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the transition from high school to University life, and to encourage development of academic, personal, and spiritual aspects of the student’s life. Each seminar is unique, depending upon the instructor and/or program in which it is offered. The field experience associated with this course is an Observation and Exploration (Stage 1) experience which is embedded throughout the course (ten hours). 2 credits, Fall EDCR 206: Instructional Design and the Secondary Education Classroom/Field Experience This course introduces pre-service teachers to creating and managing instruction in the learning environment. They develop standards-based lessons and instruction as part of the scope and sequence of instructional planning. Assessment anchors are included as they relate to instruction. Emphasis is given to the connections among curriculum, instruction, and assessment that results in successful learning. Course participants are introduced to the approaches for differentiating instruction for all adolescents, including those with academic diversity and other special needs. Pre-service teachers also learn how to interact effectively with instructional support staff, paraprofessionals, and parents. The field experience associated with this course is an Observation and Exploration (Stage 2) experience (60 hours) throughout the course. This course is cross-listed with MLED 200. 3 credits, Fall EDCR 240: Leadership Seminar The leadership seminar introduces students to a three dimensional model of leadership (leaders, followers, and situation), including a repertoire of leadership skills and means of using those skills responsibly in various communities to which they belong. In addition, the course helps students explore the relevance of leadership skills in the leadership process. Ethical reasoning and Catholic Social Justice Teaching serve as the basis for the students’ leadership development as reflected both in this course and the co-requisite Philosophy of Ethical Responsibility course. Students enrolled in this leadership seminar will engage in service learning, civic action, and problem solving as they participate in a six step leadership training program. This training program focuses on a project-based learning approach known as Community Action and Problem Solving (CAPS). Following this training, students will be prepared to apply the elements of leadership in solving real world problems. This course, while housed in the School of Education, is open to all University students. 1 credit, Spring EDCR 302: Expressive Arts This course emphasizes the importance of the arts in children’s lives through the analysis and evaluation of works of art. Teacher candidates examine and explore how to help all children use art, music, dance, drama, and literature to express and communicate their developing ideas, experiences and feelings about themselves and the diverse world in which we live. Through active experiences with various media, strategies, technology, and resources, students create lesson plans to integrate the arts in the classroom. Prerequisites: ECED 103 or MLED 200 3 credits, Spring EDCR 321: Methods and Materials of Instruction Seminar/Field Experience This course is designed for middle level and secondary majors. It emphasizes teaching methodologies, standards-based instruction, and integration of content areas. Emphasis is given to the preparation of effective lessons in the content area and selection of instructional methods and materials appropriate for adolescents. This course is associated with a field experience to provide an opportunity for teacher candidates to work with a content expert in their field. There is a 60 hour Observation and Exploration (Stage 2) field experience for 7-12 majors; 15 hours for 4-8 majors. 1 credit, as offered EDCR 330: Assessment and Evaluation/Field Experience Teacher candidates investigate a variety of traditional and alternative assessments in the context of classroom instruction; meeting the needs of diverse learners; recognizing measurement principles; and national, state, and local standards. Teacher candidates construct and evaluate content specific classroom assessments. This course also gives teacher candidates an opportunity to develop an understanding of the need for and interpretation of the results of standardized tests. There is a 60 hour Pre-Student Teaching (Stage 3) field experience throughout this course. 3 credits, as offered

Profile for Gannon University

Gannon Undergraduate Catalog 2018-2019  

Gannon Undergraduate Catalog 2018-2019