Education (ED)

Recognizing that social behavior occurs within an intercultural context, that include ethical components, students will develop the basic knowledge and foundations necessary to understand and influence social behavior in a diverse society. Texts, readings, and learning modules have been chosen and/or designed to facilitate the student’s ability to understand the nature of social behavior cross culturally.

A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person. Springs only.

Knowledge and understanding of the commonly accepted research designs. Study of research instruments and statistics used in educational research. Wide reading in various types of research design. Critical analysis of research design.

An overview of current theories concerning the brain, development, and learning. Analysis of developmental concepts from birth through adolescence and adulthood. Discussion of language acquisition, thinking and learning styles, multiple intelligence, and creativity. Topics include teaching, learning, and assessment issues related to cultural diversity, technology, and learning differences.

The emphasis throughout this course is on the practical application of appraisal techniques in education. Critical concepts related to assessment and the integration of assessment into teaching and learning include: the role of assessment in teaching, how validity is determined, factors influencing reliability, avoiding stereotypes, understanding and using numerical data, using standardized assessment to improve instruction, and ideas and strategies for mining and reporting assessment data. Falls only.

A course for teaching/administrative practitioners in which a local educational problem is examined from the standpoint of how it can best be studied and solved. A blueprint for solving the problem is prepared including: statement and purpose, scope, assumptions/hypotheses, limitations and essential definitions. Course culmination will include collection of data, analysis of that data, conclusions and recommendation preparation that follow appropriate form and style. Repeatable for a max of 3 credits.

Students will be introduced to the art of grant proposal writing for public and private funding sources. Students will develop a grant proposal as part of the course. Sources of funding will be provided. Offered according to demand.

An introduction to the teaching profession and the realities of teaching in today's schools. A series of seminars includes such topics as the history and structure of education, societal issues, the role of the teacher, instructional planning, legal rights and responsibilities of students and teachers, learning styles and effective teaching. A school observation/participation experience of a minimum of 30 hours is required.

Supervised internship in the development of a first-teaching field under the mentorship of an assigned faculty member. Development of a learning framework for teaching at the post-secondary level with attention to models of instruction, learning styles and needs of the college student and non-traditional learner. Presentation of course syllabus, course topics and concept lectures, course projects, tests and related materials. May be repeated with permission of instructor. Fall and offered on demand.

An in-depth study of a particular topic, contemporary issue, or concern. The course will be taught by a specialist within the field being studied, or as an alternative methodology, a faculty member will coordinate a series of guest speakers who will address the topic. Since topics vary, the course may be repeated with permission of the instructor.

This course examines the connection between arts and learning in the classroom by providing opportunities for exploration in the arts as a way for students to understand, firsthand, how arts integration helps to engage and empower learners. Students will participate in a wide variety of arts experiences and will discuss how the arts can be used to enhance classroom instruction as well as the connection between the arts and learning theory.

A research project that requires students to demonstrate the ability to synthesize salient elements from the core, professional and specialty areas. In essence, the student's research should be the natural result of the focus and direction of planned study. The project should emanate from the area of specialization and incorporate relevant concepts learned through coursework and experience. Using sound research practices, a student should illustrate ability to interpret, reflect, summarize and conclude. The written product of this effort will be defended in a seminar before faculty and the student's peers. Students should contact the advisor to plan for this project. Topic approval is needed from the advisor. Offered according to demand.

Designed as the culminating field-based experience for the PDS Postbac majors leading to teacher certification. It is a continuous, full-time (5 days per week) experience of 12 credits during which candidates gradually assume responsibility for a full range of teaching activities encountered in a school situation through co-teaching and collaboration. This provides an opportunity for demonstrating the appropriate professional skills, attitudes, and dispositions essential for successful teaching. The Internship in Teaching is conducted under the supervisory guidance of a co-teacher mentor-supervision team. Pass/ No Pass. Springs.

