Education (EDU) < Saint Joseph's University Academic Catalog

EDU 121 Child Development (3 credits)

This course examines the physical, cognitive, emotional, and social development of the child from birth through the childhood years (0-12), including the study of how children learn and acquire knowledge. Special attention will be given to leading theories of development and their implications in the early childhood and elementary classrooms as well as critiques of these theories.

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Child Family Studies, Educational Studies or Elementary Educ Pre K -4th Gr.

Attributes: Undergraduate

EDU 140 Publ Schls & Soc Eq in Urb Env (3 credits)

This course explores the controversies that the current education reform has created in urban school districts such as the School District of Philadelphia. Particular attention is given to the debate over school funding and the role that charter schools play in this debate. To understand the complexity of this issue, the course will introduce students to some of the main changes experienced by the School District of Philadelphia in recent times and will address how charter schools came to be regarded as "the" solution for public education in this City. Because this course also aims at providing students with an introduction to the process of research and to familiarize them with the conventions of different ways of writing, students will be required to conduct library- based research and to present their conclusions in different academic formats.

Restrictions: Enrollment is limited to PLS/HDC level students.

Attributes: Undergraduate

EDU 150 Schools in Society w/ Field (3 credits)

This course critically examines the system of American education and its function in American society in both historical and contemporary contexts. Drawing on multiple perspectives, including historical, sociological, economic and multicultural, this course provides conceptual frameworks by which to address fundamental questions regarding education for what purpose and in whose interest. It is in addressing these questions that we come to examine our own positions and the ways in which they influence our role as educators.

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Art Education, Biology - Secondary Education, Chemistry -Secondary Education, Child Family Studies, Educational Studies, Elementary Educ 4th - 8th Gr, Elementary Educ Pre K -4th Gr, English - Secondary Education, French - Secondary Education, History - Secondary Education, Italian - Secondary Education, Latin - Secondary Education, Mathematics - Secondary Educat, Special Education or Undecided Education.

Attributes: Diversity Course, First-Year Seminar, Undergraduate

EDU 151 Cognition & Learning w/ Field (3 credits)

This course provides students with the opportunity to apply theories of human development to teaching practices. Special attention is directed towards intrinsic and extrinsic motivation, social dynamics in the classroom, tests and measurements, and various instruction models. Enrollment in Field Experience is required with this course.

Prerequisites: ENG 101

Restrictions: Enrollment is limited to students with a major in Elementary Educ 4th - 8th Gr or Elementary Educ Pre K -4th Gr.

Attributes: Undergraduate, Writing Intensive Course- GEP

EDU 155 Found of Early Child w/ Field (3 credits)

This course provides students with a general overview of Early Childhood Education. This overview includes an introduction to the field of early childhood education, an examination of its core competencies, and analysis of developmentally appropriate practices for young children. Students will spend time observing in early childhood programs and will become familiar with key organizations, as well as relevant laws and regulations.

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Child Family Studies, Educational Studies or Elementary Educ Pre K -4th Gr.

Attributes: Undergraduate

EDU 157 Adolescent Development w/Field (3 credits)

The course addresses the dynamic complexities of adolescent development, through discussion of classic and emerging theories. The text readings and class assignments make use of research-based, real-world, and cross- cultural examples. The primary aim of the course is to foster the students ability to recognize and apply the connections among developmental domains and of theory and research with application as applied to the ever changing field of human development. The course takes a longer age range approach to adolescence by expanding coverage into the early twenties and giving attention to changes and continuities in development that take place during this period of "emerging adulthood."

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Art Education, Biology - Secondary Education, Chemistry -Secondary Education, Child Family Studies, Educational Studies, Elementary Educ 4th - 8th Gr, English - Secondary Education, French - Secondary Education, History - Secondary Education, Italian - Secondary Education, Latin - Secondary Education, Mathematics - Secondary Educat or Spanish - Secondary Education.

Attributes: Field Experience, Undergraduate

EDU 160 Schools in Society w/ Field (3 credits)

See description for EDU 150. Appropriate for students who did not take EDU 150 in their freshman year.

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Art Education, Biology - Secondary Education, Chemistry -Secondary Education, Child Family Studies, Educational Studies, Elementary Educ 4th - 8th Gr, Elementary Educ Pre K -4th Gr, English - Secondary Education, French - Secondary Education, History - Secondary Education, Italian - Secondary Education, Latin - Secondary Education, Mathematics - Secondary Educat, Spanish - Secondary Education or Undecided Education.

