Chatham University

Early Elementary Education (BA) Curriculum

This program involves both classroom study and extensive field experiences, culminating in a fulltime, semesterlong Student Teaching experience. In accordance with the Pennsylvania State Department of Education (PDE) requirements, candidates must satisfy all regulations pertaining to teacher training contained in the Pennsylvania School Code. These regulations are subject to change by the State of Pennsylvania. Students will be required to comply with any such regulations that are instituted before they can apply for certification through PDE. In addition, students must have a valid (less than one year old) Child Abuse, Pennsylvania Criminal History and Federal Criminal History Record to enter a school for any and all field work. A P.P.D Tuberculin (TB) Test and a physical exam may also be required to complete field work. Students must apply for clearances the semester prior to taking a course with an embedded field placement as it may take up to 6-8 weeks to obtain clearances. Additionally, because education courses contain embedded field placements, are based on mastery of Pennsylvania Department of Education competencies and course content is linked to Pennsylvania Standards, non-Education majors are welcome to enroll in courses, but must be aware of these unique requirements and meet state and PDE requirements.

Once a student earns 48 credits of classwork (or transfers in 48 credits or more) they must apply for advance standing in the education department to receive formal admission per PDE regulations. To be formally admitted to the program for advance standing, a candidate must successfully complete 48 credit hours of coursework, pass all PAPA exams, provide two letters of recommendations and complete an Application for Advanced Standing. Students should contact their advisors for further details.

Requirements for Recommendation for State Certification in Teaching:
The Teacher Preparation Program is a professional program that recommends students for teacher certification in PreK-4 education (PreK-4) and secondary (7-12), biology, chemistry, English, mathematics, physics, and social studies certification. The Teacher Preparation Program also offers K-12 certification in art, this area will require some coursework in both elementary and secondary education. Candidates interested in art education should contact the certification officer or program director. Due to the extensive, hands-on experience in real world classrooms, courses may be offered during the day, in the evening or online.

Program Requirements

+PreK-4 Education Major Requirements

The Liberal Arts Major in PreK-4 Education offers a comprehensive preparation program for teaching young children, predicated on a foundation in the liberal arts. Students in the program are required to complete the general education requirements, as well as the sequence of professional preparation courses. Students in secondary and K-12 certification areas must complete the general education requirements, a major in the academic discipline, as well as the sequence of professional preparation courses.

EDU104 Perspectives On Education


EDU104 Perspectives on Education

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

EDU105 Child Development: Birth Through Grade 4

This course addresses physical, social, cognitivie, and moral development from prenatal stages through middle chlidhood. Students examine child development in the 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.

EDU108 Play and Movement

A range of games and activities are explored in terms of functional movements and progression towards mature forms of selected physical skills. Healthy warm-up and participation strategies will be part of the exploration of each game. Games will be analyzed in terms of developmental appropriatemenss and the involvement of certain muscle groups and skill requirements. Students design an original game targeting the development of age-specific skills.

EDU205 ELL Teaching Strategies for Classroom Teachers

This course explores how effective language development results in children who successfully learn to read and can use reading effectively in academic subject areas and to negotiate the world. A major focus of this course is on information and methods for enhancing the literacy and academic experiences of students in grades K-12 classified as English as second language (ELL) students.

EDU207 Trends and Issues in Early Childhood Education

Students in this course will examine current and contemporary issues surrounding early childhood education. Class discussions focus on sociological, psychological, political, and economic forces shaping families, children and early educational experiences. Students will explore the connection between curriculum and physical environment. Major approaches and theories in early childhood curriculum are explored in terms of the cognitive, social and physical dimensions. Emphasis is placed on the physical expression of early childhood learning theory. Issues of health and safety, including state and federal regulations are also explored.

EDU207 Trends And Issues In Early Childhood Education


EDU219W Cognitive Learning Theories

This course addresses brain and cognitive development from prenatal stages through middle childhood. Students examine child 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.

EDU220 Principles of Secondary Education

The course focuses on the characteristics of the secondary school student and the structure and climate of high school. Students examine the nature of adolescent development, the implications of cognitive and affective characteristics of adolescents in selecting instructional methods and designing curricular materials, and the structural features of typical secondary schools. A brief introduction to comparative education is provided through an investigation of secondary education in selected areas outside the United States. A half-day-per-week field experience is required. Prerequisite(s) or Co-requisites: EDU 100, 102, and 104

EDU230 Mathematical Foundations

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.

