Preschool to fourth grade are crucial years for children. You can be the teacher who inspires and guides them.
Our early childhood education program will grow your teaching skills with courses in education theory and practice. Study history, geography, science, math, language arts, literature and music—all subjects you’ll incorporate in your classroom.
Add a certification in English as a second language (ESL) programming to make yourself even more marketable.
In your first weeks at Susquehanna, you’ll have rich, real-world academic experiences in area classrooms—through classroom observations, one-on-one tutoring, small group instruction and more.
Our award-winning Global Opportunities program in Chester, England, gives you international classroom experience that will make your résumé shine.
You’ll start your senior year of student teaching with more than 150 hours of classroom experience.
Lead a classroom with confidence
We’ve been training quality teachers since 1904. We know how to help you find a position out of the gate. Nearly all of our graduates are employed or pursuing advanced degrees within six months of graduation.
Our graduates teach at all levels—from preschool to higher education—and all over the world.
We make sure you have the skill and cultural competence to work with students from all backgrounds, so you’ll be comfortable in your classroom no matter where you land. Our interdisciplinary minors, like diversity studies and leadership, help you gain a better understanding of important topics in today’s world.
When you enroll at Susquehanna, you’ll be paired with an advisor and application tool to guide you in your course planning and scheduling. The following is an excerpt from the complete course catalog. Enrolled students follow the requirements of the course catalog for the academic year in which they declare each major and/or minor, consult with their advisor(s) and the Academic Planning Tool.
Learning goals
- Understand how children learn and develop and can provide learning opportunities that support their intellectual, social and personal development.
- Understand and use a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills.
- Create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
- Prepare and plan instruction based on knowledge of subject matter, students, curriculum goals, and formal and informal assessment strategies.
- Include every student — accommodating, adapting and/or differentiating instruction as appropriate, considering readiness, history, interests, achievement and learning styles; cultural, racial, social and ethnic affiliations; and exceptional needs and abilities.
- Use effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration and supportive interactions in the classroom.
- Function effectively within community-wide systems of education.
- Evaluate the effects of his/her choices and actions on others (students, parents and other professionals in the learning community) through ongoing reflective practice and actively seek opportunities to grow professionally.
Requirements for Admission to a Teacher Certification Program
Completion of at least 48 semester hours of coursework, including three semester hours of English composition, three semester hours of English/American literature and six semester hours of college-level mathematics;
Successful completion of EDUC-101 Introduction to Education and Society;
A cumulative GPA of 3.00;
Passing PAPA or CORE examinations scores or being exempt through sufficient SAT or ACT scores;
Completion of one 40-hour externship (see below), with completed forms returned to the education department;
Current Act 24, Act 34, Act 114, Act 126 and Act 151 clearances, and negative Tuberculosis (TB) results;
Two reference forms completed by Susquehanna University faculty; and
A completed application form.
Teacher Certification
The Susquehanna University Department of Education offers the following programs for teacher certification approved by the Pennsylvania Department of Education:
Early childhood education (preK-4)
Special Education PK-12
Secondary (7-12) and (K-12) in areas listed below under Majors Approved for Teaching Certification
Music education (PK-12). See the music department for information about this program.
The Elementary Education Major
Students taking the course of studies necessary to gain one of the Pennsylvania teaching certificates for the elementary grades will major in elementary education. This major combines courses in various disciplines with teacher education courses, including student teaching.
Early Childhood Certification
Students who enter SU’s elementary education program will earn a bachelor’s degree in elementary education and prepare for preK-4 certification.
Middle Grades Certification
At this time, SU does not offer a program for middle-grades certification (grades 4-8).
The Teacher Intern Program
The Teacher Intern program is a route to certification for those who have a bachelor’s degree in an approved major. It is an option for students who do not complete certification requirements as undergraduates, including those who decide to pursue teaching late in their undergraduate program. For information about the program, contact the director of the Teacher Intern Program in the Susquehanna education department office or visit www.susqu.edu/education.
Majors Approved for Teaching Certification
Major | Teaching Certification |
Elementary Education | Early Childhood (preK-4) |
English | English (7-12) |
Creative Writing | English (7-12) |
Spanish | Spanish (K-12) |
French | French (K-12) |
German | German (K-12) |
Mathematics | Mathematics (7-12) |
Music Education | Music Education (7-12) |
Biology | Biology, General Science (7-12) |
Chemistry | Chemistry, General Science (7-12) |
Physics | Physics, General Science (7-12) |
Biochemistry | General Science (7-12) |
Psychology | Social Studies (7-12) |
Sociology/Anthropology | Social Studies (7-12) |
History | Citizenship Education, Social Studies (7-12) |
Political Science | Citizenship Education, Social Studies (7-12) |
(Some certifications, such as social studies, and some majors, such as biology, may require extra coursework because of state or university requirements.)
Certification Requirements
To qualify for teaching certification in Pennsylvania, students must complete a bachelor’s degree in the appropriate major with a grade point average of 3.00 or higher. They must also complete an accredited teacher education program, such as that offered by Susquehanna University, and pass the PAPA, PECT and/or Praxis tests required by the Pennsylvania Department of Education (PDE). More detailed information about these and other certification requirements is available on the PDE website http://www.pde.state.pa.us.