Attributes: Diversity Course, Undergraduate

EDU 170 Special Topics in Education (1-3 credits)

Topics will vary according to the semester in which the class is offered.

Attributes: Undergraduate

EDU 230 Eval: Secondary Grades 7-12 (3 credits)

This course focuses on integrating instruction and assessment into the curriculum at the secondary level. The course is based on the premise that teaching is an ethical undertaking and assessment and instruction are grounded in ethical issues. Teacher candidates will learn basic concepts of instructional design and assessment in the curriculum; examine instruments that reflect constructs of interest (cognitive, affective, and behavioral objectives); develop skill in aligning assessment and instruction to state standards; construct various types of assessments; and analyze and refine teacher-made instruments. Teacher candidates will use multiple methods of assessment to engage learners in their growth, monitor learner progress, and guide the teacher and learner’s decision making. They will learn how to analyze and interpret assessment data and how to communicate and use test results in educational decision-making. Throughout the course, teacher candidates will engage with critical issues in the field, including historical and theoretical perspectives on assessment; explore differentiation in instruction and assessment in the curriculum; and reflect upon the ethical implications of assessment practices and policies.

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Art Education, Biology - Secondary Education, Chemistry -Secondary Education, Child Family Studies, French - Secondary Education, History - Secondary Education, Italian - Secondary Education, Latin - Secondary Education, Mathematics - Secondary Educat or Spanish - Secondary Education.

Attributes: Undergraduate

EDU 231 Assessment and Evaluation (3 credits)

This course is designed so that pre-service teachers will understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making (from INTASC). It assumes that teaching is necessarily an ethical undertaking and that assessment, as an essential element in teaching, is not merely technical but enlaced with ethical issues at its core. Teacher candidates will learn basic assessment and evaluation concepts; examine instruments that reflect constructs of interest (cognitive, affective, and behavioral objectives); develop skill in aligning assessment and instruction to state standards; construct various types of assessments; and analyze and refine teacher-made instruments. Teacher candidates will also learn how to interpret test results and how to communicate and use them in educational decision-making. Throughout the course, they will learn the importance of critical issues in the field, including historical and theoretical perspectives on assessment issues; explore differentiation issues in assessment; and analyze and reflect upon the moral implications of assessment practices and policies.

Prerequisites: PHL 154

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Child Family Studies, Educational Studies or Elementary Educ Pre K -4th Gr.

Attributes: Undergraduate

EDU 232 Literacy/Literature I w/ Field (3 credits)

This course prepares teacher candidates to develop engaged, strategic, and independent readers and writers. Candidates will develop understandings about: 1. Literacy-rich, engaging, and culturally affirming environments for nurturing students’ literacy learning, 2. How emergent/beginning readers and writers develop oral language, concepts of print, phonemic awareness, alphabetic and orthographic knowledge, vocabulary and conceptual knowledge, concept of word in text, concepts of stories and story language, and writing, 3. Appropriate assessments for identifying students’ literacy abilities and targeting instruction, 4. Instructional strategies for advancing students’ literacy abilities, and 5. The use of children’s literature in the early primary grades (big books, pattern books, leveled decodable and natural language readers, informational texts, poetry, fiction, personal narrative and persuasive texts). The course emphasizes meaning-based approaches consistent with constructivism and transactional models of literacy, in addition to systematic, targeted phonics instruction. Course objectives align with the Common Core and PA State Standards for English Language Arts for grades PK-1. *This course builds candidate’s competencies outlined in Charlotte Danielson’s Framework for Teaching (see Appendix A). Candidates are asked to reflect on key assignments in relation to Danielson’ Framework to include in their Professional Educator ePortfolio.

Restrictions: Enrollment is limited to students with a major in Elementary Educ Pre K -4th Gr.

Attributes: Field Experience, Undergraduate

EDU 240 Literacy/Literature II w/Field (3 credits)

This course develops teacher candidates’ ability to develop engaged, strategic, and independent readers and writers. Candidates will use literature appropriate for children in the transitional and intermediate stages of literacy development (approximately late first grade to grade 4). Students will use their understanding of the interactive/constructivist models of reading/writing processes to develop instructional strategies using the various forms of texts (fables, folktales, myths, poetry, biography, science informational texts, realistic and historical fiction). Special attention will be directed to the use of literature to foster reading fluency, comprehension, vocabulary, word recognition, and writing. In addition, candidates will investigate the use of literature to design culturally sustaining literacy instruction. Candidates will plan, revise, deliver, and assess ELA lessons in accordance with Common Core/PA State Standards for Reading/Language Arts and PA Structured Literacy Standards while participating in a 1st-4th grade literacy classroom field placement one day per week for the Stage 3: Pre-student teaching field experience.

