Course Catalog

Education  
List of all courses and their descriptions
List of all courses, their descriptions and offerings in the schedule book

ECED0101 - Praxis I Prep Early Childhood
Fall 2016

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0 Credits

ECED0210 - Field Experiences 2100
Fall 2016

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0 Credits

ECED0214 - Field Experiences 2140
Fall 2016

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0 Credits

ECED0401 - Field Experiences 4010
Fall 2016

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0 Credits

ECED0402 - Field Experiences 4020
Fall 2016

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0 Credits

ECED0403 - Field Experiences 4030
Fall 2016

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0 Credits

ECED2100 - Intro To Early Childhood Educ
Fall 2016

This course offers an overview of Early Childhood Education as a base from which to gain further knowledge for working with young children. The aspiring teacher will be introduced to historical contexts and theories of early childhood education. The course will give the aspiring teacher the opportunity to gain insight into the relationship between child development, learning, and teaching. Through readings, discussions, and conducting a guided observation, the aspiring teacher will develop his/her own personal philosophy of Early Childhood Education.
Prerequisite: Permission of the Department Head Co-requisite: ECED0210
3 Credits

ECED2110 - Early Childhood Curric/Instruc
Fall 2016

In this course the teacher candidate will be given an overview of how children develop and learn as a foundation for developing appropriate learning activities and environments. The teacher candidate will have the opportunity to examine and put into practice, numerous assessment and observation techniques. In addition, opportunities will be provided to explore in-depth each of the core areas of curriculum for young children.
Prerequisite: ECED2100 or Concurrent and Candidacy status
3 Credits

ECED2120 - Early Literacy/Language Devl
Fall 2016

Early Literacy and Language Development is designed to provide early childhood teacher candidates with an in-depth investigation into literacy development, birth to age 8. Research and theory for supporting literacy development in the early years is the pinnacle of this course. Examination of contextual influences on language and literacy development and growth, reading and writing as integrated processes, and models of appropriate practices to foster emerging language and literacy will be emphasized.
Prerequisite: ECED2100 or Concurrent
3 Credits

ECED2130 - Numeracy
Fall 2016

This course is designed to provide both the theoretical background and the practical knowledge necessary for planning, implementing, and assessing an early childhood mathematics program. The focus is on developing an active, learning environment that fosters curiosity, confidence, and persistence in learning numeracy skills. Students examine and practice instructional strategies that foster the development of mathematical relationships, number sense, and the ability to solve problems.
Prerequisite: ECED2100 or Concurrent and Candidacy status
3 Credits

ECED2140 - Reading Difficulties/Diagnosis
Fall 2016

This course is designed to prepare the aspiring teacher with the tools necessary to diagnosis and teach student with reading difficulties. Teacher candidates will explore the constructive process of reading and learn ways they can use disgnosis to make sound instructional decisions. Teacher candidates will learn explicit procedures for instructional techniques drawn from multiple perspectives and applicable for use with K-8 learners. The emphasis throughout is on encouraging teachers to continually reflect on their instructional practices and tailor their instruction to the streghths and needs of the children they teach.
Prerequisite: ECED2100 or Concurrent and Candidacy status Co-requisite: ECED0214
3 Credits

ECED2500 - Creative Classroom
Fall 2016

This course is designed to prepare the aspiring teacher with the appreciation and the ability to utilize creative expression in the pre-kindergarten to fourth grade elementary classroom. The focus will be on planning and adapting engaging learning experiences in movement and physical skills, drama, art, and music. Specific topics that will be explored are integrating the arts across the curriculum, culturally diverse artistic expression, multiple intelligences, playing in the classroom, and fostering creativity in children.
Prerequisite: ECED2100 or Concurrent and Candidacy status
3 Credits

ECED2510 - Hlth/Wellness/Physical Devel
Fall 2016

This course is designed to help students gain an understanding of the physical, intellectual, social, emotional and personality growth and development of all children from conception to age nine, including children with special needs. Students will know and understand health and physical activity concepts that enable informed decisions for a healthy and active lifestyle. In addition, the course will demonstrate self-management skills, interpersonal skills necessary for effective relationships. Activities in the course will focus on movement skills and strategies for confident participation in physical activity. Current research and ideas in early childhood development will be used in conjunction with historical approaches that examine growth and development. Field experiences will be an integral part of this course.
Prerequisites: ECED2100 and Candidacy status
3 Credits

ECED3050 - Planning/Assessment Early Chld
Fall 2016


Prerequisites: ECED2100 and and Candidacy status
3 Credits

ECED3060 - Family/Community Relationships
Fall 2016


Prerequisite: ECED2100 or Concurrent and Candidacy status
3 Credits

ECED3100 - Integrating Arts/Devel Child
Fall 2016

This course is designed to help students gain an understanding of the physical, intellectual, social, emotional and personality growth and development of all children from conception to age nine, including children with special needs. Students will know and understand health and physical activity concepts that enable informed decisions for a healthy and active lifestyle. Activities in the course will focus on health, nutrition, movement skills and strategies for confident participation in physical activity for early childhood educators. Current research and ideas in early childhood development will be used in conjunction with historical approaches that examine growth and development. In addition, the course will help to prepare the aspiring teacher with the appreciation and the ability to utilize creative expression in the pre-kindergarten to fourth grade elementary classroom. The focus will be on planning and adapting engaging learning experiences in movement and physical skills, drama, art, and music. Specific topics that will be explored are integrating the arts across the curriculum, culturally diverse artistic expression, multiple intelligences, playing in the classroom, and fostering creativity in children.
Prerequisite: Candidacy Status
3 Credits

