Undergraduate Catalog

2013 – 2014


2012-2013 Undergraduate Catalog Archive

Office of Admissions
Emil H. Messikomer Hall
100 W. Rosedale Avenue
West Chester, PA 19383
Phone: 610-436-3411
Fax: 610-436-2907
ugadmiss@wcupa.edu


Revised May 2013

Academic Programs

Department of Early and Middle Grades Education

106B Recitation Hall
610-436-2944
Heather Leaman, Chairperson

PROFESSORS: Baloche, Brown, Cai, Drobnak, Prudhoe

ASSOCIATE PROFESSORS: DiLucchio, Hanna, Johnson, Lamb Kistler, Leaman, Norris, Sanderson, Slostad, Winterton

ASSISTANT PROFESSORS: Lucas, Patton

Programs Offered

The Department of Early and Middle Grades Education offers programs that lead to an Instructional I Certificate by the Commonwealth of Pennsylvania for pre-kindergarten through grade 4, and grade 4 through grade 8. These certifications apply to students entering as freshmen in fall 2009 or after, all transfer students entering the University after fall 2010, and those who anticipate receiving certification after August 2013:

The B.S. Ed. in EARLY GRADES PREPARATION PreK–4 (EGP) is designed to provide a broad background in general education, an understanding of children, and the knowledge and skills needed to teach children, in PreK through grade 4. Upon satisfactory completion of the approved program, the student will qualify for a Grades PK-4 Pennsylvania Instructional I Certificate, valid for six years of teaching in pre-kindergarten through grade 4.

The B.S. Ed. in MIDDLE GRADES PREPARATION, Grades 4-8 (MGP) is designed to provide a broad background in general education, an understanding of children and young adolescents, and the knowledge and skills needed to teach them. Upon satisfactory completion of the approved program, the student will qualify for a Grades 4-8 Pennsylvania Instructional I Certificate, valid for six years of teaching in grades 4 through 6 and selected content areas in grades 7 and 8.

BACHELOR OF SCIENCE IN EDUCATION – EARLY GRADES PREPARATION (PreK-4)

120 semester hours

  1. General ed. requirements, see pages 38-44 (48 semester hours)
    Must take GEO 101, HIS 150, LAN/ENG 382, LIT 219, MAT 101, MDA 240, SCI 101 and 102, and nine semester hours of elective course work
  2. Professional core (72 semester hours, which includes student teaching)
    EDA 103, 303+*; EDM 349*, EDP 353+, EDR 304+, 307+, 317+*, 345+; EGP 209, 210, 220+, 322+, 326+, 335*, 400+*, 402+*, 410/411+*; MAT 102+, MAT 351; SCE 320+*

    + Courses requiring prerequisites – check catalog course descriptions.
    * Advanced program courses that require formal admission to teacher education

BACHELOR OF SCIENCE IN EDUCATION – MIDDLE GRADES PREPARATION GRADES 4-8

123 semester hours

  1. General ed. requirements, pages 38-44 (48 semester hours)
    Includes American history, GEO 101, LAN/ENG 382, LIT 220, MAT 101, PSC 100, and one of the following: BIO 102, ESS 102, or SCB 210
  2. Professional core (39 semester hours, which includes student teaching)
    EDA 103, 303+*; EDM 349+*; EDP 200, 201, 354+*; EDR 345*; MGP 220+, 335+*, 410/411+*; SCE 330+*
  3. Academic content area generalist credits
    Math: MAT 101, 102+, 351, 352+*
    Science: See degree guidance sheet for options
    Reading/language arts: EDR 306+, 308+, 318+*
    Social studies: GEO 101; American history; HIS 344; PSC 100

    + Courses requiring prerequisites – check catalog course descriptions.
    * Advanced program courses that require formal admission to teacher education

    Students wishing to obtain certification to teach in grades 4–8 must complete a minimum of 12 credit hours of “generalist” course work in each of four academic content areas: mathematics, reading/language arts, science, and social studies. Students must complete a total of 30 credits of concentrated course work in one of the four areas or 21 credits of concentrated course work in two of the four areas. Students choosing two, 21-credit concentrations must include math or science as one of the two areas. Generalist credits are applied toward the concentrations. See the department’s degree guidance sheet for courses in the 21- and 30-credit options. Students are encouraged to choose their concentration(s) based on their area(s) of interest for teaching grades 7 and 8.

  4. Elective area (9 semester hours)
    Nine credits of general education electives are required for graduation. Students wishing to graduate earning 123 credits and be eligible for grades 4-8 certification must utilize their electives to complete their chosen area(s) of concentration.

