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Education

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The Education Department is committed to preparing

outstanding graduates empowered as decision-makers and

reflective practitioners. These individuals shall have the

knowledge and skills necessary to take their place in society

as professional educators, capable of meeting the needs of a

diverse population in our rapidly changing society. The overall

mission of the department is to develop educators who have

mastered both general knowledge and specialized training,

including a recognized body of knowledge in professional

content and pedagogy, and a successful integration of

technology into day-to-day instructional practices. Individuals

will demonstrate an internalized standard of excellence, will

be prepared to meet professional employment requirements,

and will be ready to assume responsibility for the exercise of

professional judgment and for continued professional growth.

The experienced faculty of the Education Department

at Clarion is committed to students and to the profession of

teaching. Serving as academic advisors, faculty members

encourage and help individual students attain their professional

teaching goals. Student-centered classes and a variety of

field experiences are offered in five specialized curricula

in professional education: early childhood, mid-level,

environmental, modern languages, and secondary education.

Each curriculum is designed to meet the graduation

requirements of the university, the certification requirements

of the Commonwealth of Pennsylvania, and the accreditation

standards of professional groups such as the National Council

for the Accreditation of Teacher Education.

Tests Needed for Certification

All certifications are required to take PAPA– 8001, 8002,

8003 (PEARSON) along with the following test/tests.

ECH PreK-4 Cut Score

PreK-4 — 8006, 8007,8008 (PEARSON) ............ 220 Each

SPED PreK-8

SPED PreK-8 — 8011, 8012 (PEARSON)............220 Each

SPED 7-12

SPED 7-12 — 8015, 8016 (PEARSON)................220 Each

Middle Level Content Areas

1. PA Grades 4-8 Core Assessment — 5153, 5154, 5155 (ETS)

5153-162; 1554-152; 5155-164

2. Subject Concentration Test (ETS)

PA Grades 4-8 English — 5156...................................156

PA Grades 4-8 Math — 5158......................................173

PA Grades 4-8 Science — 5159..................................156
PA Grades 4-8 Social Studies — 5157........................150
Secondary Education 7-12
Secondary Education Praxis Content Area (ETS)
K-12 Certification
1. Fundamental Subjects: Content Knowledge —0511 (ETS)
2. Content Knowledge Area Test (ETS)
ETS http://www.ets.ordpraxisipa
PEARSON www.pa.nesinc.com
Education Department Outcomes
1. Demonstrate discipline specific content, child development,
and pedagogical content knowledge.
2. Demonstrate professional responsibility and ethical conduct
while exhibiting respect for the cultural diversity of
learners, families, colleagues, and communities.
3. Develop standards aligned goals, objectives, and learning
experience plans.
4. Differentiate instruction by implementing instructional
strategies informed by assessment data.
5. Design appropriate assessments to measure learner
knowledge, skills and dispositions.
6. Communicate professionally and engage learners, families,
and community members.
7. Analyze and reflect on instructional strategies, behavioral
strategies, and learner progress.
Pre-K–4th Grade (Early Childhood)
The Pre-K–4th Grade (Early Childhood) education program
provides teacher candidates with multiple opportunities to gain
the knowledge, skills, and dispositions necessary to become
effective decision makers in a multicultural society. In a
sequential format, early childhood candidates are inducted
into the education core, proceed with a series of pre-methods
courses, and engage in a sequence of field experiences that
begin in the first semester of the program.
General Education
The early childhood major should fulfill the general
education requirements of the university.
Professional Competencies
General education courses may be used to meet the
following content competencies required for certification
in Pennsylvania: literature and language, mathematics, and
English.
Professional Education Courses
The following courses are required of all Pre-K–4th Grade
(Early Childhood) Education majors:
Pre-K–4th (ECH) Core (18 credits): ED 121, 231, 235, 236,
245, 260.
Special Education Core (9 credits): SPED 418, 442, 443
Pre-K—K Block (18 credits): Must be taken concurrently: ECH
301, 310, 322, 323, 325, ECH 410.
Grades 1–4 Block (18 credits): Must be taken concurrently:
ECH 414, 415, 416, 418, ED 417, and ECH 413.
Student Teaching (12 credits): ECH 424, 425.