ECED3400 - Elem Reading Content Area
Fall 2016

Elementary Reading in the Content Area is designed to enable the prospective elementary teacher utilize various strategies and techniques to improve literacy and literacy instruction in all content areas taught in the elementary school. Lesson plans and classroom presentations that focus on specific methods for helping students achieve literacy proficiency within the content areas commonly taught in the elementary school (mathematics, science, social studies, health, language arts, music, art, and physical education) will be emphasized.
Prerequisite: Candidacy Status
3 Credits

ECED4000 - Soc Studies Methods Echd
Fall 2016

is designed to provide both the theoretical background and the practical knowledge necessary for planning, implementing, and assessing a social studies program in a contemporary elementary school. In addition, the latest advances in Instructional Technology will be introduced and integrated into the methodology. Students will be introduced to a variety of approaches and instructional materials for effectively facilitating the learning of content and skills associated with the social sciences, and for integrating this learning with other areas of the elementary curriculum. A high level of interaction and integration between methods courses and field experiences will provide students with applications of "Theory into Practice" and consistent classroom experiences. This course will be supplemented and enhanced with BlackBoard.
Prerequisites: Candidacy Status and Permission of the Department Head
3 Credits

ECED4010 - Math Methods Early Childhood
Fall 2016

This course develops curriculum, instructional strategies, and activities for teaching science and mathematics in the elementary school. Course experiences are focused on the nature of science, inquiry, mathematics problem-based instruction and managing learning resources related to science and mathematical pedagogy.
Prerequisites: Candidacy Status and Permission of the Department Head Co-requisite: ECED0401
3 Credits

ECED4020 - Science Methds Early Childhood
Fall 2016

Co-requisite: ECED0402
Prerequisite: Candidacy status
3 Credits

ECED4030 - Readng/Lang Arts Mthds Echd
Fall 2016

This course enables the prospective early childhood teacher candidate to understand the processes of reading and Language Arts. Candidates will be introduced, through theory and practice, to a variety of strategies for teaching early childhood and elementary reading. Candidates will become aware of ways to assess reading programs and ways to support children as they develop as readers. Candidates will also become familiar with materials used in the classroom to support literacy development. Additionally, students will learn how to create a Student and Response-Centered Classroom rich with literature, writing, speaking, and listening. They will learn to incorporate appropriate teaching strategies, assessments, and instructional media. Topics such as language development, drama, response journals, reading and writing workshops, mechanics of language and media literacy will be addressed with a hands-on approach.
Prerequisites: Candidacy Status and Permission of the Department Head Co-requisite: ECED0403
3 Credits

ECED4060 - Pre-Student Teaching
Fall 2016

The three-credit field course is designed to involve the preservice elementary education students with the various aspects of classroom teaching methodology, pedagogy and management. The students will have the opportunity to employ reflective decision making when planning, implementing and assessing learning in an actual school environment. In addition, field students will become involved in the managerial, record keeping, personal and professional aspects of teaching in diverse classroom settings. Students will move through four basic learning experiences: observation, one-to-one tutoring, small group instruction and whole class instruction.
Prerequisites: Permission of the Department Head and Candidacy status
0 Credits

ECED4200 - Student Teaching Eced
Fall 2016

This is a capstone course for all candidates seeking certification in early childhood education. Candidates spend sixteen weeks in a full-time internship in an approved preK-4 school environment. Candidates will work on a daily basis with an approved cooperating teacher. In addition, each candidate will be supervised by an RMU supervisor. Candidates are required to complete SPED4210 Professional Topics: ELL to Special Needs concurrently with this course.
Prerequisites: COSK2220 or COSK2225 and Completion of all requirements for admission to the professional year, permission of the Department Head and Candidacy status
9 Credits

ECED4205 - Student Teaching Sped
Fall 2016

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0 Credits

ECED4210 - Student Teaching Seminar
Fall 2016

Candidates completing the early childhood student teaching internship will discuss professional issues and topics such as: resume writing, interviewing and job searching. In addition, this seminar will provide a forum through which teacher candidates may share the inquiry projects required for the student teaching internship and discuss topics of interest related to their internship (classroom management issues, parent-teacher conferences, teaching issues, etc.) Candidates are required to complete EDUC4200 Supervised Teaching concurrently with this course.
Prerequisites: COSK2220 or COSK2225 and admission to the professional year for elementary education, permission of the Department Head and Candidacy status
3 Credits

EDUC0104 - Praxis I Prep Secondary Busn
Fall 2016

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0 Credits

EDUC0105 - Praxis I Prep Secondary Bio/Sc
Fall 2016

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0 Credits

EDUC0106 - Praxis I Prep Secondary Englis
Fall 2016

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0 Credits

EDUC0107 - Praxis I Prep Secondary Math
Fall 2016

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0 Credits

EDUC0108 - Praxis I Prep Secondary Soc St
Fall 2016

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0 Credits

EDUC0200 - Field Experiences 2000
Fall 2016

Field experiences one to three provide the pre-service teacher with an overview of the education profession and process. Co-requisite: EDUC2000
0 Credits

