Component: Seminar
Grade Component: Letter Grade
ECED 1197 - EARLY CHILDHOOD STUDENT TEACHING SEMINAR ABROAD

Minimum Credits: 1
Maximum Credits: 1
Academic Career: Undergraduate
Course Component: Seminar
Grade Component: Letter Grade

Educational Psychology

EDPSY 0006 - INTRO TO EDUCATIONAL PSYCHOLOGY

Minimum Credits: 3
Maximum Credits: 3
Deals with the psychological aspects of the educational process. Theories and research from both psychology and educational psychology are examined in the areas of cognitive and social development, individual differences, culture, cognitive processes, learning, motivation, classroom management, and measurement.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: PSY 0200 or 0010
EDPSY 0011 - DIRECTED PRACTICUM IN EDPSY

Minimum Credits: 1
Maximum Credits: 3
Provides education and other majors the opportunity to actively assist a faculty member on teaching or curriculum projects.
Academic Career: Undergraduate
Course Component: Directed Studies
Grade Component: H/S/U Basis
EDPSY 0013 - DIRECTED STUDY IN PSYCHOLOGY

Minimum Credits: 1
Maximum Credits: 3
Provides education and other majors the opportunity to actively assist a faculty member on research projects.
Academic Career: Undergraduate
Course Component: Directed Studies
Grade Component: H/S/U Basis
EDPSY 1021 - STUDENTS WITH SPECIAL NEEDS

Minimum Credits: 3
Maximum Credits: 3
This provides an introduction to the field of special education for children and adolescents. It covers the history of special education and how the field has developed. Special needs that are covered include learning disabilities, intellectual disabilities, speech and language disorders, sensory impairments, severe emotional disorders, neurological disorders, autism, physical disabilities, health impairments, traumatic brain injury, multiple disabilities, and giftedness. Topics include the characteristics of students with special needs, identification and assessment, making appropriate adaptations and accommodations, and other educational practices.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: PSY 0200
EDPSY 1025 - INCLUSION STRATEGIES

Minimum Credits: 3
Maximum Credits: 3
Designed primarily for pre-service teachers, this course familiarizes students with basic strategies for making age-appropriate accommodations and adaptations for students with special needs in the inclusion classroom. The course provides students with both general adaptation and accommodation strategies and more focused strategies most appropriate for specific special needs populations.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: PSY 0200 and EDPSY 1021
EDPSY 1026 - ENGLISH LANGUAGE LEARNERS

Minimum Credits: 3
Maximum Credits: 3
Designed primarily for pre-service teachers, this course familiarizes students with basic materials, resources, and strategies for making appropriate adaptations and accommodations in the classroom for students whose first language is not English. The course will also cover the characteristics of English language learners and methods for performing effective non-discriminatory assessment.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: LVL: Sophomore level or higher
EDPSY 1036 - FOUNDATIONS OF ESL INSTRUCTION

Minimum Credits: 3
Maximum Credits: 3
This course offers students an introduction to theory, research and practice in teaching English language learners in the elementary, middle and secondary grades. The course begins with an overview of sociocultural characteristics of ELLs, legal responsibilities, and educational and language policies in the United States. Students will also learn the basic theories and principles associated with second language acquisition. Students will explore the philosophies of bilingual and ESL education as well as different program models that address the education of linguistically diverse students. Students will be introduced to an array of contemporary, research-based instructional approaches, including content-based instruction, task-based language teaching, and sheltered English instruction. As a result, they will gain an understanding of how to adapt standards-based lessons for English language learners. Through a practicum component, students will learn to design lessons and assessments for small-group instruction. Students will also develop cross-cultural competence through interactions with ELLs, teachers and school staff.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: LG/SU3 Elective Basis
EDPSY 1046 - CONTEXTS FOR TEACHING AND LEARNING ENGLISH

Minimum Credits: 3
Maximum Credits: 3
In this course, the student will explore the sociocultural and political dimensions of language learning and teaching situations both in the U.S. and in international contexts. Students will learn that language acquisition is not politically neutral and it is rich with implications for the learner and the society. In many aspects of leaning a language, language itself is a privilege and is closely related to issues of power. By focusing on sociocultural, political, racial, and economic perspectives, this course examines the interplay between the macro-level relations of power in society and the micro-level experiences of language learners; to take a critical look at why language learning is encouraged and valued in certain situations while it is discouraged and marginalized in other situations.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: LG/SU3 Elective Basis
EDPSY 1056 - LANGUAGE ACQUISITION & DEVELOPMENT OF ENGLISH LANGUAGE LEARNERS

Minimum Credits: 3
Maximum Credits: 3
The focus of this course is how academic language is implemented for ELLs to be successful in U.S. schools. Students will study linguistic foundations of language structures such as English phonology, morphology and syntax as well as a thorough review of key theories and principles in first and second language acquisition. The course examines particular issues faced by students at different points in their education: elementary, middle and high school and the role of literacy in the content areas. With this, students will understand the complexities of reading and writing development in more than one language.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: LG/SU3 Elective Basis
EDPSY 1066 - CURRICULUM AND ASSESSMENT FOR ESL PROGRAM SPECIALISTS

Minimum Credits: 3
Maximum Credits: 3
In this course students will learn to apply principles of ELL curriculum design and teacher-based assessment. Course readings, assignments and class discussions are implemented to guide the student in the understanding of how to best teach English language learners by adapting the established curriculum, or by creating a curriculum from scratch. In this course, curriculum is conceived of as an instructional process which includes preparation, instruction, and assessment. A foundational idea in this course is that assessment can and should be integrated into instruction. As such, you will learn how to sequence instruction in response to students’ performance on a variety of authentic assessments. You will also learn approaches to environment and needs analysis and will experience how these analyses can inform teaching and curriculum design.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: LG/SU3 Elective Basis
EDPSY 1121 - EDUCATIONAL ASSESSMENT FOR INCLUSION CLASSROOM

