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CS 470 Applied Computer Graphics
This introduction to the theory and methodology of computer graphics develops underlying principles for the representation of objects and surfaces with computers, including translation, rotation scaling motion, parallel and perspective projection and hidden lines and surfaces. It integrates class usage of the computer.
Prerequisite: CS 407 .
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CS 472 Data Communications
This study of the aspects of developing and designing data communication networks includes identifying and defining the proposed system, analyzing the type of message, determining the total traffic, developing alternative configurations, calculating the network cost, implementation and follow-up evaluation.
Prerequisite: CS 408 , CS 227, MA 230.
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CS 474 Compiler Design
This study of the translation, loading and execution of a higher level language includes syntax analysis of simple expressions and statements, organization of a compiler, design and implementation of a simple compiler.
Prerequisite: CS 408 , CS 409 .
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CS 476 Organization of Programming Languages
This is a study of programming languages specification and analysis, comparing their features and limitations.
Prerequisite: CS 408 , CS 409 .
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CS 487 Special Topics in Computer Science
This seminar in advanced topics of computer science may be repeated for credit.
Prerequisite: CS 408 , CS 409 .
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CS 490 Capstone Course I
This study of system analysis and design leads to a significant computer project to be implemented in CS 491 .
Prerequisite: CS 354; or permission of the Chair.
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CS 491 Capstone Course II
This course focuses on application of state-of the- art techniques in software design and development. Includes implementation of capstone project designed in CS 490 .
Prerequisite: CS 490 .
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CS 589 Independent Research
Directed research or project in an advanced area of computer science.
Prerequisite: Three advanced courses in computer science and approval of the Department Chair.
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Education |
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ED 5XX Certification Area Methods Course
(3 credits)
To be selected with academic adviser - content specific to area of PA instructional certification.
Biology, Chemistry and General Science - ED553 Issues in Science for Secondary Teachers
English - ED605 Writing to Improve Literacy
Math - ED526B Learning and Assessment in Secondary Math
Social Studies - ED562B Teaching Citizenship and Social Studies
Lecture
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ED 470 Graduate Student Teaching Practicum, Early Childhood Education, PreK-4
(6 credits)
A student teaching practicum supervised by Arcadia University faculty member for 14 weeks with full-time teaching in an accredited Early Childhood/Elementary school or Early Childhood center. Students attend mandatory weekly student teaching seminars on Arcadia’s campus. All students enrolling in the course are to submit a student teaching practicum placement request form one semester prior to practicum course registration. See our website, Student Teaching for information, forms and deadlines.
Course credit not applicable to a master’s degree.
IMPORTANT: Students must have current required background checks documentation on file with the School of Education. (See Background Checks).
Prerequisite: Completion of all required coursework and 3.0 GPA
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ED 471 Graduate Student Teaching, Secondary
(6 credits)
A student teaching practicum supervised by Arcadia University faculty member for 14 weeks with full-time teaching in an accredited secondary school (7–12). Students attend mandatory weekly student teaching seminars on Arcadia’s campus. All students enrolling in the course are to submit a student teaching practicum placement request form one semester prior to practicum course registration. See our website, Student Teaching for information, forms and deadlines.
Course credit not applicable to a master’s degree.
IMPORTANT: Students must have current required background checks documents on file with the School of Education. (See Background Checks)
Prerequisite: Completion of all required coursework and 3.0 GPA
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ED 474 Graduate Student Teaching Practicum, Art Education (K–12)
(6 credits)
A student teaching practicum supervised by Arcadia University faculty member for 14 weeks with full-time teaching in an accredited secondary school (7–12). Students attend mandatory weekly student teaching seminars on Arcadia’s campus. All students enrolling in the course are to submit a student teaching practicum placement request form one semester prior to practicum course registration. See our website, Student Teaching for information, forms and deadlines.
Course credit not applicable to a master’s degree.
