West chester university education department

West chester university education department DEFAULT

Meet the Dean

Desha HeadshotIt is my pleasure to welcome you to the College of Education and Social Work (CESW), where it is our mission to prepare highly-skilled and ethical professionals to become fair-minded critical thinkers and change agents who act with integrity in the pursuit of knowledge and strive for excellence within their professions. The CESW fosters a culture of reflection, evidenced-based practices, intellectual discourse, and respect for human diversity. The CESW empowers students to make a significant impact on the world to improve individual and family lives and strengthening educational, health, or community systems. Our conceptual framework grounds how we approach this work. Read more about the Dean.

Spotlight

WCU receives an additional $1.92 million grant from the Health Resources & Services Administration (HRSA)

WCU receives an additional $1.92 million grant from the Health Resources & Services Administration (HRSA)

Dr Julie Tennille, MSW faculty, and Project Director for the HRSA grant, worked with her Education and Programming in Integrated Care (EPIC) team to write a competing continuation grant over the late fall and winter (2020/2021). Read on...  

Announcements

  • CESW Student Town Hall.  We want to hear from you!  Please join us on Wed, Nov 10th  from 6-7 pm.  Register in advance for this meeting.
  • The Wall of Honor recognizes alumni the have made significant contributions in the area of counseling, education, or social work.Please nominate a deserving individual.
 
Sours: https://www.wcupa.edu/education-socialwork/

Department of Early and Middle Grades Education

ECE

ECE 100. Orientation to Early Childhood. 3 Credits.

An introduction to the history and philosophy of early childhood education. Field observations in a variety of settings provide the student with an opportunity for career decision making.

ECE 225. Infant Development and Field. 6 Credits.

The study of infant/toddler development and appropriate programming. The relationship of the developmental level to the structuring of learning environment is fostered as students interact with infants in child care settings for four hours per week.

ECE 232. Preschool Learning Environment & Field Experience. 3-6 Credits.

Methods and materials for structuring the classroom environment for the child 2-5 years of age. Readiness skills and concepts in all curricular areas are addressed.
Pre / Co requisites: ECE 232 requires a prerequisite of ECE 225.
Gen Ed Attribute: Writing Emphasis.
Typically offered in Fall & Spring.

ECE 309. Introduction to the Language Arts. 3 Credits.

The areas of listening, speaking and writing are studied in depth. Knowledge, teaching and evaluative techniques are addressed. Introduction to the reading process and the relationship of language to reading also will be studied.

ECE 407. Diversity Perspectives in Early Childhood Education. 3 Credits.

This seminar will address the rewards and challenges of teaching in America's diverse classrooms.
Pre / Co requisites: ECE 407 requires formal admission into teacher education or Early Childhood Minor.
Gen Ed Attribute: Diversity Requirement, Writing Emphasis.

EDE

EDE 253. Human Development and Behavior. 3 Credits.

Physical, mental, emotional, social, moral, and self factors shaping human behavior throughout the life cycle; specific application to work with individuals and groups in educational settings.
Pre / Co requisites: EDE 253 requires a prerequisite of PSY 100.

EDE 254. Development in the Middle School Child. 3 Credits.

Characteristic development and behavior of children between 10 and 15 years of age; understanding and working with these children in educational settings.
Pre / Co requisites: EDE 254 requires a prerequisite of EDE 253.
Typically offered in Fall & Spring.

EDE 302. Teaching the Language Arts. 3 Credits.

Study of teaching language skills in the elementary school: listening, speaking, and writing.
Typically offered in Fall & Spring.

EDE 332. Teaching Social Studies in Elementary School. 3 Credits.

Methods of teaching social studies and geography in the elementary curriculum. Techniques, current research projects, reading materials, audio visual aids, resource persons, and field trips used as tools of learning. The organization, development, and use of resource units are stressed.
Pre / Co requisites: EDE 332 requires a prerequisite of Teacher Candidacy.
Typically offered in Fall & Spring.

EDE 409. Independent Study. 1-3 Credits.

Special topics or projects initiated by the student that will enable her or him to do extensive and intensive study in an area of elementary education.
Consent: Permission of the Department required to add.

