CHIN 101 / 3 Credits

Intensive study of the fundamentals of Mandarin Chinese grammar within a communicative approach to language learning. Introduction to reading and writing Chinese and to the Chinese culture.

CHIN 102 / 3 Credits

Intensive study of the fundamentals of Mandarin Chinese grammar within a communicative approach to language learning. Introduction to reading and writing Chinese and to the Chinese culture.

CHIN 201 / 3 Credits

Continued study of grammar principles and the Chinese writing system with practical application in conversation, reading, and writing. Continued study of the Chinese culture through selected readings.

CHIN 202 / 3 Credits

A continuation of CHIN 201 with a focus on further acquisition of reading, writing, listening, and speaking skills in Mandarin Chinese at the intermediate level, as well as cultural content.

CHIN 301 / 3 Credits

This course is designed for third-year students to enhance their speaking and listening skills. Students will build fluency up to the advance-medium level through studying and practicing functional grammar, expanded vocabulary, and intensive cultural conversation dialogues to further develop communicative abilities. To be adequately prepared for the course, students should successfully complete CHIN 202 (or equivalent).

CHIN 302 / 3 Credits

This course is designed for third-year students to enhance their reading and writing skills. Students will build fluency up to the advanced-medium level through studying and practicing functional grammar and methods of composing paragraphs as well as descriptions and narration reading Chinese selected readings of cultural works to increase vocabulary and enhance grammar skills, and reading and writing skills.. To be adequately prepared for the course, students should successfully complete CHIN 202 (or equivalent).

CHIN 320 / 3 Credits

The study of selected topics in Chinese at the advanced level. Student writing in Chinese at the advanced level.

EDSP 207 / 3 Credits

Introduction to Special Education and EDUC 203 Educational Psychology.

EDSP 307 / 3 Credits

In this course students will learn to use formal and informal assessment to guide instructional planning and decision making for the purpose of providing appropriate programs for all learners with special needs in the regular education classroom, including learners from culturally and/or linguistically diverse backgrounds. Special attention will be given to instructional adaptations and accommodations within the general curriculum, instructional strategies, evidence-based practices, Universal Design for Learning (UDL), differentiated instruction, creating a positive learning environment, behavioral management techniques and team collaboration.

EDUC 203 / 3 Credits

Study of theoretical concepts and principles necessary for understanding human thought and behavior in a wide variety of educational environments. Focus on variables related to teaching-learning processes: learning, memory, transfer, problem solving, motivation, growth and development, exceptionalities, instructional planning, assessment. Emphasis on research methodologies employed by educational psychologists and interpretation of empirical research findings.

EDUC 208 / 3 Credits

This course provides an experiential approach to studying linguistic and cultural diversity in the classroom, as well as theories and issues of second language acquisition. Students will acquire knowledge, skills, and dispositions necessary for teachers to address instructional needs of English Language Learners (ELLs). Students will learn strategies for creating classrooms that promote language content learning, as well as an appreciation for diversity. This course includes 20 hours of self-directed cross-cultural experiences, outside the public school system.

EDUC 331 / 3 Credits

Students develop instructional planning and assessment skills by applying a systems model of instructional design. Emphasis on thinking and decision-making processes necessary for developing instruction and evaluating the achievement of learning goals in secondary-level learning environments. Topics include instructional goals, learning outcomes, content analysis, classroom assessment strategies, instructional objectives, instructional technology, instructional sequences, lesson planning, and unit planning.

EDUC 346 / 3 Credits

Study of socio-cultural variability and diversity in educational settings. Theoretical, empirical, and applied analysis of the effects of cultural variables (e.g., socioeconomic, ethnic, racial, linguistic, familial) on teaching-learning processes, instructional resources, and educational systems within a variety of learning environments (e.g., urban, suburban, rural, transient).

ENGL 122-176 / 3 Credits

CIS/MATH/STAT / 3 Credits

MATH or STAT or EDUC 209 / 3 Credits

LANG 320 / 3 Credits

Provides an examination of the spectrum of theories, techniques, methods and approaches to the teaching of foreign languages, with a special emphasis on those that are proficiency based. In addition to learning how to teach second language skills, students will also learn how to effectively promote cultural understanding in the foreign language classroom. Students will be expected to develop instructional materials and show how they plan to utilize 'realia' or authentic materials in their classroom teaching.

