| |
Doctor of Psychology |
| |
-
DPSY 836 - Advanced Theory and Practice in School Psychology I
3 Credit(s)
This two-semester seminar is divided into five modules covering the psychology of exceptionalities, psychoeducational assessment, instructional psychology, consultation, and professional issues in school psychology. This seminar occurs with group supervision and consultation around issues arising in school settings. (Required for school psychology concentration.)
|
| |
-
DPSY 837 - Advanced Theory and Practice in School Psychology II
3 Credit(s)
This two-semester seminar is divided into five modules covering the psychology of exceptionalities, psychoeducational assessment, instructional psychology, consultation, and professional issues in school psychology. This seminar occurs with group supervision and consultation around issues arising in school settings. (Required for school psychology concentration.)
|
| |
-
DPSY 839 - Case Conference I: Assessment
3 Credit(s)
This case conference provides exposure to ongoing assessment. It addresses issues of instrument choice, administration, scoring, interpretation, report writing, and consultation. It gives special consideration to diversity issues, ethical practice, assessment as therapy, and effective recommendations.
|
| |
-
DPSY 841 - Case Conference I: Supervision
3 Credit(s)
This internship case conference focuses on the supervisory relationship. Students present and discuss their supervisory experiences from both the supervisor and supervisee perspectives. Readings are assigned as they relate to class presentations and discussions. By the end of the semester, students will be expected to articulate their own philosophy of supervision.
|
| |
-
DPSY 842 - Psychopharmacology
2 Credit(s)
This internship course was designed to specifically meet training needs of psychologists, psychology interns, and other mental health professionals in general practice. The course’s broad range of topics include professional issues in psychopharmacology for psychologists. The unique element of this training is the conceptual framework provided for integrating knowledge of clinical psychopharmacology into psychological practice.
|
| |
-
DPSY 845 - Case Conference I: Family Therapy
3 Credit(s)
The family therapy case conference provides an opportunity for students to strengthen their skills in conceptualizing cases from a family systems perspective, as well as develop intervention strategies for use with couples and families. Students present and discuss clinical case material involving families. General issues in the practice of family therapy are also discussed, such as the use of medication, custody issues, and ethical concerns.
|
| |
-
DPSY 846 - Case Conference II: Cognitive–Behavioral Therapy
3 Credit(s)
A prep for final clinical oral examination, this internship clinical case conference in cognitive-behavior therapy is designed to expose the student to cognitive-behavior therapy methods as they relate to their ongoing clinical cases.
|
| |
-
DPSY 847 - Case Conference I: Adult Group Therapy
3 Credit(s)
The group therapy case conference provides an opportunity for advanced students to master the fine points of the theory and techniques of psychotherapy groups in a small group atmosphere in which case material can be presented. While a diversity of theoretical orientations will be presented, emphasis will be given to group dynamics, systems, and interpersonal perspectives. Offered each semester.
|
| |
-
DPSY 849 - Use of Dream Interpretation in Clinical Practice
2 Credit(s)
Students develop a didactic understanding of dream theory and develop skills in grasping the meaning of dreams presented in therapy. The course requires students to present cases.
|
| |
-
DPSY 850 - Advanced Differential Diagnosis: Adult
3 Credit(s)
This internship course trains students to formulate a psychodynamically informed diagnosis of adult assessment, including level of ego functioning and personality style. Students increase their competence in integrating data, report writing, treatment planning, and feedback delivery.
|
| |
-
DPSY 853 - Case Conference I: Psychodynamic Psychotherapy
3 Credit(s)
This internship seminar provides an opportunity for advanced students to present and discuss clinical case material in a way that allows for the comparison of different psychoanalytic theories and techniques with the goal of encouraging lively dialogue among the seminar participants. Offered each semester.
|
| |
-
DPSY 862 - Case Conference I: Dynamic Adult
3 Credit(s)
Presentation by a student of an adult treated with an analytical, individual approach. Theoretical and technical issues are discussed as part of the seminar.
|
| |
-
DPSY 863 - Practicum in Neuropsychological Appraisal I
5 Credit(s)
Students learn administration, scoring, and basic interpretation of neuropsychological tests and batteries. Cognitive neuroscience underpinnings of tests are explored with correlation to brain structures. (Required for neuropsychology concentration.)
|
| |
-
DPSY 864 - Practicum in Neuropsychological Appraisal II
5 Credit(s)
Students administer neuropsychological tests to patients. Scoring, interpretation, and report writing are covered. Syndrome analysis of neuropsychological case material is covered. (Required for neuropsychology concentration.)
|
| |
-
DPSY 865 - Case Conference II: Neuropsychology
3 Credit(s)
Students learn treatment techniques for neuropsychological population (traumatic brain injury, dementia, learning disabilities). Exploration of neuropsychological test data for treatment purposes is also covered. (Required for neuropsychology concentration.)
|
| |
-
DPSY 875 - Final Clinical Oral Examination Preparation
0.5 - 3 Credit(s)
Students prepare for the capstone experience: the final clinical oral examination. Work samples are developed in the areas of assessment, intervention, and ethics. For details consult the “Procedural Guidelines for the Final Clinical Oral Examination in Psychology.”
