COURSE DESCRIPTIONS

EDU – Education

EDU 133 – Child and Adolescent Development: 3 credits

This course examines the physical, cognitive, social, and emotional development of children and adolescents through consideration of the major concepts, principles, theories, and research related to children and youth. Special attention will be given to leading theories of development and their implications in the K-12 classroom.

EDU 223 – Field Experience (Stage 2): 0 credits

The aim of the field experience program at the University of Valley Forge is to provide education students with a progression of opportunities to apply theory to practice in an authentic educational setting. The purpose of the Stage 2 (sophomore) field experience is to foster observation and reflection; however, students will participate in class activities and, under the supervision of the cooperating teacher, may assist in the everyday events of the classroom. A university supervisor will periodically visit the student at the field experience site to ensure that a productive experience is taking place. Students will maintain a log that documents the hours spent at the field experience.

Prerequisite: EDU 113

EDU 163 – Principles of Adolescent Education: 3 credits

A study of the social, philosophical, and historical foundations of education with special emphasis on the application to contemporary educational settings and issues. The course requires a practicum and a practicum journal.

EDU 340 – Methods of Teaching ELD: 3 credits

This course will prepare students to teach English learners in ELD classes and in mainstream content area classes in public and private schools in the United States and to teach ELD classes in a foreign country. Included are theories of second language acquisition, program models for ELs, curriculum development, and lesson planning using variety of methods to integrate the teaching of English listening, speaking, reading and writing with content area objectives. Special attention will be given to the social/emotional trauma that ELD students and families may experience as recent immigrants.

Prerequisite: CMS 233

EDU 353 – Teaching Social Studies: 3 credits

This course teaches students to build science instruction that is based on strategies that involve first-hand exploration and investigation, and inquiry skills. Students will learn questioning strategies for inquiry instruction and how to plan multidisciplinary units that meet the needs of diverse learners and that address state and national standards. Practical application of concepts will be demonstrated through STEM, biological, earth, and physical science labs.

Co-requisite field experience and a $45 lab fee are required.

Prerequisite: HIS 233 or 243, POL 203 (MLE students only).

Co-requisite: EDU 383

EDU 354 – Reading and Writing Across the Curriculum: 3 credits

This course examines research and practice in the areas of literacy, cognition and learning, the writing-thinking connection, and the use of technology in literacy learning for students in the middle through secondary level. Through this course students will apply PA Common Core standards to instruction and authentic assessment techniques in reading and writing in the English/ Language Arts and content areas for middle level through secondary grades. Students will explore methods for integrating reading, writing, speaking, and listening processes into the teaching of subject matter across the curriculum. Students will practice instruction of discrete skills in usage and mechanics as part of the Six Traits of effective writing.

Prerequisite: ENG 123

EDU 363 – Teaching Science: 3 credits

This course teaches students to build science instruction that is based on strategies that involve first-hand exploration and exploration and investigation, and inquiry skills. Students will learn questioning strategies for inquiry instruction and how to plan multi-displinary units that meet the needs of diverse learners and that address state and national standards. Practical applications of concepts will be demonstrated through STEM, biological, earth, and physical science labs.

Co-requisite field experience and a $45 lab fee are required.

Prerequisites: CMS 233, SCI 113, 143, 311 and 341. 

Co-requisite: EDU 383

EDU 373 – Language and Literacy Development: 3 credits

The purpose of this course is to provide the preservice teacher with a scientifically-based foundation in the cognitive, socio-cultural, linguistic, and motivational influences on language and literacy development. This course focuses on the fundamental principles and concepts of how to explicitly teach phonological awareness, phonics, fluency, vocabulary, and comprehension. The preservice teachers will study the Science of Reading to gain an understanding of how reading develops and how effective methods and strategies are used to teach literacy skills to children.

Prerequisites: CMS 233

EDU 383 – Field Experience: 0.5 credit

The aim of the field experience program at the University of Valley Forge is to provide education students with a progression of opportunities to apply theory to practice in an authentic educational setting. During the two semesters prior to student teaching, students participate in a Stage 3 field experience in a local PK-12 classroom at a grade level appropriate to their certification. Students are concurrently registered for specific methods courses to support learning derived from field experiences. Students in SPE dual certification program must be placed in an inclusive classroom and monitored by both the classroom teacher and a special education specialist.