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Elementary Educ Pre K -4th Gr.

Attributes: Field Experience, Undergraduate

EDU 241 Soc/Emo Dev/Lrn: Erly Chld (3 credits)

This course focuses on the domain of social and emotional development in early childhood, and it explores the complex ways in which this domain of development changes over time from birth to allow the growing child to react and interact with others around them. An interactional model will serve as the primary theoretical framework that underlies all discussions and assignments in order to allow students to understand the concept that each major area of development in early childhood are interdependent on one another and directly contribute to the adaptability and resilience of the whole child. Students will become familiar with current theories on how the young child develops socially and emotionally from birth and how mastery of development in these areas provides lays the foundation for cognitive, linguistic, and motoric growth in the early years. Special topics include early childhood mental health, parent-child attachment, floor time and early exploration (play), family systems dynamics, resiliency, adversity/risk, policy reform, and promotion/prevention/intervention.

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Child Family Studies.

Attributes: Undergraduate

EDU 242 Tech Enhan Curr & Inst w/Field (3 credits)

This is an introductory course designed to develop candidates' technological pedagogical content knowledge (TPACK) and offer an overview of the role of technology, especially web-based tools, in instruction and learning. The course will focus on the application of computers and technology in the learning process and connecting these applications with relevant ISTE (International Society for Technology in Education) and PDE standards. The impact of new technology on individuals, society, and educational agencies also will be investigated.

Restrictions: Enrollment is limited to students with a major in Elementary Educ 4th - 8th Gr or Elementary Educ Pre K -4th Gr.

Attributes: Field Experience, Undergraduate

EDU 246 Language and Culture w/ Field (3 credits)

This course introduces candidates to key theories, critical issues, and research-based practices related to promoting the language and literacy development of culturally and linguistically diverse students (PK-12), with a special focus on English language learners (ELLs). Candidates will learn how to use the Standards for English Language Development and PA academic standards to plan instruction in a culturally and linguistically diverse setting. Assigned readings, class discussions, video recordings, library and online research, and a field experience in a culturally and linguistically diverse classroom and school will engage candidates in the course topic.

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Art Education, Biology - Secondary Education, Chemistry -Secondary Education, Child Family Studies, Educational Studies, Elementary Educ 4th - 8th Gr, Elementary Educ Pre K -4th Gr, English - Secondary Education, French - Secondary Education, History - Secondary Education, Italian - Secondary Education, Latin - Secondary Education, Mathematics - Secondary Educat, Spanish - Secondary Education or Undecided Education.

Attributes: Diversity Course, Field Experience, Faith Justice Course, Undergraduate

EDU 247 Literacy in Cont Areas w/Field (3 credits)

The focus of this course is the teaching of content area reading and literacy across the curriculum for secondary schools. Topics to be examined include: theory, policy, practice and research in reading in the content area, reading across content areas, disciplinary reading, levels of reading and comprehension, place of reading in school programs, selecting diverse and appropriate curricular materials for enhancing reading that is culturally and linguistically responsive, differentiated reading instruction for diverse learners, general and specific strategies and study skills for content area reading comprehension, vocabulary, fluency, and spelling, critical reading of texts including critical media literacy, adjustment of reading instruction to meet individual learning levels and styles in inclusive classrooms, diagnostic, screening, formative, summative and benchmark reading assessment, and interventions for improving reading comprehension in the content areas for challenged and culturally and linguistically diverse readers. This course includes field experience in 7-12 classrooms.

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Art Education, Biology - Secondary Education, Chemistry -Secondary Education, Child Family Studies, Elementary Educ 4th - 8th Gr, English - Secondary Education, French - Secondary Education, History - Secondary Education, Italian - Secondary Education, Latin - Secondary Education, Mathematics - Secondary Educat or Spanish - Secondary Education.

