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Education |
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ED 5230 - Trauma Informed Teaching
Credit Hours: 3
This course will explore trauma within the classroom and provide a detailed description of the knowledge, skills, and dispositions compromising trauma-informed educator competencies. Using an interdisciplinary approach, students will develop a skill set to support the education and development of the whole-child, while preparing teachers and school leaders to recognize the signs of adolescent trauma in the classroom. Trauma-Informed knowledge invites changes to traditional and postmodern pedagogical practices, placing attunement (connecting) and mentoring (coaching) at the core of learning. Educators currently receive little professional development on how trauma impacts students and how to support the education of these students. To compound this, unaddressed student trauma is a major factor in teacher frustration, low job satisfaction, and burnout. The educational needs of these youth are complex, and this course will provide best-practices in trauma-informed care that assures educators that TIPS is based on sound research and is a universal design appropriate for all students.
Credit Hours: 3 |
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ED 5240 - Classroom Assessment for Learn
Credit Hours: 3
Assessment is an essential part of the learning triangle. Curriculum, instruction, and assessment are core elements in the learning process and are inextricably linked. In this course, students will actively review the basic concepts of data-driven assessment for learning, develop and share assessment strategies that are used to make instructional decisions in support of the standards and student learning in general. The course is designed to support learners as they explore the development of assessment strategies and reporting systems as well as assessment before, during, and after instruction.
Credit Hours: 3 |
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ED 5310 - Applied Educational Research
Credit Hours: 3
This course explains and facilitates action research to enable teacher - researchers to participate in their own inquiries; to gather, analyze, and report information; and to effect postive change.
Credit Hours: 3 |
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ED 5320 - Advanced Curriculum Theory
Credit Hours: 3
This course studies the leadership and processes required to align course content, academic standards, and assessments of elementary, middle, and secondary schools curricula. It emphasizes the changing nature of curriculum, the essential elements and processes of curriculum development, and the principal as the curriculum leader. Resources will include Pennsylvania’s Standards Aligned System (SAS) and the research base underlying its six components.
Credit Hours: 3 |
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ED 5330 - Teacher Evaluation
Credit Hours: 3
This course provides the framework for collaborative leadership in order to enhance professional practice through school personnel evaluation. It emphasizes the linkage between evaluation and student achievement. The integration of evaluative tools, methods, and state requirements into the evaluation system is present.
Credit Hours: 3 |
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ED 5360 - Supervisory Field Experience
Credit Hours: 3
This course is designed to be the capstone experience of the Curriculum and Instruction program. The course provides experiences designed to develop and enhance the overall effectiveness of the supervisor candidate’s competencies. The internship is designed as an integrating experience and an opportunity for the graduate to practice those skills.
Credit Hours: 3 |
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ED 5410 - Teacher Leadership
Credit Hours: 3
This course provides the framework for the skills for Teacher Leaders Endorsement. It focuses on leadership theory and skills through a problem-solving and applied methodology. Leaders must acquire the necessary leadership repertoire to lead effectively in today’s schools.
Prerequisite: Program Admission
Offered
Offered fall and spring.
Credit Hours: 3 |
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ED 5420 - Peer Mentoring
Credit Hours: 3
This course highlights peer mentoring theory and skills. Teacher leaders will apply these theories and skills as they work with peers to support planning, instruction, and assessment. Leaders must acquire the necessary leadership repertoire to lead effectively in today’s schools. Offered fall and spring.
Credit Hours: 3 |
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ED 5430 - Role of Change
Credit Hours: 3
This educational leadership graduate course studies the principles, themes, and patterns for implementing educational change. Tools, techniques, and strategies for leading effective change are presented. The educational leader as change facilitator is emphasized.
Credit Hours: 3 |
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ED 5440 - Cultural and Political Entity
Credit Hours: 3
This course highlights the cultural and political entities. Embedded in the content is the focus on professional learning communities and working collaboratively with faculty as they address planning, instruction, assessment, student performance, student behavior and dispositions, data analysis, and action research.
Prerequisite: Program Admission
Credit Hours: 3 |
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ED 5610 - Educational Computer App
Credit Hours: 3
This course is designed to provide in-service educators (K-12) who have had little or no computer experience with the knowledge, skills, and attitudes necessary to use microcomputers as instructional tools in their classrooms. While acquiring computer skills, students will explore, use, and demonstrate competence in each of the following areas: word processing, databases, spreadsheets, graphics, multimedia, instructional design, telecommunications, and major issues associated with the use of technology in education. This course will provide in-service teachers with the knowledge base to make appropriate decisions regarding the use of technology in their respective classrooms. Not available to students who have not taken ED 217 since summer 1994.
Credit Hours: 3 |
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ED 5620 - Internet App K-12 Educators
Credit Hours: 3
Introduces K-12 Educators and/or Technology Specialist Certificate candidates to the potentials of the Internet and assist them in using this multi-faceted resource as an effective teaching tool within the classroom. Participants will be introduced to the history, structure, and overall capabilities of the Internet, including Electronic Mail, Telnet, File Transfer Protocol (FTP), World Wide Web, and web-based distance education. Within this framework, participants will create their own web pages, design on-line instructional lessons appropriate to their discipline, and demonstrate the integration of Internet/Technology information throughout the K-12 curriculum.
Credit Hours: 3 |
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ED 5630 - Mobile Learning
Credit Hours: 3
A web-based course that introduces K-12 Professionals and/or Masters of Education Degree candidates to the potentials of mobile devices and applications, and assist them in using these multi-faceted resources as effective teaching and professional development tools. Participants will be introduced to mobile educational technology related to communications, productivity, learning, presentations and integration. Within this framework, participants will create their own personal learning networks, mobile technology resources, online presentations and design instructional lessons appropriate to their discipline demonstrating the integration of mobile educational technology throughout the K-12 setting.
