Education Course Descriptions Undergraduate Program
Education Courses (ED)
110 Teaching for Learning (3 credits; Spring) Introductory course in education for prospective teachers. Includes an intensive analysis of teaching and of the culture of the school. Fieldwork focuses on developing the skills of engaging students in meaningful and rigorous learning. Current issues and topics and their influences on contemporary education are also explored. Requires a field experience of two hours per week (minimum) in addition to the scheduled classes.
201 Teachers as Researchers and Writers (3 credits; Fall) This is a research writing course designed to give students an experience of what conducting research as a teacher looks and feels like from the inside out. The units for this course are divided into four according to the four main analytic papers that students will be working on over the semester are: Educational Autobiography, Teacher-Researcher Portrait, Research Essay and This I believe: Teacher Manifesto. Prerequisite: EN101, ED110
211 Assessment and Intervention in Infancy and Toddlerhood (3 credits; Spring) Intensive study of children, birth to 3, enabling the student to have an in-depth understanding of the physical, social, emotional, and cognitive development of a child. Includes required field experience focusing on an understanding of developmentally appropriate curriculum and environmental management skills, and understanding of the significance of play. Assessment and intervention of children developing both typically and atypically are addressed. Requires field observations in an infant/toddler program. Prerequisite: ED212, ED214, ED201
212 Child and Youth Development (3 credits; Fall) Study of growth and behavior of children from infancy through pubescence. Includes individual and environmental factors affecting normal cognitive, emotional, physical and social development. Requires field experience. Prerequisite: ED110
214 Introduction to Inclusive Education (3 credits; Fall) Introduction to the etiology and developmental manifestations of exceptionality in children and youth. Topics include: giftedness; physical, intellectual and emotional handicaps; education and rehabilitation services. Requires field observations. Prerequisite: ED110
216 Teaching Literacy in the 21st Century (3 credits, Spring) The purpose of this course is to explore the teaching of literacy skills and differentiating instruction in the pre-K to 8th grade classroom. Pre-service teachers will gain an understanding of the reading process and strategies and assessments used in inclusive classrooms. Some of the topics included are: phonemic awareness, phonics, vocabulary, comprehension, fluency, and differentiating instruction for the English language learner and students with special needs. Taken in conjunction with ED 220 and ED 221L (fieldwork). Prerequisites: ED 212, ED214, ED201
317 The Literacies of Social Studies, Science and Language Arts (3 credits, Fall) This course explores literacy as a practice in different disciplines (science, social studies, and language arts) and different contexts (home, community, workplace, and school). Through reading and writing as historians, scientists, and poets, honing skills to be able to identify these ways of knowing and communicating in their students, and understanding/acting on the “theoretical shoulders” on which they stand as future teachers. Taken in conjunction with ED 221. Prerequisites: ED218, ED375, ED323, ED221, ED306
318 Developing Mathematicians: Thinking Teaching and Learning in Elementary Mathematics (3 credits, Spring) Through class investigations, field applications and common assignments with other co-requisite education courses and field work in area schools, students will develop a working conception of mathematics as an evolving literacy. Students will learn how to integrate mathematics with other subjects in the school curriculum, and develop effective strategies and assessments for the K-8 inclusive classroom. Taken in conjunction with ED 221 and ED 221L. Prerequisites: ED319, ED384, ED315
220 The Teacher as a Professional (2 credits; Spring) The purpose of this course is to continue to examine teaching issues through a professional lens. Students develop and deepen their understanding of professional ethics, electronic portfolios, professional resources, and critical thinking models. The course provides a scheduled opportunity to complete common fieldwork that bridge content specific courses. Prerequisites: ED 110 and ED 120
222 Instructional Techniques in Early Childhood Education (3 credits; Spring)
266 Instructional and Assistive Technology in Education (3 credits; Spring)
282 Special Education: Professional Skills for Effective Services (3 credits; Spring) This course is designed to prepare Special Education teachers for the
demands of the role in the field. Course content, along with practicum
placement with a special education teacher will provide the opportunity
to explore the role of special education teacher. Students will examine
