FRANCIS S. GRANDINETTI, Ed.D., Director
KATHLEEN M. KINGSTON, Ed.D., Director of Graduate Programs
JANICE M. WHITEMAN, M.Ed., Director of Undergraduate Programs
FACULTY: Associate Professor: Kathleen Kingston; Assistant Professors: Roberta Barilla, Shelly
Bentley, Margaret Clark, Francis Grandinetti, MerriBeth Knappenberger, Janice Whiteman.
Instructor: Linda Cook, George Sucha
Accreditation: All certification programs have full accreditation endorsements by the
Pennsylvania Department of Education.
The School of Education offers three dual certification baccalaureate program options:
- Early Childhood Education/Elementary Education
- Early Childhood Education/Special Education
- Elementary Education/Special Education
The School of Education also offers a triple major in Early Childhood Education/Elementary
Education/Special Education.
A single certification is also available in Elementary Education with a concentration in
English, History/Social Studies, Mathematics or Science.
The School of Education offers a two-year Associate Degree in Early Childhood Education/
Early Intervention.
Early Childhood, Elementary, and Special Education students participate in five extensive
practicum experiences every term beginning second semester in the freshman year.
Secondary Education students participate in three extensive practicum experiences.
Secondary Education certification is offered as a dual major for students in:
Biology
History/Social Studies
English
Mathematics
K-12 certification is offered in the following area:
Foreign Languages - Spanish K-12
Teacher Certification
In compliance with Pennsylvania Law, Act 354, all students entering School of Education
programs must have and maintain an overall GPA of 3.0 or better. All students seeking
teacher certification in Pennsylvania must fulfill the requirements of the University for the
Baccalaureate Degree as well as the professional education requirements of the School of
Education. Students must also achieve passing scores, as determined by the Pennsylvania
Department of Education (PDE), on the required Praxis Teacher Examinations. The process
and requirements for teacher certification are described in the Gannon University Teacher
Certification Handbook as well as this catalog. To obtain specific information about
certification in other states, students should review information online at each state's
Department of Education website.
Please note that current Pennsylvania Department of Education standards and regulations
take precedence over any information described in this document. Should these standards
and regulations change, Gannon will change its requirements. Students will be responsible for
meeting the new guidelines for certification. Please refer to the PDE website at
http://www.pde.state.pa.us for changes in regulations.
Admission to the School of Education
Acceptance and enrollment at Gannon University does not automatically make one a teacher
candidate in the School of Education. Each student must apply for official admission to the
School of Education.
The Education Review Committee reviews applications for admission to the School of
Education each semester. Students who meet the criteria are recommended to the Director of
the School of Education for admission. The standards for admission/retention have been
developed by the School of Education and require that a student accomplish the following:
A. Academic Requirements
- Within the first 48 credit hour total, Early Childhood, Elementary, and Special
Education students must complete LENG 111, LENG 112, three credits from the LENG
240 series, six credits of math (105 or higher), EDCR 100, EDCR 101, EDCR 103, EDCR
200, EDCR 201 and EDCR 202 with a C or better. Students must also have passed
EDFL 110 and EDFL 210.
- Within the first 48 credit hour total, Secondary Education students must complete
LENG 111, LENG 112, three credits from the LENG 240 series, six credits of math (105
or higher), EDCR 101 and EDCR 103 with a C or better. Students must also have
passed EDFL 101.
- Students must have obtained an overall grade point average of 3.0 or greater.
Computation of the overall grade point average considers all coursework completed
at the point of application to the program.
- Students must submit performance scores at or above the passing level on the Praxis
Pre-Professional Skills Tests (PPST) in the areas of reading, writing, and mathematics.
The School of Education has no control or responsibility for the timely receipt of
test scores. Applications to the School of Education are assessed upon the most recent
test scores on file. Students who are learning disabled may make request for adapted
testing conditions as specified by Praxis.
- All students are required to follow the program sequence for each semester.
Exceptions must be approved by their advisor and the Director of the School of
Education.
B. Field Practicum and Student Teaching Requirements
- Students should officially apply for admission to the School of Education when 48
credit hours have been earned. Students may make application in the semester in
which the 48th credit hour will be earned.
