EDUC 520  Curriculum and Instruction:  Theory, Design and Development - 3 credits

This course explores the design of curriculum as it relates to contemporary competencies, with application across the educational spectrum. Elements ranging from K-12 content domains and experiential-based education to postmodernism and the inclusion of exceptional learners combine to provide students with a holistic foundation in which to explore curriculum design. Theories of curriculum design and development will provide students with an educational foundation that will serve them in their leadership roles as Curriculum and Instruction specialists. Participants will tailor a curriculum based upon their specific needs, taking into account societal, institutional, instructional and experiential spheres of interests, as well as considering scope and sequencing in their designs.

EDUC 521  Issues in Adult Education - 3 credits

The course examines a minimum of seven core issues that impact the adults engaged in formal and informal learning experiences. Students will apply core competencies related to adult education and training to their own learning and reflect on the use of these competencies in a variety of settings.  As part of the course requirements, students identify specific learning objectives. 

EDUC 522  Administration and Supervision in Adult Education - 3 credits

The course provides students with background in the principles associated with human performance improvement (HPI), program administration, and applications for various settings and contents.  Students apply core competencies related in adult education and training to their own learning and reflect on the use of these competencies in a variety of settings.

EDUC  523  Instructional Methods for Adult Learners - 3 credits

This course provides a theoretical overview of the principles of adult learning. The course provides students with a strong foundation in andragogical process, assumptions and applications for various settings and contents.  Students apply core competencies related to adult education and training to their own learning and reflect on the use of these competencies in a variety of settings.  Students develop skills in the design and implementation of instructional design characteristics appropriate for non-traditional, post-secondary, and higher education settings.

EDUC 524  Content Area Design and Instruction - 3 credits

This course provides opportunities for application of curriculum development and instructional methods across the educational spectrum (K-12). Current trends, philosophies, and practices are coupled with subject matter to provide participants with a practical and contemporary foundation from which to instruct. Students will explore effective delivery of instructional methodologies and strategies that address diverse populations of students. Students will learn how to conduct experimental instructional programs during the course, as they design and develop innovative curricula. Students will develop models in their chosen field that can be implemented independently or adapted to an existing curriculum.

EDUC 525  Human Development and Classroom Behavior - 3 credits

This course will investigate the causes, assessment, and strategies associated with behaviorally-challenged students. In order for students to fully appreciate the context of education for behaviorally-challenged students, theories and “best practices” based on normal development, as well as different levels of cognitive functioning, will be considered first. Course topics will include normal and abnormal development (psychological theories, cognitive theories, etc.); etiological perspectives; behavior management and team approaches to intervention methods; safe schools and violence prevention. Graduate students will design a portfolio of preventive strategies and corrective methods, examine their contribution to classroom climate, and establish techniques to enhance parent-teacher partnerships. (Prerequisite: EDUC 530)

EDUC 526  Program Management - 3 credits

Students will develop skill in the assessment of program needs, development of a program and administrative budget, and the preparation and presentation of grant proposals and marketing strategies.

EDUC 530  Instructional Methods - 3 credits

Integrating the theories of Multiple Intelligences with learning styles, differentiated instruction supplies teachers with pragmatic techniques to use in the classroom to complement curriculum when working with a variety of student abilities. Students will develop instruments to determine talents and learning styles, design effective multi-delivery systems, and plan projects that empower learners by capitalizing on their strengths.

EDUC 531  Emerging Teacher Leadership - 3 credits

The course will focus on the role of the teacher as an emerging leader within the culture of the school.  While effective instruction is the most important component of high achieving schools, another determining factor is the extent to which teachers are prepared to engage with administrators in shared leadership.  This course will examine the literature related to teacher leadership as well as provide opportunities to put this research into practice.  Students will have the opportunity to develop a reform initiative that could be implemented within their schools.