Attributes: Field Experience, Undergraduate

EDU 265 Teaching Math in PK2 w/ Field (3 credits)

The goal of this course is to prepare teachers or teaching candidates who have the knowledge, skills, and orientation to help young children develop their mathematical foundation. The concept of Pedagogical Content Knowledge for Mathematics provides the theoretical framework for the course’s structure and orientation. This means that students who successfully complete the course will have a thorough knowledge of the mathematics central to pre-K – grade 2; an understanding of how children at these stages learn mathematics; and the ability to coordinate content and “best” practices for mathematics instruction, including the integration of technology. The specific mathematical content and instructional practices reflect the National Council of Teachers of Mathematics, the PA Department of Education standards, and the Common Core State Standards for Mathematics (CCSS-M). Throughout the course, candidates will plan, implement, and reflect on lessons; use standards and assessments (formative and summative) in evaluating student progress and teacher effectiveness; apply standards-based assessment data to selection of appropriate instructional materials, technology, and/or recommendation for intervention; and apply standards based, data-driven, decision-making procedures to lesson planning or re-teaching.

Restrictions: Enrollment is limited to students with a major in Elementary Educ Pre K -4th Gr.

Attributes: Field Experience, Undergraduate

EDU 270 Special Topics in Education (3 credits)

Topics will vary according to the semester in which the class is offered.

Attributes: Undergraduate

EDU 345 Trauma in Infan & Early Child (3 credits)

The following course provides students with an in-depth study of trauma in infancy and early childhood, including analyses of historical origins, theoretical perspectives, influences on development and learning, and impacts on establishing sustained relationships throughout the lifespan. Throughout course readings and assignments, students will analyze specific levels and intensities of traumatic events and identify how these relate to the continuum of effects that early (chronic) trauma has on young children's internal working models of self-esteem, self-worth, self-competence, and overall self-identity. Various models of intervention and therapeutic approaches will be explored to provide students with pathways to: support children's development and learning, integrate educational and emotional wellness strategies to strengthen resilience, and help children cope with their exposure to trauma. The following course is especially appropriate for pre-professional students in the fields of educator preparation, child studies, psychology, or sociology.

Attributes: Undergraduate

EDU 362 Soc Stud Thru Arts PK4 w/Field (3 credits)

The purpose of this course is to connect theory and practice in the teaching of elementary school social studies through the visual and performing arts. Strategies for planning, implementing, and evaluating social studies instruction are designed with a focus on preparing children to be critical thinkers and young citizens in a global, technological and culturally diverse world.

Restrictions: Enrollment is limited to students with a major in Elementary Educ Pre K -4th Gr.

Attributes: Field Experience, Undergraduate

EDU 363 Science Methods PK-4 w/ Field (3 credits)

This course is designed to provide students with the opportunity to investigate content and pedagogy relevant to science instruction in PreK-4 classrooms. Emphasis is placed upon the philosophy, curriculum planning and organization, skill development, instructional methods, and classroom resources for the natural sciences.

Restrictions: Enrollment is limited to students with a major in Elementary Educ Pre K -4th Gr.

Attributes: Field Experience, Undergraduate

EDU 365 Math & Technology PK4 w/Field (3 credits)

Ultimately, the goal of this course is to prepare teachers or teaching candidates who have the knowledge, skills, and orientation to help young children develop their mathematical foundation. The concept of Pedagogical Content Knowledge for Mathematics provides the theoretical framework for the course structure and orientation. This means that students who successfully complete the course will have a thorough knowledge of the mathematics central to PK4; an understanding of how children at these stages learn mathematics; and the ability to coordinate content and "best" practices for mathematics instruction, including the integration of technology. As a course in elementary level math teaching methods, it is designed to engage candidates in thinking beyond the facts and tools of mathematics to the level of understanding ideas and concepts. Thinking conceptually about mathematics means thinking in terms of mathematical constructs that have the potential to produce understanding. In addition, the course will address the role that technology tools are playing in children's mathematics education. The specific mathematical content and instructional practices reflect the National Council of Teachers of Mathematics, the PA Department of Education standards, and the Common Core State Standards for Mathematics (CCSS-M). Throughout the course, candidates will plan, implement, and reflect on lessons; use standards and assessments (formative and summative) in evaluating student progress and teacher effectiveness; apply standards-based assessment data to selection of appropriate instructional materials, technology, and/or recommendation for intervention; and apply standards based, data-driven, decision making procedures to lesson planning or re-teaching.

Restrictions: Enrollment is limited to students with a major in Elementary Educ Pre K -4th Gr. Enrollment limited to students with the Education Basic Skills attribute.

