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:: Course Offerings

The course offerings at Clarion University of PA go through an extensive review process by the Committee on Courses and Programs of Study (CCPS).  This course offerings list is a comprehensive list of courses that could be offered; it does not mean they are currently being offered.

For a complete list of courses offered on the current or upcoming schedules, see the Registrar's page Schedule of Classes.

To start a new search enter the course number of the subject or title you are searching in the box below.



Course IdCourse Title (currently sorted in Descending order) Course Description
ECH 325
Yng Childr As Theory Bld
Explores the process and learning environment that will support, facilitate, and translate course-content areas of science, mathematics, social studies, and technology into a developmentally appropriate constructivist educational practice. Applies t,heoretical perspective of constructivism to enhance the young child's scientific traits of experimentation, curiosity, creativity, and theory test. Must be taken concurrently with ECH 310, ECH 322, and ECH 325. For straight ECH majors, ECH 413 must, be taken with these courses. Prerequisites: ECH 235, ECH 236. Straight early childhood majors must have also taken ECH 245 and ECH 260.|
SPED 507
Writ & Vis Exp For Excep Read
This course presents evidence-based practices for enhancing the writing and visual literacy of elementary and secondary students. It also presents effective strategies for teaching writing to multilingual students with special needs. Prerequisite:, SPED 501|
SPED 534
Workshop In Special Education
Provides practicing teachers with professional development opportunities in areas of curriculum, assessment, and instruction for students with disabilities. Prerequisites: Teaching experience in elementary and/or secondary education and if enrolled, in the Special Education or Rehabilitative Sciences Graduate Program, permission of academic advisor.|
ED 434
Workshop
Provides opportunities for in-service teachers to encounter new ideas, knowledge, and methods in meeting problems in today's schools. Prerequisite: Teaching experience in the elementary or secondary schools.|
ED 534
Workshop
Provides opportunities for in-service teachers to encounter new ideas, knowledge, and methods in meeting problems in today?s schools. Prerequisite: Teaching experience in the elementary or secondary schools.|
REHB 600
Thesis
This elective course requires each student to develop a thesis related to rehabilitative sciences. Must be taken for two semesters of three credits each. Prerequisite: ED 520.|
SPED 700
Thesis
This course requires each student to develop a thesis related to special education. Must be taken for two semesters of three credits each. Prerequisite: ED 520.|
EDAD 720
The Law And Special Education
This is the first course within the fifth theme of the principal certification program. (The first theme in semester 2.) This course is designed to provide the candidate with an examination of the legal issues and challenges of the special education,program facing school administrators today. Prerequisite: All first semester requirements. (Themes I thru IV)|
ED 417
Tech Integration ML & HS Educ
This course is designed to facilitate future middle level and high school educators with the knowledge, skills, and dispositions for integrating technology into their classroom instruction and for using technology to improve professional productivity,. Students will explore the relationship between ISTE and those PA Academic Standards related to middle level and high school learners. These concepts will be applied to the development of instructional materials that can be used for assessing lear,ning and promoting achievement for all students in the middle and high school grades. Prerequisites: Acceptance into the COEHS certification program.|
ECH 417
Tech For Early Chld Educators
This course is designed to facilitate future early childhood educators with the knowledge skills, and dispositions for integrating technology into their classroom instruction and for using technology to improve professional productivity. Students wil,l explore the relationship among ISTE (International Society for Technology in Education) standards, NAEYC (National Association for the Education of Young Children) standards, and PA Learning standards for Early Childhood and those PA Academic Stand,ards related to PreK-4 learners and the appropriate and effective uses of contemporary educational technology. These concepts will be applied to the development of instructional materials that can be used for assessing learning and promoting achievem|
ED 518
Teaching Secondary Lang Arts
Prepares Language Arts candidates in methods appropriate for secondary school teaching. Emphasizes constructivist approaches to teaching, reading, writing, speaking, listening, viewing, and thinking. Incorporates planning, curriculum development, a,ssessment, and evaluation in specifically language arts environments. Includes observations and teaching experiences in schools. Prerequisite: ED 524|
ELED 323
Teaching Reading
Overview of definitions and basic approaches in elementary school reading instruction. Familiarizes students with techniques, strategies, and materials used to teach reading to preschool, elementary, and middle school children from a variety of cultu,ral backgrounds. Prerequisite: ED 121. Each semester.|
ED 333
Tchng Reading-Sec
Examines techniques for helping secondary students develop reading skills needed to comprehend content-area textbooks. Students will examine those skills in their certification area. Applies skills and competencies developed in ED 225: MULTICULTURAL,EDUCATION. Required course for secondary education majors. Requires participation experiences in the schools. Prerequisite: ED 327.|
SPED 441
Tch Stu w/ Disabilities In Sec
This course will prepare educators with the skills and knowledge to deliver and support instruction to students with disabilities in secondary classroom settings. Prerequisite: SPED 418.|
ED 531
Tch Sec Social Studies
Prepares social studies candidates for teaching diverse learners in a secondary setting through field-based experiences; emphasizes critical pedagogical methods, strategies, and researched-based best practices to make social studies content comprehen,sive to secondary students; expands on models of differentiated instructional design, effective interdisciplinary planning, and technology integration to teach content; builds a repertoire of teaching strategies to enhance students' diverse learning,in the secondary classroom; emphasizes NCSS essential skills for social studies and disciplinary standards for history, geography, civics, government, economics, and behavioral sciences. Prerequisite: Completion of the five required courses in Post|
ED 532
Tch Sec Science For Understand
Prepares post-baccalaureate candidates to teach the sciences in secondary schools. Emphasizes teaching science for understanding and application of science knowledge. Includes basic curriculum design-formulating goals and objectives, selecting and,organizing content, developing skill in using a variety of teaching strategies, and evaluating pupil progress. Stresses the inquiry approach to teaching science. Includes observations and teaching experiences in schools. Prerequisite: ED 534, SPED, 418. Fall/Spring, as needed.|
EDML 322
Tch Of Elem Sci
Examines methods of presenting science in the elementary school. Provides experiences in learning process, scope and sequence of science concepts, methods of investigation, problem solving, laboratory skills, scientific attitudes, newer curricula, re,ading materials, observing and working with elementary school children, and developing, teaching, and evaluating lessons. Two hour lecture and two hours laboratory weekly. Each semester.|
SCED 322
Tch Of Elem Sci
Examines methods of presenting science in the elementary school. Provides experiences in learning process, scope and sequence of science concepts, methods of investigation, problem solving, laboratory skills, scientific attitudes, newer curricula, re,ading materials, observing and working with elementary school children, and developing, teaching, and evaluating lessons. Two hour lecture and two hours laboratory weekly. Each semester.|
SPED 506
Tch Excep Adol w/Reading Prob
This course will prepare teacher candidates to address the challenges presented in the curriculum area of reading for secondary students with high incidence disabilities. Specifically, content addressed in this course include classroom reading asses,sment, instructional strategies, and special consideration in reading instruction for adolescents with high-incidence disabilities in general education classrooms. Prerequisite: SPED 501|
ED 350
Tch English Lang Learners
Introduces participants to background, methods, and strategies needed to effectively teach English Language Learners. Includes research and theory of second language acquisition, bilingualism, the difference between social and academic proficiency,,and the roles that culture and language play in learning. Explores importance of native language support in achieving academic success and teacher's role in building a safe classroom where diversity of languages and cultures and welcomed and encoura,ged. Investigates culturally diverse students' values expressed through beliefs and behaviors. Requires active participation through class discussion, opportunities for practice-teaching, evaluation and development of materials and instructional pl|
SPED 504
Tch Emergent & Dev Excep Read
This course is designed to provide students with research-based techniques and strategies that are required to promote the growth from emergent to conventional reading, writing, and literacy concepts for children with disabilities. Prerequisite: SP,ED 501|
EDML 324
Tch Elem & Middle Sch Math 4-8
Focuses on principles in teaching mathematics to children in the middle grades (4-8), mathematics processes in middle grades, the National Council of Teachers of Mathematics Principles and Standards for School Mathematics, and involving and assisting, parents and communities in understanding childhood development in mathematics. Prerequisites: MATH 111, SPED 422, SPED 418. Must be taken with ELED 327, ELED 329, and ELED 332 as a part of the ELED pre-block.|
ELED 324
Tch Elem & Middle Sch Math 4-8
Focuses on principles in teaching mathematics to children in the middle grades (4-8), mathematics processes in middle grades, the National Council of Teachers of Mathematics Principles and Standards for School Mathematics, and involving and assisting, parents and communities in understanding childhood development in mathematics. Prerequisites: MATH 111, SPED 422, SPED 418. Must be taken with ELED 327, ELED 329, and ELED 332 as a part of the ELED pre-block.|
ED 505
Tch Content To Eng Lang Learn
Introduces participants to background, methods, and strategies needed to effectivley teach content to English language learners. Explores importance of native support in achieving academic success and teacher's role in building a safe classromm wher,e diversity of languages and cultures are welcomed and encouraged. Requires active participation through class discussion, evaluation and development of materials and instructional plans. Prerequisite: ED 524 or equivalent|
ECH 414
Tch & Lrn Lang & Lit-Grade 1-4
Overview of current definitions and basic approaches in literacy assessment and instruction in the primary grades. Investigates literacy development and important instructional considerations for teachers of learners in the primary grades. Prerequi,sites: ECH 235, ECH 236, ECH 301, ECH 310, ECH 322, ECH 323, ECH 325. Must be taken concurrently with ECH 415, ECH 416, ECH 418, and HPE 410.|
SCED 540
Supervision Of Science
Prepares science educators (elementary, middle, junior high, and senior high school teachers) for leadership and supervisory roles in the improvement of science curricula and instruction. Spring, even-numbered years.|
SPED 555
Super For Sped
|
REHB 405
Substance Abuse
Participants study the physiological and psychosocial implication of drug or alcohol abuse, over-medication, and drug dependence, emphasizing intervention, advocacy, treatment, and prevention. Fall Semester.|
SPED 450
Student Teaching
Observation and participation in teaching students with disabilities and in activities related to the performance of a teacher's work. Prerequisites: SPED 411 must receive a C or better, 415, 416, 420, 421, 422.|
ED 495
Student Tch Prof Prac
|
ED 432
Student Tch In Music Ed
Professional practicum requires integration and application of instructional, management, and professional knowledge and competencies in music settings in elementary, middle, and secondary schools. After an orientation to the school and music setting,s, students teach classes and participate in choral and instrumental music activities under the direction of a cooperating professional and university supervisor. Two field assignments offer diversity in grade levels K-12, ability levels of pupils, c,ontent areas, school and community size, multicultural settings, and/or cooperating professionals. Prerequisites: Completion of 90 semester hours, satisfactory standing in admission and retention standards in college, completion of all required profe|
ED 433
Student Tch In Music Ed
Professional practicum requires integration and application of instructional, management, and professional knowledge and competencies in music settings in elementary, middle, and secondary schools. After an orientation to the school and music setting,s, students teach classes and participate in choral and instrumental music activities under the direction of a cooperating professional and university supervisor. Two field assignments offer diversity in grade levels K-12, ability levels of pupils, c,ontent areas, school and community size, multicultural settings, and/or cooperating professionals. Prerequisites: Completion of 90 semester hours, satisfactory standing in admission and retention standards in college, completion of all required profe|
ED 537
Strat-Probs Tch Ele Math
This course deals with recent trends and methods of teaching mathematical concepts and skills appropriate to the elementary grade level. Particular attention is given to diagnostic procedures and to a ?hands-on? laboratory approach. Classes are condu,cted in a well-equipped elementary mathematics laboratory. Recent research which applies to the teaching and learning of mathematical skills and concepts is considered.|
ED 527
Statistics In Ed
|
REHB 519
Stat Appl for Behavioral Sci
This course provides the statistical background necessary for research design and evaluation. Topics covered include scaling of data, descriptive statistics, probability, and statistical inference. Students will become familiar with statistical tec,hniques including correlations, chi-square, t-tests, analysis of variance, and simple regression. Students learn to compute statistics by hand and with the use of statistical software and web-applications.|
SPED 519
Stat Appl for Behavioral Sci
This course provides the statistical background necessary for research design and evaluation. Topics covered include scaling of data, descriptive statistics, probability, and statistical inference. Students will become familiar with statistical tec,hniques including correlations, chi-square, t-tests, analysis of variance, and simple regression. Students learn to compute statistics by hand and with the use of statistical software and web-applications.|
EDAD 723
Staff Development
This is the second course in Theme VI (Human Resource Management) in the principal certification program. It is designed to provide the candidate with concepts and strategies designed to plan and implement programs that will meet the needs of profess,ional educators having a broad range of experience and maturity with regard to their teaching pedagogy. Prerequisite: Successful completion of Theme V.|
ECH 512
Sprt Chil In Homes,Sch & Comm
This course will examine the factors in families and society that influence young children as they grow. Students will review data and current trends and identify successful models of supporting children and families. Various cultures, family forms,, learning styles and physical and mental abilities will be studied. Emphasis will be placed on collaboration between schools, homes and communities.|
ECH 290
Speech, Lang & The Young Child
Emphasizes the language development of young children as a portion of their physical, cognitive and social-emotional growth from birth to eight years of age. Provides a framework for observation of normally developing phonological, morphosyntactical,, semantic, and pragmatic skills in the young child as well as the documented changes which can be observed in the child with a language disorder. Focuses on the role physical, cognitive, social-emotional, and linguistic factors play in the preliter,acy and early literacy experience. Prerequisite: ED 110, ED 121, ECH 235.|
SPED 423
Sped Block
|
SPED 432
Specific Learning Disabilities
Focuses on the nature of specific learning disabilities. Includes history, definition, characteristics, assessment, strategies, and tactics of instruction and/or remediation, vocational implications and federal and state laws and regulations in rega,rd to the individual who is learning disabled. Prerequistes: SPED 245 and SPED 350|
SCED 503
Special Topics Sci Ed
Studies of topical material under the guidance of the instructor. Maximum credit allowable toward graduation: 9 credits. Prerequisites: Permission of the instructor and the student?s graduate committee. On demand.|
ED 499
Special Topics
Examines current topics and issues in education. Topics, announced in advance, focus on the needs and interests of educators.|
ED 559
Special Topics
|
ED 599
Special Topics
Examines current topics and issues in education. Topics, announced in advance, focus on the needs and interests of educators.|
SPED 400
Special Topics
Deals with topical themes in special education to expand the knowledge and competence of teachers. Enrollment is by consent of the instructor. Summers only, on demand.|
SPED 580
Special Reading Instruct
This course is designed to provide in-service and pre-service professionals with the knowledge and skills to serve students with mild/moderate reading disabilities. Individuals taking the course will assimilate characteristics of identified students,, assessment processes and alternative interventions.|
SPED 381
Special Read & Writ Exp Inst