EDUC0210 - Field Experiences 2100
Fall 2016

Field experiences four to six provide the pre-service teacher with opportunities to explore theories of learning. Co-requisite: EDUC2100
0 Credits

EDUC0220 - Field Experiences 2200
Fall 2016

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0 Credits

EDUC0302 - Field Experiences 3400
Fall 2016

Co-requisite: EDUC3025
0 Credits

EDUC0305 - Field Experiences 3050
Fall 2016

Co-requisite: EDUC3050
0 Credits

EDUC0306 - Field Experiences 3060
Fall 2016

Co-requisite: EDUC3060
0 Credits

EDUC0310 - Field Experiences 3165
Fall 2016

Co-requisite: EDUC3165
0 Credits

EDUC0322 - Field Experiences 3220
Fall 2016

Co-requisite: EDUC3220
0 Credits

EDUC0400 - Field Experiences 4100
Fall 2016

Field experiences 10 to 12 provide the pre-service teacher with opportunities to micro teach and continue to further develop professionalism.
0 Credits

EDUC0420 - Field Experiences 4120
Fall 2016

Co-requisite: EDUC4120
0 Credits

EDUC0430 - Field Experiences 4130
Fall 2016

Co-requisite: EDUC4130
0 Credits

EDUC0440 - Field Experiences 4140
Fall 2016

Co-requisite: EDUC4140
0 Credits

EDUC0450 - Field Experiences 4150
Fall 2016

Co-requisite: EDUC4150
0 Credits

EDUC2000 - Schools and Society
Fall 2016

This course provides teacher candidates with an introduction to teaching and an understanding of American education with respect to its history, societal influences, underlying philosophies, and today?s instructional approaches. Topics emphasized include teacher professionalism, diversity in the classroom, and educational reform. Teacher candidates are exposed to the real world of teaching through discussion of current trends and issues, with a focus on standards, assessment, and accountability. In addition, candidates begin their exploration of the teaching profession through three required field experiences and professional activities. The use of technology is required for research and presentation of course-related information. Education candidates must earn a C grade, or higher, to successfully complete this course.
Prerequisite: EDUC2100 Co-requisite: EDUC0200
3 Credits

EDUC2100 - Educ Psyc/Classroom Mgmt
Fall 2016

This course is designed to help pre-service teachers understand human development (physical, cognitive, social, personal, moral) in relation to learning and teaching including classroom management, special education, cultural differences, learning styles, multiple intelligences, and ELL. The course also stresses the application of contemporary learning theory through discussion, projects, and case studies that serve both the goal of promoting content expertise as well as various aspects of literacy.
Prerequisite: Permission of the Department Head Co-requisite: EDUC0210
3 Credits

EDUC2200 - Technology For Teachers
Fall 2016

This course addresses conceptual understanding and application of technology for planning and delivering instruction, and student use of technology to enhance learning. Discussion includes basic computer hardware and software terminology; societal, ethical, and legal issues regarding the use of technology; distance learning; and information systems to support educational organization. The course participant must demonstrate proficiency integrating educational technology appropriate to specific lessons, and must demonstrate an ability to teach students how to use technology to meet lesson objectives. Skills practiced in the overall technological and educational context include: word processing, spreadsheet, database, and presentation software. In addition, other areas explored with hands-on experience include use of the Internet, educational software, digital media, video conferencing, electronic whiteboards, and other typical computer hardware.
Prerequisite: EDUC2100
3 Credits

EDUC3050 - Tchng Students With Spec Needs
Fall 2016

This course is designed to prepare prospective teachers to effectively teach the range of students that comprise a typical classroom. It provides information about four groups of students with special needs: students with disabilities, gifted and talented learners, culturally and linguistically diverse individuals, and students at risk. Characteristics of students with special needs, modifications in teaching methods, and classroom management techniques for academic, social, emotional, and cognitive differences will be addressed. Federal legislation, team collaboration, special support services, and IEPs will be addressed.
Prerequisite: EDUC2100 Co-requisite: EDUC0305
3 Credits

EDUC3060 - Tch In Inclusive Sec Classroom
Fall 2016

This course provides teacher candidates with the skills and strategies required to teach students with exceptional learning needs in inclusive secondary education classrooms. Aspiring teachers will be engaged in discussions and activities that focus on planning instruction; building partnerships with faculty and parents; differentiating instruction; evaluating student learning; and responding to student behavior. In addition, teacher candidates will add to their knowledge and understanding of special education programs and services by completing two required field experiences.
Prerequisite: EDUC2100 Co-requisite: EDUC0306
3 Credits

EDUC3120 - Technology For Sec Educators
Fall 2016

This course provides teacher candidates with an understanding of how to apply technology for instructional planning and delivering, and how to have students use technology to enhance learning. Teacher candidates must demonstrate knowledge of current and emerging classroom technologies, together with an understanding of societal, economic, ethical, and legal issues related technology in education. The candidate will practice applying technology for different instructional philosophies, evaluating software tools to enhance instruction, investigating technology for special needs students, and locating instructional and administrative software tools available on the web. Hands-on skill development in an educational context is critical and will include the use of word processing, spreadsheet, concept mapping, and presentation software; use of the Internet and Web 2.0 tools, multimedia software, and digital media; and the use of typical classroom hardware. Teacher candidates will also establish a working framework for the development of an electronic portfolio.
Prerequisite: EDUC2100
3 Credits