Attributes: Field Experience, Undergraduate

EDU 366 Teaching Math Gr. 3-6 w/Field (3 credits)

Ultimately, the goal of this course is to prepare teachers or teaching candidates who have the knowledge, skills, and orientation to help children in the elementary grades develop their mathematical understanding. The concept of Pedagogical Content Knowledge for Mathematics provides the theoretical framework for the course’s structure and orientation. This means that students who successfully complete the course will have a thorough knowledge of the mathematics central to grades 3-6; an understanding of how children at these stages learn mathematics; and the ability to coordinate content and “best” practices for mathematics instruction, including the integration of technology. The specific mathematical content and instructional practices reflect the National Council of Teachers of Mathematics, the PA Department of Education standards, and the Common Core State Standards for Mathematics (CCSS-M). Throughout the course, candidates will plan, implement, and reflect on lessons; use standards and assessments (formative and summative) in evaluating student progress and teacher effectiveness; apply standards-based assessment data to selection of appropriate instructional materials, technology, and/or recommendation for intervention; and apply standards based, data-driven, decision-making procedures to lesson planning or re-teaching.

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Elementary Educ Pre K -4th Gr.

Attributes: Field Experience, Undergraduate

EDU 370 Special Topics in Education (3 credits)

Topics will vary according to the semester in which the class is offered.

Attributes: Undergraduate

EDU 375 Seminar in Childhood Studies (3 credits)

This course is designed as a capstone course to provide students with the opportunity to explore and discuss current issues in child and family studies. Special attention will be paid to current trends in child/family research, family law and relevant court cases involving young children and families, and inclusive educational and therapeutic practices appropriate for young children and families. Further, students will engage in ongoing dialog about the implications current trends in the child and family studies field have with best professional practices in early care and education and related settings.

Attributes: Undergraduate

EDU 400 Literacy Theories and Models (3 credits)

This course is designed to provide teacher candidates with knowledge of the theories and models for understanding literacy acquisition and development. Emphasis will be placed upon various interactive models of the reading process, the psychology of literacy, and their implications for classroom instruction. The role of language, cognition, information processing, affective factors and measurement in reading will be examined to provide a broad understanding literacy acquisition and development.

Attributes: Undergraduate

EDU 401 Literacy Assessment/Instruct (3 credits)

This course provides teacher candidates an in-depth study of students' literacy instruction and assessment in grades K-3. A range of formal and informal assessments will be used to measure children's early language and literacy development, including phonemic awareness, concepts of print, word recognition strategies, and comprehension abilities. This information will be used to make informed decisions about literacy instruction.

Attributes: Undergraduate

EDU 410 Instr Techniq English w/Field (3 credits)

This course introduces teacher candidates to key theories, philosophies, core concepts, issues, skills, methods of inquiry, application of technology and research-based practices related to teaching ELA at the secondary level. The course has a special focus on pedagogical knowledge and skills for teaching ELA and promoting social justice in the ELA classroom. Candidates will learn how to align the PA ELA Content and Proficiency Standards and Assessment for instruction in a culturally and linguistically diverse setting. Students will draw upon a variety of tools to design, implement, reflect upon and evaluate ELA curriculum for secondary classrooms that is culturally and linguistically responsive to classroom diversity. Candidates will design and implement innovative techniques including new media literacies that address the academic needs of diverse learners. Assigned readings, class lectures and discussions, video and print resources, library and online research, written assignments and presentations, guest speakers, and field trips aim at developing candidates' knowledge, skills, and dispositions for teaching ELA. This course has a mandatory field experience in a 7-12 grade classroom.

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Art Education, Elementary Educ 4th - 8th Gr, English - Secondary Education, Foreign Lang Educ PK-12, French - Secondary Education, Italian - Secondary Education, Latin - Secondary Education or Spanish - Secondary Education.

Attributes: Field Experience, Undergraduate

EDU 412 Instr Techniq Soc St w/Field (3 credits)

This course introduces teacher candidates to key theories, philosophies, core concepts, issues, skills, methods of inquiry, application of technology and research-based practices related to promoting social studies literacy development of secondary students. The course has a special focus on pedagogical knowledge and skills for teaching social studies and promoting social justice in the social studies classroom. Candidates will learn how to align the PA Social Studies Proficiency Standards with the PA academic standards to plan instruction in a culturally and linguistically diverse setting. Students will draw upon a variety of tools to design, implement, reflect upon and evaluate social studies curriculum for secondary classrooms. Teacher candidates will engage in designing and implementing innovative techniques, new literacies, and effective teaching techniques that address the academic needs of culturally diverse learners. Assigned readings, class lectures and discussions, video and print resources, library and online research, written assignments and presentations, guest speakers, and field trips aim at developing teacher candidates' knowledge, skills, and dispositions for teaching social studies.

