2011 – 2012
Office of Admissions
Emil H. Messikomer Hall
100 W. Rosedale Avenue
West Chester, PA 19383
Revised September 2011
201C Recitation Hall
John Elmore, Chairperson
PROFESSORS: D. Brown, K. Brown, Hsu, Mastrilli, Welsh
ASSOCIATE PROFESSORS: Haggard, Hinson, Morgan, Penny
ASSISTANT PROFESSORS: Bolton, Elmore, Kenney, Nadolny
The bachelor of science in education or the bachelor of arts with an elective program in teacher certification, which prepares the student for teaching in the secondary schools or K-12 classes, may be earned with an academic specialization in biology, chemistry, earth and space science, English, French, general science, German, mathematics, physics, Russian, social studies, or Spanish.
Satisfactory completion of a secondary or K-12 curriculum also will qualify the student for a Pennsylvania Instructional I Certificate, which is valid for six years of teaching the specified subject in Pennsylvania public schools. The student must choose one academic field of specialization.
See the “Teacher Certification Programs” section of this catalog for information about new requirements.
120 semester hours
Students are required to have up-to-date clearances (criminal record, child abuse, FBI, and TB) to participate in field experience courses.
|Biology||Earth and Space Science||Mathematics|
|General Science||Social Studies|
Students in the secondary or K–12 education programs must confer regularly with their professional studies adviser in the Department of Professional and Secondary Education, as well as with the academic adviser assigned by their respective academic department. Prospective students may obtain information on these secondary or K–12 education programs from the Department of Professional and Secondary Education and the academic major department.
Refer to the catalog section on "Teaching Certification Programs" for information on program requirements.
To be eligible for student teaching (EDS 411-412), the student must have fulfilled the following requirements:
Any student who is not a major in a teacher education program and is in good academic standing (minimum cumulative GPA of 2.00) may enroll in the program.
EDF 300, EDM 300, EDP 250, and three elective courses under departmental advisement
Students must earn a minimum grade of "C" in all minor courses.
Dr. Morgan, Coordinator
The undergraduate certificate program in education for sustainability (EFS) is designed for undergraduate and post-baccalaureate students who want to develop their understanding of sustainability and apply their learning on campus, at home, and in their future careers. The program consists of four courses that provide the perspective, experiences, and practical methods needed to immediately put learning into practice.
EDO 400, 410, 420, and 450
462 Essentials of the Helping Relationship (3) This course surveys the concepts and skills involved in helping others through individual interviewing, problem solving, decision making, and systematic behavior change.
498 Counselor Education Workshop (3)
This course may be taken again for credit.
200 Middle Grades Cognition (3) This course focuses on the study of cognitive development and cognition research related to middle grade students in the context of educational psychology. It also examines selected learning theories, motivation, and classroom management. There is a field experience.
201 Young Adolescent/Adolescent Development and Learning Theories (3) This course is a study of the physical, personal, social, and emotional development of early through late adolescence in the context of classroom teaching; it also examines selected learning theories. There is a field component.
250 Educational Psychology (3) A study of learning in relation to the physical, social, emotional, and intellectual aspects of personality.
349 Adolescent Development (previously 249) (3) This course focuses on the emotional, social, intellectual, moral, physical, and self-concept factors shaping human behavior with emphasis on adolescent behavior.
351 Evaluation and Measurement (3) A study of constructing testing materials and procedures with emphasis on interpretation and application to the assessment of classroom learning. PREREQ: EDP 250.
353 Assessment for Learning: Early Grades (3) This course provides students with the knowledge and skills to use multiple developmentally appropriate assessments (authentic, screening, diagnostic, formative, and summative) to guide instruction related to standards, monitor results of intervention and their implications for instruction for all students, and report assessment results. PREREQ: EGP 220.
354 Assessment for Learning: Middle Grades (3) This course provides middle grades candidates with the knowledge and skills to use multiple developmentally appropriate assessments (authentic, screening, diagnostic, formative, and summative) to guide instruction-related standards, monitor results of interventions and their implications for instruction for all students, and report assessment results. This course has a 25-hour field experience. PREREQ: MGP 220, formal admission to teacher education, and field clearances.
467 Group Dynamics (3) A group process course designed to help students develop their personal effectiveness in group situations.