EDU234 Inclusion: Issues and Strategies

This course provides the conceptual framework for understanding inclusion issues in our public schools. The students discuss the variety of exceptionalities found in public school settings and the resultant impact of inclusion policy upon instructional practice. A field placement is embedded in this course. Prerequisite(s): EDU 100, 102, 103, 104 and 208. Additional Fee: Field Placement Fee.

EDU240 Integrating the Arts

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 the 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.

EDU241 Pedagogical Practices

This course focuses on the characteristics of effective teaching practices and examines different ways that effective teachers help students learn. The impact of standards and accountability on lesson planning, implementing instruction and assessment is examined. How student diversity influences classroom practices is examined through case studies and discussion topics. The use of technology to create lesson focus, increase student involvement and to organize lesson content is a theme that is explored throughout the course.

EDU319 Fld Pl:developing Child


EDU319 Methods of Teaching Elementary Social Studies

This course is a study of the resources and methods of teaching elementary social studies including geography and culture. Links to literature and the fine arts are part of this exploration of a thematic integration of social studies in classroom activitities. A structured field experience is part of this course. Prerequisite(s): EDU 100, 102, 103, 208, and 212

EDU323 Educational Research Methods

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

EDU328 Literacy II: Connections to Literature

This course provides a foundation for selecting age, development, and cultural-appropriate literature that engages children and provides links to reading and writing in content areas. Students evaluate authors, illustrators, and study the varioustypes of literature common to early elementary experiences that develop their emotional, social, language, cognitive, and creative talents.

EDU335 Methods of Teaching Elementary Mathematics

This course is designed to examine and explore recent research developments related to national efforts to reform the teaching and learning of mathematics. Students explore the teaching of mathematics in grades K-8 within the context of child development and learning theroy. Research-based curriculum projects are explored in terms of their ability to promote deep conceptual understanding in mathematics. Considerations involved in examining or developing assessment tasks, instruments, and frameworks are addressed in relation to the content taught. Emphasis also is placed on reviewing specific content topics in math to increase the student's won competencies in these disciplines.

EDU336 Methods of Teaching Elementary Science

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.

EDU400 Data Driven Instruction Decisions

The importance of making decisions based on actual data collected on students now plays a major role in all schools. The data that needs to be reviewed goes beyond standardized test results and needs to include both summative and formative assessment results. The connection between the curriculum and the assessments utilized to assess a student’s progress along the curriculum needs to be viewed as a guide to effective educational decision making. Students entering the educational profession need a background in types of assessments and how data collected from such assessments can meet the needs of students in the context of the curriculum.

EDU409 Differentiated Reading and Writing

This course provides the regular and special education teacher with specific data-based knowledge and skills to teach reading and writing to students with disabilities. Strategies to develop conceptual understanding in the content areas are equally important for the beginning and more accomplished learner. Projects include developing lessons that differentiate instructional practive and assessment to help all students achieve.

EDU411 Early Elementary Curriculum

This course will explore both the theoretical framework and the practical strategies that teachers will utilize as they design learning situations to meet these challenges. Students will learn and apply a variety of techniques for designing lesson and unit plans, integrating curriculum across subject areas, addressing state standards, authentically assessing children, implementing positive classroom management strategies and involving parents in the classroom. Particular attention will be given to the topic of differentiation and the exploration of instructional strategies.

EDU430 Diverse Family and Community Partnerships

Advocates, educators, and parents have called for more and better family-school partnerships for decades. Recently, a body of empirical evidence has indicated that partnerships can have a positive impact. A number of studies highlight the positive associations between parent involvement in schools and their children's social and emotional development and academic achievement. This course explores the form and focus of several types of partnership.

EDU431 Assessment and Adaptation

Students investigate the assessment of indiciduals with mild to moderate disabilities. Topics include the fundamental principles of assessment tools and the social reponsibility of professionals to exercise fairness and accuracy in the assessment process.

EDU490 Integrative Capstone

The integrative capstone , undertaken by the student during the senior year, is an extended project that helps the student complete their transition from an undergraduate student to a world-ready professional.  The study usually centers on the student’s major and may be conducted, at least in part, in the context of a group experience.  Such programs are crafted to meet the unique needs of each major, and could include, for example, fieldwork, theatre production, creative work in the arts, independent research, or independent readings. The integrative capstone in an interdisciplinary major must have the approval of both academic programs.  

INTEDU423 Student Teaching


+K-12 Teaching Certification Visual Arts Concentration

Click Here to view certification

+Secondary Education Certification

Click here to view the certification.