Provides students with specific data-based strategies to teach reading and writing to students with disabilities. Prerequisite: SPED 126, 220, 226, 227, 230, 235, 245.|
REHB 590
Special Projects
Participants engage in either scholarly or applied research related to rehabilitative sciences under the supervision of a faculty member. By permission only.|
SPED 690
Special Projects
Participants engage in either scholarly or applied research related to the education of children and youth with disabilities under the supervision of a faculty member. By permission only.|
SPED 482
Special Mathematics Instruct
Provides students with specific data-based strategies to teach mathematics to students with disabilities. Prerequisites: SPED 128, 129, 245, MATH 111.|
SPED 492
Special Mathematics Instr II
This course builds upon the content of Special Mathematics by providing students with mechanisms to deliver standards-based mathematics instruction to adolescents with disabilities. Prerequisite: SPED 482 or permission of instructor.|
SPED 422
Special Educ Class Admin
In addition to mastering instructional strategies and curricular content, today's special education teachers are required to be knowledgeable about various theories, policies and procedures necessary for the complex daily administration of the specia,l education program. Competencies included in this course will be: adapting the classroom environment to meet the physical, academic and emotional needs of students; classroom management techniques; development of the IEP, behavior and transition pl,ans; and collaboration with other professionals, paraprofessionals and parents. Prerequisite: SPED 320, 360, 380, 381 and must receive a C or better in SPED 462.|
SPED 522
Special Educ Class Admin
In addition to mastering instructional strategies and curricular content, today's special education teachers are required to be knowledgeable about various theories, policies, and procedures necessary for the complex daily administration of the speci,al education program. Competencies included in this course will be: adapting the classroom environment to meet the physical, academic and emotional needs of the students; classroom management techniques; development of the IEP, behavior and transiti,on plans; and collaboration with other professionals, paraprofessionals and parents.|
SPED 585
Spec Topics In Special Educ
Study of topical material reflecting new ideas, knowledge, or methods relevant to Special Education. Course content will vary from semester to semester. Topics will be announced in advance. As needed.|
REHB 585
Spec Topics In Rehab Science
Study of topical material reflecting new ideas, knowledge, or methods relevant to Rehabilitative Sciences. Course content will vary from semester to semester. Topics will be announced in advance.|
EDAD 721
Spec Ed Prog Admin & Eval
This is the second course in Theme V (Special Education) of the principal certification program. It is designed to provide the candidate with an examination of the administration and evaluation of the special education program including an overview o,f the special education audit process. Prerequisite: All semester one courses and requirements.|
ED 526
Sociology Of Ed
This course is an analysis of the public school as an institution in modern societies and its operation in complex social structures. The course draws upon the science of sociology and other social fields to explain the operation of the school as one, of the social systems which operate to influence the development of people in becoming efficient and cooperative members of society.|
SPED 230
Soc Emot Disturbed
Focuses on the nature of social and emotional disturbances, and familiarizes the student with atypical behaviors utilizing current classification systems and theoretical models. Emphasizes history, etiology, nature, characteristics, assessment, and t,reatment approaches. Prerequisites: SPED 126, 128, 129, 226, and 245. Each semester.|
SCED 567
Slide Program Develop
This course is normally taken concurrently with SCED 466: Field Photography or SCED 566: Advanced Field Photography. It is designed to be taken by in-service teachers and will teach them how to put together short, single-concept slide programs to be,used in their elementary or secondary science classrooms. The Karplus and Generative Models of teaching concepts will be stressed for use with the program. Prerequisites: SCED 466 or SCED 566 or must be taken concurrently, or permission of instructor,. Summer, on demand.|
SPED 562
Service Learning
The course provides an overview of service-learning as a teaching methodology. History, legislation, and theory relevant to service learning is presented. Students learn the components and standards of service-learning. Students plan and implement se,rvice-learning projects relative to these. Students also learn how to assess service-learning projects, meet curricular and learner needs through service-learning, and develop community partners. Literature addressing the effectiveness of service-lea,rning as a teaching tool and the relationship of service-learning to the educational reform movement will be examined.|
SPED 350
Seminar-Contem Issues Spec Ed
In this course students will identify critical features that are essential for the implementation of a standards-based instructional delivery system. Students will review the components of a Response to Intervention (RtI) Instructional Delivery Syst,em and the application of the RtI process in meeting the instructional needs of all students. Prerequisite: SPED 128, 129, 245|
GERO 499
Seminar In Gerontology
Integrate knowledge and hands-on experience obtained in a field setting. Conducted as a seminar in which students share their experiences and do problem solving. The instructor facilitates this process and provides information to enhance learning., Co-requisite: REHB 495, SOC 499, or PSY 499.|
REHB 496
Seminar For Rehb 495
This course will enable students involved in the REHB 495 Field Experience to have bi-weekly peer contact to assure that the qualitative experience involving knowledge and values are being appropriately integrated by the students. This type of semin,ar course is required by the Council for Standards in Human Service Education for students involved in fieldwork involving direct exposure to human service agencies and clients. It is designed to complement and enhance the supervised field experienc,e. Prerequisite: REHB 460, 475, 470.|
REHB 296
Seminar For Rehb 295
This required companion course to REHB 295 will enable students to have the opportunity to come together to discuss their field experiences in a structured seminar setting. This will provide them with the opportunity to better understand and integra,te agency activities such as assessment, treatment planning, team meetings, case management, and therapeutic interventions. In addition, the students will be able to discuss and appreciate agency policies, procedures, and interpersonal communication,. Prerequisite: REHB 126, SPED 220, REHB 227, SPED 230, SPED 235.|
SCED 500
Seminar
Current topics in science education. May be repeated (as topics vary) up to nine credits. On demand.|
SPED 637
Sem In Single Subj Res Design
This course will enable students to conduct single-case research in special education and rehabilitative science. The course provides theory and scenario-based practice with a variety of single-case and replicated single-case designs. Prerequisites,: SPED 567 or equivalent|
SCED 501
Sem In Sci Misconception
A survey of current literature in the area of science misconceptions. Each student will research a topic and develop interviews and surveys to determine the misconceptions in the area. Fall, odd-numbered years.|
REHB 565
Sem In Rehb Serv Del Sys
Participants explore the continuum of human service delivery systems, with special focus on aging, mental retardation, and substance abuse. History and student professional experiences are considered in addition to current information and trends to i,dentify problems and opportunities for making systems more responsive to consumer needs.|
ED 501
Sem In Critical Ed Issue
This course examines the current critical educational issues with special emphasis on school funding, legal issues, gender equity, curriculum and cultural issues, and school reform.|
ED 575
Sem In Children's Lit
This seminar is an intensive study of various genres of children?s literature, with emphasis upon correlating into study units books that appeal to the interests of boys and girls. A study of storytelling techniques and other literature sharing metho,ds are included. Prerequisite: ELED 331 or LS 358.|
REHB 378
Sem for COOP 377 & REHB 295
This required companion course to COOP 377 and/or REHB 295 enables students to have the opportunity to discuss their field experiences in a structured seminar setting, providing them with the opportunity to better understand and integrate agency acti,vities such as assessment, treatment planning, team meetings, case management, and therapeutic interventions. In addition, the students will be able to discuss and appreciate agency policies, procedures and interpersonal communication. Prerequisite,: REHB 126, SPED 245, REHB 250.|
REHB 567
Sem Adv App Beh Analysis
This seminar examines contemporary theory, research, and practice in applied behavior analysis with particular emphasis given to applications in the fields of special education and rehabilitative sciences.|
SPED 567
Sem Adv App Beh Analysis
This seminar examines contemporary theory, research, and practice in applied behavior analysis with particular emphasis given to applications in the fields of special education and rehabilitative sciences.|
ED 300
Secondary Ed Block
|
ED 567
Sec,Coll Content Rea Read Ins
Survey of reading programs and principles at secondary and post-secondary levels; examination of materials and strategies for various instructional settings and populations with an emphasis on secondary content area reading. Fall, annually.|
REHB 345
Sec Trans & Voc Serv
Examines issues and options relative to secondary educational and vocational services for the disabled. Prerequisites: REHB 227 and SPED 220. Each semester.|
SPED 345
Sec Trans & Voc Serv
Examines issues and options relative to secondary educational and vocational services for the disabled. Prerequisites: REHB 227 and SPED 220. Each semester.|
ED 424
Sec Student Teaching
Professional practicum requires integration and application of instructional, management, and professional knowledge and competencies in library settings in secondary schools. After an orientation to the school and library, students participate in ma,nagement, technical services, literary enrichment, and instructional activities under the direction of a cooperating professional and university supervisor. Two field assignments offer diversity in grade levels, ability levels of pupils, content area,s, school and community size, multicultural settings, and/or cooperating professionals. Prerequisites: Completion of 90 semester hours, satisfactory standing in admission and retention standards in the college, completion of all required professional|
ED 425
Sec Student Teaching
Professional practicum requires integration and application of instructional, management, and professional knowledge and competencies in library settings in secondary schools. After an orientation to the school and library, students participate in ma,nagement, technical services, literary enrichment, and instructional activities under the direction of a cooperating professional and university supervisor. Two field assignments offer diversity in grade levels, ability levels of pupils, content area,s, school and community size, multicultural settings, and/or cooperating professionals. Prerequisites: Completion of 90 semester hours, satisfactory standing in admission and retention standards in the college, completion of all required professional|
SCED 210
Sec Sci Ed Sophomore Seminar
Introduces biology, chemistry, earth science, general science, and physics education majors to the major requirements in their program. Cross disciplinary discussions guide students in the integration of pedagogical principles from their foundation,education courses with content from their specialty courses. Students are introduced to the PA Academic Standards as well as the National Science Education Standards. Artifacts created with guidance in this seminar become part of an electronic Lear,ning Portfolio. Required for all Secondary General Science majors. Annually.|
SCED 310
Sec Sci Ed Junior Seminar
This seminar engages secondary science education majors in cross disciplinary content and pedagogical discussions. Students create lesson plans that engage secondary students in science investigations, using advanced technologies where appropriate., Artifacts created in this seminar become part of an electronic Learning Portfolio. Includes early field experience guided teaching experiences.|
ED 439
Sec Lang Acq & Mtd Tch Wrld Lg
Examination of the physiological and linguistic foundations of modern language acquisition. Techniques of teaching and evaluating modern languages and cultures. Analysis of recent research in the area of second language acquisition with a focus on t,he integration of the National Standards for Foreign Language Education.|
ED 539
Sec Lang Acq & Mtd Tch Wrld Lg
Examination of the physiological and linguistic foundations of modern language acquisition. Techniques of teaching and evaluating modern languages and cultures. Analysis of recent research in the area of second language acquisition with a focus on,the integration of the National Standards for Foreign Language Education.|
SCED 541
Science Internship
Gives practical experiences in working with teachers and children as a specialist in science teaching, supervising, and assisting in curriculum work. On demand.|
SCED 538
Science Curriculum
This course is designed to come late in the program when the student will have an adequate background for discussions centered around the various approaches to the teaching of science in the elementary, middle, and secondary schools. A study of the p,rinciples of curriculum construction, including curriculum origins, goals, objectives, scope and sequence, and evaluation. Spring, annually.|
SCED 574
Science & Software-Eled
Helps elementary teachers identify, select, and integrate science courseware appropriate for implementation into existing elementary school science curricula. Participants use exemplary science courseware to introduce, enhance, and reinforce related,hands-on science activities. The culminating project for this course is the presentation of action research findings related to the relationships between microcomputers and hands-on elementary school science. On demand. Permission of instructor requi,red.|
SCED 476
Sci Tech & Soc: Topics
Interdisciplinary course designed to acquaint students with information, curricula and teaching methodologies appropriate for integrating STS topics into science and social studies instruction. Includes topics in nature of science, history of scien,ce, history of technology, ethical decision-making, and the influences of changes in sciecne and technology on society. Required for all secondary science and social studies education majors. Spring semester. Prerequisite: Junior Standing|
SCED 576
Sci Tech & Soc: Topics
Interdisciplinary course designed to acquaint students with information, curricula and teaching methodologies appropriate for integrating STS topics into science and social studies instruction. Includes topics in nature of science, history of scienc,e, history of technology, ethical decision-making, and the influences of changes in science and technology on society. Required for all secondary science and social studies education majors. Spring semester.|
SCED 499
Sci Student Tch Sem
All biology and general science student teachers are required to meet for this seminar. Students must participate in small group discussions by asking questions that have arisen during the time since the last seminar and to share some of the practica,l techniques and ideas they have discovered. Students evaluated as to their willingness to seek out answers to their personal questions and to stimulate their peers with provocative questions and practical solutions. Prerequisite: Concurrent with stu,dent teaching.|
SCED 460
Sci Curr Jr High
Acquaints students with modern science curricula for the junior high/middle school levels. Stresses recent developments in curricula objectives, science content, teaching strategies, and laboratory activities. Individual projects included. Annually.|
SCED 560
Sci Cur Mid & Jr High
A course designed to acquaint students with modern science instructional strategies and curricula for the junior high/middle school levels. Recent developments in curricular objectives, the unique physiological and psychological qualities of middle l,evel students, science content, teaching strategies, and laboratories are stressed. Fall, annually.|
EDAD 714
School Finance
This is the second course in Theme III (School Management) of the principal certification program. Candidates will obtain theoretical and practical information about the basic principles of school finance, accounting procedures, and school business m,anagement. Prerequisite: Successful completion of Theme II.|
EDAD 713
School Facilities & Plant Oper
This is the first course in Theme III (School Management) of the principal certification program. It is designed to provide the principal candidate with an examination of the physical building issues facing school administrators. Topics covered inclu,de: transportation, managing renovation and construction, food service operation, and custodial operations. Prerequisite: Successful completion of Theme II.|
SPED 620
Role Development With Families
Participants acquire knowledge and skills in working with and involving parents to maximize developmental and learning opportunities for their children with disabilities, and in responding to the unique challenges confronting families of children wit,h disabilities.|
SCED 600
Research Project
With the approval of his or her advisor a student may research a selected topics related to the teaching of elementary and/or secondary science. Permission of instructor. Each semester. Maximum credits allowable toward graduation: 9 credits.|
REHB 520
Research In Rehab Sciences
This course provides the essential knowledge and skills required to be both critical consumers and producers or research in rehabilitative sciences. Students are introduced to all phases of quantitative and qualitative research design, analysis, and, evaluation. Applicable ethical standards of practice as specified by the Council on Rehabilitation Education are emphasized throughout.|