Credit Hours: 3 |
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ED 5640 - Foundations of Distance Learning
Credit Hours: 3
This course provides the basic information you need to become a knowledgeable distance education educator. The course will cover theory and research that influences distance learning, the practical skills and knowledge needed to function in a distance learning environment, and will explore management and administrative issues that arise in distance education learning environments. Offered each fall.
Credit Hours: 3 |
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ED 5650 - Advanced Online Instruction
Credit Hours: 3
This course builds upon the fundamental concepts and structures of online teaching and learning. This course addresses the advanced teaching and learning applications of a Learning Management System. The course will explore and implement techniques for online instructions such as using a variety of online tools, technologies, and web 2.0 tools, to help instructors transfer knowledge most effectively in the online environment. Offered spring, annually.
Credit Hours: 3 |
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ED 5670 - Technology Integration in Education
Credit Hours: 3
This course assists students in the discovery of systematic approaches to mediate teaching and learning problems through the selection, utilization, evaluation, and production of instructional media. Focus will be on a practical hands-on approach, which will involve students directly in solving instructional problems through the use of programs and the development of student produced media.
Credit Hours: 3 |
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ED 5680 - Online Instruction Internship
Credit Hours: 3
Candidates are required to complete a 6-week online internship in a virtual learning environment aligned with their professional goals. Students seeking the Pennsylvania Online Instruction Program Endorsement must complete their internship in a K-12 learning environment.
Prerequisite: ED 5640
Credit Hours: 3 |
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ED 5710 - Foundations of ESL Education
Credit Hours: 3
The five domains of teaching English language learners are explored: culture, language, planning instruction, assessment and professionalism. Emphasis is placed on the Teachers of English to Speakers of Other Languages (TESOL) teaching standards and ESL K-12 standards. Teachers will examine research-based practices in relation to the five domains and identify their role as an English as a Second Language (ESL) teacher. Field experience may be required per Pennsylvania Department of Education ESL program specialist requirements.
Credit Hours: 3 |
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ED 5720 - Language Acquisition and Dev
Credit Hours: 3
Second Language Learners of any age undergo certain processes to be able to learn a new language. In this course, candidates will be exposed to these processes. They will learn and conduct research on the structure and nature of language with a view to assisting their students to adjust to the challenges of learning a new language. They will also learn the theories of second language acquisition, styles and strategies in language learning as well as the socio-cultural and cross-linguistic influences of language learning. Field experience may be required for this course per Pennsylvania Department of Education ESL program specialist requirements.
Credit Hours: 3 |
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ED 5730 - Supporting L2, Family, and Com
Credit Hours: 3
Most second language learners are from another country. They come in with anxieties and go through phases of cultural adjustments. Without the necessary support, it might be hard for them to transition smoothly and thus be able to learn English well and fast. This course is geared toward equipping ESL teachers with the necessary tools to give ESL students the support they need while they undergo the challenges of transition. Issues that may arise concerning the support of students in the classroom, school and the community will be addressed. Field experience may be required for this course per Pennsylvania Department of Education ESL program specialist requirements.
Credit Hours: 3 |
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ED 5740 - Sociolinguistics
Credit Hours: 3
Teachers across the country are finding their classrooms increasingly diverse, therefore, this course will provide an examination of theory, diversity, and pedagogy constructs for explicit applications to practice in classrooms with English Language Learners. This course introduces students to Sociolinguistics, a field of study which ties language and communication to the context in which the language is being used. The variations of language use that are found in relation to age, gender, ethnicity, geographical location and social structure are some of the areas for investigation in the course. Field experience may be required for this course per Pennsylvania Department of Education ESL program specialist requirements.
Credit Hours: 3 |
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ED 5750 - Content Based ESL
Credit Hours: 3
Teachers will examine the theories, principles, and practices that assist English language learners in achieving academic proficiency in the content areas. Planning standards-based instruction and adapting instruction in the content areas is emphasized. To promote the academic success of English language learners, teachers will involve the family and community, and analyze the learner to establish learning goals and assessment measures that are appropriate for the individual student. Field experience may be required for this course per Pennsylvania Department of Education ESL program specialist requirements.
Credit Hours: 3 |
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ED 5760 - Language Assessment
Credit Hours: 3
Assessing English Language Learners can be a challenge to not only teachers but also the students themselves. As ESL students in K-12 are taught English, there needs to be proper instruments in place of assessing their progress in language learning. These tools should be appropriate and should take into account the proficiency level of the learner. In this course, student teachers will gain exposure to the tools necessary to be able to assess English Language Learners appropriately and in a timely way. The course will offer knowledge on benchmarks for different proficiency levels. Field experience may be required for this course per Pennsylvania Department of Education ESL program specialist requirements.
Credit Hours: 3 |
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ED 5810 - STEM Ed. Foundations & Philosophy of Integrative STEM Education
Credit Hours: 3
This course provides practicing teachers with the conceptual and practical knowledge to enhance their current professional instruction through providing integrative STEM teaching and learning experiences. Candidates will explore current perspectives of how integrative STEM is taught in schools, engage in rich collaborative inquiry projects, and investigate how integrative STEM teaching and learning can enhance their classroom instructional practices while meeting the needs of all learners. The nature of STEM education disciplines, effective STEM pedagogy and teaching strategies, integrative STEM learning, and innovative problem-based instruction utilizing the engineering and design process will be examined.