EDUC3160 - Svc Lrn: Girl Scout Mentor Pgm
Fall 2016

In conjunction with Girl Scouts Western Pennsylvania (GSWPA), this course includes service to local area middle and high schools with the goal of mentoring young women. RMU students who take part in this course will be trained by GSWPA to create, provide, and support curriculum relevant to the lives of the young women in the program as well as provide role models of success and future possibilities through their own interactions. The course includes pre-approved volunteer experience. Students will reflect upon their experience, its current and future impact, and the implication for life-long learning through the writing of reflection papers, threaded discussions, and a final paper.
3 Credits

EDUC3165 - Teaching Engl Lang Learners
Fall 2016

This course provides an overview for prospective secondary teacher of the language systems, characteristics and needs of English Language Learners (ELLs), and various methods and techniques of providing comprehensible instruction that focuses on academic language in all content areas, including science, math, social studies, and English language arts. Through the lesson presentation and class discussion, teacher candidates will identify ELLs? strengths in English, vary teaching approaches, and design appropriate assessment tools in supporting ELLs.
Prerequisites: EDUC2100 and Candidacy Status Co-requisite: EDUC0310
3 Credits

EDUC3600 - Educational Assessment
Fall 2016

This course provides education candidates with knowledge of classroom and standardized assessment. Course content will address validity, reliability, and fairness of assessment scores. Students will learn how to design classroom assessments including selected response items, constructed response items, performance assessments, and portfolios. The development and use of scoring guides, rubrics, and grading scales, will be addressed. Course content will also focus on formative assessment and the integration of assessment results into instructional planning. Item analysis and the interpretation of standardized test scores will be discussed.
Prerequisites: EDUC2100 and Candidacy status
3 Credits

EDUC4010 - Methods/Teachng Social Studies
Fall 2016

This course is designed for students who desire certification in social studies.
Prerequisites: permission of Social Studies Coordinator.
3 Credits

EDUC4011 - Methods/Teachng Social Studies
Fall 2016

This course is designed for students who desire certification in social studies.
Prerequisites: permission of Social Studies Coordinator and bachelor's degree.
2 Credits

EDUC4012 - Methods/Teachng Social Studies
Fall 2016

This course is designed for students who desire certification in social studies.
Prerequisites: permission of English/Communication Coordinator; bachelor's degree.
1 Credits

EDUC4020 - Methods Of Teaching English
Fall 2016

This course is designed for students who desire certification in English.
Prerequisites: permission of English/Communication Coordinator and a bachelor's degree.
3 Credits

EDUC4021 - Methods Of Teaching English
Fall 2016

This course is designed for students who desire certification in English.
Prerequisites: permission of English/Communication Coordinator and a bachelor's degree.
2 Credits

EDUC4022 - Methods Of Teaching English
Fall 2016

This course is designed for students who desire certification in English.
Prerequisites: permission of English/Communication Coordinator and a bachelor's degree.
1 Credits

EDUC4030 - Methods Teaching Mathematics
Fall 2016

This course is designed for students who desire certification in mathematics.
Prerequisites: permission of Mathematics Coordinator; bachelor's degree.
3 Credits

EDUC4031 - Methods Teaching Mathematics
Fall 2016

This course is designed for students who desire certification in mathematics.
Prerequisites: permission of Mathematics Coordinator; bachelor's degree.
2 Credits

EDUC4032 - Methods Teaching Mathematics
Fall 2016

This course is designed for students who desire certification in mathematics.
Prerequisites: permission of Mathematics Coordinator; bachelor's degree.
1 Credits

EDUC4040 - Meth/Tchg Commu
Fall 2016

This course is designed for students who desire certification in communication.
Prerequisites: permission of English/Communication Coordinator; Bachelor's Degree
3 Credits

EDUC4041 - Meth/Tchg Commu
Fall 2016

This course is designed for students who desire certification in communication.
Prerequisites: permission of English/Communication Coordinator; bachelor's degree
2 Credits

EDUC4042 - Meth/Tchg Commu
Fall 2016

This course is designed for students who desire certification in communication.
Prerequisites: permission of English/Communication Coordinator; bachelor's degree
1 Credits

EDUC4050 - Meth/Tchg Acct
Fall 2016

This course is designed for students who desire certification in accounting.
Prerequisites: permission of Business Education Coordinator; bachelor's degree
3 Credits

EDUC4051 - Meth/Tchg Acct
Fall 2016

This course is designed for students who desire certification in accounting.
Prerequisites: permission of Business Education Coordinator; bachelor's degree
2 Credits

EDUC4052 - Meth/Tchg Acct
Fall 2016

This course is designed for students who desire certification in accounting.
Prerequisites: permission of Business Education Coordinator; bachelor's degr
1 Credits