Declaring Interest in Teacher Certification
Students who wish to pursue early childhood, K-12 or secondary education certification should notify their academic adviser and the head of the education department when they make that decision. They should also inform the Office of the Registrar by completing the Declaration of Academic Program form, available in that office.
Externship
An externship consists of 40 hours in a school for observing and aiding in classrooms and other areas of the school, conducting staff interviews, etc. Applicants must complete an externship prior to admission to the education program. Externship information and forms can be obtained from the education department office or the education department website http://www.susqu.edu/education/.
Applying to a Teacher Certification Program
The Pennsylvania Department of Education requires that education students apply and be admitted to a teacher education program before completing senior level courses and student teaching. The application packet is available through the education department’s website and in the education department office in Seibert Hall. Students may apply for admission to the teacher education program as early as the spring semester of their sophomore year if all requirements have been met. Students must apply and be admitted no later than the first semester of their junior year.
Student Teaching
Student teaching usually occurs in the spring semester of the senior year. To participate in student teaching, students must already be admitted to the teacher education program. Students must also have current TB test results and clearances through Act 24, Act 34, Act 151 and Act 114. Student teachers must have completed all courses required for the major and all education courses except the student teaching block. Students should not take any additional courses during student teaching without written permission from the head of the education department.
Professional Conduct
The education department faculty reserves the right to make a judgment on the suitability of students for professional teaching practice. Practicum students (those in the schools observing and/or aiding a teacher) and student teachers must follow the policies of the host school district. Practicum students and student teachers are held to a professional standard of behavior as specified by the Pennsylvania Code of Professional Practice and Conduct for Educators and will be removed from a school site by a building administrator for unprofessional conduct. A student asked to leave a school site may be assigned academic work outside of student teaching to complete the credits needed for graduation. Grades will be assigned by the education department faculty based on the work completed and evaluations from Susquehanna faculty and the cooperating teachers.
Departmental Honors
Departmental honors may be awarded to elementary education majors who meet the following criteria:
- Overall GPA of 3.50 and GPA of 3.50 or higher in education courses;
- Completion of early childhood education program for graduation;
- Submission of a formal application for honors to the education faculty by the second Friday of September of the senior academic year and before implementation of the research project;
- Acceptance of the application by the education faculty committee;
- Selection of an honors adviser from the education faculty;
- Development, in consultation with the selected adviser, of a proposal to execute, interpret and report on the individual research project;
- Approval by the education faculty committee of the project proposal;
- Enrollment in EDUC-601 Independent Study (1-4 semester hours);
- Completion of the research project and a public presentation of results;
- Submission of a final written report on the project to the honors adviser on or before the last day of classes for the semester of graduation; and
- Determination of honors status by the education faculty based on student performance.
Education Honor Society
Susquehanna University has a chapter of the international education honor society, Kappa Delta Pi. Education students with a GPA of 3.40 or higher who qualify for admittance to the teacher education program will be invited to apply for membership.
Education Course Requirements
Please note: Elementary, K-12 and secondary education students are required to include the following courses in their certification program:
EDUC-260 Introduction to Special Education (4 SH) EDUC-270 Instruction of Exceptional Students (4 SH)
EDUC-350 English Language Learners: Theory and Instruction (4 SH)
The exception to this rule is that music education students must follow requirements of the music education curriculum, which may allocate this content to different courses. EDUC-290 will be taken in place of EDUC-270 by Elementary (ECE) students who elect to complete the Special Education Dual Certification.
Early Childhood Emphasis
Early Childhood (preK-4) Course Requirements
Candidates for an early childhood (preK-4) teaching certificate must complete university Central Curriculum requirements plus the following required courses for a Bachelor of Science in elementary education:
12 Coursework required by PDE for admission to the teacher education program:
3 semester hours of English composition
3 semester hours of English/American literature
6 semester hours of college-level mathematics (100 level or higher)
(Please note that PDE’s requirement for 2 semester hours of math beyond Susquehanna’s Central Curriculum may be met by any math course that has a math prefix and a course number of 100 or higher. It may be taken at any accredited institution of higher education and does not have to be accepted by Susquehanna as a transfer course.)
66 Education courses (taken before student teaching):
2 EDUC-101 Introduction to Education and Society
4 EDUC-240 Cognition and Classroom Learning: Early Childhood
4 EDUC-260 Introduction to Special Education
4 EDUC-270 Instruction of Exceptional Children
4 EDUC-300 Arts in Education
4 EDUC-310 Math Methods I
4 EDUC-311 Math Methods II
4 EDUC-330 Technology in Education
4 EDUC-350 English Language Learners: Theory and Instruction
4 EDUC-365 Pre-school Language and Emergent Literacy
4 EDUC-366 Primary Literacy Development
4 EDUC-367 Literacy Assessment and Interventions
4 EDUC-380 Instructional Design
2 EDUC-389 Assessment
4 EDUC-400 Social Studies Methods: Early Childhood
2 EDUC-410 Family and Community
4 EDUC-430 Science Methods: Early Childhood
4 EDUC-490 Pedagogy and Classroom Environment
16 Cognate courses (some may also satisfy university Central Curriculum requirements):
4 PSYC-101 Principles of Psychology
4 PSYC-238 Developmental Psychology: Conception Through Childhood
4 United States History (HIST-111, HIST-112 or HIST-115)
4 INTD-320 The Sciences
14 Student teaching courses (taken during the spring semester of the senior year; students may not enroll in other courses during this semester without written permission from the head of the Department of Education:
4 EDUC-501 Preparation and Planning
4 EDUC-502 Classroom Teaching
4 EDUC-503 Classroom Management
2 EDUC-600 Seminar
Studies in Early Education
The Studies in Early Education major is designed for students who have an interest in early childhood education, the development of young learners, and the structures of instruction and schools. With a degree in Studies in Early Education, graduates have the credentials and experiences for employment in education settings where teacher certification is not required, such as non-traditional and private schools and preschools, youth camps, children’s museums, and educational consulting organizations. Holders of the degree may be eligible for admission into education graduate and teacher intern programs. In combination with a minor or major in Psychology, the degree is a path toward graduate studies in school counseling.