Credit Hours: 3 |
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ED 5820 - STEM Ed. Curriculum: Standards Aligned Design, Evaluation and Transformation
Credit Hours: 3
This course is designed as an investigation of continually evolving integrative STEM instructional and pedagogical approaches. This includes the examination and application of state and national science, technology, engineering, and mathematics standards; an exploration of existing STEM curricular initiatives; an opportunity to investigate and evaluate STEM curriculum; and an investigation of continually evolving STEM pedagogies. Candidates will plan, design, implement, and reflect on an integrative STEM instructional unit that incorporates an integrative STEM learning cycle approach and developmentally appropriate methodology.
Credit Hours: 3 |
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ED 5830 - STEM Ed. Student Learning: Data Driven Theory, Assessment and Analysis
Credit Hours: 3
This course is designed to investigate continually evolving approaches for developing innovative and inclusive student-centered learning environments that support hands-on, minds-on STEM learning. This includes an exploration of learning networks and communities of practice that contribute to STEM-based learning. Candidates will also explore methods for developing innovative and accessible measures of learning for integrative STEM education, to include an examination of continually evolving digital technologies that can be utilized in transformative ways to assess students’ authentic STEM learning experiences.
Credit Hours: 3 |
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ED 5840 - STEM Ed. Integrative STEM Pedagogy and Instructional Design
Credit Hours: 3
Through this course, candidates will explore the nature of science and scientific literacy, which has become an integral part of the STEM education movement. Candidates will discover how to design lessons that increase children’s/learners’ understanding of scientific concepts as well as their ability to apply this knowledge in authentic, real-world settings. Candidates will expand their knowledge of science pedagogy (meaningful engagement in scientific practice) and transform lessons to promote student-centered teaching and inquiry while helping children/learners build valuable science process skills. Candidates will develop a repertoire of scientific practices to facilitate labs, demonstrations, discussions, fieldwork, and a variety of science activities through the lens of scientific literacy and inquiry-based instruction while exploring the importance of integrating science, mathematics, engineering, and technology.
Credit Hours: 3 |
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ED 5850 - STEM Ed. Teachers as Leaders
Credit Hours: 3
This course is designed to prepare STEM educators to serve as teacher leaders who possess collaboration skills along with the knowledge, skills, and dispositions needed to support a STEM education vision and plan and are effectively prepared to guide school-wide implementation of STEM initiatives that develop and deliver high-quality STEM education to all students. Candidates will explore the various roles that instructional leaders engage in such as instructional design and implementation, facilitating professional learning for colleagues, and contributing to the school or district-wide strategic plan for implementing the STEM vision. Candidates will examine theoretical perspectives and research associated with teacher leadership that enable teachers to engage in meaningful transformation that promotes change in a digital age. Candidates will investigate funding opportunities for STEM programs and will design and implement a STEM professional development project that leads to significant instructional or organization-wide innovation.
Credit Hours: 3 |
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ED 5860 - STEM Ed. Action Research Capstone Project
Credit Hours: 3
This course is designed as the capstone experience in which candidates synthesize the knowledge, skills, and dispositions developed across the Integrative STEM Education Program through a major culminating project. Candidates may develop a variety of tangible academic products or deliverables which enhance or contribute to the existing STEM-based needs of their local school or community. The goal of this course is for candidates to plan, develop, implement, present, and reflect upon a comprehensive individually produced project that contributes to their personalized growth in STEM education.
Credit Hours: 3 |
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ED 5910 - Supporting Diverse Learners
Credit Hours: 3
This course guides students through an in-depth examination of how race, ethnicity, and culture influence students’ experiences in school and demonstrates a multicultural approach to teaching by promoting an understanding and respect for persons from diverse backgrounds. This course builds cultural competence through research, experience, and self-reflection.
Credit Hours: 3 |
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ED 5920 - Foundations Teaching & Learn
Credit Hours: 3
A course for prospective teachers designed to begin their professional development. Different instructional activities will allow the student to become proficient in the theories of modern secondary education instructional development, basic history and philosophy of secondary education, and pedagogy in general.
Credit Hours: 3 |
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ED 5940 - Support English Lang Learners
Credit Hours: 3
The purpose of this course is to help prospective teachers in all initial certification areas develop an understanding of how to modify mainstream course materials and instructional strategies so that English language learning students can engage in course content while simultaneously developing their new language.
Credit Hours: 3 |
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ED 5961 - Trauma Informed Teach Adoles
Credit Hours: 3
This course provides information about the historical development, goals, philosophy, and mission of middle and secondary education. Information relative to the characteristics of effective middle and secondary teachers, teaching diverse populations including students with special needs and English language learners (ELL), school climate, and professional development will also be part of the course focus. This course contains a field experience.
Credit Hours: 3 |
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ED 5962 - Technology Integration
Credit Hours: 3
The purpose of this course is to help the teacher candidates learn how to effectively analyze, select, and integrate current educational technologies into the design, implementation and assessment of learning experiences to engage a diverse student population.
Credit Hours: 3 |
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ED 5963 - Instructional Strategies
Credit Hours: 3
This course is for prospective teachers designed to begin their professional development. Different instructional activities will allow the student to become proficient in the theories of modern secondary education instructional development, basic history and philosophy of secondary education and of pedagogy in general. Students will participate in observation at selected field sites, grades 7-12. Students will begin development of their professional portfolio.
Credit Hours: 3 |
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ED 5964 - Assessments & Interventions
Credit Hours: 3
Part of this course is designed to provide insight into the design, implementation, and analysis of assessment instruments used in 7-12 education. The second part of this course is to allow the secondary education candidate to become aware of, and to gain experience in, the contemporary interventions that teachers use to prevent, minimize, or eliminate negative behaviors in the classroom.
