EDUCATION COURSE DESCRIPTIONS
ECED 220: Early Childhood Education Overview
This course examines the structure of early childhood education. Historical, social and
cultural foundations are addressed in the context of interpersonal relations
among children, families and communities. An introduction to curricular
approaches, observation and assessment of young children, play, and
developmentally appropriate practice is provided.
3 credits, Fall
ECED 221: Early Care and Education
This course emphasizes making appropriate choices to plan and implement a
developmentally appropriate environment for infants and toddlers. Cognitive and
psychosocial learning theories are applied to the selection and adaptation of
materials and strategies to meet the particular needs of very young children,
including those who are at risk.
3 credits, Spring
ECED 320: Integrated Curriculum for Preschool & Kindergarten
This course provides the conceptual framework for developing and implementing
appropriate curriculum for preschool and kindergarten. Play as a vehicle for the
integration of content is stressed as students analyze and adapt curriculum
content, materials, and strategies to enhance learning.
3 credits, Fall
ECED 321: Integrated Curriculum in the Primary Grades
This course critically examines curriculum content, methods, and materials for
first, second, and third grade children. A conceptual framework which reflects appropriate expectations for
children in the primary grades is stressed. Instruction utilizing research-based approaches
will be focused upon while linking instruction and assessments.
3 credits, Spring
EDCR 100: Child Development
This course provides a broad study of child development theories and concepts
from conception through adolescence. Students explore events, circumstances, and
strategies that influence and promote normal development.
3 credits, Fall, Spring
EDCR 101: Psychology of Learning and Teaching
Students explore the nature of learning, theories of motivation, and cultural
and individual differences found in the classroom which affect learning. Through
an investigation of behaviorist, cognitivist, constructivist, and social
psychology perspectives and approaches, students begin to apply concepts and
principles of psychology to educational settings in their practicums.
3 credits, Fall, Spring
EDCR 102: Instructional Technology
Instututional Technology provides students with a laboratory-based experience using various
and emergent technologies. Students will demonstrate competency in the integration of selected programs
and will examine the ethical ramifications of the instructional choices they make. Strategies and tools to help
to cope with rapid changes will be presented.
3 credits, Fall, Spring
EDCR 103: Foundations of Teaching
This course introduces students to the teaching profession. Students survey the
philosophical, historical, cultural, social, and legal foundations of American
education. The course also introduces the prospective teacher to pedagogical
aspects of the profession including the structure of effective schools and lesson
planning. Students begin building a portfolio of their work.
3 credits, Fall, Spring
EDCR 200: Planning and Managing the Learning Environment
This course introduces students to creating and managing instruction in the
learning environment. Students develop lessons and instruction as part of the
scope and sequence of instructional planning. Emphasis is given to the
connections between curriculum,instruction and assessment that results in successful learning.
3 credits, Fall, Spring
EDCR 201: Children with Exceptional Needs
This course explores the characteristics and needs of special needs children and adolescents
who are included in regular classrooms. It also examines effective instructional strategies and
adaptations for teaching exceptional children in typical school cultures and environments.
Specifically, this course addresses the following: (a) characteristics of various exceptionalities,
(b) teacher dispositions, (c) cultural diversity, (d) curricular modifications and adaptations, (e)
educational assessment, (f) historical, legislative, current and legal issues in special education
and (g) the coordination of regular and special education.
3 credits, Fall, Spring
EDCR 202: Early Reading and Literacy
This course focuses on the evolution of the reading process in the primary
grades. Traditional and holistic approaches in reading instruction are studied with empahsis
on research-based practices for the development of early literacy skills.
The importance of emergent literacy, children’s literature, appropriate
assessment, and reading across the content areas are emphasized as students
understand and learn how to facilitate children’s becoming independent readers.
3 credits, Fall
EDCR 203: Human Diversity
This course explores the aspects of human diversity including culture, gender, social class,
religion, spirituality, ability and special needs. The values, literature, art, film, and music of
many cultures will be examined for social information relevant for teaching diversely
populated classrooms. Best practices and appropriate dispositions will be emphasized for all
grade levels and across all disciplines.
3 credits, Spring
EDCR 204: Differentiating Instruction
This course is designed for non-special education majors. It focuses on meeting the special
needs of children in an inclusive environment through appropriate adaptations, and
modification to curriculum, instruction, assessment, resources, and the classroom learning
environment. Students also learn how to interact effectively with instructional support staff,
paraprofessionals and parents.
3 credits, Spring
EDCR 205: Associate Degree Professional Seminar
In this course, students reflect on the student teaching experience. The seminar
emphasizes professional problems encountered during clinical
practice. Discussion topics deal with the prediction and solution of problems in
a variety of school situations. Students also prepare for employment through
activities connected with the construction of their professional portfolios.
