Experimental

Experimental

Specific work and study assignments constituting the field experience will be developed. Regular discussions, conferences and group seminars will be conducted by faculty members and field supervisors to clarify generalizations that link practice to theory. In most instances the assignments will be in public schools; however, social agencies may be included in this practicum program. Offered in fall, spring.

This course focuses predominantly on the Structured Literacy (SL) Knowledge and Practice Standards of pre-K through 12th grade Special Education Teachers and introduces teaching strategies and techniques that are consistent with state standards for assessments and instruction for students receiving special education services. As such, students will learn, practice, and plan instruction around the following structured literacy competencies around essential SL principles and practices, phonological and phonemic awareness, phonics (decoding and encoding) and word recognition, spelling, automatic, fluent reading of text, word recognition, vocabulary development, listening and reading comprehension, written expression, and differentiating reading instruction for a diverse population of learners. Course content will also be aligned with the Pennsylvania Core Standards for reading, writing, listening, and speaking. Pre-req: ERCH 225 and EDUC 424. Advanced Professional Studies (APS) status required. Reserved for Special Education majors only.

Provides an overview of past, current, and emerging LGBTQ+ issues, policies, and advocacy in P-12 and higher education. Investigates these issues from a variety of historical, cultural, and theoretical perspectives.

Experimental

Provides historical and present day information about different racial, cultural, and linguistic groups represented in our society. It explores the challenge of providing an equitable and effective education to all and provides strategies that can be used to deal with cultural issues in society. Prereq: ENGL 110 and Junior Standing (60 credits)

The focus of this course is decision-making about individuals with reading and writing difficulties, based on current theory and evidence-based practice. Students will use a variety of formal diagnostic instruments and procedures to discover a learner’s literacy strengths and needs Students will administer a variety of assessments, analyze the results, and implement a mini-action research model to determine how the assessment data will then drive and inform instruction, and reflect upon which evidence-based instruction best addresses student learning needs.

H:Diagnostic Reading Disablity

Children’s literature will be examined in light of recent psychological, sociological and educational research on sexism and racism. Offered in fall, spring. Prereq: COMM 100, ENGL 110, junior status.

Hnrs:Gender And Race Issues

Provides prospective and practicing teachers with a foundational understanding of English language structure, first and second language acquisition, and oral language assessment methods for K-12 classrooms. Historical and evolving legislative policies and programs related to schooling and English language learners in the U.S. Prereq: admission to Advanced Professional Studies.

Provides prospective and practicing teachers with an opportunity to apply theoretical foundations of second language acquisition to teaching in the classroom. Methods for developing English language learners’ conversational and academic language, as well as strategies for learning in the content areas.

Examines U.S. and world cultures, sources of cross-cultural conflict and approaches to cross-cultural conflict resolution as it relates to K-12 settings. Explores approaches for creating classrooms that promote equity and an appreciation for diversity.

Focuses on the use of various tools in assessing and planning for the linguistic and instructional needs of English learners. Contains a public school field experience component where participants apply methods and principles for supporting English language learners in K-12 settings. Examines state and federal policies as they relate to schooling and English learners.

A survey of current and future curricular and instructional trends in education. Emphasis on identification, examination and evaluation of topics, methods, strategies and issues affecting teaching and learning. Offered infrequently.

Experimental

In-depth investigation and development of one or more topics of current interest not normally covered in regular courses. Special topics/methods will vary according to the needs of students and faculty. Offered infrequently.

This course prepares teacher candidates to understand cross-cultural and linguistic foundations of acquiring a new language. Teacher candidates will apply research-based strategies for providing English learners (ELs) optimal learning environments that provide meaningful access to standards-based instruction. Candidates will demonstrate the ability to use assessment data to differentiate and modify instruction. Candidates will also demonstrate an understanding of schools’ legal responsibilities toward ELLs and their families. Equivalent to ERCH 485, credit may not be earned for both courses.

Designed to provide an overview of the field of early childhood education. Historical, theoretical and philosophical influences on past and current approaches to teaching young children will be traced and analyzed. The course introduces students to the early childhood education profession, developmental characteristics of young children (birth–age 9), developmentally appropriate practices (NAEYC, 2009), and an overview of effective curriculum, instruction and assessment of young children. In the concurrent field experience, students reflect on their ability to cope with classroom reality as they affirm or change their choice of teaching as a profession. Prereq: Act 34 Clearance, Act 151 Clearance and Act 114 FBI Clearance. Offered spring, fall.

Serves as an introduction to students enrolled in the Integrative Science, Technology, Engineering & Math (STEM) Education Methods Minor. Students will learn basic information regarding integrative STEM education and examine various curricular models.