SCED 556
Research Grant Writ For Sced
Covers topics to analyze, critique, and develop a research proposal. Students will study the methodology of research as well as the mechanisms of obtaining external funding for their proposed projects. The students will develop problems, search liter,ature, write rationales, critically evaluate each other?s work, and turn in a complete research or funding proposal. Spring, annually. May be repeated (as topics vary) up to six credits.|
ED 600
Research
|
SCED 539
Res And Mat
Gives teachers experience with literature, equipment, and materials used in teaching science in the school. Explores physical and human resources from national, state, and local communities. Students will be given ample opportunity to develop and try, out teacher-made resources. On demand.|
REHB 545
Rehabilitation-Phil & Prin
Participants engage in the analysis of the values, assumptions, and the principles underlying theories of rehabilitation and their relation to the goals and objectives of rehabilitation programs.|
REHB 581
Rehab Pers Living w/ Hiv/Aids
The course provides an overview of rehabilitation issues involved in working with people living with HIV/AIDS. Topics will include an overview of the medical aspects of the virus. Special emphasis will be placed on issues of rehabilitation, includi,ng mental health, substance abuse, support networks, social relationships, and employment.|
SCED 554
Recent Adv Science
Acquaints students with significant developments in the field of science that have taken place in the last two decades. Assumes a background of information in the fundamentals of the biological and physical sciences. Three lecture hours. On demand.|
ED 533
Rec Dev Ed So Stud
Students explore recent trends in promoting learning in the social studies as well as study current problems involved. Social forces at work today and their effect on curriculum development are considered.|
ED 200
Reading Seminar
|
ED 563
Reading Pedagogy
Students will define and investigate reading as related to the individual learner. Study is made of the current research into sequential and systematic reading development and the application of multi-dimensional techniques, strategies, and materials, in the teaching of reading K-12 for both narrative and expository structures. Prerequisite: teaching certification. Annually.|
ELED 326
Read Prob Ele Sch
Explores best practice procedures as recommended by the International Reading Association in providing concepts and skills needed by the elementary classroom teacher to identify and teach students with reading problems. Emphasizes creating effective,reading/literacy lessons to meet individual needs of students and to communicate with parents and other professionals. Prerequisite: ELED 323. Each semester.|
ED 565
Read & Lang Arts In Ech
Study and observation of the child's early reading behavior during early childhood and observation of other aspects of language arts; exercises for listening experiences and developing writing skills; assessment of some of the causes of difficulties,in learning to read and to use language effectively.|
ECH 233
Puppetry In Early Child Curr
Participants will learn the knowledge and skills necessary to implement the use of puppets in the Early Childhood classroom and to appreciate the power of puppets as a vehicle in developing creativity, imagination and self-expression in children. To,pics will focus on play, the history of puppets, types of puppets, and the use of puppets in Early Childhood Curriculum.|
SCED 563
Projects Astronomy
Emphasizes the selection and preparation of demonstrations and projects in astronomy for teachers of elementary and secondary schools. Summer, on demand.|
ED 578
Professional Seminar
Intended to be the capstone course for all graduate students in the MED program. Provides students with an opportunity to focus on an educationally relevant action research project as an integrating element for knowledge and experiences acquired dur,ing their graduate programs. Recognizes the validity of classroom-based inquiry and research as the basis for enhancing teaching and learning. Develops proficiency in using inquiry and reflection strategies to assist students in making instructiona,l decisions and process changes. Affords students the opportunity to share effective classroom practices and requires study and practice in interpreting and analyzing pertinent research to promote professional growth. Encourages students to view th|
SPED 455
Professional Seminar
Examines problems, practices, and regulations attending student teaching professional experiences. Coordinates the student teaching program with the educational objectives of the student teaching centers. Examines Pennsylvania school laws relevant to, the work of the beginning special educator. Includes practical interpretations of professional ethics and the functions of professional organizations. Limited to student teachers. Each semester.|
SPED 508
Prof Sem: Del Evd-Based Instr
Teacher candidates will examine evidence based reading instruction as it applies to individuals with disabilities. Integration of research and best practices will serve as the core of this course as well as developing skills to serve in leadership p,ositions on response to intervention (RTI) teams. Prerequisites: SPED 504 and SPED 506|
ED 490
Prof Sem In Social Studies
Examines problems, practices, regulations, and other information relevant to social studies majors during their student teaching semester. Using a constructivist approach, students will reflect on and apply: federal and state law relevant to the work, of student teachers and beginning teachers, student teaching objectives and educational objectives of student teaching centers, professional ethics, function of professional organizations, Praxis preparation, classroom management and conflict resolu,tions strategies. Prerequisite: Secondary block. Each semester.|
REHB 440
Prin of Psychiatric Rehb & Rec
This course introduces students to the principles of psychiatric rehabilitation and recovery. Inherent in this philosophy is the belief that every individual has the capacity for recovery and that desirable treatment systems build upon strengths and, encourage and support the involvement of persons in normative community living, learning and working situations. Prerequisite: REHB 126 and REHB 250.|
REHB 540
Prin of Psychiatric Rehb & Rec
This course introduces students to the principles of psychiatric rehabilitation and recovery. Inherent in this philosophy is the belief that every individual has the capacity for recovery and that desirable treatment systems build upon strengths and, encourage and support the involvement of persons in normative community living, learning and working situations. Prerequisite: REHB 126 and REHB 250.|
ED 540
Prin Of Inst Design & Ed Tech
This course focuses on systematic procedures for designing, developing, evaluating and revising instruction to meet identified goals and objectives for promoting educational technology. Instructional design theories and applications will be examined,. The appropriateness and production of both projected and non-projected multimedia will be explored in the production of instructional solutions for the targeted audience including the K-12 community and other training and development learning envi,ronments. Fall, annually.|
REHB 410
Prev & Trmt Stg Sub Abus
Participants engage in the study of societal pressures, attempts to prevent substance abuse, and treatment strategies along with the comparative analysis of efficacy. Prerequisite: REHB 405. Spring Semester.|
SPED 443
Prev & Trmt Acad & Learning
This course will review the practice of prevention and intervention in dealing with students who are academically deficient, including, response-to-intervention, scientifically-based instruction, and the teacher, learner, curriculum interface. Prere,quisite: SPED 418.|
ECH 122
Preschool Develop & Learning
Acquisition of understanding and appreciation of the cognitive, social-emotional, ecological-systems, and physical-motor dimensions of human growth and changes during the preschool years. Emphasizes cultural influences on human growth and change with, respect to cognition, learning theories, individual differences, personality, growth, abilities and interests. Explores cross-cultural and multiethnic perspectives with respect to holistic development of preschoolers; involvement with and observatio,n of preschoolers.|
EDAD 717
Practicum In School Admin I
This course provides the candidate an authentic experience during the first semester of the principal certification program. It will begin on the first day of the semester and continue until the last day of the semester unless extended by the candida,te, the university mentor, or the field mentor. Candidate will focus on areas of educational administration via their experience in the administrative assessment center. Prerequisite: Enrollment in Themes I through IV.|
EDAD 727
Practicum In Sch Admin II
This course provides the candidate an authentic experience during the second semester of the principal certification program. It will begin on the first day of the semester and will continue until the last day of the semester unless extended by the c,andidate, university mentor, or field mentor. Candidates will focus on areas of educational administration via their experience in the administrative assessment center. Prerequisite: Enrollment in Themes V through VII.|
ED 571
Practicum II: Instruction
Emphasizes the development of competency in the instructional process of addressing reading difficulties. Includes (1) planning standards-based, assessment-informed instructional opportunities using the Pennsylvania Standards Aligned System resource,s, (2) employing techniques for effective, evidence-based instruction, (3) implementing effective teaching of individual strategies which will enable learners to develop as readers, (4) developing expertise in using materials related to the immediate, needs of individuals, and (5) preparing a leteracy profile which suggests to stakeholders procedures and resources to enhance a student's literacy development. Prerequisites: ED 569 and permission of the instructor. Course must be taken concurrentl|
ED 570
Practicum I: Assessment
Emphasizes the development of competency in the assessment process of addressing reading difficulties. Includes (1) selection of appropriate diagnostic, formative, and summative assessments, (2) developing facility in using the assessment and standa,rds resources of the Pennsylvania Standards-Aligned System, (3) administering appropriate and purposeful assessments, (4) developing a sensitive interpretation of assessment results, and (5) reporting data, interpretations, and recommendations to sta,keholders in a comprehensive, professional manner. Prerequisite: ED 569 and permission of the instructor. Course must be taken concurrently with ED 571. Summer, annually.|
SPED 632
Policy & Practice In Spec Ed
The delivery of special education is influenced by many factors other than good teaching. Compliance with federal guidelines, ever-changing budgets, and political climates continue to act on the delivery of special education. In order for our gradu,ate students to be able to grow as professionals, they will need to be aware of these forces and how they interact with special education policy and service delivery.|
SCED 585
Planetarium Management
An introduction to the techniques of operation and maintenance of planetarium projectors. Opportunities are provided for writing and presenting programs at various levels of instruction. The use of auxiliary projectors, the production of audiovisual,materials, multimedia displays and live versus programmed presentations are emphasized. Prerequisite: ES 200 and 201 or consent of instructor. On demand.|
SCED 537
Physics
Lecture-laboratory course designed to give elementary, middle, and secondary teachers an understanding of basic physics. Areas of concentration are the metric system, properties of matter, mechanics, atomic energy, heat, sound, light, magnetism, and,electricity. Particular attention will be provided for the application of these areas to public school sciences. Two lecture and two laboratory hours. On demand.|
ED 528
Philosophy Of Ed
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SCED 471
Pgm Improving Eled Sci
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SCED 571
Pgm Improving Eled Sci
PIES promotes effective science teaching and instructional leadership in science in the elementary school. In-service teachers, through hands-on investigations in the life, physical, and earth sciences, acquire knowledge of science, increase their sk,ills in using science process skills, and develop positive attitudes toward science. A similar course, SCED 471: Program for Improving Elementary Science, is offered for undergraduate, senior, elementary majors. On demand. Permission of instructor re,quired.|
EDAD 722
Personnel Select & Supervision
This is the first course in Theme VI (Human Resource Management) in the principal certification program. It is designed to provide the candidates with an introduction to personnel selection, supervision, and evaluation. Prerequisite: Successful compl,etion of Theme V.|
REHB 211
Paraeducators & Hum Ser Pract
This course serves paraprofessionals functioning as instructional assistants in the classroom and those providing home-health and long-term care services in a variety of settings. Knowledge and practical skills in the history of the profession; lega,l requirements and parameters; mental, physical, and emotional conditions affecting students and clients; roles and responsibilites; communication; effective strategies and techniques; and required tasks in a variety of work environments will form th,e basis of the course. Prerequisite: REHB 126. Venango Campus.|
EDAD 725
Oral & Writ Comm For Sch Admin
This is the first course in Theme VII (Community Relations) of the principal certification program. It is designed to provide the candidate with an examination of the issues related to working with the general public and various stakeholders within t,he school community. Prerequisite: Successful completion of Theme VI.|
ECH 234
Observ & Assess Early Child Ed
Young children from birth to age eight are cared for and educated in diverse early childhood settings. Gives undergraduate students experience in using effective methods for observing, assessing, and documenting young children's development for the,purpose of planning appropriate programs, environments, interactions, and adaptations. Emphasizes developmentally appropriate practices and legal and ethical responsibilities. Directs students' participation with children of different age groups in, a variety of early childhood settings through field-based/case study approaches. Includes 20 hours of field placement. Prerequisite: ED 121. Offered Annually.|
ECH 235
Obs: Const Ech Knowledge Base
Young children from birth to age nine are cared for and educated in diverse early childhood settings. Gives undergraduate students experience in using effective methods for observing young children's development, environments, interactions, and adap,tations while constructing a wide early childhood knowledge base. Emphasizes developmentally appropriate practices and legal and ethical responsibilities. Directs students' participation with children of different age groups in a variety of early c,hildhood settings through field-based/case study approaches. Includes one hour of class meetings with two-hour field placement per week. Prerequisites: Straight early childhood majors and dual early childhood/elementary majors must take ED 110 and|
ECH 240
Nutrition & The Young Child
Acquisition and appreciation of the role nutrition plays in the development of the young child. Students will acquire knowledge, skills, and attitudes in planning nutritious meals and snacks. An awareness of the role of the family will be emphasize,d. Offered on a two-year rotation.|
REHB 227
Neuro Impair & Phys Disorders
Presents the major physical disabilities, the reaction of family and individuals to the disability, therapeutic procedures, rehabilitation services, and direct contacts with persons with disabilities. Prerequisite: REHB 126. Each semester on Clarion,Campus, and Fall Semester at Venango Campus.|
SPED 227
Neuro Impair & Phys Disorders
Presents the major physical disabilities, the reaction of family and individuals to the disability, therapeutic procedures, rehabilitation services, and direct contacts with persons with disabilities. Prerequisite: REHB 126. Each semester on Clarion,Campus, and Fall Semester at Venango Campus.|
SPED 220
Nat Of Ment Retar
Comprehensive study of the biological, psychosocial, and educational implications of retarded mental development, including a consideration of etiology; assessment and diagnosis; educational programs, including preschool and postschool; multicultural, issues; adult social and vocational adjustment; national and local programs; and research. Prerequisite: SPED 126. Each semester on Clarion Campus, and Spring Semester at Venango Campus. Multicultural education will be applied.|
ED 225
Multicultural Education
Provides prospective teachers with a comprehensive understanding of the complexity of ethnic diversity and pluralism in the United States, and explores pluralism from a global perspective. Analyzes the goals, rationale, meaning, assumptions, and nece,ssary school conditions for effective teaching and learning in multicultural multi-ethnic schools, fostering multicultural competencies and preparing prospective teachers for multicultural multi-ethnic classrooms. Emphasizes interpersonal and pedagog,ical skills needed for success of teacher and learner.|
ECH 410
Motor Learning & Development
Provides understanding of motor development and motor learning and how motor activities enhance the total development of young children. Emphasizes the design and implementation of open-ended, developmentally appropriate movement activities to stimul,ate problem solving and to be the cornerstone of an integrated curriculum. Additional focus on assessment of motor development and motor learning environments. Must be taken concurrently with ECH 320, 322, 323, 325, and 413. Prerequisites: ED 121. Ea,ch semester.|
ED 421
Modern Lang Student Tch