LANG 495 / 3 Credits

Seminar students collectively explore, research, and reflect on the discipline and vocation of language, literature, and writing. Through collective reading, significant discussion, and individual writing projects, students will demonstrate ethical analysis of cultures and texts, articulate the integration of Christian faith in fields related to their areas of study, and explore vocational opportunities in those fields of study.

HDFS 311 / 3 Credits

This class offers a development-focused approach to understanding adolescents. Attention is given to the physical, emotional, social, and cognitive development of adolescents as well as theoretical and methodological issues as related to the study of adolescents. Applications are made to family, peers, schools, church, and culture.

TEP 210 / 0 Credits

Students in this course will conduct targeted observations in an urban and a rural or suburban school during regularly scheduled hours twice per week for a total of at least 40 hours. In addition to school visits, students will attend orientation sessions focused on the Danielson Framework for Teaching, professionalism and ethics, resume preparation, and teaching in diverse schools. Related course assignments will be made in EDSP 207 Introduction to Special Education and EDUC 203 Educational Psychology.

TEP 310 / 0 Credits

Junior-level field experience for secondary and K-12 teacher certification students which provides opportunity for approximately 80 hours of observation and practice in elementary or secondary school settings as appropriate to the certification. Students are expected to connect theoretical ideas acquired in prerequisite and co-requisite courses with actions and decision-making processes associated with effective teaching. Focus on instructional planning and assessment. Students earn credential in Youth Mental Health First Aid. 

CHIN 260 / 3 Credits

This three week cross-cultural study course allows students to experience China, the second largest economy in the world. Through a short-term study in Hangzhou, a renowned metropolis, students will participate in a summer language and culture program at the International Exchange Center of Zhejiang University of Technology. In the first week, students will stay at the International Exchange Center of Zhejiang University of Technology in Hangzhou. On the second and third week, students will travel to three other large cities: Shanghai, Xi'an, and Beijing.

CHIN 391 / 1-3 Credits

Advanced language study or research in Chinese.

PHIL 318 / 3 Credits

Investigation of the most important Asian philosophers and schools of philosophy.

POLI 312 / 3 Credits

This course will examine the political, economic, and social structures that shape modern China, from historical developments during the late Qing Dynasty to contemporary developments under Xi Jinping. We will cover major political events such as the 'Great Leap Forward,' the death of Mao, political protests in China, and accession into the World Trade Organization. In addition to domestic politics, this course will also explore China's role in regional and international issues, culminating in an end-of-term research paper where students analyze a policy such as Chinese investment in Africa, censorship. or the Belt and Road Initiative.

RELI 334 / 3 Credits

Study of the history and development of the major religions of China, Tibet, and Japan. Emphasis is placed on the distinction between religions indigenous to these areas and those which were 'imported.' Analysis of the interaction between these two types of religions directs our attention to the influence of culture on religion and religion on culture.

EDUC 420 / 2 Credits

Considers educational issues in the following areas: classroom management, PDE regulations and school law, professional ethics, school administration, curriculum regulations, special needs learners, health-related issues, professional negotiations, and other current issues/trends in education.

TEP 407 / 1 Credits

A seminar for teacher candidates emphasizing professional development, educational problem-solving, and integration of faith and vocation. Focus on pedagogical and professional issues that arise during the professional semester. Reinforcement of skills and content learned throughout the Teacher Education Program and support for development of teaching portfolio.

TEP 410 / 0 Credits

Senior-level field experience in a secondary school context which provides opportunity for observation, reflection, and practice. Students will have opportunities to examine the whole school context through interactions with building-level administrators, school counselors, special educators, classroom teachers, and other professionals and para-professionals. Students will also spend time in certification area specific school settings. Students are expected to connect theoretical ideas acquired in prerequisite and corequisite courses with actions and decision-making processes associated with effective teaching. Focus on establishing positive classroom climate, developing instructional plans and assessment, and professional interactions with other educators in preparation for the student teaching experience.

TEP 435 / 9 Credits

Participation in teaching in the area of certification under the supervision of College faculty and experienced cooperating teachers in public schools.