Course description unavailable, please contact Academic Services. Please try again at a later time 0 Credits
0 Credits

Course description unavailable, please contact Academic Services. Please try again at a later time 0 Credits
0 Credits

Prerequisites: ECED2100 and and Candidacy status 3 Credits
3 Credits

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0 Credits

Course description unavailable, please contact Academic Services. Please try again at a later time 0 Credits
0 Credits

Course description unavailable, please contact Academic Services. Please try again at a later time 0 Credits
0 Credits

Course description unavailable, please contact Academic Services. Please try again at a later time 0 Credits
0 Credits

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0 Credits

Course description unavailable, please contact Academic Services.

0 Credits

Field experiences one to three provide the pre-service teacher with an overview of the education profession and process. Co-requisite: EDUC2000 0 Credits
0 Credits

Course description unavailable, please contact Academic Services.

0 Credits

Field experiences four to six provide the pre-service teacher with opportunities to explore theories of learning. Co-requisite: EDUC2100 0 Credits
0 Credits

Course description unavailable, please contact Academic Services. Please try again at a later time 0 Credits
0 Credits

Course description unavailable, please contact Academic Services. Please try again at a later time 0 Credits
0 Credits

Course description unavailable, please contact Academic Services.

0 Credits

Course description unavailable, please contact Academic Services.

0 Credits

Course description unavailable, please contact Academic Services.

0 Credits

Per the PA Department of Education (PDE), students seeking PA teacher certification must successfully accomplish a pre-student teaching experience. Pre-student teaching is designed to involve the pre-service early childhood, early childhood with special education, secondary, BCIT, and middle level education students with the various aspects of classroom teaching, methodology, pedagogy, curriculum/standards, and classroom management. The students will have the opportunity to employ reflective decision making when planning, implementing and assessing learning in an actual school environment. In addition, pre-service student teachers will become aware of the managerial, record keeping, and professional aspects of teaching in diverse classroom settings. During pre-student teaching, students will move through four basic learning experiences: observation, one-to-one tutoring or instruction, small group instruction and whole class or whole-group instruction. Co-requisite: EDUC4120 0 Credits
0 Credits

Per the PA Department of Education (PDE), students seeking PA teacher certification must successfully accomplish a pre-student teaching experience. Pre-student teaching is designed to involve the pre-service early childhood, early childhood with special education, secondary, BCIT, and middle level education students with the various aspects of classroom teaching, methodology, pedagogy, curriculum/standards, and classroom management. The students will have the opportunity to employ reflective decision making when planning, implementing and assessing learning in an actual school environment. In addition, pre-service student teachers will become aware of the managerial, record keeping, and professional aspects of teaching in diverse classroom settings. During pre-student teaching, students will move through four basic learning experiences: observation, one-to-one tutoring or instruction, small group instruction and whole class or whole-group instruction. Co-requisite: EDUC4130 0 Credits
0 Credits

Per the PA Department of Education (PDE), students seeking PA teacher certification must successfully accomplish a pre-student teaching experience. Pre-student teaching is designed to involve the pre-service early childhood, early childhood with special education, secondary, BCIT, and middle level education students with the various aspects of classroom teaching, methodology, pedagogy, curriculum/standards, and classroom management. The students will have the opportunity to employ reflective decision making when planning, implementing and assessing learning in an actual school environment. In addition, pre-service student teachers will become aware of the managerial, record keeping, and professional aspects of teaching in diverse classroom settings. During pre-student teaching, students will move through four basic learning experiences: observation, one-to-one tutoring or instruction, small group instruction and whole class or whole-group instruction. Co-requisite: EDUC4140 0 Credits
0 Credits

Per the PA Department of Education (PDE), students seeking PA teacher certification must successfully accomplish a pre-student teaching experience. Pre-student teaching is designed to involve the pre-service early childhood, early childhood with special education, secondary, BCIT, and middle level education students with the various aspects of classroom teaching, methodology, pedagogy, curriculum/standards, and classroom management. The students will have the opportunity to employ reflective decision making when planning, implementing and assessing learning in an actual school environment. In addition, pre-service student teachers will become aware of the managerial, record keeping, and professional aspects of teaching in diverse classroom settings. During pre-student teaching, students will move through four basic learning experiences: observation, one-to-one tutoring or instruction, small group instruction and whole class or whole-group instruction. Co-requisite: EDUC4150 0 Credits
0 Credits

Course description unavailable, please contact Academic Services.

3 Credits

Course description unavailable, please contact Academic Services.