Professional practicum requires integration and application of instructional, management, and professional knowledge and competencies in elementary and secondary school settings. After an orientation to the school setting, the student teaches under t,he direction of a cooperating professional and university supervisor. Two field assignments will offer diversity in grade levels K-12, ability levels of pupils, content areas, school and community size, multicultural settings, and/or cooperating prof,essionals. Prerequisites: Completion of 90 semester hours, satisfactory standing in admission and retention standards in college, completion of all required professional courses in certification area with a minimum grade of C, a cumulative 2.75 QPA,|
SCED 561
Modern Astronomy
Covers recent developments in astronomy which are not normally covered in a traditional astronomy course. Topics include stellar, evolution, pulsars, neutron stars, black holes, quasars, and supernovae. Summer, on demand.|
REHB 560
Models Of Human Serv
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REHB 460
Models Of Hum Ser System
Analyzes the purposes, structure, and context of the entire network of human services delivery models in Pennsylvania with comparative reference to selected models outside of Pennsylvania. Prerequisite: REHB 227 and SPED 230. Fall, annually.|
ED 610
Mobile Educational Technology
A web-based course that introduces K-12 Professionals and/or Technology Specialist Certificate candidates to the potentials of mobile devices and applications, and assists them in using these multi-faceted resources as effective teaching and professi,onal development tools. Participants will be introduced to mobile educational technology related to communications, productivity, learning, presentations and integration. Within this framework, participants will create their own personal learning net,works, mobile technology resources, online presentations and design instructional lessons appropriate to their discipline demonstrating the integration of mobile educational technology throughout the K-12 setting.|
EDML 424
Middle Level Student Teaching
Professional practicum requires integration and application of instructional, management, and professional knowledge and competencies in school settings. After an orientation to the school setting, students teach under the direction of a cooperating,professional and university supervisor. Two field assignments offer diversity to grade levels (K-3, 4-6), ability levels of pupils, content areas, school and community size, multicultural settings, and/or cooperating professionals. Prerequisites: Com,pletion of 90 semester hours, satisfactory standing in admission and retention standards in the college, completion of all required professional courses in certification area with a minimum grade of C, a cumulative 2.75 QPA, and meeting university re|
EDML 425
Middle Level Student Teaching
Professional practicum requires integration and application of instructional, management, and professional knowledge and competencies in school settings. After an orientation to the school setting, students teach under the direction of a cooperating,professional and university supervisor. Two field assignments offer diversity to grade levels (K-3, 4-6), ability levels of pupils, content areas, school and community size, multicultural settings, and/or cooperating professionals. Prerequisites: Com,pletion of 90 semester hours, satisfactory standing in admission and retention standards in the college, completion of all required professional courses in certification area with a minimum grade of C, a cumulative 2.75 QPA, and meeting university re|
ECH 123
Mid Chld & Adolescent Dev Lrn
Acquistion of understanding and appreciation of the cognitive, social-emotional, ecological-systems, and physical-motor dimensions of human growth and changes during middle childhood. Emphasizes cultural influences on human growth and change with res,pect to cognition, learning theories, individual differences, personality, growth, abilities, and interests. Explores cross-cultural and multiethnic perspectives with respect to holistic development os school age children and adolescents; involvement, with and observation of school-aged children and adolscents.|
SCED 577
Micro Sci Lab Interface
This course is designed to instruct elementary and/or secondary science teachers in basic interfacing and interfacing applications for their own classrooms. Course participants construct interfacing materials, set up related science investigations, a,nd analyze data collected from the constructed probes. Course participants also explore possible uses for interfacing equipment in the science curriculum. On demand. Permission of instructor required.|
ED 217
Micro Applic In Classrm
Introduces pre-service educators (K-12) to microcomputer technology and prepares them to use microcomputers as tools in their classroom. While acquiring computer skills, students explore, use, and demonstrate competence in each of the following areas,: word processing, databases, spreadsheets, multimedia/hypermedia, CD-ROM, desktop publishing, software applications, instructional design, telecommunications, and major issues associated with the use of technology in education. Course complements st,udents' specific areas of expertise.|
ED 328
Meth Teaching & Eval Lang Art
Prepares aspiring secondary school teachers in the methods of teaching such language-based subjects as speech, composition, literature, grammar, and reading, as well as media use. Observations and teaching experiences in area schools are included.,Prerequisite: ED 327.|
ED 334
Meth Tch Physical Sci
Explores modern concepts of chemistry, physics, and general science teaching and evaluating, emphasizing a laboratory-oriented approach. Presents the philosophy, laboratory techniques, curriculum testing, and extracurricular aspects of secondary scho,ol chemistry, physics, and general science teaching. Prerequisite: For secondary chemistry majors--1 in chemistry; for physics majors--10 s.h. in physics. Includes observations and teaching experiences in area schools. Prerequisite: ED 327. Fall, ann,ually.|
ED 335
Meth Tch Ph-Math
Designed for students seeking certification in both physics and mathematics. Contains the modern methods of teaching and evaluating in both these disciplines, as described in the courses listed as ED 334 and 339. Students divide their time between th,ese two methods courses according to schedule presented in consultation with the instructors in these courses. Includes observations and teaching experiences in area schools. Prerequisite: ED 327. Fall, annually.|
ELED 325
Meth Tch El & Mid Sch Soc Stdy
This course for teachers in grades 4-8 emphasizes the development, selection, management and evaluation of materials and experiences that foster concept development, inquiry and critical thinking in social studies. The course also addresses the need,s of diverse student populations, integration of content areas and application of technology. Prerequisite: ELED 327 and ELED 329.|
EDML 325
Meth Tch El & Mid Sc Soc Stdy
This course for teachers in grades 4-8 emphasizes the development, selection, management and evaluation of materials and experiences that foster concept development, inquiry and critical thinking in social studies. The course also addresses the need,s of diverse student populations, integration of content areas and application of technology. Prerequisite: ELED 327 and ELED 329.|
ED 337
Meth Tch & Eval Soc Stu
Coordinates knowledge of the social science disciplines with various teaching strategies appropriate for instruction at the junior and senior high school levels. Provides a historical perspective, examination of current research, curriculum programs,and trends, and methods and materials applicable to unit type social studies teaching in a pluralistic society. Emphasizes the development, selection, management, and evaluation of materials and experiences that foster concept development, inquiry an,d critical thinking in social studies. Considers addressing the needs of diverse student populations, integrating social studies with other current areas, addressing national and state standards, and the applications of technology. Prerequisite: ED 3|
ED 339
Meth Tch & Eval Math
Explores place and function of mathematics in secondary education, content improvement and evaluation of instruction in mathematics, acquaintance with current literature and research, and observation in secondary schools. Includes observations and te,aching experiences in area schools. Prerequisites: ED 327 and nine hours of college mathematics. Fall, annually.|
ED 332
Meth Of Teaching Sec Science
Prepares biology, chemistry, earth science, general sscience and physics teachers for the secondary schools. Emphasizes formulating objectives, selecting and organizing content, developing skill in using a variety of teaching strategies, and evaluati,ng pupil progress. Stresses the investigatory approach to teaching biology in laboratory, field, and simulated teaching experiences. Includes observations and teaching experiences in area schools. Prerequisite: ED 327. Each semester.|
SPED 544
Meth For Ind w/High Inc Disb
This course is about individualizing instruction for students with mild and moderate disabilities. It involves designing basic instructional sequences, utilizing behavioral objectives, matching technology, learner and goal characteristics, identifyi,ng appropriate instructional strategies, and evaluating the effectiveness of instruction. Prerequisite: SPED 128, 129, 245, 380, 462 and 482. Must be taken concurrently with SPED 416. Fall and Spring, every year.|
SPED 444
Meth For Ind w/ High Inc Disb
This course is about individualizing instruction for students with mild and moderate disabilities. It involves designing basic instructional sequences, utilizing behavioral objectives, matching technology, learner and goal characteristics, identifyi,ng appropriate instructional strategies, and evaluating the effectiveness of instruction. Prerequisite: SPED 128, 129, 245, 380, 462 and 482. Must be taken concurrently with SPED 416 and students must receive a C or better in SPED 462. Fall and,Spring, every year.|
SPED 446
Meth For Ind Low Inc Disab
Focuses on individualizing instruction for individuals with low incidence disorders. Includes designing basic instructional sequences, utilizing behavioral objectives, technology, learner and goal characteristics, identifying appropriate instruction,al strategies, and evaluating the effectiveness of instruction. Prerequisites: Sped 128, 129, 245, 380, 462, 482. To be taken concurrently with SPED 427 and students must receive a C or better in SPED 462. Fall and Spring, every year.|
SPED 546
Meth For Ind Low Inc Disab
Focuses on individualizing instruction for individuals with low incidence disorders. Includes desgining basic instructional sequences, utilizing behavioral objectives, technology, learner and goal characteristics, identifying appropriate instruction,al strategies, and evaluating the effectiveness of instruction. Prerequisties: SPED 128, 129, 245, 380, 462, 482. To be taken concurrently with SPED 427. Fall and Spring, every year.|
ED 401
Meth Envron Ed
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SCED 553
Meteorology
Stresses fundamentals of weather and weather instruments, maps, records, as well as other activities applicable to elementary and secondary school science. Three lecture and/or laboratory hours. On demand.|
EDAD 724
Mediating Conflict In Organiza
This is the third course in Theme VI (Human Resource Management) in the principal certification program. This course will help candidates to develop an understanding of the management of power and conflict in organizations. Attention will be given to, group process, consensus building, and group dynamics. Case studies and simulations will be used to foster skills in conflict resolution. Prerequisite: Successful completion of Theme V.|
ED 701
Master's Thesis
Provides graduate students enrolled in M.Ed. Programs with an elective course to focus on writing a professional research report in the student's field of study under the supervision of a graduate faculty member in the department. Upon completion, t,he thesis is presented to all members of the student's thesis committee. Both qualitative and quantitative investigations may be completed as a thesis. Thesis option may be taken in lieu of the comprehensive examination and, therefore, may be used,in partial fulfillment for the Master of Education degree. Students must complete applications for independent study with their advisor before registering for ED 701.|
ECH 416
Lrn & Tch Soc Study: Grades1-4
This course coordinates theory and practice in the teaching of early childhood schooll social studies. It provides historical perspective, and examines current research, curriculum programs and trends, and methods and materials applicable to social,studies teaching in a pluralistic society. ECH 416 emphasizes the development, selection, management and evaluation of materials and experiences that foster concept development, inquiry, and knowledge construction in social studies. The course also, addresses the needs of diverse students populations, integration of content areas and application of technology. Field experience opportunities will allow the student to plan and teach social studies lessons to children in grades 1-4. Prerequisite|
ECH 418
Lrn & Tch Science-Grades 1-4
Focuses on principles in teaching science to young children, scientific inquiry and processes in early childhood, the National Science Teachers Association and National Science Education Standards, and involving and assisting parents and communities,in understanding childhood development in mathematics. Emphasis will also be placed on developing effective learning environments to promote science explorations, investigation and inquiry. Field Experience opportunities will allow the teacher cand,idate to plan and teach science lessons to children in grades one through four. Prerequisites: Early Childhood Core ECH 235, ECH 236, and PreK-K Block (ECH 301, ECH 310, ECH 322, ECH 323, ECH 325). Must be taken concurrently with EH 414, ECH 415, E|
ECH 415
Lrn & Tch Math-Grade 1-4
Focuses on principles in teaching mathematics to young children, mathematics processes in early childhood, the National Council of Teachers of Mathematics Principles and Standards for School Mathematics, and involving and assisting parents and commun,ities in understanding childhood development in mathematics. Field experience opportunities will allow the teacher candidate to plan and teach mathematics lessons to children in grades one through four.|
SPED 129
Low Incidence Except
This course provides an introduction to the prevalence, incidence, etiology, development, and characteristics of individuals with low incidence disabilities including vision and hearing disabilities, physical disabilities, autism, moderate to profoun,d reatardation, deaf-blind, and multiple disabilities.|
SCED 570
Local Sch Cur Dev
Assists individual or groups of teachers with sufficient science background to develop, improve, or implement science curricula for the elementary and secondary schools. Focuses on the production of curricular materials for actual use and evaluation., Permission of instructor. Each semester. May be repeated (as topics vary) for nine credits.|
ED 414
Literacy Training
Enables student volunteers to teach in literacy programs aimed at adult and secondary school learners in different settings. Integrates basic methods for instruction in vocabulary, comprehensive study skills, and writing with the aim of fostering an,appreciation for reading. Open to all university students regardless of major. Prerequisites: 2.50 QPA minimum, sophomore or above standing, and consent of instructor.|
ED 574
Lit Lead Colb Cch Coll Pro Dev
The organization, administration, and supervision of reading programs from kindergarten through high school. Particular emphasis is given to the functions of a reading specialist and literacy coaches in the development of a curriculum guide for readi,ng, organizational patterns in reading programs, and procedures for instituting and operating in-service reading education programs. Prerequisites: Two graduate level literacy courses. Spring, annually.|
REHB 537
Lifestyle & Career Devel
Participants engage in the analysis of economic, social, and psychological factors which define the context of educational, vocational, and personal decision-making; decision-making related to vocational development; the role of information in facili,tating decision-making; and the varieties of information, resources, and types of access available.|
ED 423
Libr Pract In Sec Sch
Professional practicum requires integration and application of instructional, management, and professional knowledge and competencies in library settings in secondary schools. After an orientation to the school and library, the student participates i,n management, technical services, literary enrichment, and instructional activities under the direction of a cooperating professional and university supervisor.|
ELED 423
Libr Pract In Elem Sch
Professional practicum requires integration and application of instructional, management, and professional knowledge and competencies in library settings in elementary schools. After an orientation to the school and library, the student participates,in management, technical services, literary enrichment, and instructional activities under the direction of a cooperating professional and university supervisor.|
SPED 530
Learning Disability
Participants acquire knowledge and skills for designing diagnostic/prescriptive programs in perceptual-motor, cognitive, linguistic, academic, social, and career domains for individuals with specific learning disabilities.|
ECH 413
Leadership in Ech Settings
Explores knowledge and skills needed to be a leader in early childhood. Emphasis will be placed on developing and managing a caring learning environment that enhances positive interactions among children, parents, staff, instructional teams, and com,munity members. Focus will be on leadership skills in advocacy for families and educational and social systems, and other issues related to families and young children. Grant-writing, advocacy and ethics of professionalism will also be explored.,Field experience will consist of a Stand for Children advocacy project. Prerequisites: ECH 231, ECH 235, ECH 323, ECH 245, ECH 260. Taken concurrently with ECH 301, ECH 310, ECH 322, ECH 323, ECH 325. Each semester.|
ECH 510
Leadership In Ech Ed & Care
Leadership in Early Childhood Education and Care will explore and develop the key components in the design of a quality early childhood program and in the development of visionary leadership skills. Participants will be guided through the areas of ne,ed assessment, licensing and accreditation procedures, financial matters, curriculum, environment, policies, management skills, community support, and staff development and mentoring. Summer, on demand.|