Minor in Early Childhood Education (18 semester hours)

Required courses
ECE 100, 231, 232, and 404, and either 405 or 407

No new students are being admitted into the early childhood minor at this time.

Minor in Elementary Education (18 semester hours)

Group I
EDE 251 and EDP 250 or two of the following: EDP 200, 201; EGP 209, 210

Group II
Four of the following, from at least two areas:
a) LIT 219 or 220
b) EDR 302, 304, 306, 307, 308, 311, 345
c) EDE 352, 401, 406; EGP 326, 400, 402

Admission to the Minor in Elementary Education

Students seeking a minor in elementary education must have completed 27 credits and must have the minimum cumulative GPA required for their earned credits: 2.65 for students with 27–47 credits and 2.80 for students with 48 or more credits. Students admitted to the minor must maintain the minimum cumulative GPA required of them at admission to the minor in order to continue. Students who fall below the minimum cumulative GPA required are permitted to retake, in accordance with University policy, course work in the minor that contributed to their fall below the required minimum cumulative GPA. Such students will not be permitted to take additional course work in the minor until they achieve the required minimum cumulative GPA.

Application and Approval for Student Teaching

Students are eligible to student teach if they have (a) achieved formal admission to teacher education (FATE), (b) met, by having earned final passing grades, all professional preparation requirements†, (c) earned at least 102 credits prior to the student teaching semester, and (d) maintained the Pennsylvania-mandated GPA of 2.80. (See pages 91-92, “Formal Admission to Teacher Education” in the Educator Preparation Programs section of this catalog.) Student teaching is typically scheduled for a student’s final semester at the University.

Applications for student teaching must be made two semesters prior to student teaching through the Office of Field Placements and Student Teaching, Francis Harvey Green Library 251. Students must have completed and provided official score reports for required Pennsylvania certification tests prior to student teaching. This includes Praxis II Middle Grades Core and Concentration Area Tests for middle grades preparation majors and the PECT PK-4 test for early grades preparation majors. Following application, students register for student teaching (EGP 410 and 411, or MGP 410 and 411) as they would for other University courses.

Exception: Early grades majors may take EGP 400 concurrently with student teaching; elementary education majors may take EDE 406 concurrently with student teaching.

Field Placement in Schools

All field placements for EGP and MGP courses, including student teaching, are arranged in conjunction with the Department of Early and Middle Grades Education. Students are not to solicit placements. While student needs are considered in assigning placements, no particular placement can be guaranteed. Transportation to and from field placements is the responsibility of the individual student. Students must have their criminal clearances (Act 34 Pennsylvania State Criminal History Record Report, Act 114 Federal Criminal History Report, and Act 151 Child Abuse Report) and TB test results by the first day of class for EGP 209, 210, 220, 322, 410/411; LAN/ENG 382; EDR 317, 318; MAT 352; MGP 220, 335, 410/411; and SCE 330.

West Chester University does not place students at religiously affiliated schools when public school placements are available and when that placement results in the students’ receiving academic credit.

Admission and Progression Requirements in B.S.Ed. Programs

Students must meet University admission requirements. All students who enter the University as EGP or MGP majors are designated as probationary teacher education students until they achieve formal admission to teacher education (FATE). All students seeking a bachelor of science in either program must formally apply for admission to teacher education. (See “Formal Admission to Teacher Education” in the Educator Preparation Programs section of this catalog.)

Only students who have achieved FATE will be eligible to take advanced professional education course work. For EGP majors, the advanced professional course work includes almost all 300- and 400-level EGP courses plus EDA 303, EDM 349, EDR 317, and SCE 320. For MGP majors, the advanced professional course work includes 300- and 400-level MGP courses plus EDA 303, EDM 349, EDP 354, EDR 318 and 345, MAT 352, and SCE 330. Students who have achieved FATE must maintain the required minimum GPA in order to continue taking advanced professional course work. If a student falls below the required minimum GPA, he or she will be permitted to retake, in accordance with University policy, professional course work that contributed to the fall below the minimum GPA but will not be permitted to take additional work until the minimum is met.

REQUIREMENTS FOR TRANSFER TO THE MAJOR IN EARLY OR MIDDLE GRADES PREPARATION

Students may apply for “external transfer” (see below) when transferring from another post-secondary institution. Students already admitted to West Chester University as premajors or in another major may apply for “internal transfer.”

Students seeking external or internal transfer must have earned a minimum of 27 college-level credits with a minimum cumulative GPA of 2.80. Students with 48 or more earned credits must have achieved passing scores, as established by the Pennsylvania Department of Education (PDE), on the Pearson PAPA test and completed college-level studies in English composition (three credits).