1 credit, Fall, Spring
EDCR 300: Children’s Literature
This course is designed to introduce teachers to the great wealth of literature available for
children/adolescents (preschool-grade 12). This course will help teachers select and evaluate
children's literature. Attention is given to visual literacy and integrating genre. Story telling
and story sharing techniques will be presented and developed through practice and
evaluations. Through bibliotherapy, students assess when to use literature to address the
personal needs of children and adolescents.
3 credits, Fall
EDCR 301: Physical Well-being of the Child
This course will prepare students to promote the physical well-being of
children. Through active participation, students will learn games, techniques,
and strategies appropriate for preschool and elementary children. Students learn
to teach children how to become physically, emotionally, and socially healthy.
Emphasis will be given to important current issues affecting a healthy lifestyle
for children.
3 credits, Fall, Spring
EDCR 302: Expressive Arts
This course emphasizes the importance of the arts in children’s lives. Students
examine and explore how to help all children use art, music, drama, and
literature to express and communicate their developing ideas, experiences and
feelings about themselves and the world. Through active experiences with various
media, strategies, technology, and resources, students create lesson plans to integrate
the arts in the classroom.
3 credits, Spring
EDCR 320: Methods and Materials of Instruction/Practicum
This course is designed for secondary and K-12 majors. It emphasizes instructional planning,
teaching methodologies, and classroom management. Emphasis is given to the preparation of
effective lessons in the content area, selection of instructional methods and materials, and
organization of classroom procedures. This course provides an integrated practicum with an
opportunity for students to work with a content expert in their field.
3 credits
EDCR 325: Methods of Teaching English
Cross-listed with ENGL 389: The course includes methods of teaching literature, writing,
critical reading, and grammar in the classroom.
3 credits
EDCR 326: Reading and Literacy across the Secondary Curriculum
This course provides an in-depth look at the reading process as it pertains to the secondary
school level. Practical strategies and materials to promote content literacy are the focal points
of this course. This course also addresses strategies for special needs students at the middle
and high school levels.
3 credits, Fall, Spring
EDCR 330: Assessment and Evaluation
Students investigate a variety of traditional and alternative assessments in the context of
classroom instruction; meeting the needs of diverse learners; recognizing measurement
principles; and national, state, and local standards. Students construct and evaluate content
specific classroom assessments. This course also gives students an opportunity to develop an
understanding of the need for and interpretation of the results of standardized tests,
including PSSA.
3 credits, Fall
EDCR 400: Critical Inquiry Seminar
This course provides students with the opportunity to synthesize their
coursework from both Liberal Studies and education courses in an inquiry-based participatory seminar.
The course will focus on
issues, topics, reflection, and research relevant to education. Through
extensive reading, independent research, writing, questioning, and discussion,
students will pursue areas of particular interest in depth. They will share their work
with each other, presenting the results of their inquiry with professional
presentations.
3 credits, Fall, Spring
EDCR 401: Professional Seminar
In this course, students reflect on the student teaching experience. The seminar
emphasizes professional problems encountered during clinical
practice. Discussion topics deal with the prediction and solution of problems in
a variety of school situations. Students also prepare for employment through
activities connected with the construction of their professional portfolios.
3 credits, Fall, Spring
EDCR 511: Introduction to Human Sexuality
This course is designed for parents, teachers, or those in helping professions
who require an understanding of human sexuality or those individuals wanting
to increase their personal understanding of sexuality. The course presents a
psychosocial view of sexuality drawn from a broad range of theoretical and
empirical literature.
3 credits
EDFL 101: Secondary/K-12 Education Practicum 1
This 10 week experiential learning practicum takes place two one-half days per week in an
educational setting assigned by the Director of Practicum Placement. This practicum
focuses on classroom/student observation.
1 credit, Fall, Spring
EDFL 102: Secondary/K-12 Education Practicum 2
This 10 week experiential learning practicum takes place in an educational setting assigned by the
Director of Practicum Placement. In addition to observation, this practicum offers teacher
candidates the opportunity to teach all or part of one lesson. Students also complete tasks at
the direction of their co-operating teacher.
1 credit, Fall, Spring
EDFL 103: Secondary/K-12 Education Practicum 3
This 10 week experiential learning practicum takes place in an educational setting assigned by
the Director of Practicum Placement. The requirements of this practicum include teaching at
least 3 lessons and completing tasks at the direction of the cooperating teacher.
1 credit, Fall, Spring
EDFL 110: Elementary/Early Childhood/Special Education Practicum I
This 10 week experiential learning practicum takes place two one-half days per week in an
educational setting assisted by the Director of Practicum Placement. Students observe, serve
as teacher aides and begin to practice teaching skills.
