Aerial view of campus with Williamsport, the Susquehanna River and Bald Eagle Mountain as a backdrop

Education (ECED, EDUC, SPLED)

Professor: Rogers (Chair)
Associate Professors: Hickoff-Cresko, Kohler
Instructors: Kuzio, Rafferty, Sapiente

Lycoming College believes that the liberal arts and sciences provide the best preparation for future teachers. Thus, all education students complete a liberal arts major in addition to the appropriate Lycoming College Teacher Certification requirements.

Students have a variety of options when combining a major and a certification area. This makes the requirements for each student pursuing certification unique depending on his/her certification area, major, and math or language prerequisites and requirements. It is highly recommended that any student considering certification meet with a faculty member in the Department of Education as early as possible.

All students certifying to teach must complete at least 6 credits of English and at least 6 credits in Mathematics as defined by the Pennsylvania Department of Education. Please see the Teacher Education Handbook for more information.

Early Childhood Certification

Students seeking early childhood certification must complete PSY 110, 115, 211; EDUC 000, 215, 225, 348, 461, 462, 465; ECED 340, 341, 342, 344; ECED/SPLED 243; and SPLED 230 and 447, as well as the necessary subject area courses.

Secondary Teacher Certification

Students seeking secondary teacher certification must complete PSY 110, 118, 211; EDUC 215, 225, 339, 348, 461, 462, 465; EDUC/SPLED 338; SPLED 230 and 447; as well as the necessary subject area courses. (See exception below for students seeking PK-12 certifications.) Students may earn one or more of the following certifications:

  • Biology
  • Chemistry
  • English
  • Mathematics
  • Physics
  • Social Studies (Anthropology, Economics, History, Philosophy, Political Science, Psychology, Sociology)

Students seeking certification in any of the secondary science areas (biology, chemistry, physics) must also complete the required safety and maintenance workshop in their content area (ASTR/PHYS 000, BIO 000, CHEM 000). These workshops address safety issues (laboratory instruction, regulations for use of chemicals, materials, and specialized equipment) and general lab behavior. Students are also taught how to set up and maintain a laboratory (in their particular science field) in a middle/secondary school.

PK-12 Teacher Certification

Students seeking PK-12 certification must complete PSY 110, 118, 211; EDUC 215, 225, 339, 348, 461, 462, 465; EDUC/SPLED 338; SPLED 230 and 447, and the necessary subject area courses including the methods course appropriate to their discipline and offered by that department. Students may earn PK-12 certification in one or more of the following areas:

  • Art
  • French
  • German
  • Music
  • Spanish

Special Education PK-8 Teacher Certification

(Candidates completing the program before December 31, 2021)

Students seeking Special Education PK-8 certification must complete PSY 110, 115, 211; EDUC 215, 225, 348, 461, 462, 465; SPLED 230, 320, 331, 335, and 447, as well as the necessary subject area major courses and the PK-4 Early Childhood course requirements (ECED/SPLED 243; ECED 340, 341, 342, 344) or requirements for PK-12 certification.

Special Education 7 – 12 Teacher Certification

(Candidates completing the program before December 31, 2021)

Students seeking Special Education 7 – 12 certification must complete PSY 110, 118, 211; EDUC 215, 225, 339, 348, 461, 462, 465; EDUC/SPLED 338; SPLED 230, 320, 331, 335, 447, as well as the necessary subject area major courses or requirements for PK–12 certification.

Special Education PK–12 Teacher Certification

(Candidates completing the program after January 1, 2022)

Students seeking Special Education PK–12 certification must complete PSY 110, 115 or 118, 211; ECED 340; ECED/SPLED 243; EDUC 215, 225, 348, 461, 462, 465; EDUC/SPLED 338; SPLED 230, 320, 331, 335, and 447, as well as the necessary major courses.

The Professional Semester

Students are considered full time when enrolled in the Professional Semester. Those students needing an additional course must comply with the standards stated in the College catalog.

The Department of Education admits applicants to the Professional Semester when they have (a) completed the participation requirements, (b) completed EDUC 348 Pre-student Teaching Practicum, (c) obtained a recommendation from the student’s major department, (d) passed a screening and interview conducted by the Education Department, (e) taken or met qualifications to be exempt from the basic skills assessment, first part of the state mandated teaching tests, and (f) achieved an overall grade point average of 3.00 or better. Major departments have different criteria for their recommendations; therefore, the student should consult with the chair of the major department about those requirements. The Pennsylvania state requirements override any contractual agreement the teacher candidate has with the college via the catalog under which they were admitted.