EDE 421. Seminar in Elementary Education. 3 Credits.

An intensive study of some current, major developments in elementary education. Topics announced in advance.
Consent: Permission of the Department required to add.
Repeatable for Credit.

EGP

EGP 199. Transfer Credits. 1-11 Credits.

Transfer Credits.
Repeatable for Credit.

EGP 209. Child Development: Prebirth - 5 Years. 3 Credits.

This course covers the normative and atypical development of children from prebirth through 5 years across all development domains. The earliest years are exciting, interesting and continually changing time in the lives of children. This course will cover content from research, personal experiences and observations. Field Clearances Required.
Distance education offering may be available.
Typically offered in Fall & Spring.

EGP 210. Middle Childhood & Adolescent Development. 3 Credits.

A survey of characteristic development and behavior of children in middle childhood and adolescence, situated within theories of human development with emphasis on application to classroom settings. Field clearances required.
Typically offered in Fall & Spring.

EGP 220. Theory/Field Experiences in the Early Grades. 3 Credits.

Orientation to the curricula, processes and structures of the PreK-4 classroom. Field experiences, minimum 30 hours, related to course topics.
Pre / Co requisites: EGP 220 requires a prerequisite of either EGP 209 or EGP 210.
Gen Ed Attribute: Writing Emphasis.
Typically offered in Fall, Spring & Summer.

EGP 322. Pre-K Methods and Field. 6 Credits.

This course is a 6 credit methods and field course. Students will learn to plan and implement developmentally effective curriculum for children three to five years old. Students will be in field placements for six hours each week.
Pre / Co requisites: EGP 322 requires prerequisite EGP 209 and EGP 220 and field clearances.
Gen Ed Attribute: Writing Emphasis.
Typically offered in Fall, Spring & Summer.

EGP 326. Families and Community Relations. 3 Credits.

Addressing issues, policies, and practices about schools, young children families and communities this course will focus on ethnicity, culture, and social class to provide students with perspectives and understandings that will enable them to teach effectively and function as viable members of learning communities. Understanding the role of parents, guardians and families in each child's educational success and success in life, while embracing and respecting each child's unique individuality, are essential for the contemporary educator.
Pre / Co requisites: EGP 326 requires prerequisite EGP 209 and EGP 210.
Gen Ed Attribute: Diversity Requirement.
Distance education offering may be available.
Typically offered in Fall & Spring.

EGP 331. Early Intervention for Infants and Toddlers with Disabilities. 6 Credits.

This is a methods and field course that focuses on learning to work with infants and toddlers with disabilities and their families. It will include an exploration of the following: characteristics of typical development and the implications of disabilities on the development of young children; impact on the family; modification of the educational and care giving environments; and approaches to curriculum and assessment. Students will have the opportunity to work with infants or toddlers in an early intervention agency or family home environment. For this course, 3 credit hours will consist of instructor lecture of course content and 3 credit hours will consist of a minimum of 40 hours in the field, which provides students with the opportunity to apply content through observations and interactions with families and children, ages, birth to 3 years old, with regular observations completed by the course instructor.
Pre / Co requisites: EGP 331 requires prerequisites of admission to the Early Intervention Minor, up-to-date clearances (FBI, PA Child Abuse, PA Criminal, TB), and the Staff Health Assessment Form.
Typically offered in Fall, Spring & Summer.
Cross listed courses EDA 331, EGP 331.

EGP 332. Family Systems in Early Intervention. 3 Credits.

This course introduces the theory and practice of family intervention with diverse populations including families of infants, toddlers, and preschoolers with disabilities. It bases its objectives on the knowledge that the involvement of families is essential to the education and well being of young children. The methods of service delivery for young children with disabilities and their families are discussed in addition to the key aspects of collaboration, services coordination and family centered services with culturally responsive practices.
Typically offered in Fall, Spring & Summer.
Cross listed courses EDA 332, EGP 332.

EGP 333. Teaching Young Children with Disabilities. 6 Credits.