Credit Hours: 3 |
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ED 5965 - Classroom Learning Environment
Credit Hours: 3
This course provides pre-service 7-12 teacher candidates with research-based theories, models, and techniques for building classroom communities whereby 7-12 students are highly involved in worthwhile activities that support their learning. Specific classroom management issues associated with 7-12 classrooms will be addressed. This course will be taken in conjunction with teacher candidates’ stage four student teaching experience.
Prerequisite: Teacher candidacy.
Credit Hours: 3 |
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ED 5969 - School Law
Credit Hours: 3
This is the final and most extensive clinical experience. Students are assigned to a supervising teacher or teaching team at one of our clinical sites. The students spend full time in classroom teaching for a semester of fifteen weeks.
Credit Hours: 3 |
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ED 5970 - Student Teaching (6cr)
Credit Hours: 6
This culminating experience is coordinated and supervised by University faculty and provides opportunities for teacher candidates to display competency in teaching grades 7-12 under the direct daily supervision of a qualified cooperating teacher. This course provides the Stage 4 Field Experience.
Prerequisite: ED 5965
Credit Hours: 6 |
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ED 5981 - Discipline Spec Instruc Method
Credit Hours: 3
This course is designed to build upon a scientific base to the practice of teaching social studies to children from fourth to eighth grade. The foundations of the social studies are examined with an emphasis on the standards and themes sanctioned by the National Council of Social Studies. Candidates learn research-based best practices that promote the two main goals of the social studies; social understanding and civic awareness. Instructional strategies and resources for the constructivist social studies classroom will be discussed and demonstrated. Attention will be given to current trends and the present status of elementary social studies. The course is standards-based, supported by the Pennsylvania Department of Education standards for teacher preparation, as well as the National Council for Social Studies (NCSS), the Association for Middle Level Education, and the Interstate New Teacher Assessment and Support Consortium (INTASC). Teacher candidates participate in university classroom and field experiences that provide them with the knowledge, pedagogy, and dispositions needed to support social understanding and civic awareness to middle school students.
Credit Hours: 3 |
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ED 5983 - Teaching English
Credit Hours: 3
A course for prospective teachers designed to begin their professional development. Different instructional activities will allow the student to become proficient in the theories of modern secondary education instructional development, basic history and philosophy of secondary education, and pedagogy in general.
Credit Hours: 3 |
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ED 5984 - Teaching Math
Credit Hours: 3
This course is designed to provide insight into the teaching of general mathematics, algebra, geometry, probability, and statistics in grades 7 through 12. Students become aware of and use the resources and methods of instruction for teaching mathematics at the secondary level.
Credit Hours: 3 |
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ED 5985 - Teaching Science
Credit Hours: 3
This course is designed to provide insight into the teaching of Biology, Chemistry, Earth and Space Science, and Physics in grades 7 through 12. Students become aware of and use the resources and methods of instruction for teaching science at the secondary level.
Credit Hours: 3 |
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ED 5986 - Teaching Social Studies
Credit Hours: 3
This course is designed to provide insight into the teaching of general social studies, history, political science, geography, economics, anthropology, psychology, and world cultures in grades 7 through 12. Students become aware of and use the resources and methods of instruction for teaching social studies at the secondary level.
Credit Hours: 3 |
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ED 5993 - Teaching of Tech Ed
Credit Hours: 3
The focus of this course is two-fold. First, students will use state and national standards to develop a technology education curriculum by using various curriculum design processes. The second phase of the class is designed to improve the students’ ability to use appropriate standards-based instructional methods. These include cooperative learning, problem-based learning, discovery learning, constructivism, reflection, meta-cognition and others those students research and demonstrate to the class.
Credit Hours: 3 |
Educational Admin & Leadership |
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EDLR 6000 - Foundations of Educational Leadership
Credit Hours: 3
This educational leadership graduate course is designed for prospective leaders at all levels of the school organization. Elements of effective leadership, standards informing educational leadership, role conceptions, and personal leadership vision will be presented. Emphasis is placed on the knowledge, skills and abilities necessary to becoming an innovative educational leader.
Credit Hours: 3 |
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EDLR 6100 - Educational Leadership Theory and Practice
Credit Hours: 3
This educational leadership graduate course will focus on theoretical foundations useful to the educational leader. Organizational theories relevant to schools and leadership processes essential to school effectiveness will be presented. Aspects of personal leadership style and capacity will be examined.
Credit Hours: 3 |
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EDLR 6200 - Curriculum Leadership
Credit Hours: 3
This course studies the leadership and processes required to align course content, academic standards, and assessments of elementary, middle, and secondary schools curricula. It emphasizes the changing nature of curriculum, the essential elements and processes of curriculum development, and the principal as the curriculum leader. Resources will include Pennsylvania’s Standards Aligned System (SAS) and the research base underlying its six components.
Credit Hours: 3 |
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EDLR 6300 - Legal Aspects of Educational Leadership
Credit Hours: 3
This course familiarizes the educational leadership graduate student with local, state and federal laws governing schools. Legal frameworks affecting public schools are presented. Particular attention is given to leadership for Special Education law. Application of school law at various levels of education leadership is emphasized.
Credit Hours: 3 |
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EDLR 6400 - School and Community Relations
Credit Hours: 3
This course examines the leadership roles of supervisors, principals, and superintendents to communicate effectively within the school and community. It emphasizes the importance of designing school and community relations programs around the needs and issues of the school and the school district. Particular attention is given to communication with, and involvement of, internal and external publics in the school system.