EDUC 532  Twenty-First Century Schools - 3 credits

This course will focus on contemporary challenges and opportunities related to schools of the twenty-first century.   Students will explore and analyze the impact of diminishing financial resources, increased federal and state regulations, demands of community stake holders, impact of media and technology, struggling urban community environments, and a greater number of diverse, at risk, low income, and special needs students.  Students will identify and evaluate new paradigm models used to improve classroom teaching.  Students  will apply their understanding of twenty-first century schools to create new learning environments that result in increased student achievement, a more caring and welcoming learning environment,  and a more professional work place for the teacher.

EDUC 533  Exceptional Learners - 3 credits

This course will focus on the issues related to the individual academic, communicative and behavioral needs of diverse exceptional learners in grades Pre K through twelve.  Students will explore in depth the various categories of exceptionalities including developmentally delayed preschool children, school-age students with disabilities, and gifted learners.  Students will acquire a deep understanding of the characteristics of these children and the differentiated, specially designed instruction necessary to meet the individual learning needs embedded in children’s Individualized Educational Program (IEP) plans.  Instructional strategies and specific adaptations necessary for children’s academic and social/emotional success in an inclusive educational setting will be emphasized.  Finally, students will be able to recognize, interpret, and analyze children’s Individualized Education Program (IEP) plans and be able to discuss how the specially designed instruction in this document can be successfully implemented in inclusive school environments. 

EDUC 534  Strategies for Special Needs Students - 3 credits

This course will focus on those critical issues related to the education of special needs students.  Major themes to be covered will include the over representation of diverse students assigned to special education classes, prevention and early intervention techniques, as well as effective instructional strategies for students with disabilities in inclusive settings.  The primary emphasis of the course will be on methodologies to best assess students who are experiencing difficulties in the regular classroom setting and on the design of instructional and assessment strategies to best meet their learning needs. 

EDUC 535  Technological Applications Across the Curriculum - 3 credits

This course explores a wide range of activities and instructional methods that incorporate various technologies. Fundamental concepts and designs, as well as techniques and tools, will provide the foundation for the participants to systematically analyze their classroom needs and activities. Graduate students will develop instructional designs which implement user-friendly technology applications and computer-assisted instruction. (Prerequisite: EDUC 524)

EDUC 536  Research Methods - 3 credits

This course provides students with a comprehensive overview of the process of planning, implementing, and evaluating quantitative and qualitative educational research.  A seven-stage model of the research process will serve as the conceptual framework. Through classroom lectures and independent readings, students will be provided with an in-depth analysis of how to analyze and interpret quantitative and qualitative data, elements of research design, how to write and interpret research reports and methods of presenting research findings.  An equal emphasis will be placed on understanding educational research through the process of factually conducting a cooperative research study in applied setting.

EDUC 537  Advanced Research Seminar - 3 credits

This course will build on the skills and techniques learned in the research methods course, EDUC 536.  The research proposal that was developed in EDUC 536 will be expanded and refined.  The majority of course time will be devoted to conducting the research that was previously proposed.  As students conduct their research, they will meet periodically for sharing, peer review, and joint analysis of the research process in action.   Students will produce and present their research findings at the conclusion of the course. (Prerequisite:  EDUC 536)

EDUC 538  Educational Administration - 3 credits

This course provides the supervisor in training with a foundation of the educational theories and research that affect day-to-day administration of schools. Topics will include theories of organization, educational foundations, and structures, supervision of personnel, collaboration and team-building, interdisciplinary curriculum design, effective job analysis procedures and staff performance appraisals, and technology issues. This course is designed to examine and analyze the means for managing institutional resources in educational settings, with an emphasis on human, fiscal, and physical resources. There is a focus on Pennsylvania school budgeting procedures as the course considers the development of practical skills in resource management in school finance and school plant operations. Issues of management include school facilities and their effective utilization, the incorporation of diverse instructional methodologies, as well as the consideration of class scheduling alternatives.