- Prior to the first practicum, all students must submit a valid Act 34 Criminal
Background Clearance, Act 33/151 Child Abuse Clearance, and an FBI fingerprinting
clearance. All clearances are required by the School of Education and mandated by
Pennsylvania School Code, Act 141. If a University student is continuously enrolled in
an education preparation program, the criminal background, child abuse, and
fingerprint information originally submitted shall remain valid during the period of
enrollment. Application forms and directions for securing the clearances are available
in the School of Education Office. The FBI fingerprinting must be done in
Pennsylvania, following these directions:
1. Register at www.pa.cogentid.com.
2. When an individual registers, a code number is given. This number must be
retained by the individual.
3. To be fingerprinted, go to a designated fingerprinting site, taking the code number
and a picture ID. Refer to www.pa.cogentid.com for a list of all designated sites.
-
Students whose clearances are not on file during the first week of the semester in
which they are enrolled for their first practicum will be required to drop the practicum
from their schedule.
-
Students must have attended a Diocesan Child Protection Policy training session prior
to the the first field practicum.
-
Students must have a valid negative TB test on file in the School of Education prior to
the first field practicum and prior to student teaching. Arrangements for the test are
the responsibility of the student.
-
Students must have received a passing grade from all completed field practicum
experiences.
- Students must submit application for student teaching one year prior to beginning the
experience.
- As a pre-requisite to student teaching, all students must be accepted into the School of
Education.
C. Students Returning for Initial Certification
- Students with a BA or BS degree, who are returning for certification, must apply and
be accepted through the Center for Adult Learning and meet all criteria for admission
to the School of Education.
D. Denial of Admission to the School of Education
- An overall grade point average of 3.0 must be maintained. Individuals who do not meet
state mandated minimums are not eligible for admission into the School of Education.
E. Retention in the School of Education
- Once admitted to the School of Education, candidates must abide by the following
retention policies to remain in the program:
- Candidates must maintain a minimum grade point average of 3.0 or better in all
coursework.
- Candidates must maintain a C or better in all required coursework in professional
education and the chosen teaching specialization(s).
- Candidates must successfully complete field practicum requirements prescribed in the
chosen teaching specialization(s).
- Candidates must demonstrate consistent behaviors that are perceived to be suitable
and appropriate for teaching and managing instruction in diverse learning
environments.
- Candidates must successfully complete specialty Praxis II examinations prior to
making application for state certification.
- The Director of the School of Education may recommend re-evaluation of status for
any candidate previously admitted to the program when evidence exists that the
individual may be unsuitable for the teaching profession.
- Only candidates meeting the Pennsylvania Department of Education requirements are
eligible to be recommended for certification.
EARLY CHILDHOOD EDUCATION N - 3
ELEMENTARY EDUCATION K - 6
SPECIAL EDUCATION N - 12
Early Childhood Education / Elementary Education / Special Education programs at Gannon
University prepare students in the following certification areas:
- Early Childhood certification qualifies graduates to teach children from nursery through
grade three.
- Elementary certification qualifies graduates to teach children grades kindergarten through
six.
- Special Education certification - Cognitive, Behavior and Physical/Health Disability
qualifies graduates to teach children with special or exceptional needs from nursery
through grade twelve.