External or internal transfer to the major in early grades preparation does not confer FATE. (See “Formal Admission to Teacher Education” in the Educator Preparation Programs section of this catalog.)

EXTERNAL TRANSFER STUDENTS. Transfer credit for freshman- and sophomore-level courses will be granted in accordance with University policy. Professional and specialized preparation courses will be evaluated and approved on an individual basis. Application for the major is made through the Office of Admissions.

INTERNAL TRANSFER STUDENTS. Application is made directly to the Department of Early and Middle Grades Education. The department admits internal transfer students three times a year. Students should check the department bulletin board for dates and details.

In addition to the general requirements for FATE, B.S.Ed. candidates who are admitted to the major in EGP or MGP must also complete (1) 20 hours of preapproved, unpaid community service for agencies/organizations serving children and/or youth and/or adults with special needs and/or families (at least 10 of these hours must be provided in one setting); and (2) a written reflection that has been assessed as satisfactory on how this service has influenced their development as teachers. The nature of the service must provide a direct, concrete benefit to the population(s) an agency/organization serves. The hours that candidates devote to this community service requirement may not also be used to fulfill any requirement for a credit-bearing course.

SECOND DEGREE STUDENTS. Students seeking admission as a second-degree student must have earned a minimum cumulative GPA of 2.8 on their last 48 credits. They must also have achieved passing scores (as defined by PDE) on all required tests for their initial certification and degree program.

Second-degree students will be expected to complete all professional education and specialized preparation courses required in the undergraduate early or middle grades preparation majors. While credit may be given for equivalent courses taken during the first-degree program, additional requirements, which may include college-level course work in math (six credits), English composition (three credits), and literature taught in English (three credits), could be required for formal admission to teacher education.

COURSE DESCRIPTIONS

EARLY CHILDHOOD EDUCATION
Symbol: ECE

100 Orientation to Early Childhood (3) An introduction to the history and philosophy of early childhood education. Field observations in a variety of settings provide the student with an opportunity for career decision making. Open to early childhood education majors and/ or minors only.

225 Infant Learning Environment and Field Experience (6) The study of infant/toddler development and appropriate programming. The relationship of the developmental level to the structuring of learning environment is fostered as students interact with infants in child care settings for four hours per week. Open to early childhood education majors and/ or minors only.

231 Child Development (2–5 years) (3) Physical, social, emotional, intellectual, and moral development of the child, 2–5 years of age. Parallels are drawn from this phase of child development to students’ self-development. Open to early childhood education majors and/or minors only. Writing emphasis course.

232 Preschool Learning Environment (6) Methods and materials for structuring the classroom environment for the child 2–5 years of age. Readiness skills and concepts in all curricular areas are addressed. PREREQ: ECE 225; PRE- or COREQ: ECE 231. Open to early childhood education majors and/or minors only. Writing emphasis course.

303 Introduction to Early Intervention (3) This course is an overview of early childhood special education. Students will explore the processes of early intervention including screening, assessment, instructional programming, integrating children with and without disabilities, and family involvement. Crosslisted with EDA 303. Crosslisted course. Students may not take both for credit.

308 Social Studies and Sciences in Primary Grades (3) A consideration of methods of instruction for social studies and science in K–3 grade classrooms. PREREQ: Formal admission to teacher education. Open to early childhood education majors and/or minors only.

311 Families and Early Childhood Education (3) This course will address the role of parents of young children within the context of school, home, and society, as well as culture, traditions, and current issues. Students will investigate strategies for fostering home-school partnerships that enhance child development and educational success. Open to early childhood education majors and/or minors only.

314 The Visual Arts in the Early Childhood Curriculum (3) This course prepares the pre-primary early childhood education teacher in the rationale for and use of visual arts in preschool and prekindergarten settings. This course is not applicable in B.S.Ed. programs.

321 Middle Childhood and Adolescent Development (5-8 years) (3) Physical, social, emotional, intellectual, and moral development of the child 5-8 years of age. Parallels are drawn from this phase of child development to students’ self-development. Open to early childhood education majors and/or minors only.

404 Integrated Learning in Kindergarten (3) The focus of this course is on curricular content and developmentally appropriate experiences in various kindergarten programs. PREREQ: Formal admission to teacher education. Open to early childhood education majors and/or minors only.

405 Administration and Supervision of Early Childhood Programs (3) Principles of administration and supervision of programs for young children. Includes parent education and community relations. PREREQ: ECE 232 and formal admission to teacher education. Open to early childhood and/or elementary education majors only. Writing emphasis course.

