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Course Criteria
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3.00 Credits
This course will prepare the early childhood educator with the foundational knowledge of the early intervention systems in Pennsylvania for the purpose of providing high quality early childhood education to young children with disabilities. Specifically, students will learn about the Individuals with Disabilities Education Act (IDEA), with a focus on early intervention services for children birth to age 8 years. Transitioning children and families to the K-12 special education system will also be explored. This course will include an introduction to the IDEA-recognized disability categories with specific emphasis on common disabilities diagnosed in early childhood. In addition, this course will discuss the characteristics and causes of disabilities, identification, and assessment, working collaboratively with families and early intervention professionals, and the classroom teacher's role in the early intervention process will be explored. Students will also learn teaching strategies and accommodations for children identified as having a disability using Universal Design for Learning. Upon successful completion of this course, students should be able to: Describe/Explain the key components of the Individual with Disabilities Education Act (IDEA) and the differences between services for children birth to 3 yrs (Part C) and 3 yrs 21 yrs (Part B), including the disability categories eligible for special education services; Describe the characteristics of developmental, congenital and genetic disabilities in all domains and the environmental influences that impact growth and development beginning prenatally; Identify developmentally appropriate screening tools used in assessment to determine eligibility for early intervention services that are ethically grounded, and linguistically and culturally appropriate; Compare and contrast the terms inclusive and included regarding how children with disabilities are supported in the classroom setting; Compare various age-appropriate accommodations for children with disabilities using principles of Universal Design for Learning; Determine community resources that support families and children's learning and development, including the referral process for early intervention; Develop strategies for partnering with the families of children with disabilities to ensure each child and family is supported.
Prerequisite:
ECE 100 (Grade of C or Higher) and ECE 130 (Grade of C or Higher)
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3.00 Credits
This course will examine the varied aspects of administration and supervision in the early care and education environment. It is designed for early childhood educators who are or would like to take on an administrative role in an early childhood program. All administrative aspects of the early care and education program will be explored with particular emphasis on the development of interpersonal relationships and skills needed for effective program management. . Upon successful completion of this course, students should be able to: Identify the varied roles of the early care and education director; Utilize licensing and certification requirements in decision making; Evaluate strategies for staff recruitment, supervision and retention; Analyze enrollment practices and policies; Implement effective strategies for working with families; Identify personal leadership styles and role in program administration; Design the physical environment to meet needs of children and staff; Evaluate communication between parents, staff and administration.
Prerequisite:
AAS or AS in ECE or Related Field OR 45 Credit Hours Completed Towards an AAS Degree
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3.00 Credits
This course will examine the current issues and trends in early childhood education. Through the use of discussions, debates and disagreement, current issues will be identified and a generation of solutions will be formulated. The design of this course is such that the early childhood educator will become a reflective decision maker. Upon successful completion of this course, students should be able to: Identify factors that lead to effective leadership; Be able to evaluate role of government in early care and education; Learn to advocate for young children; Analyze the role of business in early care and education; Develop strategies for promoting professional development; Develop and maintaining standards of quality improvement; Evaluate the quality of early care and education environments; Analyze the role of families; Identify supports for special needs children and families.
Prerequisite:
AAS or AS in ECE or Related Field OR 45 Credit Hours Completed Towards an AAS Degree
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3.00 Credits
This course will examine financial and business management strategies associated with managing a childcare center. Topics covered will include marketing, budgeting, business plans, for profit versus nonprofit financial strategies; grant writing, enrollment, cost of care and staffing issues. This course is designed as an interactive, hands on approach to learning for the center director or the early childhood professional who would like to be a center director. . Upon successful completion of this course, students should be able to: Basic principles of accounting and budgeting; The advantages and disadvantages of for profit versus non-profit early care and education centers; Business plans and marketing strategies; Human resource management; True cost of care; City and state agencies that provide financial support to families and early care and education; Basic principles of grant writing.