Minimum Credits: 3
Maximum Credits: 3
This course is designed for pre-service and in-service teachers. Topics include basic descriptive statistics, including measures of central tendency, variation, and form; correlation; and graphing data. The course will also cover an introduction to both classical and recent measurement theory, including reliability and validity, testing, and evaluation. The emphasis will be on developing and evaluating classroom testing methods.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: MATH 0001 or Math Placement Score (46 or greater) and EDPSY 0006

Elementary Education

ELED 0010 - DIRECTED TUTORING PRACTICUM

Minimum Credits: 1
Maximum Credits: 3
Provides elementary education and pre-education majors with tutoring experiences in area school districts or other field settings.
Academic Career: Undergraduate
Course Component: Internship
Grade Component: H/S/U Basis
ELED 0011 - DIRECTED FIELD PRACTICUM

Minimum Credits: 1
Maximum Credits: 3
Provides individual elementary education and pre-education majors the opportunity to actively assist a faculty member on teaching or curriculum projects.
Academic Career: Undergraduate
Course Component: Directed Studies
Grade Component: H/S/U Basis
ELED 0012 - DIRECTED STUDY IN ELED

Minimum Credits: 1
Maximum Credits: 3
Provides individual elementary education and pre-education majors the opportunity to explore in-depth specific topics in education.
Academic Career: Undergraduate
Course Component: Directed Studies
Grade Component: H/S/U Basis
ELED 1174 - PRIMRY STUDNT TCH IN ELEM EDUC

Minimum Credits: 7
Maximum Credits: 7
Full-time experience for teacher certification candidates in a student teaching center at an elementary school, grades kindergarten through three. Provides opportunities to observe, plan, conduct, and assess instruction in the school setting with professional feedback from university supervisors and experienced master teachers. School sites are located within 15 miles of the college; students are placed in established sites only.
Academic Career: Undergraduate
Course Component: Practicum
Grade Component: Letter Grade
ELED 1184 - INTRMD STDNT TCH IN ELEM EDUC

Minimum Credits: 7
Maximum Credits: 7
Full-time experience for teacher certification candidates in a student teaching center at an elementary or middle school, grades 4 through 6. Provides opportunities to observe, plan, conduct, and assess instruction in the school setting with professional feedback from university supervisors and experienced master teachers. School sites are located within 15 miles of the college; students are placed in established sites only.
Academic Career: Undergraduate
Course Component: Practicum
Grade Component: Letter Grade
ELED 1186 - ELEMENTARY STUDENT TEACHING ABROAD - NEW ZEALAND

Minimum Credits: 7
Maximum Credits: 7
Seven-weeks in duration, this full-time experience is for teacher certification candidates in a student teaching center at an elementary school in New Zealand. Provides opportunities to observe, plan, conduct, and assess instruction in the school setting with professional feedback from university supervisors and experienced master teachers. School sites are selected in exemplary Auckland area schools; students are placed in established sites only. Open only to elementary education students approved for student teaching.
Academic Career: Undergraduate
Course Component: Practicum
Grade Component: Letter Grade
ELED 1194 - ELED EDUC TEACHING SEMINAR

Minimum Credits: 2
Maximum Credits: 2
Designed to provide the student teacher with the basic elements of professional development and career opportunities. Emphasis is on professionalism, interviewing, resumes, professional meetings and other appropriate topics. Must be taken during student teaching term.
Academic Career: Undergraduate
Course Component: Seminar
Grade Component: H/S/U Basis
ELED 1196 - ELEMENTARY EDUCATION TEACHING SEMINAR - US

Minimum Credits: 1
Maximum Credits: 1
Designed to provide the student teacher with the basic elements of professional development and career opportunities. Emphasis is on professionalism, interviewing, resumes, portfolios, professional meetings, and other appropriate topics. To be taken by elementary education students during their student teaching term.
Academic Career: Undergraduate
Course Component: Seminar
Grade Component: H/S/U Basis
ELED 1197 - ELEMENTARY EDUCATION TEACHING SEMINAR ABROAD

Minimum Credits: 1
Maximum Credits: 1
Academic Career: Undergraduate
Course Component: Seminar
Grade Component: H/S/U Basis

Foundations of Education

FDSED 0001 - HIST/PHIL OF ED: AMER EMPHSS

Minimum Credits: 3
Maximum Credits: 3
American education is studied from a historical, cultural and philosophical perspective. Students will develop their philosophy of education, cultivate skills that enable them to analyze educational issues, and enhance their learning through local school classroom observations and reflective laboratory activity.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
FDSED 1170 - TRENDS AND ISSUES IN EDUCATION

Minimum Credits: 3
Maximum Credits: 3
A course in which the students and the instructor determine a collection of various contemporary topics including trends and issues in the field of education. Students are expected to research various topics. The topics are analyzed, encouraging various points of view. The course is designed to expand prospective educator’s professional knowledge by providing them sufficient background for understanding how critical issues impact teaching and learning and the profession, in general.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: FDSED 0001
FDSED 1171 - EDUCATIONAL LAW, POLICY, AND ETHICAL LEADERSHIP

Minimum Credits: 3
Maximum Credits: 3
This course is designed to provide candidates with an overview and examination of laws and policies that govern K-12 education systems. Candidates will engage in an analysis of current trends in education, the roles of federal and local authorities, and issues of equitable educational opportunities for diverse communities. Lastly, candidates will develop a framework for the establishment and maintenance of professional relationships and networks with school/district personnel, related service providers and for ethical leadership practices governing one’s role as a professional educator.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
FDSED 1188 - STUDENT TEACHING IN NEW ZEALAND