|
| |
-
DPSY 878 - Independent Study
1-3 Credit(s)
Independent readings are chosen by the student under the tutelage of a faculty member. Although the content of this elective is flexible and to be determined by the student in consultation with faculty (advisor), the goals, methods, and products must be clearly specified in the design of this course. Format may include but is not limited to readings for special interests or predissertation research, assisting faculty in research, remedial studies for major examinations, and so on. Depending on the number of credits, faculty may require a written paper at the end of the independent study. All independent study proposals must be approved first with the participating faculty member, followed by the director, prior to registration.
|
| |
-
DPSY 880 - Case Conference II: Adult
3 Credit(s)
This internship course is designed to strengthen the student’s level of preparation for the intervention and ethics sections of the final clinical oral examination. Emphasis is placed on theoretical framework, diagnostic formulation, treatment plan, case formulation, intervention strategy, and ethical considerations. Students receive feedback on their performance from the instructor and class members about their skills and readiness for the intervention section of the final clinical oral examination.
|
| |
-
DPSY 881 - Case Conference II: Child
3 Credit(s)
This orals prep course is designed to strengthen the student’s level of preparation for the intervention and ethics sections of the final clinical oral examination. Emphasis is placed on theoretical framework, diagnostic formulation, treatment plan, case formulation, intervention strategy, and ethical considerations. Students receive feedback on their performance from the instructor and class members about their skills and readiness for the intervention section of the final clinical oral examination.
|
| |
-
DPSY 882 - Case Conference II: Assessment
3 Credit(s)
This internship course examines various aspects of conducting a psychological assessment through lectures and presentations. Students develop skills in performing different tasks within an assessment by practicing in a workshop format. Cases are presented, and students critique these assessments as a method of learning the skills of interpretation, report writing, and feedback. Students receive feedback on their performance from the instructor and class members about their skills and readiness for the assessment section of the final clinical oral examination.
|
| |
-
DPSY 885 - Case Conference III: Intensive Oral Preparation
3 Credit(s)
This internship case conference, open only to fifth year (and some fourth year) students, provides practice and guidance in preparing for the clinical oral examination. It provides exposure to assessment case data and will address issues of instrument choice, administration, scoring, interpretation, report writing, and consultation. It gives special consideration to diversity issues, ethical practice, assessment as therapy, and effective recommendations. In addition, students are exposed to various clinical therapy theories and will practice explaining and defending their own rationales for treatment.
|
| |
-
DPSY 887 - Practicum Supervision
0 Credit(s)
Students are in field placement during each of the five years of training. The first three years are practica, which are introductory experiences designed to acquaint the students with a variety of clinical settings in which they can develop fundamental skills in the seven core competency areas. Each practicum offers progressively more responsibility and patient/staff interaction.
|
| |
-
DPSY 889 - Internship Supervision
0 Credit(s)
Students are in field placement during each of the five years of training. The last two years of training comprise the accredited internship. The students enter the final two years of the integrated internship when all requirements of the first three years are met. The internship experience includes didactic course work and internship rotations at various sites.
|
| |
-
DPSY 998 - Introduction to the Dissertation
3 Credit(s)
This course provides an overview of the dissertation process and the skills required for scholarly research and writing. The course aims to provide students with the skills needed to effectively draft a focused, well-written, and orally defensible dissertation proposal, which is the end product of the course. In the first half of the semester, students work with an instructor and a group of peers to discuss students’ ideas for dissertation projects. As the course progresses, the student is expected to develop a proposal that includes a research question, a review of relevant background literature, methods to be employed, references, and an outline of dissertation chapters. The second half of the course is spent with the dissertation chair refining the proposal. The course consummates in the approval of the dissertation proposal by the chair and members of the student’s dissertation committee.
|
| |
-
DPSY 999 - Dissertation Research
1-3 Credit(s)
This course is for research for the clinical dissertation. For details consult the Manual for the Clinical Dissertation for the Doctor of Psychology Degree (PsyD).
|
Education |
| |
-
ED 500 - Practicum in School Administration I
3 Credit(s)
These courses are required of all candidates for principal certification. They are designed to provide field experience as required for certification. The student and supervisor, in consultation with the appropriate school or school district administrator, design an individualized action plan that provides the student with the opportunity to gain the experience, knowledge, and skill competencies required. Monitoring evaluation of the student’s accomplishments and achievements in the practicum is done jointly by the university supervisor and school district-based personnel.
|
| |
-
ED 501 - Practicum in School Administration II
3 Credit(s)
These courses are required of all candidates for principal certification. They are designed to provide field experience as required forcertification. The student and supervisor, in consultation with the appropriate school or school district administrator, design an individualized action plan that provides the student with the opportunity to gain the experience, knowledge, and skill competencies required. Monitoring evaluation of the student’s accomplishments and achievements in the practicum is done jointly by the university supervisor and school district-based personnel.
|
| |
-
ED 502 - Politics of Education
3 Credit(s)
Examines political issues in education and how they are resolved. Current topics for discussion include multicultural education, school choice, values education, and teacher accountability. Also studied are the internal power struggles in the school system, how powerful interest groups affect the curriculum, and the role of federal and state agencies.