Mid-level Education: Grades 4-8
Teacher candidates pursue an academic program that
includes general education courses, professional education
courses, and an area of concentration; i.e., English language
and reading, mathematics, science, or social studies.
General Education
The middle-level education major should fulfill the general
education requirements of the university.
Education Core: ED 110, 122, 350, 417, EDML 322, 324, 325,
327, 329, 332, 333.
Special Education Core: SPED 418, 441, 442.
Student Teaching: EDML 424, 425
Middle-level Specialization (30 credits)
– English/Language Arts & Reading concentration: ENG
198, 199, 207, 242, 262, 263, 297, 332, 333, 339, 350, 470,
482. Content Competencies: (ED 350, ENG 459, 462, 463,
select one), SCED 205, (PHSC 111, 112, BIOL 111, ES 111,
140, select one), MATH 111, 112, 113, 211, HIST 120 or 121,
HIST 111 or 112 or 113, PS 211, GEOG 100.
– Mathematics concentration: MATH 111, 112, 171, 211,
MATH 113 or MATH 221, or MATH 321, MATH 212 or MATH
357, MATH 213 or MATH 260, or MATH 270, MATH 214 or
MATH 340, MATH 215 or MATH 340, MATH 454. Content
Competencies: ED 122, 350, 417, NSCI 150, 151, SCED 205,
(PHSC 111, 112, BIOL 111, ES 111, 140, select one), HIST
111 or 112 or 113, HIST 120, 121, PS 211, GEOG 100.
– Sciences concentration: BIOL 155, 156, 165, 166, 202, CHEM
153, 163, ES 150, 280, PH 251, 252. Content Competencies:
ED 122, 350, 417, ENG 111, 263, 463, EDML 332, 333,
HIST 111 or 112 or 113, HIST 120 or 121, PS 211, GEOG
100.
– Social Studies concentration: HIST 111, 120, 121, ECON 211,
PS 211, GEOG 100, HIST 112, 113, 130, 131, 286, ANTH 211.
Content Competencies: ED 122, 350, 417, SCED 205, (PHSC
111, 112, BIOL 111, ES 111, 140, select three), SCED 476,
ENG 111, 263, EDML 332, 333, MATH 111, 112, 113,
211.
Integrated Middle-Level Education (Grades 4–8)
Teacher candidates pursue an academic program that
includes general education courses, professional education
courses, and an area of emphasis; i.e., English/languagereading,
mathematics, science, or social studies. This course
of study is integrated with a Master’s in Education with
Special Education Concentration. Please refer to the Clarion
University Graduate Catalog for specific requirements at the
graduate level.
Environmental Education
Sponsored by an interdisciplinary committee comprised
of faculty from the Departments of Biology, Chemistry,
Education, and Anthropology, Geography, and Earth Science,
the certification in environmental education prepares teachereducators
to develop and implement in-school and outdoor
education about the environment at both elementary and
secondary levels. The Environmental Education Program is
for non-degree certification only. It may be combined as a dual
certification with one of the following areas: biology, earth
and space science, chemistry, or general science. The total
semester hours needed to complete a dual certification program