This is a methods and field course that focuses on building skills in working with preschoolers with disabilities. The course covers curricula, instructional strategies, and classroom environments that facilitate development and learning for young children 3-5 years old with disabilities. For this course, 3 credit hours will consist of instructor lecture of course content and 3 credit hours will consist of a minimum of 40 hours in the field, which provides students with the opportunity to apply content through observations and interactions with professionals, families and children, ages, 3 to 5 years old with regular observations completed by the course instructor.
Pre / Co requisites: EGP 333 requires prerequisites of admission to the Early Intervention Minor, up-to-date clearances (FBI, PA Child Abuse, PA Criminal, TB), and the Staff Health Assessment Form.
Typically offered in Fall, Spring & Summer.
Cross listed courses EDA 333, EGP 333.

EGP 334. Assessment for Early Intervention. 3 Credits.

This course is designed to provide the student with the knowledge and skills needed for assessment appropriate to young children with disabilities and those who are considered to be "at-risk". We will cover norm and criterion referenced assessment, developmental assessment and alternative assessment methodologies. This course bases its objectives on the knowledge that all early intervention professionals will need to know how to work with a diverse group of young children with disabilities. It will acquaint the student with the legal mandates of serving young children with disabilities in the least restrictive setting, as well as the characteristics of those children with disabilities, including family characteristics. Also, emphasis will be placed on working within the team structures, as appropriate to inclusive practices, and the various roles each professional takes on.
Typically offered in Fall, Spring & Summer.
Cross listed courses EDA 334, EGP 334.

EGP 335. Teaching Social Studies and Health in the Early Grades. 3 Credits.

This course is a study of social studies and health education curricula, instruction and assessment. National, state and local standards are utilized as frameworks to explore the context, purpose, content, and interdisciplinary nature of the disciplines.
Pre / Co requisites: EGP 335 requires a prerequisite of Teacher Candidacy.
Typically offered in Fall, Spring, Summer, Winter.

EGP 400. Classroom Management. 3 Credits.

This course offers a detailed investigation of the elementary teacher's role in classroom management and provides research-based knowledge and practical strategies that encourage student cooperation in the development of optimum learning environments.
Pre / Co requisites: EGP 400 requires a prerequisite of Teacher Candidacy and a prerequisite or corequisite of EDR 317.
Distance education offering may be available.
Typically offered in Fall, Spring, Summer, Winter.

EGP 402. Engaging Learners: Integrating Academic/Social Development for High Achieving Equitable Classrooms. 3 Credits.

Study of the elementary classroom as a unique social system and intentional learning community. Applications of interpersonal and group development theories plus interactional learning models in light of diverse sociocultural contexts. Development of knowledge and skills essential to plan for and facilitate high levels of achievement, cooperation, social competence, and supportive peer interactions in a dynamic classroom learning system.
Pre / Co requisites: EGP 402 requires prerequisites of Formal Admission to Teacher Education and EDR 317 or EGP 322.
Gen Ed Attribute: Writing Emphasis.
Typically offered in Fall, Spring & Summer.

EGP 410. Student Teaching. 6 Credits.

A semester-long, full-time field experience. The student teacher assumes increasing responsibility in the classroom, as demonstrated by effective methods for the planning, delivering, and reflecting on instruction. Weekly seminars are required.
Pre / Co requisites: EGP 410 requires prerequisites of Teacher Candidacy, field clearances, and meets all coursework required for the major.
Gen Ed Attribute: Speaking Emphasis.
Typically offered in Fall & Spring.

EGP 411. Student Teaching. 6 Credits.

A semester-long, full-time field experience. The student teacher assumes increasing responsibility in the classroom, as demonstrated by effective methods for the planning, delivering, and reflecting on instruction. Weekly seminars are required.
Pre / Co requisites: EGP 411 requires prerequisites of Teacher Candidacy, field clearances, and meets all coursework required for the major.
Gen Ed Attribute: Speaking Emphasis.
Typically offered in Fall & Spring.

MGP

MGP 220. Field Experience: Middle Level Environment. 3 Credits.

Orientation for the curricula, processes, and structures of 4-8 classrooms. Field experiences, minimum 30 hours, related to course topics.
Pre / Co requisites: MGP 220 requires prerequisites of two of the following: EDP 200, EDP 201, or EDP 250; field clearances.
Gen Ed Attribute: Writing Emphasis.
Typically offered in Fall, Spring & Summer.