EDUC4100 - Cont Spef Pedag:Soc Studies Ed
Fall 2016

This course provides opportunities for candidates to explore specific teaching and assessment strategies and processes particularly suited for the fields of Social Studies. Emphasis will be placed upon the tools of inquiry and national and Pennsylvania academic standards for Social Studies. During this course, candidates will create lesson plans in diverse social studies disciplines, and will use them to micro-teach. Candidates will develop a unit plan, with detailed lesson plans which identify appropriate adaptations for diverse learners. Candidates will also create assessment tools, including tests and authentic assessments, and assignments with appropriate adaptations for diverse learners. Candidates will utilize instructional technology to create a CD which includes their unit plan and assessment. Candidates must earn a "C" or higher to successfully complete this course. Pre-requisites: Candidacy status in education and admission to Professional Semester Co-requisites: EDUC0400 Field Experience for EDUC41XX (10-12)
5 Credits

EDUC4110 - Cont Spec Pedagogy:Eng/Comm Ed
Fall 2016

This course provides opportunities for candidates to explore specific teaching and assessment strategies and processes particularly suited for the field of English/ communication. Emphasis will be placed upon the tools of inquiry and national/state standards for English/communication. Candidates spend four weeks in intensive study and practice related to the theory and pedagogy of their discipline(s). The purpose of this course is to immerse and prepare competent teachers of English/communication. Education candidates must earn a "C" or higher to successfully complete this course. Pre-requisites: Candidacy status in education Co-requisite: EDUC0410
3 Credits

EDUC4120 - Cont Spec Pedagogy:Bus/Comp
Fall 2016

This course provides opportunities for candidates to explore specific teaching and assessment strategies and processes particularly suited for the field of business education. Emphasis will be placed upon the tools of inquiry and national/state standards for business education. Candidates spend four weeks in intensive study and practice related to the theory and pedagogy of their discipline(s). The purpose of this course is to immerse and prepare competent teachers of business, computer and information technology in elementary, middle, and high schools. Education candidates must earn a "C" or higher to successfully complete this course.
Prerequisites: COSK2220 or COSK2225, Candidacy status in education, and admission to Professional Semester Co-requisite: EDUC0420
3 Credits

EDUC4130 - Cont Spec Pedagogy: Math
Fall 2016

This four-week clock course provides opportunities for teacher candidates to explore specific teaching and assessment strategies and processes particularly suited for the field of mathematics. The following "strands" are intertwined within this four-week course: NCTM teaching principles and standards, research on teaching and learning mathematics; applied mathematical problem solving; current issues in mathematics education; historical mathematical topics appropriate for the classroom; technology in the mathematics classroom; assessment in the mathematics classroom. Students will also have the opportunity to design and deliver mathematics lessons based on the Connected Mathematics curriculum. There is an opportunity for students to design and deliver a day-long mathematics enrichment day for mathematically precocious middle school students. Assignments are many and varied, from reading and reporting, generating written responses and reflections, giving oral reports, micro-teaching in both real and contrived classroom situations, designing lessons around technology, and participating in discussions in class.
Prerequisites: COSK2220 or COSK2225, Candidacy status in education, and admission to Professional Semester Co-requisite: EDUC0430
3 Credits

EDUC4140 - Cont Spec Pedag: Biology/Envir
Fall 2016

This course provides opportunities for candidates to explore specific teaching and assessment strategies and processes particularly suited for the field of science. Emphasis will be placed upon the tools of inquiry and national/state standards for science. Candidates spend four weeks in intensive study and practice related to the theory and pedagogy of their discipline(s). The purpose of this course is to immerse and prepare competent teachers of biology/environmental education. Education candidates must earn a "C" or higher to successfully complete this course.
Prerequisites: COSK2220 or COSK2225, Candidacy status in education, and admission to Professional Semester Co-requisites: EDUC0440
3 Credits

EDUC4150 - Cont Spef Pedag:Soc Studies Ed
Fall 2016

his course provides opportunities for candidates to explore specific teaching and assessment strategies and processes particularly suited for the fields of Social Studies. Emphasis will be placed upon the tools of inquiry and national and Pennsylvania academic standards for Social Studies. During this course, candidates will create lesson plans in diverse social studies disciplines, and will use them to micro-teach. Candidates will develop a unit plan, with detailed lesson plans which identify appropriate adaptations for diverse learners. Candidates will also create assessment tools, including tests and authentic assessments, and assignments with appropriate adaptations for diverse learners. Candidates will utilize instructional technology to create a CD which includes their unit plan and assessment. Candidates must earn a "C" or higher to successfully complete this course.
Prerequisites: COSK2220 or COSK2225, Candidacy status in education, and admission to Professional Semester Co-requisite: EDUC0450
3 Credits

EDUC4200 - Student Teaching Seminar
Fall 2016

Students will create a professional portfolio, following the Guidelines for the Professional Portfolio handbook. Candidates will present their portfolio at the Portfolio Fair and evaluate the submission of two of their peers. Candidates will respond to a series of interviewing questions from a panel of educators using their portfolio.
Prerequisites: COSK2220 or COSK2225, Candidacy status in education and admission to Professional Semester
3 Credits

EDUC4300 - The Teaching Profession Seminr
Fall 2016

This course will require candidates completing the student teaching internship to meet on a weekly basis to discuss professional issues and topics such as resume writing, interviewing, job searching, classroom management issues, diversity, school law, parent-teacher conferences, etc. Pre-requisites: Candidacy status in education; completion of all requirements for admission to the professional semester.
3 Credits

