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Course Criteria
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6.00 Credits
Child Development and Cognition is designed to investigate the theory and experience of children in the perceptual, motor, cognitive, social, psychological, and moral domains of development. This course specifically addresses these constructs from the prenatal period to nine years of age. Additionally, Pennsylvania's Early Childhood Learning Standards are studied as the guideposts for teacher candidates to provide responsive instruction, curriculum, collaboration, and assessment. Additionally, this course examines the application of the principles and theories of child development and learning in order to promote responsive instruction, curriculum, collaboration, and assessment in the classroom. A practicum is a required component of this course which enables students to learn observation, assessment, and recordkeeping skills.
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6.00 Credits
Theoretical perspectives that have influenced curriculum development in both early childhood and elementary classrooms (Infancy to Grade 4) are examined and compared in this course. These perspectives are, then, used to analyze curricula and to make informed choices when planning instruction, selecting instructional materials, and assessing individual and group progress. This course also introduces and prepares the student to develop the reflective teaching skills that are needed to work with English language learners from Pre-K to Grade 4. To successfully complete this course, students must demonstrate their understanding of learning as a process that integrates all areas of development (emotional, social, language, cognitive, physical and creative), and utilize a variety of instructional strategies so that all children can become interested and engaged in learning. They must also be able to demonstrate their understanding of how they combine relationships with children and families, develop effective approaches to teaching and learning, and show knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning. The course provides an opportunity for prospective teachers to become knowledgeable about theories and research on creativity and to develop the ability to integrate the meaningful use of arts processes and content to introduce, develop, or bring closure to lessons in any academic area.
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6.00 Credits
This course focuses on the foundations for early literacy learning and the instructional strategies for teaching beginning reading, writing and math from Pre-Kindergarten to Grade 4. All aspects of the literacy curriculum and teaching young children reading skills before the age of formal instruction are investigated. An emphasis is placed upon effective and developmentally appropriate strategies for young children. Additionally, students examine issues that impact literacy learning, such as diversity, home-school connections, the role of play in learning, creating a print-rich environment, and oral language development. Students also learn how to implement specific literacy assessments in order to make sound instructional strategies for developing beginning readers and writers. In addition, an introduction to the teaching of mathematics to children Grades PK-4 is presented through an examination of methodologies that is appropriate to the physical and cognitive developmental stages of these children. Throughout the semester, students are provided with opportunities to gain confidence in teaching math concepts that are developmentally appropriate at this level.
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6.00 Credits
This course prepares students to become effective early elementary social studies educators who are capable of teaching the content knowledge, intellectual skills, and civic values that are necessary for fulfilling the responsibilities of citizenship in a participatory democracy. Special attention is given to effective teaching strategies and to addressing the individual and cultural diversity of all learners. Consequently, students examine the social studies curriculum as it specifically relates to learning and development, differences in learning styles, critical thinking, problem-solving and performance skills, active learning and motivation, as well as modes of inquiry. Collaboration and supportive classroom interaction, instructional planning, assessment, reflection and professional growth, and professional leadership (based upon pedagogical standards that have been identified by the National Council for the Teaching of Social Studies) are also studied. In addition, students are also taught science theory, practice, and pedagogy that are based upon children's cognitive development that is appropriate at the PK-4 grade levels. Contemporary science education research and practice, as articulated in Pennsylvania Academic Standards for Science and Technology, Environment and Ecology (STEE), STEE Anchor Assessments, Benchmarks for Science Literacy, published by the American Association for the Advancement of Science, and The National Science Education Standards, published by the National Research Council, are also analyzed.
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6.00 Credits
When families, communities, and schools work together to support student learning, the results are powerful! Effective collaboration among these groups can yield results that mutually support each segment of the education community, especially the students. In this course, students learn about the complex characteristics of family units and communities. They, then, utilize that knowledge to create and sustain respectful, reciprocal relationships which support, empower, and involve families at all levels of their children's development and learning. Students also develop and master strategies to increase family and community involvement in their schools. These strategies ultimately evolve into a partnership plan and/or a lesson or unit in which parents and community resources are fully integrated. The collaborative and communicative processes between parents and professionals who live and work with students with disabilities are also examined. In addition, this course examines the nature of parent conferences, IEP meetings, co-planning and co-teaching, and how to address the concerns of families of students with special needs.
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1.00 - 6.00 Credits
No course description available.
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6.00 Credits
The focus of the course is the development, from concept to completion, of the research paper and the relationship of that research to the Experiential Learning Project. Students explore various methodologies for collecting, reporting, documenting, and presenting research findings. The total immersion and focus on research is in preparation for other seminars in the Liberal Studies Degree Program. Open to Liberal Studies Degree students only. (Liberal Studies Core Course)
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1.00 - 6.00 Credits
No course description available.
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6.00 Credits
The history and structure of the English language is examined through an integrated process of description, analysis, and comparison. Topics in contemporary language form and function make this course particularly valuable for students who are interested in social services, education, communications, and graduate school preparation. Prerequisites: LSENG 190 and LSLIT 110. Open to Liberal Studies Degree students only.
Prerequisite:
LSENG-406
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6.00 Credits
No course description available.
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