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Education
Professor
Fuchs, Chair
Professor Warfield
Assistant Professors Seidenstricker
and Himmele
Lecturers Barnshaw, DeLuca, Forrer, Gourley, Professor Jogan, Jones,
Kemmerer, Martin, Yarworth,
and Zerr.
Courses
| EDU
201 |
Foundations
of the American Educational System
A comprehensive introduction to the American system of education,
encompassing European and American educational history and philosophy;
political and social factors which impact education; school
finance; school law; curriculum; tools of teaching; teacher
selection and training; and current education problems. |
| EDU
202 |
Foundations
of Early Childhood Education
Philosophy and function of early childhood education. Analysis
of children’s needs; planning a balanced program; reporting
to parents. Teaching skills in nurturing the young child’s
social experiences, self discipline, independence, and creativity;
arranging play experiences; organizing physical space; and communicating
with children are taught as well as developing a case study. |
| EDU
214 |
Early Field
Experience
An experiential course designed to acquaint the prospective
teacher candidate with the reality of classroom teaching. Students
must have some blocks of time available in their weekly schedules
for required visitation to assigned schools; class meeting on
campus once a week; class assignments and readings pertinent
to the classroom observation; and participation experience. |
| EDU
247 N-6 |
Health and
Physical Education Curriculum and Methods
Neuromuscular skills appropriate to nursery through sixth
grade. Enhancing capacities for movement and play as a way to
express oneself. Students will develop an appreciation for the
value and importance of the subject in the early childhood/elementary
setting. |
| EDU
248 N-6 |
Art and Music
Curriculum and Methods
Experience and theory in art techniques, media, ideas, and
teaching methods. Classroom use of music for children from preschool
through sixth grade. Singing, rhythmic
activities, listening, playing instruments, and bodily movement. |
| EDU
249 N-6 |
Language Arts
This course will examine the theoretical framework, research,
and practical implications related to language arts learning
and instruction. An emphasis will be placed on the development
of theoretical conceptualizations, practical methods of teaching,
tools to assess student learning, and strategies to design appropriate
instruction. |
| EDU
301 |
Educational
Psychology
Current psychological approaches to child and adolescent
growth and maturation; practical application of the accepted
principles of integrated learning; the use of instruments for
evaluation of intelligence, personality, and social development
and adjustment; and statistics and application of educational
research. The presentation is aimed at helping future teachers
understand behavior and the nature of learning.
Prerequisite: Introductory Psychology. |
| EDU
350 |
Technology
for Teaching
This course prepares the future teacher to use the computer
in the classroom. It takes the student beyond simple word processing
into materials for presentations, distance education, preparing
publications, using the internet and the adaptations necessary
for computer use by the special student. The content of the
course continually changes to meet the continued growth in this
field. Instruction is held in both the PC and Mac labs. Students
will be expected to show competency in both. |
| EDU
375 N-6 |
Developmental
Reading
This course will introduce students to the theoretical principles
and instructional and assessment practices guiding balanced
K-6 reading instruction. Students will read and evaluate children’s
literature for use in elementary classroom reading programs
and develop teaching techniques and activities designed to foster
understanding of an appreciation for literature. Course activities
will provide classroom experiences in reading instruction at
the observation, tutorial, and instructional levels. Class activities
will focus on developing and practicing teaching techniques
and discussing current issues in reading instruction. Students
will plan an instructional unit, collect resources, and develop
competencies for supporting the literacy development of a diverse
population of K-6 students. |
| EDU
395 N-6 |
Methods and
Techniques
This is a survey course of the various teaching methods
and techniques used from Nursery school through twelfth grade.
The techniques can be used in all subjects. Students are expected
to demonstrate their competence in methodology and techniques
by teaching demonstration lessons and creating a unit. The student
is also taught how to adapt the methods and techniques to the
special needs learners. |
| EDU
396 N-6 |
Content
The student is instructed in the content, scope and sequence,
and professional standards in the areas of Mathematics, Science
and Social Science. Students are expected to demonstrate their
teaching abilities in these areas as well as their knowledge
of the subject matter. In addition to the course work, a two
day intensive environmental science training session is required
at Nolde State Park. |
| EDU
400 |
Methods of
Secondary Teaching and the Teaching of Reading in the Content
Areas
Designed to include the fundamental objectives of secondary
education together with their implications for classroom procedure;
the organization of knowledge for learning (including lesson
and unit planning); teaching methods and techniques; and evaluative
instruments applicable to the teaching of secondary school subjects.
Special emphasis on the principles and practice of teaching
reading in secondary content areas. The organization and coordination
of the course through "team teaching" by subject matter
field specialists is applied via required classroom observation
and participation. |
| EDU
401 |
Instructional Technology - website: http://fp.enter.net/~kjogan
This course consists of two distinct parts. The first
deals with concise information concerning the media of communication
and correct techniques for handling them to their best advantage
in the classroom. An audiovisual laboratory provides opportunities
for students to study, handle, and operate projected, nonprojected,
and audio materials commonly used in teaching. Focus on competency
in the use of computers, especially word processing, spread
sheets, critique of software, internet, and distance learning,
and on integrating computers as classroom tools.
The professional seminar portion of the course is designed
to deal with current topics in pedagogy, particularly multicultural
education, health issues, and professional rights and responsibilities.