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Elementary Educ 4th - 8th Gr or History - Secondary Education.

Attributes: Field Experience, Undergraduate

EDU 414 Instr Techniq Flang w/Field (3 credits)

This course introduces the teacher candidate to key theories, philosophies, core concepts, issues, skills, methods of inquiry, application of technology and research-based practices related to the substance and strategies of proficiency oriented second language instruction (K-12). The course has a special focus on pedagogical knowledge and skills for teaching foreign languages and promoting social justice in the FL classroom. Candidates will learn how to align the PA FL Content and Proficiency Standards and Assessment (ACTFL) in a culturally and linguistically diverse setting. Students will draw upon a variety of tools of design, implement, reflect upon, and evaluate FL curriculum for secondary classrooms. In order to develop each candidate's knowledge, skills, and dispositions for teaching FLs, candidates will design and implement innovative techniques including new media literacies that address the academic needs of diverse learners. Upon completion of this course, you should be able to: Identify current instructional practices, theories, and paradigms in a Foreign Language Classroom; Demonstrate current instructional practices and theories in a Foreign Language Classroom; Construct Lesson Plans to be implemented in a Foreign Language Classroom.

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Elementary Educ 4th - 8th Gr, Foreign Lang Educ PK-12, French - Secondary Education, Italian - Secondary Education, Latin - Secondary Education or Spanish - Secondary Education.

Attributes: Field Experience, Undergraduate

EDU 416 Instr Techniq Math w/Field (3 credits)

This course is intended to assist students in the development of their individual approaches to instructional styles and strategies. Students will be placed in a secondary classroom where they will study issues related to teaching pedagogy. Emphasis will be placed upon the current research and the development of techniques useful in the presentation of mathematical concepts at the secondary level. Included in this course is a thorough investigation of the National Council of Teachers of Mathematics' Standards and examination of Gender Bias in the mathematics classroom.

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Elementary Educ 4th - 8th Gr or Mathematics - Secondary Educat.

Attributes: Field Experience, Undergraduate

EDU 418 Instr Techniq Science w/Field (3 credits)

This course is intended to assist students in the development of their individual instructional styles and strategies. Well-conceived and effective curriculum and instruction are based upon both an understanding of the adolescent and the nature of science. Instructional techniques ranging from lecture and demonstrations to laboratory and computer simulations will be modeled and analyzed. Issues in classroom management and safety, among other topics, will be explored. Students will be placed in a secondary classroom where they will study issues related to teaching pedagogy. All of these courses in instructional methodology include discussion of and practice in instructional management, student motivation, the implications of learning theory for classrooms, the identification of instructional resources, and procedures for the measurement of student achievement. Students are expected to demonstrate proficiency in these skills for successful completion of the course.

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Biology - Secondary Education, Chemistry -Secondary Education or Elementary Educ 4th - 8th Gr.

Attributes: Field Experience, Undergraduate

EDU 422 Instruct Tech. for Art Edu (3 credits)

This course is designed to introduce pre-service teachers of Art to instructional processes, teaching strategies, materials, lesson planning, assessment practices, and classroom management theory that will be of practical value in the classroom. Students will be placed in a K-12 art classroom where they will study issues related to teaching pedagogy.

Prerequisites: EDU 150 and EDU 151 and SPE 160

Restrictions: Enrollment is limited to students with a major in Art Education.

Attributes: Field Experience, Undergraduate

EDU 430 Linguistics and ESL (3 credits)

This course is will introduce teacher candidates interested in ESL instruction to the study of language and principles of linguistics. Emphasis is placed on understanding the role of phonetics, phonology, morphology, syntax, semantics, sociolinguistics, pragmatics, second language acquisition, pedagogy, and applied linguistics in the learning English as a second language. This course is open to all undergraduate students interested in working with students for whom English is a second language.

Attributes: Undergraduate

EDU 432 Theories & Models in Language (3 credits)

The course introduces teacher candidates interested in ESL to theories and models in language acquisition, processes of language acquisition, especially the process of learning a second or additional language. Emphasis will be given to learning environments, the characteristics of interaction and participation, and contexts that facilitate second language acquisition. The course will also explore linguistic factors and processes in second language acquisition (SLA) and examine how they are influenced by the learner's home language. This course requires a 15-hour field experience.