3 Credits

This course provides teacher candidates with an introduction to teaching and an understanding of American education with respect to its history, societal influences, underlying philosophies, and today?s instructional approaches. Topics emphasized include teacher professionalism, diversity in the classroom, governance, and educational reform. Teacher candidates are exposed to the real world of teaching through discussion of current trends and issues, with a focus on standards, assessment, and accountability. In addition, candidates begin their exploration of the teaching profession through two required field experiences and professional activities. The use of technology is required for research and presentation of course-related information. Education candidates must earn a C grade, or higher, to successfully complete this course. Students in the class must apply for 3 criminal clearances (PA State Police, PA Child Welfare, and FBI) in order to complete field hours in public schools (outside of the class time) where the clearances are required. You must also register for a separate field course EDUC 0150 that is a co-requisite for EDUC 1500.
3 Credits

This course provides teacher candidates with an introduction to teaching and an understanding of American education with respect to its history, societal influences, underlying philosophies, and today?s instructional approaches. Topics emphasized include teacher professionalism, diversity in the classroom, and educational reform. Teacher candidates are exposed to the real world of teaching through discussion of current trends and issues, with a focus on standards, assessment, and accountability. In addition, candidates begin their exploration of the teaching profession through three required field experiences and professional activities. The use of technology is required for research and presentation of course-related information. Education candidates must earn a C grade, or higher, to successfully complete this course. Co-requisite: EDUC0200 3 Credits
3 Credits

This course is designed to help pre-service teachers understand human development (physical, cognitive, social, personal, moral) in relation to learning and teaching including classroom management, special education, cultural differences, learning styles, multiple intelligences, and ELL. The course also stresses the application of contemporary learning theory through discussion, projects, and case studies that serve both the goal of promoting content expertise as well as various aspects of literacy.
Prerequisite: Permission of the Department Head Co-requisite: EDUC0210 3 Credits
3 Credits

This course addresses conceptual understanding and application of technology for planning and delivering instruction, and student use of technology to enhance learning. Discussion includes basic computer hardware and software terminology; societal, ethical, and legal issues regarding the use of technology; distance learning; and information systems to support educational organization. The course participant must demonstrate proficiency integrating educational technology appropriate to specific lessons, and must demonstrate an ability to teach students how to use technology to meet lesson objectives. Skills practiced in the overall technological and educational context include: word processing, spreadsheet, database, and presentation software. In addition, other areas explored with hands-on experience include use of the Internet, educational software, digital media, video conferencing, electronic whiteboards, and other typical computer hardware.
Prerequisite: EDUC2100 3 Credits
3 Credits

Course description unavailable, please contact Academic Services.

3 Credits

This course provides an overview for prospective secondary teacher of the language systems, characteristics and needs of Multi Language Learners (MLLs), and various methods and techniques of providing comprehensible instruction that focuses on academic language in all content areas, including science, math, social studies, and English language arts. Through the lesson presentation and class discussion, teacher candidates will identify MLLs? strengths in English, vary teaching approaches, and design appropriate assessment tools in supporting MLLs.
Prerequisites: EDUC3400 and Candidacy Status 3 Credits
3 Credits

Prerequisites: EDUC2100 and Candidacy Status
3 Credits

This course provides education candidates with knowledge of classroom and standardized assessment. Course content will address validity, reliability, and fairness of assessment scores. Students will learn how to design classroom assessments including selected response items, constructed response items, performance assessments, and portfolios. The development and use of scoring guides, rubrics, and grading scales, will be addressed. Course content will also focus on formative assessment and the integration of assessment results into instructional planning. Item analysis and the interpretation of standardized test scores will be discussed.
Prerequisites: EDUC2100 and Candidacy status 3 Credits
3 Credits

Prerequisites: EDUC3400, candidacy status, and permission of the department head
3 Credits

This course provides opportunities for candidates to explore specific teaching and assessment strategies and processes particularly suited for the field of English/ communication. Emphasis will be placed upon the tools of inquiry and national/state standards for English/communication. Candidates spend four weeks in intensive study and practice related to the theory and pedagogy of their discipline(s). The purpose of this course is to immerse and prepare competent teachers of English/communication. Education candidates must earn a "C" or higher to successfully complete this course. Pre-requisites: Candidacy status in education Co-requisite: EDUC0410 3 Credits
3 Credits

This course provides opportunities for candidates to explore specific teaching and assessment strategies and processes particularly suited for the field of business education. Emphasis will be placed upon the tools of inquiry and national/state standards for business education. Candidates spend four weeks in intensive study and practice related to the theory and pedagogy of their discipline(s). The purpose of this course is to immerse and prepare competent teachers of business, computer and information technology in elementary, middle, and high schools. Education candidates must earn a "C" or higher to successfully complete this course.
Prerequisites: CSCM1030 (COSK2220) or CSHR1030 (COSK2225), Candidacy status in education, and admission to Professional Semester Co-requisite: EDUC0420 3 Credits
3 Credits