Minimum Credits: 7
Maximum Credits: 7
Academic Career: Undergraduate
Course Component: Clinical
Grade Component: Letter Grade
FDSED 1197 - STUDENT TEACHING SEMINAR ABROAD

Minimum Credits: 1
Maximum Credits: 1
Student teaching seminar abroad
Academic Career: Undergraduate
Course Component: Seminar
Grade Component: H/S/U Basis

Instruction and Learning

IL 1900 - INDEPENDENT STUDY

Minimum Credits: 1
Maximum Credits: 3
Academic Career: Undergraduate
Course Component: Independent Study
Grade Component: LG/SNC Elective Basis

Instructional Technology

IT 0098 - LOGO PROGRAMMING FOR TEACHERS

Minimum Credits: 1
Maximum Credits: 1
Explores entry level programming for teachers using the logo language.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: LG/SU3 Elective Basis
IT 1101 - INSTRUCTIONAL TECHNOLOGY FOR 21ST CENTURY LEARNING ENVIRONMENTS

Minimum Credits: 2
Maximum Credits: 2
The computer is becoming an increasingly important tool for teaching and learning as computers with considerable capabilities proliferate in K-12 schools. In this course you will thus learn about computing in general and bout computer-based education in particular. The course will examine other tools available to teachers, such as digital cameras, scanners and so forth. The accompanying labs will emphasize hands-on learning of these teacher tools.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
IT 1145 - INSTRNL TECHNLGY SCED-ENGLISH

Minimum Credits: 2
Maximum Credits: 2
Computers are making a dramatic impact on teaching and learning. This course deals with how to use the computer and related technologies in the secondary education English classroom. The student will learn how to use computers for instructional purposes, to evaluate educational software designed for use in the secondary English classroom, to utilize the computer as a local and global communications tool, and to develop materials that incorporate communications technology for the teaching of English.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: IT 1101
IT 1161 - INSTRNL TECHN SEC ED-SOC STDS

Minimum Credits: 2
Maximum Credits: 2
This course will give the student the opportunity to become familiar with instructional technology appropriate for secondary education social studies. The student will extend the skills and broaden the concepts learned in IT 1101 with an emphasis on social studies education. The student will learn to use computers for instructional purposes, to evaluate educational software designed for use in the classroom, and to utilize the computer as a communications tool. This will involve web-based and other multimedia project work relevant to the social studies classroom.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: IT 1101
IT 1165 - INSTRC TECHNLGY SCED-SCIENCE

Minimum Credits: 2
Maximum Credits: 2
This course will give the student the opportunity to become familiar with instructional technology appropriate for secondary education science. The student will extend the skills and broaden the concepts learned in IT 1101 with an emphasis on science education. The student will learn to use computers for instructional purposes, to evaluate educational software designed for use in the secondary science classroom, and to utilize the computer as a communications tool. This will involve web-based and other multimedia project work relevant to the science classroom.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: IT 1101
IT 1171 - INSTRNL TECHN SEC ED-MATH

Minimum Credits: 2
Maximum Credits: 2
This course will allow the student to become familiar with instructional technology appropriate for secondary education mathematics. The student will extend the skills and broaden the concepts learned in IT 1101 with an emphasis on math education. The student will learn to use computers for instructional purposes, to evaluate educational software, to utilize the computer as a local and global communications tool, and to develop materials that incorporate communications technology for the teaching of mathematics. This will involve web-based and other multimedia projects.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: IT 1101
IT 1172 - CALCULATORS IN MATH INSTRUCTN

Minimum Credits: 1
Maximum Credits: 1
This course is designed to provide prospective mathematics teachers with expertise in the appropriate use of calculators, including graphing calculators, for teaching mathematics at the secondary level. Pedagogical and content knowledge are integrated within the context of technology usage and discussion of current reform efforts and issues.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: IT 1101

Middle Level Education

MLED 0012 - DIRECTED STUDY IN MIDDLE LEVEL EDUCATION

Minimum Credits: 1
Maximum Credits: 3
Provides individual Middle Level Education and Pre-Education majors the opportunity to explore in-depth specific topics in education.
Academic Career: Undergraduate
Course Component: Directed Studies
Grade Component: LG/SU3 Elective Basis
MLED 1101 - READING AND LANGUAGE ARTS

Minimum Credits: 3
Maximum Credits: 3
The course will examine specific methods in how to conduct reading and writing lessons designed to help self-extending learners to become proficient, fluent readers in grades 4-8. Students will be introduced to learning theories, research, philosophies, and instructional practices related to a developmental approach to literacy instruction. Differentiated strategies, management of lessons and routines, and methods for assessing reading/language arts will be examined.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: Admittance to Upper Level as Middle Level Education student (Plan either JMLED-BS or JMLESE-BA)
MLED 1102 - WRITING DEVELOPMENT IN THE MIDDLE LEVEL GRADES

Minimum Credits: 3
Maximum Credits: 3
This course deals with the writing process in middle level grades and how these processes evolve in conjunction with language acquisition and development. Approaches for facilitating writing process development will be emphasized.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
MLED 1111 - FIELD PRACTICUM 1

Minimum Credits: 1
Maximum Credits: 1
Course will be taken during the first term of the upper-level program; the first of three such courses prior to student teaching. Students will be assigned to a middle school cooperating teacher, 4-8, for a minimum of 20 hours for observation and participation. Students will be asked to focus on the teacher’s instructional strategies related to individual students, including those with particular problems or challenges.
Academic Career: Undergraduate
Course Component: Practicum
Grade Component: Letter Grade
Course Requirements: CREQ: MLED 1144 or MLED 1121 or MLED 1141 or MLED 1131
MLED 1112 - FIELD PRACTICUM 2

