Students examine the role of teachers and schools in past and contemporary society. Selected educational issues are analyzed including role of technology in the classroom, legal issues for teachers, school-community relations, and current legislative initiatives. A 16 hour field placement is embedded in this course. Additional Fee(s): Field Placement Fee

This course addresses physical, social, cognitivie, and moral development from prenatal stages through middle chlidhood. Students examine child development in teh context of social, cultural, instructional settings. Using case studies, the implications of growth and development on instructional planning for effective learning is achieved. Students learn to create environments that are healthy, respectful, supportive and challengin for all children.

This field experience is designed to familiarize pre-service teachers with the development of children in school settings. Through observation, guided practice and reflective journaling, this placement allows the pre-service teacher to strenghten observation and planning skills, to observe the physical, emotional and cognitive growth of children and to become familiar with classroom practices while working with a host teacher.

This field experience is designed to familiarize pre-service teachers with the cognitive development of children in school settings. Through observations, guided practice and reflective journaling, this placement allows the pre-service teacher to strengthen observation and planning skills, to observe the cognitive growth of children and to become familiar with classroom practices while working with a host teacher.

This course explores the foundations of human development from birth to age 5, brain development (in-utero, normal and abnormal), cognitive, and psychosocial change across the first 5 years of life. Additional emphasis is on individual differences, cultural influences, and the impact of developmental delay and disability during infancy, toddlerhood, and the preschool years.

This course addresses brain and cognitive development from prenatal stages through middle chlidhood. Students examine chlid development in the context of learning theories. The implications of physical and social growth and development on instructional planning for effective learning are explored. A field experience where theories and concepts can be observed is part of this course and serves to inform classroom discussion and activities.

This course is designed to equip graduating teachers to produce readers who are successful in teh classroom and on standardized tests and use reading effectively to negotiate the world through the presentation of theory, research and practicial strategies associated with the teaching of literacy skills. For the purposes of this course, literacy will be defined as one's ability to use language in order to listen, speak, read and write across the curriculum.

This course relates the principles and process skills of basic mathematics to effective teaching with the best practices in the classrom. Concrete experiences iwth manipulatives and hands-on learning are an important piece in this course. In this course, studetns will acquire the skills necessary for informed decision-making in planning, facilitation of learning based on knowledge or research, best practices, state and national performances standards, and assessments.

This interdisciplinary course provdies the basic understanding of the use of art, music, movement, and creative dramatics in an early childhood setting. It is designed to enhance the student's mastery of other subjects in teh elementary curriculum. Students examine national and PA Academic Standards fo the Arts and Humanities in Art, Music, Theater, and Dance; and learn how to integrate these standards into interdisciplinary lessons in literacy, mathematics, science and hisotry for students pre-Kindertarten through fourth grade.

This field experience is designed to familiarize pre-service teachers with teh inclusion practices and early interventions in school settings. Through observation , guided practice and reflective journaling, this placement allows the pre-service teacher to strenghten observation to observe the cognitive challenges of some children and to become familiar with classroom practices to accommodate these children.

In this field experience students observe teachers in classroom settings in science and reading. Students prepare mini lesson and tutoring experiences in concert with the Host Teacher. Student revise the mini lessons based on feedback and maintain a reflective journal detailing their classroom experiences.

PRINCIPLES OF SECONDARY EDUCAT

This course focuses on basic research methodology in preparation for the senior tutorial project. It provides a general approach for conducting any basic research project. Through a series of readings and meetings with an education program faculty member, the student will explore the various types of educational research, select and define a research question and complete a literature review. The student will also create an outline for the research paper including the appropriate statistical measures. Tutorial guidelins and Institutional Review processes will be reviewed. Students will meet with the faculty mentor, both in person and online. Prerequisite: Formal acceptance to the Teacher Preparation Program

This course presents concepts, processes, and skills essential to the elementary school science program. The standards set by the National Science Teachers Association serve as a framework for the course. Inquiry teaching and learning are experienced through research-based national programs.