EDAD 710
Leadership & The Adm Process
This course is designed to provide an introduction to the theory and practice of educational administration. The course is concerned with the competencies for managing and leading effective schools and increasing individual and group productivity. Th,eories and research findings that guide sound leadership practice will be uncovered. This course has been designed as the first course in the Principal Certification Program taken by the prospective school administrator. (Theme1)|
ED 568
Language and Literacy
This course is a study of literacy acquisition which includes consideration of developmental and sociocultural factors. The course examines instructional practices which utilize children's literature in teaching the language arts. Writing is emphasiz,ed. Prerequisite: Teaching Certification. As needed.|
ECH 323
Lang, Lit And The Young Child
Emphasizes three areas: (1) promoting the understanding a learning environment should match how children develop and learn literacy, (2) creating an integrated curriculum for the birth through five years that are linked to standards and benchmark com,petencies, and (3) enhancing the literacy development of children through appropriate interactions with families and caregivers. Field experience includes teaching literacy lessons to young children and sharing literacy materials and activities with, families. Must be taken concurrently with ECH 301, ECH 310, ECH 322, and ECH 325. For straight ECH majors, ECH 413 must be taken with these courses. Prerequisites: ECH 235, ECH 236. Straight early childhood majors must have also taken ECH 245 an|
ELED 330
Lang Arts In Elem Sch
Reflects an integrated approach for teaching language arts via an integrated curriculum. Mirrors the constructivist approach to teaching. Bases teaching strategies on cognitive, psycholinguistic, and sociolinguistic theories of how children learn-how, they learn language, in particular. Applies strategies through language modes of listening, speaking, reading, writing, and visual literacy. Assessment of the language arts modes focuses on performance, product, and process focused approaches. Prere,quisite: ED 327. Each semester.|
ECH 245
Lang & Lit In Early Childhood
This course will provide information that will allow students to identify specific developmental milestones in speech/language development. In addition, information related to cognitive, social-emotional, and physical growth will be analyzed and syn,thesized as it relates to the overall maturation of the child and specifically to the speech and language development. Finally, experiential opportunities will be developed which allow the student to evaluate and apply this knowledge to various age,groups of children.|
SCED 205
Lab Experiences In Science
This course will engage students in basic scientific inquiries in biology, chemistry, physics and earth science topics. Includes specific instruction in the nature of science and the scientific process, laboratory safety, experimental design and sci,entific process skills. Prerequisite: Any science course|
REHB 550
Issues In Rural Human Services
This course explores the field of human services delivery and behavioral health care issues in rural environments including mental health care, gerontology, substance abuse, education, vocational rehabilitation, disability, poverty, and the criminal,justice system. The course encompasses the various definitions of rural, diversity of rural communities, the common challenges faced and the professional skills needed by rural practitioners.|
ECH 420
Iss & Advocacy In Ech Ed
Examines incidental learning of children through their interactions with the people and society's major institutions. In-depth exploration of the family as a diverse and primary institution influencing children and the interface with the educational,and social systems. Analyzes current issues and public policies as related to systems theory. Topics vary by semester. Emphasizes advocacy and ethics of professionals to help young children cope with issues that affect them and will contribute to ins,titutional change to meet the needs of young children. Prerequisite: ECH 322 and ECH 413. Annually.|
ECH 520
Iss & Advocacy in Ech Ed
Examines incidental learning of children through their interactions with the people and society's major institutions. In-depth exploration of the family as a diverse and primary institution influencing children and the interface with the educational,and social systems. Analyzes current issues and public policies as related to systems theory. Topics vary by semester. Emphasizes advocacy and ethics of professional to help young children cope with issues that affect them and will contribute to inst,itutional change to meet the needs of young children. Annually|
SCED 502
Investigative Tech
Enables elementary, middle, and junior high school teachers to use investigative techniques and the process approach in their own classrooms. Investigative techniques focus on developing skills in science processes such as observing, classifying, for,mulating hypotheses, collecting and analyzing data, and designing experiments. Includes experiences with modern elementary and junior high school science curricula. Two lecture and two lab hours. Fall, annually.|
SCED 505
Investigations In The Sciences
Presents a survey of types of investigations. Emphasizes typical investigations which may be used as models for classroom use. Students will experiment with published experiments within their discipline and at the appropriate grade level as well as d,esign their own. Two hours lecture, two hours laboratory. Fall, even-numbered years.|
SPED 262
Intro To Serv Learning
Provides an overview of service learning. Presents history, legislation, and theory relevant to service in addition to the components and standards of service learning. Students will be prepared for service through readings in the subject area, sensi,tivity training, conflict resolution, and etiquette. Students will then spend 30 hours in community-based service activity at three of five priority sites. Students will reflect in writing upon their service and will attend weekly seminars. Prerequis,ite: ENG 110. On demand.|
ED 520
Intro To Research
This seminar course covers the selection, investigation, and writing of a research topic. Students are introduced to the planning of research projects, major methods of obtaining data, descriptive statistics, statistical inferences, methods of analys,is and critical evaluation of published research, and the preparation of written reports. Proposed research problems and procedures are prepared for discussion and critical analysis. Offered Each semester and summer.|
REHB 126
Intro To Human Services
This course serves as an interdisciplinary orientation to the field of human services, including education, mental health, substance abuse, gerontology, disability, youth services, rehabilitation, and criminal justice. The history and philosophy of,human services, human services as careers, and function of human services agencies are explored with an emphasis placed on the reciprocal interactions between human service providers and their consumers.|
SPED 126
Intro To Human Services
This course serves as an interdisciplinary orientation to the field of human services, including education, mental health, substance abuse, gerontology, disability, youth services, rehabilitation, and criminal justice. The history and philosophy of,human services, human services as careers, and function of human services agencies are explored with an emphasis placed on the reciprocal interactions between human service providers and their consumers.|
SPED 514
Intro To Gifted Education
This course provides the foundational background necessary for understanding and working effectively with learners who are gifted and talented. Focuses on foundations, nature and definition of giftedness; characteristics of learners who are gifted a,nd talented; identification procedures; individual learning differences; specialized needs of learners who are gifted and talented; service delivery options including acceleration and enrichment, and grouping strategies. No prerequisite. As needed.|
ED 750
Intrnship Sup E Ed
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REHB 470
Interven Strat Hum Serv & Rehb
This course features a practical hands-on approach to intervention and treatment with a variety of specific populations. Target groups include people with developmental disabilities, mental health and chemical dependency disorders, as well as the tre,atment of aging and adolescent populations. The course covers fundamental issues, knowledge and the practical application of applied strategies and techniques, including the formulation, implementation, and evaluation of therapeutic treatment plans.,Prerequisite: REHB 126, 250 and 370.|
REHB 580
Interv Strat In Rehab Sc
Participants review and practice a variety of common clinical intervention techniques used by professionals in mental retardation, gerontological, and substance abuse treatment. These include creative and expressive techniques (e.g., art, music, dram,a, recreation, horticulture), behavioral interventions (e.g., relaxation, systematic desensitization, contracts), and didactic group and individual work.|
SPED 509
Interv Specialist St Teaching
Observation and participation in intervention in reading and/or mathematics and in activiites related to the performance of an intervention specialist's work. Prerequisites: Completion of ED 574, SPED 501, 502, 503, 504, 506 and 507 with minimum gr,ade of C, a cumulative QPA of 3.0; and the issuance of required state clearances.|
ED 558
Internship Seminar
Supports teaching interns in the classroom with discussions of classroom management problems and strategies, and organization as a path to fewer management issues. Includes teacher effectiveness research and its application to instructional strategi,es and materials, classroom and behavior management as well as inclusion strategies for students with special needs. Web-based asynchronous seminar concurrent with student teaching internship. Corequisite: ED 554. Each semester.|
ED 735
Internship in Education
Provides an advanced professional experience in an educational setting where the student can gain hands-on experience working with practitioners under the guidance of certified education specialists in a school, district, or intermediate unit. Stude,nts will be able to apply the theories, knowledge, and skills in their coursework to an actual work environment. Students work with their advisor and graduate coordinator to locate an internship placement that best meets their needs. Prerequisite(s,): 18 credits of successfully completed coursework including ED 520; permission of the instructor and field supervisor.|
ED 620
Internet Applic K-12 Edu
Introduces K-12 Educators and/or Technology Specialist Certificate candidates to the potentials of the Internet and assist them in using this multi-faceted resource as an effective teaching tool within the classroom. Participants will be introduced,to the history, structure, and overall capabilities of the Internet, including Electronic Mail, Telnet, File Transfer Protocol (FTP), World Wide Web, and web-based distance education. Within this framework, participants will create their own web pag,es, design on-line instructional lessons appropriate to their discipline, and demoonstrate the integration of Internet/Technology information throughout the K-12 curriculum. Prerequisite: None. Annually.|
SPED 211
Intellectual Disabilites
This ia comprehensive study of the biological, psychosocial, and educational implications of intellectual disabilities, including a consideration of etiology; assessment and diagnosis; educational programs, including preschool and post school; adult,social and vocational adjustment; national and local programs, and research. Prerequisite: One of the following three courses: REHB 126, SPED 128, SPED 129|
ELED 250
Integ Of Aesthetic Exp Elem
Explores and applies theory, methods, and strategies for integrating aesthetic experiences with appropriate and relevant academic curriculum. Focuses on visual and performing arts, and performance-based assessment practices appropriate for the elemen,tary classroom. Explores art media and materials related to aesthetic, critical, cultural, and historical experiences to achieve and understanding of the arts within the humanities. Required for elementary and elementary dual certification majors. Fi,eld experience component required. Prerequisites: ED 110 and 121. Each semester.|
EDML 334
Integ Lang Arts Middle Grades
Reflects an integrated approach for teaching language arts throughout the middle grades. Irrors the constructivist approach to teaching. Bases teacing strategies on cognitive, psycholinguistic, and sociolinguistic theories of how individuals learn,to effectively communicate within a diverse society. Models standards-based strategies for teaching the six language arts across the middle gradew curriculum. Authentic assessment of both process and product is emphasized. Each semester.|
ELED 334
Integ Lang Arts Middle Grades
Reflects an integrated approach for teaching language arts throughout the middle grades. Irrors the constructivist approach to teaching. Bases teacing strategies on cognitive, psycholinguistic, and sociolinguistic theories of how individuals learn,to effectively communicate within a diverse society. Models standards-based strategies for teaching the six language arts across the middle gradew curriculum. Authentic assessment of both process and product is emphasized. Each semester.|
EDAD 712
Instruct Superv For The School
This is the second course in Theme II (Curriculum Issues) of the principal certification program. This course is designed to provide the candidate with an examination of the instructional supervision issues facing school administrators. Topics covere,d may include, but are not limited to: principal as instructional leader, brain theory, multiple intelligences, mastery teaching, teacher expectation theory, and models of supervision. Prerequisite: Successful completion of Theme I.|
ELED 327
Inst Strat & Mgt For El & Ech
Explores basic skills of planning, designing, implementing, and evaluating the teaching-learning and management process through a clinical approach to teaching. Focuses on teacher effectiveness research and its application to instructional strategie,s and materials, classroom and behavior management, and educational technology for the elementary and early childhood teacher. Includes peer teaching and simulations as integral components of the course. Incorporates variety of instructional strate,gies: lecture, discussion groups, simulations, peer teaching, and group and individual analysis peer teaching experiences.|
ED 327
Inst Strat & Mgmt Sec & K-12
Explores basic skills of planning, designing, implementing, and evaluating the teaching-learning and management process through a clinical approach to teaching. Focuses on teacher effectiveness research and its application to instructional strategies, and materials, classroom and behavior management, and educational technology. Includes peer teaching and simulations as integral components of the course. Incorporates variety of instructional strategies: lecture, discussion groups, simulations, pee,r teaching, and group and individual analysis peer teaching experiences. Prerequisite: ED 121 or 122.|
EDML 327
Inst Strat & Class Mgt Mid Lev
Explores basic skills of planning, designing, implementing, and evaluating the teaching-learning and management process at the Middle School level. Focuses on teacher effectiveness research and its application to instructional strategies, materials,, and classroom/behavioral management. Includes peer teaching and field observations as integral components of the course. Prerequisites: ED 122 and certification program admission.|
ED 521
Inst Leadership Skills
This course involves a survey of various theories, models, and styles of leadership, followed by the application of leadership skills in teacher-pupil and teacher-colleague relationships.|
SCED 579
Inform Tech Ed II
Provides K-12 educators with intermediate-level competencies to effectively integrate microcomputer courseware, hardware, and related microprocessor technology into the teaching and learning process. Instructional theory for the design and evaluation, of solutions to problems of learning, and using computer technology as a tool, will also be emphasized in the course. Students will complete a computer-generated portfolio of related lesson plans, handouts, transparencies, etc. On demand. Permission, of instructor required.|
SCED 578
Inform Tech Ed I
ITEC I is designed to provide teachers with computer literacy, programming skills, and experiences with exemplary courseware and software. The course is designed specifically for computer novices. Teachers will learn to operate and program microcompu,ters while developing skills needed for teaching their students to use microcomputers for classroom applications. The course also prepares teachers to evaluate courseware and software appropriate for use in their school curriculum. On demand. Permiss,ion of instructor required.|
ECH 124
Infant & Toddler Dev & Learn
This course will provide information that will allow students to identify the characteristics of and design effective and developmentally appropriate learning environments for young children that promote interaction, exploration and knowledge constru,ction. In addition, experiential opportunities will be developed which allow the student to apply this knowledge to various age groups of children.|
ED 450
Independent Study
Provides students with opportunity to explore an area of special need or interest in education in-depth, under the supervision of a member of the department. Students develop a proposed study plan and secure the approval of the proposed director and,department chair before registration. Prerequisite: Junior or senior standing.|
SPED 499
Independent Study
Provides students with an opportunity to explore an area of special needs or interest in special education in-depth under the supervision of a faculty member of the department. Students must develop a proposed study plan and secure the approval of th,e department chair prior to registration. Prerequisite: Junior or senior standing.|
ED 420
Ind Interven For Stu Tch