Introduces topics in the field of teaching reading in early childhood, including emergent literacy, approaches to reading instruction, word recognition and vocabulary development, comprehension instruction, assessment techniques and reading instruction for the multicultural and the exceptional child. Supplemented by a field experience. Offered in fall, spring. Prereq: ELED 210 or ERCH 110, Act 34 Clearance, Act 151 Clearance and Act 114 FBI Clearance. Coreq: EDFN 211 and 241

The intent of this course is to teach students about fundamentals of electricity, mechanisms, fluidics (liquids and gases under pressure), computer-control, and structures. Content will be delivered through a series of hands-on activities that will allow the students to immerse themselves in the content through problem-based learning by doing. Simple knowledge and skill building activities will lead to more complex open-ended problem solving and prototyping activities to build deeper understandings of scientific, technological, engineering, and mathematical (STEM) concepts for teachers of young children. Cross-listed with EDTE 290, students may not receive credit for both courses.

Co-op experience in Early Childhood Education

A focus on collaborative relationship building between home, school and community that facilitates positive influence on the individual child’s development. These collaborative relationships create an inclusive learning environment for all children, including culturally and linguistically diverse. The collaborative relationships are based on developing reciprocal communication techniques, cultural sensitivity and rapport with children and their families. Promotes effective communication and advocacy skills for students with disabilities and their families between school, agency personnel and community members. Empowerment techniques and parent workshops are developed to encourage parent involvement, with emphasis on families who traditionally have been excluded from the collaborative process in the schools and developing parental self-efficacy skills. Offered spring, fall. Prereq: ENG 110 or ENGL 110H; EDUC 220 or ERCH 225; EDFN 211, 241

An emphasis on making appropriate instructional and curricular decisions to provide creative opportunities for young children; special attention to rhythmic, aesthetic and dramatic avenues of expression; application of ideas through actual experiences with young children. Offered in fall, spring. Prereq: C- or higher in ELED 210 or ERCH 110; Act 34 Clearance, Act 151 Clearance and Act 114 FBI Clearance.

Teacher candidates will apply the standards and thematic strands of social studies as defined by the National Council for the Social Studies for the PreK–4 developmental level. Emphasis is on the learner building civil competence and acquiring knowledge, skills and attitudes in civics and government, economics, history and geography. Offered in fall, spring. Prereq: admission to Advanced Professional Studies (APS). Coreq: ERCH 422, 455, and 465

Examines children’s oral language development and its contribution to emergent literacy, the period between birth and the time when children learn to read and write in a conventional manner. Appropriate content and skill competencies will be covered. Strategies to enhance the family/home/ school connection will be explored. A field experience will be part of this course. Prereq: admission to Advanced Professional Studies (APS). Coreq: ERCH 496.

This course develops evidence-based pedagogical skills in the teaching of reading and the related language arts in grades PreK-4. Keeping with the theory that the communication processes – reading, writing, listening, and speaking – cannot arbitrarily be divided, this course will present pedagogical skills in an interrelated and integrated format. Understandings, teaching strategies and techniques will be consistent with the Structured Literacy Knowledge and Practice Standards of PK-4 Educators and the PA Core Standards for literacy instruction. Throughout this course, students will be expected to exhibit professional behaviors as delineated in Administrative Guidelines for the Assessment of the Professional and Ethical Dispositions of Professional Education Unit Candidates. Pre-req: ERCH 110 and 225. For Early Childhood Education majors only. Advanced Professional Studies (APS) status required.

Prepares early childhood teacher candidates to recognize high-quality literature for children from birth to age nine. The use of literature to promote children’s language, intellectual, emotional, social/moral and aesthetic/creative development is highlighted. A focus on children’s response to literature is provided. Offered fall, spring. Prereq: PSYC 227; EDFN 211, 241; ERCH 225 or EDUC 220.

Teacher candidates will apply the principles that guide all mathematics instruction as specified by the National Council of Teachers of Mathematics for the PreK through 4th-grade developmental level. Candidates will effectively deliver core mathematics content as well as have skills to stay current with the research on best practices in mathematics education. Prereq: Math 105, admission to Advanced Professional Studies (APS). Coreq: ERCH 465, 422, SPED 331

Provides overview of the content and processes included in an early childhood (Pre K-4) science program. The course includes a study of methodology appropriate to the school setting. Prereq: admission to Advanced Professional Studies (APS). Coreq: ERCH 422, 455, SPED 331.

Prepares early childhood teacher candidates to understand the social and linguistic foundations for first and second language development in the early years. Teacher candidates will be able to apply research-based strategies for supplying first language development in the home and for preparing young learners for the transitions to schooling in a second language. Candidates will demonstrate an understanding of the resources that young learners bring to academic settings, and of ways to support young learners and their families in their adjustments to English-speaking schools. Candidates will demonstrate the ability to use assessment data to differentiate and modify instruction according to the needs of their students. Teacher candidates will be prepared to support young English language learners in their acquisition of language and content within optimal learning environments that provide meaningful access to standards-based instruction. Prereq: ENGL 110, admission to Advanced Professional Studies (APS). Equivalent to EDUC 487, credit may not be received for both courses.