Minimum Credits: 1
Maximum Credits: 1
Academic Career: Undergraduate
Course Component: Practicum
Grade Component: Letter Grade
MLED 1113 - FIELD PRACTICUM 3

Minimum Credits: 1
Maximum Credits: 1
Academic Career: Undergraduate
Course Component: Practicum
Grade Component: Letter Grade
Course Requirements: PREQ: Admittance to Upper Level as Middle Level Education student (Plan either JMLED-BS or JMLESE-BA)
MLED 1121 - MATHEMATICS METHODS FOR THE MIDDLE-LEVEL GRADES

Minimum Credits: 3
Maximum Credits: 3
Introduces students to mathematics teaching-learning theories, strategies, experiences, and issues in mathematics education. Principles and techniques of lesson planning and assessment will be explored. Varied activities and professional growth of the middle level mathematics teacher, resources and materials, differentiated instruction techniques, and student-centered approaches will be examined.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: CREQ: MLED 1111
MLED 1131 - SOCIAL STUDIES METHODS FOR THE MIDDLE-LEVEL GRADES

Minimum Credits: 3
Maximum Credits: 3
This course is designed to provide both the theoretical and practical background necessary for planning, implementing, and assessing a social studies program in grades 4-8. The intent is to provide a foundation for long-term growth. Becoming a social studies teacher requires broad knowledge, reflection on educational theory and purposes, an understanding of schools and institutions, and an ability to transform knowledge into meaningful learning experiences. The course will focus on how to present social studies concepts, with an emphasis on how to address the Pennsylvania academic standards for geography, history, economics, and civics & government and the national council for the social studies themes.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: CREQ: MLED 1111
MLED 1141 - SCIENCE METHODS FOR THE MIDDLE-LEVEL GRADES

Minimum Credits: 3
Maximum Credits: 3
This course will examine the major concepts, theories and trends in science education. The content is designed to provide a teaching pedagogy for middle level education majors. Materials, methods and strategies for teaching life, physical and earth sciences to grade levels 4-8 will be presented. The course will seek to help pre-service teachers develop an understanding of ways to help children acquire knowledge, attitudes and skills essential to science literacy.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: CREQ: MLED 1111
MLED 1144 - ENGLISH METHODS FOR THE MIDDLE LEVEL GRADES

Minimum Credits: 3
Maximum Credits: 3
Introduces students to English/language arts teaching-learning theories, strategies, experiences, and issues in English education for the middle level classroom. Principles and techniques of lesson planning, content and curricula, academic standards, teaching methods, classroom management, and assessment will be explored and analyzed.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: CREQ: MLED 1111
MLED 1151 - GENERAL METHODS FOR MIDDLE LEVEL GRADES

Minimum Credits: 3
Maximum Credits: 3
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: Admittance to Upper Level as Middle Level Education student (Plan either JMLED-BS or JMLESE-BA)
MLED 1170 - LITERACY IN THE CONTENT AREAS

Minimum Credits: 3
Maximum Credits: 3
This course emphasizes reading and writing as cognitive processes. Vocabulary development in content areas, reading comprehension, and current reading assessment practices are examined. Strategies for content area literacy development, evaluation of instructional resources, instructional interventions, and study skills for the inclusive middle level classrooms will be the focus. Prerequisite: admission to an upper-level secondary education program.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PLAN: Middle Level Education (JMLED-BS)
MLED 1191 - MIDDLE LEVEL STUDENT TEACHING

Minimum Credits: 5
Maximum Credits: 14
Academic Career: Undergraduate
Course Component: Practicum
Grade Component: Letter Grade
MLED 1195 - MIDDLE LEVEL EDUCATION STUDENT TEACHING SEMINAR

Minimum Credits: 1
Maximum Credits: 2
Designed to provide teacher candidates with the basic elements of professional development and career opportunities during student teaching. Emphasis is on professionalism, interviewing, resumes, professional meetings and other appropriate topics. Must be taken during student teaching term.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
MLED 1196 - MIDDLE LEVEL STUDENT TEACHING SEMINAR (US)

Minimum Credits: 1
Maximum Credits: 1
Designed to provide teacher candidates with the basic elements of professional development and career opportunities during student teaching. Emphasis is on professionalism, interviewing, resumes, professional meetings and other appropriate topics. Must be taken during student teaching term.
Academic Career: Undergraduate
Course Component: Seminar
Grade Component: H/S/U Basis

Secondary Education

SCED 0010 - DIRECTED TUTORING IN SCED

Minimum Credits: 1
Maximum Credits: 3
Provides secondary education and pre-education majors with tutoring experiences in area school districts or other field settings.
Academic Career: Undergraduate
Course Component: Internship
Grade Component: H/S/U Basis
SCED 0011 - DIRECTED FIELD PRACTICUM IN SECONDARY EDUCATION

Minimum Credits: 1
Maximum Credits: 3
Provides individual secondary education and pre-education majors the opportunity to actively assist a faculty member on teaching or curriculum projects, or the opportunity to work with a teacher in the field as part of, or continuation of, pre-student teaching experiences.
Academic Career: Undergraduate
Course Component: Directed Studies
Grade Component: H/S/U Basis
SCED 0012 - DIRECTED STUDY IN SCED

Minimum Credits: 1
Maximum Credits: 3
Provides individual secondary education and pre-education majors the opportunity to explore in-depth specific topics in education.
Academic Career: Undergraduate
Course Component: Directed Studies
Grade Component: H/S/U Basis
SCED 0013 - DIRECTED STUDY IN SCED