MGP 335. Teaching Social Studies in Middle Grades. 3 Credits.

This course is a study of social studies teaching and student learning in grades 4-8, focusing on related curricula, instruction and assessment in these grades. National, state and local standards are utilized as frameworks to explore the context, purpose, content, and interdisciplinary nature of the social studies. Field clearances required.
Pre / Co requisites: MGP 335 requires prerequisite MGP 220, Formal Admission to Teacher Education and field clearances.
Gen Ed Attribute: Writing Emphasis.
Typically offered in Fall & Spring.

MGP 410. Student Teaching. 6 Credits.

A semester-long, full-time field experience. The student teacher assumes increasing responsibility in the classroom, as demonstrated by effective methods for the planning, delivering, and reflecting on instruction. Weekly seminars are required.
Pre / Co requisites: MGP 410 requires prerequisites of Teacher Candidacy, field clearances, and all coursework required in the major.
Gen Ed Attribute: Speaking Emphasis.
Typically offered in Fall & Spring.

MGP 411. Student Teaching. 6 Credits.

A semester-long, full-time field experience. The student teacher assumes increasing responsibility in the classroom, as demonstrated by effective methods for the planning, delivering, and reflecting on instruction. Weekly seminars are required.
Pre / Co requisites: MGP 411 requires prerequisites of Teacher Candidacy, field clearances, and all coursework required in the major.
Gen Ed Attribute: Speaking Emphasis.
Typically offered in Fall & Spring.

Sours: http://catalog.wcupa.edu/undergraduate/education-social-work/early-middle-grades-education/
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Mission Statement

The Department of Educational Development Services strives to enhance the mission of West Chester University by further strengthening comprehensive learning of students, enhance retention and promote student success by providing intentional academic advising and support services for students.

We foster the potential of each student by encouraging responsibility, empowerment and self-advocacy and to collaborate with other academic departments to provide support for all students at West Chester University.

As an academic support program, the focus of our department include, but not limited to:

  • Advisement of students in Exploratory Studies and Academic Development programs.
  • Provision of individual and group tutoring services.
  • Fostering the academic and individual development of university students.
  • Provision of academic support services to students with disabilities.
  • Provision of classroom and individual Supplemental Instruction toward development of academic success skills.
  • Provision of instruction in courses related to services provided in the department as approved by the university's Curriculum and Academic Policies Council (CAPC).
  • Promotion of a supportive environment which fosters academic success and student retention.
  • The Department functions as an evaluation vehicle for tenure and promotion of its faculty, as exhibited through performance of professional responsibilities in various service areas.

Chairperson:

Dr. John Kinslow
Sours: https://www.wcupa.edu/universityCollege/ded/
150Forward: The Campaign for West Chester University

Deans, Chairpersons, and Academic Department Telephone Numbers

(As of May, 2021)

Full Directory

NOTE: For building prefixes, please view the Emergency and General Information Telephone Numbers page

Provost: Dr. R. Lorraine Bernotsky 
Deputy Provost: Dr. Jeffery Osgood
Vice Provost: Dr. Kathleen Howley
Associate Provost: Dr. Cheryl Neale-McFall
Associate Provost: Dr. Stefanie Schwalm

Council of Chairs:
Chair: Dr. Karen Johnson x3545
Asst. Chair: Dr. Matthew Pierlott

College of the Sciences and Mathematics

DepartmentChairpersonDepartment OfficePhone
Dean Dr. Radha PyatiAND 122x3243
Associate Dean Dr. Vishal ShahAND 119Bx3533
Dean's Assistant for Student SuccessDr. Lisa MaranoAND 119Ax2459
Assistant Dean, Office and Budget ManagerMs. Rebecca GrisilloAND 121Bx3244
Student Success CoordinatorMs. Jessica McMahan x1733
Anthropology/SociologyDr. Susan JohnstonOLD 102Ax2556
BiologyDr. Giovanni Casotti SSN 175x2538
Biomedical EngineeringDr. Zhongping Huang MER 130x2497
ChemistryDr. Mahrukh AzamSSS 335x2631
Computer ScienceDr. Richard BurnsUNA 150x2204
Earth and Space SciencesDr. Howell BosbyshellMER 205x2727
GVT Political ScienceDr. Chris StanglAND 318Ax2743
MathematicsDr. Peter GilddenUNA 101x2440
Physics and EngineeringDr. Matt WaiteMER 133x2497
PsychologyDr. Sandra Kerr (interim)WAY 536x2945