|
| |
-
ED 503 - Foundations of Educational Measurement
3 Credit(s)
Explores the role of measurement, testing, and evaluation in education. Topics included are the principles of test construction, issues relating to the reliability of measurement instruments, methods of assessing the validity of test procedures and instruments, and techniques of item analysis. In addition, the course provides students with background information regarding the various sources of information about standardized tests, and specifically reviews major testing tools used in intelligence, aptitude, and standard academic achievement areas. Other topics include the measurement of interests and attitudes, personality, social development, and alternate assessment. Readings and discussions also focus on the issues of the ethics of educational evaluation, testing, and methods for disseminating and reporting test information.
|
| |
-
ED 504 - Social Foundations of Education
3 Credit(s)
This course examines models of the school and their relationship to the economy, organizational structure, cultural diversity, the family, and the nature of democratic consensus. Particular emphasis is given to investigating how the interaction of these various factors affects schooling practice and governance at all levels of the educational enterprise. In addition, it aims at developing analytic skills that tie in theory to educational practice.
|
| |
-
ED 505 - Alternative Educational Models
3 Credit(s)
As educational systems move into the 21st century, classrooms and students are changing. Conventional approaches to educational instruction and organization may not continue to provide the most effective methods to facilitate learning and deal with the complexity and diversity of changing student populations. In this course, students explore issues and problems confronting teachers today. A problem-solving approach to curriculum development and delivery is examined. Alternative models are presented and analyzed.
|
| |
-
ED 506 - School Law and Child Rights
3 Credit(s)
Provides public school personnel with a basic working knowledge of the legal structure of public education. The course also acquaints educators and nonteaching educational professionals with information on the current state of pressing legal issues affecting education. Where possible, particular attention is paid to school systems within Pennsylvania. A special concern of this course is the rights of children within the legal system.
|
| |
-
ED 507 - Instructional and Educational Psychology
3 Credit(s)
This course provides a critical survey of psychological theories that have influenced the field of education, with a focus on application. Social and psychological influences on behavior and motivation are examined in-depth along with current, cognitive models regarding perception, memory, and learning. Developmental and individual differences are also studied.
Requisite(s): ED 511 .
|
| |
-
ED 510 - Applications of Educational Research
3 Credit(s)
This course teaches students modern techniques for conducting educational research. They will understand research methods in education so they can apply recent developments in their own teaching environments.
|
| |
-
ED 511 - Introduction to Education
3 Credit(s)
In this course, students explore the role of the classroom teacher as a facilitator of learning and as a member of the educational community. This course provides an overview of the field of education from a practical perspective. This course introduces the professional responsibilities common to teachers of all grade levels, such as writing lesson plans, planning units of instruction, managing classroom behavior, integrating technology into the classroom, and working with students from diverse ethnic and socio-cultural backgrounds. This course is required for all graduate students who are planning to enter the field of education and do not have an undergraduate background in education, and should be taken during the students’ first semester.
Fieldwork Component: This course contains a fieldwork component in a classroom setting.
Prerequisite(s): All students must have required clearances before the semester begins. Please contact the Office of Field Experience for more information.
|
| |
-
ED 512 - Organization and Administration of K-12
3 Credit(s)
This course prepares graduate students for positions as principals, supervisors, and administrators. Organizational and leadership models are emphasized. The many duties, responsibilities, functions, and activities of the modern day principal are studied. The principal as the instructional leader of the school’s learning community is analyzed. The changing role of the principal driven by high stakes testing and academic standards is critiqued. Other topics include personnel and labor relations, teacher observation and evaluation, budgeting, central office relations, community and parent relations, facilities and grounds, and strategic planning within the context of the school. This course is organized around the six Standards for School Leaders, developed by the Interstate Consortium on School Leadership. Course content is applicable to certification.
|
| |
-
ED 513 - Classroom Management and School Discipline
3 Credit(s)
A study of the issues involved with the control of behavior in a classroom setting. Topics include the identification of inappropriate behavior, psychological referral processes, psychological models for behavioral management in a classroom setting, educational solutions for inappropriate behavior, and the impact of inclusion upon classroom control. In addition, students have the opportunity of exploring the ethical, legal, and moral issues involved in various approaches to the management of behavior in a classroom setting.
Requisite(s): ED 507 , ED 517 , or ED 518 and ED 511 .
|
| |
-
ED 514 - Social Work Intervention Skills for the Educational Setting
3 Credit(s)
Topics include social work philosophy, values, goals, and methods of intervention. Communication skills and interviewing techniques are stressed. Social work theory, as it relates to practice in the educational setting, is covered through class presentations, discussions, readings, and exercises.
|
| |
-
ED 515 - Social Welfare Policy and the Educational Context
3 Credit(s)
An in-depth exploration of major elements of the social welfare structure, as well as an introduction to the methods used in analysis and evaluation of social welfare policies. Special emphasis is placed on those policies relating to children.
|
| |
-
ED 516 - Social Work in the Schools: An Integrative Approach
3 Credit(s)
A seminar course to be taken concurrently with ED 606 . This course provides a final integrative piece for the curriculum related to school social work and addresses issues relating to the direct practice of school social work within diverse educational settings. It brings together theory and skills from all other courses within the school social work curriculum and helps students apply this information to direct work with clients in the school.
