Education

Education Mission

Saint Joseph’s University Education Departments are comprised of Teacher Education, Special Education, and Educational Leadership, and are dedicated to preparing exemplary teachers, educational leaders, and educational researchers. The Departments seek to promote a vibrant intellectual community, recognized for preparing reflective teacher educators and leaders committed to social justice and democratic principles; acknowledged for quality undergraduate and graduate teaching, research, and scholarly contributions that enhance educational theory and practice in teacher education, educational leadership, special education, and related disciplines; known for leadership and other educational opportunities; and established as contributing outstanding professional service and outreach.

Department of Teacher Education

Professor: Althier Lazar, Ph.D.; Frank Bernt, Ph.D.
Associate: Ailing Kong, Ph.D.; Janine M. Firmender, Ph.D.; John Vacca, Ph.D.; Nina Nilsson, Ph.D.; Suniti Sharma, Associate Professor
Assistant: Kaitlin K. Moran, Ph.D.; Monica A. Belfatti, Ph.D.; Stacy Olitsky, Ph.D.

Department of Special Education

Professor: Virginia Goulding Johnson, Ph.D.
Assistant: Cheryl L. George, Ph.D.; Mary E. Sheppard
Todd A. Fay

Department of Education Leadership

Professor: Encarna Rodríguez, Ph.D.
Associate: Aimee LaPointe Terosky, Ed.D.; Aubrey Wang, Ph.D.; Robert Palestini, Ed.D.
Assistant: Chris Heasley, Ed.D.; James C. Coviello, Ed.D.
Visiting: Delores L. Mason, M.A.; Dr. Kathy Garrett
Felice Tilin, Ph.D.; Todd A. Fay

Department of Teacher Education

Dr. Suniti Sharma, Professor, and Chair Teacher Education Department

Frank M. Bernt, Ph.D., Professor Teacher Education Department

Kenneth Rovine, Director, Graduate Teacher Education Programs
 

Undergraduate Majors

  • Elementary Education PK-4
  • Middle Years Education: 4-8
  • Art Education PK-12
  • Secondary Education 7-12
  • Foreign Language Education PK-12

 Adult Undergraduate

  • Early Childhood/Elementary Education Pre-kindergarten-4th grade

Undergraduate Minors

  • Educational Studies

Graduate

  • Early Childhood Education (PK-4) Graduate Teacher Certification Program
  • Elementary/Middle Education (4-8) Graduate Teacher Certification Program
  • Master of Science in Education in Early Childhood Education PK-4
  • Master of Science in Education in Elementary Middle Years Education 4-8 Certification
  • Master of Science in Education in Secondary Education: 7-12 Certification
  • Master of Science in Education in Foreign Language K-12
  • Master of Science with Reading Specialist Certification
  • M.S. with Program Specialist Endorsement in English as a Second Language
  • Online Accelerated Teacher Certification

Department of Special Education

Dr. Virginia G. Johnson, Chair
Department of Special Education

Graduate Programs 

Dr. Samuel B. Slike
Director
 of Online Graduate Programs

Dr. James Johnson, Graduate Advisor

Undergraduate Major

  • Special Education: PK-8

Undergraduate Minor

  • Special Education Studies

The Master’s in Education degree program is designed for students who already have an undergraduate degree and a valid Pennsylvania Instructional I certification or are working towards a Pennsylvania Instructional PK-8 or 7-12 certification.

This graduate program provides the student with extensive preparation for working students with special needs in the classroom. The program has a dual focus, the preparation of special education teachers and the development of master teachers remaining in the regular education classroom. The required courses are determined during the initial advising conference. Students are required to complete at least 36 graduate credit hours.

  • Autism Spectrum Disorder Specialist Endorsement
  • Education of the Deaf and Hard of Hearing Program (with PK-12 Hearing Impaired Certification)
  • Master of Science in Special Education without certification
  • M.S. in Special Education - Teacher Scholar Low Incidence
  • M.S. in Special Education - Teacher Scholar High Incidence
  • Special Education: 7-12 Certification
  • Special Education: PK-8 Certification
  • Supervisor of Special Education Certification

Encarnacion Rodriguez, Chair

The Department of Educational Leadership

 
Guided by the values of discernment, continuous improvement, care of the whole person, social justice, democratic ideals, and service to others, the Educational Leadership Department is dedicated to cultivating future scholar practitioners.
 
Our program graduates as a community of learners aspire to hold key positions in which they can engage in reform and transformational leadership by informing practical experience with theoretical knowledge in a variety of settings, including but not limited to local, national, and international schools and organizations. Our future leaders are committed to leading with mind, hope, and heart. Our mission inspires living our best self in alignment with Jesuit ideals.
 
The Department of Educational Leadership offers programs at the graduate and post-graduate levels only in the following areas:

Interdisciplinary Doctor of Education Program for Educational Leaders (IDEPEL)

The Doctor of Education (Ed.D.) Program is designed for both K-12 educators and individuals from fields other than education who already possess a master’s or equivalent professional degree.The coursework is interdisciplinary and promotes a broad, theoretical understanding of topics such as contemporary curriculum; fiscal resources; human resources management; policy, politics and community relations; ethics in education; educational environments; educational planning and evaluation; communication and public relations; and administering to dynamic institutions.

M.S. in Educational Leadership and Administration

The M.S. in Educational Leadership and Administration program is a master’s program for aspiring education leaders that can be pursued in conjunction with one or more of the following PA certifications. Through the lens of equity, program participants learn to lead with their mind and heart to solve the complex educational challenges of the 21 st Century. Candidates will understand the role of theory in transforming practice, communicating effectively, fostering school-community collaboration, and understanding schools as professional communities.
 
Students in this program can pursue one of the following four concentrations:
 
  • General (30 credits)
  • Principal and Curriculum and Instruction PA Certification (30 credits)
  • Supervisor of Special Education PA Certification (30 credits)
  • Principal, Curriculum and Instruction and Supervisor of Special Education PA Certification (39 credits)

M. S. in Organization Development and Leadership

The M.S. in Organization Development and Leadership at Saint Joseph's University is designed for students interested in leadership, organizational change, adult education and training, organizational psychology, organization development, and personal self-development. The experiential learning format allows students to immediately apply their classroom learning in the workplace.

Students in this program can pursue one of the following three concentrations:

  • Adult Learning and Training (ALT)
  • Organizational Psychology and Development (OPD)
  • Organization Dynamics and Leadership (ODL)

Applying to the SJU Teacher Certification Program (Undergraduate Day) 

All Education and/or Special Education majors must apply to the SJU Teacher Certification Program to be eligible for PA Teacher Certification upon completion of their degree. The application process and admission requirements are explained below.

The application process for admission into the SJU Teacher Certification Program begins in October of the candidate’s sophomore year when meeting with his/her advisor about registration. The advisor will provide the student with information regarding the application process. The candidate must complete the application and requirements for admission by January 31st of his/her sophomore year. Students will not receive their registration PIN for the following semester if this application has not been completed and submitted to their advisor.

Completed applications for admission into the SJU Teacher Certification Program will be reviewed by the Education Transition committee and submitted to the Teacher Education and Special Education Department Chairs, as appropriate. Students will be notified in regards to the acceptance decision.

Admission Requirements for the SJU Teacher Certification Program

  • Must have completed a minimum of 45 credits by end of Fall semester sophomore year
  • Must have completed and
  • Must have completed 6 mathematics credits
  • Must have a B- average (2.7) or better in all major courses taken:
  • Must have P in accompanying field experiences to all Education/Special Education courses taken
  • Must have a minimum cumulative GPA of at least 3.0
  • Must meet Basic Skills Testing Requirements iReading, Writing, and Mathematics in any of the approved assessments. Candidates may combine results from the following different assessments:
    • Qualifying PAPA scores
    • Qualifying SAT scores
    • Qualifying ACT scores
    • Qualifying ETS Academic Core scores

Professional Testing Requirements

Current information on testing requirements in Pennsylvania may be located at:

http://www.education.pa.gov/Teachers%20-%20Administrators/Certifications/Pages/Certification-Testing.aspx#tab-1

NOTE: Candidates must request that all test scores are sent directly from the testing company to the PA Department of Education. This is free at the time of registration. Fees will be charged to have score reports sent after a test has been taken. PDE will only accept scores that have been received directly from the testing company. Neither the candidate nor Saint Joseph’s University may upload scores into a certification application. This does not apply to SAT and ACT scores. SJU will submit SAT and ACT scores to PDE after candidates present evidence of their scores to the Office of Certification and Compliance (Merion Hall Suite 220).

Student Teaching

Students must apply to the Director of Field Experiences nine months prior to actual enrollment in Student Teaching. Students must demonstrate a 3.0 cumulative grade point average to participate in this program. All students will be expected to demonstrate completion of all prerequisite courses and pass all appropriate Praxis tests. 

Middle school (4-8) and secondary (7-12) certification candidates must have a 3.0 GPA for all courses related to their content field.  Effective June 1, 2015, all Secondary (7-12) certification candidates are required to complete the appropriate Praxis tests PRIOR TO APPLYING for student teaching.

Test/Licensure Requirements

The Commonwealth of Pennsylvania requires employees working in schools to obtain both a criminal (Act 34) and child abuse (Act 151) background check, as well as a negative TB test. Students conducting a field experience placement must also have these clearances prior to beginning their field placement. The clearances are good for one calendar year. Students conducting a field experience also need to provide their FBI Criminal History Record Check before entering the schools.

Applying to the SJU Teacher Certification Program (Adult Undergraduate PLS)

All Education majors must apply to the SJU Teacher Certification Program to be eligible for PA Teacher Certification upon completion of their degree. This separate application process and the admission requirements are explained below. The application process for admission into the SJU Teacher Certification Program begins when a student is nearing completion of 45 credits towards his/her degree. The advisor will provide the student with information regarding the application process. The candidate must complete the application and requirements for admission before earning 60 credits. Transfer students entering with more than 45 transfer credits must complete the application and requirements for admission to the SJU Teacher Certification Program in their first semester at SJU.  Completed applications for admission into the SJU Teacher Certification Program will be reviewed by the Education Transition Committee and submitted to the Teacher Education Department Chair. Students will be notified in regards to the acceptance decision.

Basic Skills Testing

According to ACT 168 (effective August 1, 2015), all undergraduate teacher certification candidates must achieve qualifying scores for one of the accepted tests of Basic Skills (Reading, Writing, and Math) in order to be admitted to a teacher certification program. Candidates must apply to a teacher certification program after they have completed a minimum of 48 undergraduate credits.

Candidates who have not satisfied the Basic Skills Test requirement may not register for education courses beyond 60 undergraduate credits, nor are they permitted to register for upper-level professional education courses:

EDU 240Reading Literature II3
EDU 362Social Studies Thru Arts PK-43
EDU 363Science Methods PK-43
EDU 365Math & Technology (PreK-4)3
EDU 495ECE Student Teaching12
Any 300-level SPE course or above3

Candidates must satisfy the Basic Skills Testing requirement in order to apply any transfer credits to a teacher certification program.

Professional Testing Requirements

In addition to completing prescribed programs of study including field experiences, student teaching, practicums, and internships, educators are often required to take and pass standardized tests in order to qualify for a professional license or certification. Testing requirements vary from state to state; therefore candidates must be alert to such requirements for any state in which they wish to be certified. Also, the requirements are subject to frequent changes, so one should always check to be sure they have the most current information regarding which test is required before they pay, register or take an exam. Because of the dynamic nature of the testing requirements, Saint Joseph’s University cannot be held responsible for any misinterpretation or misinformation (regardless of the source) used when deciding which test to take. The responsibility to take the proper tests lies solely with the candidates.

Note: The professional licensure tests are challenging and expensive. Candidates should take advantage of all available resources and practice test questions to seriously prepare themselves before sitting for a test.

Pedagogy and Content Exams

Candidates must earn qualifying scores in the following pedagogy and/or content exams:

  • PreK-4  Pearson Module 1: Child Dev, Prof., Assessment
  • PreK-4  Pearson Module 2: Language Arts & Social Studies
  • PreK-4  Pearson Module 3: Science, Math & Health

Certification Requirements (Graduate)

Students seeking certification in a secondary subject area (7-12) must provide evidence of an undergraduate major in their specialty area or obtain approval from the Director of Graduate Education to complete appropriate additional coursework. Early advising in the program is necessary. Students seeking certification in PK-4, 4-8, 7-12, special education, Hearing Impaired k-12,  or reading specialists should discuss their plans of study with an advisor at the time of admission. No student with a cumulative graduate GPA of less than 3.0 upon completion of the program will be certified in any area.  In addition, candidates for secondary certification are expected to have a minimum GPA of 3.0 in their subject matter area; those who do not may be required to take additional coursework in the pertinent content area or to complete necessary Praxis II exams prior to student teaching. All students must also have passed all required Praxis tests for their area in order to be certified.

Note: Formerly, first certification graduate students were required to have successfully completed the PPST (basic skills) Praxis tests prior to the application for student teaching. However, Act 24 of 2011 removed the requirement for Basic Skills Tests for fully admitted GRADUATE students. This provision only applies to candidates seeking an Instructional Certificate. There are noted exceptions to this provision.