relevant issues in special education across all settings from inclusion
to self-contained placement. Students will examine the IEP process from
the early stages in the general education classroom all the way through
placement procedures and to issues relating to reevaluation and
transition planning. This course will bring together students previous
learning about component parts of meeting the needs of diverse students
within the context of the legal, ethical, and best practice
requirements. Pre-service teachers participating in this course will
focus on the role of the special education teacher in facilitating
effective services across settings through the use of assessment,
collaboration, alternative delivery models of special-education. The
critical role of quality IEP development will be the framework for much
of this course. Prerequisite: ED212, ED214, ED201
305 Critical Conversations and Fieldwork in Elementary Education (3 credits; Spring) An on-line course for undergraduate elementary education majors, this course addresses key digital literacies integral to college learning as well as learning to be an effective teacher. The course assists students in defining who they are as educators in relation to fieldwork, course content, and provocative theoretical texts. Students will refine their e-portfolio for submission to the department admissions committee. Prerequisites: ED ED319, ED384, ED315
301 Contemporary Issues in Education (3 credits) Survey of contemporary issues in education. Topics include cultural pluralism, desegregation and race, and bilingualism. Presents readings in anthropological, sociological, linguistic and folkloristic aspects of education.
306 Strategies for Emergent and Content Literacy (3 credits; Spring) This course addresses research-based instructional strategies for teaching literacy (including language development, reading, writing, and speaking) to learners of all instructional and grade levels, as well as practical and effective modifications for diverse learners (including struggling readers, English language learners, and students with disabilities in reading). Strategic literacy instruction through the content areas of social studies and science, particularly in relation to post-elementary learners, will also be emphasized. Formative and summative assessments of emergent and content literacy, including components of literacy (phonological awareness, word analysis, comprehension, vocabulary, fluency) will also be addressed, with an emphasis on assessments and progress monitoring that communicate the student’s progress most clearly to parents, teachers, and the students themselves. Prerequisites: ED319, ED383, ED315.
314 Assessment of Teaching and Learning (3 credits; Fall) Survey
of assessment procedures. Focuses on current issues and improved
competency in devising assessment procedures. Prepares secondary school
teachers to develop a balanced program of evaluation which will increase
instructional effectiveness and assess student learning. A self-paced,
individualized course. Prerequisites: ED 110
315 (Graduate version ED 512) Differentiated and Individualized Instruction: Teaching and Reaching All Learners (3 credits; Fall, Spring, Summer) This course is designed to teach future teachers how to create a
repertoire of teaching strategies to differentiate and individualize
instruction to meet the academic needs of every student in their
classrooms. Topics will include development of Individual Education
Plans (IEPs), differentiated instruction, universal design for learning,
adaptations, modifications, and assistive technology. Prerequisite: ED
216, ED 382, ED211, ED322.
319 Social Studies Methods (K-6) (3 credits, Fall) Students will gain skills in planning, implementing, and assessing social studies curriculum in K-6 classrooms. Using the Pennsylvania Academic Standards in Social Studies as a guide students will thematically thread social studies concepts through multiple subject areas. Take in conjunction with ED315 for PreK-4/Special Education PreK-8 undergraduates. Prerequisites: ED 110 and ED120
322 Instructional Techniques in Early Childhood (3 credits; Spring) Examination of the teaching strategies used in education of young children. Explores the relationship of child development to all areas of the early childhood curriculum from a wide spectrum of strategies. Includes the use of observational tools, lesson planning with an understanding of the process involved, analysis of teacher behavior, parent-teacher relationships, and environmental planning. Requires field experience. Prerequisites: ED ED212, ED214, ED 201.
323 Early Intervention (3 credits; Spring) Provides an overview of innovative practices in programming for preschool children with special needs. An ecological, integrative, actively based model of service delivery is emphasized throughout. Philosophical, historical and legal foundations are covered as are current issues and trends in the field. Course objectives are met through lectures, class discussions, student projects and class activities. Requires field observations.