Corequisite(s): ED 606 .
|
| |
-
ED 517 - Psychology of the School Age Child
3 Credit(s)
An examination of psychomotor, cognitive, emotional, and social development. Theories of behavior and functioning during middle childhood are examined with respect to their descriptive accuracy, integrative ability, and underlying assumptions. Emphasis is placed upon an understanding of the interaction and integration of developmental themes.
Requisite(s): ED 511 .
|
| |
-
ED 518 - Adolescent Psychology
3 Credit(s)
This course explores the issues of socialization and social development, deviate and delinquent behavior, cognition and intellectual development, and the evolving self-understanding of adolescents. Topics include moral development, physiological changes and physical growth, and psychosexual development. Students review major theoretical approaches to understanding the development of the adolescent.
Requisite(s): ED 511 .
|
| |
-
ED 519 - Early Childhood Development: From Birth to the Early School Years
3 Credit(s)
An inquiry into psychomotor, cognitive, emotional, physical, and social development during early childhood (i.e., from birth to eight years of age). Students critically review major theoretical approaches and social policy issues germane to early childhood development. There is an emphasis on the impact of family and school contexts on children’s development.
|
| |
-
ED 520 - Teaching Reading to the New Adult Learner
3 Credit(s)
This course focuses on helping adults who have encountered difficulty reading and writing. Adult learning theory and teaching strategies to improve word identification, reading vocabulary and comprehension skills, as well as writing ability, are explored. Other topics include motivation strategies, preparation for the GED, and family literacy. Opportunities to work directly with learners are included.
|
| |
-
ED 521 - Reading and Language Arts I
3 Credit(s)
This course is a comprehensive introduction to the field of reading and language arts. Topics include the study of emergent literacy/language development; theories of reading; and the connection of reading, writing, listening, and speaking. Students gain a theoretical background in the study of the reading process and the writing process from a holistic perspective, and learn methods of developing comprehension and word recognition skills, as well as writing skills.
Fieldwork Component: This course contains a fieldwork component in a classroom setting.
|
| |
-
ED 522 - Reading and Language Arts II
3 Credit(s)
A continuation of ED 521 , this course focuses on the development of reading and writing skills. Topics include content reading, reading/writing workshops, the tools of writing, and student assessment. A study of ways to meet the reading, writing, and spelling needs of divergent learners within the regular classroom will be stressed, as well as the use of computers and family literacy.
Fieldwork Component: This course contains a fieldwork component in a classroom setting.
Prerequisite(s): ED 521 .
|
| |
-
ED 527 - Practicum for the Reading Professional
6 Credit(s)
This course provides students with the opportunity to learn how to plan and implement a prescription for the remediation of an individual’s reading and writing disability. Comprehensive record-keeping procedures are used to show progress toward established goals. Each student has supervised responsibility for the remediation of disabled readers.
Prerequisite(s): ED 521 , ED 522 , ED 524 , ED 529 , ED 532 , ED 535 , ED 536 , and ED 624 .
|
| |
-
ED 528 - Adults as Learners and Readers
3 Credit(s)
An exploration of how adults learn and communicate with a focus on assessment and implementation of strategies that enhance reading and writing. This course is designed for those who interact with adults in educational or business settings.
Prerequisite(s): ED 583 or permission of the instructor.
|
| |
-
ED 529 - The Role of the Reading Professional
3 Credit(s)
Designed for advanced students in the field of reading. A review of recent research in reading and language arts and their application to instructional practices is addressed. This course also considers the relationship of the reading specialist to the organization of the total school program and to individual staff members. Evaluation and improvement of established reading programs are emphasized.
Prerequisite(s): ED 521 , ED 522 , ED 524 , ED 532 , ED 535 , ED 536 , and ED 624 .
|
| |
-
ED 530 - Creative Dramatics with Children
3 Credit(s)
This course provides teachers with the skills to revise language arts curricula and other elementary curricular areas to include the use of creative drama. Students work both individually and in groups to devise new approaches to teaching and learning. Topics include improvisational drama, films, pantomime, character development, puppetry, and story dramatization. Basic principles of theater craft are also included in this course.
Requisite(s): ED 507 , ED 517 , or ED 518 and ED 511 .
|
| |
-
ED 531 - Teaching Writing
3 Credit(s)
Designed for pre-service and in-service teachers responsible for writing instruction in grades 1–12, this course focuses on the theories, approaches, methods, and their implications on the teaching of writing. Motivation, process, assessment, resources, computer literacy, and current writing models are emphasized in this course. Various writing programs, holistic scoring, special needs of special students, portfolios, and research options are also explored through opportunities to experience each.
Requisite(s): ED 507 , ED 517 , or ED 518 and ED 511 .
|
| |
-
ED 532 - Adolescent Literature
3 Credit(s)
Intended for those who teach adolescents, this course will provide the opportunity to experience activities related to the nature, structure, and role of literature written for today’s teenaged population. Of primary concern will be the selection and evaluation of appropriate adolescent literature, methods of motivating and sustaining student interest, genre selection, designing thematic and socially relevant topics, censorship, and the use of multimedia and other forms of instructional technology aimed at this age group with attention to students having special needs.