varies. Graduate students in some areas may also complete,
concurrent with their master’s program, the certification
program by selecting appropriate courses by advisement.
Undergraduate application for admission to the program is
through the Education Department chairperson. Graduate
application for admission is through Graduate Studies. The
required courses in the non-degree, certification only, program
are as follows:
Education (21 credits): ED 110, 122, 225, 327, 329, 417, and
SPED 418, 441, 442.
Science Foundations (31 credits): BIOL 155, 165, 156, 166,
CHEM 153, 163, 154, 164, PH 251, ES 150 and 280.
Education About the Environment Specialization (15 credits):
GEOG 115, ES 260, 270, BIOL 202, and SCED/BIOL
476/576.
Professional Core (15 credits): ED 403, 424, and 426.
Math Proficiency (three credits): MATH 221.
Secondary Education
Baccalaureate programs leading to certification in
secondary education (7-12) are available in biology, chemistry,
earth science, English, French (K-12), general science,
mathematics, physics, social studies, and Spanish (K-12).
Each program is designed to provide students with a thorough
foundation in the teaching specialty and with the professional
skills needed to work effectively with adolescents in a variety
of learning environments.
General Education
Secondary education students fulfill the general education
requirements of the university. However, within certain majors
there may be slight deviations from the pattern presented, and
secondary students should check with the departmental office
of the discipline in which they are majoring to ascertain any
variations. Two college-level English (composition/literature)
and math courses are required.
Professional Education Core Requirements (36 credits):
ED 110, 122, 225, 327, 329, 350, 417, ED xxx (Methods in specific
discipline), ED 424, 425, and SPED 418, 441, 442.
Secondary Certification Specialization
Secondary education majors may choose areas of
specialization from the following programs. A grade of C
or better is required for each course in the major area of
specialization.
Biology (38 semester hours)
Required Courses: BIOL 155, 165, 156, 166, 201, 202, 203,
382, 476, CHEM 154, 164, 251, 261.
Electives (two required), BIOL 341 and 405 recommended.
Prior to registration the student’s advisor will approve courses
taken as biology electives. In meeting general education
requirements, the distribution in natural sciences and mathematics
may be met with supplemental courses from the field of
specialization. It is recommended the quantitative reasoning
requirement be met by MATH 221 and the mathematics
competency be met by MATH 171 or higher. Students should
note no more than one non-laboratory elective may be included
in credits for the biology specialization. Proficiency in earth
science, Physics I or II, also required.

Chemistry (42 semester hours)
Required: CHEM 151, 152, 161, 162, 251, 252, 257, 261, 262,
270, 271, 353, 354, 355, 358, 363, 364, 368, 456, and 470.
Additional Requirements: MATH 270, 271 and PH 251 or 252.
Students who have taken CHEM 153 and 154 may be permitted,
upon consideration of their performance, to substitute these
courses for CHEM 151 and 152. A total of 30 semester hours
in chemistry must be taken. Competency in biology and earth
science (BIOL 476) also required.
Earth Science (33 semester hours)
Required: ES 150, 200, 222, 250, 270, 280, 476
10 credits in one of two specializations: Geology: ES 255, 260,
355, 360, 370; Planetarium Management: ES 201, SCED 485,
COOP 497
Secondary Education Core (31 credits)
Required: ED 110, 122, 327, 329, 334, 418, 424, 425; SCED
499
Supplemental Courses: CHEM 154/164, four credits from
biology, chemistry, or physics.
Proficiencies: CHEM 153/163, PH 251 or 252, BIOL 155/165.
English (42 semester hours)
Required: ENG 198, 199, 221, 222, 225, 226, 227 or 228, 262,
263, 355, 459 or 462 or 463, 470.
Additional English requirements (nine credits):
One from: ENG 353, 457, 458, or 459.
Literature electives: six credits must be taken on the 300/400-course
levels.
One additional 300-400 level literature course competency
required.
Non-print media competency is required.
Advanced writing competency is required.
French K-12 (33 semester hours)
Required (33 credits): FR 250 or 251 and 252, 265, 270, 281,
282, 301, 341, 342.
Supplemental Courses (six credits): ANTH 211 and ENG 457
or ENG 262.
Electives: Six credits to be approved by advisor (200 level
above 252 and any 300 level French excluding courses taught in
English).
Students participating in foreign study programs must complete
at least six hours of French literature at Clarion, regardless of the
number of credits earned abroad.
General Science (38 semester hours)
A program specifically designed to prepare students to teach
science at the junior high or middle school level. General science
majors are not prepared to teach specialized high school courses
such as biology, chemistry, physics, or earth science. Likewise,
biology, chemistry, or physics majors are not prepared to teach
general science unless their college program is broadened to include
all of the required science courses of the general science curriculum
Students who desire to teach only specialized courses should major
in the specific subject area.
Required: BIOL 155, 165, 156, 166, 202, BIOL or ES 476,
CHEM 153, 163, 154, 164, PH 251, 252, ES 150, 200, 270, and
280, plus two one-credit seminars.
Also Required: Proficiency in precalculus (MATH 171) and
statistics (MATH 221 or 321); Successful completion of SCED
460 and 499.
Majors in general science should not include BIOL 111, MATH
112, PHSC 111, PHSC 112, and ES 111 in their general education
programs. Only upon satisfactory completion of all basic courses in
the general science curriculum will a biology, chemistry, physics, or
earth science major be recommended for an Instructional I certificate
in general science.