This four-week clock course provides opportunities for teacher candidates to explore specific teaching and assessment strategies and processes particularly suited for the field of mathematics. The following "strands" are intertwined within this four-week course: NCTM teaching principles and standards, research on teaching and learning mathematics; applied mathematical problem solving; current issues in mathematics education; historical mathematical topics appropriate for the classroom; technology in the mathematics classroom; assessment in the mathematics classroom. Students will also have the opportunity to design and deliver mathematics lessons based on the Connected Mathematics curriculum. There is an opportunity for students to design and deliver a day-long mathematics enrichment day for mathematically precocious middle school students. Assignments are many and varied, from reading and reporting, generating written responses and reflections, giving oral reports, micro-teaching in both real and contrived classroom situations, designing lessons around technology, and participating in discussions in class.
Prerequisites: CSCM1030 (COSK2220) or CSHR1030 (COSK2225), Candidacy status in education, and admission to Professional Semester Co-requisite: EDUC0430 3 Credits
3 Credits

This course provides opportunities for candidates to explore specific teaching and assessment strategies and processes particularly suited for the field of science. Emphasis will be placed upon the tools of inquiry and national/state standards for science. Candidates spend four weeks in intensive study and practice related to the theory and pedagogy of their discipline(s). The purpose of this course is to immerse and prepare competent teachers of biology/environmental education. Education candidates must earn a "C" or higher to successfully complete this course.
Prerequisites: COSK2220 or COSK2225, Candidacy status in education, and admission to Professional Semester Co-requisites: EDUC0440 3 Credits
3 Credits

This course provides opportunities for candidates to explore specific teaching and assessment strategies and processes particularly suited for the fields of Social Studies. Emphasis will be placed upon the tools of inquiry and national and Pennsylvania academic standards for Social Studies. During this course, candidates will create lesson plans in diverse social studies disciplines, and will use them to micro-teach. Candidates will develop a unit plan, with detailed lesson plans which identify appropriate adaptations for diverse learners. Candidates will also create assessment tools, including tests and authentic assessments, and assignments with appropriate adaptations for diverse learners. Candidates will utilize instructional technology to create a CD which includes their unit plan and assessment. Candidates must earn a "C" or higher to successfully complete this course.
Prerequisites: CSCM1030 (COSK2220) or CSHR1030 (COSK2225), Candidacy status in education, and admission to Professional Semester Co-requisite: EDUC0450 3 Credits
3 Credits

Students will create a professional portfolio, following the Guidelines for the Professional Portfolio handbook. Candidates will present their portfolio at the Portfolio Fair and evaluate the submission of two of their peers. Candidates will respond to a series of interviewing questions from a panel of educators using their portfolio.
Prerequisites: CSCM1030 (COSK2220) or CSHR1030 (COSK2225), Candidacy status in education and admission to Professional Semester 3 Credits
3 Credits

Student Teaching for Education majors with a concentration in early childhood, Secondary English, Secondary Social Studies, or Secondary Biology. Co requisite is EDUC 4200 Student Teaching Seminar. Department head approval needed. Updated clearances, TB test and professional insurance all required.
Prerequisites: EDUC4060 and permission of the department head
9 Credits

This is the capstone course for all candidates seeking certification in secondary education. Candidates spend 12 weeks in a full-time internship in an approved middle or high school. Candidates will work on a daily basis with an approved cooperating teacher(s) certified in the designated content area. In addition, each candidate is supervised by an RMU supervisor. Pre-requisites: Candidate status in education and admission to the Professional Semester 9 Credits
6 Credits

This is the capstone course for all candidates seeking certification in secondary education. Candidates spend 12 weeks in a full-time internship in an approved middle or high school. Candidates will work on a daily basis with an approved cooperating teacher(s) certified in the designated content area. In addition, each candidate is supervised by an RMU supervisor. Pre-requisites: Candidate status in education and admission to the Professional Semester 9 Credits
9 Credits

This is the capstone course for all candidates seeking certification in secondary education. Candidates spend 12 weeks in a full-time internship in an approved middle or high school. Candidates will work on a daily basis with an approved cooperating teacher(s) certified in the designated content area. In addition, each candidate is supervised by an RMU supervisor. Pre-requisites: Candidate status in education and admission to the Professional Semester 9 Credits
9 Credits

This is the capstone course for all candidates seeking certification in secondary education. Candidates spend 12 weeks in a full-time internship in an approved middle or high school. Candidates will work on a daily basis with an approved cooperating teacher(s) certified in the designated content area. In addition, each candidate is supervised by an RMU supervisor. Pre-requisites: Candidate status in education and admission to the Professional Semester 9 Credits
9 Credits

This is the capstone course for all candidates seeking certification in secondary education. Candidates spend 12 weeks in a full-time internship in an approved middle or high school. Candidates will work on a daily basis with an approved cooperating teacher(s) certified in the designated content area. In addition, each candidate is supervised by an RMU supervisor. Pre-requisites: Candidate status in education and admission to the Professional Semester 9 Credits
9 Credits