In this courses students spend meeting time at the Carriage House or other sites working with the full range of early learning experiences from infants to kindergarten. Students work with an early childhood professional to gain a greater understanding of the application of developmental theory. A resource portfolio is created using observed and published activities, commericial programs, and Internet lessons. Prerequisite(s): Permission of the instructor.

• 1 course in English Writing
• 1 course in Literature
• 2 courses in Mathematics
• 2 course in Sciences

Students examine the role of teachers and schools in past and contemporary society. Selected educational issues are analyzed including role of technology in the classroom, legal issues for teachers, school-community relations, and current legislative initiatives. A 16 hour field placement is embedded in this course. Additional Fee(s): Field Placement Fee

This course addresses physical, social, cognitive, and moral development during adolescence. The physical, social, and cognitive changes during puberty are explored in terms of their impact on student participation and performance in school settings. Through the use of case studies, an understanding of the implications of growth and development on instructional planning for effective learning is achieved.

In this field experience, students observe teachers in classroom settings as well as tutor students in mathematics and reading. Students teach three mini-lessons during this experience that are videotaped for analysis and evaluation. Prerequisite(s): EDU 212

Students work with host classroom teachers at two different levels (middle and high school). Students assume a greater role in teaching students through tutoring, small group activities and whole class discussions. Practice and comparisons of a variety of teaching methods are part of the experience. Students submit lesson plans, host teacher reviews, as well as a reflective journal and summary essay. FP: 16 hours Prerequisites: Education 220, 234

In this courses students spend meeting time at the Carriage House or other sites working with the full range of early learning experiences from infants to kindergarten. Students work with an early childhood professional to gain a greater understanding of the application of developmental theory. A resource portfolio is created using observed and published activities, commericial programs, and Internet lessons. Prerequisite(s): Permission of the instructor.

Students investigate instructional planning and implementation as well as a range of behavior and classroom management techniques. Reading assignments in appropriate professional literature encourage students to develop a familiarity with the most effective teaching approaches. Motivation, evaluation of student achievement, and differentiation of instruction are considered. Prerequisites: EDU100, 102, and 104

One* of the following courses is required:

The course provides a review of the interaction between diversity of culture and the impact of geography. Economics, government, social structure, and cultural diversity are all reviewed as they developed over time and in the context of the contemporary world.

This course addresses the theory and philosophy of teaching language arts in middle and secondary schools. Classroom teaching strategies are explored and implemented in class presentations and in grades 7-12 public classrooms. Students plan instructional situations that clearly express the reading-writing connection that exists in effective language arts programs. FP Embedded: 16 hours Prerequisites: Education 100, 102, 104 Co-requisites: 317, 426 and 426F.

This course intends to develop teaching/learning styles that research has shown are most effective for teaching social studies to adolescents. Contextual teaching, problem based learning and critical thinking are approached through instructional strategies that combine investigative classroom inquiry with both national and state content standards. Students learn to frame issues, help students research and analyze data and information and to construct meaning and understanding. Prerequisites: Education 100, 102, 104. Co-requisites: 317, 426 and 426F.

Examination of current theory and practice for teaching science in secondary schools is explored in this course. Curriculum development, teaching strategies and methodologies, and assessment issues are also addressed. Students examine research-based curriculum and inquiry teaching and learning as best practices in science education. Prerequisites: Education 100, 102, 104 Co-requisites: 317, 426 and 426F.

A balance of theory and practice is explored in this course to help students become effective teachers of mathematics. Curriculum development, teaching strategies and methodologies, and assessment issues are also addressed. Students examine research-based curriculum and inquiry teaching and learning as best practices in science education. Prerequisites: Education 100, 102, 104 Co-requisites: 317, 426 and 426F.

Note: courses are not necessarily taken in numerical order.

Art History courses:

This introductory survey focuses on art of the ancient world and the Middle Ages in the West and selected non-Western cultures to 1400 including India, China, and Mesoamerica. It emphasizes the role of art in the formation of a culture, the shifting function of art in different societies and time periods, and the approaches students can use to understand art.