Several of the programs offered by the Graduate faculty in Education can lead to certification and the Master’s degree. There are selected programs, however, that lead to certification only or to the Master’s Degree without certification. Students are advised to discuss their educational plans before and after the admissions process with the Graduate Education Advisor by calling 610-660-3364 or by email to graduate_education@sju.edu.

All certification programs meet the General and Specific Standards of the Bureau of Teacher Preparation and Certification of the Department of Education in the Commonwealth of Pennsylvania. Candidates are required to meet certification standards in force at the time of their application for certification.

Criteria for certification is demonstrated by professional behavior in the classroom and in field placements. Students who do not meet the high standards of professionalism established by the Department and delineated in the Student Handbook will not be recommended for certification to the Pennsylvania Department of Education.

Master of Science in Education with Level I Certification

The M.S. in Education leading to Level I certification is designed for students who have an undergraduate degree in a discipline other than Education. Candidates’ undergraduate coursework must be in conformity with the guidelines established for Saint Joseph’s certification programs. Students lacking adequate preparation will be required to take prerequisite coursework in appropriate disciplines. The M.S. degree requires 36 credits of coursework (12 courses); this does NOT include the special one-credit field labs associated with specific courses.  Requirements for PDE Level 1 certification vary according to the specific certification being earned (see “List of Courses” under each certification area below). Students enrolled in the Teacher Education Program may be certified to teach the following areas and grade levels:

  • Early Childhood Education (PK to 4)
  • Elementary/Middle (4 to 8)
    • Option 1 Concentrations: (1A) Language Arts, (1B) Mathematics, (1C) Science, (1D) Social Studies
    • Option 2 Concentrations: (2A) Language Arts and Science, (2B) Language Arts and Math, (2C) Science and Math (2D0 Social Studies and Math, (2E0 Social Studies and Science     
  • Secondary Education (7 to 12)
    • Sciences: General Science, Chemistry, Biology, Physics
    • Mathematics
    • Citizenship Education
    • English
  • Foreign Languages (K to 12): French, Latin, German, Spanish, Italian

Important Note: effective August 15, 2015, ACT 168 states that graduate certification candidates may only apply undergraduate education courses to Level 1 certification requirements if they have satisfied the PDE Basic Skills Requirement.  For more information, visit http://www.education.pa.gov/Documents/Teachers-Administrators/Certification Preparation Programs/Framework Guidelines and Rubrics/Entry into Certification Programs Guidelines.pdf

Teacher Intern Program

Joe Cifelli, Ph.D.

The Teacher Intern program is a non-degree granting certification program for persons interested in elementary and secondary school certification. Upon admission into the program, successful completion of the required Praxis examinations and completion of any needed courses, students will be eligible for Intern certification (a three-year provisional certificate). Candidates for the Intern certificate must apply through Dr. Joseph Cifelli, Director of Certification.

Saint Joseph’s University does not make intern or graduate field placements for intern candidates.

Teacher Certification Program: Admission and Retention

In addition to fulfilling the university degree requirements, education majors must meet Saint Joseph’s University and the Pennsylvania Department of Education requirements to be formally admitted to and retained in a teacher certification program.

Teacher Certification Program

All inquiries regarding certification should be directed to:

Office of Certification, Accreditation, and Partnerships
Director: Joseph K. Cifelli, Ed.D.
 

Available certifications in Teacher Education Level I PA Certification

EDL 600 Leadership for Social Justice (3 credits)

This course is an important opportunity for reflection, dialogue, and analysis intended to produce leaders who are critically-conscious and focused on making their schools and communities more just. The purpose of this course is to establish a historical, theoretical, and practical basis from which to critically analyze schools and school leadership practices. This course will strive to provide the tools to help leaders create more equitable schools and lead for social justice.

Restrictions: Enrollment is limited to Doctoral or Graduate level students.

EDL 605 Critical Contemp Ed Issues (3 credits)

Current educational problems, trends and issues will be identified and addressed, especially as they relate to the different constituencies, organization and structure of both public and private schools, as well as to American society as a whole. Issues include, but are not restricted to: equal educational opportunity, educational choice and multicultural education. Emphasis will be placed on the values associated with the issues treated.

Restrictions: Enrollment is limited to Graduate level students.

EDL 655 Interpersonal Relations (3 credits)

A study of the dynamics of interpersonal, intragroup, and intergroup relations. Emphasis will be placed on the teaching/learning process as well as the counselor/client relationship. A variety of instructional approaches, including lectures, discussions, and group activities will be utilized to develop interpersonal skills.

Restrictions: Enrollment is limited to Graduate level students.

EDL 660 Data-Informed Assessment (3 credits)

This course provides a detailed examination of the use of a variety of outcome measures and techniques to evaluate school programs and to assess the attainment of instruction/student achievement at several levels of education. Outcome assessment is discussed at the individual and school district level. Particular attention is focused on the leader’s grounding in standards-based reform, 21st Century skills and dispositions, and the ability to serve as a leader for data-informed assessment for decision making in the school. The individual learns how to access and use appropriate data to inform decision-making at all levels of the system through the use of technology and tools, multiple measures of data, and the interpretation and use of data to promote student learning.

Restrictions: Enrollment is limited to Graduate level students.

EDL 665 Transformational Leadership (3 credits)

This course introduces foundational knowledge about leadership theory and practice relative to organizational systems. Students also gain a research base of organizational theory, strategic planning, and foundations of building level instructional leadership. Content provides a framework for analyzing administrative and organizational structures, allowing for reflection of the theoretical base that informs future practice as school leaders. Cultivating ethical behavior in others through modeling and relationship development, gaining knowledge and comfort in becoming a leader in cultural competency, and demonstrating the capacity to collaboratively evaluate, develop, and communicate mission and vision-driven priorities in alignment with data use, technology, equity, diversity, digital citizenship, and community engagement are outcomes of this course focused on transformational leadership and organizational dynamics.

Restrictions: Enrollment is limited to Graduate level students.

EDL 670 Human Resources & Prof Growth (3 credits)

This course explores a foundational question related to human resources, the most-costly expenditure for a district/school: How do school leaders facilitate the professional growth of their staff in ways that benefit students? In order to explore this fundamental question, this course is organized around three overarching conceptual areas, including mission/vision, culture of learning, and social capital. This course will provide opportunities for practice aligned to the conceptual areas, including: recruiting, hiring, and retaining staff, designing professional development and evaluating staff, and facilitating teacher leadership and learning communities.

Restrictions: Enrollment is limited to Graduate level students.

EDL 675 Curriculum Develop & Practice (3 credits)

This course is designed to include the theories of curriculum, instruction, and the design of instructional systems. Emphasis will be placed on the translation of theory into practice. The use of evaluative techniques in the evolution and reform of instructional systems will be examined in detail. Focus on curriculum implementation in public and private schools will be emphasized.

Restrictions: Enrollment is limited to Graduate level students.

EDL 680 School Law, Policy, and Ethics (3 credits)

This course will focus upon the legal aspects of the school and its environment and on the paramount legal-educational issues currently facing the nation, especially as those related to policy determination and implementation. Particular attention will be given to the issues of contract, negligence, sexual harassment and students with disabilities law, as well as due process, collective bargaining, equal protection and establishment, and the legal rights and duties of administrators, faculty, and students. The ethical implications of school law will also be stressed.

Restrictions: Enrollment is limited to Graduate level students.

EDL 685 Leading School Curriculum (3 credits)

This course examines theoretical, historical and psychological underpinnings of curriculum development, as well as the practical application of designing, implementing, and assessing curriculum. In order to analyze the role of the school leader in leading curriculum in an equity-minded approach, this course will be structured around three central themes, including: the school leader as the architect of the design of curriculum through an equity-minded leadership lens, the school leader as the catalyst of curricular and instructional change through a data-informed leadership lens, and the school leader as the facilitator of curricular and instructional change through an empowerment and capacity-building lens. Within each theme, this course explores the theoretical foundations and the practical skills needed by school leaders to effectively administer curriculum and instruction in today’s school settings.

Restrictions: Enrollment is limited to Graduate level students.

EDL 690 Equitable Fiscal Allocation (3 credits)

Investigating economic theory to the study of education and market theory to education, partnerships, equitable allocation of resources, and the examination of educational enterprises are a focus of this course. Content on K-12 school finances including characteristics of revenue procurement, taxation for education, effective budget management, capital outlays, equity and adequacy of school funding, funding and student performance, vouchers, and labor market issues is covered.

Restrictions: Enrollment is limited to Graduate level students.

EDL 695 Internship I: Leaders/Action (3 credits)

EDL 695 is the first part of a two-semester professional internship that provides the candidate the opportunity to apply the practical skills needed to lead in PK-12 schools as principals and/or curriculum supervisors. Candidates collaborate with a site mentor and faculty advisor to develop these skills in a manner that draws on the candidates’ personal strengths and helps to develop the competencies required of practicing leaders. Particular attention is paid to the meeting of theory and practice as well as the creation of more just and equitable schools that serve the needs of all students.

Restrictions: Enrollment is limited to Graduate level students.

EDL 696 Internship II: Leaders/Action (3 credits)

EDL 696 is the second part of a two-semester professional internship that provides the candidate the opportunity to apply the practical skills needed to lead in PK-12 schools as principals and/or curriculum supervisors. Candidates collaborate with a site mentor and faculty advisor to develop these skills in a manner that draws on the candidates’ personal strengths and helps to develop the competencies required of practicing leaders. Particular attention is paid to the meeting of theory and practice as well as the creation of more just and equitable schools that serve the needs of all students.

Prerequisites: EDU 4595 or EDL 695

Restrictions: Enrollment is limited to Graduate level students.

EDL 700 Edu Ldrship Special Topics (3 credits)

This course will address current issues in the field of Educational Leadership. Course content will be determined by instructor.

EDL 800 Professional Seminar (3 credits)

This course introduces the Cohort members to one another, to the faculty, to IDEPEL, the program format and expectations, and to an overview of the body of knowledge to be studied in both the professional strand and the applied research strand. In addition, an introduction to leadership theory and its application is presented.

Restrictions: Enrollment is limited to Doctoral level students.

EDL 805 Principles Quant Research (3 credits)

This course provides detailed examinations of the use of a variety of quantitative measures and techniques. Cohort members gain a functional familiarity with the evaluation of quantitative research reports, research design, methods of data collection, statistical analysis of data, interpretation of data, and the reporting of research findings.

Restrictions: Enrollment is limited to Doctoral level students.

EDL 810 Quant Research Design (3 credits)

This course continues the development of Cohort members’ understanding of the methods and techniques of quantitative research. The central focus of the course is the opportunity for Cohort members to design, implement, and assess quantitative research within an authentic educational context.

Restrictions: Enrollment is limited to Doctoral level students.

EDL 815 Social Change Culture & Ed (3 credits)

This course examines the dynamics of social, cultural, and educational change within the 21st century context; and, promotes the development of scholar-practitioner leaders who demonstrate depth of understanding related to change, systems thinking, and leadership within their current and future contexts.

Restrictions: Enrollment is limited to Doctoral level students.

EDL 820 Ethics in Ed Leadership (3 credits)

This course examines core ethical issues involved in educational leadership. The following are representative of the issues to be discussed: education as a basic right; educational financing mechanisms; school vouchers; employee rights to collective representation, privacy, and due process before termination; downsizing; academic freedom; curricular content/multiculturalism; affirmative action hiring; sexual harassment; student privacy; student freedom of speech.

Restrictions: Enrollment is limited to Doctoral level students.

EDL 825 Fiscal Resources (3 credits)

This course provides a general instruction to the financial management practices and problems of nonprofit organizations, including colleges and schools. Specific topics will include fund accounting, preparation and interpretation of financial statements, financial analysis and cost accounting, budgeting, cost containment and retrenchment, and strategic planning. Special emphasis will be placed on providing studies and practice in labor relations and negotiations.

Restrictions: Enrollment is limited to Doctoral level students.

EDL 830 Contemporary Curriculum (3 credits)

This course enables Cohort members to develop the knowledge of curriculum theory, design, delivery, and evaluation of instruction and learning outcomes, the ability to conceptualize and communicate the total educational program to all constituents, and the commitment to meet the needs of all constituents.

Restrictions: Enrollment is limited to Doctoral level students.

EDL 835 Principles Qual Research (3 credits)

This course provides detailed examinations of the use of a variety of qualitative methods and techniques. Cohort members gain a functional familiarity with the evaluation of qualitative research reports, research design, information gathering methods, analysis, interpretation, and reporting of research findings.

Restrictions: Enrollment is limited to Doctoral level students.

EDL 840 Qualitative Research Design (3 credits)

This course continues the development of Cohort members’ understanding of the methods and techniques of qualitative research. The central focus of the course is the opportunity for Cohort members to design, implement, and assess qualitative research within an authentic educational context.

Restrictions: Enrollment is limited to Doctoral level students.

EDL 845 Policy & School Law (3 credits)

This course provides an analysis of the forces, factors, agencies, formal government systems and informal subsystems that influence educational policy in local districts and state and national governments and their effect on the school environment.

Restrictions: Enrollment is limited to Doctoral level students.