Credit Hours: 3 |
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EDLR 6500 - Instructional Leadership
Credit Hours: 3
This course is designed to provide principal candidates with a framework for effective, practical use of a variety of instructional strategies to promote best inclusive practices. These strategies are used with teachers to improve curriculum and instruction. Through various learning experiences, you will develop your knowledge, skills and professional dispositions that will help you to lead your school. The course is designed to help you develop a foundation for leadership by understanding what differentiated instruction is, why it is appropriate for all learners, and how to serve as an instructional leader in this area. Principal candidates will explore and analyze Standards-Based Instruction, Bloom’s Taxonomy of the Cognitive Development, Writing Across the Curriculum, Multiple Intelligences, Response to Intervention, Inclusion, Multiple Measures of Data to inform Decision-Making, and Leadership and Differentiated Instruction to support a diverse student body at all grade levels.
Credit Hours: 3 |
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EDLR 6600 - Elementary Principal Internship
Credit Hours: 3
This on-site internship experience at the elementary school principal level provides the opportunity for practical experience under the direct supervision of university faculty and the on-site supervisor.
Credit Hours: 3 |
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EDLR 6650 - Supervisor of Special Education Internship Early Intervention Population
Credit Hours: 3
This on-site internship experience at the school district supervisor level provides the opportunity for practical experience under the direct supervision of university faculty and the on-site supervisor.
Credit Hours: 3 |
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EDLR 6700 - Secondary Principal Internship
Credit Hours: 3
This on-site internship experience at the secondary principal level provides the opportunity for practical experience under the direct supervision of university faculty and the on-site supervisor.
Credit Hours: 3 |
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EDLR 6750 - Supervisor of Special Education Internship School Age Population
Credit Hours: 3
This on-site internship experience at the school district supervisor level provides the opportunity for practical experience under the direct supervision of university faculty and the on-site supervisor.
Credit Hours: 3 |
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EDLR 6800 - Leadership for School Change
Credit Hours: 3
This educational leadership graduate course studies the principles, themes, and patterns for implementing educational change. Tools, techniques, and strategies for leading effective change are presented. The educational leader as change facilitator is emphasized.
Credit Hours: 3 |
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EDLR 6900 - Action Research for School Leaders
Credit Hours: 3
This course explains and facilitates action research to enable teacher researchers to participate in their own inquiries; to gather, analyze, and report information; and to effect positive change.
Credit Hours: 3 |
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EDLR 7000 - The Superintendency: Theory and Organization
Credit Hours: 3
This course offers the participant opportunities to gain competencies in and an understanding of the application of administrative theory relating to the operations of a school district. Through inquiry into the subject of administrative theory, candidates will gain critical and creative attitudes toward humanistic and scientific principles of public school organization and administration. Along with required course activities, each participant will complete a minimum of 15 hours of field experience assignments involving leadership or organization theory and practice. The field experiences will have utility for the participant’s home school district or another school district and will be undertaken and completed in concert with the instructor’s expectations.
Credit Hours: 3 |
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EDLR 7100 - Comprehensive Planning and Policy Analysis
Credit Hours: 3
This course is designed for aspiring school superintendents. Specifically, the course addresses strategic planning and thinking, policy development and analysis, and the value of the relationship between the Superintendent and the School Board, specifically the Board President. The focus is reality-based and draws from experienced instructors. The goal is to prepare aspiring superintendents for the duties and responsibilities they will encounter in the above-mentioned areas, mindful of the fact that the key role of the school superintendent is to ensure a quality education for all students of the district.
Credit Hours: 3 |
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EDLR 7200 - Educational Facilities and Technology
Credit Hours: 3
The course will offer the student an opportunity to view, understand and execute the planning, acquisition and management of technology and school facilities. The course emphasizes the use of technology for effective school management and instruction, promoting an educational environment that encourages change but also focuses on linking technology with students, and effectively analyzing and operating the management of the school organization as it relates to technology and facilities development. Topics such as reform, empowering students with technology, productivity and technology windows of the future and school facilities for the 21st century will be included. Participants will be required to demonstrate competencies regarding an understanding of the superintendent’s role in the following areas: planning for immediate and future facilities; efficiently managing technology and facilities; acquiring technology and facilities; and planning for immediate and future technology needs.
Credit Hours: 3 |
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EDLR 7300 - Personnel Leadership for School District Improvement
Credit Hours: 3
This course offers the participant the opportunity to gain an understanding of and skills related to the district level administration of curriculum, instruction, leadership and supervision. The course emphasis is on current practice in the field, state level requirements and national trends that are shifting theory and practice in their regard.
Credit Hours: 3 |
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EDLR 7400 - Superintendent Internship I
Credit Hours: 3
The internship is designed to be a theory into practice experience where formal coursework is applied in a field setting. It provides significant opportunities in the workplace to synthesize and apply the knowledge and to practice and develop skills identified in the program competency areas. Internships with a trained mentor at diverse settings is an important and highly valued part of the program. Each placement will be made in cooperation with the SLE faculty, the participating school district mentor, and the intern. The internship involves field placement with a carefully chosen and trained superintendent/mentor (field supervisor) in a K-12 school district, who shares the SLE program philosophy that the superintendent should function as a change agent and facilitator of the reform process as well as a strong instructional leader. The intern is both a participant and observer under the direction of the superintendent who should provide the intern with as many supervisory and administrative experiences as possible. The intern gains valuable work-related experience and is given the opportunity to learn how academic knowledge and skills can be applied at the worksite with real people, problems and events.
Credit Hours: 3 |
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EDLR 7500 - Superintendent Internship II
Credit Hours: 3
The internship is designed to be a theory into practice experience where formal coursework is applied in a field setting. It provides significant opportunities in the workplace to synthesize and apply the knowledge and to practice and develop skills identified in the program competency areas. Internships with a trained mentor at diverse settings is an important and highly valued part of the program. Each placement will be made in cooperation with the SLE faculty, the participating school district mentor, and the intern. The internship involves field placement with a carefully chosen and trained superintendent/mentor (field supervisor) in a K-12 school district, who shares the SLE program philosophy that the superintendent should function as a change agent and facilitator of the reform process as well as a strong instructional leader. The intern is both a participant and observer under the direction of the superintendent who should provide the intern with as many supervisory and administrative experiences as possible. The intern gains valuable work-related experience and is given the opportunity to learn how academic knowledge and skills can be applied at the worksite with real people, problems and events.