This introductory survey focuses on Western art from the Renaissance to today and the art of selected non-Western cultures (including Japan, Africa, and Islamic countries) after 1400. It concentrates on the stylistic, technical, and expressive evolution of painting, architecture, and sculpture within specific historical contexts, yet also explores the cross-influences and interaction of non-Western and Western art as defining characteristics of the modern world.

A 2 course Art history concentration

Studio Courses:

This beginning course explores the basic concepts, materials, and techniques of sculpture, including carving, casting, and construction. Conceptual and critical approaches are introduced in their relation to specific projects. Additional Fee(s): Applied art fee.

This studio course provides students with an introduction to ceramic processes and materials. Instruction in beginning wheel-throwing methods augments competency in basic construction and surface application techniques. Projects focus on development of form and surface in ceramics, as well as exposure to historical and contemporary issues specific to the medium. Additional Fee(s): Applied art fee.

This course introduces the student to basic principles of painting and two-dimensional thinking and expression. Drawing skills, color theory, stretcher construction, and a general understanding of visual art concepts accompany each assignment. Additional Fee(s): Applied art fee.

Through various drawing media, this studio course explores the basic principles of creating a work of visual art, including figure studies from the model, studies from nature, and techniques of composition. Additional Fee(s): Applied art fee.

This course is an introduction to the techniques and aesthetics of graphic media, including dry point, engraving, mezzotint, etching, and aquatint. Additional Fee(s): Applied art fee.

This course is an introduction to the problems and use of two-dimensional design. Subjects include pattern, balance, scale, movement, rhythm, proportion, and relationships of figure to ground in various media. Additional Fee(s): Applied art fee.

This course introduces the student to the basic elements of 3-D design. Through slide lectures, field trips, and a sequence of problem-solving exercises in conjunction with basic shop skills in a variety of materials, students explore such areas as furniture and interior, sculptural, and architectural design. Basic computer applications areintroduced. Additional Fee(s): Applied art fee.

Three additional courses in advanced studio work One photography course

One of the following:

This course introduces students to teh Macintosh computer interface and related media practices. Students explore digital foundations, media related histories, theoretical frameworks and critical examination of production elements as they discover how computers are radically changing the way image makers create and present their work. Cross listed as COM 141. Additional Fee(s): Course Computing Fee.

Additional Courses:

In this course students review and present their digital production portfolios using appropriate technologies for screen and print production.

A philosophical inquiry into the nature and significance of art, beauty, and aesthetic experience, interpretation, and evaluation. Prerequisite(s): One course in philosophy.

Education Courses:

Students examine the role of teachers and schools in past and contemporary society. Selected educational issues are analyzed including role of technology in the classroom, legal issues for teachers, school-community relations, and current legislative initiatives. A 16 hour field placement is embedded in this course. Additional Fee(s): Field Placement Fee

This course addresses physical, social, cognitivie, and moral development from prenatal stages through middle chlidhood. Students examine child development in teh context of social, cultural, instructional settings. Using case studies, the implications of growth and development on instructional planning for effective learning is achieved. Students learn to create environments that are healthy, respectful, supportive and challengin for all children.

This field experience is designed to familiarize pre-service teachers with the development of children in school settings. Through observation, guided practice and reflective journaling, this placement allows the pre-service teacher to strenghten observation and planning skills, to observe the physical, emotional and cognitive growth of children and to become familiar with classroom practices while working with a host teacher.

This course explores the foundations of human development from birth to age 5, brain development (in-utero, normal and abnormal), cognitive, and psychosocial change across the first 5 years of life. Additional emphasis is on individual differences, cultural influences, and the impact of developmental delay and disability during infancy, toddlerhood, and the preschool years.

This course addresses brain and cognitive development from prenatal stages through middle chlidhood. Students examine chlid development in the context of learning theories. The implications of physical and social growth and development on instructional planning for effective learning are explored. A field experience where theories and concepts can be observed is part of this course and serves to inform classroom discussion and activities.

This interdisciplinary course provdies the basic understanding of the use of art, music, movement, and creative dramatics in an early childhood setting. It is designed to enhance the student's mastery of other subjects in teh elementary curriculum. Students examine national and PA Academic Standards fo the Arts and Humanities in Art, Music, Theater, and Dance; and learn how to integrate these standards into interdisciplinary lessons in literacy, mathematics, science and hisotry for students pre-Kindertarten through fourth grade.