Prerequisites: ED319, ED384, ED315
324 Elementary Science Methods (3 credits; Fall) Students will work as scientists, curriculum developers, and teachers of science, through an inquiry-based approach. Students will experience scientific inquiry first-hand, then design an inquiry investigation for children, and finally, they will guide children in their field placement through a scientific inquiry investigation. Prerequisites: ED218, ED375, Ed323, ED221, ED306
337 Developmental Content Area Reading (4 credits; Fall, Spring, Summer) For Secondary Certification and Art Education majors. Examination of reading and learning from texts as processes. Analysis of strategies for teaching reading and writing in content areas, selecting texts and study strategies. Prerequisites: ED 110 or ED , ED 212
375 Managing an Inclusive Classroom (3 credits; Spring) This course is designed to teach future teachers to manage their classrooms and challenging behaviors including noncompliance, disruption, inattention and aggression. Proactive strategies from the basic (routines, rules, attention, consistency) to the instructional (chunking work, grouping, marking corrects) are taught. Students learn to use a problem-solving approach with an emphasis on using observations, interactions, progress monitoring, and teaching social skills. The basics of prereferral intervention, instructional support teams, Individualized Education Plans (IEPs) and the use of paraprofessionals in the classroom for behavior management are covered. Fieldwork required. Prerequisite: PreK-4/Sp. Ed majors: ED ED319, ED384, ED315; Secondary Education majors: ED 110, ED120, ED 313
394 Supporting Students with Low-Incidence Disabilities (3 credits; Fall) The purpose of this course is to teach students problem solving strategies, teaching techniques, itinerant services, Assistive Technologies critical to effectively serving students with disabilities that fall under the designation “Low Incidence” and who require more intensive supports. We will learn what constitutes a low-incidence disability and issues surrounding providing this population with and an effective education. Students will explore the ramifications, jargon, specific goals and objectives included with creating an IEP for these students. Students will discuss the appropriateness of various academic environments as children with low-incidence disabilities progress from elementary to secondary education. General issues surrounding the topic of inclusion and the least restrictive environment will be addressed. Planning for transition across the life-span will be explored. A holistic approach to educating this population, with an emphasis on social, emotional, behavioral, transition and life skills are addressed. We will explore services through the lens of “quality of life” to help us consider critical issues. Students will participate in a fieldwork experience. This time will be used to guide instruction and complete the required assignments. Content will be presented through discussion, lecture, field work, laboratory and reading. Prerequisite: ED216, ED382, ED211, ED322
385 Evidence Based Practices to Support Students with Emotional & Behavioral Challenges (3 credits; Fall) The main purpose of this course is to enable educators to support students with a range of emotional and/or behavioral challenges in the least restrictive environment. This course builds on the classroom management and preventative strategies learned in ED375 (Managing an Inclusive Classroom). Positive behavior support provides the framework for assessment and problem solving using well established evidence based practices (teaching skills and arranging environments) in order to achieve the lifestyle goals identified by the support team. pre-service teachers will learn how to gather assessment data from all these sources, develop person-centered plans, and other collaboration and consultation based skills. A variety of emotional, mental health and behavioral challenges will be explored in light of how they interfere with students’ academic achievement and social/community relationships. Students will also develop skills in using resources to identify characteristics and generalized support strategies for various mental health, emotional, or behavioral challenges. Prerequisite: ED218, ED375, ED323, ED221, ED306 (Course under development)
387 Pre-Student Teaching (3 credits; Spring)
388 Survey of Day Care (3 credits; Fall) Examination of the social, emotional and cognitive growth that can be facilitated by a young child’s experience in day care. Prerequisite: permission of the instructor.
389 Independent Study. Individualized study tailored to suit the needs and interests of a limited number of juniors or seniors. Encourages limited experimental research activities. Each student works under the guidance of a faculty member assigned by the Department Chair.
Prerequisite: permission of the Department Chair.
411 Designing Learning Environments (3 Credits; Fall) Integral part of the student teaching experience for secondary education. Investigates areas relevant to the specific student teaching situation such as development of curricula, testing and evaluation techniques, classroom management and using audio-visual materials. Prerequisites: senior standing and admission to student teaching; or permission of the secondary education adviser.