Attributes: Undergraduate

EDU 457 Sem ClinApp of Traum in Infanc (3 credits)

The following course provides students with an applied course, which focuses on specific trauma cases in infancy and early childhood. This course is designed as the capstone course for those students who have successfully completed two prior related courses. (i.e., EDU 241/644 & EDU 345/651). A roundtable format will be the primary format for all lectures, discussions, and assignments. Students will investigate specific trauma cases, and they will use prior knowledge and current empirical/best practice evidence to analyze and pose appropriate educational/interventional suggestions. This course is appropriate for students majoring in the following programs such as early care and educator preparation, Childhood Studies, Child Life, and other related allied health professions.

Prerequisites: EDU 241 and EDU 345

Attributes: Undergraduate

EDU 470 Special Topics in Education (1-3 credits)

Topics will vary according to the semester in which the class is offered.

Attributes: Undergraduate

EDU 471 Writing in the Classroom (3 credits)

A practical course in the teaching of writing across the curriculum. Practice in personal, creative, and expository writing. Methods of teaching writing and steps in the writing process (pre-writing, drafting, revising, editing, publishing) are emphasized in the course.

Attributes: Undergraduate, Writing Intensive Course- GEP

EDU 474 Special Topics in EDU (3 credits)

Rotating topics in Education.

Attributes: Undergraduate

EDU 475 ESL Instruct Prac w/Field (4 credits)

This course introduces students to the roles and responsibilities of the ESL/Bilingual teacher through a school-based experience. Students spend 30 hours in the company of expert ESL/Bilingual educators in school settings. Students will gain expertise in working with groups of students, interfacing with teachers and caregivers, and examining programs that serve emergent bilingual students in grades PK-12. Emphasis will be on program design and implementation guided by the English language development standards (ELDS), including assessing students' language capacities, designing programs to fit a variety of language needs, working with teachers and other school professionals to serve emergent bilinguals, and organizing programs to enhance caregiver collaboration. The course requires students to fulfill a 30-hour field requirement working with ESL students.

Attributes: Undergraduate

EDU 476 Pedagogy for ESL Learn w/Field (3 credits)

This course examines various approaches, methods, and techniques for teaching and assessing English Language Learners in bilingual and ESL classrooms, as well as for assisting ELL students' learning in regular classrooms. This course is also suitable for those interested in teaching in an EFL environment (abroad). Candidates will develop a culturally responsive curriculum and design a variety of research-supported instructional activities to meet the needs of the culturally and linguistically diverse learners. The course requires students to fulfill a 30-hour field requirement for completing course assignments.

Attributes: Undergraduate

EDU 479 Independent Study Education (3 credits)

This course is designed to accommodate those students who have an interest in a research- or internship- worthy topic that can be examined on an independent basis. The student will work closely with a professor on an education-related topic that will require the identification of that topic, a literature review, appropriate methodology/field experience, and analysis.

EDU 491 Secondary Student Teaching (12 credits)

Student teaching is a full-semester, full-time, full-day, 14-week student teaching experience of the teacher preparation program for SJU students seeking initial teacher certification. The Pennsylvania Department of Education (http://www.education.pa.gov/) defines student teaching as a set of organized and carefully planned classroom teaching experiences required of all candidates in a preparation program. Student teachers are assigned to one or more classrooms, closely supervised and apprenticed by a certified teacher who serves as the cooperating teacher, and provides regular feedback to the student on his or her classroom teaching performance. Student teachers are also assigned a university mentor who observes student teachers in their field placement and provides feedback on the six domains of student teacher competencies as outlined by PDE. In conjunction with student teaching placement in the school, all student teachers are required to attend a weekly seminar in student teaching conducted by a university professor. All student teachers are required to abide by PDE Code of Professional Practice and Conduct for Educators. A maximum of one additional course may be taken during the student teaching semester. Students should complete the "Application for Student Teaching" (https://sites.sju.edu/education/student-teaching/application-student-intern-teaching/) at least one semester in advance of student teaching.

Prerequisites: EDU 150 and EDU 157 and SPE 160 and SPE 203

Restrictions: Enrollment is limited to students with a major in Art Education, Biology - Secondary Education, Chemistry -Secondary Education, English - Secondary Education, French - Secondary Education, History - Secondary Education, Italian - Secondary Education, Latin - Secondary Education, Mathematics - Secondary Educat or Spanish - Secondary Education.