EDUC 540  Human Diversity Issues in Education - 3 credits

This course identifies and analyzes the impact diversity has upon students in the classroom today. By collaborating with individuals from various cultural and ethnic groups, religious backgrounds, and social classes, students will investigate the relationship that exists between school systems and their diverse populations. Developing lessons and projects that optimize talent, pride, and participation will constitute the focus of coursework. (Prerequisite: EDUC 530)

EDUC 542  Issues in Law and Education - 3 credits

This course will provide a comprehensive analysis of legal procedures, considerations, and concepts as they apply to education. Subject matter includes current state and federal laws effecting education, their impact on teachers, and knowledge of agencies that effect policymaking and legal responsibilities of educators. Students will write relevant case scenarios for a presentation designed to illustrate responsibilities and requirements for their district. (Prerequisite: EDUC 538)

EDUC 545  The Principalship - 3 credits

This course is designed to present an overview of the principal’s role in relation to leadership, supervision, organizational management, and community interaction.  Topics include transactional and transformational leadership, systems theory and standards aligned systems, learning communities, decision-making, strategic and continuous school improvement planning, change theory, school culture and climate, data and technology, personnel, scheduling, budgeting, building management, and communications with constituent groups.  Through scenarios and case studies, participants will consider and discuss issues faced by school principals.  Course activities will enable students to internalize the PA Leadership Core and Corollary Standards and adopt strategies and practices reflective of them.

EDUC 546  Curriculum Supervision and Leadership - 3 credits

This course is designed to foster professional growth in supervision and leadership. Curriculum Supervision and Leadership supports district-wide curriculum specialists and other educators in their endeavors to contribute to the field of teaching and learning. Students will be introduced to models of supervision, including theory, design, and techniques, as they learn how to supervise instruction and personnel, evaluate staff, identify staff development needs and resources, manage staff conflict, and organize, facilitate and evaluate professional development programs. Students will develop collaborative collegiality, i.e., those supervisory skills that accommodate all stakeholders in a school system (e.g., teachers, administrators, parents, the community at large), including clinical and developmental expertise, observation and conferencing competence, peer coaching, and interdisciplinary teaming aptitude. Students will learn to identify potential venues, write competent communications, and perform effectively with audiences of parents, school administrators, school boards, advisory committees, or the community-at-large. (Prerequisites: EDUC 520 & EDUC 524)

EDUC 547  Principalship I:  Supervision and Leadership - 3 credits

This course is designed to present an overview of the principal’s role in creating an organizational vision and cultivating a positive school climate.  This course will introduce decision-making models and will emphasize data driven decision-making.  Curriculum administration concerns including instructional methods, learning theory and motivation, and special education and student services will also be covered.  Finally, the human resource issues of personnel evaluation and professional development will be examined.  Through scenarios and case studies the participants will read, consider, and discuss issues faced by school principals.  Written and oral exercises will enable the students to internalize ISLLC Standards 1, 2, and 5 and adopt strategies reflective of them.

EDUC 548  Principalship II: 

Organizational Management and Community Interaction - 3 credits

This course is designed to acquaint the student with organizational management and community interaction.  Topics include staffing issues, the deployment of personnel, scheduling, technology applications, relations between the school and the community, and the legal rights and responsibilities of the staff and students.  Heavy emphasis will be placed on budgeting and financial planning including:  Incremental Budgeting, Zero-Based Budgeting, and the Planning, Programming, Budgeting System (PPBS).  The course will culminate with the students creating a budgeting plan.  Accounting, supplies/equipment management, care of the school plant, and working with classified personnel will also be examined.  Through scenarios and case studies, the participants will read, consider, and discuss issues faced by school principals.  Written and oral exercises will enable the students to internalize ISLLC Standards 3,4, and 6 and adopt strategies reflective of them.

EDUC 549  Applied Research Practicum in School Administration -

School Principal K-12 - 3 credits

This field-based practicum is designed to give the prospective school principal experience under the guidance of a practicing school administrator or supervisor.  The practicum requires the completion of 180 hours in diverse K-12 environments (over two terms).  The practicum should cover a broad range of administrative responsibilities including, but not limited to:  leadership, the role of principal as an instructional leader, experiences with school organization and structures within a social and political environment, legal issues and responsibilities, the fiscal operation of the school, the role of the principal in building community relations, and professional development.  Collaboration with administrators, including the principal and vice-principal, is considered vital and necessary for the student’s professional development during the practicum experience.  The on-site supervisor will assist the student by providing opportunities that coincide with the student’s identified objectives and goals.  A daily log and a certification project will be completed during the practicum.  (Prerequisites: EDUC 520, EDUC 524, EDUC 530, and EDUC 536 Research Methods or some other graduate level research course)