IMPORTANT: Students must have current required background checks documentation on file with the School of Education. (See Background Checks)
Prerequisite: Completion of all required coursework and 3.0 GPA
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ED 501 Theory and Practice in Urban Education
(3 credits)
This course explores urban education within historical, sociological, cultural, political, economic, philosophical, and pedagogical contexts. Concepts and practices critical to understanding teaching and learning in urban schools are examined and analyzed. Theories and practices are presented within the larger social contexts of neighborhoods, cities, and the nation.
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ED 502 Foundations of Curriculum
(3 credits)
This course will examine a variety of curriculum issues facing educators today. Through individual research and group process, students will develop an understanding of historical perspectives of curriculum as well as curriculum design which includes curriculum delivery, instruction and assessment. State and federal standards, policies and mandates will be examined as well as how data analysis and data-driven decision making impact curriculum.
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ED 503 General Foundations of Education in the U.S.
(3 credits)
This socio-cultural introduction to the educational studies is designed for secondary teachers. Ethnographic research, historical, and philosophical approaches are used to explore how youth cultures, institutional organization, disciplinary contexts, and categories of difference frame youth experiences and the enactment of curriculum.
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ED 504 Human Relations in Education
(3 credits)
This is a study of group dynamics and human relations as they apply to the teaching-learning process. It examines the classroom as a group. It focuses on skill in observing and diagnosing group process.
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ED 504B Grassroots Stakeholders and Urban Education Policy: Human Relations
(3 credits)
In this course, students will examine the role of grassroots stakeholders such as students, parents, teachers, and community members in responding to neoliberal education policy. Students will use a critical policy lens to understand how neoliberal education reform creates particular conditions that affect teachers and students in urban school districts. By looking closely at several key contemporary issues as sites in which stakeholders are disempowered and, simultaneously, find ways to assert great power, the course will give students the chance to think critically about their roles as educators and citizens.
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ED 505 Cultural Foundations of Education
(3 credits)
In this course, students will examine the ways in which educational institutions and the teachers within them structure learning experiences for various students depending in part on their interpretations of these students’ “differences.” Educators must be aware of issues that may arise due to at least two factors: (1) differences between teachers’ and students’ backgrounds and how institutions and individual teachers create learning environments to engage with these differences; and (2) how aspects of identity are framed and understood by teachers, parents, students and school administrators. In order to deepen our awareness of these issues, throughout this semester students will explore the formation, meanings and implications of various ideologies and beliefs specifically as they relate to teaching and learning. We will challenge common beliefs about our educational system as well as the society in which it has been shaped.
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ED 505B Cultural Foundations of Education: Gender and Sexuality Focus
(3 credits)
Examination of educational institutions and concerns through concepts drawn from fields of sociology, anthropology, linguistics and folklore. This cultural foundations course will offer a specialized focus on issues of critical sexuality and gender studies as they relate to education. The course will also look at a range of issues around children’s culture, school as a cultural setting and ways of understanding classroom performance of culturally different students.
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ED 506 Historical Foundations of Education
(3 credits)
Explore the changing educational beliefs and practices through medieval, renaissance, enlightenment, and modern Western societies. Specific focus is on the rise of public institutions in the United States, beginning with the common (elementary) school and the subsequent extension of educational rights to higher (secondary and post-secondary) education. Consider the historical relations among schools, culture, politics, and power as a way to understand contemporary educational beliefs and practices.
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ED 507 Philosophical Foundations of Education
(3 credits)
This exploration of philosophical issues in education is through the writings of Plato, Rousseau, Mill, Dewey and others. It includes the relation of theories of knowledge to curriculum, the social role of education, inquiry methods and the role of ideals such as liberty, justice and equality.
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ED 508 Ethnography for Educational Practitioners
(3 credits)
This presentation of ethnographic research techniques is to help educational practitioners better understand their work settings. It begins with a series of field exercises to introduce the techniques of participant observation, interviewing and journal keeping. It concludes with the design and execution of an ethnographic study in a setting of choice.
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ED 509 Psychological Foundations of Education
(3 credits)
This examination of various major instructional and psychological learning theories studies the implications of those theories for classroom practice and curriculum development.