1 credit, Fall, Spring
EDFL 210: Elementary/Early Childhood/Special Education Practicum II
This 3 week practicum experience takes place in conjunction with the Concepts and Methods
of Social Studies and Early Reading and Literacy courses. Students also complete tasks at the
direction of their cooperating teacher.
1 credit, Fall, Spring
EDFL 211: Elementary/Early Childhood/Special Education Placement III
This 3 week practicum experience takes place in conjunction with the Concepts and Methods
of Science and the Differentiating Instruction courses. Students also complete tasks at the
direction of their cooperating teacher.
1 credit, Fall, Spring
EDFL 212: Associate Degree Student Teaching
This extended practicum experience takes place in an early childhood program and
includes directed observation and supervised student teaching, with gradual
assumption of teaching responsibilities. This course is taken in conjunction
with EDCR 205 Associate Degree Professional Seminar.
6 credits, Fall, Spring
EDFL 310: Elementary/Early Childhood/Special Education Practicum IV
This 3 week practicum experience takes place in conjunction with the Children's Literature,
Concepts and Methods of Math, and Physical Well-Being courses. Students also complete
tasks at the direction of their cooperating teacher.
1 credit, Fall, Spring
EDFL 311: Elementary/Early Childhood/Special Education Practicum V
This 3 week practicum experience takes place in conjunction with the Concepts and Methods
of Reading and Literacy and Expressive Arts. Students also complete tasks at the direction of
their cooperating teacher.
1 credit, Fall, Spring
EDFL 410: Student Teaching
This experience in the field encompasses one full semester of directed
observation and supervised student teaching, with gradual assumption of total
teaching responsibilities. This course is taken in conjunction with EDCR 401
Professional Seminar.
12 credits, Fall, Spring
EDUC 355: Museum Internship
This internship introduces students to the field of museum education
which is object or art centered. Students have an opportunity to examine museum
education as an enrichment to their classroom teaching activities. Students
design activities which integrate curriculum with the museum collection.
3 credits, as offered
EDUC 356: Adolescent Literature
This course familiarizes students with young adult literature, criteria for selection and use, prominent/popular authors for
this age group, needs and characteristics of adolescents, literature program
designs and methods, and censorship.
3 credits, as offered
EDUC 357: Adult Literacy
The exploration of a variety of approaches and materials used for reading and numeracy
instruction of the adult learner. Familiarity with the social and psychological
characteristics of the adult learner is stressed. The student will be expected
to spend contact hours in direct tutoring of adult literacy students.
3 credits, Fall, Spring
EDUC 358: American Sign Language I
This course will teach a basic vocabulary of 300 - 500 signs used in American Sign
Language in converstaional settings by Deaf and hearing signers. Students will learn important
aspects of ASL grammar and ASL culture, and will be given a brief introduction
of hearing loss and some practical issues in the education of Deaf children.
3 credits, Fall, Spring
EDUC 359: American Sign Language II
This course will teach more advanced vocabulary of signs used in American
Sign Language. It will also analyze conversational settings of various Deaf and
hearing signers. Detailed aspects of ASL grammar and ASL culture will be taught.
A major emphasis is placed on expressive signing by students. Practical issues
in Deaf culture and in Deaf education will be discussed.
Prerequisite: EDUC 358
3 credits, Spring
EDUC 390-394: Special Topics in Education
1-6 credits, as offered
EDUC 395-399: Independent Study
Student choice of topic with faculty approval and supervision.
1-6 credits. By arrangement
ELED 230: Concepts and Methods for Elementary Teachers: Social Studies
This course is designed to introduce students to the various disciplines and
approaches to teaching elementary social studies. Students learn planning,
resource selection, and developmentally appropriate methods and materials to
enhance classroom instruction. Emphasis is on social studies as a powerful
integrative force across the curriculum.
3 credits, Fall
ELED 231: Concepts and Methods for Elementary Teachers: Science
This course provides students with the conceptual framework, appropriate strategies, and
methods to teach inquiry based science that supports standards across the curriculum. Using
a variety of instructional models, students will learn to design, implement, and evaluate
instruction and assessment instruments.
3 credits, Spring
ELED 330: Concepts and Methods for Elementary Teachers: Mathematics
This course provides students with the conceptual framework, appropriate
strategies, and methods to teach mathematics in the elementary classroom. Using
technology and a variety of materials, students learn to assess children’s
needs, design, and evaluate instruction with an emphasis on integrating
mathematics across the curriculum.