Prerequisite:
AAS or AS in ECE or Related Field OR 45 Credit Hours Completed Towards an AAS Degree
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3.00 Credits
This course is designed to help beginning economics students comprehend the principles essential for understanding the basic economizing problem and specific economic issues, such as, unemployment, inflation and the process by which prices, in competitive markets, are determined. Students will also study key aspects of International Economics, it's importance and impact on the domestic economy. This course will also assist students to understand and reason accurately and objectively about economic matters. Upon successful completion of this course, students should be able to: Understand the meaning of key economic terms and describe the categories of economic resources; Apply Production Possibilities Curve Analysis to explain Increasing Opportunity Cost and Economic Growth; Describe the laws of Demand and Supply and how they interact to determine market equilibrium; Explain how the economy can be assessed through national income accounts (GDP, NI, PI, DI); Describe four phases of Business Cycle and different types of unemployment and how to calculate the Unemployment rate; Describe different types of inflation and hyperinflation and their impact on economy; Describe how Aggregate Demand and Aggregate Supply model is used to analyze economic fluctuations; Describe comparative advantage and demonstrate how specialization and trade will increase nation's output and contribute to Economic Growth; Describe different types of trade restrictions and arguments for and against free trade; Identify and evaluate the economic consequences of different trade policies; Understand how exchange currency market works and how exchange rates are determined; Assess the significance of international trade and finance for the US and world economies; Evaluate economic instability and fiscal policy through classical Keynesian and monetarist models; Explain how financial markets, the Federal Reserve System and the banking system interrelate in monetary policy.
Prerequisite:
MAT 050 and ((ENG 050 and REA 050) or ENG 099* or REA 075) or Appropriate Placement Test Scores (*Course(s) May Be Taken Concurrently)
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3.00 Credits
Microeconomics is a course designed to help beginning economics students comprehend the principles essential for understanding the basic economizing problems, behavior of individual households and firms in market economy, and how the complex forces of Demand and Supply determine the prices of goods and services in these markets. Students will also learn how to analyze several market structures: Perfect Competition, Monopoly, Oligopoly and Monopolistic Competition. They will study some key aspects of International Economics, its importance and impact on the domestic economy. Upon successful completion of this course, students should be able to: Explain how elasticity and utility modify goods allocations; Relate short-run and long-run cost to the production decisions of firms; Distinguish and comparatively evaluate perfect competition, monopoly, monopolistic competition and oligopoly in terms of cost curves, profit maximizing and economic goals; Show how the factor markets are affected by supply, demand, economic rent, interest rate and profit; Explain the market failure through the interaction of public and private sectors of the economy where externalities, public goods, poverty and growth are involved; Assess the significance of international trade and finance for the US and the world economics.
Prerequisite:
(MAT 050 and ((ENG 050 and REA 050) or ENG 099* or REA 075)) or Appropriate Placement Test Scores (*Course(s) May Be Taken Concurrently)
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3.00 Credits
This course provides students with an introduction to the field of teaching and learning. Students will become familiar with teaching as a career choice and state requirements for becoming a certified teacher. To assist students in gaining knowledge in a well organized format, the course is structured into four areas of competence: historical and philosophical foundations; teacher and student diversity (culture, language, and exceptionalities); schools and curriculum; and finances, government, and legal concerns. Students will explore relevant current issues in education. Students will closely examine how schools serve as tools for promoting equity, social justice, and societal change. Upon successful completion of this course, students should be able to: Explain the practical aspects of education, including governance, the professional ethics for teachers, funding, curriculum, and societal impacts; Develop a background in education foundations, theory and policy, including understanding social, economic and cultural diversity, and implications for learning; Discuss and analyze the major developments of the history of education, especially as they relate to discrimination, equity, social justice and school reform; Develop a statement of philosophy of teaching and learning that reflects an understanding of teaching as a career and incorporates an understanding of meeting the needs of diverse student populations; Evaluate and analyze best practices and effective teaching strategies that promote student achievement.