Early Childhood Education/Elementary Education Curriculum
(Numerals in front of courses indicate credits)
FRESHMEN
Fall
3 Child Development/EDCR 100
3 Psychology of Learning/Teaching/
3 EDCR 101 or Foundations of Teaching/ EDCR 103
3 College Composition/LENG 111
3 History of West & World/LHST 111
3 Sacred Scripture/LTHE 121
3 Fundamentals of Mathematics I/ MATH 105
18
Spring
3 Psychology of Learning/Teaching/ EDCR 101 or Foundations of Teaching/EDCR 103
3 Planning/Managing the Learning Environment/EDCR 200
1 10 Week Practicum I/EDFL 110
3 Critical Analysis & Comp/LENG 112
3 Fundamentals of Mathematics II/ MATH 106
3 Science Series
16
SOPHOMORE
Fall
3 ECE Overview/ECED 220
3 Early Reading/Literacy/EDCR 202
1 3 Week Practicum II/EDFL 210
3 Concept/Methods: Social Studies/ ELED 230
3 Literature Series/LENG
3 Children with Exceptional Needs/ SPED 201
16
Spring
3 Differentiating Instruc/EDCR 204
1 3 Week Practicum III/EDFL 211
3 Early Care/Education/ELED 221
3 Concept/Methods: Science/ ELED 231
3 Fine Art Series/LFIN
3 Intro to Philosophy/LPHI 131
16
JUNIOR
Fall
3 General Elective*
3 Integrated Curriculum Pre/K/ ECED 320
3 Children's Literature/EDCR 300
1 3 Week Practicum IV/EDFL 310
3 Concept/Methods: Math/ELED 330
3 Theology II Series/LTHE
16
Spring
3 Integrated Curriculum in the Primary Grades/ECED 321
3 Human Diversity/EDCR 203
3 Physical Well-being of the Child/ EDCR 301
1 3 Week Practicum V/EDFL 311
3 Concept/Methods: Reading/ Literacy/ELED 331
3 Philosophy II Series/LPHI
16
SENIOR
Fall or Spring
3 General Elective*
3 Instructional Technology/EDCR 102
3 Expressive Arts/EDCR 302
3 Critical Inquiry Seminar/EDCR 400
3 Meth ESL/EDCR 420
3 Theology or Phil III Series/LTHE or LPHI
18
Fall or Spring
3 Professional Seminar/EDCR 401
12 Student Teaching/EDFL 410
15
Total credits: 131
* Students are encouraged to take additional Special Education courses as their electives. They should
work closely with their advisor.
Elementary Education /Special Education Curriculum
FRESHMAN
Fall
3 Child Development/EDCR 100
3 Foundations of Teaching/EDCR 103 or Psychology of Learn/Teach/ EDCR 101
3 College Composition/LENG 111
3 History of West & World/LHST 111
3 Sacred Scripture/LTHE 121
3 Fundamentals of Math I/MATH 105
18
Spring
3 Psychology of Learn/Teach/ EDCR 101 or Foundations of Teaching/EDCR 103
3 Plan the Learn Environ/EDCR 200
1 10 Week Practicum I/EDFL 110
3 Critical Analysis & Comp/LENG 112
3 Intro to Philosophy/LPHI 131
3 Fundamentals of Math II/MATH 106
16
SOPHOMORE
Fall
3 Early Reading/Literacy/EDCR 202
1 3 Week Practicum II/EDFL 210
3 Concept/Methods: Social Studies/ ELED 230
3 Child with Exceptional Needs/ SPED 201
3 Meeting Needs of Students with Exceptionalities: N-P/SPED 240
3 Literature Series/LENG
16
Spring
1 3 Week Practicum III/EDFL 211
3 Concept/Methods: Science/ ELED 231
3 Instructional Technology/EDCR 102
3 Meeting Needs of Students with Exceptionalities: Elem/SPED 241
3 Collaboration/Partnerships/ SPED 242
3 Science Series
16
JUNIOR
Fall
3 Children's Literature/EDCR 300
3 Physical Well-being Child/EDCR 301 or Expressive Arts/EDCR 302
1 3 Week Practicum IV/EDFL 310
3 Concept/Methods: Math/ELED 330
3 Theology II Series/LTHE
3 Meeting Needs of Students with Exceptionalities: Middle-HS/ SPED 340
16
Spring
3 Read/Literacy Sec Curriculum/ EDCR 326
3 Physical Well-being Child/EDCR 302 or Expressive Arts/EDCR 301
1 3 Week Practicum V/EDFL 311
3 Concept/Methods: Reading/ Literacy/ELED 331
3 Philosophy II Series/LPHI
3 Program/Assessment/SPED 243
16
SENIOR
Fall or Spring
3 General Elective
3 Critical Inquiry/EDCR 400
3 Fine Art Series/LFIN