EDU 413 – Multicultural Education: 3 credits

This course explores what it means to be an effective teacher in a society that is increasingly diverse. We will focus on the skills and dispositions teachers need to provide high quality instruction for all students, regardless of their class, race, ethnicity, gender, or religion.

EDU 423 – Differentiated Reading Instruction: 3 credits

This course is designed to help develop an understanding of and plan instruction for those students with varying levels of ability and developmental need. A variety of assessment procedures, strategies and techniques for teaching reading, as well as remediate programs will be examined as a means to differentiate and teach reading to these different levels. Students will learn to tailor instruction and remedial minor reading problems identified through assessment. An emphasis will be placed on reading in the content areas where many of these difficulties present themselves. This course includes a related Field Experience.

Prerequisites: CMS 233 and EDU 373

Co-requisite: EDU 383

EDU 433 – Teaching Mathematics: 3 credits

This course is designed to prepare students to use a problem-solving approach to effectively teach elementary mathematics. Students will learn to plan and assess lessons that are developmentally appropriate and that address state and national content and process standards. Topics include: lesson and unit planning, appropriate use of technology, state and national standards, assessment, mathematics/literature connections, and meeting needs of diverse learners.

Prerequisites: CMS 233 and successful completion of MTH 133 and MTH 233.

Co-requisite: EDU 383

EDU 443 – Classroom Management: 3 credits

This course examines evidenced-based classroom management models and the way classroom environments influence learning. Course content will emphasize the “Big Five” strategies—rules, routines, praise, misbehavior, and engagement—through various assignments, including the construction of a classroom management plan and participation in a co-requisite field experience. Topics include establishing effective classroom rules and procedures, professionalism, relationships and communication with stakeholders, and helping students contribute to a positive and inclusive learning environment. Trauma and Adverse Childhood Experiences (ACEs) and their impact on learning will also be examined through coursework and training. Students are required to join the professional teacher organization of their choice. Fees for those organizations vary. 

Note: This is a senior level practicum course designed to be taken just prior to the student teaching experience. All lower level education courses should be completed before taking this course. 

Co-requisite: EDU 383

EDU 453 – Assessment and Measurement: 3 credits

This is an introductory overview of the policies and procedures used in the measurement and assessment of educational performance. This course provides the foundation of basic measurement concepts as well as hands-on experience with assessment tools. The primary focus of the course is on measurement and assessment strategies for all learners including the use of standardized, informal, and curriculum-based procedures. Attention is also given to the diagnosis and program planning of students with exceptional learning needs. The field experience portion of this course is designed to provide students with school- based experiences relevant to academic assessment methods and procedures of all learners. 

Prerequisite: PSY 383

Co-requisite: EDU 383

Student Teaching Fee: $625

EDU 466 – Student Teaching: 12 credits

Practical teaching experience in area schools giving the student opportunities to practice many facets of education by working with small groups and in regular classroom assignments. Placements will be made for the student’s final semester. EDU 466 Student Teaching must be taken concurrently with EDU 471 Student Teaching Seminar. ALL academic work must be completed. A student teaching fee will be applied. Students in SPE dual certification program must be placed in an inclusive classroom and monitored by both the classroom teacher and a special education specialist.

Student Teaching Fee: $625

EDU 471 – Student Teaching Seminar: 1 credit

This seminar course will consist of small group interactions to review experiences during student teaching placements. The course will also support students in applying for PDE teaching certification, constructing a cover letter and resume, completing a professional portfolio, navigating websites for job search, writing and implementing a Teacher Work Sample, and reviewing standards of ethical behavior according to the Pennsylvania Department of Education.

EDU 500 – Foundations and Issues of Education from a Christian Perspective: 3 credits

Through this course, students will study the social and philosophical foundations of Western education from a Christian perspective. Students will explore the contributions of significant Christian thinkers to modern educational systems and will analyze current issues in education through the lens of these philosophical roots.