EDUC4500 - Student Teaching Internship
Fall 2016

This is the capstone course for all candidates seeking certification in secondary education. Candidates spend 12 weeks in a full-time internship in an approved middle or high school. Candidates will work on a daily basis with an approved cooperating teacher(s) certified in the designated content area. In addition, each candidate is supervised by an RMU supervisor. Pre-requisites: Candidate status in education and admission to the Professional Semester
6 Credits

EDUC4510 - Student Teach Intern: Comm/Eng
Fall 2016

This is the capstone course for all candidates seeking certification in secondary education. Candidates spend 12 weeks in a full-time internship in an approved middle or high school. Candidates will work on a daily basis with an approved cooperating teacher(s) certified in the designated content area. In addition, each candidate is supervised by an RMU supervisor. Pre-requisites: Candidate status in education and admission to the Professional Semester
6 Credits

EDUC4515 - Student Teach Intern: English
Fall 2016

Course description unavailable, please contact Academic Services.
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6 Credits

EDUC4520 - Student Teach Intern: Bus/Comp
Fall 2016

This is the capstone course for all candidates seeking certification in secondary education. Candidates spend 12 weeks in a full-time internship in an approved middle or high school. Candidates will work on a daily basis with an approved cooperating teacher(s) certified in the designated content area. In addition, each candidate is supervised by an RMU supervisor. Pre-requisites: Candidate status in education and admission to the Professional Semester
9 Credits

EDUC4530 - Student Teach Intern: Math
Fall 2016

This is the capstone course for all candidates seeking certification in secondary education. Candidates spend 12 weeks in a full-time internship in an approved middle or high school. Candidates will work on a daily basis with an approved cooperating teacher(s) certified in the designated content area. In addition, each candidate is supervised by an RMU supervisor. Pre-requisites: Candidate status in education and admission to the Professional Semester
9 Credits

EDUC4540 - Student Teach Intern: Biology
Fall 2016

This is the capstone course for all candidates seeking certification in secondary education. Candidates spend 12 weeks in a full-time internship in an approved middle or high school. Candidates will work on a daily basis with an approved cooperating teacher(s) certified in the designated content area. In addition, each candidate is supervised by an RMU supervisor. Pre-requisites: Candidate status in education and admission to the Professional Semester
9 Credits

EDUC4550 - Student Teach Intern: Soc Stud
Fall 2016

This is the capstone course for all candidates seeking certification in secondary education. Candidates spend 12 weeks in a full-time internship in an approved middle or high school. Candidates will work on a daily basis with an approved cooperating teacher(s) certified in the designated content area. In addition, each candidate is supervised by an RMU supervisor. Pre-requisites: Candidate status in education and admission to the Professional Semester
9 Credits

EDUC7002 - Supvsr Of Curr & Instr Intern
Fall 2016

This course engages supervisor candidates in 360 hours of a performance based field experience and practicum that must be completed during the course of a school year. The candidate, guided by a university supervisor and a school district mentor, will design and implement a curriculum and instruction leadership plan that demonstrates their knowledge of and competence in each of the skills identified in the four Domains in the Pennsylvania Deparmtnet of Education's Framework for Leadership: Strategic/Cultural Leadership, Systems Leadership, Leadership for Learning and Professional and Community Leadership. After completing all activities in their leadership plan and required courses, the candidate will present their portfolio of achievements before a panel of RMU professors and administrators during an oral defense of their field experiences and practicum.
Prerequisite: EDUC7001
3 Credits

ELED4061 - Field Experience II - Elem Ed
Fall 2016

The three-credit field course is designed to involve the pre-service elementary education student with the various aspects of classroom teaching methodology, pedagogy and management. The student will have the opportunity to employ reflective decision making when planning, implementing and assessing learning in an actual school environment. In addition, field students will become involved in the managerial, record keeping, personal and professional aspects of teaching in diverse classroom settings. Students will move through four basic learning experiences: observation, one-to-one tutoring, small group instruction and whole class instruction.
Prerequisite: Candidacy status
3 Credits

MLED0101 - Praxis I Prep Middle Level
Fall 2016

Course description unavailable, please contact Academic Services.
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0 Credits

MLED0200 - Field Experiences 2000
Fall 2016

Course description unavailable, please contact Academic Services.
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0 Credits

MLED0400 - Field Experiences 4000
Fall 2016

Course description unavailable, please contact Academic Services.
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0 Credits

MLED0401 - Field Experiences 4010
Fall 2016

Course description unavailable, please contact Academic Services.
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0 Credits

MLED0403 - Field Experiences 4030
Fall 2016

Course description unavailable, please contact Academic Services.
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0 Credits

MLED2000 - Middle Level Philosophy
Fall 2016

Middle Level Education is designed to provide both the theoretical background and the practical knowledge of middle level philosophy and organization; development and diversity of the emerging adolescents; middle level curriculum, instruction, and assessment. Students will be introduced to instructional strategies indigenous to middle level instruction such as interdisciplinary, thematic instruction, exploratory learning, and team teaching.
Prerequisite: Permission of the Department Head Co-requisite: MLED0200
3 Credits

MLED4000 - Tech Literacy/Soc Std Mtds MSc
Fall 2016


Prerequisite: MLED2000 Co-requisite: MLED0400
3 Credits

MLED4010 - Math/Sci Mthds Middle School
Fall 2016

This course develops curriculum, instructional strategies, and activities for teaching science and mathematics in the middle level school. Course experiences are focused on the nature of science, inquiry, mathematics problem-based instruction and managing learning resources related to science and mathematical pedagogy.
Prerequisites: Candidacy Status and Permission of the Department Head Co-requisite: MLED0401
3 Credits