The Studies in Early Education major includes many but not all the components for eligibility for the Pennsylvania PreK-4 teacher certification. As second semester sophomores or first semester juniors, students in the Studies in Early Education major may make application to the Early Childhood Education major that includes all the criteria for teacher certification articulated by the Pennsylvania Department of Education. All courses for the Studies in Early Education major, with the exception of EDUC-530 Education Policy, are requirements of the Early Childhood Education major.
Studies in Early Education Requirements
Students in the Studies in Early Education (BA) major must complete the 42 semester hours in required courses with grades of C- or better.
2 EDUC-101 Introduction to Education and Society
4 EDUC-240 Cognition and Classroom Learning: Early Childhood
4 EDUC-260 Introduction to Special Education
2 EDUC-330 Technology in Education
4 EDUC-310 Math Methods: Pre-school
4 EDUC-350 English Language Learners: Theory and Instruction
4 EDUC-365 Pre-school Language and Emergent Literacy
2 EDUC-380 Instructional Design
4 INTD-320 The Sciences
4 PSYC-101 Principles of Psychology
4 PSYC-238 Developmental Psychology: Conception Through Childhood
4 EDUC-530 Education Policy
* In addition to the coursework outlined above, students must complete a 40-hour education related externship.
Introductory study of education. Emphasizes teaching as a profession and current educational practice. Requires school-based practicum. This course requires the submission of PA Dept of Education clearances. 2 SH.
Studies of current and past issues in education. Topics vary according to instructor preference. 2-4 SH.
An overview of educational principles, theories, and strategies that positively influence student development and learning. Approaches to teaching and learning are based on an understanding of children as individuals and as members of a group. Prerequisite: EDUC-101. 4 SH. CC: Social Interactions, Writing Intensive.
An overview of psychological and educational principles as they apply to the classroom. Topics include instructional planning, developmental characteristics of students, and learning theories. Also covers evaluation, discipline and classroom management. Prerequisite: EDUC-101 or MUED-200. 4 SH. CC: Social Interactions, Writing Intensive.
An overview of the needs of students with disabilities in multiple settings, examining both typical and atypical development, as well as all major areas of exceptionality and instructional strategies that support student success in inclusive classrooms. Additionally, legal, ethical, and professional responsibilities of teachers working with children with disabilities, including those with multicultural and multilingual backgrounds are emphasized. Includes required special education school-based field experiences. Pre-requisites: EDUC-101. 4 SH. CC: Diversity Intensive.
Explores methods of designing and delivering effective instruction for individuals with special learning requirements. Prerequisites: EDUC-260 and either EDUC-240 or EDUC-250. 4 SH.
This course emphasizes experiential learning and builds upon students’ understanding of the diverse needs of children who are struggling and those with identified mild disabilities, particularly in terms of research-based approaches to provide effective instruction in inclusive and special education classrooms. Students will specifically learn how to develop and implement appropriate and individualized standards-aligned instruction for learners who have Individualized Education Plans (IEPs). Students will identify and implement research-based learning/teaching strategies to promote learners’ progress (focusing on both those with high incidence disabilities) as well as a range of ways in which to differentiate instruction and implement universal design for learning principles to meet individual needs in all content areas. Only available to students accepted into the Special Education (PreK-8) Dual Certification program. Prerequisites: Sophomore class standing and successful completion of EDUC 240 and EDUC 260. 4 SH.
Basic music and art fundamentals, methods of music and art instruction in elementary classrooms, and strategies for integrating music and art into the teaching of other elementary subjects; taught as two separate 2 SH sections (EDUC-300A and EDUC-300M). Students must complete both EDUC-300A and EDUC-300M to fulfill the Artistic Expression requirement. Prerequisites: Sophomore standing and EDUC-101. 4 SH. CC: Artistic Expression.
With EDUC-300M, basic music and art fundamentals, methods of music and art instruction in elementary classrooms, and strategies for integrating music and art into the teaching of other elementary subjects, taught as two separate 2SH sections (EDUC-300A and EDUC-300M). Students must complete both EDUC-300A and EDUC-300M to fulfill the Artistic Expressions requirement. Prerequisites: Sophomore standing and EDUC-101. CC: Artistic Expression.
With EDUC-300A, basic music and art fundamentals, methods of music and art instruction in elementary classrooms, and strategies for integrating music and art into the teaching of other elementary subjects, taught as two separate 2SH sections (EDUC-300A and EDUC-300M). Students must complete both EDUC-300A and EDUC-300M to fulfill the Artistic Expressions requirement. Prerequisites: Sophomore standing and EDUC-101. CC: Artistic Expression.