Credit Hours: 3 |
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EDLR 8000 - Leadership I
Credit Hours: 3
This course examines various issues in educational leadership. Students will explore topics in leadership related but not limited to leadership roles and responsibilities, change management, technology, student populations, and staff development. A focus on fiscal responsibility and its role in various leadership areas will be emphasized.
Credit Hours: 3 |
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EDLR 8100 - Leadership II
Credit Hours: 3
This course introduces doctoral students to current research, models and theories on leadership. Students will examine their own leadership beliefs and how this connects with leadership in the educational setting. Students will personally reflect and identify individual leadership strengths and limitations.
Credit Hours: 3 |
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EDLR 8200 - Qualitative Research in Educational Leadership
Credit Hours: 3
This course focuses on qualitative research for doctoral students. It will examine important theories and practices in planning and designing qualitative research in educational environments. Students will develop the skills, techniques, and knowledge necessary to undertake independent research using appropriate methodologies, key research strategies, and principles for research design in qualitative research.
Credit Hours: 3 |
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EDLR 8300 - Quantitative Research in Educational Leadership
Credit Hours: 3
This course focuses on quantitative research for doctoral students. It will examine important theories and practices in planning and designing quantitative research in educational environments. Students will develop the skills, techniques, and knowledge necessary to critically understand, critique, and apply quantitative research methodologies to educational environments.
Credit Hours: 3 |
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EDLR 8400 - District Leadership for Public Relations and Marketing
Credit Hours: 3
The objective of the course is to provide students the opportunity to view school public relations and marketing from the point of view of the school superintendent, through practical, real life experiences. To become an effective school superintendent or assistant superintendent requires that an administrator be an effective communicator and develop positive community relations. It requires networking, knowledge, the ability to market your product, and the ability to establish credibility within and outside the school community. One must be able to make decisions, sometimes quickly, and then be accountable for those decisions. This course will enable students to learn the theory and practical application of school and community relations with a focus on fiscal responsibility. All candidates will be required to complete field work/experiences with a focus on fiscal responsibility that are designed to reinforce and extend upon the learning objectives of the course.
Credit Hours: 3 |
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EDLR 8500 - District Leadership for Legal Issues in Education
Credit Hours: 3
American public education operates within a complex framework of law. Federal and state constitutional provisions and statutes, along with administrative regulations and local school board policies, control the daily operation of our schools. It is imperative that all who are employed by school districts, particularly central office administrators, are conversant with this myriad of legal mandates and constraints so that they can operate effectively and efficiently and avoid time consuming litigation and grievances. The purpose of this course is to familiarize aspiring superintendents with the legal bases for the administration of public schools with a focus on fiscal responsibility. It is hoped that by the conclusion of this course that the students will possess the knowledge base and research skills necessary to make intelligent and informed educational decisions. In this course, emphasis will be placed on Pennsylvania school law. All candidates will be required to complete field work/experiences with a focus on fiscal responsibility that are designed to reinforce and extend upon the learning objectives of the course.
Credit Hours: 3 |
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EDLR 8600 - District Leadership for Finances
Credit Hours: 3
This course provides students with the fundamentals of public school finance. It will review issues that confront superintendents and school districts, and provide insights into resolving finance problems. Students will read, research, problem solve and explore financial issues with a focus on fiscal responsibility. All candidates will be required to complete field work/experiences with a focus on fiscal responsibility that are designed to reinforce and extend upon the learning objectives of the course.
Credit Hours: 3 |
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EDLR 8700 - District Leadership for Human Resources
Credit Hours: 3
This course examines how to manage human resources effectively in the dynamic political, legal, social, and economic environment currently impacting educational institutions. It includes examination of the acquisition, distribution, cultivation and management of human, fiscal, and time resources in public education, and identification and application of skills necessary for harnessing human and financial resources that further the goals of a school and district. All candidates will be required to complete field work/experiences with a focus on fiscal responsibility that are designed to reinforce and extend upon the learning objectives of the course.
Credit Hours: 3 |
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EDLR 8800 - District Leadership Field Project - Fiscal Responsibility
Credit Hours: 3
In this course, doctoral candidates will engage in problem-solving activities, field experiences and a field project planned cooperatively with university and school district personnel with a focus on fiscal responsibility. This practice-centered approach requires students to apply their knowledge and demonstrate proficiency in those skills that contribute to effective performance as a leader with a focus on fiscal resource management challenges faced by school districts.
Credit Hours: 3 |
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EDLR 8900 - Introduction to the Capstone Research
Credit Hours: 3
The Education Administration Leadership Capstone is a series of four courses whereby students demonstrate mastery of required competencies through the completion of a final culminating independent applied research project. The Education Administration Leadership Capstone: Introduction to Capstone Research, the first course in the series, is designed to introduce, guide and support candidates as they learn about the doctoral research expectations and processes that will inform their work as education researchers.
Credit Hours: 3 |
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EDLR 8910 - Capstone I
Credit Hours: 3
The Education Administration Leadership Capstone is a series of four courses whereby students demonstrate mastery of required competencies through the completion of a final culminating independent applied research project with a focus on fiscal responsibility. The Education Administration Leadership Capstone I: Research Question/ Review of the Literature, the second course in the series, will engage candidates in the identification of a research topic, the development of the research question(s) and conduct a review of the relevant professional literature that will be utilized to inform their work as education researchers.