407 Diversity Perspectives in Early Childhood Education (3) This seminar will address the rewards and challenges of teaching in America’s diverse classrooms. PREREQ: Formal admission to teacher education. Open to early childhood education majors and/or minors only. Diverse communities course. Writing emphasis course.

410 Student Teaching (6) (First half of semester) PREREQ: Formal admission to teacher education. Open to early childhood education majors and/ or minors only.

411 Student Teaching (6) (Second half of semester) Two separate student teaching experiences are required: one in nursery or kindergarten and one in grades 1-3. Weekly practicum sessions are re­quired. PREREQ: Formal admission to teacher education. See “Application and Approval for Student Teaching” earlier in this section. Students must have completed and provided an ETS score report that they took the Praxis II test(s) in the subject area where the candidates are enrolled to achieve certification. Open to early childhood education majors and/or minors only.

Symbol: EDR

309 Introduction to the Language Arts (3) The areas of listening, speaking, and writing are studied in depth. Knowledge, teaching, and evaluative techniques are addressed. Introduction to the reading process and the relationship of language to reading also will be studied. Open to early childhood and/or elementary education majors only.

EARLY GRADES PREPARATION
Symbol: EGP

209 Child Development–Prebirth through 5 Years (3) This course covers the normative and atypical development of children from prebirth through 5 years across all developmental domains. The earliest years are exciting, interesting, and continually changing time in the lives of children. This course will cover content from research, personal experiences, and observations. PREREQ: Field clearances. Open to early grades preparation majors only. 

210 Middle Childhood and Adolescent Development (3) A survey of characteristic development and behavior of children in middle childhood and adolescence (ages 6-18), situated within theories of human development with emphasis on application to classroom settings. PREREQ: Field clearances. Open to early grades preparation majors only. 

220 Theory and Field Experience in the Early Grades (3) Orientation to the curricula, processes, and structures of the PreK–4 classroom. Field experiences, minimum 30 hours, related to course topics. PREREQ: EGP 210, field clearances. Open to early grades preparation majors only. Writing emphasis course. 

322 Pre-Kindergarten Methods and Field Experiences (6) Students will learn to plan and implement developmentally effective curriculum for children 3 to 5 years old. Students will be in field placements for six hours each week. PREREQ: EGP 209, field clearances. Open to early grades preparation majors only. Writing emphasis course. 

326 Families and Community Relations (3) Addressing issues, policies, and practices about schools, young children, families, and communities, this course will focus on ethnicity, culture, and social class to provide students with perspectives and understandings that will enable them to teach effectively and function as viable members of learning communities. Understanding the role of parents, guardians, and families in each child’s and success in education and life, while embracing and respecting each child’s unique individuality, are essential for the contemporary educator. PREREQ: EGP 209 and 210. Open to early grades preparation majors only. Diverse communities course.

335 Teaching Social Studies and Health in Early Grades (3) This course is a study of social studies and health education curricula, instruction, and assessment. National, state, and local standards are utilized as frameworks to explore the context, purpose, content, and interdisciplinary nature of the disciplines. PREREQ: Formal admission to teacher education. Open to early grades preparation majors only.

400 Classroom Management (3) Detailed investigation of the elementary teacher’s role in classroom management. PREREQ: Formal admission to teacher education. PREREQ or COREQ: EDR 317. Open to early grades preparation majors only.

402 Engaging Learners (3) Study of the elementary classroom as a unique social system and intentional learning community. Applications of interpersonal and group development theories plus interactional learning models in light of diverse sociocultural contexts. Development of knowledge and skills essential to plan for and facilitate high levels of achievement, cooperation, social competence, and supportive peer interactions in a dynamic classroom learning system. PREREQ: Formal admission to teacher education. PREREQ or COREQ: EDR 317. Open to early grades preparation majors only. Writing emphasis course. 

410 and 411 Student Teaching (12) A semester-long, full-time field experience. The student teacher assumes increasing responsibility in the classroom, as demonstrated by effective methods for the planning, delivering, and reflecting of instruction. Weekly seminars are required. PREREQ: Field clearances; formal admission to teacher education; all professional core course work; and appropriate licensure testing. Open to early grades preparation majors only.

ELEMENTARY EDUCATION
Symbol: EDE

200 Theory and Field Experiences in Elementary Education (3) Orientation to the curricula, processes, and structures of elementary education today. Field experiences related to course topics. Open to elementary education majors only. Writing emphasis course.

230 Inclusive Classroom (3) The purpose of this course is to prepare preservice early childhood, elementary, and special education students to teach students with disabilities effectively in general education settings. The course will be co-taught by special education, early childhood education, and elementary education faculty. PREREQ: EDE 200. Crosslisted course. Students may not take both for credit. Diverse communities course.