Methods of developing instructional strategies beginning with preschool-aged children and including numbers and operations, algebraic concepts, geometry and measurement, and data analysis and probability. This course will focus on developing conceptual understanding of math skills using hands-on and virtual manipulatives and using research-based instructional strategies. This knowledge will be applied in field experiences. Prerequisites: EDUC-101. 4 SH
Methods of developing instructional strategies in all strands of the mathematics curriculum beginning with early elementary-aged children. Topics include numbers and operations, algebraic concepts, geometry and measurement, and data analysis and probability. This course will focus on developing conceptual understanding of math skills using hands-on and virtual manipulatives and using research-based instructional strategies. This knowledge will be applied in field experiences. Prerequisites: EDUC-310 and admission to a teacher education program. 4 SH
This required course will address knowledge and skills educators need to plan individualized programs for students with moderate and severe disabilities, including those with physical and cognitive impairments as well as autism. Emphasis will be on teaching and supporting students within both special education and regular classes/typical school activities, based on a vision of adult participation in typical community activities and settings. Associated topics of discussion include learning characteristics of students with moderate and severe disabilities, program planning and IEP development, assessment and instructional planning in foundation skills, communication, assistive technology, supporting participation and progress in the general education curriculum, social skills and facilitating peer relationships, and transition planning. Only available to students accepted into the Special Education (PreK-8) Dual Certification program. Prerequisites: Sophomore class standing and successful completion of EDUC 240 and EDUC 260. 4 SH.
The theory and practice of using educational technology in the classroom. Includes practice with computers, multimedia and telecommunications. Prerequisite: EDUC-101. 2 SH.
This course will focus on having students develop a foundational understanding of behavior modification principles and classroom management strategies in order to be able to most effectively teach any type of student in an inclusive setting. Special attention will be given to individuals with emotional and behavior disorders and a variety of techniques for implementing specific behavior intervention strategies at the school-wide and classroom levels will be discussed in addition to appropriate assessment procedures and behavior plan writing. Students will also learn evidence-based methods for providing academic instruction in core content areas for this population of students. Only available to students accepted into the Special Education (PreK-8) Dual Certification program. Prerequisites: Sophomore class standing and successful completion of EDUC 240 and EDUC 260. 4 SH.
Using knowledge of language systems, language acquisition and sociocultural influences on learning and communication to design instruction and assessment for students whose home language is not English. Includes field experiences. Prerequisites: Either MUED-200 or EDUC-101. 4 SH. CC: Diversity
An overview of research on and theories of young children’s language development and methods of assessing and guiding the development of language skills in very young children, including skills that facilitate later learning of reading and writing. Includes field experiences at early childhood sites. Prerequisites: EDUC-101. 4 SH.
Methods of designing and delivering explicit instruction in reading, writing and the related language arts to children in grades K-4. Includes field experiences at school sites. Prerequisite: EDUC-365. 4 SH.
Methods of assessing young children’s literacy development and providing interventions suited to the needs of each child. Includes field experiences at school sites. Prerequisites: EDUC-365 and EDUC-366. 4 SH. CC: Writing Intensive.
An introduction to a broad range of approaches to successful tutoring, this course focuses particularly on addressing diverse learning styles and understanding the impact of social-cultural differences on learning. Students will develop diverse peer tutoring strategies to facilitate learning and will be prepared to serve as tutors in a variety of settings. Prerequisite: GPA of 2.75 or instructor’s approval. 2 SH.
Methods of designing instruction to enhance student learning by using clear objectives, appropriate assessment and flexible learning activities that conform to state curriculum standards. Prerequisites: EDUC-101. 2 SH.
Methods of designing and using a wide range of assessment types and assessment data to implement instructional or programmatic revisions in education. Includes field experiences at school sites. Prerequisites: A Central Curriculum Analytical Thought course, senior standing, and admission to the teacher education program. 2 SH.
Methods of designing and delivering effective instruction in social studies in early childhood classrooms. Includes field experiences at school sites. Prerequisites: Senior standing and elementary education major. 4 SH. CC: Team Intensive.
Examines the connections among schools, families and communities and methods teachers can use to establish and maintain positive collaborative relationships with the families of their students. Includes field experiences at school or community sites. Prerequisites: Senior standing and admission to the teacher education program. 2 SH.
The course covers methods and materials used in assessing students who may be eligible for special education. Class sessions will involve experiential learning activities related to the assessment of students. Students will take this course the semester before student teaching, in concurrence with a practicum. This course includes technical prerequisites of understanding standardized assessment and the rationale for using curriculum-based measurement (CBM) within the broad context of special education programming. Students will develop competencies in utilizing norm-referenced, criterion-referenced, curriculum-based, and teacher-made assessment for instructional and placement decisions. Only available to students accepted into the Special Education (PreK-8) Dual Certification program. Prerequisites: Senior class standing, EDUC-999 admission to the teacher education program, and successful completion of EDUC-240 and EDUC-260. 4 SH.
Methods courses in the secondary program address content and techniques used to develop and implement instruction in the specific content area. (Music education majors should refer to the music department’s methods course list.) All methods courses include field experiences. These courses are taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH.
Methods courses in the secondary program address content and techniques used to develop and implement instruction in the specific content area. (Music education majors should refer to the music department’s methods course list.) All methods courses include field experiences. These courses are taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH.