Professional development program of intervention designed for students who require individualized experiences to successfully demonstrate professional knowledge and competencies in school and agency settings. Implementing an Individualized Interventi,on Plan (IIP) prepares students for successful field experiences and enables them to develop the knowledge, skills, and attitudes needed to become successful classroom practitioners. Does not fulfill the student teaching requirement. Prerequisites: R,ecommendation of director of field services, university student teaching supervisor, Elementary/Secondary Block Committee, and/or Education Department chair. Completion of 90 semester hours, satisfactory standing in admission and retention standards|
SPED 420
In Dev Strat S Ph
Study the processes of individualizing instruction for people with moderate, severe, and multiple disabilities. Design basic instructional sequences utilizing behavioral objectives, match instruction with learner and goal characteristics; identify a,ppropriate instructional strategies, and evaluate the effectiveness of instruction. Students will apply oral and written communication skills, quantitative reasoning skills, and other fundamental academic skills to the field of special education. P,rerequisite: SPED 320, 360, 380, 381. Must be taken concurrently with SPED 421. Each semester.|
SPED 415
In Dev Strat Mild/Mod Hand
This is the study of individualizing instruction for students with mild disabilities. It involves designing basic instructional sequences utilizing behavioral objectives, matching media, learner, and goal characteristics, and evaluating the effectiv,es of instruction. Prerequisites: SPED 320, 360, 380, 381. Must be taken concurrently with SPED 416. Each semester.|
SPED 435
In Dev Strat Gift
Develops the capacity of the educator to plan, develop, deliver, and evaluate programs that will help the gifted and talented realize their individual and collective potential. Prerequisite: SPED 110 or teaching certificate.|
SPED 440
In Dev Str Cultur
A study of the process of individualizing instruction for children who are not members of the dominant culture and whose cultural membership significantly influences the educational process and school performance. Involves designing basic instruction,al sequences, selecting and matching media with learner and goal characteristics, identifying culture-appropriate instructional strategies, and evaluating the effectiveness of instruction. Summer only, on demand.|
REHB 531
Impact Of Disabling Conditions
The impact of developmental disabilities as reflected in the function of individuals will be described. The course covers prenatal, perinatal, and postnatal concerns, as well as various physical disabilities, disabilities of aging, and interventions,. Prerequisite: Enrollment in Graduate Program|
SPED 531
Impact Of Disabling Conditions
The impact of developmental disabilities as reflected in the function of individuals will be described. The course covers prenatal, perinatal, and postnatal concerns, as well as various physical disabilities, disabilities of aging, and interventions,. Prerequisite: Enrollment in Graduate Program|
REHB 250
Human Relations Skills
Assists students in acquiring knowledge and skill in the performance of required tasks and/or roles of rehabilitative service staff in developing humanizing environments for persons with disabilities in various settings. Prerequisites: SPED 126.|
SPED 110
Human Except
A study of the causes, characteristics, and implications--educational, social, and vocational--of people who are exceptional because of intelligence, physical development, behavior, vision, hearing, and/or speech. Acquaints prospective professional p,ersonnel with vocational opportunities in special education and rehabilitation. Each semester on Clarion Campus, and Fall Semester at Venango Campus. Multicultural education will be applied.|
ED 121
Human Develop & Learn
Acquisition of understanding and appreciation of the cognitive, social-emotional, ecological-systems, and physical-motor dimensions of human growth and changes (birth through adolescence). Emphasizes cultural influences on human growth and change wit,h respect to cognition, learning theories, individual differences, personality, growth, abilities, and interests. Explores cross-cultural and multiethnic perspectives with respect to holistic development of children and adolescents; involvement with,and observation of individuals at various levels of development. Each semester.|
SCED 555
History Of Science
A study of the history of science with accent on the way in which broad scientific principles have developed and those who played a part. On demand.|
SPED 128
High Incidence Except
This course provides an introduction to the prevalence, incidence, etiology, development, definitions, history, treatment approaches, service delivery options, and characteristics of individuals with high incidence exceptionalities, including mild me,ntal retardation, learning disabilities, attention deficit hyperactive disorder, emotional and behavioral disorders, and gifted and talented.|
ECH 505
Healthy Infant, Toddler & Chld
Exploration of the factors that effect and support the development of a healthy lifestyle in infants, toddlers, and young children. Knowledge and skills will be developed in understanding and appreciating foundations and development of movement, heal,th and safety issues, programmatic development, and building partnerships. Summer, on demand.|
REHB 510
Group Processes In Rehab
Participants engage in the study of group development, dynamics, theory, leadership styles, participant roles, techniques, and evaluation of effectiveness as applied to rehabilitative services contexts.|
ED 554
Graduate Certificati Practicum
A professional practicum that requires the application and integration of instruction, management, and professional knowledge and competencies in a Pre K-12 setting. Certification candidates participate in a teacher practicum in their certification,area under the direction of a classroom cooperating mentor teacher and a university supervisor. Prerequisite: Completion of the required courses in the Graduate Level Certification Program with a minimum grade of B, a cumulative 3.0 QPA, and satisfa,ctory standing in admission and retention standards in the college. On demand.|
SPED 554
Grad Student Teach Special Ed
This course involves observation and participation in teaching students with disabilities and in activities and in activities related to the performance of a classroom teacher's professional duties. Completion of all required courses in the certific,ation area with a minimum grade of C and a cumulative QPA of 3.0, as well as the issuance of required state clearances.|
SCED 551
Geology
A study of rocks, minerals, and geologic formation as they are related to elementary and secondary school science. Past history of the earth as well as present geologic phenomena are discussed. Fields trips to areas of geologic interest are taken. Tw,o lecture and two field or laboratory work hours. On demand.|
ED 406
Gender Issues In Ed
Examines the ways in which schools perpetuate gender bias and how educational institutions, as a reflection of the patriarchal society in which they coexist, provide different experiences and outcomes for female and male students and teachers. Prereq,uisite: ED 110 or WS 100 for WS 406 or permission of instructor.|
ED 506
Gender Issues In Ed
Examines the ways in which schools perpetuate gender bias and how educational institutions, as a reflection of the patriarchal society in which they exist, provide different experiences and outcomes for female and male students and teachers. Prerequi,site: ED 110 or WS 100 or consent of instructor.|
ED 529
Foundations of Curriculum
The course provides a distinct overview of the current and historical curricular evolution with an emphasis on philosophical and sociological foundations, student, school, and community needs, the foundational and present standards movement, and prin,ciples of curriculum and curricular issues. Students will explore these areas through an inquiry approach framed with the course's essential questions.|
ED 524
Foundations In Education
By exploring the social realities and challenges confronting today's diverse classrooms and the teaching profession, this course introduces pre-service teacher candidates to the foundations of education through an examination of the historical, philo,sophical, and social context of American education as well as the cognitive, psychological, and social-emotional perspectives of the classroom in a multicultural society. By exploring the actuality of career commitment to the teaching profession, th,is course prepares pre-service teacher candidates for their role in today's diverse classrooms with the essential knowledge, skills, and disposition necessary to become reflective practitioners.|
EDAD 711
Found, Sch Reform & Align Curr
This course is designed to provide the principal candidate with an examination of the curricular issues facing school administrators. Topics covered include but are not limited to: curriculum theory and practice, school reform/standards movement, cur,riculum mapping and assessment, and the curriculum adoption process. Prerequisite: Successful completion of Theme 1.|
SPED 501
Found For Lit Inst Excep Read
Students will be provided an historical perspective concerning the teaching of reading and the relationships between psychological, sociological, and linguistic processes and how these influence reading and writing development.|
REHB 495
Fld Exp In Rehab Sci
A full-time, semester-long supervised experience that includes professional development experiences in community residential programs, vocational rehabilitation services, and MH/MR Base Service Units or similar social services. Prerequisites: REHB 46,0, 470, and 475. Each semester.|
ED 409
Fld Based Multicul Ed: Obs Urb
Provides opportunities for pre-service teachers, both elementary and secondary education majors, and both undergraduate and graduate students, to interact with teachers and students in urban public schools whose backgrounds are different from their o,wn. Analysis the goals, rationale, meaning, assumptions, and necessary school conditions for effective teaching and learning in multicultural/multi-ethnic, urban schools, fostering multicultural competencies and preparing prospective teachers for mul,ticultural/multi-ethnic, urban classrooms. Emphasizes interpersonal and pedagogical skills needed for success of teachers and learners in urban schools. Includes community service in neighborhoods near the host school. Prerequisite: ED 110, 121 or 12|
ED 509
Fld Based Multicul Ed: Obs Urb
Provides opportunities for pre-service teachers, both elementary and secondary education majors, and both undergraduate and graduate students, to observe and participate in urban classrooms. Students travel in university vehicles to visit schools in,major urban areas and spend a minimum of five consecutive days participating in urban classrooms. Prerequisite: junior-level standing or consent of instructor. Offered each year during Summer Pre-session, on demand.|
SCED 534
Field Zoology
Field course designed to acquaint the elementary, middle, and secondary teachers with the biological environment outside the classroom as it pertains to animals, their collection, preservation, identification, and ecology. Activities that are applica,ble to K-12 schools will be provided. Summer, on demand.|
SCED 466
Field Photography
Teaches students how to use a modern camera and accessories to photograph subjects in the field. Includes techniques of close-up, telephoto, and wide-angle photography as well as film development, lighting, use of filters, and composition. Provides s,tudents with opportunities to learn and practice techniques for photographing such objects as small animals, birds, flowers, large animals, and other field subjects. Students provide camera and film. Summers only, on demand.|
SCED 532
Field Ornithology
This is primarily a course on the identification and natural history of birds of this area. The primary teaching methods will be illustrated lectures, identification practice via color slides, and field trips. Prerequisite: Basic Biology. Summers, on, demand.|
ENVR 475
Field Nat History
Explores competencies in biology, meteorology, geology, and astronomy. Emphasizes developing competencies which will be valuable in teaching environmental (outdoor and conservation) education. For non-science majors. Prerequisite: Upper-division stan,ding. Spring, annually.|
REHB 295
Field Experience
A half-time, full-semester field experience in selected programs. Focuses on assisting in the delivery of human/educational services to persons with disabilities. Prerequisites: Minimum of 45 semester hours and SPED 230, 235, and 245. Offered at Vena,ngo Campus only.|
REHB 424
Field Exp In Rehb Sci
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ED 403
Field Exp & Meth Envr Ed
Focuses on methods used to teach environmental knowledge, concepts, and concerns, including the history and research in environmental education. Examines the relationship of all curriculum areas to environmental education. May be taken for graduate c,redit with the approval of the Education Department chair and the instructor. McKeever Center in Sandy Lake, PA, will be a site for this course. Offered for two weeks at a time during Summer Presession.|
SCED 530
Field Biol
Field course designed to acquaint elementary, middle, and secondary teachers with the biological environment outside of the classroom as it pertains to plants and animals, their collection, identification, preservation, and ecology. Activities that a,re applicable to the public school will be provided. Summers, on demand.|
SCED 463
Field Astronomy
Examines experimental tools and methods useful in astronomy. Concentrates on mastery of important techniques and concepts by a do-it-yourself process, not an encyclopedic survey of astronomy. Complements courses in descriptive astronomy (ES 200 and 2,01 and SCED 550) rather than duplicating them, serving much the same purpose as a laboratory in astronomy. The student will build simple telescopes, spectroscopes, and other astronomical instruments. Summer only, on demand.|
ECH 310
Family-Community Collaboration
This course will provide information that will allow students to identify the benefits of family-teacher partnerships, methods for developing partnerships with families and community members. In addition, information related to Family Systems Theory,, including the Ecological Systems Theory, collaborating with other professionals and role of the early childhood professional in the community, including advocacy will be discussed and practiced. Finally, experiential opportunities will be develope,d which allow the student to develop relationships and work collaboratively with families and community members.|
SPED 418
Excep Reg Class Id & Ser
Prepares students to deal with the nature and needs of the exceptional person in the regular classroom. Examines contermporary methods of identification, services for the exceptional individual, and legal aspects of the least restrictive environment., Prerequisite: Sophomore standing.|
ED 564
Evidenced-Based Literacy Inst
Students will review the major national studies in literacy since the 1960's and investigate current research on various literacy topics for the purpose of developing a model of best practice based on inquiry and reflection. Fall, annually.|
ED 426
Environ Ed Student Tch
Professional practicum requires integration and application of instructional, management, and professional knowledge and competencies in an environmental education setting. After an orientation to the environmental education setting, the student will, teach under the direction of a cooperating professional and university supervisor. Two field assignments will offer diversity in grade levels, ability levels of pupils, content areas, school and community size, multicultural settings, and/or coopera,ting professionals. Prerequisites: Completion of 90 semester hours, satisfactory standing in admission and retention standards in the college, completion of all required professional courses in certification area with a minimum grade of C, a cumulati|
ENVR 275
Envir Studies & Policies
Introduces students to the basic language and methodologies used in environmental studies. Examines management policies and diversity of land uses associated with each property. Students study key ecological habitats, some rather pristine and others,highly impacted by humans. Students learn the role science plays in each situation, conduct basic laboratory and field research to learn how scientific data are obtained, and learn the roles history, sociology, politics, economics, etc. play in polic,y decisions. The course is presently linked to ecological economics for those students enrolled in the transdisciplinary environment and society minor. Two lectures and three laboratory hours weekly. Prerequisite: One semester of biology, chemistry,|
SCED 572
Enhanc Ed Leader In Sci
PEELS involves elementary administrator/teacher teams in exemplary science experiences. Teams are instructed in science process skills, effective science teaching strategies, development of science program goals, and the application of science educat,ion research to elementary school science programs. Each team designs and implements an action plan which focuses on specific actions for the improvement of science in their own schools. On demand. Permission of instructor required.|
ELED 300
Elementary Block
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ELED 424
Elem Student Teaching
Professional practicum requires integration and application of instructional, management, and professional knowledge and competencies in school settings. After an orientation to the school setting, students teach under the direction of a cooperating,professional and university supervisor. Two field assignments offer diversity to grade levels (K-3, 4-6), ability levels of pupils, content areas, school and community size, multicultural settings, and/or cooperating professionals. Prerequisites: Com,pletion of 90 semester hours, satisfactory standing in admission and retention standards in the college, completion of all required professional courses in certification area with a minimum grade of C, a cumulative 2.75 QPA, and meeting university re|
ELED 425
Elem Student Teaching