Minimum Credits: 1
Maximum Credits: 3
Provides individual secondary education and pre-education majors the opportunity to actively assist a faculty member on research projects.
Academic Career: Undergraduate
Course Component: Directed Studies
Grade Component: H/S/U Basis
SCED 1120 - SECONDARY MATHEMATICS METHODS 1

Minimum Credits: 3
Maximum Credits: 3
Introduces students to mathematics teaching-learning theories, strategies, experiences, and issues in mathematics education. Principles and techniques of lesson planning, mathematical content and curricula, academic standards, teaching methods, classroom management, and assessment will be explored and analyzed. Students will also be assigned to an area school for a practicum component which will provide opportunities for observation/analysis of teaching-learning behavior, assessment of learning difficulties, and activities in a typical secondary mathematics classroom.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
SCED 1121 - SECONDARY MATHEMATICS METHODS 2

Minimum Credits: 3
Maximum Credits: 3
Continues to familiarize students to mathematics teaching-learning theories, strategies, experiences, and issues in mathematics education. Varied activities of the secondary school mathematics teacher, mathematics curricula, academic standards, resources and materials, differentiated instruction techniques, student-centered approaches, assessment of learning difficulties, and professional growth will be explored and analyzed. Students will concurrently participate in pre-student teaching field experience.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: SCED 1120; CREQ: SCED 1172
SCED 1122 - PRE-STUDENT TEACHING FIELD PRACTICUM: MATHEMATICS

Minimum Credits: 1
Maximum Credits: 1
Secondary education mathematics students will be assigned to a cooperating teacher for a minimum of two hours per week for eight weeks for observation and practice teaching in a secondary classroom. Several preparatory, discussion, and debriefing sessions will be held on campus with the university instructor. The course emphasis is on active participation in pre-student teaching activities and designed to prepare pre-service teachers to become reflective secondary mathematics teachers.
Academic Career: Undergraduate
Course Component: Practicum
Grade Component: Letter Grade
Course Requirements: PREQ: SCED 1120; CREQ: SCED 1121
SCED 1144 - SECONDARY ENGLISH/LANGUAGE ARTS METHODS 1

Minimum Credits: 3
Maximum Credits: 3
Introduces students to English/language arts teaching-learning theories, strategies, experiences, and issues in English education. Principles and techniques of lesson planning, mathematical content and curricula, academic standards, teaching methods classroom management, and assessment will be explored and analyzed. Students will also be assigned to an area school for a practicum component which will provide opportunities for observation/analysis of teaching-learning behavior, assessment of learning difficulties, and activities in a typical secondary English/language arts classroom.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
SCED 1145 - SECONDARY ENGLISH/LANGUAGE ARTS METHODS 2

Minimum Credits: 3
Maximum Credits: 3
Continues to familiarize students to English/language arts teaching-learning theories, strategies, experiences, and issues in English education. Varied activities of the secondary school English/language arts teacher, English/language arts curricula, academic standards, resources and materials, differentiated instruction techniques, student-centered approaches, assessment of learning difficulties, and professional growth will be explored and analyzed. Students will concurrently participate in pre-student teaching field experience.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: SCED 1144; CREQ: SCED 1146
SCED 1146 - PRE-STUDENT TEACHING FIELD PRACTICUM: ENGLISH

Minimum Credits: 1
Maximum Credits: 1
Secondary education English/language arts students will be assigned to a cooperating teacher for minimum of two hours per week for eight weeks for observation and practice teaching in a secondary classroom. Several preparatory, discussion, and debriefing sessions will be held on campus with the university instructor. The course emphasis is on active participation in pre-student teaching activities and designed to prepare pre-service teachers to become reflective secondary English/language arts teachers.
Academic Career: Undergraduate
Course Component: Practicum
Grade Component: Letter Grade
Course Requirements: PREQ: SCED 1144; CREQ: SCED 1145
SCED 1160 - SECONDARY SOCIAL STUDIES METHODS 1

Minimum Credits: 3
Maximum Credits: 3
Introduces students to social studies teaching-learning theories, strategies, experiences, and issues in social studies education. Principles and techniques of lesson planning, social studies content and curricula, academic standards, teaching methods, classroom management, and assessment will be explored and analyzed. Students will also be assigned to an area school for a practicum component which will provide opportunities for observation/analysis of teaching-learning behavior, assessment of learning difficulties, and activities in a typical secondary social studies classroom.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
SCED 1161 - SECONDARY SOCIAL STUDIES METHODS 2

Minimum Credits: 3
Maximum Credits: 3
Continues to familiarize students to social studies teaching-learning theories, strategies, experiences, and issues in social studies education. Varied activities of the secondary school social studies teacher, social studies curricula, academic standards, resources and materials, differentiated instruction techniques, student-centered approaches, assessment of learning difficulties, and professional growth will be explored and analyzed. Students will concurrently participate in pre-student teaching field experience.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: SCED 1160; CREQ: SCED 1162
SCED 1162 - PRE-STUDENT TEACHING FIELD PRACTICUM: SOCIAL STUDIES

Minimum Credits: 1
Maximum Credits: 1
Secondary education social studies students will be assigned to a cooperating teacher for a minimum of two hours per week for eight weeks for observation and practice teaching in a secondary classroom. Several preparatory, discussion, and debriefing sessions will be held on campus with the university instructor. The course emphasis is on an active participation in pre-student teaching activities and designed to prepare pre-service teachers to become reflective secondary social studies teachers.
Academic Career: Undergraduate
Course Component: Practicum
Grade Component: Letter Grade
Course Requirements: PREQ: SCED 1160; CREQ: SCED 1161
SCED 1164 - SECONDARY SCIENCE METHODS 1