Requisite(s): ED 507 , ED 517 , or ED 518 and ED 511 .
|
| |
-
ED 534 - Teaching English in the Secondary Curriculum
3 Credit(s)
Designed as a comprehensive treatment of the role of the English teacher as facilitator for learning, as classroom manager, and as decision maker, this course examines, analyzes, and assesses the four major areas of responsibility: reading, writing, listening, and speaking. Current theories, approaches, methods, and their applications will be of primary importance. Resources, instructional technology, and computer utilization will also be examined. Standards recommended by the National Council of Teachers of English will be emphasized throughout.
Requisite(s): ED 507 , ED 517 , or ED 518 and ED 511 .
|
| |
-
ED 535 - Diagnosis and Remediation of Reading Difficulties
3 Credit(s)
This course introduces students to causes of difficulties in reading and writing. Definitions of reading and writing disabilities are examined. Students learn to administer both formal and informal assessments, analyze findings, summarize results, and make recommendations for remediation in the case study format. Strategies to meet the needs of divergent learners are explored.
|
| |
-
ED 536 - Advanced Diagnosis and Remediation of Reading Difficulties
3 Credit(s)
Different diagnostic tests and methods are used to analyze difficulties experienced by reading/writing-disabled students. Class members gain a broad knowledge of formal and informal assessment procedures including intellectual functioning and emergent literacy.
Prerequisite(s): ED 535
|
| |
-
ED 537 - Teaching Grammar
3 Credit(s)
The purpose of this course is to examine the origin, nature, and function of grammar. Of primary importance is the parts of speech; phrases, clauses, sentences; sentence structure and form; punctuation; and graphic representation. Students are given the opportunity to examine and to practice teaching grammar in the context of writing. Teaching approaches and techniques are also presented. The role of technology and its application to the teaching of grammar are included.
Requisite(s): ED 507 , ED 517 , or ED 518 and ED 511 .
|
| |
-
ED 540 - Folklore in the Classroom
3 Credit(s)
Regarded as one of the highest interest and strongest of interdisciplinary subjects, folklore has tremendous potential in today’s classroom regardless of grade level or content area. After having defined folklore and its four major divisions—oral narrative, belief systems, material culture, and popular culture—attention will be given to the adaptation of folkloric material to each teacher’s area of concentration. The end result will be another curricular tool that can be used to instruct, enrich, further expand, and instill curiosity in the given academic discipline and grade level. Ethnographic field research, folk resources, interview and field methods, and assessing folk from fake material will be thoroughly explored.
|
| |
-
ED 541 - Personnel Management for School Administrators
3 Credit(s)
An examination of policies and procedures concerning personnel management, this course explores the major organizational tasks of personnel management, including planning, recruitment, selection, placement and induction, staff development, appraisal, compensation, and collective bargaining. Special emphasis is given to such personnel issues as affirmative action, equal employment opportunity, employment termination, and the tenuring process.
|
| |
-
ED 542 - Identification, Diagnosis, and Evaluation of the Gifted
3 Credit(s)
This course provides an opportunity to analyze some of the past and present definitions of giftedness, review studies that deal with characteristics of gifted students, and formulate definitions of giftedness that correlate with the practical needs of school personnel and are defensible in terms of what research has suggested is true of gifted students. Students are provided with an opportunity to design an instructional framework that facilitates a comprehensive course of action for the assessment and evaluation of gifted students and their educational performance.
|
| |
-
ED 543 - Needs and Nurture of Gifted Children
3 Credit(s)
This course provides a study of the particular developmental characteristics of gifted children and an overview of the methods of identification of gifted children. Also included are teaching methods that are appropriate to the special learning and cognitive skills of such children. The implications of P.L. 94-142 with respect to gifted children are discussed, and the development of individualized educational programs for gifted children is reviewed.
Prerequisite(s): ED 507 or ED 517 or permission of the instructor.
|
| |
-
ED 544 - Multicultural Education
3 Credit(s)
This course covers topics related to many aspects of diversity and cultural identities, as they relate to educational contexts, counseling, social work, professional roles, and student experiences. Multiple approaches to explore the aforementioned topics include a combination of theory, research, interviews, reflections, and current literature. Students will engage in analysis of course readings aimed to develop individual and peer knowledge related to multiculturalism, diversity, and English language learners in counseling and educational contexts. Foundational skills to apply knowledge in professional practice is the intended outcome.
|
| |
-
ED 545 - Instructional Leadership
3 Credit(s)
Students study the different models of supervision, emphasizing philosophy, supervisory styles, teaching styles and student learning, teacher development, observation and conference techniques, peer relations, and personnel implications. Current issues and problems are discussed. This course is intended for those educators who are aspiring to become (or who presently are) supervisors, department heads, curriculum directors, instructional coaches, or school principals.
|
| |
-
ED 546 - Analysis, Innovation, and Evaluation of Curriculum
3 Credit(s)
Participants have the opportunity to examine and analyze various components of the total K–12 instructional program, to determine effective means of evaluating curriculum strategies, and to develop realistic and promising approaches for designing an innovative curriculum. Technology is studied as a discipline in itself and as a system to revise curricular structure and instructional methods. Academic standards, instruction and assessment are examined. Individual participants have the opportunity to incorporate these processes into their current professional activity, to study in detail a particular discipline, and to plan for future supervisory or administrative responsibilities.