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ED 510 Interpreting Educational Research
(3 credits)
This overview of educational research develops skill in comprehending and critically evaluating research reports. It focuses on interpretation and application of recent research findings in education and the social sciences.
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ED 510B Arts-based Educational Research
What does it mean to approach educational research through the multiple lenses of artist, researcher, and teacher? How might creativity and living inquiry inform educational research? This course examines arts-based educational research as an innovative strand of qualitative research methodologies. Students will develop skills in comprehending and critically evaluating a/r/tographic research, contrast this approach to inquiry with others in the field of education, and develop their own a/r/tographic research project.
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ED 526A Learning and Assessment in Elementary Mathematics
(3 credits)
This Seminar/Workshop emphasizes the use of a variety of instructional materials in the teaching of mathematics, grades K–8, including manipulatives, calculators, and other non-textbook resources.
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ED 526B Learning and Assessment in Secondary Mathematics
(3 credits)
This course focuses on teaching mathematics through a problem-solving approach and with connections among topics. Emphasis is on recommendations of the National Council of Teachers of Mathematics. A variety of instructional strategies are used with appropriate manipulative and technology integration. Alternative forms of assessment in mathematics are examined.
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ED 545 Grant Writing for Educators
(3 credits)
Educators face many challenges, one of which is budget constraints. Since innovative instruction and programs require money, educators are often forced to look to outside funding sources in order to fulfill their visions. This course will assist such an educator in finding such funding. This self-directed course guides students through the process of finding, applying for, receiving, and managing funding sources. Coursework is divided into ten units with each focusing on specific grant writing skills. In moving through each unit, students will acquire professional skills while they practice writing specific sections that make up the all-important grant proposal. After completing all ten units, students will have the knowledge and components necessary to assemble a professional grant proposal package. It is critical to know that revision is a key element of effective writing …and grant writing is no exception. Because of this, students will have the opportunity to revise all Unit Assessment assignments prior to final project submission.
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ED 546 Teaching Writing
(3 credits)
Investigation of some important theoretical and practical problems in the teaching of writing as a process. Includes such issues as designing assignments, sequencing assignments, evaluating writing, teaching invention, teaching revision and teaching editing. Prerequisite: experience or special interest in teaching English, language arts or communication skills.
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ED 547 Social Justice and Curriculum Development PreK-12
(3 credits)
This course provides students with the theoretical and practical knowledge necessary for designing culturally competent curriculum. Resources for understanding the needs of student populations will be explored both in class and through out of class experiences involving schools, community and non-profit agencies as well as evidence based social justice oriented curricular programs. The particular needs of students living in poverty and educated in urban and suburban public schools will be addressed. This course will also explore diverse methods of culturally competent curriculum design and teach students skills for transforming existing lessons and unit plans to meet state standards and the needs of their students.
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ED 557 Mathematical Applications in the Natural Sciences
(3 credits)
This review of fundamental concepts in physics, chemistry and biology provides representative problems requiring application of algebraic, geometric and trigonometric techniques for solution. It relates mathematical concepts to relevant applications in the sciences. It is designed for secondary mathematics and science teachers of academically talented students.
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ED 558A Seminar for Science Educators
(3 credits)
This course is an in-depth examination of current issues, research and theory in science and science education and their application to K–12 classrooms. Topics include, among others: scientific literacy; history; philosophy and theory development of science; culture and gender issues; constructivism; outcomes and alternative assessment; ethics, and interdisciplinary integration.
Prerequisite: Experienced teachers, K–12
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ED 558B Seminar for Mathematics Educators
(3 credits)
This course is an in-depth examination of current issues, research and theory in mathematics and mathematics education, and their application to K–12 classrooms. Possible topics include: mathematical literacy, philosophy and theory of mathematics, cultural and gender issues, multicultural curriculum development, technology applications, and interdisciplinary integration.