EDU 501 – Multicultural Education and Culturally Responsive Pedagogy: 3 credits 

This course consists of an in-depth study of the educational implications of race, gender, language, and social class in American schools. Based on the biblical mandate to minister to people from all backgrounds, this course will encourage in-service teachers to consider the experience of diverse groups of students with understanding and compassion, and to develop skills in practicing culturally responsive pedagogy in diverse educational settings.

EDU 502 – Assessment: Issues, Trends, and Best Practice: 3 credits

This course explores major concepts, principles, and methodologies related to assessment. Students will analyze the political and social atmosphere that produced legal actions such as No Child Left Behind, Race to the Top, Common Core Standards and Every Child Succeeds Act and their effect on students, educators, and administrators. Then, students will investigate formal and informal assessments and learn how to use the data generated from them to improve learning for students of all backgrounds and ability levels.

EDU 503 – Curriculum Theory and Design: 3 credits

Through this course, in-service teachers and teacher candidates will examine theoretical perspectives in curriculum theory and design and will plan instruction that utilizes best practices, with emphasis on the Understanding by Design model of unit and lesson planning as well as methods of differentiation. Candidates will consider how technology in the classroom both aids and hinders instruction, and will apply the Danielson Framework domains of planning, preparation, and instruction to curriculum construction.

EDU 504 – Analyzing and Designing Educational Research: 3 credits 

This course offers an introduction to qualitative, quantitative, and mixed methods for the education professional. Students will explore research methods and designs and ethical considerations in research, and will begin planning their own culminating Action Research Project or Thesis.

EDU 513 – Foundational Theories of Education and Human Development: 3 credits

This course examines the physical, cognitive, social, and emotional development of children and adolescents through consideration of the major concepts, principles, theories, and research related to children and youth. Teacher candidates will explore multiple influences on development such as family, culture, gender, media, and the importance of play. In addition, candidates will investigate historical foundations of education and the resulting educational approaches as they exist today.

EDU 543 – Professional Practice in and out of the Classroom: 3 credits 

This course focuses on teaching essential skills and strategies for designing and maintaining productive learning environments that are supportive, respectful, and challenging for all students in the public school setting. Teacher candidates will apply Danielson’s Framework, Pennsylvania’s Code of Conduct, and NAEYC’s Code of Ethical Conduct to management strategies with emphasis on the classroom environment and professionalism outside the classroom. Candidates will explore strategies to foster communication and collaboration with families.

This course includes a 10 hour field experience.

EDU 600 – Literacy Leadership: 3 credits

This course explores best leadership practices for developing effective literacy programs in a school-based setting. Topics include cultivating leadership skills, practicing Christian leadership in public settings, developing a collaborative literacy community, and the organization, management, and evaluation of effective school literacy programs.

EDU 601 – Critical Studies in Juvenile Literature: 3 credits 

Based on the premise that “All truth is God’s truth” ( John Calvin) and that “Fiction is the lie through which we tell the truth” (Albert Camus), this course explores the importance of juvenile literature in discovering the truth of human experience across social strata. Through this course, students will engage with children’s and young adult literature and literary criticism that focuses on the lived experiences of children and youth in contemporary K-12 classrooms.

EDU 602 – Language Development and Literacy Foundations: 3 credits

This course explores the theories of language development with particular emphasis on the cognitive, linguistic, and socio-cultural factors that influence language and literacy learning. Students will demonstrate knowledge of key concepts with assignments designed to provide practical application of course content on a variety of topics such as the benefits and impact of literacy, how literacy serves as a tool of social equity, and strategies to support family literacy and literacy programs. Students will develop pedagogical skills in assessing, modifying, and implementing curriculum in the areas of reading, writing, listening, and speaking, with emphasis on language and reading comprehension, expressive skills, phonological development, word level instruction, and reading-writing connections. This course includes a 10-hour field experience.