|
| |
-
ED 547 - Seminar in School Leadership
3 Credit(s)
Students explore interpersonal relationships in the administration of education programs. The course emphasizes traits, behaviors, and theories of effective educational leadership. Organizational influences, communications, and decision-making are examined. The course focuses on contemporary problems and managing conflict through the reading and discussion of scenarios and cases on topics such as employee relations, community relations, budget and finance, ethics, technology, and facilities. The structure of the course is predicated on The Standards for School Leaders developed by the Interstate School Leaders Licensure Consortium (ISLLC).
|
| |
-
ED 548 - Seminar in Pupil Personnel Services
3 Credit(s)
Required for certification as a supervisor of pupil personnel services, the course explores historical views on pupil personnel services, the disciplines included in pupil personnel services, the functions of the pupil personnel supervisor, current problems affecting pupil personnel services, and related research. Guest speakers supply first-hand knowledge of challenges faced by school districts in providing essential services in the pupil personnel area.
|
| |
-
ED 549 - Storytelling
3 Credit(s)
It has been said that ”Storytellers are indispensible agents of socialization.” Teachers should be aware of the role the school must play in the socialization process. This course has been designed to provide teachers with the knowledge and practice of storytelling as process, performance, and event. Major topics include socialization as process, functions of story and storytelling, memory development, the storytelling process, resources, storytelling events, and the interdisciplinary application of storytelling.
|
| |
-
ED 551 - Introduction to Special Education
3 Credit(s)
This course is designed to provide students with a critical overview of special education including its history, the classification and description of exceptionalities, and its legal regulation. Major issues related to identification, assessment, educational and therapeutic interventions, social/psychological aspects, and inclusion are examined.
Requisite(s): ED 507 , ED 517 , or ED 518 and ED 511 .
|
| |
-
ED 552 - Specialized Topics in the Elementary Curriculum
3 Credit(s)
The course focuses on the role of the teacher and the creation of an environment conducive to learning in the elementary setting. The course content includes basic principles and instructional methods in elementary issues such as classroom management, health, and physical education. Students are expected to demonstrate their ability to plan and implement age appropriate curriculum and classroom strategies.
Requisite(s): ED 507 , ED 517 , or ED 518 and ED 511 .
|
| |
-
ED 553 - Curriculum, Instruction, and Assessment
3 Credit(s)
This course examines philosophical conceptions of curriculum, basic educational assessment and principles of planning and instruction. Learners develop critical skills necessary to evaluate curricular trends, develop an educational philosophy, and plan for and implement instructional strategies. Additionally, students will become familiar with standardized and teacher-made assessments, their interpretation, and meaningful reporting for their constituents.
|
| |
-
ED 554 - Counseling Skills and Techniques Lab
3 Credit(s)
This course is designed to introduce the requisite knowledge base and counseling skills necessary to establish an effective counseling/coaching relationship with students/clients characterized by warmth, engagement, respect, genuineness, and empathy. Didactic presentation, reflection, and experiential learning best describe the instructional strategies. Students will have opportunities to apply counseling techniques in a supportive setting to promote their development and acquisition of counseling skills vital to counseling practice before entering practicum in clinical and/or K-12 school settings. This course will include small group and full class discussions to facilitate critical thinking about the content presented, as well as experiential, role-play demonstrations of core counseling techniques in a laboratory setting.
|
| |
-
ED 555 - Current Issues in Elementary and Secondary Education
3 Credit(s)
The purpose of this course is to examine the major issues that are having an impact on public education. A wide range of problems is identified, and proposals for improving the quality of public education are presented. Students have the opportunity in the form of a research project to develop an action plan related to an issue of importance to their educational community.
|
| |
-
ED 556 - International Contexts in Higher Education
3 Credit(s)
This course provides students with the opportunity to examine trends and issues related to postsecondary education in the host country through a combination of reading, discussions, writing and reflection, and site visits. Students use each of these to explore an area of interest related to postsecondary education in this specific national and regional context.
|
| |
-
ED 561 - Analysis, Innovation, and Evaluation of Early Childhood Curriculum
3 Credit(s)
This course provides early childhood educators an opportunity to explore historical data and emerging research on how children grow, develop, and learn from birth to eight years of age. Programs and curriculum models in early childhood education will be analyzed and evaluated. Students will design developmentally appropriate curricula and incorporate these programs in their current professional activities.