EDL 850 Educational Environment (3 credits)

This course is structured to provide Cohort members with the theory and techniques essential for management of educational facilities. Leadership requirements are emphasized and applied to planning and construction of new buildings, renovations to existing structures, and utilization, operation and maintenance of facilities.

Restrictions: Enrollment is limited to Doctoral level students.

EDL 855 Human Resource Management (3 credits)

This course studies human resource development and management in a postmodern age in which there has been growing consensus among educators that traditional programs for teacher development are ineffective. Alternatives are explored, especially the concept of professional learning communities and more growth centered approaches to teacher supervision and evaluation. The dimensions of leadership necessary for more transformative approaches to professional development are also examined.

Restrictions: Enrollment is limited to Doctoral level students.

EDL 860 Ed Planning & Evaluation (3 credits)

This course examines planning and evaluation strategies characteristics of educational institutions. Cohort members access the scope of information needed by institutional leaders to plan and engage in decision- making. Didactic materials and case studies explore knowledge creation and use, program reviews, outcome studies, evaluation policy and strategies, and the political content of evaluation.

Restrictions: Enrollment is limited to Doctoral level students.

EDL 865 Communication & Public Relatns (3 credits)

This course provides an analysis and development of the communications and public relations skills needed by educators in dealing with both internal and external constituencies. Special emphasis will be placed on the studies and practice in educational institutions.

Restrictions: Enrollment is limited to Doctoral level students.

EDL 870 Diss Sem & Proposal Writing (3 credits)

This course provides Cohort members with the knowledge, skills, and abilities to design, conduct and report research studies related to topics in education and educational leadership. The expected outcome of the strand is a viable dissertation proposal, which include the first three chapters of the dissertation.

Restrictions: Enrollment is limited to Doctoral level students.

EDL 875 Administer Dynamic Institution (3 credits)

This course explores and contrasts the major conceptual models that describe the structure, organization and administrative processes employed in educational institutions. Topics include governance and management models, decision-making and conflict resolution, communication, motivation and the process of change.

Restrictions: Enrollment is limited to Doctoral level students.

EDL 880 Dissertation Writing Seminar I (3 credits)

EDL 893 Dissertation Study (12 credits)

This course provides time for Cohort members to conduct the necessary research and analysis in order to complete their dissertation. In the course, Cohort members conduct and analyze their research, and report their findings in a properly formatted dissertation. In addition, Cohort members prepare for the defense of their dissertation.

Restrictions: Enrollment is limited to Doctoral level students.

EDL 894 Dissertation Study (0 credits)

This course provides time for Cohort members to conduct the necessary research and analysis in order to complete their dissertation. In the course, Cohort members conduct and analyze their research, and report their findings in a properly formatted dissertation. In addition, Cohort members prepare for the defense of their dissertation.

Restrictions: Enrollment is limited to Doctoral level students.

EDL 899 Dissertation Study (0 credits)

This course provides time for Cohort members to conduct the necessary research and analysis in order to complete their dissertation. In the course, Cohort members conduct and analyze their research, and report their findings in a properly formatted dissertation. In addition, Cohort members prepare for the defense of their dissertation.

Restrictions: Enrollment is limited to Doctoral level students.

EDU 121 Child Development (3 credits)

This course examines the physical, intellectual, emotional, and social development of the child from birth through the childhood years (0-12), including the study of how children learn and acquire knowledge. Special attention will be given to leading theories of development and their implications in the early childhood and elementary classrooms as well as critiques of these theories.

EDU 140 Publ Schls & Soc Eq in Urb Env (3 credits)

This course explores the controversies that the current education reform has created in urban school districts such as the School District of Philadelphia. Particular attention is given to the debate over school funding and the role that charter schools play in this debate. To understand the complexity of this issue, the course will introduce students to some of the main changes experienced by the School District of Philadelphia in recent times and will address how charter schools came to be regarded as “the” solution for public education in this City. Because this course also aims at providing students with an introduction to the process of research and to familiarize them with the conventions of different ways of writing, students will be required to conduct library- based research and to present their conclusions in different academic formats.

Restrictions: Enrollment is limited to PLS/HDC level students.

Attributes: Adult Learning Seminar

EDU 150 Schools in Society-Fr Seminar (3 credits)

The course studies American education structurally. The origins, evolution, and realities of contemporary public and private schools are examined through critical readings. Visits to elementary classrooms in multicultural settings provide a strong link to the teacher’s world and the course content. Satisfies Freshman Seminar GEP requirement.

Attributes: Diversity Course (New GEP), First-Year Seminar, Undergraduate

EDU 150F FE Schools in Soc (preK-4/4-8) (0 credits)

The course studies American education structurally. The origins, evolution, and realities of contemporary public and private schools are examined through critical readings. Visits to elementary classrooms in multicultural settings provide a strong link to the teacher’s world and the course content. Satisfies Freshman Seminar GEP requirement.

EDU 151 Develop, Cognition, & Learning (3 credits)

This course provides students with the opportunity to apply theories of human development to teaching practices. Special attention is directed towards intrinsic and extrinsic motivation, social dynamics in the classroom, tests and measurements, and various instruction models. Enrollment in Field Experience is required with this course. Satisfies a Social/Behavioral Science GEP requirement.

Prerequisites: ENG 101

Attributes: Undergraduate, Writing Intensive Course- GEP

EDU 151F FE Devel, Cognition & Learning (0 credits)

This course provides students with the opportunity to apply theories of human development to teaching practices. Special attention is directed towards intrinsic and extrinsic motivation, social dynamics in the classroom, tests and measurements, and various instruction models. Enrollment in Field Experience is required with this course. Satisfies a Social/Behavioral Science GEP requirement.

Attributes: Undergraduate

EDU 155 Foundations of Early Childhood (3 credits)

This course is designed as an introduction to the essentials of early childhood education. Topics to be covered include: recognizing the unique roles played by early care and education providers teaching young children; understanding cognitive, social-emotional, adaptive and motor development in childhood; assessing and planning a developmentally appropriate and standards-based curriculum; providing an inclusive learning environment; and communicating effectively with families and caregivers. Special attention will be given to contemporary models of Early Childhood Education in school and other early childhood settings and the unique needs of early learners, including English Language Learners and students with special needs.

Prerequisites: EDU 121

Attributes: Undergraduate

EDU 155F FE Found Early Child (preK-4) (0 credits)

This course is designed as an introduction to the essentials of early childhood education. Topics to be covered include: recognizing the unique roles played by early care and education providers teaching young children; understanding cognitive, social-emotional, adaptive and motor development in childhood; assessing and planning a developmentally appropriate and standards-based curriculum; providing an inclusive learning environment; and communicating effectively with families and caregivers. Special attention will be given to contemporary models of Early Childhood Education in school and other early childhood settings and the unique needs of early learners, including English Language Learners and students with special needs.

Prerequisites: EDU 121

Attributes: Undergraduate

EDU 157 Adolescent Development (3 credits)

The course addresses the dynamic complexities of adolescent development, through discussion of classic and emerging theories. The text readings and class assignments make use of research-based, real-world, and cross- cultural examples. The primary aim of the course is to foster the students ability to recognize and apply the connections among developmental domains and of theory and research with application as applied to the ever changing field of human development. The course takes a longer age range approach to adolescence by expanding coverage into the early twenties and giving attention to changes and continuities in development that take place during this period of "emerging adulthood."

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Educational Studies, Elementary Educ 4th - 8th Gr, Secondary Education 7-12 or Special Education (7 to 12).

Attributes: Undergraduate

EDU 157F FE Adolescent Development (0 credits)

The course addresses the dynamic complexities of adolescent development, through discussion of classic and emerging theories. The text readings and class assignments make use of research-based, real-world, and cross- cultural examples. The primary aim of the course is to foster the students ability to recognize and apply the connections among developmental domains and of theory and research with application as applied to the ever changing field of human development. The course takes a longer age range approach to adolescence by expanding coverage into the early twenties and giving attention to changes and continuities in development that take place during this period of "emerging adulthood."

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Educational Studies, Elementary Educ 4th - 8th Gr, Secondary Education 7-12 or Special Education (7 to 12).

Attributes: Undergraduate

EDU 160 Schools in Society (3 credits)

See description for EDU 150. Appropriate for students who did not take EDU 150 in their freshman year. Equivalent to EDU 150/150F; HOWEVER, does not satisfy the First Year Seminar GEP requirement.

Attributes: Diversity Course (New GEP), Undergraduate

EDU 160F FE Schools in Soc(preK-4/4-8) (0 credits)

See description for EDU 150. Appropriate for students who did not take EDU 150 in their freshman year. Equivalent to EDU 150/150F; HOWEVER, does not satisfy the First Year Seminar GEP requirement.

Attributes: Undergraduate

EDU 231 Assessment and Evaluation (3 credits)

Assessment and Evaluation in Education is designed to provide education majors with an in-depth understanding of the different types of assessment strategies, and how to use multiple assessment data for a wide range of educational decisions. Content coverage will include an overview of assessment models using authentic, diagnostic, dynamic, formative, and summative assessment techniques. In addition, course topic will include an examination of technical qualities of assessment tools, different types of educational decisions, current assessment legislation and regulation, and test modifications/accommodation.

Attributes: Undergraduate

EDU 232 Reading Literature I (3 credits)

This course provides students with the opportunity to investigate the various theoretical models of the reading process. Students investigate the various factors which impact upon successful reading performance. Students begin to investigate the use of literature, specifically fiction, nonfiction, poetry, picture books, and fantasy selections in the development of instructional practices in the primary grades. Included in this course is an investigation of the use of Basals as literature. In addition, students study the use of reading strategies to be used for teaching reading in the content areas.

Prerequisites: EDU 151

Restrictions: Enrollment is limited to students with a major in Elem - Special Education, Elementary Education or Elementary Educ Pre K -4th Gr.

Attributes: Undergraduate

EDU 232F FE Reading/Literature I (0 credits)

This course provides students with the opportunity to investigate the various theoretical models of the reading process. Students investigate the various factors which impact upon successful reading performance. Students begin to investigate the use of literature, specifically fiction, nonfiction, poetry, picture books, and fantasy selections in the development of instructional practices in the primary grades. Included in this course is an investigation of the use of Basals as literature. In addition, students study the use of reading strategies to be used for teaching reading in the content areas.

Prerequisites: EDU 150 and EDU 151

Attributes: Undergraduate

EDU 240 Reading Literature II (3 credits)

The course provides students with the opportunity to continue their investigation of the use of literature as central to the development of successful reading. Students are involved in extensive analysis of a wide range of literature for young people. Students continue to investigate the use of instructional reading models to critique strategies related to the use fiction, nonfiction, poetry, picture books, and fantasy selections . Included in this course is an investigation of multicultural literature and the writing process.

Prerequisites: EDU 232

Attributes: Undergraduate

EDU 240F FE: Reading Literature II (0 credits)

The course provides students with the opportunity to continue their investigation of the use of literature as central to the development of successful reading. Students are involved in extensive analysis of a wide range of literature for young people. Students continue to investigate the use of instructional reading models to critique strategies related to the use fiction, nonfiction, poetry, picture books, and fantasy selections . Included in this course is an investigation of multicultural literature and the writing process.

Prerequisites: EDU 232

Attributes: Undergraduate

EDU 241 Soc/Emo Dev/Lrn: Erly Chld (3 credits)

This course focuses on the domain of social and emotional development in early childhood, and it explores the complex ways in which this domain of development changes over time from birth to allow the growing child to react and interact with others around them. An interactional model will serve as the primary theoretical framework that underlies all discussions and assignments in order to allow students to understand the concept that each major area of development in early childhood are interdependent on one another and directly contribute to the adaptability and resilience of the whole child. Students will become familiar with current theories on how the young child develops socially and emotionally from birth and how mastery of development in these areas provides lays the foundation for cognitive, linguistic, and motoric growth in the early years. Special topics include early childhood mental health, parent-child attachment, floor time and early exploration (play), family systems dynamics, resiliency, adversity/risk, policy reform, and promotion/prevention/intervention.

Restrictions: Enrollment is limited to students with a major in Elementary Educ Pre K -4th Gr.

Attributes: Undergraduate

EDU 242 Tech Enhncd Curr & Instrs PK-8 (3 credits)

This course provides multiple approaches to the critical linked processes of assessment, curriculum development, and instruction of young children. National Association for the Education of Young Children (NAEYC) standards as well as state and federal early learning standards, and guidelines for personnel preparation in early childhood education will be used to structure early learner curriculum and developmentally appropriate programs. Topics of study include: planning and preparation; implementing thematic units and child-centered studies using appropriate curricular materials, scope and sequence; and resources and strategies for student-centered assessments which address academic, cultural and linguistic differences.

Restrictions: Enrollment is limited to students with a major in Elementary Educ Pre K -4th Gr.

Attributes: Undergraduate

EDU 242F FETech Enhncd Curr&Instrs PK-8 (0 credits)

This course provides multiple approaches to the critical linked processes of assessment, curriculum development, and instruction of young children. National Association for the Education of Young Children (NAEYC) standards as well as state and federal early learning standards, and guidelines for personnel preparation in early childhood education will be used to structure early learner curriculum and developmentally appropriate programs. Topics of study include: planning and preparation; implementing thematic units and child-centered studies using appropriate curricular materials, scope and sequence; and resources and strategies for student-centered assessments which address academic, cultural and linguistic differences.