College of Business and Public Management

DepartmentChairpersonDepartment OfficePhone
Dean Dr. Evan Leach x4973
Associate Dean Dr. Lisa CalvanoBPMC 309x2930
Faculty Assistant to the DeanDr. Dottie Ives-Dewey x2930
Assistant Dean Ms. Cindy CheyneyBPMC 308x3423
AccountingDr. Lori FullerBPMC 410x3460
Criminal JusticeDr. Mary BrewsterBPMC 508x2647
Economics/FinanceDr. Kyle KellyBPMC 406x3460
Graduate Business ProgramsMs. Alana LuttermoserBPMC 540x2608
Geography/PlanningDr. Gary CoutuBPMC 505x2343
ManagementDr. Xiaowei "Linda" ZhuBPMC 404x2304
MarketingDr. Yong WangBPMC 409x2304
Public Policy and AdministrationDr. Amanda OlejarskiBPMC 557x2343

College of Education and Social Work

DepartmentChairpersonDepartment OfficePhone
Dean Dr. Desha WilliamsREC 302x2321
Associate Dean for Curriculum and AccreditationDr. Maria Earman StetterREC 302Cx2321
Assistant DeanMs. Elizabeth Keane Carney REC 302Ax2428
Counseling and Educational PsychologyDr. Eric OwensGBC 101x2559
Early and Middle Grades EducationDr. Karen JohnsonREC 105Cx2944
LiteracyDr. Diane SantoriREC 108Bx2877
Educational Foundations and Policy StudiesDr. John ElmoreWAY 902x2958
Policy, Planning and AdministrationDr. Jackie Hodes
Dr. Heather Schugar
WAY 906
REC 107B
x2094
x0507
Secondary EducationDr. Laura RenziAND 501x2899
Social WorkDr. Pablo ArriazaAND 404x2527
Graduate Social Work (Assistant Chair)Dr. Ginneh AkbarAND 403x2664
Special EducationDr. Beatrice AderaREC 304Ax2579

College of Health Sciences

DepartmentChairpersonDepartment OfficePhone
Dean Dr. Scott HeinerichsHSC 204x2385
Associate DeanDr. Cheryl GunterHSC 205x2115
Communicative DisordersDr. So Jung KimCAR 406x3401
HealthDr. James BrennerHSC 207x2931
Kinesiology Dr. Craig StevensHSC 206x2610
Nursing Dr. Cheryl SchlambExtonx4181
NutritionDr. Christine KarpinskiHSC 222Dx2125
Sports MedicineDr. Katie MorrisonHSC 216x2119

College of Arts and Humanities

DepartmentChairpersonDepartment OfficePhone
Dean Dr. Jen BaconMNH 149x3326
Sr. Associate DeanDr. Hyoejin YoonMNH 150x2420
African American StudiesDr. Tonya Thames-TaylorWAY 725x2970
Art + DesignDr. Heather SharpeEOB 133x2872
Communication and MediaDr. Mike BoyleWAY 328x2500
English Dr. Erin HurtMAIN 536x2822
Languages and CulturesDr. Mahmoud AmerMIT 223x2700
HistoryDr. Robert KodoskyWAY 704x2201
Peace and Conflict StudiesDr. Dean JohnsonAND  220Cx2841
PhilosophyDr. Matthew PierlottAND 220x2841
Theater and DanceDr. Harvey RovineEOB 119x3463
Women's and Gender StudiesDr. Joan WoolfreyWAY 736x2584
Youth Empowerment and Urban StudiesDr. Hannah AshleyMNH 110 