Prerequisite:
New students should complete Placement Testing prior to registration; Visiting students may submit college transcript
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3.00 Credits
This course is an introduction to online teaching and learning. Its purpose is to increase the student's understanding and awareness of online teaching styles and strategies, as they relate to today's technologies. This course will combine educational theory with computer-based activities to complement major course concepts. The course emphasizes practices, concepts and theories applicable to any level of teaching and/or online learning. Such knowledge will help students develop skills that will influence how they practice teaching with technology in either a classroom or online environment. Upon successful completion of this course, students should be able to: Demonstrate knowledge of computers, networking, the Internet and World Wide Web as they relate to PK-college level education; Discuss and critique issues related to use of computers in education, including security, equity, copyright and ethics of using the Internet in the classroom; Identify and demonstrate the best practices associated with online materials, assessments, and evaluation; Integrate technology in curriculum planning and in lesson delivery (PDE competency); Develop an awareness of the use of technology to differentiate instruction for student populations such as special education students, English Language Learners, and gifted students; Create an e-portfolio using the college system and using products developed in coursework; Demonstrate the ability to access needed information effectively and efficiently; Analyze administrative educational policies and properly incorporate and apply those policies when deisgning course assignments; Identify the ethical, legal and socio-economic issues surrounding information and information technology; Demonstrate an understanding of the research process by developing a research question, search strategy, and select appropriate research tools and resources.
Prerequisite:
(ENG 050 and REA 050) or ENG 099* or REA 075 or Appropriate Placement Test Scores (*Course(s) May Be Taken Concurrently)
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3.00 Credits
This course focuses on the development of foundational knowledge for teacher education students to assist English language learners successfully in their future classrooms. Students will gain a basic understanding of the processes of second language acquisition and an understanding of the influence of culture on the educational process as viewed from current theoretical and pedagogical perspectives. The course content follows Pennsylvania Department of Education's guidelines for pre-service teachers for meeting the instructional needs of English Language Learners. The basic premise of the course is that teachers play an important role in creating a positive classroom learning environment and bringing school success, especially for English language learners. Students will be supported to develop essential dispositions, skills, and knowledge to fulfill this important role while exploring the issues of culture, language, learning contexts, instruction and professionalism. Students will study these five major courses topics through courses readings, class discussions and cultural explorations of our own and others' cultures while engaging in individual, social, and experiential learning opportunities together. Upon successful completion of this course, students should be able to: Explain the process of language acquisition and language as a system; Describe the socio-cultural characteristics of English language learners; Explain how culture influences student learning and teacher instruction; Identify appropriate assessment tools for evaluating the language acquisition of English language learners; Discuss and analyze effective teaching strategies for creating culturally relevant classrooms that support English language learners.
Prerequisite:
ECE 130 (Grade of C or Higher) or EDU 110 (Grade of C or Higher)
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4.00 Credits
This course will provide an orientation to various aspects of teaching in K-4 schools. Topics will include observation and use of assessment strategies and tools, planning developmentally and culturally appropriate curriculum, planning, effective instruction, classroom management strategies, discipline, and creating a responsive and engaging classroom environment the structure of the school. Field experiences will be related to course topics. Students will complete 60 hours of observation in the field. Upon successful completion of this course, students should be able to: Design classrooms, K - 4, that demonstrate appropriate use of indoor, physical space and materials; are educationally focused, respectful, and supportive to all children; Design classrooms, K - 4, that are inclusive for diverse learners, including differences in age, development, culture; Illustrate the use of Pennsylvania Learning Standards and implement lessons based on students' stages of cognitive development, use of senses for exploration and understanding of the world, and development of age appropriate problem solving and critical thinking skills; Develop curriculum that includes both planned and spontaneous experiences that are meaningful and challenging for all children that lead to positive learning outcomes and develop positive dispositions towards learning within each content area; Analyze the connection between classroom arrangement and creating a positive climate for learning that leads to positive learning outcomes for students emphasizing the importance of engaging families in their child's education; Observe children and record behavior using authentic assessment strategies in order to understand the meaning and degree of variation and exceptionality among individuals; Analyze the connection between classroom materials, learning standards, assessment, and instruction; Use classroom assessment tools to inform teaching strategies; Students will exhibit professional behavior aligned with NAEYC's Code of Ethical Conduct. NOTE: Students must possess all background clearances including FBI Fingerprint, PA Criminal, and PA Child Abuse; In addition, students must have a certificate of completion for the Recognizing and Reporting Child Abuse: Mandated and Permissive Reporting in Pennsylvania Online Training; Schools will require clearances prior to be the field placement; Additional fees are required
Prerequisite:
ENG 100 (Grade of C or Higher) and (ECE 130 (Grade of C or Higher) or EDU 110 (Grade of C or Higher))
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