EDUC 550  Applied Research Practicum in School Administration -

School Principal K-12 - 3 credits

A continuation of EDUC 549. This field-based practicum is designed to give the prospective school principal experience under the guidance of a practicing school administrator or supervisor.  The practicum requires the completion of 180 hours in diverse K-12 environments (over two terms).  The practicum should cover a broad range of administrative responsibilities including, but not limited to:  leadership, the role of principal as an instructional leader, experiences with school organization and structures within a social and political environment, legal issues and responsibilities, the fiscal operation of the school, the role of the principal in building community relations, and professional development.  Collaboration with administrators, including the principal and vice-principal, is considered vital and necessary for the student’s professional development during the practicum experience.  The on-site supervisor will assist the student by providing opportunities that coincide with the student’s identified objectives and goals.  A daily log and a certification project will be completed during the practicum.  (Prerequisites: EDUC 520, EDUC 524, EDUC 530, and EDUC 536 Research Methods or some other graduate level research course)

EDUC 551, 552, 553 Practicum: Teaching in the Schools (modified course) - 3 credits

This field-based practicum/seminar is designed to give the prospective teachers experience under the guidance of a practicing teacher appropriate to their area of certification. Combines microteaching and teaching experiences to provide for an application of methodologies through interaction with diverse populations of students. Classroom management, special needs students, and daily teaching strategies will be emphasized.

EDUC 554  Practicum/Seminar in Learning Organizations I - 3 credits

This seminar course will provide students with a broad overview of the wide range of adult educational settings.  Students will visit, report, and reflect on various educational settings in preparation for their Practicum II experience (EDUC 555). Guest speakers will provide additional perspectives through classroom presentations and discussions.  A variety of career exploration activities will be included as part of the course requirements.  Students will develop short- and long-term career goals and effective strategies for achievement.  In-depth research and reflective logs will be emphasized.

EDUC 555  Applied Research Practicum in Adult Education and Training - 3 credits

This field-based practicum is designed to give the prospective adult education specialist experience within a setting designed to foster professional development under the supervision of a mentor.  Particular emphasis will be placed on learning how to conduct and evaluate experimental instructional programs in light of relevant basic or applied research fundamentals. The initiative rests with the student in designing a substantial part of the practicum experience. The on-site supervisor will assist the student by providing opportunities that coincide with the student’s identified objectives and goals. A daily log and an original research project will be completed during the practicum. (Prerequisite: EDUC 536)

EDUC 556  Applied Research Practicum in Curriculum and Instruction I - 3 credits

This field-based practicum is designed to give the prospective supervisor experience with a practicing school administrator or supervisor. The practicum requires the completion of 180 hours in the participant’s area of certification (over two terms). The candidate and his/her advisor will identify areas of focus for the practicum, which must include curriculum development, budgeting, supervision and evaluation of personnel, policy and program development, communication and any additional areas identified by the student with the advisor. Collaboration with administrators, including the principal, vice-principal, and curriculum and instruction supervisor is considered vital and necessary for the student’s professional development during the practicum experience. The initiative rests with the student in designing a substantial part of the practicum experience. The on-site supervisor will assist the student by providing opportunities that coincide with the student’s identified objectives and goals. A daily log and a certification project will be completed during the practicum.

EDUC 557  Applied Research Practicum in Curriculum and Instruction II - 3 credits

A continuation of EDUC 556. This field-based practicum is designed to give the prospective supervisor experience with a practicing school administrator or supervisor. The practicum requires the completion of 180 hours in the participant’s area of certification (over two terms). The candidate and his/her advisor will identify areas of focus for the practicum, which must include curriculum development, budgeting, supervision and evaluation of personnel, policy and program development, communication and any additional areas identified by the student with the advisor. Collaboration with administrators, including the principal, vice-principal, and curriculum and instruction supervisor is considered vital and necessary for the student’s professional development during the practicum experience. The initiative rests with the student in designing a substantial part of the practicum experience. The on-site supervisor will assist the student by providing opportunities that coincide with the student’s identified objectives and goals. A daily log and a certification project will be completed during the practicum.