The Wells School of Music

DepartmentChairpersonDepartment OfficePhone
Dean Dr. Christopher HanningSMB 110Dx4177
Assistant Dean for Student AffairsDr. J. C. DobrzelewskiSMB 117x3261
Vocal and Keyboard Dr. Emily BullockSMB 324x2921
Instrumental Music Dr. Ralph SorrentinoSMB 152Bz2921
Conducting and Ensembles Dr. Andrew YozviakSMB 256x4177
Theory/History/Comp (Interim)Dr. Adam SilvermanSMB 330x2739
Music EducationDr. Marci MajorSMB 250x2739

 

View Other References

Sours: https://www.wcupa.edu/_services/stu/ramseyeview/deptDirectory.aspx

Chester university education department west

Department of Secondary Education

EDS

EDS 306. Teaching Principles and Field Experience in Secondary Schools. 3 Credits.

Methods and strategies of teaching in secondary schools will be the core of the course. Implications of classroom management, learning, and other related problems will be discussed. Students will observe in a classroom for nine weeks.
Pre / Co requisites: EDS 306 requires prerequisites of EDF 100 or EDF 300 and formal admission into teacher education.
Consent: Permission of the Department required to add.
Gen Ed Attribute: Writing Emphasis.

SCB

SCB 350. Science Education in Secondary School. 3 Credits.

A methods course emphasizing knowledge of curricular development and skill in planning, involving the design and execution of learning activities for all instructional modes.
Pre / Co requisites: SCB 350 requires prerequisites of EDS 306 and formal admission into teacher education.
Typically offered in Fall & Spring.

SED

SED 100. An Exploration of Secondary Education. 3 Credits.

This course will introduce students to the nature of secondary school teaching. This introduction will include looking at some fundamental aspects of the profession like standards, basic lesson planning, and assessment. It will also involve an examination of some critical issues in education such as equity, tracking, standards-based grading, student / teacher voice, etc. Students will be supported in exploring their existing beliefs specifically in relation to issues such as these and generally in relation to teaching and learning. The course will lay a foundation for students to (1) envision best practices for teaching and learning, (2) engage in professional conversations around pedagogical practice, and (3) function as reflective practitioners. Students will leave the course with developing proficiencies in core pedagogical practices identified in the learning outcomes.
Typically offered in Fall & Spring.

SED 200. Learning Environments and Field Experience in Secondary Schools. 3 Credits.

This course builds off of SED 100, as well as introduces the field experience to secondary students. The field experience will be 25 hours in local classrooms. Students will begin examining the connections between adolescent development, 7-12 classrooms, and the teacher's role in facilitating learning in this environment. This course includes a 25-hour field experience. Working with Teacher Candidate Services, students will be placed, in interdisciplinary pairs, in local middle and junior high schools. This field will allow students to begin putting some of the knowledge they have gained from EDP 280 into practice in an actual classroom setting.
Pre / Co requisites: SED 200 requires prerequisites of SED 100 and field clearances, and a prerequisite or corequisite of EDP 280.
Gen Ed Attribute: Speaking Emphasis.
Typically offered in Fall & Spring.

SED 300. Principles of Teaching and Technology in the Secondary Classroom. 3 Credits.

This course provides hands-on technology instruction, including film production, interactive whiteboards, and podcasting, useful to future secondary teachers. The course also focuses on strategies for assessment and methods of teaching including unit plans, including a field component to apply knowledge of technology and assessment. It is an introduction to pedagogies of technology and strategies of assessment, specifically designed for secondary education majors. This class will require students to shift their perspective from primarily a teacher candidate who is an undergraduate student to a professionally engaged teacher who is ready to enter the profession. To accomplish this shift they will discuss theoretical frameworks for integrating technology into the classroom, as well as create projects with a number of different digital composition tools. Along the way, they'll discuss the various assessment concerns that come with teaching with technology, including assessing multimodal projects and designing effective group work.
Pre / Co requisites: SED 300 requires prerequisites of SED 200 and field clearances.
Gen Ed Attribute: Writing Emphasis.
Typically offered in Fall & Spring.

SED 331. Methods of Teaching Secondary Social Studies. 3 Credits.

Methods and materials of teaching social studies for prospective secondary school teachers. Emphasis is on combining educational theory with social studies content for effective teaching. Course emphasizes exercises and practical application in the field experience.
Pre / Co requisites: SED 331 requires a corequisite of SED 300 and Teacher Candidacy; field clearances.
Gen Ed Attribute: Writing Emphasis.
Typically offered in Fall & Spring.