This field experience is designed to familiarize pre-service teachers with teh inclusion practices and early interventions in school settings. Through observation , guided practice and reflective journaling, this placement allows the pre-service teacher to strenghten observation to observe the cognitive challenges of some children and to become familiar with classroom practices to accommodate these children.

In this field experience students observe teachers in classroom settings in science and reading. Students prepare mini lesson and tutoring experiences in concert with the Host Teacher. Student revise the mini lessons based on feedback and maintain a reflective journal detailing their classroom experiences.

In this courses students spend meeting time at the Carriage House or other sites working with the full range of early learning experiences from infants to kindergarten. Students work with an early childhood professional to gain a greater understanding of the application of developmental theory. A resource portfolio is created using observed and published activities, commericial programs, and Internet lessons. Prerequisite(s): Permission of the instructor.

Students approach the teaching of art consistent with national standards of pedagogy and art. This course combines theory, research and practical knowledge about teaching art as a universal language and creative experience to elementary school children. This course contains an embedded field experience of 16 hours in an elementary art classroom. Additional Fee: Field Placement Fee

Students approach the teaching of art consistent with national standards of pedagogy and art. This course combines theory, research and practical knowledge about teaching art as a universal language and creative experience to secondary students. STudents work with host classroom teachers at two different schools or two different levels (middle and high school). Corequisite: EDU415.

Science Concentration

The environmental science concentration provides students with an understanding of human impact on ecosystems and methods of improving environmental health and quality as well as analytical tools for scientific measurement.

Biology (4 courses):

This course is designed to provide a broad overview of current biological concepts, including cell structure, function, division, and basic genetics. Biologically important molecules also are presented. This course is a prerequisite for all upper-level biology courses. Three hours of class

Experiments to complement the material presented in BIO143. Two hours of laboratory per week. Corequisite or prerequisite: BIO143. Additional Fee(s): Laboratory fee.

This course provides a general survey of animals and plants at the organismic level, with emphasis on their evolution and various physiological processes such as respiration, circulation, digestion, and reproduction. This course is a prerequisite for all upper-level biology courses. Three hours of class.

Experiments to complement the material presented in BIO144. Two hours of laboratory per week. Corequisite or prerequisite: BIO144. Additional Fee(s): Laboratory fees.

Science (1 course):

This course serves as an introduction to research literature and research methodology in the sciences. Students prepare a research proposal including literature review, experimental design and methods, budget, timetable, and bibliography. Other topics include professional presentation techniques and research ethics. The student's major department must approve proposals prior to the Tutorial. Prerequisite(s): Junior status and completion of at least two courses at the 200-level or above in the major, or permission of the instructor.

Chemistry (4 courses):

This class begins with a study of atomic structure, then expands to cover chemical naming, patterns of reactivity, thermochemistry, the interaction of light and matter, atomic orbitals, ionic and covalent bonding, and molecular shapes. This class concludes with an introduction to organic chemistry and biochemistry. Three hours of lecture per week. Co-requisite: CHM 109

The second semester of general chemistry continues exploring the structure, properties, and bonding of atoms and molecules, with emphasis on the physical characteristics of gases, liquids, solids and solutions, chemical equilibria, thermodynamics, and kinetics. Three hours of lecture per week. Prerequisite(s): CHM 105 or 107; Corequisite: CHM 110.

Introduction to the basic experimental procedures and laboratory techniques in chemistry. Experiments are correlated with the lectures in Chemistry 105 and Chemistry 107. Three hours of laboratory per week. Corequisite: CHM 105 or 107. Additional Fee(s): Laboratory fee.

Continued introduction to the basic experimental procedures and laboratory techniques in chemistry. Experiments are correlated with lectures in Chemistry 108. Three hours of laboratory per week. Corequisite: CHM 108. Additional Fee(s): Laboratory fee.