EDUC 558  Guided Study in K-12 Education - 3 credits

This course is designed to give students the opportunity to focus their research on school reform efforts for a particular level of the educational continuum.  Through selected readings, literature review, hands-on projects, and peer review, the student will examine multiple facets of their area of study.  Students will be able to describe the developmental needs of that age group, the characteristics of the school that best meets those needs, and current reform efforts related to that population.  Students will present a seminar on school reform efforts as a final class project. (Prerequisite:  EDUC 536)

EDUC 560  Differentiated Teaching - 3 credits

This course will explore the range of human behavior commencing with characteristics of typical behavior to that of the behaviorally challenged.  Course topics will include: normal and abnormal human development, IDEIA Reauthorization, federal and PDE regulations, IEP development and functional behavioral assessment, state assessment policies, alternative education services for disruptive youth, etc. 

EDUC 561  The Reflective Practitioner - 3 credits

This course provides practicing educators with the opportunity to develop their ability to become reflective practitioners who practice the continuous improvement of instruction in the classroom.  This course will provide students with an in-depth look at the four domains of teaching and learning practices, as defined in Charlotte Danielson’s Framework for Teaching model.  The course analyzes experiences in each of the domains and components of the Framework, including planning, preparation, and assessment; classroom environment; instruction; and professional responsibility.  Students examine relevant research-based practice appropriate to each domain area. 

EDUC 565  Second Language Acquisition and Linguistics - 3 credits

Educators participating in this course will develop knowledge and skills in the structure of the English language, grammar and pronunciation including lexical, morphological, phonological and pragmatic components.  The course will then delve into specific issues related to English Language Learners related to BICS and CALP, L1 and L2 acquisition, myths concerning second language acquisition, affective filters and speech/discourse patterns.  The course will then use the theories provided to the educators to show their relationship to the ESL students’ reading, vocabulary and writing development.

EDUC 566  Methods for Teaching English Language Learners - 3 credits

Educators participating in this course will develop methods, strategies and resources that address the educational needs of ELLs in their learning process.  Topics of instruction and application will include adapting and modifying instruction based on language proficiency, research-based instructional practices, review and evaluation of materials for English Language Learners and the use of instructional technology.  Educators will develop lesson plans using levels of English proficiency and conduct action research with ESL teaching methods with ESL/non-ESL students in their classrooms.

EDUC 567  Methods for Teaching English Language Learners in the Content Areas - 3 credits

Educators participating in this course will develop an understanding of the supports and instructional strategies that should be in place in order to assist the English Language Learner acquire content area knowledge while moving through the stages of language acquisition.  A thorough understanding of the importance of scaffolding of instruction, the SIOP model, Content-Based Literacy Instruction and native language support will be offered for teachers who work with ELLs in general education classrooms.

EDUC 568  Assessment and Support for English Language Learners - 3 credits

This course is designed to expand the participants’ knowledge of effective assessment practices and support services available for ELL students.  In addition to effective assessment practices; purposes for assessment, multiple assessment models, use of evaluation techniques, scaffolding of assessments and formal/informal assessment tools will be discussed.  Participants will learn the availability of school support services to assist ELLs in language acquisition and content learning and ways to promote parental/family involvement with their children’s educational program.  Participants will gain hands-on experience in test administration, interpretation and reporting.  Individualized Education Plans for ELLs identified as special needs students will also be discussed.

