UG Course Descriptions

Introduces pre-service teachers to various types of juvenile literature including drama. The course encourages extensive reading on selected levels and provides the opportunity for pre-service teachers to examine the integration of literature across the curriculum. There is a focus on the development, implementation, and modification of the reading curriculum through the lens of authentic fiction and non-fiction reading material. Additional focus on the application of literacy strategies as applied to examples found in literature written for children in grades PreK-4 as well as for students seeking grades 4-8 certification.

Focus on research-based reading instruction with emphasis on language and literacy. Relevant national standards from the International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC) will be examined as a basis for developing meaningful literacy experiences for students in PreK-4.

Full-time supervised student teaching for students seeking PreK-4, Special Education PreK-8 (with PreK-4), or Grades 4 to 8 certification with a concentration in English, Science, Social Studies or Math, will student teach for a minimum of 14 weeks in an elementary school directed by a qualified supervising teacher. The course includes a weekly seminar conducted by members of the University staff. Through lectures and discussions led by local school personnel, the prospective teachers are given the opportunity to become familiar with their professional responsibilities and benefits. Current trends in curricula and best practices are considered and explained. A fee is charged and students must apply for student teaching and be approved by the Division.

Focus on the manner in which reading instruction can be designed to meet the individual needs of students. Understanding of assessment measures/ instruments specific to literacy will be stressed. Knowledge of formal and informal reading assessments will be developed. Focus will be on students in PreK-4 classroom settings.

Introduction to the concepts, theories, and methods regarding educational and psychological testing. Students will learn about standardized tests and other diagnostic tools frequently encountered and/or used by classroom teachers, guidance counselors and/or school psychologists. Psychometric principles (e.g., validity and reliability), test construction, test and item analysis, and applications of testing in a variety of settings will be explored.

Focus on the field of early childhood education with an emphasis on creating an environment conducive to early learning with a reference to major early childhood models. This includes developing an understanding of the social, intellectual, creative and physical development of young children and the importance of working with parents in the educational process. Readiness skills and concepts in all curricular areas are addressed

Instructional (sometimes called educational) technology is becoming an increasingly important part of K-12 education. The course will take a look at SMARTboard, other Interactive White Boards (IWBs), Web 2.0 Tools, and iPads vs. Androids. There will be discussions and explorations of Web 2.0 tools, which will enhance the curriculum within the classroom. We will examine Interactive White Boards and how they impact the classroom and differentiation. Finally, the course will focus on professional development and where to learn about new technology as it becomes available.

Survey course introducing the general categories and identification of children with disabilities as per the Individuals with Disabilities Education Improvement Act. It also introduces the process of special education at the federal and state (PA) levels including the legal rights, components, and implications for these persons. Factors that promote effective communication and collaboration among all school personnel, families, students, and other community members are included.

This course includes introductory level instructional adaptations and accommodations for all school-age students who are academically and functionally at-risk for learning and/or for students identified as needing special education. It covers universally designed instructional techniques in a standards aligned system within the least restrictive environment, primarily in inclusive school settings. Reviews of general assessments and data collection processes, along with progress monitoring techniques, are incorporated within the instructional components. Responses to intervention models are utilized to allow for appropriate educational decision-making for these diverse learners. A 70-hour field experience is required, which should be in an inclusive setting (EDU 204).

Course indicates formal acceptance into Education major through fulfillment of PDE Basic Skills requirements.