Credit Hours: 3 |
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EDLR 8920 - Capstone II
Credit Hours: 3
The Education Administration Leadership Capstone is a series of four courses whereby students demonstrate mastery of required competencies through the completion of a final culminating independent applied research project with a focus on fiscal responsibility. The Education Administration Leadership Capstone I: Research Question/ Review of the Literature, the second course in the series, will engage candidates in the identification of a research topic, the development of the research question(s) and conduct a review of the relevant professional literature that will be utilized to inform their work as education researchers.
Credit Hours: 3 |
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EDLR 8930 - Capstone III
Credit Hours: 3
The Education Administration Leadership Capstone is a series of four courses whereby students demonstrate mastery of required competencies through the completion of a final culminating independent applied research project with a focus on fiscal responsibility. The Education Administration Leadership Capstone III: Data Analysis/ Results/Recommendations, the fourth course in the series, will guide and support candidates in their data analysis methodologies, formulation of findings/conclusions and identification of implications/recommendations as an education researcher.
Credit Hours: 3 |
Elementary Education |
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ELEM 5810 - Elem Curriculum/instr/Assess
Credit Hours: 3
This course is designed to provide teacher candidates with the knowledge, skills, and dispositions necessary to create developmentally appropriate and responsive instruction and assessment for learners in K - 4 classrooms. Topics covered include K through grade 4 curriculum models, developmentally appropriate practices, lesson planning, writing objectives, instructional strategies, and assessment of student learning. Through various teaching and learning methodologies, the teacher candidates will learn how to plan for and utilize strategies based on evidence-based research, Pennsylvania Department of Education Learning Standards and standards set forth by the National Association for the Education of Young Children.
Credit Hours: 3 |
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ELEM 5830 - Early Language and Literacy
Credit Hours: 3
This online course provides teachers with the opportunity to review recent research and theory concerning literacy development. The study of different areas of literacy development, specifically oral language, writing and reading, are encompassed in the course. The theory and research is translated into practical strategies, assessment materials and preparation of rich literacy environments. The course provides teachers with an effort to reflect upon current issues in early literacy, specifically early intervention programs to assist struggling readers, language and diversity, teaching skills in developmentally appropriate settings, organization and management of literacy programs, and family literacy partnerships.
Credit Hours: 3 |
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ELEM 5840 - Elem ELA Instruction/Assess
Credit Hours: 3
This course examines the development of literacy and assessment practices in Pre-K to grade 4. Candidates are taught how to teach and assess reading, writing, listening, and speaking skills with an emphasis on developmentally appropriate practices particularly in the area of language arts, and through the use of an integrated/balanced approach consistent with the constructivist theory of teaching and learning. Research based effective practices and theories to literacy instruction and assessment are introduced, analyzed, and evaluated.
Credit Hours: 3 |
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ELEM 5850 - Teach and Assess Math
Credit Hours: 3
This course will allow students to develop the understanding, knowledge, and skills necessary to teach mathematics to young children. Students will become proficient in the problem-solving process and will come to understand mathematical reasoning in order to teach problem-solving and mathematical reasoning to young children. Lastly, students will plan, implement, and reflect on standards-based mathematics lessons which will be taught to young children in a local elementary school.
Credit Hours: 3 |
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ELEM 5860 - Teach and Assess Science
Credit Hours: 3
This course provides teacher candidates at the graduate level opportunities to acquire the science education knowledge, skills and dispositions expected of beginning early childhood teachers in self-contained classrooms. The course provides an overview of the nature of science, scientific inquiry and focuses on science process skill teaching strategies. Candidates learn and practice science teaching skills such as: creating a classroom environment conducive to scientific inquiry, designing science instruction, assessing student attainment of academic standards, and using the local community as a location and topic of classroom science instruction. The course assignments introduce students to the professional community of science education professionals and resources. Teacher candidates participate in university classroom and field experiences that provide them with the knowledge, pedagogy, and dispositions needed to teach in a variety of educational contexts.
Credit Hours: 3 |
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ELEM 5870 - Teach and Assess Soc Studies
Credit Hours: 3
The foundations of the social studies are critiqued. Instructional strategies, best practices and resources for the constructivist social studies classroom will be researched, discussed and demonstrated. Attention will be given to current trends, use of technology in the curriculum, literacy instruction in social studies, and the present status of social studies in the pre K-4 classroom.
Credit Hours: 3 |
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ELEM 5880 - Elem Clinical Experience
Credit Hours: 3
This course is designed to provide students with a field experience in an elementary classroom for a minimum of 45 hours. Students will function as teacher’s aides and develop and teach five lesson plans.
Prerequisite: ELEM 5810
Credit Hours: 3 |
Entrepreneurship |
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ENP 7000 - Entrepreneurship
Credit Hours: 3
This course focuses on the characteristics of an entrepreneur and the framework to develop and lead a successful entrepreneurial business. The impact of emotional intelligence in the workplace and sources of entrepreneurial finance are discussed. Students will learn how to develop and manage human capital in the workplace.
Credit Hours: 3 |
Exercise Science |
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EXSC 6000 - Research in Fitness Wellness
Credit Hours: 3
This course is designed to introduce the student to various research sources, creating skills for investigation of topics of interest in the future. Additionally, discuss of selected topics will promote critical thinking and enhance skills for critical review of content.
Credit Hours: 3 |
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EXSC 6100 - Research in Perf Enhancement
Credit Hours: 3
This course is designed to immerse the student in injury prevention research, focusing on current clinical outcomes research, psychology and physical activity research, and performance enhancement research. Topics include research in resistance training, core stabilization, reactive training, posture, supplementation and sport vision training. Injury prevention research is discussed related to special populations, such as athletes at opposite ends of the performance spectrum.