The following courses comprise the Professional Semester:

  • EDUC 461 Methods of Classroom Management (1 credit)
  • EDUC 462 Principles and Applications of PK-12 Assessment (1 credit)
  • SPLED 447 Professional Development for the Inclusive Setting (6 credits)
  • EDUC 465 Professional Semester of Student Teaching (8 credits)

Diversity and Writing Courses

The following courses satisfy the Domestic Cultural Diversity Requirement: ECED 243; EDUC 338, SPLED 243, 338. The following courses satisfy the Global Cultural Diversity Requirement: EDUC 223 and 238. A list of courses that, when scheduled as W courses, count toward the Writing Requirement, can be found on the Registrar’s website and in the GENERAL EDUCATION REQUIREMENTS section of the catalog.

Early Childhood Education (ECED)

243
EARLY LITERACY DEVELOPMENT
Provides pre-service teachers an understanding of the foundations of early literacy development and instructional strategies and assessment techniques that support the acquisition of literacy. Through observations and participation in practicum, seminars, workshops, and lectures, students construct an understanding of how children, including children with special needs, English Language Learners, and children with diverse perspectives, construct knowledge. Cross-listed as SPLED 243. 20 hours of observation and participation in preschools, kindergartens, or first grades required. Fulfills Domestic Cultural Diversity Requirement.

340
CHILDREN AND MATH
Provides students with knowledge, skills, and understanding to design and implement effective, developmentally appropriate mathematics instruction for grades PK–4. Emphasis is on children's (including children with special needs, English Language Learners, and children with diverse perspectives) mathematical learning and pre-numerical stages through the acquisition of advanced numerical processes and operations and connections to geometric and algebraic reasoning. 20 hours of field experience in grades PK–4 required. Prerequisite or corequisite: EDUC 215 or consent of instructor.

341
CHILDREN AND SOCIAL STUDIES
Focuses on the content, processes, pedagogy, and materials for teaching social studies in the PK4 classroom. Examines cognitive development as applied to the selection of content, methods, and materials and strategies for organizing the learning environment for the young learner, including children with special needs, English Language Learners, and children with diverse perspectives. 20 hours of field experience in grades PK–4 required. Prerequisite or corequisite: EDUC 215 or consent of instructor.

342
CHILDREN AND SCIENCE
Study of content, processes, and constructivist teaching methods and materials for teaching science in the early childhood classroom. Knowledge of cognitive development as applied to the selection of content in method is examined. Through observations and participation in practicum, seminars, workshops, and lectures, students construct an understanding of how children, including children with special needs, English Language Learners, and children with diverse perspectives, construct knowledge about the world in which they live and how teachers use their understanding of children to create environments that support learning. 20 hours of field experience in grades PK–4 required. Prerequisite or corequisite: EDUC 215 or consent of instructor.

344
LITERACY LEARNING IN EARLY ELEMENTARY GRADES
This course will provide pre-service teachers with an understanding of developmentally
appropriate instructional strategies and assessment techniques to help all students, including children with special needs, English Language Learners, and children with diverse perspectives, in kindergarten through grade four become literate, using reading, writing, listening, and speaking in strategic and authentic ways. 20 hours of observation and participation in elementary classrooms (grade 1–4) are required. Prerequisite: PSY 211 or consent of instructor.

Education (EDUC)

000
SEMINAR IN ART, MUSIC, PHYSICAL EDUCATION, AND COMPUTER ACTIVITIES
Each elementary student teacher attends a series of seminars conducted prior to student teaching. These seminars, conducted by certified public school personnel, emphasize activities and knowledge that are helpful in the self-contained elementary classroom. Non-credit course.

215
ORIENTATION TO THE TEACHING PROFESSION
An exploration of historical, economic, political, and theoretical foundations in the field of education. Consideration is given to contemporary school environments, curriculum, and professional requirements that affect American educational systems. 10 hours of field experience required. 2 credits.

225
TEACHING THE ENGLISH LEARNER
Provides an overview of research-based methods, strategies, and resources for teaching English to speakers of other languages. Includes the process of acquiring multiple languages and literacy skills, including the general stages of language development. Considers language, culture, instruction, assessment, and professional responsibilities in relation to teaching the English learner. 10 hours of field experience required. 2 credits.