Prerequisites: EDU 150 and EDU 151

EDU 246 Literacy, Language and Culture (3 credits)

This course introduces education majors to key theories, issues, and practices related to promoting the language and literacy development of culturally and linguistically diverse students (Pre-K - 8), with a special focus on English language learners (ELLs). Candidates will learn how to use the PA Language proficiency standards and PA academic standards to plan instruction in a culturally and linguistically diverse setting. Assigned readings, class discussions, videos, library and online.

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Educational Studies, Elementary Educ 4th - 8th Gr, English - Secondary Education, History - Secondary Education, Mathematics - Secondary Educat or Secondary Education.

Attributes: Diversity Course (New GEP), Undergraduate

EDU 246F FE:Literacy,Language & Culture (0 credits)

This course introduces education majors to key theories, issues, and practices related to promoting the language and literacy development of culturally and linguistically diverse students (Pre-K - 8), with a special focus on English language learners (ELLs). Candidates will learn how to use the PA Language proficiency standards and PA academic standards to plan instruction in a culturally and linguistically diverse setting. Assigned readings, class discussions, videos, library and online.

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Educational Studies, Elementary Educ 4th - 8th Gr or Secondary Education.

Attributes: Undergraduate

EDU 247 Literacy in the Content Areas (3 credits)

Teaching and using of reading skills in various content fields in middle and secondary schools; problems in reading textbooks, special needs in different curriculum areas, general and specific reading skills, study methods, critical reading, and adjustment to individual differences. Special focus on the use of audiovisual materials in the classroom is a core element of the course.

Prerequisites: EDU 150 and EDU 157

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Educational Studies, Elementary Educ 4th - 8th Gr or Secondary Education.

Attributes: Undergraduate

EDU 247F FE: Literacy in Content Areas (0 credits)

Teaching and using of reading skills in various content fields in middle and secondary schools; problems in reading textbooks, special needs in different curriculum areas, general and specific reading skills, study methods, critical reading, and adjustment to individual differences. Special focus on the use of audiovisual materials in the classroom is a core element of the course.

Prerequisites: EDU 150 and EDU 157

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Educational Studies, Elementary Educ 4th - 8th Gr or Secondary Education. Enrollment is limited to PLS/HDC or Undergraduate Day Division level students.

EDU 362 Social Studies Thru Arts PK-4 (3 credits)

The purpose of this course is to connect theory and practice in the teaching of elementary school social studies through the visual and performing arts. Strategies for planning, implementing, and evaluating social studies instruction are designed with a focus on preparing children to be critical thinkers and young citizens in a global, technological and culturally diverse world.

Prerequisites: EDU 151

Restrictions: Enrollment is limited to students with a major in Elementary Educ 4th - 8th Gr.

Attributes: Undergraduate

EDU 362F FE:Soc Studies Thru Arts PK-4 (0 credits)

The purpose of this course is to connect theory and practice in the teaching of elementary school social studies through the visual and performing arts. Strategies for planning, implementing, and evaluating social studies instruction are designed with a focus on preparing children to be critical thinkers and young citizens in a global, technological and culturally diverse world.

Prerequisites: EDU 151

EDU 363 Science Methods PK-4 (3 credits)

This course is designed to provide students with the opportunity to investigate teaching modalities relevant to elementary school science. Emphasis is placed upon the philosophy, curriculum planning and organization, skill development, instrumental methodology, and classroom resources for the natural sciences.

Prerequisites: EDU 151

Restrictions: Enrollment is limited to students with a major in Elementary Educ Pre K -4th Gr.

Attributes: Undergraduate

EDU 363F FE: Science Methods PK-4 (0 credits)

This course is designed to provide students with the opportunity to investigate teaching modalities relevant to elementary school science. Emphasis is placed upon the philosophy, curriculum planning and organization, skill development, instrumental methodology, and classroom resources for the natural sciences.

Prerequisites: EDU 151

EDU 365 Math & Technology (PreK-4) (3 credits)

This course provides an overview of the development of mathematics as a part of the elementary school curriculum. Emphasis will be placed upon current research and the development of techniques useful in the presentation of mathematical concepts. Included in this course is a thorough investigation into the Standards and of the National Council of Teachers of Mathematics and examination of gender bias in the mathematics classroom.

Prerequisites: EDU 151

Restrictions: Enrollment is limited to students with a major in Elementary Educ Pre K -4th Gr.

Attributes: Field Experience, Undergraduate

EDU 365F FE Math & Technology (PreK-4) (0 credits)

This course provides an overview of the development of mathematics as a part of the elementary school curriculum. Emphasis will be placed upon current research and the development of techniques useful in the presentation of mathematical concepts. Included in this course is a thorough investigation into the Standards and of the National Council of Teachers of Mathematics and examination of gender bias in the mathematics classroom.

Prerequisites: EDU 151

EDU 369 Perspectives of Women in Edu (3 credits)

EDU 381 Math in the Elementary School (3 credits)

EDU 382 Social Studies in Elem School (3 credits)

EDU 383 Science in the Elem School (3 credits)

EDU 390 Elem Pedagogy Field Exp (0 credits)

EDU 391 Math in the Elementary School (3 credits)

EDU 392 Social Studies in Elem School (3 credits)

EDU 393 Science in the Elem School (3 credits)

EDU 410 Instructional Tech -English (3 credits)

A course designed to introduce pre-service and in-service secondary school teachers of English to instructional processes, strategies, materials, assessment practices and classroom management theory that will be of practical value in the classroom. Students will be placed in a secondary classroom where they will study issues related to teaching pedagogy. .Emphasis is on lesson planning that utilizes questioning and discovery strategies, inductive and deductive teaching skills, process writing procedures and traditional grammar, plus oral English skills as demonstrated on a video-taped mini lesson.

Prerequisites: EDU 150 and EDU 157 and SPE 160

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Elementary Educ 4th - 8th Gr or Secondary Education.

Attributes: Undergraduate

EDU 410F FE: Instru Tech for English (0 credits)

EDU 412 Instruct Techniques: Soc Stud (3 credits)

This course introduces pre-service and in-service secondary schools and classroom management techniques that will be of practical value in the classroom. Students will be placed in a secondary classroom where they will study issues related to teaching pedagogy. Investigations involve studies of the integration of social, economic, and political impact upon groups. Instruction is designed to explore the structure of the discipline with a focus on preparing students to be critical thinkers and citizens in a global, technological and culturally diverse world. Students will be placed in a secondary classroom where they will study issues related to teaching pedagogy.

Prerequisites: EDU 150 and EDU 157 and SPE 160

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Elementary Educ 4th - 8th Gr or Secondary Education.

Attributes: Undergraduate

EDU 412F FE: Instru Tech-Social Studies (0 credits)

EDU 414 Instruct Techniques: Lang (3 credits)

This Course introduces the student or teacher to the substance and strategies of proficiency-oriented second- language instruction(K-12). Students will be placed in a K-12 classroom where they will study issues related to teaching pedagogy. The course will enable the student to compose a working definition of proficiency, and explore possible approaches (instructional techniques) for attaining the goals indicated by this definition. Attention is also given to selected topics in both first and second language acquisition theory and practice. An introduction to general linguistics is helpful but not required. Students will be placed in a secondary classroom where they will study issues related to teaching pedagogy.

Prerequisites: EDU 150 and EDU 157 and SPE 160

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Elementary Educ 4th - 8th Gr or Secondary Education.

Attributes: Undergraduate

EDU 414F FE: Instr Tech Foreign Lang (0 credits)

Prerequisites: EDU 150 and EDU 157 and SPE 160

Attributes: Undergraduate

EDU 416 Instructional Techniques -Math (3 credits)

This course is intended to assist students in the development of their individual approaches to instructional styles and strategies. Students will be placed in a secondary classroom where they will study issues related to teaching pedagogy. Emphasis will be placed upon the current research and the development of techniques useful in the presentation of mathematical concepts at the secondary level. Included in this course is a thorough investigation of the National Council of Teachers of Mathematics’ Standards and examination of Gender Bias in the mathematics classroom.

Prerequisites: EDU 150 and EDU 157 and SPE 160

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Elementary Educ 4th - 8th Gr or Secondary Education.

Attributes: Undergraduate

EDU 416F FE: Instru Tech Mathematics (0 credits)

EDU 418 Instruct Techniques: Science (3 credits)

This course is intended to assist students in the development of their individual instructional styles and strategies. Well-conceived and effective curriculum and instruction are based upon both an understanding of the adolescent and the nature of science. Instructional techniques ranging from lecture and demonstrations to laboratory and computer simulations will be modeled and analyzed. Issues in classroom management and safety, among other topics, will be explored. Students will be placed in a secondary classroom where they will study issues related to teaching pedagogy. All of these courses in instructional methodology include discussion of and practice in instructional management, student motivation, the implications of learning theory for classrooms, the identification of instructional resources, and procedures for the measurement of student achievement. Students are expected to demonstrate proficiency in these skills for successful completion of the course.

Prerequisites: EDU 150 and EDU 157 and SPE 160

Restrictions: Enrollment is limited to students with a major, minor, or concentration in Elementary Educ 4th - 8th Gr or Secondary Education.

Attributes: Undergraduate

EDU 418F FE: Instru Tech for Science (0 credits)

EDU 422 Instruct Tech. for Art Edu (3 credits)

This course is designed to introduce pre-service teachers of Art to instructional processes, teaching strategies, materials, lesson planning, assessment practices, and classroom management theory that will be of practical value in the classroom. Students will be placed in a K-12 art classroom where they will study issues related to teaching pedagogy.

Prerequisites: EDU 150 and EDU 151 and SPE 160

Attributes: Undergraduate

EDU 422F FE: Instruct Tech for Art Edu (0 credits)

EDU 471 Writing in the Classroom (3 credits)

A practical course in the teaching of writing across the curriculum. Practice in personal, creative, and expository writing. Methods of teaching writing and steps in the writing process (pre-writing, drafting, revising, editing, publishing) are emphasized in the course.

Restrictions: Enrollment is limited to students with a major in Elementary Educ 4th - 8th Gr.

Attributes: Undergraduate

EDU 479 Independent Study Education (3 credits)

This course is designed to accommodate those students who have an interest in a research- or internship- worthy topic that can be examined on an independent basis. The student will work closely with a professor on an education-related topic that will require the identification of that topic, a literature review, appropriate methodology/field experience, and analysis.

EDU 491 Secondary Student Teaching (12 credits)

This experience is designed as the capstone professional course for the Secondary Education Certification program; it is to be the final course taken in the educational coursework sequence. The student teaching experience approximates a full-time working experience for the semester (14 weeks). In addition, each week students attend a seminar in which issues related to student teaching are studied. At the conclusion of the student teaching experience, the student will have demonstrated proficiencies in instructional management, student motivation, curriculum planning, learning theory, solving problems in the educational setting, using technology in the classroom, identifying instructional resources, and assessing student achievement. A maximum of one additional course may be taken during the student teaching semester.Students should apply to the Office of Student Teaching according to the application deadlines established by the Department. These deadlines are more than one semester in advance of student teaching. See Education Department home page at for on-line application and guidelines.

Restrictions: Enrollment is limited to students with a major in Secondary Education.

Attributes: Undergraduate

EDU 495 ECE Student Teaching (12 credits)

This experience is designed as the capstone professional course for the PK-4 education major; it is to be the final course taken in the major sequence. The student teaching experience approximates a full-time working experience for the semester (14 weeks). In addition, the student attends a seminar once each week in which issues related to student teaching are studied. At the conclusion of the student teaching experience, the student shall have demonstrated proficiencies in instructional management, student motivation, curriculum planning, learning theory, solving problems in the educational setting, the use of technology, using reading, language, and literacy skills in all classrooms, the identification of instructional resources, and the assessment of student achievement. A maximum of one additional course may be taken during the student teaching semester. Students should apply to the Office of Student Teaching according to the application deadlines established by the Department. These deadlines are more than one semester in advance of student teaching. See Education Department home page at for on-line application and guidelines. http://www.sju.edu/academics/education

Restrictions: Enrollment is limited to students with a major in Elementary Educ Pre K -4th Gr.

Attributes: Undergraduate

EDU 496 4-8 Student Teaching (12 credits)

This experience is designed as the capstone professional course for the 4-8 Certification program; it is to be the final course taken in the educational coursework sequence. The student teaching experience approximates a full-time working experience for the semester (14 weeks). In addition, each week students attend a seminar in which issues related to student teaching are studied. At the conclusion of the student teaching experience, the student will have demonstrated proficiencies in instructional management, student motivation, curriculum planning, learning theory, solving problems in the educational setting, using technology in the classroom, identifying instructional resources, and assessing student achievement. A maximum of one additional course may be taken during the student teaching semester. Students should apply to the Office of Student Teaching according to the application deadlines established by the Department. These deadlines are more than one semester in advance of student teaching. See Education Department home page at for on-line application and guidelines. http://www.sju.edu/academics/education

Restrictions: Enrollment is limited to students with a major in Elementary Educ 4th - 8th Gr.