Methods courses in the secondary program address content and techniques used to develop and implement instruction in the specific content area. (Music education majors should refer to the music department’s methods course list.) All methods courses include field experiences. These courses are taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH,
Methods courses in the secondary program address content and techniques used to develop and implement instruction in the specific content area. (Music education majors should refer to the music department’s methods course list.) All methods courses include field experiences. These courses are taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH.
Methods courses in the secondary program address content and techniques used to develop and implement instruction in the specific content area. (Music education majors should refer to the music department’s methods course list.) All methods courses include field experiences. These courses are taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH.
Methods courses in the secondary program address content and techniques used to develop and implement instruction in the specific content area. (Music education majors should refer to the music department’s methods course list.) All methods courses include field experiences. These courses are taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH.
Business, Communications and IT Methods prepares students to develop and implement instruction in the K-12 Business classroom setting. This course includes field experiences and is taken in preparation for student teaching. Prerequisites: Approval of Teacher Intern Program Director. 2 SH.
Methods of Teaching Art (Methods of Curriculum, Instruction and Assessment in Art) prepares students to develop and implement instruction in the pK-12 Art classroom setting. This course includes field experiences and is taken in preparation for student teaching. Prerequisites: Approval of Teacher Intern Program Director. 2 SH.
Methods of teaching scientific knowledge and the elements of scientific thinking and experimenting in developmentally appropriate ways to children through fourth grade. Includes field experiences at schools and other sites and may include one or more Saturdays. Prerequisites: INTD-320. 4 SH.
This course focuses on the academic language needed for ELLs to be successful in U.S. schools. The course begins with an emphasis on foundational knowledge of language structures (i.e., English phonology, morphology, and syntax) as well as a thorough review of key theories and principles in first and second language acquisition. The course looks at the particular issues faced by students at different points in their education: elementary, middle and high school, as well as the role of literacy in content area learning. Students will understand the complexities associated with reading and writing development in more than one language. The tutoring component of the course will give students an opportunity to apply theoretical knowledge to practice and conduct hands-on analyses and diagnostic assessments. Prerequisite: EDUC 350. 4 SH.
In this course, sociocultural and political dimensions of language learning and teaching are explored. Learning a language is not a politically neutral enterprise: Issues of power are related to who is encouraged to learn a language and who is prevented from accessing linguistic resources. The course emphasizes the interplay between the macro-level relations of power in society and the micro-level experiences of language learners by focusing on sociocultural, political, racial, and economic perspectives. Throughout the semester, you will be encouraged to make connections between theory and practice. As part of making connections between theory and practice, 20 hours of field experience will be a part of the course assignments and requirements. Prerequisites: EDUC-350. 4 SH. CC: Diversity.
The purpose of this course is to introduce students to current research-based methods, strategies, frameworks and resources in K-12 ESL education, with an emphasis on both curriculum and assessment components. The course offers a critical overview of a variety of ESL teaching methods, with the focus on recent developments in content-based, task-based, and critical pedagogies, in addition to appropriate assessment principles and techniques. Students will also explore a variety of ways to use technology for instructional purposes. The course includes a concurrent, required field experience (20 hours total; two observation hours per week) where candidates will work with an ELL in the field, identify their instructional needs through assessment and then work with the learner to meet instructional needs through different forms of curriculum. Prerequisite: EDUC-350. 4 SH.
This course is designed as an introduction to how first and, in particular, second languages are learned. The hope is that students will use what they learn to teach individuals who have a second/additional language. All course topics weave in discussion on the role of language in teaching and learning, as well as stress the relevant implications for effective instruction in culturally and linguistically diverse classrooms. Students will gain an understanding of the historical development of language acquisition theories, and how they have led to modern hypotheses on language learning and classroom practices. By the end of the course, the students will write action plans that explain their understanding of language acquisition and how it applies to classroom environments. There is no required field experience for this course. 4 SH.
A study of current curricular and instructional practices. Topics include components of professional practice, planning and preparation, classroom environment, classroom assessment, and professional development. (A summer section of EDUC-479 may be offered for students participating in the Teacher Intern Program. This summer section carries two semester hours of credit and is not available to undergraduate students.) This course is taken in the first semester of the senior year as part of the Secondary Education Methods Block (see secondary education in the education course requirements section.) This course includes a practicum. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 4 SH.
An overview of the current models of classroom management and strategies for meeting diverse needs and unique abilities of students from many different backgrounds. Topics include classroom management techniques for exceptional learners, urban and rural students, and culturally and linguistically diverse students. Includes field experiences at a school site. This course is taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH.
A course for seniors in the early childhood (PreK-4) certificate program, which covers methods of early childhood teaching, including instructional planning, responsive classroom management, diversity in the classroom and professional ethics. The second half of the course is spent at the school site with the cooperating teacher to whom each senior is assigned for student teaching in the spring semester. Prerequisites: Senior standing in the elementary education major and EDUC-999 admission to the teacher education program. 4 SH.
students must be admitted to the teacher education program (EDUC-999) and apply and be approved for student teaching.
Taken together, EDUC-501, EDUC-502, EDUC-503, and EDUC-600 require observation and student teaching in nearby schools under supervision of a public school teacher and a university supervisor and attendance at a weekly seminar. During this 15-week period, students in early childhood education spend a minimum of 450 hours of observation/teaching experience, and students in secondary education spend a minimum of 420 hours of observation/teaching experience. To enroll in this block of courses, students must be admitted to the teacher education program and have approval from their advisers. Students may not enroll in any additional courses for this semester without prior written approval from the head of the Education Department. Prerequisites: All other courses required for the major and for the teacher education program, as well as EDUC-999 admission to the teacher education program. Capstone for elementary education majors. 4 SH.