Requisite(s): ED 507 , ED 517 , or ED 518 and ED 511 .
|
| |
-
ED 564 - Continuing Issues in Early Childhood Education
3 Credit(s)
This course focuses on the identification and analysis of issues, innovations, trends, and policies of current importance in early childhood education. Topics may include government responsibility in early childhood care and education, the origins and significance of employer-supported child care, and infant/toddler education issues. Questions to be answered are who is responsible for early education, when should early education begin, what should early childhood curriculum contain, and how will early childhood education be evaluated.
|
| |
-
ED 566 - Foundations of Literacy Coaching
3 Credit(s)
This course focuses on introducing participants to best practices for K–12 literacy coaches. Topics include providing leadership for a school’s literacy program, collaboration with teachers and administrators, data analysis, curriculum issues, knowledge of literacy standards, and professional development facilitation. These foundations provide students with experience in working with teachers to improve their instructional practice as well as student achievement. Special attention is given to mastering the complexities of observing and modeling in classrooms and providing feedback to teachers.
|
| |
-
ED 567 - Practicum in Instructional Coaching
3 Credit(s)
This course provides a variety of intensive fieldwork requirements (45 hours) in educational settings that build on the foundations of instructional coaching. Students translate current issues of K–12 instruction and assessment into practical, effective solutions in the field. The philosophy of Pennsylvania’s Standards Aligned System (SAS) is embedded in this course experience, as well as the required field experiences. The course professor will mentor and supervise students during on-site visits in addition to class sessions.
|
| |
-
ED 570 - Mathematics in the Elementary School and in Early Childhood
3 Credit(s)
Instructional methods and materials for teaching early childhood and elementary school mathematics are presented. Principles and Standards for School Mathematics, a publication of the National Council of Teachers of Mathematics, provides a central focus for this course. Appropriate use of technology in mathematics instruction is emphasized.
Fieldwork Component: This course contains a fieldwork component in a classroom setting.
Requisite(s): ED 507 , ED 517 , or ED 518 and ED 511 .
|
| |
-
ED 582 - Introduction to Sex Education
3 Credit(s)
Emphasizes three major goals including increased self-awareness, knowledge of appropriate approaches to use in sex education, and improved instructional skills and abilities for teaching sex education. Participants learn several basic methods and strategies appropriate to this area of study and are encouraged to use these approaches.
|
| |
-
ED 583 - The Education of Adults from a Developmental Perspective
3 Credit(s)
This course provides students with an introduction to the field of adult education within the context of adult learning and development. The course explores the foundations of adult education with a review of the philosophical concepts and their application to the practice of educating adults. Newly emerging theories of late adolescent and adult development provide a rich and comprehensive perspective on the educational motives and needs of adult students, as lifelong learning and mass education become realities. This course examines the implications of adult development theories for education, with particular attention to the increasing numbers of adult students in various educational institutions.
|
| |
-
ED 584 - Program Development in Adult Education
3 Credit(s)
This course explores the basic principles and practices involved in establishing and managing adult education programs. Students examine the design of effective learning experiences for adults in various settings: higher education, adult basic education, corporate training, and community and health education. Topics include program development, concepts of needs assessment, goals and program objectives, faculty/trainer selection and training, instructional design, ethical issues in design and delivery, and evaluation.
Prerequisite(s): ED 583 .
|
| |
-
ED 585 - Student Teaching Health Portfolio
6 Credit(s)
For school nurses who are seeking health education certification, this course may be substituted for student teaching. School nurses complete a minimum of 200 hours of health teaching and related activities over two semesters (3 semester hours per semester) and develop a portfolio under the supervision of a professor from the teacher education program. The professor makes biweekly observations.
Prerequisite(s): Permission of the director of Field Experiences and Certification.
|
| |
-
ED 588 - Special Topics
3 Credit(s)
Topics which have special appeal to instructors and students because of their timely quality are periodically offered in the form of newly developed courses. Newly developed courses may be offered in this category prior to their formal approval and assignment of course numbers.
|
| |
-
ED 593 - Teaching Social Studies in the Preschool and Elementary School
3 Credit(s)
The purpose of this course is to provide students with an understanding of the goals and objectives of elementary social studies education. Through assignments and instruction, students learn a variety of strategies that will enable them to teach effectively in a performance-based learning environment. Curriculum planning, authentic assessment, and cooperative learning are emphasized in the course.
Fieldwork Component: This course contains a fieldwork component in a classroom setting.
Requisite(s): ED 507 , ED 517 , or ED 518 and ED 511 .
|
| |
-
ED 594 - Teaching Social Studies in the Secondary School
3 Credit(s)
Designed for pre-service and in-service secondary social studies teachers, this course provides students the opportunity to examine the major goals of social studies education. Students develop a variety of teaching strategies that enables them to teach successfully in a performance-based learning environment.
Requisite(s): ED 507 , ED 517 , or ED 518 and ED 511 .
|
| |
-
ED 597 - Independent Study
3 Credit(s)
Independent Study
|
| |
-
ED 601 - Practicum in School Supervision I
3 Credit(s)
Required of candidates for certification as school district supervisors in curriculum and instruction. Students translate current issues of leadership in education into practical and effective solutions in the field. Both courses (360 clock hours of practicum experience) are required for certification.
|
| |
-
ED 602 - Practicum in School Supervision II
3-6 Credit(s)
Required of candidates for certification as school district supervisors in curriculum and instruction. Students translate current issues of leadership in education into practical and effective solutions in the field. Both courses (360 clock hours of practicum experience) are required for certification.
|
| |
-
ED 603 - Practicum in School Nursing I
3 Credit(s)
This course provides students with the theory and practice of the specialty of school nursing. This course explores the health care and health education services provided by the nurse within a school setting. Students have clinical experiences within a school setting supervised by a certified school nurse.