Prerequisite: Permission of department.
|
| EDU
402 |
Professional
Seminar in Early Childhood/Elementary Education
A study of the research and materials for various models of
teaching with the intent of securing objective feedback for
making a sophisticated analysis of curriculum impact, teaching
methods, and teacher/student interaction. (Student Teaching
EDU409/410 is required to be taken concurrently.)
|
| EDU
407/408 |
Student Teaching—Secondary (2 course units)
A full-time teaching experience, usually 10 weeks in length
(by permission of the PDE) under the direction of a supervising
teacher is required. Conducted in cooperation with neighboring
local school districts, this experience provides opportunity
for observation of and full participation in the teaching
process. Two course unit grades will be issued; one based
upon preparation for teaching, the other on effectiveness
of classroom teaching.
Open only to students who complete all necessary prerequisites.
(Consult Education Department.)
|
| EDU
409/410 |
Student Teaching
– Early Childhood/Elementary (2 course units)
Supervised practicum in teaching at the early childhood
and elementary levels. Joint supervision by school system and
College personnel. Daily, full-day for one semester. Open only
to students who complete all necessary prerequisites. (Consult
Education Department.) |
| EDU/411/412 |
Student Teaching
– Art Education (2 course units)
Supervised teaching practicum in art education. Joint supervision
by school system and College personnel. Daily, full-day for
one semester. Open only to students who complete all necessary
prerequisites. (Consult Education Department). |
| EDU/437 |
Art Methods
& Curriculum
Students will analyze methods of art education, theories
of curriculum development and implementation for visual art
within a historical perspective in a lecture discussion format.
A review of relative literature provides structure for applying
methods and theory in the organization, development, implementation
and evaluation of curricula. Skills for selecting content, writing
goals and objectives, subject matter integration, teaching strategies
and evaluation will be developed and demonstrated. The application
of a
discipline-based art approach, comprising aesthetics, criticism,
history and production, will be the nucleus of the methodology. |
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| SPE
215 |
Introduction to Special Education
The teaching methods for children of different abilities,
cultures, and backgrounds; characteristics of exceptional
children, awareness, appreciation, and acceptance of cultures;
the role of individualization, problem-solving, technology,
decision-making, parental and community involvement in meeting
the needs of the classroom. The course is aimed at helping
future teachers, both Special Education and Regular Education,
understand the ever changing existence of the classroom.
Lab work is required with this course for any Special Education
Concentrators. The lab consists of 75 hours of work in special
education classrooms. (25 hours in a mild disability classroom,
25 hours in a moderate disability classroom and 25 hours in
a severe disability classroom.)
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| SPE
310 |
Psychology
of Personality
Biopsychosocial transactional and ecological systems approaches
are applied to understand the development of an individual’s
personality and identity formation beginning in infancy on through
21 years of age. How an individual adjusts to and copes with
stressors, the impact of that adjustment on one’s personality
and identity development and the influence of gender, ethnicity,
and class factors are evaluated critically. Specifically, how
an individual’s personality and identity influence his
or her quality of life in family and peer relationships, the
school environment, the community, and society at-large is considered.
In addition, how children with special needs/exceptionalities,
their families, and society adapt to these conditions is part
of the critique. |
| SPE
320 |
Assessment, Methodology, and Professional Standards in
Special Education – Part I
A course designed to introduce the student to assessment
techniques, special education methodologies and professional
standards. This course is the first part of a year long course
involving a lecture and a lab weekly each semester. Guest
speakers, case studies and field trips are included in the
lectures and labs.
Prerequisite: SPE 215.
|
| SPE
321 |
Assessment, Methodology, and Professional Standards in
Special Education – Part II
A course designed to continue the student’s work
in assessment techniques, special education methodologies
and professional standards. This course is the second part
of a year long course involving a lecture and a lab weekly
each semester. Guest speakers, case studies and field trips
are included in the lectures and labs.
Prerequisite: SPE 215 and SPE 320.
|
| SPE
420 |
Student Teaching
– Special Education
Supervised practicum in teaching in the special education classroom.
Joint supervision by school system and College personnel. Daily,
full-day for one semester. Open only to students who complete
all necessary prerequisites. (Consult Education Department.) |
| SPE
421 |
Student Teaching
– Special Education
Supervised practicum in teaching in the special education classroom.
Joint supervision by school system and College personnel. Daily,
full-day for one semester. Open only to students who complete
all necessary prerequisites. (Consult Education Department.
This second session is for those students who are concentrating
in Special Education only. All other students will take one
course unit in regular education student teaching and SPE 420
in Special Education student teaching.) |
| SPE
422 |
Special Education/Secondary
Education Concentrators Professional Seminar
A study of the research and materials for various models of
teaching with the intent of securing objective feedback for
making a sophisticated analysis of curriculum impact, teaching
methods, and teacher/student interaction. (Student Teaching,
both regular education and special education is to be taken
concurrently.) |
| SPE
423 |
Special Education
Concentrators and Special Education/ Elementary Education Concentrators
Professional Seminar
A study of the research and materials for various models of
teaching with the intent of securing objective feedback for
making a sophisticated analysis of curriculum impact, teaching
methods, and teacher/student interaction. (Student Teaching,
both regular education and special education is to be taken
concurrently.) |
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