EDU 603 – Literacy Methods and Differentiated Reading: 3 credits Interventions

This course includes an in-depth examination of literacy assessment and instruction in reading and writing. Focused on balanced and comprehensive literacy, students will study topics related to how children learn to read and write such as reading processes, miscue analysis, reading fluency, comprehension, literary response and writing. Both directed and guided reading instruction, as well as the role of phonics in reading and spelling, will be addressed to design effective instruction for the diverse needs in today’s classroom . This course includes a 10 hour field experience.

EDU 604 – Action Research Project or Thesis: 3 credits

This course offers students guided development of a Master’s Thesis or Action Research Project. With faculty guidance and feedback, students will develop a hypothesis, outline, and detailed research proposal and will develop their proposal into a paper or project that shows mastery of the concepts explored in the program. This course must be taken during the final semester of the program.

Pre-requisite: EDU 504 Analyzing and Designing Educational Research

EDU 633 – Methods of Teaching Math: 3 credits 

Through this course, teacher candidates will study the “teaching for, about, and through” problem-solving model of mathematics instruction. Candidates will gain experience in designing and delivering equitable learning for all students (including special needs and linguistically diverse students) and in helping students build both conceptual and procedural knowledge of mathematics. The course will also address arts, technology, and children’s literature integration in the math classroom. This course includes a 10 hour field experience.

EDU 640 – Methods of Teaching English Learners: 3 credits

This course will provide a foundation for students to teach English learners in ELL classes and mainstream content-area classes in public and private schools in the United States and internationally. Included are the stages and theories of second language acquisition, competencies in observing, planning, and implementing differentiated instruction, WIDA Can-Do descriptors and assessments, Pennsylvania English Language Proficiency Standards, and cross-cultural communication with stakeholders. Ten hours of supervised field experience in an English Learner setting are required.

EDU 641 – Linguistics: 3 credits

This course will provide teachers with the knowledge of linguistic concepts for effective teaching of English language learners, including phonology, morphology, syntax, semantics, pragmatics. Social versus academic language and the use of the first language as a resource will be stressed. This course requires a ten-hour field experience working with a mentor teacher in an English learner setting.

Prerequisites: EDU 640

EDU 642 – Methods of Language Acquisition: 3 credits

This course is a theoretical and practical exploration of the ways humans acquire language. Students will explore strategies that assist English learners in the K-12 classroom. They will develop activities that can be used to promote communicative competence and techniques that aid English learners in mastering vocabulary. Myths surrounding language acquisition will also be discussed.

Ten hours of field experience are required.

Prerequisites: EDU 640, 641

EDU 643 – The ESL Program Specialist: Instruction and Assessment: 3 credits 

This class is the final course in the ESL program specialist certification series. The student will discover the role of an ESL program specialist in the Pennsylvania public school. Current trends and best practices that contribute to English learners’ success will be studied. This course includes a structured and extensive field experience where the student will work closely with an ESL program specialist to meet the needs academic, social and emotional needs of the English learner.

Prerequisites: EDU 640, 641 and 642

EDU 663 – Inquiry Methods for Science and Social Studies: 3 credits 

This course is designed to provide teacher candidates with the tools and strategies to plan, implement, and assess instruction in the content areas of social studies and science. Candidates will utilize constructivist learning theory and the inquiry-based approach in designing and delivering effective classroom experiences for students, and will design integrated curriculum based on Pennsylvania’s Standards Aligned System that will be differentiated for English learners and other special populations. This course includes a 10 hour field experience.

Prerequisite: EDU 503

EDU 671/672 – Student Teaching: 6 credits 

Candidates will apply theory to practice in this culminating 14-week (two semester) student teaching experience. Through placement with an experienced mentor teacher and under the supervision of a university supervisor, candidates will plan and implement instruction with appropriate accommodations and adaptations, assess and analyze learning, and maintain a positive and productive learning environment for students. Candidates will demonstrate ethical and professional behaviors toward students, cooperating teachers and other school personnel, and families. A student teaching fee will be applied to each student teaching semester. Students in SPE dual certification program must be placed in an inclusive classroom and mentored by both the classroom teacher and a special education specialist.

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