MLED4020 - Read Mthds/Lang Arts Mthds MSc
Fall 2016


Prerequisite: MLED2000 or Concurrent
3 Credits

MLED4030 - Reading/Language Arts Methods
Fall 2016

Reading/Language Arts Methods enables the prospective middle school teacher candidate to understand the processes of reading and Language Arts. Candidates will be introduced, through theory and practice, to a variety of strategies for teaching elementary and middle level reading including content literacy. Candidates will become aware of ways to assess reading programs and ways to support children as they develop as readers. Candidates will also become familiar with materials used in the classroom to support literacy development. Additionally, students will learn how to create a Student and Response-Centered Classroom rich with literature, writing, speaking, and listening. They will learn to incorporate appropriate teaching strategies, assessments, and instructional media. Topics such as language development, drama, response journals, reading and writing workshops, mechanics of language and media literacy will be addressed with a hands-on approach.
Prerequisite: MLED2000 and Candidacy Status Co-requisite: MLED0403
3 Credits

MLED4060 - Pre-Student Teaching
Fall 2016

The three-credit field course is designed to involve the preservice elementary education students with the various aspects of classroom teaching methodology, pedagogy and management. The students will have the opportunity to employ reflective decision making when planning, implementing and assessing learning in an actual school environment. In addition, field students will become involved in the managerial, record keeping, personal and professional aspects of teaching in diverse classroom settings. Students will move through four basic learning experiences: observation, one-to-one tutoring, small group instruction and whole class instruction.
Prerequisite: MLED2000 and COSK2220 or COSK2225
3 Credits

MLED4200 - Student Teaching
Fall 2016

This is a capstone course for all candidates seeking certification in early childhood education. Candidates spend sixteen weeks in a full-time internship in an approved preK-4 school environment. Candidates will work on a daily basis with an approved cooperating teacher. In addition, each candidate will be supervised by an RMU supervisor. Candidates are required to complete SPED4210 Professional Topics: ELL to Special Needs concurrently with this course.
Prerequisites: Completion of all requirements for admission to the professional year.
9 Credits

MLED4210 - Student Teaching Seminar
Fall 2016

Pre-requisite: Permission of the Department Head
3 Credits

SPED0101 - Pect Special Education
Fall 2016

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0 Credits

SPED0301 - Field Experiences 3010
Fall 2016

Co-Requisite: SPED3010
0 Credits

SPED0302 - Field Experiences 3020
Fall 2016

Co-Requisite: SPED3020
0 Credits

SPED0303 - Field Experiences 3030
Fall 2016

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0 Credits

SPED0304 - Field Experiences 3040
Fall 2016

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0 Credits

SPED0305 - Field Experiences 3050
Fall 2016

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0 Credits

SPED0306 - Field Experiences 3060
Fall 2016

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0 Credits

SPED0307 - Field Experiences 3070
Fall 2016

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0 Credits

SPED3010 - Intro Special Educ: Pre K-12
Fall 2016

This course is designed to provide the aspiring PK-4 and 4-8 teacher with the skills and knowledge to effectively coordinate the classroom learning environment to address the diverse learning needs of all students in the regular classroom setting. Characteristics of special needs students, modifications in teaching methods, and classroom management techniques for academic, social, emotional, and cognitive differences will be addressed. Students will utilize various assessment techniques, design activities with accommodations to meet students' special needs, and become familiar with many different augmentative technological devices available for use in the classroom setting. Federal legislation, team collaboration, special support services, and IEPs will be discussed.
Prerequisite: ECED2100 or Concurrent Co-Requisite: SPED0301
3 Credits

SPED3020 - Teachng Inclus Clsrm: Pre K-12
Fall 2016

Today's teachers are often challenged by the wide variety of student's ability levels and backgrounds in inclusive elementary classrooms. Many educators strive to differentiate instruction to address their students' individual interests, ability levels, and learning profiles. They attempt to adapt their content (what will be taught), process (how it will be taught), and the product (the assessment of the content through culminating projects). Teachers who differentiate instruction engage in curriculum and instruction which considers each student's learning strengths and needs in order to maximize the learning capacity of all the students (Tomlinson, 1999; Tomlinson & Eidson, 2003). This course will teach practical strategies for aspiring classroom teachers to differentiate lessons in order to meet the needs of all students which includes students with exceptional needs to students who are English Language Learners (ELL students). Some of the differentiated instruction strategies that will be taught will include: flexible grouping, RAFTS, WebQuests, anchor activities, tiered instruction, and learning contracts. The current special education legislation, utilizing the Individualized Education Plan (IEP), technology for differentiating, and techniques to make modifications in specific content area classes will be taught as well.
Prerequisites: ECED2100 and Candidacy status Co-requisite: SPED0302
3 Credits

SPED3030 - Clsrm Mgmt/Pos Behav Supp K-12
Fall 2016

Course Description: The learning environment course will focus on observations and participation in the field in a variety of settings including an inclusive elementary classroom, a special education classroom or resource room in a typical school, and a place that provides support services specifically for people with special needs (i.e. Pressley Ridge, Western PA School for Blind Children, or the DePaul School for Hearing and Speech). The course will focus on further developing instruction and management skill competencies needed to become a successful special education teacher. The course will be conducted online and in the field.
Prerequisites: ECED2100 and Candidacy status Co-requisite: SPED0303
3 Credits