Attributes: Undergraduate

EDU 498 Dual Major Student Teaching (6 credits)

This experience is designed as the capstone professional course for the Double Major (PK-4 / Special Education); it should be taken in conjunction with SPE 495. It is to be the final course taken in the major sequence. The Student Teaching experience approximates a full-time working experience for the semester (fourteen weeks) and includes experiences in both regular and special education classrooms. It includes a seminar class each week in which issues related to student teaching are studied. At the conclusion of the Student Teaching experience, the student shall have demonstrated proficiencies in instructional management, student motivation, curriculum planning, learning theory, solving problems in the education setting, using reading, language and literacy skills in working with exceptional students, identifying instructional resources, using technology, and assessing student achievement. A maximum of one additional course may be taken during the student teaching semester. Students should apply to the Office of Student Teaching according to the application deadlines established by the Department. These deadlines are more than one semester in advance of student teaching. See Education Department home page for on-line application and guidelines.

Restrictions: Enrollment is limited to students with a major in Elem - Special Education or Elementary Education.

Attributes: Undergraduate

EDU 550 Hist & Contemp Perspect Educ (3 credits)

American education as a dynamic, sometimes cyclic, process. The origins, evolution, and realities of contemporary public and private schools are examined through critical reading original documents. Visits to elementary or secondary classrooms in multicultural setting provide a strong link to the teacher’s world.

Restrictions: Enrollment is limited to Graduate level students.

EDU 550F FE:Hist & Contemp Perspect Edu (0 credits)

EDU 551 Psych Teaching:Develop Perspec (3 credits)

This course introduces theoretical models of instructional design, student motivation, classroom management, and assessment. Attention is directed to instructional objectives; to lesson formats; to motivational strategies; to classroom discipline; to teacher attitudes and expectations; and tests and measurements. Particular attention is given to recent developments in schema theory and to constructivist models.

Restrictions: Enrollment is limited to Graduate level students.

EDU 551F FE:Psych Teach:Develop Perspec (0 credits)

EDU 552 FE:Hist & Contemp Perspect Edu (1 credit)

EDU 553 FE: Psychology of Teaching (1 credit)

EDU 555 Foundations of Early Childhood (3 credits)

EDU 556 FE: Found. of Early Childhood (1 credit)

EDU 557 Adolescent Psychology (3 credits)

This course introduces theoretical models of instructional design, student motivation, classroom management, and assessment at the secondary level. Attention is directed to instructional objectives; to lesson formats; to motivational strategies; to classroom discipline; to teacher attitudes and expectations; and tests and measurements. Particular attention is given to recent developments in schema theory and to constructivist models.

Restrictions: Enrollment is limited to Graduate level students.

EDU 557F FE: Adolescent Psychology (0 credits)

EDU 558 FE: Middle Level Development (1 credit)

EDU 560 Using Tech for Instru & Asses (3 credits)

EDU 570 Education Independetn Study (3 credits)

EDU 600 Educ Lead Research&Refl Pract (3 credits)

EDU 601 Field Experience Cert I (1 credit)

EDU 602 Certification Lab II (1 credit)

EDU 603 Elementary Pedagogy Lab (1 credit)

EDU 605 Critical Contemp Educ. Issues (3 credits)

EDU 606 Math in Elementary School (3 credits)

EDU 607 Social Studies in Elem School (3 credits)

EDU 608 Science In Elementary School (3 credits)

EDU 610 Instruct Techniques: English (3 credits)

Intensive study and practice of teaching modalities and classroom management strategies appropriate for a secondary classroom. The study of curriculum resources in the student’s area of certification is included. Topics in the course include instructional management, student motivation, the implications of learning theory for classrooms, and the procedures for the measurement of student achievement. Students are expected to demonstrate proficiency in these skills for successful completion of the course.

Prerequisites: EDU 557 and EDU 557F

Restrictions: Enrollment is limited to Graduate level students.

EDU 610F FE: Instruct Techniques: Engl (0 credits)

EDU 611 Instruct Techniques - Eng Lab (1 credit)

EDU 612 Instruct Techniques: Soc Stud (3 credits)

Intensive study and practice of teaching modalities and classroom management strategies appropriate for a secondary classroom. The study of curriculum resources in the student’s area of certification is included. Topics in the course include instructional management, student motivation, the implications of learning theory for classrooms, and the procedures for the measurement of student achievement. Students are expected to demonstrate proficiency in these skills for successful completion of the course.

Prerequisites: EDU 557 and EDU 557F

Restrictions: Enrollment is limited to Graduate level students.

EDU 612F FE: Instruct Tech: Soc Studies (0 credits)

EDU 613 Instruct Tech - Soc Stud Lab (1 credit)

EDU 614 Instruct Techniques: Lang (3 credits)

Intensive study and practice of teaching modalities and classroom management strategies appropriate for a secondary classroom. The study of curriculum resources in the student’s area of certification is included. Topics in the course include instructional management, student motivation, the implications of learning theory for classrooms, and the procedures for the measurement of student achievement. Students are expected to demonstrate proficiency in these skills for successful completion of the course.

Prerequisites: EDU 557 and EDU 557F

Restrictions: Enrollment is limited to Graduate level students.

EDU 614F Instruct Techniques: Lang (0 credits)

EDU 615 Instruct Tech - For Lang Lab (1 credit)

EDU 616 Instruct Techniques: Math (3 credits)

Intensive study and practice of teaching modalities and classroom management strategies appropriate for a secondary classroom. The study of curriculum resources in the student’s area of certification is included. Topics in the course include instructional management, student motivation, the implications of learning theory for classrooms, and the procedures for the measurement of student achievement. Students are expected to demonstrate proficiency in these skills for successful completion of the course.

Prerequisites: EDU 557 and EDU 557F

Restrictions: Enrollment is limited to Graduate level students.

EDU 616F FE: Instruct Techniques: Math (0 credits)

EDU 617 Instruct Techniques - Math Lab (1 credit)

EDU 618 Instruct Techniques: Science (3 credits)

Intensive study and practice of teaching modalities and classroom management strategies appropriate for a secondary classroom. The study of curriculum resources in the student’s area of certification is included. Topics in the course include instructional management, student motivation, the implications of learning theory for classrooms, and the procedures for the measurement of student achievement. Students are expected to demonstrate proficiency in these skills for successful completion of the course.

Prerequisites: EDU 557 and EDU 557F

Restrictions: Enrollment is limited to Graduate level students.

EDU 618F FE: Instruct Techniques: Sci (0 credits)

EDU 619 Instruct Techniques - Sci Lab (1 credit)

EDU 620 Multimedia Production (3 credits)

EDU 621F FE: Instru Tech: Comp Sci Edu (0 credits)

Candidates will learn subject-specific standards for competencies based upon the Computer Science Teachers Association (CSTA) standards. The CSTA academic standards detail a core set of learning objectives providing the foundation for a rigorous K-12 computer science curriculum. The standards introduce the foundation concepts of computer science making them accessible for all learners. Topics will include the following: Algorithms and Programming, Computing Systems, Data and Analysis, Impacts of Computing, Networks and the Internet and Pedagogy.

EDU 622 Instructional Tech: Art Ed (3 credits)

This course is designed to introduce pre-service teachers of Art to instructional processes, teaching strategies, materials, lesson planning, assessment practices, and classroom management theory that will be of practical value in the classroom.

Restrictions: Enrollment is limited to Graduate level students.

EDU 622F FE: Instructional Tech: Art Ed (1 credit)

EDU 623 Instruct Tech in Art Ed Lab (1 credit)

EDU 625 Theory & Prac in Second Teach (3 credits)

This course studies the content and methods for teaching the five PA certification disciplines: English, Foreign Language, Mathematics, Science, and Citizenship. National, state, and local standards are examined, which students consider in relation to curriculum design and pedagogy. Backward Design, a method for developing lessons and units, provides a common organizing framework that fosters good teaching. For part of the course, students study within their own discipline, interacting with texts that discuss curriculum frameworks, the planning of lessons and units, pedagogical content knowledge, and assessment. Ten models of teaching that are applicable to all disciplines are explored in detail. As students develop units of study, they gain practice in using these models and the Backward Design method.

Restrictions: Enrollment is limited to Graduate level students.

EDU 625F FE:Theory & Prac Second Teach (0 credits)

EDU 627 Theory&PracticeSecTch Math/Sci (3 credits)

This course studies the content and methods for teaching the PA certification disciplines: Mathematics, Science. National, state, and local standards are examined, which students consider in relation to curriculum design and pedagogy. Backward Design, a method for developing lessons and units, provides a common organizing framework that fosters good teaching. For part of the course, students study within their own discipline, interacting with texts that discuss curriculum frameworks, the planning of lessons and units, pedagogical content knowledge, and assessment. Ten models of teaching that are applicable to all disciplines are explored in detail. As students develop units of study, they gain practice in using these models and the Backward Design method.

Restrictions: Enrollment is limited to Graduate level students.

EDU 627F FE:Theory&PractSecTch Math/Sci (0 credits)

EDU 630 Early Literacy & Numeracy (3 credits)

EDU 631 Assessment & Evaluation (3 credits)

EDU 632 Reading Literature I (3 credits)

This course provides students with the opportunity to investigate the various theoretical models of the reading process. Students investigate the various factors which impact upon successful reading performance. Students begin to investigate the use of literature, specifically fiction, nonfiction, poetry, picture books, and fantasy selections in the development of instructional practices in the primary grades. Included in this course is an investigation of the use of Basals as literature. In addition, students study the use of reading strategies to be used for teaching reading in the content areas.

Prerequisites: EDU 4035 Placement Score with a score of 1 or EDU 551

Restrictions: Enrollment is limited to Graduate level students.

EDU 632F FE Reading/Literature I (0 credits)

EDU 633 FE: Assessment & Evaluation (1 credit)

EDU 634 FE: Reading Literature I (1 credit)

EDU 635 Networks:Config & Implement (3 credits)

EDU 640 Reading Literature II (3 credits)

The course provides students with the opportunity to continue their investigation of the use of literature as central to the development of successful reading. Students are involved in extensive analysis of a wide range of literature for young people. Students continue to investigate the use of instructional reading models to critique strategies related to the use fiction, nonfiction, poetry, picture books, and fantasy selections. Included in this course is an investigation of Multicultural Literature and the Writing Process.

Prerequisites: EDU 632

Restrictions: Enrollment is limited to Graduate level students.

EDU 640F FE:Reading Literature II (0 credits)

The course provides students with the opportunity to continue their investigation of the use of literature as central to the development of successful reading. Students are involved in extensive analysis of a wide range of literature for young people. Students continue to investigate the use of instructional reading models to critique strategies related to the use fiction, nonfiction, poetry, picture books, and fantasy selections. Included in this course is an investigation of Multicultural Literature and the Writing Process.

Prerequisites: EDU 632

Restrictions: Enrollment is limited to Graduate level students.

EDU 641 Social Motor Development (3 credits)

EDU 642 Perspectives in Early Child Ed (3 credits)

This course is designed as an introduction to the essentials of early childhood education. Topics to be covered include: recognizing the unique roles played by early care and education providers teaching young children; understanding cognitive, social-emotional, adaptive and motor development in childhood; assessing and planning a developmentally appropriate and standards-based curriculum; providing an inclusive learning environment; and communicating effectively with families and caregivers. Special attention will be given to contemporary models of Early Childhood Education in school and other early childhood settings and the unique needs of early learners, including English Language Learners and students with special needs.

Restrictions: Enrollment is limited to Graduate level students.

EDU 642F FE:Curriculum & Inst in ECE (0 credits)

This course is designed as an introduction to the essentials of early childhood education. Topics to be covered include: recognizing the unique roles played by early care and education providers teaching young children; understanding cognitive, social-emotional, adaptive and motor development in childhood; assessing and planning a developmentally appropriate and standards-based curriculum; providing an inclusive learning environment; and communicating effectively with families and caregivers. Special attention will be given to contemporary models of Early Childhood Education in school and other early childhood settings and the unique needs of early learners, including English Language Learners and students with special needs.

Restrictions: Enrollment is limited to Graduate level students.

EDU 643 FE: Reading Literature II (1 credit)

EDU 644 Socio-Emotion & Motor Develop (3 credits)

EDU 645 Trauma:Infancy & Early Child (3 credits)

EDU 646 Language and Culture (3 credits)

This course introduces candidates to key theories, issues, and research-based practices related to serving culturally and linguistically diverse students (Pre-K-12), with a special focus on students who are commonly referred to as English language learners (ELLs). Candidates will explore the many dimensions of culture and language. They will also learn how to align the PA Language Proficiency Standards with the PA academic standards to plan instruction in a culturally and linguistically diverse setting. Assigned readings, class discussions, video recordings, library and online research, and a field experience in a culturally and linguistically diverse classroom will engage candidates in the course topics.

Restrictions: Enrollment is limited to Graduate level students.

EDU 646F FE: Language and Culture (0 credits)

EDU 647 Literacy & Learn Across Curric (3 credits)

The teaching of reading in various fields in middle and secondary schools will be the focus of this course. Topics examined will include reading in the school programs, problems in curricular materials, meeting individual needs, general and specific reading/study skills, critical reading, and adjustment of instruction to meet individual learning styles. Special focus on the use of audiovisual materials in the classroom is a core component of the course. Restricted to students in Level I Secondary Certification programs. Prerequisite: EDU 557/557F.