Minimum Credits: 3
Maximum Credits: 3
Introduces students to science teaching-learning theories, strategies, experiences, and issues in science education. Principles and techniques of lesson planning, mathematical content and curricula, academic standards, teaching methods, classroom management, and assessment will be explored and analyzed. Students will also be assigned to an area school for a practicum component which will provide opportunities for observation/analysis of teaching-learning behavior, assessment of learning difficulties, and activities in a typical secondary science classroom.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
SCED 1165 - SECONDARY SCIENCE METHODS 2

Minimum Credits: 3
Maximum Credits: 3
Continues to familiarize students to science teaching-learning theories, strategies, experiences, and issues in science education. Varied activities of the secondary school science teacher, science curricula, academic standards, resources and materials, differentiated instruction techniques, student-centered approaches, assessment of learning difficulties, and professional growth will be explored and analyzed. Students will concurrently participate in pre-student teaching field experience.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: SCED 1164; CREQ: SCED 1166
SCED 1166 - PRE-STUDENT TEACHING FIELD PRACTICUM: SCIENCE

Minimum Credits: 1
Maximum Credits: 1
Secondary education science students will be assigned to a cooperating teacher for a minimum of two hours per week for eight weeks for observation and practice teaching in a secondary classroom. Several preparatory, discussion, and debriefing session will be held on campus with the university instructor. The course emphasis is on active participation in pre-student teaching activities and designed to prepare pre-service teachers to become reflective secondary science teachers.
Academic Career: Undergraduate
Course Component: Practicum
Grade Component: Letter Grade
Course Requirements: PREQ: SCED 1164; CREQ: SCED 1165
SCED 1170 - LITERACY IN THE CONTENT AREAS

Minimum Credits: 3
Maximum Credits: 3
Emphasizes reading and writing as cognitive processes. Vocabulary development in content areas, reading comprehension and current reading assessment practices are examined. Incorporates unit and lesson planning focusing on pre reading, guided readings, and post readings literacy strategies.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
SCED 1191 - STDNT TEACHING IN THE SEC SCHL

Minimum Credits: 14
Maximum Credits: 14
Full-time experience for teacher certification candidates in a student teaching center at an area high school or middle school. Provides opportunities to observe, plan, conduct, and assess instruction in the school setting with professional feedback from university supervisors and experienced master teachers. School sites are located within 15-20 miles of the college. Students are placed in established sites only.
Academic Career: Undergraduate
Course Component: Practicum
Grade Component: Letter Grade
SCED 1192 - SECONDARY STUDENT TEACHING - US

Minimum Credits: 7
Maximum Credits: 7
Seven weeks in duration, this full-time experience is designed for teacher certification candidates in a student teaching center at an area high school or middle school. Provides opportunities to observe, plan, conduct, and assess instruction in the school setting with professional feedback from university supervisors and experienced master teachers. School sites are within 15-20 miles of UPJ; students are placed in established sites only. Open only to secondary education students approved for student teaching.
Academic Career: Undergraduate
Course Component: Practicum
Grade Component: Letter Grade
SCED 1193 - SECONDARY STUDENT TEACHING ABROAD - NEW ZEALAND

Minimum Credits: 7
Maximum Credits: 7
Seven-weeks in duration, this full-time experience is designed for teacher certification candidates in a student teaching center at a secondary school in New Zealand. Provides opportunities to observe, plan, conduct, and assess instruction in the school setting with professional feedback from university supervisors and experienced master teachers. School sites are selected in exemplary Auckland area schools; students are placed in established sites only. Open only to secondary education students approved for student teaching.
Academic Career: Undergraduate
Course Component: Practicum
Grade Component: Letter Grade
SCED 1195 - SECNDRY EDUC STUDNT TCHNG SEMINR

Minimum Credits: 2
Maximum Credits: 2
Designed to provide the student teacher with the basic elements of professional development and career opportunities. Emphasis is on professionalism, interviewing, resumes, professional meetings and other appropriate topics. Must be taken during student teaching term.
Academic Career: Undergraduate
Course Component: Seminar
Grade Component: Letter Grade
SCED 1196 - SECONDARY EDUCATION STUDENT TEACHING SEMINAR - US

Minimum Credits: 1
Maximum Credits: 1
Designed to provide the student teacher with the basic elements of professional development and career opportunities. Emphasis is on professionalism, interviewing, resumes, portfolios, professional meetings, and other appropriate topics. To be taken by secondary education students during their student teaching term.
Academic Career: Undergraduate
Course Component: Seminar
Grade Component: Letter Grade
SCED 1197 - SECONDARY EDUCATION STUDENT TEACHING SEMINAR ABROAD

Minimum Credits: 1
Maximum Credits: 1
Academic Career: Undergraduate
Course Component: Seminar
Grade Component: Letter Grade

Special Education

SPLED 1030 - METHODS AND MANAGEMENT IN SPECIAL EDUCATION

Minimum Credits: 3
Maximum Credits: 3
This course builds on prior knowledge, preparing candidates to effectively design, implement, and manage the learning process for students with special needs. Particular attention is paid to assessments, curricular and program development and evidence based classroom instruction.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
SPLED 1031 - ASSESSMENT AND INSTRUCTION

Minimum Credits: 3
Maximum Credits: 3
This course is designed to provide knowledge of assessment procedures for designing curricula for students with specific learning disabilities in the content areas. There is a focus on the teaching of reading, written language, and mathematics. Course content entails in-depth analysis of eligibility for special education and ongoing curriculum based assessments to implement appropriate instructional accommodations and adaptations.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
SPLED 1032 - APPLIED BEHAVIORAL ANALYSIS