Taken together, EDUC-501, EDUC-502, EDUC-503, and EDUC-600 require observation and student teaching in nearby schools under supervision of a public school teacher and a university supervisor and attendance at a weekly seminar. During this 15- week period, students in early childhood education spend a minimum of 450 hours of observation/teaching experience, and students in secondary education spend a minimum of 420 hours of observation/teaching experience. To enroll in this block of courses, students must be admitted to the teacher education program and have approval from their advisers. Students may not enroll in any additional courses for this semester without prior written approval from the head of the Education Department. Prerequisites: All other courses required for the major and for the teacher education program, as well as EDUC-999 admission to the teacher education program. Capstone for elementary education majors. 4 SH.
Taken together, EDUC-501, EDUC-502, EDUC-503, and EDUC-600 require observation and student teaching in nearby schools under supervision of a public school teacher and a university supervisor and attendance at a weekly seminar. During this 15- week period, students in early childhood education spend a minimum of 450 hours of observation/teaching experience, and students in secondary education spend a minimum of 420 hours of observation/teaching experience. To enroll in this block of courses, students must be admitted to the teacher education program and have approval from their advisers. Students may not enroll in any additional courses for this semester without prior written approval from the head of the Education Department. Prerequisites: All other courses required for the major and for the teacher education program, as well as EDUC-999 admission to the teacher education program. Capstone for elementary education majors. 4 SH. CC: Ethics Intensive.
This course examines contemporary issues and challenges in public education. It explores the history of education in the United States and discusses objectives behind creating a public school system. Theories and concepts related to the policymaking process are explored, and resulting policies are analysis and contextualize within the field of education. Finally, the course investigates recent education reforms and, where possible, seeks to analyze the consequences of these reforms. Same as PPOL-353. Prerequisites: EDUC 101, Junior or senior standing. 4 SH. CC: Writing Intensive.
Taken together, EDUC-501, EDUC-502, EDUC-503, and EDUC-600 require observation and student teaching in nearby schools under supervision of a public school teacher and a university supervisor and attendance at a weekly seminar. During this 15- week period, students in early childhood education spend a minimum of 450 hours of observation/teaching experience, and students in secondary education spend a minimum of 420 hours of observation/teaching experience. To enroll in this block of courses, students must be admitted to the teacher education program and have approval from their advisers. Students may not enroll in any additional courses for this semester without prior written approval from the head of the Education Department. Prerequisites: All other courses required for the major and for the teacher education program, as well as admission to the teacher education program. Capstone for elementary education majors. 2 SH.
A detailed exploration of a selected educational topic or problem under faculty direction. Project may relate to the development of a significant skill in teaching. Requires approval of supervising professor and department head. 1-4 SH.
The historical, philosophical, and sociological foundations that form a basis for the development, organization, and role of US public education and other social institutions will be examined. Students will analyze the preparation of teachers, the cultural environments within which teachers are trained, and how social, cultural, political, and economic forces shape schools. A critique of the literature will include cultural identity formation and construction, teaching philosophies, and schools as political and bureaucratic structures. The goal of the course is to challenge assumptions about how schools are organized and stratified and how both are linked to mobility of and reproduction of the prevailing social order. 4 SH.
This course examines theory, research, and practice of K-12 school curriculum. Students will evaluate past and current processes of curriculum development in relation to standards, learning objectives, assessment, instructional methods, and student needs. 4 SH.
This course introduces students to a variety of research methods common to the field of education. Quantitative, qualitative, and mixed methods approaches will be examined. The course will focus on the research process from identifying research problems through the creation and report of original research. Students will locate, analyze, and interpret educational research and use these skills to identify areas of inquiry for the completion of their Master’s Paper. 4 SH.
This graduate-level course analyzes the methods and materials necessary to accurately assess students within inclusive classroon settings and students who may be eligible for special education. Through experiential learning activities, students will apply the language and terminology required to assess and evaluate students to the creation of assessment tools. This course includes technical prerequisites of understanding standardized assessment and the rationale for using curriculum-based measurement (CBM) within the broad context of special education programming. Students will develop competencies in utilizing norm-referenced, criterion-referenced, curriculum-based, and teacher-made assessment for instructional and placement decisions. Students will also be required to track the performance of a child with special needs and explain the rationale for the application of particular student performance goals based on interpretation of collected data sets. 4 SH.
Educators will learn the knowledge and skills needed to plan Individualized Education Programs (IEPs) for students with moderate and severe disabilities in this graduate-level course. Moderate and severe disabilities include those with physical and cognitive impairments as well as autism. Emphasis will be on teaching and supporting students within both special education classrooms and typical school settings, based on a vision of adult participation in typical community activities. Associated topics of discussion include the history/treatment of individuals with moderate and severe disabilities in our society, learning characteristics of students with moderate and severe disabilities, program planning and IEP development, assessment and instructional planning in foundational skills, communication, assistive technology, supporting participation and progress in the general education curriculum, social skills and facilitation peer relationships and transition planning. 4 SH.
