|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
4.00 Credits
The course is focused on building a product for a non-engineering customer. The class will be paired with another course or activity on campus which will act as the customer. The students will work with that customer initially to define a product and then throughout the semester, they will revise that definition and use agile development techniques to deliver the product to the customer. This course is available for graduate credit.
Prerequisite:
CMSC 371 (Grade of C or Higher) or SWEN 300 (Grade of C or Higher)
-
4.00 Credits
The study of testing software including test case design, automated testing, and test coverage in unit, integration and system test phases. Differences in strategies for white and black box testing. How testing fits into the traditional life cycle and how it can be used to drive the life cycle as in Extreme Programming. Through a series of testing labs, debugging techniques will be practiced. This course is a continuation of Traditional Life Cycle. The team projects started in that course will be tested and then enhanced using Extreme Programming methods. A continuation of the projects developed in CSC 490 which is required. Department approval for scheduling is required. This class is not available for graduate credit.
Prerequisite:
SWEN 400 (Grade of C or Higher)
-
3.00 Credits
Middle level teaching candidates will focus on historical and contemporary models of schooling for young adolescents, examining the principles, theories and research underlying the philosophical foundations of developmentally responsive middle schools. Philosophies, functions and structures that shaped the American middle level school and how these organizational components assist in making the young adolescent more successful in a developmentally safe environment will be examined. Theories, principles, and research along with practical approaches in planning, instruction, assessment and student management will be examined, observed, discussed and reflected upon as they relate to the success of young adolescents. This course will require visitation, observations, and participation in local middle level programs. (3 credits: 3 observation hours, 3 assisting hours).
-
3.00 Credits
Secondary education teacher candidates require a knowledge base and working understanding of the organizational structure of the high school in that it is central to the daily work of teachers. Students will develop an understanding of the philosophical, historical, and social foundations of the American high school as well as the diverse needs of this population. Furthermore, within this structure, a working knowledge of adolescent development is required for the successful planning and implementation of instruction. This course will also focus on historical and contemporary models of schooling for adolescents; examine the principles, theories and research underlying the developmental needs of secondary students in America including cognitive, social, sexual, emotional and moral development. This course will require visitation, observations, and participation in local secondary school programs. (3 credits: 10 stage one observation hours required as part of the course)
-
3.00 Credits
Emphasis in this course will be on the understanding and practice of validated instructional models for the use in middle school classrooms. A variety of teaching/learning strategies that consider the developmental characteristics of young adolescents are considered. The implications of the difference in adolescent learning styles, along with the need for differentiation of instruction for ELL students and students with special needs will be explored. The interconnected nature of managing behavior, motivating students, designing activities that are exploratory in nature, the use of multiple instructional strategies, the integration of technology, and the need to meet different kinds of intelligence and higher level thinking will be part of the learning done in this course.
-
3.00 Credits
Examines topics and methodologies for development of instructional strategies that promote multicultural content with existing curricula. Topics include cross-cultural communication through education, cultural influences in learning, and assessment. Techniques for teaching LEP (Limited English Proficient) and ESOL (English for Speakers of Other Languages) students also explored.
-
3.00 Credits
Introduces prospective teachers to the major theory and learning principles of young adolescent development and the way these research-based concepts can be integrated with the philosophy of middle school education. Participants will examine the intellectual, social, emotional, and moral challenges faced by students in the middle grades. Outcomes include an in-depth exploration of the repertoire of teaching strategies that match the needs and diverse learning styles associated with adolescent development, an understanding of the use of assessment data to drive effective instruction, motivation theory, and principles of effective classroom management. Concurrent with their studies and as part of the requirements for the Professional Core, students will engage in six hours of observation and assisting in the middle grades to apply theory into practice and demonstrate understanding of the principles they have studied.
-
3.00 Credits
Surveys children's literature and related materials. Evaluation, selection, and use of various materials to meet the curricular and personal needs of children with attention on materials for special groups. Study of the interests of children from preschool age to early adolescence is carried out.
-
3.00 Credits
Emphasizes content knowledge and pedagogical skills associated with teaching reading and writing to learners in grades four to eight. Focuses on reading comprehension in content area reading, as well as three types of writing are the curricular basis for this course. Outlines systematic and developmental instructional and assessment methods, including a conference approach to assessing readers and writers. The Pennsylvania Reading, Writing, Listening, and Speaking Standards are used to develop and implement lesson plans during a field component. Prerequisites: Acceptance into Professional Semester, completion of appropriate Praxis exams, all English general education courses completed.
-
3.00 Credits
Covers the practical as well as the theoretical concepts of teaching middle level mathematics in grades 4-8. Planning, instruction, assessment and interventions will be aligned with the standards for PA Curriculum, the standards advocated by National Council of Teachers of Mathematics (NCTM) and the National Middle School Association (NMSA). Planning curriculum, practicing instruction, planning assessments and interventions that are connected to local, state, and national standards will be done. The relevance of mathematics for middle level students will be attained by connecting the math curriculum to students' ideas, interests, and real life experiences while also connecting the various curriculum content areas within the field of mathematics. Integration of technology, appropriate and varied assessment techniques, strategies for intervention of unsuccessful students, record keeping, and parent communication related to the subject content and student progress will be discussed. Field hours required (two days per week and full time for three successive weeks. Prerequisite: acceptance into Professional Seminar Semester.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Cookies Policy |
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.
|
|
|