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ED 559 Workshop in Classroom Based Scientific Research
(3 credits)
This course is available only to teachers participating in partnerships with scientific research institutions or to teachers who are accepted into a scientific partnership arrangement. Teachers participate in a yearlong partnership program including the research experience with partner scientists, then planning, executing, and assessing a class research project related to the scientist’s ongoing research. Teachers must notify course instructor in the summer when starting the project, but registration for credit will not occur until the following spring semester, as the project comes to a close.
Prerequisite: Teacher certification.
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ED 563 Reading Specialist Professional Seminar
(3 credits)
In this course, students explore their own reading and writing processes, explore the ways that literacy is changing in relation to technology, understand the current role(s) of reading specialists and literacy coaches in schools, learn about professional organizations and professional journals in the field (both locally and nationally), explore reading/language arts standards, and understand the goals of the Arcadia program. Emphasis is on helping students to see themselves as potential leaders in the field who know how to ask the right questions, analyze assessment data, and respond to the particular needs of teachers and students in the schools where they work. Arcadia’s emphasis on working with diverse learners also is emphasized.
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ED 564 Creative Expression
(3 credits)
This investigation of teaching strategies and assessment techniques for art, movement and drama in the classroom includes theoretical aspects of the creative process, identification of the creative child and use of creative expression activities throughout the curriculum. It features participation in “hands-on” activities.
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ED 565 Introduction to Instructional Technology
(3 credits)
An introduction to instructional technology, this course examines fundamental technologies from a problem-based learning perspective. Students learn to integrate technology through real-world scenarios.
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ED 565A Computers and Technology in Reading and Language Arts
(3 credits)
This course is a comprehensive survey of the use of microcomputer technology for teaching and managing instruction in reading and language arts. It emphasizes evaluation and use of software. No prior computer or programming knowledge is required.
Prerequisite: ED 601 (for reading majors only); or permission of the instructor.
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ED 565B Computers and Technology in Mathematics Education
(3 credits)
This course is designed for elementary and secondary teachers who want to incorporate the use of computers in teaching mathematics in the classroom.
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ED 565C Computers and Technology in the Science Curriculum
(3 credits)
This content area technology course provides an opportunity for K–12 teachers to develop computer and multimedia technology skills that enable them to develop, interpret and evaluate computer applications in the science curriculum.
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ED 567 Instructional Design for Educational Technology
(3 credits)
This online course introduces the various models for designing instruction that are specific to technology-related environments. Students create a complete unit of instruction, including all relevant materials for the successful delivery of that instruction. Rationale is given for the selection of a particular model on which the unit design is based, it is expected that the choice is appropriate for the outcome audience, environment and learning objectives.
Prerequisite: ED 565 and ED 566 : Either or both prerequisites may be taken during the same term as enrollment in ED 567.
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ED 568 Introduction to Computers and Technology
(3 credits)
An introduction to computers and technology in education, this course examines fundamental software applications and how basic utilities, i.e., word processing, databases, spreadsheets, graphics programs, and content-based software, can be integrated into the classroom environment. Other technologies such as the use of multimedia applications, basics of telecommunications and hypermedia integrations are presented. Applications for special student populations are presented.
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ED 568A Digital Tools for Data-Driven Decision Making
(3 credits)
Data collection, analysis, and reporting are critical components for teaching professionals in today’s educational environment. This course is a survey of various digital tools that can be utilized to transform teaching and learning through student assessment data.
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ED 568B Web-Based Resources for Teaching and Learning
(3 credits)
Formerly ED 565 A,B,C
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ED 568C Using Technology in the Design of Global Collaboration
(3 credits)
K12 educators explore online participatory communities that are available and analyze them with a critical eye to their pedagogical value. Participants learn about the instructional implications and possibilities of online community building tools such as blogs, forums, and wikis through project-oriented, collaborative activities.Formerly ED 565 A,B,C
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ED 569 Multimedia and Information Technologies in Education
(3 credits)
This course is a study of how teachers can facilitate instructional design through the use of technology and computers. The focus is on problem-solving, inquiry, classroom management, assessment and the integration of computers, multimedia interactive technologies and learning theory into the classroom. Students create instructional units and design computer laboratories using multimedia and information technologies.