3 Theology or Phil III Series/LTHE or LPHI
3 Contemporary Issues in Special Ed/ SPED 341
3 Meth ESL/EDCR 420
18
Fall or Spring
3 Professional Seminar/EDCR 401
12 Student Teaching/EDFL 410
15
Total credits: 131
Early Childhood Education/Special Education Curriculum
FRESHMEN
Fall
3 Child Development/EDCR 100
3 Psychology of Learning/Teaching/ EDCR 101 or Foundations of Teaching/EDCR 103
3 College Composition/LENG 111
3 History of West & World/LHST 111
3 Sacred Scripture/LTHE 121
3 Fundamentals of Math I/MATH 105
18
Spring
3 Psychology of Learning/Teaching/ EDCR 101 or Foundations of Teaching/EDCR 103
3 Instructional Technology/EDCR 102
3 Planning the Learning Environment/ EDCR 200
1 10 Week Practicum I/EDFL 110
3 Critical Analysis & Comp/LENG 112
3 Fundamentals of Math II/MATH 106
16
SOPHOMORE
Fall
3 ECE Overview/ECED 220
3 Early Read/Literacy/EDCR 202
1 3 Week Practicum II/EDFL 210
3 Literature Series/LENG
3 Child with Except Needs/SPED 201
3 Meeting Needs of Students with Exceptionalities: Nursery-Preschool/ SPED 240
16
Spring
3 Physical Well-being Child/EDCR 301 or Expressive Arts/EDCR 302
1 3 Week Practicum III/EDFL 211
3 Early Care/Education/ELED 221
3 General Elective*
3 Intro to Philosophy/LPHI 131
3 Meeting Needs of Students with Exceptionalities: Elem/SPED 241
16
JUNIOR
Fall
3 Integrated Curriculum Pre/K/ ECED 320
3 Children's Literature/EDCR 300
3 Read/Literacy Secondary Curriculum/ EDCR 326
1 3 Week Practicum IV/EDFL 310
3 Meeting Needs of Students with Exceptionalities: Middle-HS/SPED 340
3 Theology II Series/LTHE
16
Spring
3 Integrated Curriculum Primary/ ECED 321
3 Physical Well-being Child/EDCR 301 or Expressive Arts/EDCR 302
1 3 Week Practicum V/EDFL 311
3 Philosophy II Series/LPHI
3 Collaboration/Partnerships/ SPED 242
3 Program/Assessment/SPED 243
16
SENIOR
Fall or Spring
3 Critical Inquiry/EDCR 400
3 Fine Art Series/LFIN
3 Science Series
3 Theology or Phil III Series/LTHE or LPHI
3 Meth ESL/EDCR 420
3 Contemporary Issues in Spec Ed/ SPED 341
18
Fall or Spring
3 Professional Seminar/EDCR 401
12 Student Teaching/EDFL 410
15
Total credits: 131
*Students are strongly encouraged to take a methods course as their elective.
Early Childhood/Elementary/Special Education Curriculum
Triple majors have several options to complete the 143 credit major: take 19 credits in four of
their semesters, take an extra semester of 12 credits, or take summer courses for the additional
12 credits. Students pursuing a triple major should work closely with their advisor as many
education courses are offered in only fall or spring semesters.
Core of Discovery (36 credits):
3 College Composition/LENG 111
3 Critical Analysis and Composition/LENG 112
3 Sacred Scripture/LTHE 121
3 History of West & World/LHST 111
3 Introduction to Philosophy/LPHI 131
3 Philosophy II Series/LPHI
3 Theology II Series/LTHE
3 Literature Series/LENG
3 Fine Art Series/LFIN
3 Theology or Phil III Series/LTHE or LPHI
3 Psychology of Learning and Teaching/EDCR 101
3 Science Series
General Education Requirements (59 credits):
3 Child Development/EDCR 100
3 Instructional Technology/EDCR 102
3 Foundations of Teaching/EDCR 103
3 Planning the Learning Environment/EDCR 200
3 Children with Exceptional Needs/EDCR 201
3 Early Reading and Literacy/EDCR 202
3 Children's Literature/EDCR 300
3 Physical Well Being of the Child/EDCR 301
3 Expressive Arts/EDCR 302
3 Critical Inquiry/EDCR 400
3 Professional Seminar/EDCR 401
1 Eled/Eced/Sped Practicum I/EDFL 110
1 Eled/Eced/Sped Practicum II/EDFL 210
1 Eled/Eced/Sped Practicum III/EDFL 211
1 Eled/Eced/Sped Practicum IV/EDFL 310