3 credits, Fall
ELED 331: Concepts and Methods for Elementary Teachers: Reading and Literacy
This course is designed to provide students with effective theory and methods
for integrating the language arts in grades K-6. The course includes teaching
spelling, grammar, handwriting skills and patterns of practice, as well as reading
comprehension and study skills. The importance of
children’s literature, oral language development, appropriate assessment, and
reading across the content areas continue to be stressed.
3 credits, Spring
SPED 240: Meeting the Needs of Students with Exceptionalities: Nursery through Preschool
This course examines the educational programming for infants, toddlers, and preschoolers
with exceptionalities. Specifically, this course addresses the concepts and models of early
intervention, family-centered intervention practices and appropriate strategies for teaching,
managing, and supporting exceptional students in early childhood environments.
3 credits, Fall
SPED 241: Meeing the Needs of Students with Exceptionalities: Elementary
This course examines teaching/learning strategies designed to foster cognitive growth and to
develop social skills among elementary students with special needs. The course focuses on
classroom management responsibilities of teachers as well as intervention strategies
appropriate for behavioral management and instruction of students with exceptionalities at
the elementary level.
3 credits, Spring
SPED 242: Collaboration and Partnerships
This course examines the various human resources and support services available
to forge partnerships that meet the needs of diverse student populations.
Specifically, the course focuses on collaborative problem solving, collaborative consultation, and
team teaching in education. Attention is also given to developing effective interpersonal
skills and conflict management skills in professional settings.
3 credits, Spring
SPED 243: Program Planning and Assessment
This course examines the purposes and kinds of assessment procedures used to identify,
evaluate, place, and plan instruction for special needs children and adolescents. Specifically,
this course addresses the following: (a) the assessment process, (b) formal and informal
assessment procedures, (c) assessment of general performance areas, (d) assessment of
academic areas, and (e) using assessment to plan instruction.
3 credits, Spring
SPED 340: Meeting the Needs of Students with Exceptionalities: Middle and
High School
This course examines intervention strategies appropriate for the
instruction and classroom management of students with exceptionalities at the middle school and
secondary levels. Focus is given to planning, implementing, and evaluating
strategies for maintaining an effective learning environment, as well as developing
and practicing authentic collaboration techniques.
3 credits, Fall
SPED 341: Current Issues in Special Education
This course examines contemporary trends and issues in special education and the
implication of those issues upon schools, teachers, and students. Current
research in the field of special education is reviewed through discussion of
topics. Content also includes an overview of the various legal issues in
special education, including the rights of students, parents, and educators.
3 credits, Spring
SPED 355: Seminar in Emotional and Behavior Disorders
This course examines children and adolescents with behavior and emotional disorders.
Specially, this course will examine the incidence, prevalence, etiology, characteristics,
controversies, and instruction of individuals identified with emotional or behavior disorders.
3 credits
SPED 365: Applied Behavioral Analysis and Intervention
This course is designed to identify the components of applied behavioral analysis and the
development of effective behavioral interventions, for children and adolescents
with emotional and behavioral disorders. Focus is given to identification of the causes and
functions of behaviors, the assessment and diagnosis of behavioral issues, and the
development and implementation of effective behavioral and therapeutic plans. Students
will be able to assess, develop, implement, and evaluate effective behavioral and therapeutic
plans using a variety of positive behavioral support and management techniques.
3 credits
SPED 370: Interagency Collaboration and Consultation
This course is designed to develop the role of the behavior specialist as an
effective collaborator in the various agencies, within the home, community, and
school setting. The course will develop communication skills, differentiate
between the roles of collaboration and consultation, develop effective
resolution skills, and discuss the ethical and legal responsibilities of the
behavior specialist.
3 credits
SPED 390: Autism Spectrum Disorder
This is an introduction to Autism Spectrum Disorder. Specifically it will focus on the learning,
communication, and social skill deficits of children with ASD. Attention will also be given to
various intervention strategies
3 credits
SPED 475: Behavioral Specialist Practicum
This course is an opportunity for criminal justice, education, social work, and
psychology majors with a Behavior Specialist minor to engage in participant
observation, Skill Streaming and Applied Behavior analysis. Students participate as interns in supervised settlings with
juvenile clients. Each intern is required to engage in such activities for a minimum of 6 credit
hours during an entire semester or over several semesters to satisfy 300 hours. This practicum
is open only to students with a minimum 2.5 GPA and who have fulfilled all prerequisite
courses. A maximum of 6 credits can be attributed to this field placement. The Alternative
Education Program, in which interns will participate, is designed to provide experience with
the behavioral, emotional and educational needs of the disruptive secondary level student in
a school setting. Through the use of small groups, academic instruction, technology
enhancement, mentorship and life skills counseling, each student's most severe behavioral
and academic needs will be addressed.
Prerequisites: SPED 355, CRJS 358, 365
6 credits
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