Prerequisite: ED 568 ; or permission of the instructor.
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ED 569B Technology Leadership I
(3 credits)
This is an online, problem-based education course focusing on the skills required to serve as a certified Pennsylvania Department of Education Instructional Technology Specialist in a K-12 school environment. This course examines the day-to-day facilitation, management, and technology skills needed by school technology leaders. The course focuses on the development of one’s vision of technology integration and the culture and environment needed to realize this vision. Students assess teacher utilization of technology, create and implement a staff development program, and evaluate existing and new technologies.
Prerequisite: ED 565 , ED 566 , ED 567
Formerly ED 569
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ED 569C Technology Leadership II
(3 credits)
This online course is recommended for school administrators wishing to increase their technology leadership abilities through the examination of the skills required to serve as a district technology manager. It is recommended for teachers, principals and supervisors considering a change to the role of a Director of Technology/District Technology Coordinator. Throughout this course, students examine the many aspects of the role of a district-wide technology manager. Students examine network and system administration, current legal issues, and budget, facility and operations planning. The skills examined throughout this course prepare students to serve at the local, regional and state levels as technology directors, coordinators and specialists.
Prerequisite: ED 565 , ED 566 , ED 567
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ED 569D Multimedia Design for Interdisciplinary Teaching
(3 credits)
This course focuses on problem-solving and inquiry-based activity development through the use of multimedia tools. Students design instructional activities that utilize current tools while exploring real-world classroom situations.Formerly ED 566A
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ED 572 Children’s Books, Schools and Culture in Great Britain
(3 credits)
Designed for pre-service and in-service pre-school, elementary, and middle school teachers, school librarians and literacy/reading specialists, this course explores British children’s literature, the culture that helped to create these stories, and how children’s literature is used in the English schools today. Using a seminar format, the course begins on the Glenside campus with a discussion of how culture affects reading and literature and an overview of the British educational system. The course then moves to the University of Reading, England.
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ED 573 Effective Teaching in Urban Schools
(3 credits)
An analysis of special problems which face elementary and secondary school teachers in urban schools, this course examines techniques for designing sound classroom environments and programs. Guest lectures provide first-hand accounts of successful practices in each curricular area. (old #473)
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ED 581 Disability Studies and Special Education Law
(3 credits)
The main purpose of this course is to review current issues, trends, and policies that affect the lives of individuals with disabilities, including the education of students with disabilities. This course examines these issues through a Disabilities Studies framework. Specifically, students will engage in learning experiences which serve to build understanding of the ways in which disability rights exists under the umbrella of the civil rights movement.
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ED 583E Fieldwork in Special Education
(3 credits)
This course is designed to meet the needs of students who are currently certified (PA Instructional I or II) and who are seeking an additional certification in special education. Over the semester, students will complete their field experiences in a special education setting in a public school, charter school or APS with students who have IEPs. The course is designed as a hybrid course composed of classroom meetings and on line participation in discussions. Student completion of experiences in the field and reflecting on those experiences (including teaching a minimum of 4 lessons to be critiqued by the host teacher and a minimum of 2 additional lessons observed and critiqued by the instructor) is the primary component of the course.
Students seeking PreK-8 Special Education certification should register for ED583E
Students seeking 7-12 Special Education certification should register for ED 583S .
IMPORTANT: This course is fieldwork. Students must have current required clearances on file with the School of Education. (See Obtaining Clearances)
Prerequisite: Prerequisite: Approval of Director of Field Experiences and Outreach; academic adviser; and completion of all general and specific course requirements necessary for certification.
Credits not applicable to graduate degree or culminating activity.
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ED 583S Fieldwork in Special Education
(3 credits)
This course is designed to meet the needs of students who are currently certified (PA Instructional I or II) and who are seeking an additional certification in special education. Over the semester, students will complete their field experiences in a special education setting in a public school, charter school or APS with students who have IEPs. The course is designed as a hybrid course composed of classroom meetings and on line participation in discussions. Student completion of experiences in the field and reflecting on those experiences (including teaching a minimum of 4 lessons to be critiqued by the host teacher and a minimum of 2 additional lessons observed and critiqued by the instructor) is the primary component of the course.