SED 350. Techniques of Teaching Middle School Mathematics. 3 Credits.

The purpose of this course is to help students acquire and apply the skills, techniques, and dispositions required to be an effective secondary mathematics teacher. This course will discuss research-based effective strategies for teaching, such as orchestrating mathematical discussion, writing learning progressions, growth-mindset-oriented teaching strategies and the use of technology across middle grades topics. Emphasis will be on teaching overarching concepts and developing the thinking skills of students as described in the NCTM Process Standards and Common Core Standards of Mathematical Practice as they do mathematics. This course will also allow students to work in a classroom setting to examine how the curriculum is delivered in a middle school setting. They will work with students on an individual or group basis, work cooperatively with teachers, and participate in the lesson and assessment planning process. By the end of the course, they should teach at least one lesson.
Pre / Co requisites: SED 350 requires prerequisites of MAT 261, EDA 303, field clearances, and Teacher Candidacy.
Gen Ed Attribute: Writing Emphasis.
Typically offered in Fall.

SED 351. Field Experiences in Middle School Mathematics. 1 Credit.

The objective of this course is to apply the skills, techniques, and dispositions required to be an effective middle and secondary mathematics teacher. This course will allow students to work in a classroom setting to examine how the curriculum is delivered in a middle and high school setting. They will work with students on an individual or group basis, work cooperatively with teachers, and participate in the lesson and assessment planning process. By the end of the course, they should teach at least one lesson in a classroom setting.
Pre / Co requisites: SED 351 requires a prerequisite of Teacher Candidacy and a corequisite of SED 350. Field clearances required.
Typically offered in Fall.

SED 354. Techniques of Teaching Secondary School Mathematics. 3 Credits.

This course focuses on effective, research-based techniques for teaching children mathematical concepts in secondary school. Topics include building pedagogical content knowledge for writing learning progressions, orchestrating discussion, formative assessment, developing high quality tasks, and effective integration of technology. Additionally, building mathematical knowledge or teaching for specific topics is addressed in the areas of geometry, algebra, discrete math, probability, statistics, trigonometry, and calculus.
Pre / Co requisites: SED 354 requires prerequisites of SED 350, field clearances, and Teacher Candidacy.
Gen Ed Attribute: Writing Emphasis.
Typically offered in Spring.

SED 355. Field Experiences in Secondary School Mathematics. 1 Credit.

The objective of this course is to apply the skills, techniques, and dispositions required to be an effective secondary mathematics teacher. This course will allow students to work in a classroom setting to examine how the curriculum is delivered in a middle and high school setting. They will work with students on an individual or group basis, work cooperatively with teachers, and participate in the lesson and assessment planning process. By the end of the course, they should teach at least one lesson in a classroom setting.
Pre / Co requisites: SED 355 requires prerequisites of SED 350 and Teacher candidacy, and a corequisite of SED 354. Field clearances required.
Typically offered in Spring.

SED 356. Advanced Perspectives of High School Mathematics I. 3 Credits.

The purpose of this course is to deepen students' knowledge of mathematics and connect the teaching of secondary (7-12) mathematics to relevant advanced mathematics content. In this course, they will examine classroom situations from 7-12 mathematics in which a teacher needs to use their deep understanding of mathematics to respond appropriately. The goal of the connections is to build up their teaching practice to properly address the mathematical concepts in the secondary classroom. This course will focus on content from calculus and statistics.
Pre / Co requisites: SED 356 requires a prerequisite or corequisite of MAT 441.
Typically offered in Spring.

SED 357. Advanced Perspectives of High School Mathematics II. 3 Credits.

The purpose of this course is to deepen students' knowledge of mathematics and connect the teaching of secondary (7-12) mathematics to relevant advanced mathematics content. In this course, they will examine classroom situations from 7-12 mathematics in which a teacher needs to use their deep understanding of mathematics to respond appropriately. The goal of the connections is to build up their teaching practice to properly address the mathematical concepts in the secondary classroom. This course will focus on content from number theory, algebra, and geometry.
Pre / Co requisites: SED 357 requires a prerequisite or corequisite of MAT 411.
Typically offered in Fall.