Early Childhood Education Honors Course

This clinical practicum course provides opportunities for teacher candidates to bridge theory and practice. Students will demonstrate and apply knowledge, skills, and dispositions related to the implementation of integrative science, technology, engineering and math (STEM) education at the pre-K to grade 4 level. Emphasis is placed on the planning, development, implementation and assessment of integrative STEM instructional activities and lessons that use problem-based and experiential learning techniques targeted for Pre-K to grade 4 students. Includes field experiences. Prerequisites ERCH 110, ERCH 190, EDTE/ERCH 290, ITEC 344, EDTE 490 or 690 or Permission of Instructor; Advanced Professional Studies (APS) status required. Cross-listed with EDTE 495, credit may not be received for both courses.

Designed to prepare teacher candidates in the general areas of curriculum,instruction, and assessment for the youngest learners (i.e., infancy-kindergarten). The course will focus on curricular philosophy and theory,approaches to early childhood education, pedagogical content knowledge, child development, and assessment of young learners. Current research, practice, and trends in early childhood education will be considered. Prereq: admission to Advanced Professional Studies (APS). Coreq: ERCH 421

Designed to acquaint prospective teachers with some viable techniques for dealing with gifted and able children in their classrooms. Some attention will also be paid to reviewing existing programs and means of identification. Some work with gifted students in the schools will be another component of the course. Offered annually. Requires Clearances.

This course will introduce students to various characteristics, issues and needs of gifted individuals. Through the lens of popular culture media (e.g., film, television, graphic novels, literature) portrayals of fictional gifted characters will be examined in regards to topics such as identification, education, socialization, gender, ethnicity, poverty and disability. These portrayals will then be juxtaposed with current research to gain an authentic understanding of this group and their unique needs. Pre-requisites: ENGL 110 or ENGL 110H, COMM 100 or COMM 100H and 60 credits (Junior Standing).

Reading in the content areas is an undergraduate course designed to help Middle Level certification students develop an understanding of the reading process in the disciplines, especially those that use informational texts. Before, during, and after reading strategies used in reading expository materials will be the focus of this course. Teaching writing across the content areas will also be a focus. A required field experience is part of this course. Pre-req: ENGL 110 or 110H.

Prepares middle level teacher candidates to recognize high-quality literature for youth from age 10 to 14. Grounded in adolescent psychology, it guides teacher candidates in the identification of literature, across genres and content areas, that is relevant to the lives of adolescents. The course engages teacher candidates in collaborative approaches to literature study, modeling best practices for the instruction of adolescents. Response to literature receives emphasis. Offered annually. Prereq: PSYC 227.

This course develops pedagogy in the teaching of reading and the related language arts. Keeping with current theory that the communication processes - reading, writing, listening, and speaking - cannot arbitrarily be divided, this course will present pedagogy in an interrelated and integrated format. Understandings, teaching strategies and techniques will be consistent with the Pennsylvania System of School Assessment (PSSA), the Structured Literacy (SL) Program Framework Guidelines for 4-8th grades, and the Pennsylvania Core Standards for Reading, Writing, Speaking, and Listening. Throughout this course, students will have opportunities to establish the habit of on-going professional growth. This class will also provide students with concrete experiences to interact within a school setting. Pre-req: admission to Advanced Professional Studies (APS). Coreq: MDLV 486

In this course, teacher candidates will apply the standards and thematic strands of social studies as defined by the National Council for the Social Studies for middle level learners (Grades 4-8). Emphasis is on the learner building civil competence and acquiring knowledge, skills, and attitudes in civics and government, economics, history, and geography. Prereq: ENGL 110, Admission to Advanced Professional Studies (APS). Coreq: MDLV 466, 456 and 323

Pedagogy for teaching middle level mathematics is aligned with national and state standards, current research, forms of assessment and curricular frameworks. Technology and hands-on instructional strategies are utilized. Prereq: MATH 205, MATH 230 and admission to Advanced Professional Studies (APS). Coreq: MDLV 323, 446, 466

Focuses on the teaching of science through inquiry in the middle grades. Inquiry based strategies stress evidence based argumentation, experimentation, and the building of student understanding of the nature of science through active involvement. Prereq: ENGL 110, admission to Advanced Professional Studies (APS). Coreq: MDLV 323, 446, 456

Prepares teacher candidates to understand cross-cultural and linguistic foundations of acquiring a new language. Teacher candidates will apply research-based strategies for providing English language learners (ELLs) with optimal learning environments that provide meaningful access to standards-based instruction in grades 4-8. This course places a special emphasis on instructional planning that facilitates student success with academic language and academic texts in upper-elementary settings. Candidates will demonstrate the ability to use assessment data to differentiate and modify instruction. Candidates will also demonstrate an understanding of schools’ legal responsibilities toward ELLs and their families. Offered in fall. Prereq: COMM 100, ENGL 110 and admission to Advanced Professional Studies (APS). Coreq: MDLV 425