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. Taken concurrently with ED222. Requires fieldwork. 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. This course provides an overview of special education systems including models, theories, laws, policies, and current issues in addition to an overview of the specifics and issues pertaining to the development of students with disabilities and their families. Requires field work. 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. Prerequisites: ED 212, ED214, ED201

220 Profession of Teaching (2 credits) The course provides a scheduled opportunity to complete common fieldwork that bridge content specific courses including ED 211 and ED 222 and ED 282. Prerequisites: ED 110

222 Instructional Techniques in Early Childhood (3 credits)This course is designed to guide the student in the understanding of developmentally appropriate and culturally responsive practices and their application in inclusive early childhood and early elementary settings. The role of the early childhood educator as a facilitator in the planning, presentation and guidance of integrated early childhood activities is emphasized. Learning through play, family partnerships, cultural and linguistic diversity, and inclusive instructional strategies are highlighted. Includes field experience.Taken in conjunction with ED 211. Prerequisites: ED212, ED214, ED 201.

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) This course introduces pre-service Special Education teachers to the demands of the role in the field. Through content and fieldwork, participants in this course focus on the role of the special education teacher in facilitating effective services across settings through the use of research, assessment, progress monitoring, and collaboration across varies special education service models. The critical role of quality IEP development is the framework for much of this course. Emphasis is placed on the learner with disabilities in grades 4-8. Prerequisite: ED110 or the equivalent, ED214 or the equivalent.

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.

305 Critical Conversations and Fieldwork in Elementary Education (3 credits; Spring) A hybrid (partially online) course that 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. Prerequisites: ED319, ED384, ED315

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 Differentiated Instruction in the Inclusive Classroom (3 credits) This course is designed to help future teachers develop a basic understanding of principles and practices related to effectively addressing academic diversity in contemporary classrooms. The guiding framework for the semester is designed to reinforce the idea that defensible differentiation requires thoughtful and consistent attention to multiple aspects of curriculum, instruction, assessment, and learning environment. Prerequisite: ED 216, ED 382, ED211, ED322

317 The Literacies of Social Studies, Science and Language Arts (3 credits) 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. Prerequisites: ED218, ED375, ED323, ED221, ED306.

318 Developing Mathematicians: Thinking Teaching and Learning in Elementary Mathematics (3 credits) 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 ED317 and ED387.
Prerequisites: ED319, ED384, ED315.

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

323 Early Intervention (3 credits; Spring) This course provides an overview of evidence-based best practices in program development and implementation of inclusive services for young children with disabilities, including philosophical, historical, and legal foundations. Inclusive, integrative, collaborative, family-focused and activity-based models of service delivery are emphasized with an overview of family-centered issues and trends in early intervention. Prerequisites: ED 211, ED 222.

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)

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 Chair of Teaching and Learning. Prerequisite: permission of the Chair of Teaching and Learning.

394 Supporting Students with Low-Incidence Disabilities (3 credits) The purpose of this course is to prepare students in problem solving strategies, teaching techniques, itinerant services, and use of 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 the provision of effective education to these students. Students will explore the ramifications, language, and 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 early intervention to 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 students with significant disabilities, with an emphasis on social, emotional, behavioral, transition and life skills, will be 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 to provide a context for all assignments. Fieldwork requirements include 15 hours of Stage 2 fieldwork and 20 hours of Stage 3 fieldwork. Prerequisite: ED 110, ED 214 and ED 282 or equivalent.

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) 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 mentor 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 Director of School and Community Collaborations. Applications must be submitted early in the spring semester of the junior year for placements in the fall of the senior year.

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 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.

ED460 Evidence Based Practices to Support Students with Emotional & Behavioral Challenges (3 credits, pending approval) 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
 

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