Mathematics (31-35 semester hours)
Required courses: MATH 270, 271, 272, 300, 321, 340, 357,
370, 390, 451, 49_, and MATH Elective (300 level or above).
Also Required: (6 credits) Junior High Strand: Math 111, 221
or Senior High Strand: Math elective (221, 285, above 300).
Electives: Prior to registration, the student’s advisor will approve
courses taken as mathematics electives. Majors must select PH
258 and/or CHEM 151 or 152 instead of basic PHSC 111-112,
which do not count toward graduation.
Concurrent certification in physics is possible with the election of
PH 258, 268, 259, 269, 351, 352, 353, 354, 371, 372, 461. Students
admitted into both programs should substitute ED 335 for 339.
Physics (38 semester hours)
Required: PH 258, 268, 259, 269, 351, 352, 353, 354, 371, 372,
461.
Electives: Additional 12 credits in physics (300-level or higher).
Proficiencies in Other Related Areas: MATH 270, 271, 272,
350, CHEM 153, 163, BIOL 476.
Social Studies (42 semester hours)
Social Studies Specialization: History Concentration (24
credits)
Required: History Concentration (24 credits), Political Science
(six credits), Geography (six credits), ECON 211, 212, ANTH
211, PSY 211, SOC 211, BIOL 476. Non-western culture
competency (three credits.)
Spanish K-12 (33 semester hours)
Required (33 credits): SPAN, 250 or 251 and 252, 265, 270
280 or 281 and 282, 301 and 12 additional credits chosen from
Spanish 253-499, excluding courses above, and courses taught
in English.
Supplemental Courses (6 credits): ANTH 211 and ENG 457
or ENG 262.
Associate of Science:
Early Childhood Education
The Associate of Science Degree in Early Childhood
Education is designed to provide students with the knowledge
and skills necessary to work directly with children from birth
through age eight. Graduates from the associate degree program
are educated to work with families and other professionals in
a variety of child care-early education settings such as Head
Start, child care centers, child development programs, public
education classrooms, and early intervention programs. The
program provides a strong foundation for individuals desiring
to continue their education at the baccalaureate level. The
associate degree program is offered completely online to
provide the maximum flexibility for employed individuals.
The program is designed to be completed on a part-time basis
over a four-year period. The following program outline must
be followed.
Sequence for Early Childhood Curriculum
First Semester ED 121, ECH 240
Second Semester ECH 231
Third Semester ECH 234
Fourth Semester ED 301
Fifth Semester ECH 350
Sixth Semester ECH 310 and ECH 322
Seventh Semester ECH 323 and ECH 325
Eighth Semester SPED 418

Ninth Semester ECH 413
Tenth Semester MATH 211, PSY 211, ANTH 211,
or SOC 211
Eleventh Semester Fine Arts nd Humanities
Physical-Biological Sciences
Twelfth Semester Literature Choice
General Education course appropriate for degree will be available
on a rotating basis. Students are encouraged to contact their
academic advisor.

 



Music Education
The curriculum for majors in music education, leading
to the Bachelor of Science in Education degree, combines a
broad requirement in general education with advanced study
in music theory, history and literature of music, applied music,
specialized courses in music education and participation in
performing organizations. The program prepares prospective
public/private school teachers who specialize in music
education with K-12 certification in instrumental, vocal,
and general music. The emphasis of the program is twofold:

the achievement of significant musical understanding and
performance; and the development of teaching skills and
techniques necessary for the effective communication of music
understanding and abilities to others.
A high percentage of graduates find employment in
their chosen fields. Increasing percentages attend graduate
schools. Education graduates have secured teaching positions
in districts, private and parochial schools, and church
positions accross the United States. The Bachelor of Science
in Education degree (B.S.Ed.) in music education is fully
accredited by the National Association of Schools of Music,
National Council for Accreditation of Teacher Education, and
the Pennsylvania Department of Education.
Prospective music majors are accepted into the program
on the basis of an audition with the appropriate studio faculty
member from the Department of Music. Audition dates
are scheduled throughout the academic year. Contact the
Department of Music for additional information.
Program Requirements
General Education (48 s.h.)
The general education distribution for all students in the college
is presented on page 44. Teacher education selection and retention
standards are listed on page 80.
Professional Education
ED 110: Introduction to Education .............................. 3
ED 122: Educational Psychology ................................. 3
ED 327: Instructional Strategies & Management ......... 3
ED 432: Student Teaching in Music ............................. 6
ED 433: Student Teaching in Music ............................. 6
MUS 359: Methods of Teaching Vocal
and Classroom Music ..................................... 4
MUS 362: Instrumental Methods .................................... 2
SPED 418: Exceptionalities in the Regular Classroom .... 3
SPED 441: Teaching Students with Disabilities
in the Secondary Classroom............................ 3
SPED 442: Differentiating Instruction
in Inclusive Settings........................................ 3
Early Field Experience
Thirty hours of early field experience are required during the
first four semesters of study. Ten hours are required in each of the
following three areas: 1) elementary/general music, 2) secondary
choral music, and 3) secondary instrumental music. The required
10 hours within each area must be completed under the supervision
of at least two different music teachers. Contact the Department
of Music office for complete early field experience requirements.
Area of Specialization
MUS 126; Music Theory I ............................................... 3
MUS 127: Music Theory II ............................................. 3
MUS 128: Aural Skills I .................................................. 1
MUS 129: Aural Skills II ................................................. 1
MUS 228: Aural Skills III ............................................... 1
MUS 229: Aural Skills IV ............................................... 1
MUS 365: Instrumental Conducting ................................ 3
OR
MUS 366: Choral Conducting ......................................... 3
MUS 370: Orchestration/Arranging ................................ 2
MUS 375: Music History I – Antiquity to 1825 .............. 4
MUS 376: Music HIstory II _ 1825 to Present................. 4

Piano Proficiency (required of all but piano majors*)
MUS 160: Piano Class I .................................................. 1
MUS 161: Piano Class II ................................................. 1
MUS 220: Piano Class III ................................................ 1
MUSA 125: Applied Music: Piano .................................... 1
Piano Competency Exam
Piano competency is required of all music education
majors in order to qualify for student teaching and graduation.
A student may take the Piano Competency Exam at any time,
but no later than the end of the sophomore year.
Techniques Classes s.h.
MUS: 182 Voice Class .......................................................1
MUS: 243 Brass Class .......................................................1
MUS: 244 String Class ......................................................1
MUS: 245 Percussion Class ..............................................1
MUS: 247 Woodwinds Class .............................................1
Applied Music (Lessons)........................................................ 7
All matriculated music majors must elect applied music
credits on their major instrument/voice each semester in
residence.
Performing Organizations................................................... 2
All music majors are required to participate in at least one
performing organization each semester they are in residence (0
or 1 credit). Two performing organizations (0 or 1 credit) must
be elected from large ensembles: MUSA 130/330,135/335,
136/336, 137/337, or 138/338. An additional two performing
organizations (0 or 1 credit) must be elected from small
ensembles: MUSA 131/331, 139/339, 142/342, 143/343,
144/344, 145/345, 301 or 302. All music education majors
must elect and pass one course (0 or 1 credit) in each of the
following areas, to be selected from the courses indicated,
during their first four semesters in residence and prior to
enrollment in music methods courses (MUS 359 and 362):
1) choral ensemble = MUSA 130/330 or MUSA 131/331; 2)
instrumental ensemble = MUSA 135/335, MUSA 136/336,
137/337, 138/338, or 301; and 3) marching band = MUSA
136/336.