This graduate-level course emphasizes research-based practices to provide effective instruction in inclusive and special education classroom settings. Students will learn how to meet the diverse learning needs of individuals with mild disabilities. Students will learn how to develop and implement appropriate and individualized standards-aligned instruction for learners who have Individualized Education Plans (IEPs). Students will identify and implement research-based learning/teaching strategies to promote learners’ progress (focusing on both those with high incidence disabilities). Students will also select strategies for instructional differentiation and universal design for learning principles for use within their appropriate content areas in both inclusive and special classroom settings based upon learner characteristics and interpretation of assessment data. 4 SH.
This course focuses on the academic language needed for ELLs to be successful in U.S. schools. The course begins with an emphasis on foundational knowledge of language structures (i.e., English phonology, morphology, and syntax) as well as a thorough review of key theories and principles in first and second language acquisition. The courses looks at the particular issues faced by students at different points in their education: elementary, middle and high school, as well as the role of literacy in content area learning. Students will understand the complexities associated with reading and writing development in more than one language. The tutoring component of the course will give students an opportunity to apply theoretical knowledge to practice and conduct hands-on analyses and diagnostic assessments. 4 SH.
Sociocultural and political dimensions of teaching and language learning are explored in this graduate-level course. Learning a language is not a politically neutral enterprise: Issues of power are related to who is encouraged to learn a language and who is prevented from accessing linguistic resources. The course emphasizes the interplay between the macro-level relations of power in society and the micro-level experiences of language learners bu focusing on sociocultural, political, racial, and economic perspectives. Students will analyze the influence of nonverbal communication skills within intercultural contexts and explain how research on language learning should inform teacher planning, instruction, and assessment. Throughout the semester, students will make connections betweem theory and practice through completion of a 20-hour field experience. 4 SH.
This graduate-level course will examine current research-based methods, strategies, frameworks, and resources in schools for teaching English Language Learners, with an emphasis on both curriculum and assessment. ESL teaching methods will be analyzed and critiqued. Particular emphasis will be placed on the recent developments in content-based, task-based, and critical pedagogies, as well as appropriate assessment principles and techniques. Students will also acquire skills in using technology for instructional purposes. The course includes a concurrent, required field experience (20 hours) where candidates will work with an ELL student to identify their instructional needs through assessment, apply research-based methods to address the student’s needs, and then work with the learner to meet instructional goals. 4 SH.
This graduate-level course analyzes how languages are learned. Students will analyze, interpret, and track scholarly debate of concepts related to second language acquisition and apply this knowledge to plan and teach individuals who are not native English speakers. The role of language in teaching and learning is explored throughout the term. The relevant implications for effective instruction in culturally and linguistically diverse classrooms is also emphasized. Students will track the historical development of language acquisition theories and explain how they have led to modern hypotheses on language learning and classroom practices. By the end of the course, students will create action plans that explain their understanding of language acquisition and its effective application to classroom environments. There is no required field experience for this course. 4 SH.
This course will focus on having students develop a foundational understanding of behavior modification principles and classroom management strategies in order to be able to most effectively teach any type of student in an inclusive setting. Special attention will be given to individuals with emotional and behavior disorders and a variety of techniques for implementing specific behavior intervention strategies at the school-wide and classroom levels will be discussed in addition to appropriate assessment procedures and behavior plan writing. Students will also learn evidence-based methods for providing academic instruction in core content areas for this population of students. 4 SH.
This course prepares educators to teach K-12 students to critically read and create media. Critical media literacy combines theoretical foundations of cultural studies and critical pedagogy with practical classroom applications of new digital media as well as traditional print-based means of communication. Educators will analyze media formats and technology and question their purposes and use for communication inside and outside of the classroom. 4 SH.
This course will study the systematic approach to planning curriculum and instruction for academically diverse learners within inclusive classroom settings. Background information tracing how special education and policies affecting general education teachers will be reviewed. Participants will learn concepts and strategies to promote successful social and academic integration of children with various abilties. Emphasis will be placed on classroom elements the educator can modify to increase learning opportunities and efficiency for students. 4 SH.
This course will examine critical issues in education over time. It will focus on the social, political, cultural, and economic struggle to control education and delve into the present and possible future trajectories of debate through a review of seminal and contemporary educational literature. Students will analyze particular interests served by schools, what should be taught in schools, who should have access to schooling, and what environments are most conducive to student learning. 4 SH.
EDUC-780 Trending Topics in Education Trending Topics in Education addresses a variety of current issues and special interests in the field of education. The course will respond to contemporary trends and issues of importance to students and teachers in Pennsylvania as well as further afield. 1-4 SH
A detailed exploration of a selected educational topic or problem under faculty direction. Projects may be related to the development of a significant skill in teaching, learning, or research. Requires approval of supervising professor and department head. 1-4 SH.
The Master’s Paper is the capstone requirement of the program. The Master’s Paper will be question-oriented and analytically investigate an aspect relevant to the student’s interests and/or career goals. The composition must reflect proficiency of program learning goals. Successful completion and evaluation of the Master’s Paper by department faculty is required prior to graduation. Prerequisite: Completion of four (4) core courses required for the Master of Education degree. 4 SH.