251 Child Development and Behavior (3) A survey of characteristic development and behavior of children between 5 and 13 years of age, situated within theories of human development with emphasis on application to classroom settings. Open to elementary education majors only.

253 Human Development and Behavior (3) Physical, mental, emotional, social, moral, and self factors shaping human behavior throughout the life cycle; specific application to work with individuals and groups in educational settings. PREREQ: PSY 100.

254 Development in the Middle School Child (3) Characteristic development and behavior of children between 10 and 15 years of age; understanding and working with these children in educational settings. PREREQ: EDE 251 and 253 or their equivalent.

302 Teaching the Language Arts (3) Study of teaching language skills in the elementary school: listening, speaking, and writing. Crosslisted as EDR 302. PREREQ: EDE 251. Open to elementary education majors only. Crosslisted course. Students may not take both for credit. Writing emphasis course.

332 Teaching Social Studies in the Elementary School (3) Methods of teaching social studies and geography in the elementary curriculum. Techniques, current research projects, reading materials, resource persons, and field trips used as tools of learning. The organization, development, and use of resource units are stressed. PREREQ: EDE 200, 251, and formal admission to teacher education. Open to elementary education majors only.

352 Self and Group Processes in the Diverse Classroom (3) Study of the classroom as a unique social system and intentional community. Application of interpersonal, social learning, and ecological theory in light of diverse sociocultural contexts. Attention directed at the dynamics of racism, ethnocentrism, sexism, classism, and heterosexism in the classroom. Analysis and practice of group process skills shaping teacher-student and student-student relationships. Enhancement of knowledge and skills essential in facilitating collaborative norms in the classroom learning system. PREREQ: EDE 251 and formal admission to teacher education. Open to elementary education majors only. Diverse communities course. Writing emphasis course.

401 Creativity in the Classroom (3) Exploration of materials and processes of children’s perceptions and behavior, aimed at encouraging the development of their critical and creative potentials. PREREQ/COREQ: EDE 312 and formal admission to teacher education. Open to elementary education majors only.

406 Classroom Management (3) Detailed investigation of the elementary teacher’s role in classroom management. Teacher influence, personality, and class interaction; class roles and expectation; seating plans; discipline; referral; and the teacher’s role in evaluating and identifying potential problems in children. PREREQ: EDE 312 and formal admission to teached education. Open to elementary education majors only.

409 Independent Study (1-3) Special topics or projects initiated by the student that will enable her or him to do extensive and intensive study in an area of elementary education. PREREQ: Permission of department chairperson.

410 Student Teaching (6) (first half of semester) Open to elementary education majors only.

411 Student Teaching (6) (second half of semester) Two separate student teaching experiences are required: one in grades K–3 and one in grades 4–6. Weekly seminars are required. PREREQ: See “Application and Approval for Student Teaching” earlier in this section. Candidates must produce a passing score report from ETS for the Praxis II – Fundamental Subjects: Content Knowledge test prior to student teaching. Candidates must provide an ETS score report indicating that they took the Praxis II – Elementary Education: Curriculum, Instruction and Assessment test prior to student teaching. Candidates must have passing scores for both tests in order to graduate or be considered a program completer. Open to elementary education majors only.

421 Seminar in Elementary Education (3) An intensive study of some current, major developments in elementary education. Topics announced in advance. PREREQ: Senior standing and permission of instructor. This course may be taken again for credit.

MIDDLE GRADES PREPARATION
Symbol: MGP

220 Field Experiences and the Middle-Level Environment (3) Orientation to the curricula, processes, and structures of grades 4-8 classrooms. Field experiences, minimum 30 hours, related to course topics. PREREQ: EDP 200 and 201, field clearances. Open to middle grades preparation majors only. Writing emphasis course

335 Teaching Social Studies in the Middle Grades (3) A study of social studies teaching and student learning in grades 4–8, focusing on related curricula, instruction, and assessment in these grades. National, state, and local standards are utilized as frameworks to explore the context, purpose, content, and interdisciplinary nature of the disciplines. PREREQ: MGP 220, field clearances, formal admission to teacher education. Open to middle grades preparation majors only. Writing emphasis course

410 and 411 Student Teaching (12) A semester- long, full-time field experience. The student teacher assumes increasing responsibility in the classroom, as demonstrated by effective methods for planning, delivering, and reflecting instruction. Weekly seminars are required. PREREQ: Field clearances; formal admission to teacher education; all professional core course work; and appropriate licensure testing. Open to middle grades preparation majors only.