Attributes: Undergraduate

EDU 495 ECE Student Teaching (12 credits)

This experience is designed as the capstone professional course for the PK-4 education major; it is to be the final course taken in the major sequence. The student teaching experience approximates a full-time teaching experience for the semester (14 weeks). In addition, the teacher candidate attends a seminar once each week in which issues related to student teaching are studied. This field-based seminar is designed to provide preservice teachers with an understanding of the diverse needs of their students and their learning environments in early childhood education (as defined by the Pennsylvania Department of Education) for grades pre-k - 4th. At the conclusion of the student teaching experience, the candidate shall have demonstrated proficiencies in instructional management; student motivation; curriculum planning; learning theory, problem solving in the educational setting; the use of technology; use of appropriate pedagogies across content areas, including reading, language, and literacy skills in all classrooms; the identification of appropriate instructional resources; and the assessment of student achievement. Throughout student teaching and the student teaching seminar, candidates will be expected to apply the knowledge, skills, and competencies developed through the Saint Joseph's University Teacher Preparation Program as aligned with the program's mission to "to cultivate knowledgeable, caring, reflective, and socially conscientious educators who can think critically, inspire a passion for learning, communicate effectively, and advocate intentionally for all PK-12 candidates, including those from culturally nondominant communities and those who have distinct learning needs." A maximum of one additional course may be taken during the student teaching semester. Students should complete the "Application for Student Teaching" (https://sites.sju.edu/education/student-teaching/application-student-intern-teaching/) at least one semester in advance of student teaching.

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Elementary Educ Pre K -4th Gr.

Attributes: Undergraduate

EDU 496 Student Teaching (4-8) (12 credits)

Student teaching is a full-semester, full-time, full-day, 14-week student teaching experience of the teacher preparation program for SJU students seeking initial teacher certification. The Pennsylvania Department of Education (http://www.education.pa.gov/) defines student teaching as a set of organized and carefully planned classroom teaching experiences required of all candidates in a preparation program. Student teachers are assigned to one or more classrooms, closely supervised and apprenticed by a certified teacher who serves as the cooperating teacher, and provides regular feedback to the student on his or her classroom teaching performance. Student teachers are also assigned a university mentor who observes student teachers in their field placement and provides feedback on the six domains of student teacher competencies as outlined by PDE. In conjunction with student teaching placement in the school, all student teachers are required to attend a weekly seminar in student teaching conducted by a university professor. All student teachers are required to abide by PDE Code of Professional Practice and Conduct for Educators. A maximum of one additional course may be taken during the student teaching semester. Students should complete the "Application for Student Teaching" (https://sites.sju.edu/education/student-teaching/application-student-intern-teaching/) at least one semester in advance of student teaching.

Restrictions: Enrollment is limited to students with a major in Elementary Educ 4th - 8th Gr.

Attributes: Undergraduate

EDU 498 Dual Major Student Teaching (6 credits)

This experience is designed as the capstone professional course for the Double Major (PK-4 / Special Education); it should be taken in conjunction with SPE 495. It is to be the final course taken in the major sequence. The Student Teaching experience approximates a full-time working experience for the semester (fourteen weeks) and includes experiences in both regular and special education classrooms. It includes a seminar class each week in which issues related to student teaching are studied. At the conclusion of the Student Teaching experience, the student shall have demonstrated proficiencies in instructional management, student motivation, curriculum planning, learning theory, solving problems in the education setting, using reading, language and literacy skills in working with exceptional students, identifying instructional resources, using technology, and assessing student achievement. A maximum of one additional course may be taken during the student teaching semester. Students should apply to the Office of Student Teaching according to the application deadlines established by the Department. These deadlines are more than one semester in advance of student teaching. See Education Department home page for on-line application and guidelines.

Restrictions: Enrollment is limited to students with a major in Elementary Educ Pre K -4th Gr, Special Education (7 to 12) or Special Education (PK to 8).

Attributes: Undergraduate

EDU 550 His & Contemp Persp Ed w/Field (3 credits)

American education as a dynamic, sometimes cyclic, process. The origins, evolution, and realities of contemporary public and private schools are examined through critical reading original documents. Visits to elementary or secondary classrooms in multicultural setting provide a strong link to the teacher's world.