SPED3040 - Differen Instruc In Pre K-12
Fall 2016

This course was developed to provide the pre-service educator with the skills for utilizing positive behavior supports in the management of their learning environment. By studying the causes of behaviors, future teachers will have a deeper understanding of how to prepare their students with self-determination skills and how to reduce challenging behaviors. The class will examine research-based/teacher-tested procedures, strategies, and discipline models. Functional Behavior Assessments (FBA), behavior supports, antecedent management, and encouraging positive alternative behaviors will be addressed. Effective prevention and intervention strategies will be emphasized. This course will equip the aspiring teacher to design instruction and supports in order to encourage positive changes in classroom behavior.
Prerequisites: ECED2100 and Candidacy status Co-requisite: SPED0304
3 Credits

SPED3050 - Tch Students W/High-Incid Disa
Fall 2016

This course is designed to provide the pre-service teacher candidate with the skills and knowledge to effectively teach students with high-incidence disabilities in general education classrooms. High-Incidence Disabilities, such as Learning Disabilities, Attention Deficit/Hyperactivity Disorder, Emotional and Behavioral Disorders, and mild Mental Retardation, are those that are most commonly seen in the typical classroom. Candidates will study the characteristics, behaviors and learning needs of students with high-incidence disabilities, demonstrate the ability to adapt and differentiate curriculum, instruction and assessments, and focus on current trends and opportunities for collaboration, consultation and co-teaching. Cohort discussions, role playing, and in-class activities will help pre-service teachers reflect on their own attitudes, beliefs and values as well as enhance their professional practices to design inclusive classroom environments that facilitate the learning of all students in our schools.
Prerequisites: ECED2100 and Candidacy status Co-requisite: SPED0305
3 Credits

SPED3060 - Tch Students W/Low-Incid Disab
Fall 2016

Course Description: This course is designed to provide an overview of the unique needs of students with low incidence disabilities in various educational settings. Teacher candidates will explore policies, current trends, educational practices, and societal perspectives related to this population. Pre-service teachers will acquire and demonstrate knowledge of curriculum, instruction, behavioral and instructional supports, and assessment. In addition, this course will provide candidates with the knowledge and skills to teach a standards-based curriculum using evidence-based effective instruction and collaboration. Students will develop and implement curricular and instructional strategies for communication, social, motor, personal care, functional academic, community, and recreational or leisure skills.
Prerequisites: ECED2100 and Candidacy status Co-requisite: SPED0306
3 Credits

SPED3070 - Language, Comm/Assistive Tech
Fall 2016

Course Description: This course examines normal language development and the language development of students with a disability. Instruction focuses on using language assessment to guide instruction and incorporating effective instructional strategies to develop English language skills. Students will examine the impact of language and language delays in reading and writing. In addition, this course explores assistive technology as a research supported tool to the academic success and inclusion of students with disabilities. Students will integrate assistive technology in lesson planning to meet students' individual needs as per IEP requirements. In-class activities stress team collaboration in our schools.
Prerequisites: SPED3010 and SPED3020 and Candidacy status Co-requisite: SPED0307
3 Credits

SPED4000 - Spec Ed: Assmnt/Eval & Iep´S
Fall 2016

Course Description: This course is designed to teach aspiring special education teachers how to conduct assessments and evaluations. Students will learn to create and employ Individualized Education Programs (IEPs) that meet the diverse needs of the students in their classrooms. Assessment techniques developed from research-based practices and state/federal mandates will be taught. Levels of learning from early intervention to transitions will be addressed. The course will present multiple formal, informal, summative, formative, and performance-based assessment tools for inclusive and special education classrooms.
Prerequisites: ELED3050 and Candidacy status
3 Credits

SPED4100 - Spec Ed: Collabor and The Law
Fall 2016

This course is designed to teach the legal and ethical responsibilities of the special education teacher. Laws that will be addressed in this course include but are not limited to the Individuals with Disabilities Education Improvement Act (IDEIA), No Child Left Behind (NCLB), and the local Gaskins v. PA case. Concepts that will be taught are Child Find, Individualized Education Programs (IEP), Least Restrictive Environment (LRE), and Zero Reject. Due Process, the procedure for resolving disputes between parents of students with special needs and the schools, will be addressed. By examining case studies that reflect elements of legislation and the need for collaboration and consultation, future special education teachers will be able to reflect on personal views as well as the laws that they must uphold in the classroom setting.
Prerequisites: SPED3010, SPED3020, SPED3030 and Candidacy status
3 Credits

SPED4210 - Prof Tpc Sem: Ell To Spe Needs
Fall 2016

Candidates completing the student teaching internship will discuss professional issues and topics such as: resume writing, interviewing and job searching. In addition, this seminar will provide a forum through which teacher candidates may share the inquiry projects required for the student teaching internship and discuss topics of interest related to their internship (special needs, working with English language learners, classroom management issues, parent-teacher conferences, teaching issues, etc.) Candidates are required to complete ECED4200 Supervised Teaching concurrently with this course.
Prerequisites: Completion of all requirements for admission to the professional year.
3 Credits