Applied Music Seminar
Students pursuing degree programs are required to elect
MUS 110 and to attend the biweekly student recital series
each semester in residence as part of their curricular and
performance requirements.
Junior/Senior Recital
Students in the music education degree program are
required to present a senior recital in their major applied area
in accordance with generally accepted musical, technical, and
repertoire standards. The junior recital is optional. Students
performing a junior or senior recital must perform a recital
audition the semester prior to the semester in which the recital
is to be performed. Students who successfully complete the
audition process must elect MUS 110 and either MUS 310 for a
junior recital or MUS 410 for a senior recital. Must be enrolled
in applied lessons the semester the recital is performed.
*May be counted under General Education
Special Education, Rehabilitation and
Human Services
Department of Special Education, Rehabilitation and
Human Services, Ray Feroz, Ph.D., Chair
Special Education Center
Telephone: 814-393-2052
E-mail Address: rferoz@clarion.edu
Website: www.clarion.edu/department/spec
Department Faculty: G. Clary, A. Conner-Love, R. Feroz,
P. Gent, M. Kilwein, Y. Kim, M. Lepore, R. Sabousky, S. Sentner,
W. Swanger, L. Taylor, L. Turner, S. Wynkoop
Initial Preparation in Special Education
Special Education is no longer a “stand alone” preparation
or certification program. Chapter 49 now requires that all
Special Education certifications be combined with certification
in either PK-4 Early Childhood, grades 4-8 Middle Level, a
secondary subject content area, or Reading Specialist.
Those prepared as special educators are teachers who have
received specialized training and certification to teach students
with the cognitive behavior, and/or physical/health disabilities.
Special education, arguably one of the most challenging fields
of education, requires teachers to use a variety of creative and
critical thinking skills to develop and implement alternative
instructional strategies and/or accommodations for individuals
with disabilities.
The Special Education Program is nationally accredited
and is highly regarded throughout the Mid-Atlantic region
as a producer of high quality and skillful teachers. Personnel
from school districts throughout the United States regularly
visit Clarion campus to recruit graduates from the Special
Education Program. Students who are accepted in Clarion’s
Special Education Program will work with faculty who are
experts in the field and earn the opportunity to participate
in a variety of field experiences involving increasing levels
of responsibility and culminating in a student teaching
experience. Student teaching generally occurs in districts in

the Clarion region, but also includes sites in urban areas. It
should be noted that students are responsible for providing
their own transportation to their field sites.
Early in the professional studies, the student is introduced
to the major theories, paradigms, and knowledge bases from
education, psychology, and learning theory, including an
analysis of models and theories of human exceptionality
in learning, along with significant historical events and
influences. During this period, the student, through firsthand
observations, becomes acquainted with a diverse array
of service delivery options, related professional roles, and
persons with disabilities.
Students then focus on an in-depth understanding of
the specific disabling conditions, relevant variables and
assessment procedures and their related implications for
learning, intervention and instruction. During this period
of study, the student is required to engage in specified field
experiences that move the student from observation into direct
experience and application of empirically-based strategies and
instruction with individuals with disabilities.
In the next phase, the student further extends and refines the
knowledge and skill base through applications in specifically
selected field placements and supervised projects. During the
final undergraduate semester, the student engages in studentteaching
experiences under joint supervision and guidance of
a selected cooperating professional and department faculty.
The program is currently approved by the Pennsylvania
Department of Education.
Special Education (all degrees) Outcomes
1. Students will be competent special educators
2. Students will analyze the needs of students with disabilities
or at risk for disabilities and develop goals and design as
well as implement an individualized education plan
3. Students will exhibit behaviors consistent with the range
of evidence-based models of education.
Professional Education and Area of Specialization Certification
Core
SPED 128: High Incidence Exceptionalities.......................3
SPED 129: Low Incidence Exceptionalities........................3
SPED 245: Applied Behavior Analysis...............................3
SPED 350: Seminar-Contemporary Issues in
Special Education..............................................2
SPED 381: Special Reading and Written Expression..........3
SPED 411: Educational Assessment Practicum...................1
SPED 422: Special Education Classroom Administration..3
SPED 426: Clinical Practicum for High Incidence
Disabilities........................................................1
SPED 427: Clinical Practicum for Low Incidence
Disabilities........................................................1
SPED 428: Assistive Technology........................................1
SPED 444: Methods & Practicum – High Incidence...........3
SPED 446: Methods & Practicum – Low Incidence...........3
SPED 450: Student Teaching...............................................6
SPED 462: Educational Assessment....................................3
SPED 482: Special Math Instruction...................................3