Professional practicum requires integration and application of instructional, management, and professional knowledge and competencies in school settings. After an orientation to the school setting, students teach under the direction of a cooperating,professional and university supervisor. Two field assignments offer diversity to grade levels (K-3, 4-6), ability levels of pupils, content areas, school and community size, multicultural settings, and/or cooperating professionals. Prerequisites: Com,pletion of 90 semester hours, satisfactory standing in admission and retention standards in the college, completion of all required professional courses in certification area with a minimum grade of C, a cumulative 2.75 QPA, and meeting university re|
SCED 456
Electronic Science Ed
Intended for the science teacher who has had a little or no previous course work in physics or mathematics. Covers the fundamental law of electricity and magnetism, alternating current theory, and the theory and practical application of such devices,as ammeters, voltmeters, oscilloscopes, vacuum tubes, transistors, power suppliers, amplifiers, and oscillators. Examples of some of these devices will be built in the laboratory, and general procedures for trouble-shooting faulty equipment will be i,llustrated. Summer only, on demand.|
ED 122
Educational Psychology
Examines pre-adolescent and adolescent development, learning theories, and education environments in a multicultural society from the perspective of educational psychology. Emphasizes learning theory and adolescent characteristics, including develop,ment and motivation as they impact teacher decision-making in the middle and high school levels of learning. Special attention paid to critical thinking and experiential processes to engage students in a critical constructivist process. Prerequisit,e: ED 110; Clearances required for school observations.|
ED 517
Educational Comp Applica
This course is designed to provide in-service educators (K-12) who have had little or no computer experience with the knowledge, skills, and attitudes necessary to use microcomputers as instructional tools in their classrooms. While acquiring compute,r skills, students will explore, use, and demonstrate competence in each of the following areas: word processing, databases, spreadsheets, graphics, multimedia, instructional design, telecommunications, and major issues associated with the use of tec,hnology in education. This course will provide in-service teachers with the knowledge base to make appropriate decisions regarding the use of technology in their respective classrooms. Not available to students who have taken ED 217 since summer 1994|
ED 329
Educational Assessment
Examines construction, selection, administration, interpretation, and utilization of evaluation techniques and instruments, including statistical interpretations. Emphasizes analysis of standardized tests applicable to various content areas, as well,as the construction and utilization of qualitative assessment techniques. Taken concurrently with the methods courses (block) for secondary education majors. Taken prior to the methods courses (block) for elementary education majors. Prerequisite: ED, 327 and admission to Certification Program. Each semester.|
EDML 329
Educational Assessment
Examines construction, selection, administration, interpretation, and utilization of evaluation techniques and instruments, including statistical interpretations. Emphasizes analysis of standardized tests applicable to various content areas, as well, as the construction and utilization of qualitative assessment techniques. This is taken prior to the methods courses (block(s).|
SPED 462
Educational Assessment
Assists students in acquiring knowledge and skills needed for decision-making regarding individuals with disabilities or suspected disabilities, and apply these skills in case studies. Prerequisites: SPED 128, SPED 129, SPED 245. Each semester.|
ED 649
Ed Tech Leadership
Involves a survey or various theories, models, and styles of leadership, followed by the application of leadership skills in teacher-pupil, teacher-colleague, teacher-administrator relationships and how those relationships are affected by the use of,technology in schools and how technology, in turn, impacts these roles. Summer, annually.|
ED 710
Ed Funct/Super
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ED 110
Ed Found For Middle & High Sch
Familiarizes teacher candidates with middle/senior high schools by emphasizing the role, philosophy, and organization of middle/senior high schools in today's diverse society. Covers historical, philosophical, psychological, and sociological perspect,ives by examining major concepts, principles, theories, and research of developmentally responsive middle/senior high programs and schools; examines middle/senior high school governance, finance, teachers' legal, ethical and professional rights and r,esponsibilities; highlights effective teaching practices and integrative curriculum at the middle/senior high levels; explores current issues in American education. Classroom field observations and explorations in a middle/senior high school, requir|
ELED 329
Ed Eval & Auth Asmt Elem & Ech
Examines construction, selection, administration, interpretation, and utilization of evaluation techniques and instruments, including statistical interpretations. Emphasizes analysis of standardized tests applicable to various content areas, as well, as the construction and utilization of qualitative assessment techniques. This is taken prior to the methods courses (block(s).|
SPED 411
Ed Assess Pract
Participants conduct a child study in a school setting by selecting, acquiring, analyzing, and synthesizing information needed for educational decision-making regarding an individual with disabilities or with a suspected disability, and using the res,ults to develop an educational intervention plan. Prerequisite: SPED 320 and students must receive a C or better in SPED 462. Each semester.|
SPED 503
Ed Assess For Excep Readers
In this course, students are taught the concepts, knowledge, and competencies required for specialized formal and informal reading assessment, interpretation, and diagnosis for grades pre-K to 12. Prerequistie: SPED 462|
SPED 525
Ed Apprais Pres 2
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SCED 535
Ecology
Familiarizes elementary, middle, and secondary teachers with the relationships between plants and animals and their environment. Emphasizes field work. Frequent field trips to areas of particular ecological interest in Northwestern Pennsylvania. Five, field, laboratory and lecture hours. On demand.|
ECH 260
Early Childhood Environments
This course will provide information that will allow students to identify the characteristics of and design effective and developmentally appropriate learning environments for young children that promote interaction, exploration and knowledge constru,ction. In addition, experiential opportunities will be developed which allow the student to apply this knowledge to various age groups of children.|
ECH 300
Early Childhood Block
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ECH 424
Early Child Student Tch
Professional practicum requires integration and application of instructional, management, and professional knowledge and competencies in school and agency settings. After an orientation to the school and agency setting, students teach under the direc,tion of a cooperating professional and university supervisor. Two field assignments offer diversity in grade levels (N-K, 3), ability levels of pupils, content areas, school and community size, multicultural settings, and/or cooperating professionals,. Prerequisites: Completion of 90 semester hours, satisfactory standing in admission and retention standards in the college, completion of all required professional courses in certification area with a minimum grade of C, a cumulative 2.75 QPA, and m|
ECH 425
Early Child Student Tch
Professional practicum requires integration and application of instructional, management, and professional knowledge and competencies in school and agency settings. After an orientation to the school and agency setting, students teach under the direc,tion of a cooperating professional and university supervisor. Two field assignments offer diversity in grade levels (N-K, 3), ability levels of pupils, content areas, school and community size, multicultural settings, and/or cooperating professionals,. Prerequisites: Completion of 90 semester hours, satisfactory standing in admission and retention standards in the college, completion of all required professional courses in certification area with a minimum grade of C, a cumulative 2.75 QPA, and m|
ECH 501
Early Child Curr & Instruct
Early Childhood Curriculum and Instruction focuses on developmentally appropriate curriculum design and implementation and the Pennsylvania Standards Aligned System, including the Common Core for infants, toddlers, and young children. Emphasis will b,e given to teaching to enhance development and learning, constructing appropriate curriculum, creating a caring community of learners, and establishing reciprocal relationships with families. Offered on demand.|
ECH 502
Early Child Curr & Assessment
Early Childhood Curriculum and Assessment will focus on the assessment of individual infants, toddlers, and young children's development and learning as an essential component of planning and implementing appropriate curriculum. The importance of the, learning community and family relationships to appropriate assessment will be emphasized. Action research will be conducted utilizing developmentally appropriate assessment practices. Prerequisite: ECH 501. Summer, on demand.|
REHB 586
Dual Diagnosis
The course provides an overview of clinical issues involved in working with clients who suffer from co-morbid substance use and major psychiatric disorders. Topics include assessment, counseling, prevalence, health care policy, and social stigma.|
SPED 442
Diff Inst In Inclusive Setting
This course focuses on planning, designing, and delivering differentiated instruction to an increasingly diverse general education population, including students with disabilities, students who are gifted, students at risk, and students with cultural, differences. Prerequisite: SPED 418.|
EDAD 726
Dev Pos Relations w/ Stakehold
This is the second course in Theme VII (Community Relations) in the principal certification program. It is designed to provide the candidate with an examination of issues related to working with the public facing school administrators. Prerequisite:,Successful completion of Theme VI.|
ECH 320
Dev Bases For Lrn & Tch
Acquisition of understanding and appreciation of advanced child development for young children birth through eight years. Examines the physical, social, emotional, linguistic, and intellectual characteristics of children of diverse cultural backgroun,ds within and outside of the United States. Focuses on both typical and atypical development as well as challenging conditions. Must be taken concurrently with ECH 322, 323, 325, 413, and HPE 410. Prerequisites: ED 121 and ECH 235. Each semester.|
ED 523
Curr Develop & Eval
Presents philosophic, psychological, and social foundations of the school curriculum as well as principles of curriculum development, curriculum design, curriculum implementation, and curriculum evaluation with an emphasis on K-12 models. A range of, views both historical and current is presented along with curriculum issues, trends and future directions. Ideologic biases from traditional to pragmatic and postmodern are considered across major time frames for the 20th century and early 21st cen,tury. Offered spring semester only.|
SPED 539
Curr Dev & Educ Programming
This course provides instruction in the development, selection, and implementation of appropriate curriculum for learners who are gifted and talented. Emphasis is placed on integration of a standards-based curriculum with adaptations for learners wh,o are gifted and talented. Topics include: curriculum models, technology, assessment methods, special populations, specialized instructional strategies for learners who are gifted, differentiation of curriculum and instruction, and individualized pro,gramming. Prerequisite: SPED 514. As needed.|
ED 712
Curr Design & Dev
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SPED 502
Curr Des & Mat Tch Excep Read
This course examines the theory and practices of curriculum development and related issues in teaching reading to learners with exceptionalities. In addition it covers issues related to children's literature.|
ECH 322
Curr Bases For Lrn & Tch
Focuses on developmentally appropriate curriculum design and implementation and the Pennsylvania Standards Aligned System, including the Common Core for infants, toddlers, and young children ages three to nine. Emphasizes the child's and the teacher,'s roles in designing, integrating, and adapting curriculum and the physical setting where the curriculum is implemented to meet the needs and interests of all young children including those with disabilities, developmental delays, or special abiliti,es, including instrucyional strategies and classroom materials. Field experience includes planning, designing, intergrating and implementing curriculum activities with young children. Must be taken concurrently with ECH 301, ECH 310, ECH 323, and ECH|
REHB 538
Crisis Intervention In Rehb
This course provides professionals with information and skills to effectively assess and intervene in crisis situations involving clients, families, organizations and communities. Biannually|
ECH 231
Creativity In Early Child Curr
Explores the nature of creativity and its value in the growth of young children. Students develop and present various open-ended and child-centered projects for the enhancement of creativity and the creative whole learning experience using art, musi,c, and movement. Students demonstrate how to guide young children in creative learning and expression through individual and group projects. Examines the creative process as a source of choosing content, planning lessons, organizing materials, and,designing assignments to enable children to develop essential skills and attitudes for creativity. In addition, experimental opportunities will be developed which allow the students to apply this knowledge to various age groups of children. Prerequ|
ED 402
Creative Response To Conflict
A study of the current research in the development of a classroom environment which fosters cooperation, communication, affirmation, and problem-solving for children as well as for teachers, staff, instructional teams, parents, support personnel, and, other adults. Emphasizes human capabilities for resolving conflicts at various life stages and situations. Examines a range of discipline models as their implementation relates to the classroom environment. (Designed to be taken in conjunction with,student teaching in the undergraduate program, or as an elective in the master's program.) Prerequisite ED 121 or 122 for undergraduate credit. Summer only, on demand..|
ED 502
Creative Response To Conflict
A study of the current research in the development of a classroom environment which fosters cooperation, communication, affirmation, and problem-solving for children as well as for teachers, staff, instructional teams, parents, support personnel, and, other adults. Emphasizes human capabilities for resolving conflicts at various life stages and situations. Examines a range of discipline models as their implementation relates to the classroom environment. (Designed to be taken in conjunction with,student teaching in the undergraduate program, or as an elective in the master?s program.) Elective course in either the undergraduate or graduate program. Prerequisite: ED 121 or 122 for undergraduate credit. Summer session only, on demand.|
SCED 573
Creat Integ Of Sci El Ed
CISEE helps in-service elementary teachers learn how to integrate science content and science-process skills with other subject areas, including reading and language arts, math, social studies, physical education, art, music, and microcomputer educat,ion. Emphasis on the use of hands-on investigations; teachers are required to design and implement lessons for their own students which demonstrate the integration of science and other elementary curriculum areas. On demand. Permission of instructor,required.|
ELED 333
Content Literacy Middle Grades
Overview of current definitions and basic approaches in intermediate and middle grades literacy assessment and instruction. Familiarizes students with techniques, strategies, and materials used to provide literacy assessment and isntruction for inte,rmediate and middle grade levels.|
EDML 333
Content Area Reading Strat
Overview of current definitions and basic approaches in intermediate and middle grades literacy assessment and instruction. Familiarizes students with techniques, strategies, and materials used to provide literacy assessment and isntruction for inte,rmediate and middle grade levels.|
SPED 500
Contemp Issues
Participants engage in problem-centered analyses and investigations, and in determination of responses relative to the contemporary issues confronting special education.|
SPED 696
Contem Ed Pract & Direct
This course saliently provides the philosophical and pragmatic basis for the rationale for change in contemporary education. Legislation, litigation, and research within the profession provide the foundation for understanding why the profession must,explore innovative strategies for improving the educational outcomes of all children. Terminologies which dominate professional dialogue are explored and studied to separate dogma from substance. Learner characteristics, which are indicative of the, diversity naturally present in society, are addressed relative to implications in teaching and learning.|
ED 530
Connect Stand, Inst & Assess
Designed to provide educators with a brief review of the purpose and process of assessment and to introduce them to design options available in designing and implementing authentic assessment. Students acquire, synthesize, interpret and discuss a ran,ge of topics dealing with assessment in the educational process. Emphasizes a backward design process for curriculum development that links standards, curriculum, instruction, and embedded assessment. Students construct and evaluate a variety of asse,ssment tools with a particular emphasis on authentic assessment. Every other year and/or as needed.|
EDML 332
Connect Lit & Literacy Mid Grd
Surveys appropriate lierature and a variety of expository and narrative texts, emphasizing development of a knowledge base for using meaningful, appropriate texts to enhance comprehension, fluency, and vocabulary development as well as a rich general, knowledge base. Focuses on the history and development of literature for children and adolescents, evaluation and selection criteria, literature representative of diverse cultures, the most recent areas of expansion in literature for the middle gra,des and its uses in developing content area knowledge and supporting literacy learning and development. Each semester.|