Students seeking Special Education PreK-8 certification should register for ED 583E
Students seeking Special Education 7-12 certification should register for ED 583S
IMPORTANT: This course is fieldwork. Students must have current required clearances on file with the School of Education. (See Obtaining Clearances)
Prerequisite: Approval required from the Director of Field Experiences and Outreach; academic adviser; and completion of all special education certification coursework. Credits are not applicable to the master’s degree.
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ED 587 Classroom Problems in Emotional and Social Adjustment
(3 credits)
Explores a variety of social, emotional and behavioral disorders ranging from mild adjustment reactions to childhood psychoses. Discusses therapeutic interaction in the classroom, emphasizing the teacher’s role in helping children who suffer emotional problems.
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ED 588 Differentiated Instruction: Educating All Learners
(3 credits)
This course is pedagogy that goes above and beyond “teaching down the middle;” tiered instruction for motivating, educating and assessing a variety of learners in today’s inclusive classroom. IEPs are discussed and analyzed to help better tailor the classroom community. A variety of perspectives and tools for the differentiated environment are analyzed and utilized in this hands-on course.
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ED 590 Fieldwork in Inclusive Education
(3 credits)
This course serves as the field-work requirement for the five-year students pursuing a master’s and certification in Special Education. It incorporates both experiential and classroom-based learning as essential to provide a meaningful educational experience for beginning teachers in special education. These two course components—time in the field and time in the classroom—provide distinct opportunities for growth and new learning and will continue to shape the students as life-long learners.
Prerequisite: ED 214/ED 580 , ED 581 , ED 505 , ED 510 , or permission from adviser.
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ED 592 Graduate Student Teaching Dual Practicum: PreK-4/Special Ed
(6 credits)
A student teaching practicum supervised by Arcadia University faculty member for 14 weeks with full-time teaching in an accredited early childhood/elementary ( 7 weeks) and special education/ inclusive classroom (7 weeks). Students attend mandatory weekly student teaching seminars on Arcadia’s campus. All students enrolling in the course are to submit a student teaching practicum placement request form one semester prior to practicum course registration. See our website, Student Teaching for information, forms and deadlines.
Course credit not applicable to a master’s degree.
IMPORTANT: Students must have current required background checks documents on file with the School of Education. (See Background Checks)
Prerequisite: Completion of all required coursework and 3.0 GPA
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ED 596 Curriculum Project
(3 credits)
This is an opportunity to plan and produce a set of learning packages or similar curriculum development work to be used in teaching. It requires appropriate library research as a part of the project.
Prerequisite: Permission from the adviser and the Education Department Chair. A statement from the principal or other supervisor attesting to the need for the particular curriculum development project must be presented to the adviser at least three weeks before the beginning of the semester. A copy of the final report is filed with the Department Chair.
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ED 598 Advanced Seminar
(3 credits)
(Topics to be announced.)This is an opportunity for a small number of qualified students to explore with the professor an area of professional interest announced prior to registration.
Prerequisite: Qualifications of students permitted to enroll are determined by the Education Department staff and are announced as a part of the registration information. The advanced nature of the course implies that, to be eligible, students must have successfully completed a minimum of five graduate courses at Arcadia University and must have previous introductory study and/or experience in the area of study.
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ED 599 Culminating Masters’ Project
(3 credits)
An action research project that enables the student to synthesize and apply master’s degree coursework in a way that supports the student’s personal and professional goals. The project must be approved by the adviser in order to meet program expectations, and includes review of relevant literature, interaction with critical friends as consultants, taking action to inform an audience outside of Arcadia and the student’s current work environment, and a plan for continued professional growth beyond the degree.
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ED 600 A, B, C Practicum: Supervision of Single Subject
(1 credit each semester)
Note: The three internship semesters must be taken consecutively; however, they may be taken in any order. The leadership portfolio must be submitted after completing the third consecutive semester.