|
| |
-
ED 604 - Practicum in School Nursing II
3 Credit(s)
This course expands upon the theory and clinical experiences begun in ED 603 . This course provides content on the school nurse’s role in providing health services, as well as the organization and administration of the school health program. Special focus is on planning and implementing programs that promote health among school-aged children and staff employed in schools. The students collaborate with the certified school nurse and other teaching personnel in providing health counseling and formal classroom teaching. Knowledge of state policies and procedures serve to organize clinical experiences. Required for students seeking certification in New Jersey.
|
| |
-
ED 605 - Practicum in School Social Work I
3 Credit(s)
The practica is designed for students enrolled in the Home School Visitor program seeking PA certification. Specifically, consultation, individual planning, team building, collaboration with family and community partners, as well as the role and responsibilities of the home school visitor are explored via the practica experience. Each practica requires a minimum of 180 hours in a school setting under the supervision of a certified home school visitor. A combined total of 360 hours is required in ED 605 & 606.
|
| |
-
ED 606 - Practicum in School Social Work II
3 Credit(s)
The practica is designed for students enrolled in Home School Visitor program seeking PA certification. Specifically, consultation, individual planning, team building, collaboration with family and community partners, as well as the role and responsibilities of the home school visitor are explored via the practica experience. Each practica requires a minimum of 180 hours in a school setting under the supervision of a certified home school visitor. A combined total of 360 hours is required in ED 605 and ED 606.
|
| |
-
ED 607 - Intern Teaching I
3 Credit(s)
This internship provides a hands-on opportunity to teach in the intern’s own classroom under biweekly supervision by experienced university faculty. The course is open only to those interns who have in hand the intern certificate issued by the Pennsylvania Department of Education obtained through the director of the Teacher Intern Program and who have been hired by the school or school district. Full-time, day-long attendance at the school where employed is required. In addition, interns are required to attend periodic seminar sessions throughout both semesters, the dates of which will be announced at each semester’s beginning. This course does not count toward the master of education degree, for the credit can only be used for certification purposes. The position must be sought after and obtained by the intern. A minimum of one year to a maximum of three years of supervision will be required.
Prerequisite(s): Permission of the program director, an intern certificate, and contractual offer by a school or school district.
|
| |
-
ED 608 - Intern Teaching II
3 Credit(s)
This internship provides a hands-on opportunity to teach in the intern’s own classroom under biweekly supervision by experienced university faculty. The course is open only to those interns who have in hand the intern certificate issued by the Pennsylvania Department of Education obtained through the director of the Teacher Intern Program and who have been hired by the school or school district. Full-time, day-long attendance at the school where employed is required. In addition, interns are required to attend periodic seminar sessions throughout both semesters, the dates of which will be announced at each semester’s beginning. This course does not count toward the master of education degree, for the credit can only be used for certification purposes. The position must be sought after and obtained by the intern. A minimum of one year to a maximum of three years of supervision will be required.
Prerequisite(s): Permission of the program director, an intern certificate, and contractual offer by a school or school district.
|
| |
-
ED 611 - Practicum in Special Education
3 Credit(s)
This course is an intensive fieldwork experience for students who currently hold certification in an area other than special education. During one academic semester, the student will be placed in a special education setting for seven weeks. The student observes and teaches under the supervision of the cooperating teacher and the university supervisor. The experience requires daylong attendance in the school for the seven weeks.
Prerequisite(s): Permission of the director of field experiences and certification.
Open To: This course is open to students who have completed all professional courses required for certification in special education with the exception of ED 667 .
|
| |
-
ED 613 - Practicum in Pupil Personnel Supervision I and II
3 Credit(s)
Required of candidates for certification as school district supervisors in pupil personnel. Students translate current issues of pupil personnel leadership in education into practical and effective solutions in the field. Both courses (360 clock hours of practicum experience) are required for certification.
|
| |
-
ED 614 - Practicum in Pupil Personnel Supervision II
3 Credit(s)
Required of candidates for certification as school district supervisors in pupil personnel. Students translate current issues of pupil personnel leadership in education into practical and effective solutions in the field. Both courses (360 clock hours of practicum experience) are required for certification.
|
| |
-
ED 615 - Practicum Substance Awareness Counselor
3 Credit(s)
This course is designed for students seeking the student assistance counselor certification. Students are required to perform duties under the supervision of a certified student assistance counselor in a school district.
Prerequisite(s): ED 650 , ED 651 , ED 652 , ED 653 , ED 659 .
|
| |
-
ED 616 - Student Development Theory
3 Credit(s)
This master’s level course introduces students to the set of theories that help inform research and practice related to understanding and improving the college student experience, with primary emphasis on the undergraduate student population. The course focuses on the application of theoretical constructs to student affairs practice.
|
| |
-
ED 617 - Diversity in Higher Education
3 Credit(s)
The diversification of American higher education is one of the most promising, and challenging, issues of the modern era. This course integrates theory, research, and practice to explore issues related to diversity across multiple stakeholders and populations in higher education, with particular attention to the intersection of identity in institutional contexts.
|
| |
-
ED 619 - Comparative and International Higher Education
3 Credit(s)
This course explores postsecondary education from a comparative perspective through the study and analysis of national contexts, trends, and models of higher education. Multinational and regional comparisons and indepth explorations of individual models contribute to students’ understanding of comparative and international issues and global higher education.
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
|