300 Introduction to Educational Technology Integration (3) An overview of the integration of technology in teaching and learning with a focus on computer applications.
349 Technology Tools to Transform Teaching and Learning (1) This course provides teacher candidates with a supportive yet challenging exploration of theoretical and practical issues related to the effective integration of technology in teaching and learning. Building on participants’ technology competency and prior course learning, the focus is on thoughtful selection and use of modern digital tools, including the Internet, to transform 21st century learning environments. Web-based projects linked to standards, as well as grade, subject, and certification needs, are designed to enhance and support early and middle grades teacher-preparation work. PREREQ: Formal admission to teacher education.
300 Environmental History, Theory, and Practice (3) This course is intended as an overview and introduction to the field of environmental education. Historical antecedents, including nature education, outdoor education, and conservation education, as well as philosophies and methodologies appropriate for a basic understanding of environmental education, will be analyzed, with emphasis on compliance with curriculum regulations in Pennsylvania. Sources of support for environmental education in the form of professional organizations, resources, and funding mechanisms will be identified.
400 Environmental and Sustainability Education: History, Theory, and Practice (3) The development of environmental and sustainability education with emphasis on theoretical perspectives and practical applications.
410 Systems in Sustainability Education (3) Examination of how systems thinking applies to learning for sustainability in school curricula, missions, facilities, and grounds.
420 Outdoor and Place-Based Education (3) The foundations of outdoor and place-based education, with emphases on experiential and authentic learning. School-based applications will be addressed.
450 Education for Sustainability: Methods and Field Experience (3) Methods for integrating education for sustainability into schools and nonformal settings, using field placements to demonstrate and apply learning.
498 Workshop in Environmental Education (3) Generally these will be one-week workshops to provide environmental educators with training and/or skills in specific programs, topics, or activities related to environmental education.
255 Evolution of Schooling in the U.S. (3) An examination of the historical evolution and contemporary purposes, practices, and structures of schooling in the United States. Students will investigate the political, sociological, and economic motivators in the origin, maintenance, and reform of American schooling. In addition, students use the course’s historical context to examine contemporary issues in American schooling; specific attention will be given to the impact of current educational reforms on the theory and practice of early childhood education. Interdisciplinary course
300 Democracy and Education (3) A study of the philosophical, historical, and sociological issues related to American education. The course places schools within the context of the larger American society and asks to what degree schools can and should serve as agents for creating a more just and democratic society.
350 The Professional and Student Personnel Services (3) An introduction to nonadjunctive services in education. PREREQ: EDP 250.
360 The Learner in Nonschool Settings (3) Emphasis in the course will be placed on intra- and interpersonal development, facilitative growth and adjustment, and dysfunction for the nonschool educator or trainer.
364 Systems-Based Educational Services (3) This course introduces the student to general systems (social) theory, focusing on the elements, dynamics, and operations of a system that must be considered in developing educational activities and programs for that system. The student will learn strategies of systems analysis and intervention through the investigation of such topics as needs assessment, objective-based programming, organizational development, and program evaluation.
412 Internship in Nonschool Settings (3) The internship experience is designed for upper-level education students who are interested in using and transferring existing discipline and pedagogical skills in nonschool settings. A regularly scheduled practicum will be held for all internships.
498 Workshop in Educational Foundations (3)
This course may be taken again for credit.
306 Principles of Teaching and Field Experience in Secondary Education (3) Methods and strategies of teaching in secondary schools will be the core of the course. Implications of classroom management, learning, and other related problems will be discussed. Students will complete a 25-hour field experience. PREREQ: Formal admission to teacher education.
410 Independent Study (1-3) Special topics or projects initiated by the students that will enable them to do extensive and intensive study in an area of secondary education. PREREQ: Permission of department chairperson.
This course may be taken again for credit.
411-412 Student Teaching (6) (6) Observation and participation in teaching and all other activities related to the teacher’s work in the area of the student’s specialization. PREREQ: formal admission to teacher education and 90 semester hours including all professional education courses. Students must have at least a 2.8 cumulative average and at least a grade of C (2.0) in all secondary education and professional education courses. Students must have completed and provided an ETS score report that they took the Praxis II test(s) in the subject area where the candidates are enrolled to achieve certification. Students are required to have up-to-date clearances (criminal record, child abuse, FBI, and TB) to participate in field experience courses. Offered in fall and spring semesters.