Math (1 course):

Topics include statistical measures and distributions, decision making under uncertainty, application of probability to statistical inference, linear correlation, introduction to nonparametric statistical methods, and application to problems drawn from the natural and social sciences. Three hours of class per week. Three hours of class per week.

Environmental (3 courses):

Fundamental earth science concepts are used to assess the impact of increasing global population and development on the Earth’s natural resources as well as to examine how natural processes interact with human activities. Aspects of environmental geology that are particularly applicable to western Pennsylvania are emphasized. Three hours lecture and two hours lab per week. Additional Fee(s): Laboratory fee.

Electives for B.A. and B.S.: Environmental Group (1 course):

This course explores the global implications of environmental issues. It is designed for all students interested in our global environment, one of the most critical issues of our time. The basic premise is that global ecological systems are in decline. This course will not only introduce students to the major issues causing or relating to this ecological decline, but also provide a template for thinking about and acting on solutions. Therefore, the focus is on active, participation-based learning, and students should leave the course ready to create environmental change.

This course introduces students to a wide range of environmental issues from a scientific perspective. Specific topics vary from year to year, but this course utilizes lectures, discussions, laboratories, guest speakers and field trips to increase knowledge about environmental problems as well as increase scientific knowledge and literacy.

This course takes an interdisciplinary, solution-oriented approach to the analysis of diverse environmental issues. Students learn systems thinking and sustainability as methods to evaluate and act upon environmental problems. Three hour lectures per week. Prerequisite(s): ENV 116 or 129

Elective for B.S.: Science Group (1 course):

Basic ecology of a variety of freshwater ecosystems is examined, including energy flow, nutrient cycling, physical and chemical parameters, flora, and fauna. The management, maintenance, preservation, and pollution of aquatic systems are considered. Laboratory sessions include laboratory work and field trips. Three hours of class and three hours of laboratory per week. Prerequisite(s): BIO 143 and 144; CHM 109 and 110; or permission of the instructor. Additonal Fee(s): Laboratory fee.

Experiments to complement the material presented in BIO216. Laboratory sessions include laboratory work and field trips. Three hours of laboratory per week. Corequisite or prerequisite: BIO216. Additional Fee(s): Laboratory fees.

An introduction to toxic substances, their classification, entry into living systems, modes of action, and fate. Various living systems are considered, from the subcellular to the ecosystem level. Three hours of lecture per week. Prerequisite(s): BIO143 and 144, and CHM 109 and 110

Additional Electives for B.S.:

Two courses in BIO, CHM, PHY, or MTH. Recommended courses:

A study of the interrelation between organisms and their environment. Three hours of lecture per week. Prerequisite(s): BIO 143 and 144.

Experiments to complement the material presented in BIO248. Four hours of laboratory or field experience per week. Corequisite or prerequisite: BIO248. Additional Fee (s): Laboratory fee.

This course introduces the student to the principles and forces that produce biological evolution. students will also examine the development of evolutionary theory through a historical perspective. Scientific thinking and communication are emphasized with example in the vertebrate classes. Prerequisite: BIO143 and BIO144, Junior or Senior standing

Education Courses:

In this field experience students observe teachers in classroom settings in science and reading. Students prepare mini lesson and tutoring experiences in concert with the Host Teacher. Student revise the mini lessons based on feedback and maintain a reflective journal detailing their classroom experiences.

Students examine the role of teachers and schools in past and contemporary society. Selected educational issues are analyzed including role of technology in the classroom, legal issues for teachers, school-community relations, and current legislative initiatives. A 16 hour field placement is embedded in this course. Additional Fee(s): Field Placement Fee

This course addresses physical, social, cognitivie, and moral development from prenatal stages through middle chlidhood. Students examine child development in teh context of social, cultural, instructional settings. Using case studies, the implications of growth and development on instructional planning for effective learning is achieved. Students learn to create environments that are healthy, respectful, supportive and challengin for all children.

This field experience is designed to familiarize pre-service teachers with the development of children in school settings. Through observation, guided practice and reflective journaling, this placement allows the pre-service teacher to strenghten observation and planning skills, to observe the physical, emotional and cognitive growth of children and to become familiar with classroom practices while working with a host teacher.