EDUC 595/596/597 Special Topics

(Prerequisites: EDUC 520, EDUC 524, and EDUC 530)

EDUC 606  Curriculum Planning for Early Childhood I Fall - 3 credits  

In-depth review of the organizational structure, regulations and professional society expectations regarding various program settings for day care. Field placements to observe and practice strategies for interaction with children, staff, parents and community groups. Fall

EDUC 607  Curriculum Planning for Early Childhood II Spring - 3 credits

Study and experiences in the planning, implementation and evaluation of early childhood curriculum (ages: birth-eight). Study of various philosophical orientations and their application to early childhood settings. Addresses cognitive, emotional, social and physical development of the young child. Considers implications of adjusting curriculum for children with exceptional and/or special needs. Developmentally appropriate practice strongly emphasized. Spring

EDUC 608  Methods of Teaching Social Sciences - 3 credits

Innovative techniques for an interdisciplinary approach to the teaching of the social sciences. Special attention is given to cultural and ethnic diversity. Presentation through traditional materials and experimental multi-learning resources is examined. Graduate students are expected to demonstrate additional competencies in action research and translating instructional theory to practice.

EDUC 609  Methods of Teaching Mathematics - 3 credits

Study of appropriate content and techniques for teaching school mathematics consistent with the recommendations of professional societies. Consideration of the diagnostic, prescriptive and evaluative processes of teaching, classroom management and curricular organization. Field experience required. Graduate students are expected to demonstrate additional competencies in action research and translating instructional theory to practice.

EDUC 610  Methods of Teaching Science & Health - 3 credits

Methods and current strategies in teaching science and health. Students will demonstrate their ability to prepare, select and use materials and instructional approaches appropriate to various student needs. Unit plans, demonstrations and field placement activities required.  Graduate students are expected to demonstrate additional competencies in action research and translating instructional theory to practice.

EDUC 616  Developmental Reading - 3 credits

Develops competencies necessary for the teaching of reading (readiness through grade six). Methods and techniques for teaching a variety of approaches to reading. Practical application of theories and methodologies. Field experiences are included. Graduate students are expected to demonstrate additional competencies in action research and translating instructional theory to practice.

EDUC 625  Diagnostic Teaching - 3 credits

Focuses on the development of children through the selection and use of formal and informal assessments and development of the student’s observational skills of diverse academic levels and children with special needs. A weekly field experience is an integral part of the course.  Graduate students are expected to demonstrate additional competencies in action research and translating instructional theory to practice.

EDUC 625   Student Teaching Practicum - 6 credits

Each student will be placed at an appropriate certification site – early childhood, elementary, or secondary school – for a 14-week student teaching semester.  Prerequisites: Successful completion of all competencies, course work and field experiences; 3.00 GPA overall; Act 34 and 151 clearances. Successful completion of required PRAXIS exams.

EDUC 626  Social Foundations of Education - 3 credits

Consideration of the sociological, historical and philosophical foundations of education in America. Examines the various instructional processes and their underlying bases leading to better judgments about the role of the school in modern society.  Graduate students are expected to demonstrate additional competencies in action research and translating instructional theory to practice.

EDUC 628  Educational Psychology - 3 credits

Emphasis on the direct application of learning theory to classroom educational practice. Students will study human development and psychological influences which impact the teaching/learning process. The course will explore classroom management, discipline, assessment, and developmentally appropriate instructional strategies. Students will begin to develop lesson plans using the principles of learning and developmental theory. Observational field experiences are required.  Graduate students are expected to demonstrate additional competencies in action research and translating instructional theory to practice.

EDUC 632  Selected Case Studies in Special Education - 3 credits

This course will focus on the development of two case studies of children with disabilities selected from the caseload of a special education classroom teacher or teachers.  Students will participate in a minimum of ninety (90) hours of documented field work for successful completion of this course.  Students will identify and select a child with a high incidence disability and a child with a low incidence disability for intensive study.  The student will analyze and examine in detail each child’s current special education program and services in order to determine if there is an appropriate provision of high quality, standards-based instruction that meets the individual child’s academic, communicative and social/emotional/behavioral needs.  In addition, each student will be able to assess and critique specific universal design concepts as well as quality differentiated instructional practices related to each child’s current educational needs.  Likewise, students will be able to analyze the evaluate the appropriateness of both the formal and informal assessment strategies embedded in the Individualized Education Program (IEP) plans including progress monitoring and adapted grading strategies.  At the conclusion of these various data analyses, the student will take a position supporting or challenging each child’s current recommended special education program and placement related to the mandate of the least restrictive environment.