SED 360. Science Education in the Secondary School. 3 Credits.

A methods course emphasizing knowledge of curricular development and skill in planning, involving the design and execution of learning activities for all instructional modes. This course includes a field placement in schools to apply knowledge learned in the classroom.
Pre / Co requisites: SED 360 requires prerequisites of Teacher Candidacy and field clearances.
Gen Ed Attribute: Diversity Requirement, Writing Emphasis.
Typically offered in Fall & Spring.

SED 390. Teaching English in Secondary Schools. 3 Credits.

The purpose of this course is to continue to explore, understand, and apply the dispositions (values, commitments, and ethics), competencies (cultural and canonical), and skills (interpersonal and instructional) central to teacher effectiveness and student achievement in secondary English/Language Arts (ELA) classrooms. This is also a field experience course. Students will be expected to engage in their field placement throughout the course.
Pre / Co requisites: SED 390 requires prerequisites of SED 300 and Teacher Candidacy. Field clearances required.
Typically offered in Fall & Spring.

SED 391. Teaching Writing in the Middle School. 3 Credits.

This course introduces students to seminal theorists in education and the writing process. It provides opportunities to write in a variety of genres and for a variety of purposes and audiences required by most English/language arts curricula. It provides students with the opportunity to design their own writing lessons. The classes are designed to model and teach about writing and writing pedagogy as it relates to the upper elementary and middle school classrooms.
Pre / Co requisites: SED 391 requires prerequisites of MGP 220 and Teacher Candidacy.
Typically offered in Fall & Spring.

SED 392. Writing and Teaching Writing Secondary English. 3 Credits.

This course introduces students to seminal theorists in education and the writing process. It provides opportunities to write in a variety of genres and for a variety of purposes and audiences required by most English/language arts curricula. It provides students with the opportunity to design their own writing lessons. The classes are designed to model and teach about writing and writing pedagogy as it relates to the upper elementary and middle school classrooms.
Pre / Co requisites: SED 392 requires a prerequisite of Teacher Candidacy.
Typically offered in Fall & Spring.

SED 400. Special Topics in Secondary Education. 1-3 Credits.

This course will examine topics of temporal or special interest which are not part of the regular B.S.Ed. program curriculum. Students will be provided an opportunity to purse specialized research, study or application of knowledge and skills in an applied setting.
Consent: Permission of the Department required to add.
Typically offered in Fall & Spring.

SED 411. Student Teaching Sec - 1st Half. 6 Credits.

A semester long, full-time field experience. The student teacher assumes increasing responsibility in the classroom, as demonstrated by effective methods for the planning, delivering, and reflecting on instruction. Weekly seminars are required.
Pre / Co requisites: SED 411 requires prerequisites of Teacher Candidacy and all coursework required in the major. Field clearances required.
Gen Ed Attribute: Speaking Emphasis.
Typically offered in Fall & Spring.

SED 412. Student Teaching Sec - 2nd Half. 6 Credits.

A semester long, full-time field experience. The student teacher assumes increasing responsibility in the classroom, as demonstrated by effective methods for the planning, delivering, and reflecting on instruction. Weekly seminars are required.
Pre / Co requisites: SED 412 requires prerequisites of Teacher Candidacy and all coursework required in the major. Field clearances required.
Gen Ed Attribute: Speaking Emphasis.
Typically offered in Fall & Spring.

Sours: http://catalog.wcupa.edu/undergraduate/education-social-work/secondary-education/
Student Life at West Chester University

2) a burgundy closed dress with a two-level hem embroidered with black lace fabric, a red combination with a bra with even. More push-up, black stockings, a belt. 3) a blue and white sundress with straps painted under Gzhel, white tights, a white underwear set again with push-up. To say that there were still a bunch of other little things is to say nothing: all sorts of ballet flats, slippers, belts, pendants.

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And then I noticed that my nephew Sasha was constantly watching me. Directly a spy of some kind. Either I catch him peeping through the loosely closed shower curtain in the garden, then I get the feeling that someone was.



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