This field experience is designed to familiarize pre-service teachers with teh inclusion practices and early interventions in school settings. Through observation , guided practice and reflective journaling, this placement allows the pre-service teacher to strenghten observation to observe the cognitive challenges of some children and to become familiar with classroom practices to accommodate these children.

This course presents concepts, processes, and skills essential to the elementary school science program. The standards set by the National Science Teachers Association serve as a framework for the course. Inquiry teaching and learning are experienced through research-based national programs.

In this courses students spend meeting time at the Carriage House or other sites working with the full range of early learning experiences from infants to kindergarten. Students work with an early childhood professional to gain a greater understanding of the application of developmental theory. A resource portfolio is created using observed and published activities, commericial programs, and Internet lessons. Prerequisite(s): Permission of the instructor.

Students investigate instructional planning and implementation as well as a range of behavior and classroom management techniques. Reading assignments in appropriate professional literature encourage students to develop a familiarity with the most effective teaching approaches. Motivation, evaluation of student achievement, and differentiation of instruction are considered. Prerequisites: EDU100, 102, and 104

Examination of current theory and practice for teaching science in secondary schools is explored in this course. Curriculum development, teaching strategies and methodologies, and assessment issues are also addressed. Students examine research-based curriculum and inquiry teaching and learning as best practices in science education. Prerequisites: Education 100, 102, 104 Co-requisites: 317, 426 and 426F.

This course reviews the historical development of environmental education in the k-12 curriculum and the development of current standards in environment and ecology. A range of teaching methods for effectively presenting the scientific and economic aspects of environmental concerns as well as integration of community resources and agencies are explored. Course work includes observations and participation in environmental experiences within public school classrooms.

Additional courses for certification

Literature requirement – Choose 1 of the following:

A study of environmental fiction ranging from Jack London’s The Call of the Wild to Margaret Atwood’s Surfacing and Jane Smiley’s A Thousand Acres, this course attends in specific to the representation of nature and environment in 20th-Century novels and other cultural texts (e.g., Bambi or The Emerald Forest). Students will consider how such representations interrogate, critique, or reinforce contemporary constructions of the environment. Special attention will be given to questions of history, gender, and "what counts" (e.g., urban versus wilderness) as the environment. Prerequisite(s): 200-level English course or permission of department chairperson.

This course explores the issues of ecology and identity as part of the development of American literary culture. The development of an ecological imperative and the patterns of "nature" consciousness will be explored as they rise, grow and change. Questions of the relationship between nature and culture will be the main focus of the course, including the developing ideology of ecology as a response to the growth of mechanical culture and the rapid loss of wilderness. Cross-listed as ENV 445.

This course brings together theoretical, nonfictional, and fictional approaches to the study of women and the environment. Students will examine how diverse ecofeminist writers problematize, resituate, and reclaim the woman/nature paradigm--a construct historically based in patriarchal culture. This course focuses particularly on how representations of women and environment (ranging from the traditional to the radical) can help students rethink and reimagine their relationship to the Earth. Cross-listed as ENV 452.

An impressive number of narratives, novels, diaries, and poems recording the responses of women to the American frontier have become available in recent years. By reading about these frontier experiences, and examining differences in perception and conception based apparently on gender, students will better understand how the frontier functioned within American culture and what "cultural work" these texts accomplished.

Mathematics requirement – Choose 2 of the following:

The study of real numbers, linear equations and inequalities, polynomials, rational expressions, roots and radicals, quadratic equations and inequalities, graphs, systems of linear equations, conics, quadratic functions, and inverse functions. Three hours of class per week. Prerequisite(s): One year of high school algebra or equivalent.

Development of essential skills in algebra and trigonometry. Topics include the coordinate system, functions and their graphs, solutions of equations and inequalities, introduction to transcendental functions, trigonometric functions and their graphs, trigonometric identities, and the historical and cultural significance of mathematics. .

Topics include statistical measures and distributions, decision making under uncertainty, application of probability to statistical inference, linear correlation, introduction to nonparametric statistical methods, and application to problems drawn from the natural and social sciences. Three hours of class per week. Three hours of class per week.