412a Curriculum and Methodology for Grades 7-12: English (3 credits; Fall) Examination of instructional strategies and techniques for teachers of English, grades 7-12. Prerequisite: ED 411
412b Curriculum and Methodology for Grades 7-12: Social Studies (3 credits; Fall) Examination of instructional strategies and techniques for teachers of Social Studies, grades 7-12. Prerequisite: ED 411
412c Curriculum and Methodology for Grades 7-12: Mathematics (3 credits; Fall) Examination of instructional strategies and techniques for teachers of Mathematics, grades 7-12. Prerequisite: ED 411
412d Curriculum and Methodology for Grades 7-12: Science (3 credits; Fall) Examination of instructional strategies and techniques for teachers of Science, grades 7-12. Prerequisite: ED 411
416 Student Teaching: PreK-4/ Special Education (12 credits; Fall) Full-time teaching for a minimum of 14 weeks in an accredited day care center or school under the direction and guidance of an experienced cooperating teacher and an Arcadia University supervisor. Requires attendance at weekly seminars with the supervisor. Students must provide transportation to the school. Prerequisite: GPA of 3.0 or higher, senior standing and permission of the Coordinator of Field Placement and Supervisor. Applications must be submitted early in the fall semester of the senior year for placements in the spring of the senior year. Students planning to student teach in the fall semester must apply in the spring semester prior to student teaching.
417 Student Teaching: Secondary (12 credits; Spring) Full-time teaching for a minimum of 14 weeks in an accredited middle and secondary school under the direction and guidance of an experienced cooperating teacher and an Arcadia University supervisor. Requires attendance at weekly seminars with the supervisor. Students must provide transportation to the school. Prerequisite: GPA of 3.0 or higher, completion of all Praxis series certification tests, senior standing and permission of the Coordinator of Field Placement and Supervisor. Applications must be submitted early in the fall semester of the senior year for placements in the spring of the senior year. Students planning to student teach in the fall semester must apply in the spring semester prior to student teaching.
418 Human Development: School Years K-12 (3 credits, Fall, Spring) Examination of cognitive, social, emotional and physiological development during childhood and adolescence.
419 Undergraduate Student Teaching Practicum, Art Ed, K-12 (8 credits; Fall, Spring) Student teaching practicum to include 14 weeks of full-time teaching in an accredited school and attendance at nine on-campus seminars. Includes supervision by an Arcadia University faculty member. Students must provide transportation to the school. Applications are due at the beginning of the semester prior to student teaching. Deadline dates are Oct. 1 for the spring semester and Feb. 1 for the fall semester. Prerequisites: AE 300, 308, and senior standing.
420 Pre-Student Teaching Experience (Taken in Conjunction with ED324, ED385, ED217, US324) (3 credits; Fall) Pre-Student Teaching is designed to provide students with opportunities to participate in individual tutoring as well as small group and whole group instruction in a supervised setting within inclusive Pre-K-4 school settings. Emphasis will be on designing planning that meets the needs of all learners, various assessment practices, and professionalism. Students will be in classrooms one day a week for 12 weeks for a total of 78 classroom hours. During this time the students will be mentored by the certified Pre K-4 classroom teacher and supervised by a faculty member. Students will meet weekly with faculty in order to link classroom practices with course content. Faculty will meet with students in their schools one day a week for an hour. Students will also participate in an online Blackboard assignment one hour per week. (Course under development)
423 (Graduate version ED 622) Multilingual and Multicultural Assessment (3 credits; Spring) This course focuses specifically on the academic language needed for English language learners (ELLs) to be successful in U.S. schools. Students utilize a “pedagogy of multiliteracies” and the “continua of biliteracy” perspective to imagine curricula and pedagogy for their students. The course also emphasizes the connections between in-school and out-of-school literacies. In addition, students spend time investigating reading and writing standards and curricula and the ways that materials might be adapted for ELLs and ELLs with disabilities. Students either tutor ELLs or demonstrate a literacy activity for classmates.