Prerequisites: EDU 557 and EDU 557F

Restrictions: Enrollment is limited to Graduate level students.

EDU 647F FE:Literacy/Lrng Across Curric (0 credits)

EDU 650 Assessment of Young Children (3 credits)

EDU 651 Trauma:Infancy & Early Child (3 credits)

EDU 652 Trauma Princ Infant&EarlyChild (3 credits)

EDU 653 Literacy in the Content Areas (3 credits)

EDU 654 Literacy, Language and Culture (3 credits)

EDU 655 FE: Social Studies Methods (1 credit)

EDU 656 FE: Liter/Soc Studies Meth 4-8 (1 credit)

EDU 657 Enhance Trauma Prin.Chld/Infan (3 credits)

EDU 660 Science Methods ECE (3 credits)

EDU 661 Math & Technology ECE (3 credits)

EDU 662 Science & Math Methods 4-8 (3 credits)

EDU 663 Science Methods PK - 4 (3 credits)

This course is designed to provide students with the opportunity to investigate the philosophy, curriculum planning and organization, skill development, content knowledge, and instructional approaches relevant to teaching elementary school science.

Prerequisites: EDU 551 and EDU 551F

Restrictions: Enrollment is limited to Graduate level students.

EDU 663F FE: Science Methods PK - 4 (0 credits)

This course is designed to provide students with the opportunity to investigate the philosophy, curriculum planning and organization, skill development, content knowledge, and instructional approaches relevant to teaching elementary school science.

Prerequisites: EDU 551 and EDU 551F

Restrictions: Enrollment is limited to Graduate level students.

EDU 664 FE: Science Methods ECE (1 credit)

EDU 665 Interscip Teach Math,Sci&Tech (3 credits)

This is a course in elementary level science and math teaching methods. Students will be exposed to the current academic stands for math, science, technology, and engineering standards using the Pennsylvania Standards Aligned System (PA SAS) as well as the PA Common Core Mathematics Standards (PA CCCMS). It is designed to take students’ thinking beyond the facts and tools of science and mathematics to the level of the underlying ideas that expose their relatedness. Thinking conceptually about science and mathematics means thinking in terms of unifying scientific ideas or mathematical constructs that have the potential to produce sharable tools and understandings. In addition, the course will address the role that technology tools are playing in children’ math and science education.

Prerequisites: EDU 551 and EDU 551F

Restrictions: Enrollment is limited to Graduate level students.

EDU 665F FE:Inter:Teach Math, Sci Tech (0 credits)

EDU 667 Teach Soc Stud Thru Arts PK-4 (3 credits)

EDU 667 Teach Soc Stud Thru Arts PK-4 (3 credits) The purpose of this course is to connect theory and practice in the teaching of elementary school social studies. Strategies for planning, implementing, and evaluating social studies instruction are designed with a focus on preparing children to be critical thinkers and young citizens in a global, technological and culturally diverse world.

Prerequisites: EDU 551 and EDU 551F

Restrictions: Enrollment is limited to Graduate level students.

EDU 667F FE:Teach Soc Stud Thru ArtPK-4 (0 credits)

EDU 668 Literature for Adolescents (3 credits)

EDU 669 Tech Across Curriculum PK12 (3 credits)

This course will introduce students to the role that technology plays in Pre-K-12 learning environments. Explore the impact technology has on student motivation, and how it can enhance the overall learning experience for 21st century classrooms. Students will evaluate the use of basic software applications, multimedia tools, and Web 2.0 tools with connections to ISTE and PDE Standards. An emphasis will be placed on the use of instructional theories and teaching models associated with using technology to create higher order thinking for all students. Students will demonstrate proficiency in a wide range of technologies and apply the framework of technological pedagogical content knowledge (TPACK) to enhance technology integration in the classroom.

EDU 670 Creative Expressions (3 credits)

EDU 671 Writing in the Classroom (3 credits)

This course introduces theories and practices of writing instruction, with a specific emphasis on writing process pedagogy. Candidates will experiment with writing across genres, and will learn how to use mentor texts, develop mini-lessons, create workshop classrooms, and develop assessment tools. Candidates will be able to concentrate on specific student populations based on their certification.

Restrictions: Enrollment is limited to Graduate level students.

EDU 672 Field Experience 7 ECE (1 credit)

EDU 673 Field Experience 7 4-8 (1 credit)

EDU 679 Directed Research I (3 credits)

These directed experiences (students may do a maximum of 3) provide an opportunity to conduct a research project under the supervision of a faculty member. Note: students may register for a directed research study only after (a) submitting a research proposal to the program director; (b) arranging for a faculty member to serve as mentor; and (c) receiving explicit approval from the department chair.

Restrictions: Enrollment is limited to Graduate level students.

EDU 680 Directed Research II (3 credits)

These directed experiences (students may do a maximum of 3) provide an opportunity to conduct a research project under the supervision of a faculty member. Note: students may register for a directed research study only after (a) submitting a research proposal to the program director; (b) arranging for a faculty member to serve as mentor; and (c) receiving explicit approval from the department chair.

Restrictions: Enrollment is limited to Graduate level students.

EDU 681 Directed Research III (3 credits)

These directed experiences (students may do a maximum of 3) provide an opportunity to conduct a research project under the supervision of a faculty member. Note: students may register for a directed research study only after (a) submitting a research proposal to the program director; (b) arranging for a faculty member to serve as mentor; and (c) receiving explicit approval from the department chair.

Restrictions: Enrollment is limited to Graduate level students.

EDU 682 Social Studies in Elem School (3 credits)

EDU 683 Science in Elementary School (3 credits)

EDU 690 Elementary Student Teaching (6 credits)

EDU 691 Secondary Student Teaching (6 credits)

Student or Intern teaching (or individually designed field experience) under approved supervision (including seminar meetings). This experience is designed as the capstone professional course for the certification student. The fieldwork experience approximates a full-time working/teaching experience for one full semester. At the conclusion of the experience students must have demonstrated proficiencies in instructional management, student motivation, curriculum planning, learning theory, problem solving in an educational setting, using computers in the classroom, using reading, language, and literacy skills in all classrooms, the use of audiovisual materials in the classroom, the identification of instructional resources, and the assessment of student achievement. The fieldwork course is typically the final course in a certification sequence. Students should apply to the Director of Student Teaching based on the application deadlines established by the Department. Includes a weekly seminar.

Restrictions: Enrollment is limited to Graduate level students.

EDU 692 Elem/Sped Student Teaching (6 credits)

EDU 695 PK-4 Student Teaching (6 credits)

Student or Intern teaching (or individually designed field experience) under approved supervision (including seminar meetings). This experience is designed as the capstone professional course for the certification student. The fieldwork experience approximates a full-time working/teaching experience for one full semester. At the conclusion of the experience students must have demonstrated proficiencies in instructional management, student motivation, curriculum planning, learning theory, problem solving in an educational setting, using computers in the classroom, using reading, language, and literacy skills in all classrooms, the use of audiovisual materials in the classroom, the identification of instructional resources, and the assessment of student achievement. The fieldwork course is typically the final course in a certification sequence. Students should apply to the Coordinator of Student Teaching based on the application deadlines established by the Department. Includes a weekly seminar.

Restrictions: Enrollment is limited to Graduate level students.

EDU 696 4-8 Student Teaching (6 credits)

Student or Intern teaching (or individually designed field experience) under approved supervision (including seminar meetings). This experience is designed as the capstone professional course for the certification student. The fieldwork experience approximates a full-time working/teaching experience for one full semester. At the conclusion of the experience students must have demonstrated proficiencies in instructional management, student motivation, curriculum planning, learning theory, problem solving in an educational setting, using computers in the classroom, using reading, language, and literacy skills in all classrooms, the use of audiovisual materials in the classroom, the identification of instructional resources, and the assessment of student achievement. The fieldwork course is typically the final course in a certification sequence. Students should apply to the Coordinator of Student Teaching based on the application deadlines established by the Department. Includes a weekly seminar.

Restrictions: Enrollment is limited to Graduate level students.

EDU 697 Secondary Student Teaching (6 credits)

EDU 700 Psychology of Literacy (3 credits)

Designed to provide educators with an understanding of the psychological basis of literacy acquisition and development. Emphasis will be placed upon interactive models of the reading process and their implications for classroom instruction. The role of language, cognition, information processing, affective factors and measurement in reading will be examined in detail.

Restrictions: Enrollment is limited to Graduate level students.

EDU 701 Assess & Instr in Liter K-3 (3 credits)

This course provides in-depth study of students’ literacy development in grades K-3. A range of formal and informal assessments will be used to examine children’s early language and literacy development, including phonemic awareness, concepts of print, word recognition strategies, and comprehension abilities. This information will be used to make informed decisions about literacy instruction.

Restrictions: Enrollment is limited to Graduate level students.

EDU 702 Assess & Instr in Liter 4-12 (3 credits)

This course provides in-depth study of student’s literacy development in grades 4-12. A range of formal and informal assessments will be used to examine children’s literacy abilities; a focus of the course is understanding and enhancing growth in areas of selecting and applying comprehension strategies and reading texts critically. Assessments will be used to make informed decisions about literacy instruction.

Prerequisites: EDU 701

Restrictions: Enrollment is limited to Graduate level students.

EDU 703 Literacy Research (3 credits)

This course is designed to enable students to read and react critically to current research in the field of literacy. Emphasis will include an examination of the nature of educational research and the use and misuse of statistical analyses and interpretations of data. Students will complete a modified literature review of a specific topic to inform their own research agenda.

Prerequisites: EDU 701

Restrictions: Enrollment is limited to Graduate level students.

EDU 704 Plng & Org a Literacy Program (3 credits)

The study of the reading program (K-12) is central to this course which utilizes the concept of communication as a unifying theme. Aspects of the planning and organizing of the literacy curriculum are examined. Emphasis is placed on the role of the reading specialist in developing, coordinating, and administering a literacy program. Students will assess the strengths and needs of a school’s literacy program and make recommendations for improvement. Prerequisites: three reading specialist courses.

Restrictions: Enrollment is limited to Graduate level students.

EDU 705 Literacy Practicum (6 credits)

During this practical experience, students work intensively with pupils who have reading difficulties in their school setting. Under the guidance of a supervisor, graduate students will conduct assessments and draw from these data to inform their instruction. Each student will be expected to develop a case study on at least one student during the practicum experience.

Prerequisites: EDU 700 and EDU 701 and EDU 702

Restrictions: Enrollment is limited to Graduate level students.

EDU 706 Socio Cult Aspects of Literacy (3 credits)

This course is based on theoretical frameworks relating literacy learning to the various contexts which lead learners to socially and culturally different ways of making sense and being in the world. It examines multiple views of language, literacy, and literacy development. Students explore the factors that impact literacy learning across different cultural communities. They also explore issues of race, class, and culture on language and literacy acquisition and development.

Restrictions: Enrollment is limited to Graduate level students.

EDU 707 Internship for ESL & Literacy (1 credit)

This practicum course is required for all students in the Five Year Program. Students work in schools under the supervision of a cooperating Reading Specialist. Course goals include understanding the roles and responsibilities of the Reading Specialist, instructing and assessing children with a variety of literacy abilities, and interfacing with parents, teachers, and administrators to serve the literacy needs of children in particular school communities.

Restrictions: Enrollment is limited to Graduate level students.

EDU 708 Multicultural Lit for Children (3 credits)

This course addresses literature that reflects the lifestyles, heritage, and values of the various cultures that make up the pluralistic American society. Students will examine various genres of multicultural literature, including folktales, realistic fiction, historical fiction, non-fiction, and poetry.

Restrictions: Enrollment is limited to Graduate level students.

EDU 710 English Linguistics (3 credits)

This course is an introduction to the study of language and principles of linguistics. The main areas of linguistics to be explored include: phonetics, phonology, morphology, syntax, semantics, sociolinguistics, pragmatics, second language acquisition, pedagogy, and applied linguistics. *While this course does not satisfy specific PDE standards for the ESL Specialist Program, we feel it is essential for all teachers who will be working with English language learners.

Restrictions: Enrollment is limited to Graduate level students.

EDU 711 Language and Culture (3 credits)

EDU 712 Topics in Language Acquisition (3 credits)

The course examines the processes of language acquisition, especially the process of learning a second or additional language, from various theoretical perspectives. Emphasis will be given to the learning environments, the characteristics of interaction and participation and contexts that facilitate second language acquisition. Additionally, the course will explore linguistic factors and processes in second language acquisition (SLA) and examine the structure of learner language.

Prerequisites: EDU 646

Restrictions: Enrollment is limited to Graduate level students.

EDU 713 Method Teach English Sec Lang (3 credits)

This course examines various approaches, methods, and techniques for teaching and assessing English language learners in bilingual and ESL classrooms, as well as assisting ESL students in the regular classrooms. Candidates explore the curriculum, instruction, and teaching materials to maximize opportunities for ESL learners to use the language, to learn about the language, and to learn through the language. Lab experience enables students to apply their pedagogical knowledge and skills in working with the ESL learners (prerequisites: EDU646, EDU710, EDU712).

Restrictions: Enrollment is limited to Graduate level students.