233
TEACHING CULTURALLY AND LINGUISTICALLY DIVERSE LEARNERS IN THE DOMINICAN REPUBLIC
An experiential and service learning course that allows students to explore and apply theories and pedagogy for teaching economically, linguistically, and culturally diverse learners while traveling throughout the Dominican Republic. Students learn about specific cultural and educational practices within the Dominican Republic and how those play a role in the lives of students within the country. Activities include curriculum preparation, collaboration with Dominican teachers, teaching children in several Dominican schools, and creating and providing professional development workshops for Dominican teachers. Students will travel to Santo Domingo, Peralta, and Las Terrenas. Prerequisites: ECED 243 or SPLED 230 or consent of instructor. Fulfills Global Cultural Diversity Requirement.

238
CROSS-CULTURAL EDUCATION: SPECIAL TOPICS.
Exploration of the history, educational system, and culture of a selected country. Topical focus of the course will vary according to the instructor. May be repeated for credit when topics are different. Fulfills Global Cultural Diversity Requirement.

338
LITERACY IN THE CONTENT AREAS
Designed to teach the strategies necessary for implementing literacy skills in the middle/secondary content areas. Focuses on reading, writing, speaking, listening, and media interpretation in content areas. Addresses developmental stages for adolescents, including children with special needs, English Language Learners, and children with diverse perspectives, and critical reading strategies, in addition to strategies for using young adult literature in the content areas. Cross-listed as SPLED 338. 20 hours of field experience in middle and secondary classrooms required. Prerequisite or corequisite: EDUC 215 or consent of instructor. Fulfills Domestic Cultural Diversity Requirement.

339
METHODS OF TEACHING MIDDLE AND SECONDARY STUDENTS
Specifically designed to develop the knowledge, skills, and understandings needed to teach in middle and secondary classrooms by providing teacher candidates with a comprehensive overview of effective approaches to planning, implementing, managing, and assessing successful and effective learning experiences for students. Students plan, design, and conduct instruction, paying particular attention to the development of the curriculum, state and national standards, and instructional strategies that promote student success. Students complete a field experience component that explores curriculum and practices under the guidance of a cooperating mentor teacher in the academic major. Prerequisite: EDUC 215 or consent of instructor.

348
PRE- STUDENT TEACHING PRACTICUM
This required non-credit course for teacher candidates allows students to spend 30 hours of field experience in assigned student teaching/cooperating teacher classrooms. Teacher candidates have the opportunity to bridge course content with what they are learning in the schools. Activities are designed to facilitate reflection on personal growth and classroom management strategies. Students discover best practices of effective classroom management, how to increase student motivation, and time management techniques for such things as managing paperwork, planning, and classroom organization. Students meet with college supervisors weekly during the semester for one hour each session.  A letter grade is assigned.  Special fees apply.  Non-credit course.

461
METHODS OF CLASSROOM MANAGEMENT
This course offered as part of the Professional Semester allows students to continue learning classroom management strategies and practice what they have learned in their methods courses out in the schools. Activities are designed to facilitate reflection on personal growth and classroom management strategies. Students discover best practices of effective classroom management, how to increase student motivation, and time management techniques for such things as managing paperwork, planning, and classroom organization. Prerequisite: Full admission to Professional Semester. 1 credit.

462
PRINCIPLES AND APPLICATIONS OF PK-12 ASSESSMENT
This course offered as part of the professional semester allows students to continue practicing best methods for assessment and student evaluation. Students construct formative and summative assessments, learn ways to use assessment tools and the use of formal and informal assessment data, as well as gain an understanding of legally acceptable modifications for assessment for students with disabilities and for English learners. 1 credit.

464
MODIFIED STUDENT TEACHING EXPERIENCE
Professional experience under the supervision of a cooperating teacher appropriate to certification areas and grade level ranges. Limited to students who possess at least one certification and require a modified student teaching placement under Pennsylvania Department of Education guidelines to add another. Includes a minimum of 4 weeks in a professional setting. Maximum of 2 credits

465
PROFESSIONAL SEMESTER OF STUDENT TEACHING
Professional experience under the supervision of a selected cooperating teacher appropriate to certification areas and grade level ranges. Student teachers are required to follow the calendar of the school district to which they are assigned. Includes 14 weeks of student teaching, weekly seminars, and completion of weekly assignments (i.e., lesson plans, journals, and lesson analysis). Prerequisite: Full admission to Professional Semester. Maximum of 8 credits.  