Credit Hours: 3 |
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EXSC 6160 - Research in Movement and Recov
Credit Hours: 3
The purpose of this course is designed to introduce the student to various research sources, creating skills for investigation of topics of interest in the future. Additionally, discussion of selected performance health (human movement and recovery science) research topics will promote critical thinking and enhance skills for critical review of content.
Credit Hours: 3 |
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EXSC 6200 - Research in Rehabilitation
Credit Hours: 3
This course is designed to introduce the student to various research sources, creating skills for investigation of topics of interest in the future.
Credit Hours: 3 |
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EXSC 6290 - Exercise Science Research Proj
Credit Hours: 2
An advanced study or presentation on a topic related to the student’s academic discipline. The research project is more in depth than a research paper but less thorough than a master’s thesis. Approval of only the graduate student’s adviser is needed. The Publication Manual of the American Psychological Association or other generally accepted style for a particular academic discipline will be used.
Credit Hours: 2 |
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EXSC 6300 - Research in Sport Psychology
Credit Hours: 3
This course is designed to provide the student with knowledge of research in the sport psychology arena. Students will be introduced to psychometric properties of research and interpretation of results published, enabling them to critically analyze published material specific to the area of sport psychology.
Credit Hours: 3 |
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EXSC 6400 - Res in Hlth and Well Coaching
Credit Hours: 3
This wellness coaching course is designed to introduce the student to various research sources, creating skills for investigation of topics of interest in the future. Additionally, discussion of selected wellness coaching research topics will promote critical thinking and enhance skills for critical review of content.
Credit Hours: 3 |
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EXSC 6501 - Exercise Science Research Theory
Credit Hours: 3.00
This course exposes the student to various research designs and theories to critically analyze exercise science literature.
Credit Hours: 3.00 |
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EXSC 6502 - Evaluating Exercise Science Research
Credit Hours: 3
This course systematically evaluates contemporary exercise science literature to prepare the student to critically synthesize evidence-based exercise science literature and support the student’s developed research question.
Credit Hours: 3 |
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EXSC 7000 - Orientation in Ex. Sci.
Credit Hours: 3
This course is designed to provide an overview of online learning and the graduate program in Exercise Science and Health Promotion. Discussion will include various exercise science and health promotion models. The course will also introduce the student to various types and styles of learning via online education, and will orient the student to feature used in online courses.
Credit Hours: 3 |
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EXSC 7010 - SAQ and Endurance Training
Credit Hours: 3
This course will provide students with advanced knowledge regarding the topics of speed, agility, and quickness (SAQ) and endurance training. Students will be prepared for the Speed and Explosion Specialist Certification offered by the National Association of Speed and Explosion (NASE). Advanced topics of training will be explored, including body mechanics, sports training protocols and program design. Detailed sport performance training programs, focused on SAQ and endurance, will be covered.
Credit Hours: 3 |
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EXSC 7040 - Golf Performance Training
Credit Hours: 3
Golf fitness professionals have to be able to reduce the risk of injury, improve player performance, and create a higher quality of life for the diverse population that participates in golf. This requires the golf performance professional to understand and identify shortfalls in mobility, stability, strength, balance, flexibility, mental approaches and golf swing mechanics to best help clients. This course provides the evidence-based theory that can be applied during the Golf Performance Training Program Design course.
Credit Hours: 3 |
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EXSC 7050 - Indust, Clinical & Corp Well
Credit Hours: 3
This course is designed to develop knowledge and awareness of the major issues in the field of work site health promotion and clinical care. The focus of the course is on planning, administering and evaluating wellness and fitness programs based in clinical, industrial and corporate environments. The cost of unhealthy lifestyle choices for the individual and employer and their relationship to the workplace will be explored. Topics include “The Wellness Revolution,” “The Industrial Athlete Model,” benchmark programs and outcomes assessment strategies.
Credit Hours: 3 |
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EXSC 7100 - Perf Enhance Physical Activity
Credit Hours: 3
This course offers a comprehensive discussion of functional anatomy, functional biomechanics and motor learning as they relate to functional rehabilitation and athletic reconditioning. The student will be introduced to integrated, functional rehabilitation techniques, including core stabilization, neuromuscular stabilization, reactive neuromuscular stabilization, integrated flexibility, integrated strength, speed training, foot training and vision training. The student will also be taught a comprehensive kinetic chain assessment to determine myokinematic, arthrokinematic and neuromuscular deficits. After completing this course and Performance Enhancement Program Design, students will be eligible to sit for the National Academy of Sports Medicine (NASM) examination for Performance Enhancement Specialist certification.
Credit Hours: 3 |
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EXSC 7110 - Integ Approach Fit & Wellness
Credit Hours: 3
This course will introduce the revolutionary exercise programming strategies of the Optimum Performance Training model. The student will receive detailed insight into designing exercise programs for any personal training client. Students will be shown how this systematic approach to program design uniquely blends the science of acute variables with the concepts of flexibility, core stabilization, balance, reactive training, speed, agility and quickness, and strength training to develop safe and effective exercise programs for all individuals. After completing this course and Program Design in Fitness and Wellness, students will be eligible to sit for the National Academy of Sports Medicine (NASM) examination for Certified Personal Trainer certification.
Credit Hours: 3 |
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EXSC 7120 - Corrective Exercise in Rehab
Credit Hours: 3
This course will introduce the student to corrective exercise theory based on the pathokinesiological model. The student will be introduced to a systematic evaluation approach based on the pathokinesiological model. The pathokinesiological model will examine human movement systems in regard to key regions of the human body. These regions will be recognized as potential sites for integrated corrective exercise programs.
Credit Hours: 3 |
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