EDU 713F FE:Meth Teach English Sec Lang (0 credits)

Prerequisites: EDU 646 and EDU 710 and EDU 712

Restrictions: Enrollment is limited to Graduate level students.

EDU 714 Intnshp-ESL/Bilingual Programs (4 credits)

This course introduces students to the roles and responsibilities of the ESL/Bilingual teacher through a school- based internship. Interns spend 30 hours in the company of expert ESL/Bilingual educators in school settings. Students will gain expertise in working with groups of students, interfacing with teachers and caregivers, and examining programs that serve emergent bilingual students in grades PK-12. Emphasis will be on program design and implementation guided by the English language development standards (ELDS), including assessing students’ language capacities, designing programs to fit a variety of language needs, working with teachers and other school professionals to serve emergent bilinguals, and organizing programs to enhance caregiver collaboration.

Prerequisites: EDU 712 and EDU 713 and EDU 646

Restrictions: Enrollment is limited to Graduate level students.

EDU 714F FE: Intnshp-ESL/Bilingual Prog (0 credits)

EDU 716 Cultural DiversityinClassrooms (3 credits)

This course is designed to promote the exploration of issues of cultural diversity in American Education in preparation for the changing needs of society. Specific emphasis will be placed upon the role of literature as a springboard for discussion an integration of diversity issues into the curriculum. Students will also investigate current research investigating diversity in schools.

Restrictions: Enrollment is limited to Graduate level students.

EDU 769 Advanced Fieldwork in Literacy (6 credits)

SPE 160 Intro to Special Education (3 credits)

This introductory course is designed to provide teachers- in-training with an understanding of the child with a disability in various instructional settings. Students will be provided with an overview of Special Education with emphasis on historical and emerging perspectives. Topics to be examined will include types and natures of exceptionalities; legal and ethical responsibilities of teachers; least restrictive environment; various instructional settings; the inclusion of exceptional children in regular education; services and programs for the exceptional child.

Prerequisites: PHL 154

Attributes: Ethics Intensive (New GEP), Undergraduate

SPE 160F FE Intro to Special Education (0 credits)

This introductory course is designed to provide teachers- in-training with an understanding of the child with a disability in various instructional settings. Students will be provided with an overview of Special Education with emphasis on historical and emerging perspectives. Topics to be examined will include types and natures of exceptionalities; legal and ethical responsibilities of teachers; least restrictive environment; various instructional settings; the inclusion of exceptional children in regular education; services and programs for the exceptional child.

Attributes: Undergraduate

SPE 200 Teaching in Inclusive Environ (3 credits)

The focus of this course is on the developing of skills dealing with effective inclusive classroom management and creating classroom climate conducive to student achievement. It provides comprehensive coverage of a variety of discipline models to aid candidates in building systems and conceptual models of total discipline based on their underlying theories; emphasizes activities promoting positive behavioral supports; increases pupil motivation; applies methods for establishing cooperative classroom routines, procedures, and practices; organizes the environment, including school wide, classroom, and individual supports; measures and reports progress. This course of study will focus on the unique needs of students as well as the development of proactive approaches to classroom and school environments. This will enable teachers to increase the amount of academic learning time in which to address the needs of all students in inclusive classrooms and to increase achievement. In addition, the course study will include a focus on understanding how behaviors are influenced by pedagogical practices.

SPE 200F FE Teachng in Inclusive Envirn (0 credits)

SPE 203 Tchng Adolescents Inclus Envir (3 credits)

The focus of this course is on the developing of skills dealing with effective inclusive classroom management and creating classroom climate conducive to student achievement. It provides comprehensive coverage of a variety of discipline models ; emphasizes activities promoting positive behavioral supports; increases pupil motivation; applies methods for establishing cooperative classroom routines, procedures, practices; organizes the environment, including school-wide, class-wide, and individual supports; and measures and reports progress. In addition, course study will include a focus on understanding how adolescent behaviors are influenced by pedagogical practices and classroom environments. Course content will include a careful analysis of the specific needs of intermediate and secondary aged learners, including: slower rates of acquiring information and skills, deficits in the ability to generalize learned skills to other settings or conditions, and a lack of ability to retain skills, all of which directly influence student behavior.

Attributes: Undergraduate

SPE 203F FE Tchng Adoles Inclus Environ (0 credits)

SPE 310 Assessment & Progress Monitor (3 credits)

This course is designed to introduce teacher candidates to educational assessment in regular and special classroom settings at the secondary level. The course will provide teacher candidates with an in-depth understanding of the different types of assessment strategies including how to use multiple assessment data for making a wide range of educational decisions. Content will include an overview of different types of assessments including screening, diagnostic, formative, summative, authentic, benchmark and differentiated. Teacher candidates will learn basic testing, measurement and evaluation concepts, examine instruments that reflect constructs of interest (knowledge, affect, behavior), construct various types of assessments and interventions and analyze and use instruments. Teacher candidates will also learn how to analyze and interpret assessment data for making instructional decisions. Throughout the course, teacher candidates will learn the importance of critical issues in the field of assessment and evaluation including: 1. philosophical and theoretical perspectives on assessment in schools, 2. contemporary context of school assessment and educational reform, 3. intersection of cultural difference and school assessment, 4. ethical principles of effective assessment and 5. teacher accountability and assessment.

Prerequisites: SPE 160

SPE 310F FE:Assessment&Progress Monitor (0 credits)

SPE 319 Assessment:Ident & Progr Monit (3 credits)

This course will provide an in-depth presentation of the complex issue of assessment in early care and education. The content of this course will provide students with an in-depth review of informal evaluation procedures and classroom-based data collection strategies for young children in inclusive early care and education settings. Focus will include academic, affective, work-study skill, adaptive functioning, fine motor, and environmental measures. Content coverage will consist of an overview of assessment models including traditional, informal, dynamic, performance, curriculum-based, and alternative techniques and include an examination of evaluation procedures, from pre-referral intervention, eligibility/placement/ program decision- making to progress monitoring of scientifically-based instructional interventions based on Response to Intervention (RTI). Additional course topics address legislation, regulations, topical issues, emerging evaluation trends, test modifications/accommodations, parent involvement and assessment/progress reporting with a focus on procedural considerations in the assessment of development and learning in the early childhood years. Related foci for discussion will also include the challenges in both assessing young children and using assessment data to design meaningful, developmentally appropriate activities for children and their families. Candidates will develop lesson plans, unit plans, IEPs, IFSPs, 504 plans and intervention strategies that employ Pennsylvania’s Standards Aligned System. By using http://www.pdesas.org, candidates will be able to modify and implement curriculum using the appropriate Academic Standards, including Alternate Academic Standards where necessary, Assessment Anchors, and eligible content.

Prerequisites: SPE 160 and SPE 160F

Attributes: Undergraduate

SPE 319F FE:Assessment&Progress Monitor (0 credits)

SPE 329 Educ Stds w/High Incid Disabil (3 credits)

This course is a comprehensive study of theoretical issues and research-based diagnosis, instructional planning and programmatic organization of instruction for children with learning problems. Content will cover curriculum design, development of programs of differential instruction involving evidence-based interventions that meet students’ needs based on formative assessment, developmental and educational information; integrated learning experiences; specialized adaptations and resources; practices and procedures validated for specific characteristics of learners and settings; prevention and intervention strategies from multiple theoretical approaches for individuals at-risk for academic or behavioral failure; systematic implementation of instructional variables; and systems management necessary for effective instruction of children with disabilities. Focus will also be given to the development and implementation of differentiated curriculum and curricular enhancements, and concepts and teaching practices related to the development and implementation of effective instructional programs for students with high incidence disabilities. Candidates will develop effective, evidence-based instructional strategies for all levels of support (PK-8). These will include: lesson plans, unit plans, IEPs, IFSPs, 504 plans, and intervention strategies that employ Pennsylvania’s Standards Aligned Systems (http://www.pdesas.org). Candidates will be able to modify and implement curriculum including appropriate adaptations and technology, using the appropriate Academic Standards, Alternate Academic Standards where necessary, Assessment Anchors, and eligible content. In addition, candidates will demonstrate the ability to collaborate and plan for student outcomes and transition at designated times throughout the student's education, including Age 3 transition for Pre K-8, secondary transition procedures (7-12), and transition to post school success. This course of study will include: applying the knowledge of transition-related legislation in fields of special and vocational education, rehabilitation, labor and civil rights; developing and implementing a transition plan that integrates functional, academic, and vocational data aligned to identified post school outcomes; and administering and interpreting formal and informal career and vocational assessment approaches.

Prerequisites: SPE 160 and SPE 160F

Attributes: Undergraduate

SPE 329F FE: Ed Stds w/ High Incid Disb (0 credits)

SPE 339 Educ Stds w/Low Incid Disabil (3 credits)

This course addresses the definitions, characteristics, assessment and specific techniques for students needing adaptive and functional curricula. Characteristics are addressed in relation to why and how specialized instruction can meet the learning and developmental needs of these individuals, specifically in the areas of instruction, assistive learning, and language-communication. This includes research validated instructional strategies, adaptive and assistive technologies including augmentative communication systems, and communication and social interaction alternatives for non-speaking individuals. In addition, the course reviews behaviorally-based educational models for students with autism and other moderate and severe disabilities, and presents methods aimed at enhancing functional skill development in major life domains, with emphasis on community-based training and self-determination. Candidates will develop effective, evidence-based instructional strategies for all levels of support (PK-8). These will include: lesson plans, unit plans, IEPs, IFSPs, 504 plans, and intervention strategies that employ Pennsylvania’s Standards Aligned Systems (http://www.pdesas.org). Candidates will be able to modify and implement curriculum including appropriate adaptations and technology, using the appropriate Academic Standards, Alternate Academic Standards where necessary, Assessment Anchors, and eligible content. In addition, candidates will demonstrate the ability to collaborate and plan for student outcomes and transition at designated times throughout the student's education, including Age 3 transition for Pre K-8, secondary transition procedures (7-12), and transition to post school success. This course of study will include: applying the knowledge of transition-related legislation in fields of special and vocational education, rehabilitation, labor and civil rights; developing and implementing a transition plan that integrates functional, academic, and vocational data aligned to identified post school outcomes; and administering and interpreting formal and informal career and vocational assessment approaches.

Prerequisites: SPE 160 and SPE 160F

Attributes: Undergraduate

SPE 339F FE Edu Stu w Low Incid Disab (0 credits)

SPE 349 Literacy & Intervention Strat (3 credits)

This course will focus on the development of competency in the implementation of explicit and systematic evidence-based instructional strategies designed to teach accuracy, fluency, comprehension, and monitoring strategies in literacy and content area reading to students with disabilities, including exceptional children in regular classroom, with emphasis on applying findings from research in reading to classroom practices, including children who are linguistically and culturally diverse. Content will include diagnostic-prescriptive techniques for remediation of reading and written language and associated learning disabilities. Candidates will develop lesson plans, unit plans, IEPs, IFSPs, 504 plans and intervention strategies that employ Pennsylvania’s Standards Aligned System. By using http://www.pdesas.org, candidates will be able to modify and implement curriculum using the appropriate Academic Standards, including Alternate Academic Standards where necessary, Assessment Anchors, and eligible content.

Prerequisites: SPE 160 and SPE 160F

Attributes: Undergraduate

SPE 349F FE:Literacy&Intervention Strat (0 credits)

This course will focus on the development of competency in the implementation of explicit and systematic evidence-based instructional strategies designed to teach accuracy, fluency, comprehension, and monitoring strategies in literacy and content area reading to students with disabilities, including exceptional children in regular classroom, with emphasis on applying findings from research in reading to classroom practices, including children who are linguistically and culturally diverse. Content will include diagnostic-prescriptive techniques for remediation of reading and written language and associated learning disabilities. Candidates will develop lesson plans, unit plans, IEPs, IFSPs, 504 plans and intervention strategies that employ Pennsylvania’s Standards Aligned System. By using http://www.pdesas.org, candidates will be able to modify and implement curriculum using the appropriate Academic Standards, including Alternate Academic Standards where necessary, Assessment Anchors, and eligible content.

Prerequisites: SPE 160 and SPE 160F

SPE 359 Math & Content Area Interv Str (3 credits)

This course is an intensive and comprehensive study of research practices for the instruction of Mathematics, Science, and Social Studies for students with high incidence disabilities. Content will cover diagnostic planning, curriculum design, progress monitoring, and the development of student-specific programs involving evidence- based interventions. This course centers around the Response to Intervention model and most of the strategies discussed are based on the research which supports multi-sensory instruction, integrated learning experiences, and the multiple intelligences. Focus will also be given to the development of appropriate goals and the implementation of research-based curriculum, concepts, and instructional strategies which are most effective for students with high incidence disabilities. Candidates will develop lesson plans, unit plans, IEPs, IFSPs, 504 plans and intervention strategies that employ Pennsylvania’s Standards Aligned System. By using, candidates will be able to modify and implement curriculum using the appropriate Academic Standards, including Alternate Academic Standards where necessary, Assessment Anchors, and eligible content.