Special Education (SPLED)

230
INTRODUCTION TO SPECIAL EDUCATION
Covers historical, philosophical, and legal perspectives related to exceptional students. All major areas of exceptionality are covered (e.g., learning disabilities, health impairment, gifted, etc.). A study of typical and atypical development of children provides the basis for an in-depth study of the characteristics and classifications of exceptional students. Emphasis is placed upon the ethical and professional behaviors of teachers of students with disabilities in special education and/or regular classroom settings including multicultural and multilingual situations. Designed for all students seeking teacher certification. Field experiences in inclusive placements required.

243
EARLY LITERACY DEVELOPMENT
Provides pre-service teachers an understanding of the foundations of early literacy development and instructional strategies and assessment techniques that support the acquisition of literacy. Through observations and participation in practicum, seminars, workshops, and lectures, students construct an understanding of how children, including children with special needs, English Language Learners, and children with diverse perspectives, construct knowledge. Cross-listed as ECED 243.  20 hours of observation and participation in preschools, kindergartens, or first grades required.  Fulfills Domestic Cultural Diversity Requirement.

320
INSTRUCTIONAL METHODS FOR EXCEPTIONAL LEARNERS
Provides students seeking dual certification foundational knowledge of evidence-based instructional strategies and methods for students with special needs, as well as opportunities for applied practice. Direct instruction in reading, writing, mathematics, and other content areas, strategy instruction, and maintenance and generalization. Addresses curriculum development, selection, and modification. 20 hours of field experience in an inclusive placement required. Prerequisite: SPLED 230 or consent of instructor.

331
ASSESSMENT AND TRANSITION FOR EXCEPTIONAL LEARNERS
Provides information and experiences in assessment strategies and areas of transition, including legal and ethical issues. Students develop an understanding of how to select, create, administer, and score a variety of assessments, provide appropriate accommodations and modifications, align learning objectives and assessment, and use data to make decisions. This includes all areas of transition, with an emphasis on procedures for effective transition to post-secondary settings. Designed for students seeking single certification in Special Education (PK-12), dual certification in Special Education (PK-12) with Early Childhood Education (PK – 4) or Secondary (7 – 12) Education. 20 hours of field experience in an inclusive placement required. Prerequisite: SPLED 230 or consent of instructor.

335
BEHAVIOR APPLICATIONS FOR HIGH- AND LOW-INCIDENCE POPULATIONS
Provides students foundational knowledge of applied behavior analysis, with a focus on application in educational settings. Focuses on the history and development of behavior modification, how behavior functions in various environments, the science of measuring behavior, and specific techniques for modifying behaviors in educational settings. This includes effective strategies for teaching students with low-incidence disabilities, including task analysis, shaping, prompting, and developing functional curriculum. Designed for students seeking single certification in Special Education (PK-12), dual certification in Special Education (PK-12) with Early Childhood Education (PK-4) or Secondary (7-12) Education. 20 hours of field experience in an inclusive placement required. Credit may not be earned for both SPLED 335 and PSY 239. Prerequisite: SPLED 230 or consent of instructor.

338
LITERACY IN THE CONTENT AREAS
Designed to teach the strategies necessary for implementing literacy skills in the middle/secondary content areas. Focuses on reading, writing, speaking, listening, and media interpretation in content areas. Addresses developmental stages for adolescents, including children with special needs, English Language Learners, and children with diverse perspectives, and critical reading strategies, in addition to strategies for using young adult literature in the content areas. Cross-listed as EDUC 338. 20 hours of field experience in middle and secondary classrooms required. Prerequisite or corequisite: EDUC 215 or consent of instructor. Fulfills Domestic Cultural Diversity Requirement.

447
PROFESSIONAL DEVELOPMENT FOR THE INCLUSIVE SETTING
Seminar on the issues, problems, and challenges encountered by teachers in the American schools, especially those related to the student teaching experience. Particular attention is given to assessing teacher candidate impact on learners, as well as family and community collaboration, and professionalism. Prerequisite: Full admission to Professional Semester.