1 Eled/Eced/Sped Practicum V/EDFL 311
1 2 Student Teaching/EDFL 410
3 Fundamentals of Math I/MATH 105
3 Fundamentals of Math II/MATH 106
3 Meth ESL/EDCR 420
Early Childhood/Elementary/Special Education Requirements (48 credits):
3 Human Diversity/EDCR 203
3 Concepts/Methods: Social Studies/ELED 230
3 Concepts/Methods: Science/ELED 231
3 Concepts/Methods: Math/ELED 330
3 Concepts/Methods: Reading and Literacy/ELED 331
3 ECE Overview/ECED 220
3 Early Care and Ed/ECED 221
3 Integrated Curriculum PS/Kdg/ECED 320
3 Integrated Curriculum Primary/ECED 321
3 Collaboration/Partnerships/SPED 242
3 Program and Assessment/SPED 243
3 Meeting the Needs of Students with Exceptionalities: Nursery through Preschool/ SPED 240
3 Meeting the Needs of Students with Exceptionalities: Elementary/SPED 241
3 Meeting the Needs of Students with Exceptionalities: Middle through High School/ SPED 340
3 Contemporary Issues in SpEd/SPED 341
3 Reading and Literacy across the Secondary Curriculum/EDCR 326
Total credits: 143
Elementary Education with a Concentration Curriculum
The Elementary Education with Concentration Area program provides an opportunity for
students to complete all requirements for elementary certification with a concentration area.
The concentration area must be approved by the student's advisor.
FRESHMEN
Fall
3 Child Development/EDCR 100
3 Psychology of Learning/Teaching/ EDCR 101 or Foundations of Teaching/EDCR 103
3 College Composition/LENG 111
3 History of West & World/LHST 111
3 Sacred Scripture/LTHE 121
3 Fund of Mathematics I/MATH 105
18
Spring
3 Psychology of Learning/Teaching/ EDCR 101 or Foundations of Teaching/EDCR 103
3 Instructional Technology/EDCR 102
3 Planning/Managing the Learning Environment/EDCR 200
1 10 Week Practicum I/EDFL 110
3 Critical Analysis & Comp/LENG 112
3 Fund of Mathematics II/MATH 106
16
SOPHOMORE
Fall
3 Concentration Area
3 Early Reading/Literacy/EDCR 202
1 3 Week Practicum II/EDFL 210
3 Concept/Methods: Social Studies/ ELED 230
3 Literature Series/LENG
3 Children with Exceptional Needs/ SPED 201
16
Spring
3 Concentration Area
3 Differentiating Instruc/EDCR 204
1 3 Week Practicum III/EDFL 211
3 Concept/Methods: Science/ ELED 231
3 Intro to Philosophy/LPHI 131
3 Science Series
16
JUNIOR
Fall
3 Concentration Area
3 Human Diversity/EDCR 203
3 Children's Literature/EDCR 300
1 3 Week Practicum IV/EDFL 310
3 Concept/Methods: Math/ELED 330
3 Theology II Series/LTHE
16
Spring
3 Concentration Area
3 Physical Well-being of the Child/ EDCR 301 or Expressive Arts/ EDCR 302
1 3 Week Practicum V/EDFL 311
3 Concept/Methods: Reading/
3 Literacy/ELED 331
3 Meth ESL/EDCR 420
3 Philosophy II Series/LPHI
16
SENIOR
Fall or Spring
3 Concentration Area
3 Physical Well-being of the Child/ EDCR 301 or Expressive Arts/ EDCR 302
3 Critical Inquiry Seminar/EDCR 400
3 Fine Art Series/LFIN
3 Theology or Phil III Series/LTHE or LPHI
15
Fall or Spring
3 Professional Seminar/EDCR 401
12 Student Teaching/EDFL 410
15
Total credits: 128
Concentration Requirements (15 credits)
ENGLISH:
The concentration in English requires students to complete the 6 credit English
and Literature requirement in addition to the following five courses:
ENGL 210 Creative Writing
ENGL 215 Editing for the Print Media
ENGL 217 Introduction to Linguistics
ENGL 321 Literature for Young Adults or EDUC 356 Adolescent Literature
SPCH 111 Speech
HISTORY/SOCIAL STUDIES:
The concentration in History requires students to complete the
core history course LHST 111 in addition to the following five courses:
GEOG 201 World Geography
HIST 110 Foundations of Western Heritage
HIST 221 History of the U.S.