Minimum Credits: 3
Maximum Credits: 3
This course focuses on the principles of applied behavior analysis (ABA) to be applied in special needs classrooms. This course emphasizes acquisition, fluency, maintenance, and the generalization of skills while providing positive behavior supports for the development of students with social and emotional disabilities. The development of supportive learning communities, including families and professional service providers, is addressed to foster environments that encourage self-motivation, self-direction, and self-empowerment.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
SPLED 1033 - CURRICULUM AND PROGRAM DEVELOPMENT

Minimum Credits: 3
Maximum Credits: 3
This course addresses curriculum development approaches for students with significant disabilities with an emphasis on age-appropriate functional education in school and community based programs. Students will apply a systematic approach to modification/adaptation planning for instruction and material use which includes person centered planning and general case study instruction. Topics include the development of assessments, and instruction for students with significant disabilities (e.g. Personal management, social interaction, language communication, leisure, community, vocational, and functional academics, etc.)
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: Admission to upper level
SPLED 1040 - AUTISM SPECTRUM

Minimum Credits: 3
Maximum Credits: 3
This course addresses information on the characteristics and intervention approaches for students diagnosed with autism spectrum disorders. Candidates will explore and analyze current research on the theories of causes, diagnoses, and treatments. Candidates will implement appropriate screening tools for diagnosis and evidence based interventions.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
SPLED 1041 - INSTRUCTIONAL METHODS

Minimum Credits: 3
Maximum Credits: 3
This course explores the methods and procedures for developing literacy, reading, and mathematics for students with high incidence disabilities. This course addresses instructional strategies to meet the unique learning needs of individual students within a class. Lesson planning, unit planning and IEP implementation are key elements developed in this course with an emphasis on collaboration with other teaching and non-teaching staff members in appropriate service delivery settings.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
SPLED 1042 - EDUCATION OF STUDENTS WITH EMOTIONAL AND SOCIAL DISORDERS

Minimum Credits: 3
Maximum Credits: 3
Drawing on previously learned principles (e.g. ABA and positive behavior supports), this course addresses elements of effective classroom management that emphasize behavior reduction strategies. Candidates will acquire knowledge of curriculum content, teaching techniques, and instructional materials particularly for students with social/emotional, and/or behavioral disorders. In this course, candidates will implement a functional behavior assessment for developing a behavioral support plan in school and/ or employment settings.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
Course Requirements: PREQ: Admission to upper level
SPLED 1043 - TECHNOLOGY FOR THE INCLUSIVE CLASSROOM

Minimum Credits: 3
Maximum Credits: 3
This course prepares candidates to effectively implement instructional technologies for the inclusive classroom. The concept of technology is applied broadly, including assistive technologies to foster student independence, instructional technologies to enhance student learning, and the understanding of innovations (e.g. universal design, augmentative and alternative communication, smart boards, etc.) that support the learning experience for the inclusive classroom across the content areas.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
SPLED 1174 - SPECIAL EDUCATION STUDENT TEACHING EARLY CHILDHOOD

Minimum Credits: 5
Maximum Credits: 14
Special education student teaching early childhood
Academic Career: Undergraduate
Course Component: Clinical
Grade Component: Letter Grade
SPLED 1191 - SPECIAL EDUCATION STUDENT TEACHING MIDDLE

Minimum Credits: 7
Maximum Credits: 7
Special education student teaching middle
Academic Career: Undergraduate
Course Component: Clinical
Grade Component: Letter Grade
SPLED 1231 - TEACHERS ASSESSMENT AND INSTRUCTION

Minimum Credits: 3
Maximum Credits: 3
This course is designed to provide knowledge of data based decision making for students with specific learning disabilities in the content areas. There is a focus on the teaching and intervention practices for reading, written language, and mathematics. Course content entails in-depth analysis of eligibility for special education and ongoing curriculum based assessments to implement appropriate instructional accommodations and adaptations.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
SPLED 1232 - TEACHERS APPLIED BEHAVIORAL ANALYSIS

Minimum Credits: 3
Maximum Credits: 3
This course focuses on the principles of Applied Behavior Analysis (ABA) to be applied in inclusive classrooms as a foundational element to existing classroom management. This course emphasizes acquisition, fluency, maintenance, and the generalization of skills while providing positive behavior supports for the development of students with social and emotional disabilities. The development of supportive learning communities, including families and professional service providers, is addressed to foster environments that encourage self-motivation, self-direction, and self-empowerment.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
SPLED 1233 - TEACHERS DEVELOPMENT CURRICULUM AND PROGRAM

Minimum Credits: 3
Maximum Credits: 3
This course addresses curriculum development approaches for students with significant disabilities with an emphasis on age-appropriate functional education in school and community based programs. Teachers will apply a systematic approach to modification/adaptation planning for existing curriculum and material use which includes person centered planning and general case study instruction. Topics include the development of assessments, and instruction for students with significant disabilities (e.g. personal management, social interaction, language communication, leisure, community, vocational, and functional academics, etc.)
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade
SPLED 1242 - TEACHER EDUCATION STUDENTS WITH SOCIAL AND EMOTIONAL DISORDERS

Minimum Credits: 3
Maximum Credits: 3
Drawing on previously learned principles (e.g. ABA and positive behavior supports), this course addresses elements of effective classroom management that emphasize behavior reduction strategies. Teachers will acquire knowledge of curriculum content, teaching techniques, and instructional materials particularly for students with social/emotional, and/or behavioral disorders. In this course, teachers will implement a functional behavior assessment for developing a behavioral support plan in school and/ or employment settings. This course will allow teachers to reflect on existing management plans and discuss new modifications needed to meet the needs of all students in the classroom.
Academic Career: Undergraduate
Course Component: Lecture
Grade Component: Letter Grade