Students in this course will examine the disciplines of the natural sciences (physics, chemistry, biology, earth and space) together with related technologies. The course introduces students to science as a human activity with a long history and the following habits of mind: values and attitudes, computation and estimation, manipulation and observation, communication, and critical-response skills. Particular attention is given to the underlying themes of science: systems, models, constancy and change, and scale. Laboratories will be taught together with the lecture portion of the class. However, some laboratory experiences may be on Saturdays. Prerequisites: sophomore standing, completion of the Analytical Thought requirement, and either MUED-200 or EDUC-101. 4 SH. CC: Interdisciplinary, Scientific Explanations, Team Intensive
This course is designed for secondary education, modern language education, and music education students. Course instruction will be structured following principles of interdisciplinary instruction and inquiry-based learning. Required lab components are integrated with instruction. Students will analyze and apply their developing understanding of interdisciplinary instruction and inquiry-based learning in order to create original learning activities and lesson plans that incorporate concepts from their respective teaching disciplines. Prerequisites: Sophomore standing and completed the Central Curriculum Analytic Thought requirement and EDUC-101 or MUED-200
Forging Partnerships for Teaching and Learning
Teacher candidates possess a foundation in liberal arts that supports and enhances studies and experiences about educational theory, research, collaboration, reflection and professional development. Current trends, best practices and performance assessment are inherent in the program design. Academic standards of basic education, program licensure standards, performance standards and the code of professional conduct are embedded in regulation, educational research and professional practice. The Education Department encourages the on-going participation of the educational community in program planning and evaluation in support of the conceptual framework for teaching that includes preparation and planning, classroom environment, instruction and professional responsibilities.
In support of this we are committed to:
- Honoring and supporting each child
- Developing learning communities
- Exploring career paths and educational opportunities
- Collaborating with all stakeholders
- Modeling reflective teaching, decision making, and leadership
- Advancing integrated instructional technology
- Articulating high expectations for all children
- Celebrating diversity
Recent Education graduates are employed at:
- Abington School District, Abington, Pa.
- Academy Primary School, Montgomery County, Md.
- Academy of St. Elizabeth, Morristown, N.J.
- Accomack County School District, Accomac, Va.
- Alamance-Burlington School System, Burlington, N.C.
- America Reads
- AmeriCorps
- Baltimore County Public Schools, Baltimore
- Beginnings Learning Center, Philadelphia,
- Bound Brook School District, Bound Brook, N.J.
- Burgundy Farm Country Day School, Alexandria, Va.
- Danbury Public Schools, Danbury, Conn.
- Danville Area School District, Danville, Pa.
- Diocese of Scranton, Scranton, Pa.
- Eugenia Maria de Hostos Charter School, Philadelphia
- James W. Smith Elementary School, Cove City, N.C.
- Lewisburg Area School District, Lewisburg, Pa.
- Livingston Public Schools, Livingston, N.J.
- Lower Kuskokwim School District, Quinhagak, Alaska
- Loyalsock School District, Williamsport, Pa.
- Manhattan School for Children, New York City
- Manheim Township School District, Manheim Township, Pa.
- Midd-West School District, Middleburg/Beaver Springs, Pa.
- Otto Eldred School District, Duke Center, Pa.
- Palisades School District, Bucks County, Pa.
- River Ridge Academy, Bluffton, S.C.
- Selinsgrove Area School District, Selinsgrove, Pa.
- Shamokin Area School District, Shamokin, Pa.
- Shikellamy School District, Sunbury, Pa.
- Sirindhorn School, Mueang Surin, Thailand
- Somerset Hills Learning Institute, Bedminster, N.J.
- Sprague School District, Baltic, Conn.
- Stafford County Public Schools, Stafford County, Va.
- Michael the Archangel School, Coopersburg, Pa.
- Success Academy Charter School, South Bronx, N.Y.
- Teach for America
- Warrior Run School District, Turbotville, Pa.
- Wellsboro Montessori Children’s Center, Wellsboro, Pa.
Recent Education graduates have enrolled in programs at:
- Bank Street College of Education, New York City
- Bloomsburg University, Bloomsburg, Pa.
- King’s College, Wilkes-Barre, Pa.
- Harvard University, Cambridge, Mass.
- Joseph’s University, Philadelphia
- Touro College of Education, New York City
- University of Maryland-Baltimore County, Baltimore
- University of Virginia, Richmond, Va.
- Vanderbilt University, Nashville, Tenn.
- West Chester University, West Chester, Pa.
- Wilkes University, Wilkes-Barre, Pa.
Associate Professor of Education
Program Director of GO North
Email Address allisonv@susqu.edu
Phone Number 570-372-4240
Associate Professor of Education
Department Head of Education
Email Address mclaughlind@susqu.edu
Phone Number 570-372-4508
Associate Professor of Education
Email Address mooresr@susqu.edu
Phone Number 570-372-4723
Assistant Swim Coach
Adjunct Faculty in Education
Email Address robbins@susqu.edu
Phone Number 570-372-4274
Adjunct Faculty in Education
Email Address sassaman@susqu.edu
Phone Number 570-372-4236
Supervisor of Student Teacher Interns
Email Address sodrick@susqu.edu
Phone Number 570-372-4236
ELL Instructor
Adjunct Faculty in Education
Email Address stassel@susqu.edu
Phone Number 570-372-4011
Director of Teacher Interns and Auxiliary Programs
Adjunct Faculty in Education
Phone Number 570-372-4251
Adjunct Faculty in Education
Email Address underhill@susqu.edu
Phone Number 570-372-4236