HIST 222 History of the U.S.
POLI 111 U.S. Government and Politics
MATHEMATICS:
The concentration in Mathematics requires students to complete the 6 credit
Math requirement in addition to five courses with a Mathematics prefix and number higher
than Math 106
SCIENCE:
The concentration in Science requires students to complete the 3 credit Science Series
and the 3 credit Methods of Science requirement in addition to the following five courses:
BIOL 101 General Biology
BIOL 102 Conservation Biology
BIOL 104 Human Biology
ENVI 103 Environmental Issues
ENVI 112 Meteorology
Total credits: 128
EARLY CHILDHOOD EDUCATION/EARLY INTERVENTION (K-3)
Associate Degree
This 67 credit two-year program is designed to meet entry-level Pennsylvania requirements for
assistant teachers in preschools and kindergartens, as well as childcare and Head Start programs.
For those students who decide later to continue their education, all qualifying credits earned
in the program within a seven year time frame will transfer to the four year baccalaureate
degree in Early Childhood Education/Special Education. Students who wish to earn teacher
certification will need to meet the Pennsylvania Department of Education requirements in
effect at the time of admission to the School of Education and at the time of application for
certification.
PROGRAM REQUIREMENTS:
Core of Discovery: (15 credits)
3 College Composition/LENG 111
3 Hist of West & World/LHST 111
3 Sacred Scriptures/LTHE 121
3 Introduction to Philosophy/LPHI 131
3 Theology/Philosophy Series III/LTHE or LPHI
Professional Education Core: (16 credits)
3 Planning and Managing Instruction/EDCR 200
3 Children with Exceptional Needs/SPED 201
1 Associate Degree Professional Seminar/EDCR 205
1 Eled/Eced/Sped Practicum II/EDFL 210
1 Eled/Eced/Sped Practicum III/EDFL 211
1 Eled/Eced/Sped Practicum IV/EDFL 310
6 Associate Degree Intensive Practicum/EDFL 312
Required Education Courses: (15 credits)
3 Child Development/EDCR 100
3 Early Reading and Literacy/EDCR 202
3 Children's Literature/EDCR 300
3 Physical Well-being of the Child/EDCR 301
3 Expressive Arts/EDCR 302
Early Childhood Block (9 credits):
3 Early Childhood Education Overview/ECED 220
3 Early Care and Education/ECED 221
3 Integrated Curriculum in Preschool and Kindergarten/ECED 320
Special Education Block (9 credits):
3 Meeting the Needs of Students with Exceptionalities Nursery through Preschool/SPED 240
3 Collaboration and Partnerships/SPED 242
3 Programming and Assessment/SPED 243
Electives (3 credits)
Total credits: 67
SECONDARY AND K - 12 EDUCATION
Secondary and K - 12 education students receive a degree in their content area and are
prepared for certification in the following areas:
Biology 7-12
English 7-12
Foreign Languages - Spanish K-12
Mathematics 7-12
Social Studies 7-12
SECONDARY AND K-12 PROFESSIONAL EDUCATION CORE - 39 CREDITS
3 Psychology of Learning and Teaching/EDCR 101
3 Instructional Technology/EDCR 102
3 Foundations of Teaching/EDCR 103
3 Methods and Materials of Instruction /Practicum/EDCR 320
3 Reading and Literacy across the Secondary Curriculum/EDCR 326
3 Assessment and Evaluation/EDCR 330
3 Professional Seminar in Education/EDCR 401
1 Secondary/K-12 Education Practicum I/EDFL 101
1 Secondary/K-12 Education Practicum II/EDFL 102
1 Secondary/K-12 Education Practicum III/EDFL 103
12 Student Teaching/EDFL 410
3 Meeting the Needs of Students with Exceptionalities: Middle through High School Levels/SPED 340
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 at home or in a child care
center. 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 assessment.
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
Instructional Technology provides students with laboratory-based experiences 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 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 among curriculum, instruction,
and assessment that result in successful learning.
3 credits, Fall, Spring
EDCR 202: Early Reading and Literacy
This course focuses on the evolution of the reading process from infancy through the primary
grades. Traditional and holistic approaches in reading instruction are studied with emphasis
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 becoming
independent readers.