Prerequisite: Completion of all required coursework and permission of the program Coordinator. Certification credit only; not applicable to degree.
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ED 604 English Language Arts
(3 credits)
This is a study of the teaching of the communication arts: oral language, listening, writing and reading. It includes implementing new research into the classroom, instructional strategies, assessment tools, materials and language arts curriculum design. It encourages the application of assignments to actual teaching situations.
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ED 605 Writing to Improve Literacy
(3 credits)
This class offers an innovative, field-based exploration of reading-writing connections in the middle and high school curriculum. Active engagement in the process of writing includes: 1) How to teach writing as a process in order to improve students’ reading and language abilities. 2) How to develop students’ perceptions of themselves as writers. 3) How to integrate the modes and functions of writing within the school curriculum. There is 30-hour fieldwork requirement for the course (3 hours of fieldwork/week). Students not currently teaching will be partnered with a mentor teacher at Upper Dublin School District middle and high schools. All students registering must have their fieldwork clearances on file in the School of Education office by the third week of class.
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ED 607 Strategic Instruction for Adolescent Readers and Writers, 7-12
(3 credits)
This course is designed to teach future Reading Specialists how to create a repertoire of teaching strategies to address the needs of adolescent readers. An examination of developmental, socio-cultural and multi-literacy aspects of instruction is included. An emphasis toward assessment procedures linked to effective instructional practice, addressing the literacy needs of all learners is explored. Topics include strategies to facilitate comprehension in the content area subjects, writing across the curriculum, word study, structural analysis, classic and contemporary literature selection and study skills for the adolescent learners.
Prerequisite: ED 601 or an equivalent reading course.
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ED 608 Literature for Children
(3 credits)
This is a study of the literary, educational and theoretical issues related to children’s literature and book illustrations. Critical reading of a range of children’s literature, including: picture books, oral tradition literature, fantasy, historical fiction and realistic children’s literature is included. The use of children’s literature throughout the curriculum is examined. Students will also be engaged in investigators of the uses of multi-modal texts and digital media in literacy instruction.
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ED 609 Literacy Acquisition
(3 credits)
This is an investigation of how pre-school and primary grade children acquire literacy. Theoretical and educational issues related to listening, oral language, readiness, handwriting and composing are discussed. It includes instructional strategies, assessment techniques and review of research.
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ED 610 Seminary in Children’s Literature
(3 credits)
Designed for elementary and middle/junior high school educators this course discusses: 1) trends and issues in children’s and young adult literature and multi-modal texts; 2) ways to receive and interpret information from children on how they respond to the literature; 3) literary theories and ways to utilize this information in designing lessons and units in children’s literature. Students will also be engaged in investigations of the uses of multi-modal texts and digital media in literacy instruction.
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ED 611 Language Arts Materials
(3 credits)
This course provides teachers, reading specialists, and school librarians with an opportunity to learn about and create new child-centered language arts materials for their individual teaching situations. These materials reflect balanced literacy instruction, integrating skills within authentic literacy activities.
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ED 612 Multicultural Literature for Children and Youth
(3 credits)
The purpose of this course is to: 1) explore a wide variety of multicultural fiction, non-fiction and picture books in children’s and young adult literature; 2) gain specific strategies for authenticating multicultural children’s texts; 3) recognize how excellent multicultural texts can promote a climate of liberation pedagogy; 4) use excellent multicultural books to deepen student understanding of cultural beliefs, attitudes, and world views; and 5) recognize one’s own multicultural dimensions.
Programmatic information: This graduate-level course may be used as a core course in the M.Ed. with a concentration in Language Arts, the M.Ed. with a concentration in Children’s Literature, and the M.Ed. and/or Certification in Library Science, It also can be used as an elective course in the M.Ed. in Elementary Education, the M.Ed. in Early Childhood Education, the M.Ed. and/or Certification in Reading, and in the M.Ed. in Teaching English as a Second Language. It also can be used in the Certificate of Study: Children’s Literature Across the Curriculum.
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