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Programs

Courses

ECED 0010 - DIRECTED TUTORING

ECED 0012 - DIRECTED STUDY IN EARLY CHILDHOOD EDUCATION

ECED 1101 - FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

ECED 1111 - EARLY CHILDHOOD EDUCATION FIELD PRACTICUM 1

ECED 1112 - EARLY CHILDHOOD EDUCTION FIELD PRACTICUM 2

ECED 1113 - EARLY CHILDHOOLD EDUCATION FIELD PRACTICUM 3

ECED 1123 - WRITING DEVELOPMENT

ECED 1142 - EMERGENT LITERACY

ECED 1151 - EARLY LANGUAGE AND LITERATURE

ECED 1153 - LITERACY IN THE PRIMARY GRADES

ECED 1154 - DIFFERENTIATED LITERACY INSTRUCTION ACROSS THE CONTENT AREAS

ECED 1162 - INTEGRATING THE CREATIVE ARTS

ECED 1164 - EARLY CHILDHOOD STUDENT TEACHING

ECED 1171 - SCIENCE TECHNOLOGY AND HEALTH

ECED 1172 - MATHEMATICS FOUNDATIONS

ECED 1173 - SOCIAL STUDIES IN EARLY CHILDHOOD EDUCATION

ECED 1174 - PRE-PRIMARY STUDENT TEACHING

ECED 1183 - ENGAGING YOUNG CHILDREN IN LEARNING (C&I)

ECED 1184 - PRIMARY STUDENT TEACHING

ECED 1190 - FAMILY AND SCHOOL COLLABORATION

ECED 1193 - PROFESSIONAL DEVELOPMENT IN EARLY CHILDHOOD EDUCATION

ECED 1194 - ECED STUDENT TEACHING SEMINAR

ECED 1196 - EARLY CHILDHOOD STUDENT TEACHING SEMINAR - US

ECED 1197 - EARLY CHILDHOOD STUDENT TEACHING SEMINAR ABROAD

EDPSY 0006 - INTRO TO EDUCATIONAL PSYCHOLOGY

EDPSY 0011 - DIRECTED PRACTICUM IN EDPSY

EDPSY 0013 - DIRECTED STUDY IN PSYCHOLOGY

EDPSY 1021 - STUDENTS WITH SPECIAL NEEDS

EDPSY 1025 - INCLUSION STRATEGIES

EDPSY 1026 - ENGLISH LANGUAGE LEARNERS

EDPSY 1036 - FOUNDATIONS OF ESL INSTRUCTION

EDPSY 1046 - CONTEXTS FOR TEACHING AND LEARNING ENGLISH

EDPSY 1056 - LANGUAGE ACQUISITION & DEVELOPMENT OF ENGLISH LANGUAGE LEARNERS

EDPSY 1066 - CURRICULUM AND ASSESSMENT FOR ESL PROGRAM SPECIALISTS

EDPSY 1121 - EDUCATIONAL ASSESSMENT FOR INCLUSION CLASSROOM

ELED 0010 - DIRECTED TUTORING PRACTICUM

ELED 0011 - DIRECTED FIELD PRACTICUM

ELED 0012 - DIRECTED STUDY IN ELED

ELED 1174 - PRIMRY STUDNT TCH IN ELEM EDUC

ELED 1184 - INTRMD STDNT TCH IN ELEM EDUC

ELED 1186 - ELEMENTARY STUDENT TEACHING ABROAD - NEW ZEALAND

ELED 1194 - ELED EDUC TEACHING SEMINAR

ELED 1196 - ELEMENTARY EDUCATION TEACHING SEMINAR - US

ELED 1197 - ELEMENTARY EDUCATION TEACHING SEMINAR ABROAD

FDSED 0001 - HIST/PHIL OF ED: AMER EMPHSS

FDSED 1170 - TRENDS AND ISSUES IN EDUCATION

FDSED 1171 - EDUCATIONAL LAW, POLICY, AND ETHICAL LEADERSHIP

FDSED 1188 - STUDENT TEACHING IN NEW ZEALAND

FDSED 1197 - STUDENT TEACHING SEMINAR ABROAD

IL 1900 - INDEPENDENT STUDY

IT 0098 - LOGO PROGRAMMING FOR TEACHERS

IT 1101 - INSTRUCTIONAL TECHNOLOGY FOR 21ST CENTURY LEARNING ENVIRONMENTS

IT 1145 - INSTRNL TECHNLGY SCED-ENGLISH

IT 1161 - INSTRNL TECHN SEC ED-SOC STDS

IT 1165 - INSTRC TECHNLGY SCED-SCIENCE

IT 1171 - INSTRNL TECHN SEC ED-MATH

IT 1172 - CALCULATORS IN MATH INSTRUCTN

MLED 0012 - DIRECTED STUDY IN MIDDLE LEVEL EDUCATION

MLED 1101 - READING AND LANGUAGE ARTS

MLED 1102 - WRITING DEVELOPMENT IN THE MIDDLE LEVEL GRADES

MLED 1111 - FIELD PRACTICUM 1

MLED 1112 - FIELD PRACTICUM 2

MLED 1113 - FIELD PRACTICUM 3

MLED 1121 - MATHEMATICS METHODS FOR THE MIDDLE-LEVEL GRADES

MLED 1131 - SOCIAL STUDIES METHODS FOR THE MIDDLE-LEVEL GRADES

MLED 1141 - SCIENCE METHODS FOR THE MIDDLE-LEVEL GRADES

MLED 1144 - ENGLISH METHODS FOR THE MIDDLE LEVEL GRADES

MLED 1151 - GENERAL METHODS FOR MIDDLE LEVEL GRADES

MLED 1170 - LITERACY IN THE CONTENT AREAS

MLED 1191 - MIDDLE LEVEL STUDENT TEACHING

MLED 1195 - MIDDLE LEVEL EDUCATION STUDENT TEACHING SEMINAR