Prerequisite: EDCR 200
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 needs of
children with exceptionalities 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 upon the intensive practicum 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.
Prerequisite: EDCR 200
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, dance, 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 into the classroom.
Prerequisite: EDCR 200
3 credits, Fall, 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 students with exceptionalities 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 work from both
Liberal Studies and education courses in an inquiry-based participatory seminar. The course
will focus on issues, 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 in 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 414: Sociology of Education
This course addresses the intersection of education and various other institutions and
structures in American society such as family, marriage, economics, politics, religion, gender,
ability, social class, race, and ethnicity. Students will study: (a) theoretical perspectives
underlying education systems; (b) learning theories that inform educational curricula and
programs; (c) the structure, positions, roles, and processes involved in schools; and (d) the
relationship between educational systems and societies.
3 credits, as offered
EDCR 420: Methods and Materials for Teaching ESL
This course will provide students with a survey of current research and theory in English as a
Second Language (ESL)/Teaching English as a Foreign Language (TEFL) and explore and
practice traditional and innovative methodologies for teaching language skills to non-native
speakers (K-12).
3 credits
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, as offered
EDFL 101: Secondary/K-12 Education Practicum I
This 10 week experiential learning practicum takes place two one-half days per week or one-
full day per week in an educational setting assigned by the Director of Practicum Placement.
This practicum focuses on classroom interaction and student observation.
1 credit, Fall, Spring
EDFL 102: Secondary/K-12 Education Practicum II
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 several lessons. Students also complete tasks
at the direction of their cooperating teacher.
1 credit, Fall, Spring
EDFL 103: Secondary/K-12 Education Practicum III
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 three 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 or one-
full day per week in an educational setting assigned 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 experiential learning 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 Practicum III
This 3 week experiential learning 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 310: Elementary/Early Childhood/Special Education Practicum IV
This 3 week experiential learning 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 experiential learning 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 312: Associate Degree Intensive Practicum
This experiential learning practicum takes place in an early childhood program and includes
directed observation and supervision, with gradual assumption of classroom responsibilities
appropriate for an assistant teacher. The student is required to successfully complete seven
weeks of full-day classroom experience or 14 weeks of half-day classroom experience. This
course is taken in conjunction with EDCR 205 Associate Degree Professional Seminar.
6 credits, 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
This course explores 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. Students 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 conversational settings by Deaf and hearing signers. Students will learn important aspects
of ASL grammar and ASL culture and will be given a brief introduction to 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
Students choose a topic of study 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 and 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 are stressed.
3 credits, Spring
SPED 201: Children with Exceptional Needs
This course explores the characteristics and needs of children and adolescents with
exceptionalities who are included in regular classrooms. It also examines effective
instructional strategies and adaptations for teaching children with exceptionalities 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
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 students with exceptionalities in early childhood environments.
3 credits, Fall
SPED 241: Meeting 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
the responsibilities of teachers, intervention strategies appropriate for behavioral management
instructional methods, corrective reading and math programs, and adaptations for 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 and when working with families.
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 children and adolescents with exceptionalities.
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 through High
School Levels
This course examines intervention strategies appropriate for the instruction and classroom
management of students with exceptionalities at the middle and high school levels. Focus is
given to planning, implementing, and evaluating strategies appropriate for maintaining an
effective learning environment and for creating adaptations across all content areas, as well as
to developing and practicing authentic collaboration techniques.
3 credits, Fall
SPED 341: Contemporary Issues in Special Education
This course examines contemporary trends and issues in special education and the
impact of those issues upon schools, teachers, students, and parents. 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, instruction, and interventions for individuals identified with emotional or
behavior disorders.
3 credits
SPED 358: Instructional and Therapeutic Interventions for Treatment Design
This course is designed to identify the instructional and therapeutic interventions for children
with emotional and behavioral disorders in the home, community, and in the schools. This
course will provide hands-on experience with assessment, evaluations, curriculum, treatment
plans, and individualized educational programs. Content includes evaluating therapeutic and
instructional interventions, social skills development, group and individual counseling
techniques, positive behavioral support plans, and conflict resolution techniques.
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 behavioral 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, academic, and therapeutic strategies.
3 credits, as offered
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 settings 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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