Prerequisite(s): GPA of 3.00.

Corequisite(s): ED 5790.

Approaches and methods for co-teaching, project-based learning curriculum design and assessment; coursework includes practical applications through development of projects, interdisciplinary learning progressions and competency-based assessments. Required for candidates seeking licensure in the PDS Postbac major. Requires a 6-week practicum 2 days per week. This course is taught offsite in a PSU PDS school. Pass/No Pass. Falls.

Prerequisite(s): NSTA Content Analysis Transcript Review, Passing Praxis Core and Praxis II, GPA of 3.0.

Corequisite(s): ED 5717.

Approaches and methods for teaching diverse learners, legal and federal compensatory regulations; coursework includes practical applications through development of differentiated instructional strategies and policy materials to support equity in schools regardless of race, ethnicity, language, ability, economic status or identity identification. Required for candidates seeking licensure in the PDS Postbac major. Requires a 6-week practicum 2 days per week. Pass/No Pass. Falls.

Prerequisite(s): NSTA Content Analysis Transcript Review, Passing Praxis Core and Praxis II. GPA of 3.00.

Corequisite(s): ED 5717.

Approaches and methods for developing professional, organizational and educational communities; coursework includes learning and development K-12, school-based leadership and responsibilities, engaging families, culturally sustaining pedagogies and community outreach and partnerships. Required for candidates seeking licensure in the PDS Postbac major. Requires a 6-week practicum 2 days per week. Pass/No Pass. Falls.

Prerequisite(s): NSTA Content Analysis Transcript Review, Passing Praxis Core and Praxis II, GPA of 3.00.

Corequisite(s): ED 5717.

Approaches and methods for teaching reading through content materials; coursework includes practical applications through development of instructional strategies and materials. Required for candidates seeking teaching licensure in the PDS Postbac majors: Life Science, earth and space science, Chemistry, Physics and Middle School Science. Requires an 18-week practicum 2 days per week. Pass/No Pass. Falls.

Prerequisite(s): NSTA Content Analysis Transcript Review, Passing Praxis Core and Praxis II.

Corequisite(s): ED 5714, ED 5715, ED 5716.

Taken concurrently with Internship in Teaching and intended to act as a capstone experience in PDS Postbac Teacher Certification programs. Students participate in both face-to-face and web-based discussions. Focuses on theory in practice; establishes a professional learning community for reflection, dialogue, and inquiry; assists pre-service teachers in their transition into profession and complete the NHTCAP. Pass/No Pass. Springs.

Prerequisite(s): GPA of 3.00.

Corequisite(s): ED 5717.

Enrichment of the background of students in education through the pursuit of a special topic pertinent to their interests and abilities. A chance for an in-depth study of a problem in the field of education. Consent of a faculty supervisor and department chair is required.

This course will focus on assessing curricula and assessment practices which correlate with state and national standards. Students will be introduced to a range of curriculum models. Various strategies and the administration of performance-based assessment will be studied. This course is designed for students in the Elementary and Secondary Teacher Certification programs. Not offered in 20/21.

The purpose of the graduate capstone is to apply knowledge learned in previous coursework through an approved project. Capstone projects should focus on the following questions: How will the theories learned throughout the program be integrated into a coherent project or experience? How will this work enhance individual career goals? Who are the stakeholders and how will this work assist them? How does this work serve the professional community? How will this work help move the profession forward? Process: Students should plan for approximately 40 hours of work per credit to be earned. The total number of credits earned must be approved by their advisor and noted on their program contract. Candidates must submit Graduate Capstone Project forms with their registration and Capstone Projects must be approved by candidates' advisors and the Associate Vice President for Graduate Studies. Once completed, candidates are expected to present their final products to their adviser and/or PSU faculty members. Students who anticipate working on their project for more than one term should register for the appropriate number of credits in each term so that they remain registered throughout the course of the project. Repeatable up to 12 credits.