ELED 332
Connect Lit & Literacy Mid Grd
Surveys appropriate lierature and a variety of expository and narrative texts, emphasizing development of a knowledge base for using meaningful, appropriate texts to enhance comprehension, fluency, and vocabulary development as well as a rich general, knowledge base. Focuses on the history and development of literature for children and adolescents, evaluation and selection criteria, literature representative of diverse cultures, the most recent areas of expansion in literature for the middle gra,des and its uses in developing content area knowledge and supporting literacy learning and development. Each semester.|
SPED 505
Concepts Of Intel
Participants engage in an extensive study of the nature of cognition, traditional and contemporary, with emphasis on the development of a paradigm having relevance to the educational process.|
SPED 571
Comm Adj-Fut Plan St w/ Disab
This course will examine the models of transition service delivery, the relationships between special education, vocational education, rehabilitation, and the technology used to promote the movement of individuals with disabilities from school to adu,lt life. Prerequisites: REHB 565 or permission of the Instructor.|
SPED 597
Collab/Coop Tch Lrn Outc
This course is intended to improve the teaching and learning outcomes in basic education by focusing on collaboration and cooperative-education processes and teaching methodologies. The development of strategies for promoting professional and communi,ty collaborations established in SPED 596: Contemporary Education Practices and Directions, is continued in this offering. Teaching models and methods facilitative to encouraging and maintaining collaborative and cooperative-educational practices ext,end the skills of professional educators in appropriately serving the educational needs of an increasingly diverse learning audience. Prerequisite: SPED 596 or approval of instructor.|
SPED 421
Clin Pract-Mod, Sev, Mult Dis
This practicum places preservice teachers into field settings involving people with moderate, severe, and/or multiple disabilities who will use an individualized independence curriculum. Preservice teachers will implement basic instructional sequenc,es utilizing behavioral objectives, matching instruction with learner and goal characteristics, identifying appropriate instructional strategies, and evaluating the effectiveness of instruction. Prerequisite: SPED 320, 360, 380, 381. Must be taken,concurrently with SPED 420.|
SPED 416
Clin Prac-Mild Dis
This is the study of individualizing instruction for students with mild disabilities. It involves designing basic instructional sequences utilizing behavioral objectives, matching media, learner, and goal characteristics, and evaluating the effectiv,eness of instruction. Prerequisite: SPED 320, 360, 380, 381. Must be taken concurrently with SPED 415.|
SPED 427
Clin Prac For Low Inc Disab
This practicum places teacher candidates into field settings involving people with low incidence disabilities who use an individualized independence curriculum. Teacher candidates will match instruction with learner, goal, and curriculum characterist,ics; identify and implement appropriate instructional strategies and sequences; and evaluate the effectiveness of instruction. Prerequisites: SPED 128, 129, 245, 380, 462, 482. Must be taken concurrently with SPED 5/446. Fall and Spring, every ye,ar.|
SPED 527
Clin Prac For Low Inc Disab
This practicum places teacher candidates into field settings involving people with low incidence disabilities who use an individualized independence curriculum. Teacher candidates will match instruction with learner, goal, and curriculum characterist,ics; identify and implement appropriate instructional strategies and sequences; and evaluate the effectiveness of instruction. Prerequisites: SPED 128, 129, 245, 380, 462, 482. Must be taken concurrently with SPED 5/446. Fall and Spring, every ye,ar.|
SPED 426
Clin Prac For High Inc Disab
This practicum places teacher candidates into field settings involving people with high incidence disabilities who use an individualized curriculum. Teacher candidates will match instruction with learner, goal, and curriculum characteristics; identi,fy and implement appropriate instructional strategies aned sequences; and evaluate the effectiveness of instruction. Prerequisites: SPED 128, 129, 245, 380, 462, 482. Must be taken concurrently with SPED 5/444. Fall and Spring, every year.|
SPED 526
Clin Prac For High Inc Disab
This practicum places teacher candidates into field settings involving people with high incidence disabilities who use an individualized curriculum. Teacher candidates will match instruction with learner, goal, and curriculum characteristics; identi,fy and implement appropriate instructional strategies and sequences; and evaluate the effectiveness of instruction. Prerequisites: SPED 128, 129, 245, 380, 462, 482. Must be taken concurrently with SPED 5/444. Fall and Spring, every year.|
REHB 595
Clin Field Ed in Reh & Hum Ser
This elective course is a semester-long supervised practicum field experience in community based (re)habilitation programs. It includes professional development experiences in community residential programs, substance abuse prevention and treatment p,rograms, case management agencies, vocational rehabilitation services. court supervision programs, dual diagnosis programs, MH/MR base service units, or similar social service programs. Students can register for a maximum 12 total credits of REHB 595,, depending upon their need and career goals.|
ED 227
Classroom Management
Prepares pre-service professional educators to organize and manage instructional environments through a variety of instructional formats and classroom organizational methods, as well as teacher leadership roles. Provides competencies necessary to pla,n positive instructional activities, organize classroom space and time, direct the acquisition of knowledge and appropriate social behavior, and apply a range of classroom control techniques. Requires participation experiences in the schools.|
ED 544
Classrm Assessmt For Learning
Assessment is an essential part of the learning triangle. Curriculum, instruction, and assessment are core elements in the learning process and are inextricably linked. In this course, students will actively review the basic concepts of data-driven, assessment for learning, develop and share assessment strategies that are used to make instructional decisions in support of the standards and student learning in general. The course is designed to support learners as they explore the development o,f assessment strategies and reporting systems as well as assessment before, during, and after instruction.|
ELED 331
Children's Literature
Surveys children's literature emphasizing development of a knowledge base of the various genres in this discipline, including multi-ethnic. Focuses on the historical background, the development of literature for children, evaluation and selection cri,teria for various genres, and the most recent areas of expansion in children's literature. Applies knowledge base in the various content area methods courses. Each semester.|
ECH 301
Child Development & Guidance
This course will provide information that will allow students to understand the process of child guidance and master techniques in child guidance. Through increased knowledge of child development, students will gain understanding of effective child,guidance strategies. Experimental opportunities will be developed which allow the student to develop his or her own approaches to child guidance.|
ECH 120
Child Care Health Advocate
Ensuring the health and safety of children is a fundamental component of an early childhood program. This course emphasizes the promotion of the health and safety of children, including recognizing and correcting health and safety problems. This cour,se focuses on best practices in health safety and nutrition for young children.|
SCED 536
Chemistry
Lecture-laboratory course designed to give elementary, middle, and secondary teachers an understanding of basic chemistry. The chemistry of common experience in the public school is explored and the manipulation of chemical apparatus is given special, attention. Two laboratory hours. On demand.|
SCED 575
Career Orient Sci & Tech
COST involves middle/junior high teachers in utilizing the skills of community resource people to demonstrate the need for science in many careers-including those not traditionally associated with science. The format of the course follows the COMETS,(Career Orientated Modules to Explore Topics in Science) model. Teachers learn where to find science-resource people and how to work with the resource person to present lessons in the classroom. Teachers implement lessons with a resource person durin,g the course. On demand. Permission of instructor required.|
SCED 531
Botany
Gives elementary, middle, and secondary teachers an understanding of the basic aspects of plant science. Emphasizes taxonomy, morphology, and life processes of the flowering and nonflowering plants as they relate to work done in elementary and second,ary schools. Two lecture and two lab hours. Summer, on demand.|
SCED 331
Biol Inves Sci Ed
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SPED 540
Behavior Disorder
Participants engage in the study of maladaptive behavior in individuals with emphasis on current definitions, classification systems, major etiological perspectives, and contemporary interventions.|
SPED 521
Autism Spectrum Disorders
This course provides an overview of autism spectrum disorders, including history, incidence and prevalence, etiology, diagnosis, current research, characteristics and learning traits, co-morbid conditions, impact on family, and social ethical issues,surrounding ASD. Prerequisite: Graduate standing|
SPED 475
Augmentative & Altern Comm
Introduces the student to various augmentative/alternative communication systems prevalent in the field. Current and comprehensive information relative to type of disorder. Disgnosis and treatment discussed. Emphasizes the application of unique crite,ria in diagnostic and the administration of competent and flexible management strategies in rehabilitation. Fall, annually.|
SPED 575
Augmentative & Altern Comm
This course is designed to introduce the student to various augmentative/alternative communication systems prevalent in the field. Current and comprehensive information relative to type of disorder, diagnosis, and treatment will be discussed. An emph,asis will be placed on the application of unique criteria in diagnostics and the administration of competent and flexible management strategies in rehabilitation. Fall, annually.|
SCED 550
Astronomy
Deals with the planets and their satellites, including the earth and moon, with comets and meteors, with the sun, the stars and clusters of stars, with the interstellar gas and dust, with the Milky Way, and other galaxies that lie beyond the Milky Wa,y. Includes the fundamental concepts of cosmology and the basic principles of light. Three lecture and/or laboratory hours. On demand.|
REHB 370
Assmt in Human Serv & Rehab
This coursefeatures a practical hands-on approach to assessment with a variety of specific populations. Target groups include persons in need of human services, to include disadvantaged, developmental disabilities, mental health and substance abuse/,depedency disorders, and aging and child/adolescent populations. The course covers assessment fundamentals, standardized instruments for use with specific populatins and practical techniques and strategies, leading to the formulation of therapeutic,treatment plans. Prerequisities: REHB 126 and REHB 250.|
SPED 428
Assistive Technology
Students will learn how to assess assistive technology requirements for people with disabilities, make low tech devices, and install and operate computer hardware and software applications in a laboratory experience. Prerquisites: SPED 128, 129, 245,, 381, 462, 482 and students must receive a C or better in SPED 462..|
SPED 528
Assistive Technology
Students will learn how to assess assistive technology requirements for people with disabilities, make low tech devices, and install and operate computer hardware and software applications in a laboratory experience. Prerquisites: SPED 128, 129, 245,, 381, 462, 482.|
ED 569
Assessment Of Literacy
Provides an in-depth analysis of assessment strategies and techniques in the field of literacy. Features of this course include evaluating, implementing, and analyzing data gathered from formal and informal assessment approaches for the purpose of pl,anning instruction. Introduction to literacy profile. Prerequisites: Two graduate level literacy courses. Spring, annually.|
REHB 465
Assessment
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ECH 236
Assess/Plan Ech Knowledge Base
Young children from birth to age nine are cared for and educated in diverse early childhood settings. Gives undergraduate students experience in using effective methods for observing, assessing, and documenting young children's development for the p,urpose of planning appropriate programs, environments, interactions, and adaptations. Emphasizes developmentally appropriate practices and legal and ethical responsibilities. Directs students' participation with children of different age groups in,a variety of early childhood settings through field-based/case study approaches. Includes two hours of class meetings with one-hour field placement per week. Field experience assignments are designed for the students to use various types of assessm|
REHB 570
Assess & Interven Stratg
Features a practical hands-on approach to assessment and intervention with a variety of specific populations. Target groups include people with mental retardation, mental disorders, and chemical dependency, as well as aging and adolescent populations,. Covers fundamental issues, applied strategies, and assessment techniques leading to the formulation, implementation, and evaluation of therapeutic treatment plans. Prerequisite: REHB 460.|
SPED 245
Applied Behavior Analysis
This course focuses on principles of applied behavioral analysis in an assessment and treatment of behavioral excess or deficiencies, students will design programs to increase skill acquisition or reducing inappropriate behavior for either groups or,individuals in special education or rehabilitative settings. Prerequisite: SPED 128 & 129|
ED 522
Analysis Of Teaching
This course presents an analysis of various teaching models and instructional designs. Videotaped lessons and clinical/field experiences applying course competencies will be critiqued by faculty and peers. Offered fall semester only.|
REHB 430
Aging & The Human Services
This course will provide information related to older adult care management from the framework of human services systems. Concepts of client triage, assessment, planning, and brokering will be reviewed within the context of identifying problems asso,ciated with aging, identifying components of human services delivery systems, and case management skill development. Prerequisite: REHB 250.|
REHB 530
Aging & The Human Services
This course will provide information related to older adult care management from the framework of human services systems. Concepts of client triage, assessment, planning, and brokering will be reviewed within the context of identifying problems asso,ciated with aging, identifying components of human services delivery systems, and case management skill development. Prerequisite: REHB 250.|
ED 576
Adv Sem In Reading & Lit
The study and evaluation of research and current reports on reading education issues. Prerequisite: ED 560.|
SPED 635
Adv Meth for Per w/Autism Seve
This course focuses on the design, implementation and evaluation of instructional interventions for persons with autism or severe disabilities.|
SPED 636
Adv Meth For High Incid Disab
Participants acquire knowledge and skills related to the design, implemention, and evaluation of instructional interventions for individuals with mild/moderate disablities.|
SCED 566
Adv Field Photography
Teaches in-service teachers how to use the advanced aspects of modern SLR 35mm camera and accessories to photograph science subjects in the field. Includes advanced techniques of close-up, telephoto, and photomacrography, as well as use of advanced d,epth of field, lighting, and composition. Students learn advanced techniques of photographing flora and fauna, geological, astronomical, meteorological, and ecological subjects. Students provide camera and film. Prerequisites: SCED 466 or permission,of instructor. Summer, on demand.|
ED 617
Adv Educational Tech
Advanced course for graduate students who have a background in computers or who have taken ED 217 or ED 517 at Clarion University. Focuses on the development of knowledge and skills in: hardware/software maintenance; instructional design; educational, electronic networking; sophisticated applications of integrated software; and educational applications of multimedia, including interactive video CD-ROM, sound, text, and graphics. Prepares teachers to make appropriate decisions regarding the use of, technology in their classrooms/schools. Admission by permission of instructor. On demand.|
REHB 475
Admin Rehb Deliv Systems
A study of the business and personnel aspects of functioning in and managing human service delivery systems. Examines organizing, operating, and managing human service systems relative to legal, economic, and personnel standards and practices. Prepar,es students to interact with legal, financial, and business experts in the operation and development of rehabilitation services. Prerequisite: REHB 460. Spring, annually.|
REHB 575
Admin Rehb Deliv Systems
Participants engage in the study of the business and personnel aspects of functioning in and managing human service delivery systems, including organization, operations, and management relative to legal, economic, and personnel standards and practice,.|
ED 711
Admin Funct Super
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EDAD 715
Admin Ethic And School Law
This course represents the fourth theme (Administrative Ethics and School Law) in the principal certification program. This course is designed to provide the candidate with an examination of the legal and ethical issues facing school administrators.,Prerequisite: Successful completion of Theme III.|