Prerequisites: SPE 160 and SPE 160F

Attributes: Undergraduate

SPE 359F FE Math & Cont Area Interv Str (0 credits)

SPE 369 Ed Stds w/Emot-Social Beh Disb (3 credits)

This course covers personal, social, and emotional disorders in an educational setting, including methods of identification, assessment, and instructional planning; develops skills in effective classroom management and creating classroom climate conducive to learning and growth. It also provides comprehensive coverage of a variety of models of disciplines and aids students in building systems and conceptual models of total discipline, emphasizing activities promoting pupil motivation and classroom management and organization of the environment, instruction, behavior and record keeping. Candidates will develop lesson plans, unit plans, IEPs, IFSPs, 504 plans and intervention strategies that employ Pennsylvania’s Standards Aligned System. By using http://www.pdesas.org, candidates will be able to modify and implement curriculum using the appropriate Academic Standards, including Alternate Academic Standards where necessary, Assessment Anchors, and eligible content.

Prerequisites: SPE 160 and SPE 160F

Attributes: Undergraduate

SPE 369F FE:Ed Stds/Emot-Social BehDisb (0 credits)

This course covers personal, social, and emotional disorders in an educational setting, including methods of identification, assessment, and instructional planning; develops skills in effective classroom management and creating classroom climate conducive to learning and growth. It also provides comprehensive coverage of a variety of models of disciplines and aids students in building systems and conceptual models of total discipline, emphasizing activities promoting pupil motivation and classroom management and organization of the environment, instruction, behavior and record keeping. Candidates will develop lesson plans, unit plans, IEPs, IFSPs, 504 plans and intervention strategies that employ Pennsylvania’s Standards Aligned System. By using http://www.pdesas.org, candidates will be able to modify and implement curriculum using the appropriate Academic Standards, including Alternate Academic Standards where necessary, Assessment Anchors, and eligible content.

Prerequisites: SPE 160 and SPE 160F

SPE 379 Fam School & Comm:Diverse Soc (3 credits)

This course focuses on the process of family assessment and intervention, issues of family and professional collaboration and diversity, and methods of promoting adult communication and management strategies. It applies the knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts as they relate to the family, culture and society. It identifies the members of teams designed to support and optimize children's educational needs and social-emotional development and the network of community services and resources to individuals, families and groups affected by social, environmental, health and related problems.

Prerequisites: SPE 160 and SPE 160F

Attributes: Undergraduate

SPE 379F FE Fam School & Comm:Diver Soc (0 credits)

SPE 389 Perspect on Gifted/Talented (3 credits)

The purpose of this course is to provide educators and education advocates with the historical and current perspectives in the field of gifted education and talent development. Course topics will include both theoretical foundations - related to theories, models, local and federal policy, and research - and practical considerations - such as identification, differentiation for academically talented students, advocacy, and collaboration with various stakeholders. Additionally, current issues in the field of gifted education and talent development (e.g. identification of traditionally underrepresented populations, service delivery models, etc) will be explored and students will be responsible for identifying relevant and reputable organizations and resources for meeting the needs of academically talented students.

SPE 495 Special Ed. Student Teaching (6 credits)

This experience is designed as the capstone professional course in the Special Education major. It is to be the final course in the sequence of Special Education courses for certification. The student teaching experience approximates a full time working experiencefor a fourteen week semester. It includes a supervised teaching experience as well as a weekly seminar class in which issues related to student teaching are studies. Evaluations are conducted by the seminar instructor, the cooperating teacher and a university supervisor

Attributes: Undergraduate

SPE 498 SPE Studnt Teacher - Dual Prog (6 credits)

SPE 570 Special Ed Indpendent Study (3 credits)

SPE 600 Found & Current Issues: Sp Edu (3 credits)

This course is a critical study of the contemporary and controversial issues within the field of special education. Consideration will be given to the philosophical, psychological, and sociological basis of teacher education, including an analytical review of research-based curricula, programmatic innovations, policy issues and their effects, and ethical practices. Discussions will focus on evidence-based core concepts that contribute to effective program planning; investigation of cognitive, academic, behavioral, and psycho-social solutions and implications for those working with exceptional students; and future implications for the advancement of special education diagnostic and instructional services.

Restrictions: Enrollment is limited to Doctoral or Graduate level students.

SPE 600F FE: CurrentIssuesSPED:PracProc (0 credits)

SPE 601 EducAssessment& ProgMonitoring (3 credits)

This course will provide an in-depth presentation of the complex issue of assessment for all students at the early childhood level through secondary education. The content of this course will provide students with an in-depth review of a variety of evaluation procedures and classroom-based data collection strategies for students in all educational settings. Content coverage will consist of an overview of assessment models including traditional, informal, dynamic, performance, curriculum-based, and alternative techniques and include an examination of evaluation procedures, from pre-referral intervention, eligibility/placement/ program decision-making to progress monitoring of scientifically-based instructional interventions based on Response to Intervention (RTI). Students will be provided with an opportunity to explore assessment as it relates to their course of study. Additional course topics address legislation, regulations, topical issues, emerging evaluation trends, behavioral and social emotional assessment, test modifications/accommodations, parent involvement and assessment/progress reporting with a focus on procedural considerations in the assessment of development and learning. Related foci for discussion will also include the challenges in both assessing all students and using assessment data to design meaningful, developmentally appropriate activities for all students. Previous coursework related to the study of the contemporary and controversial issues within the field of special education will assist the learner in applying conceptual knowledge into practice to ensure success for all students. Knowledge of evidence-based core concepts that contribute to effective program planning; investigation of cognitive, academic, behavioral, and psycho-social solutions and implications for those working with exceptional students; and future implications for the advancement of special education diagnostic and instructional services as well as an understanding of the contemporary and controversial issues within the field of special education will assist the learner in applying conceptual knowledge into practice to ensure success for all students.

Restrictions: Enrollment is limited to Graduate level students.

SPE 601F FE: EducAssess&ProgMonitoring (0 credits)

SPE 602 DiagnosticAsses/ProgressMon (3 credits)

This course will provide an in-depth presentation of the complex issue of assessment, including an examination of evaluation procedures, from pre-referral intervention, eligibility/placement/ program decision-making to progress monitoring of scientifically-based instructional interventions based on Response to Intervention (RTI). Focus will include academic, affective, work-study skill, adaptive functioning, fine motor, and environmental measures. Content coverage will consist of an overview of assessment models including traditional, informal, dynamic, performance, curriculum-based, and alternative techniques. Addition course topics will address legislation, regulations, topical issues, emerging evaluation trends, test modifications/accommodations, parent involvement and assessment/progress reporting.

Prerequisites: SPE 600

SPE 602F FE:DiagnosticAsses/ProgressMon (0 credits)

SPE 603 Thry&InstrPracticeStdntHighInc (3 credits)

This course is a comprehensive study of theoretical issues and research-based diagnosis, instructional planning and programmatic organization of instruction for children with learning problems. Content will cover curriculum design, development of programs of differential instruction involving evidence-based interventions that meet students’ needs based on formative assessment, developmental and educational information; integrated learning experiences; specialized adaptations and resources; practices and procedures validated for specific characteristics of learners and settings; prevention and intervention strategies from multiple theoretical approaches for individuals at-risk for academic or behavioral failure; systematic implementation of instructional variables; and systems management necessary for effective instruction of children with disabilities. Focus will also be given to the development and implementation of differentiated curriculum and curricular enhancements, and concepts and teaching practices related to the development and implementation of effective instructional programs for students with high incidence disabilities.

Prerequisites: SPE 600

Restrictions: Enrollment is limited to Graduate level students.

SPE 603F FE Stdnts W/High Disabilities (0 credits)

SPE 604 RsrchBsedModel:Lit,WritOrlLang (3 credits)

This course will focus on the development of competency in the implementation of explicit and systematic evidence-based instructional strategies designed to teach accuracy, fluency, comprehension, and monitoring strategies in literacy and content area reading to students with disabilities, including exceptional children in regular classroom, with emphasis on applying findings from research in reading to classroom practices, including children who are linguistically and culturally diverse. Content will include diagnostic-prescriptive techniques for remediation of reading and written language and associated learning disabilities.

Restrictions: Enrollment is limited to Graduate level students.

SPE 604F FE Reading in Content Area (0 credits)

SPE 605 RsrchBasedModel:MathSciencePro (3 credits)

This course will focus on the development of competency in the implementation of explicit and systematic evidence-based instructional strategies designed to teach mathematics and content area subjects, including science and social studies. A study of theory and practice of effective teaching methodologies, combined with principles of differentiated instruction. Attention will be on teaching models and methods supported by research and emphasis will be placed on development of effective teaching procedures.

Restrictions: Enrollment is limited to Graduate level students.

SPE 605F FE Math & Science Procedures (0 credits)

SPE 606 ThryInstrPract:Emot/Soc/Behav (3 credits)

This course covers personal, social, and emotional disorders in an educational setting, including methods of identification, assessment, and instructional planning; develops skills in effective classroom management and creating classroom climate conducive to learning and growth. It also provides comprehensive coverage of a variety of models of disciplines and aids students in building systems and conceptual models of total discipline, emphasizing activities promoting pupil motivation and classroom management and organization of the environment, instruction, behavior and record keeping.

Restrictions: Enrollment is limited to Graduate level students.

SPE 607 ThryInstrPractStdntsw/LowIncid (3 credits)

This course covers personal, social, and emotional disorders in an educational setting, including methods of identification, assessment, and instructional planning; develops skills in effective classroom management and creating classroom climate conducive to learning and growth. It also provides comprehensive coverage of a variety of models of disciplines and aids students in building systems and conceptual models of total discipline, emphasizing activities promoting pupil motivation and classroom management and organization of the environment, instruction, behavior and record keeping.

Restrictions: Enrollment is limited to Graduate level students.

SPE 607F FE Students W/Low Disabilities (0 credits)

SPE 608 FamiliesSchls&Cmnty:CommCollab (3 credits)

This course focuses on the home-school partnerships, issues of family and professional collaboration and diversity, and methods of promoting adult communication and management strategies. It applies the knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts as they relate to the family, culture and society. It identifies the members of teams designed to support and optimize children’s educational needs and social-emotional development and the network of community services and resources available to individuals, families and groups affected by social, environmental, health and related problems.

Restrictions: Enrollment is limited to Graduate level students.

SPE 608F FE Families/SchoolsCommunities (0 credits)

SPE 609 SPED Clinical Practicum I (3 credits)

This is a combined seminar/internship experience. This fieldwork experience will provide the candidate with an opportunity for in-depth varied and continuous instruction experiences. The practicum will include a variety of researched based instructional practices, assessment procedures, classroom management strategies and organizational strategies to provide structured opportunities for professional growth and stimulation. These experiences will enable the candidate to (a) apply the knowledge and skills acquired through his/her study and previous experience to actual classroom situations that a teacher will face in a Response to Intervention Classroom; (b) integrate the concepts and skills from different prior learning experiences as well as researched based principles in reading, comprehension and writing for educational programming and apply to individual situations; (c) become involved in the routine functions of a classroom teacher including planning, assessment, progress monitoring and collaboration with peers. Course requirements are designed to meet Departmental and Commonwealth standards.

Restrictions: Enrollment is limited to Graduate level students.

SPE 610 SPED Clinical Practicum II (3 credits)

This is a combined seminar/internship experience. This fieldwork experience will provide the candidate with an opportunity for in-depth varied and continuous instruction experiences. The practicum will include a variety of researched based instructional practices, assessment procedures, classroom management strategies and organizational strategies to provide structured opportunities for professional growth and stimulation. These experiences will enable the candidate to (a) apply the knowledge and skills acquired through his/her study and previous experience to actual classroom situations that a teacher will face in a Response to Intervention Classroom; (b) integrate the concepts and skills from different prior learning experiences as well as researched based principles in mathematics and content areas for educational programming and apply to individual situations; (c) become involved in the routine functions of a classroom teacher including planning, assessment, progress monitoring and collaboration with peers. Course requirements are designed to meet Departmental and Commonwealth standards.

Restrictions: Enrollment is limited to Graduate level students.

SPE 611 SPED Lab & Seminar (3 credits)

This 30-hour practicum with additional online course content provides a culminating, clinical experience in which candidates apply theories and concepts learned in prior coursework in authentic teaching environments. Prerequisite: completion of all special education coursework.

Prerequisites: SPE 600 or SPE 602 or SPE 603 or SPE 606 or SPE 607 or SPE 700

SPE 612 Inclusive Classroom Practices (3 credits)

This course is a comprehensive study of theoretical issues and research-based diagnosis, instructional planning, and programmatic organization of instruction for children with disabilities in inclusive environments. Content will cover curriculum design, development of programs of differential instruction involving evidence-based interventions that meet students’ needs based on formative assessment, developmental and educational information; integrated learning experiences; specialized adaptations and resources; practices and procedures validated for specific characteristics of learners and settings; prevention and intervention strategies from multiple theoretical approaches for individuals at-risk for academic or behavioral failure; systematic implementation of instructional variables; systems management necessary for effective instruction of children with disabilities; and promote an understanding of the underlying theories, issues and methods for managing classroom environments.

Restrictions: Enrollment is limited to Graduate level students.

SPE 612F FE:Teach Inclusive Environment (0 credits)

SPE 615 Tching Inclsve Adol Envirnmnts (3 credits)

The focus of this course is on the developing of skills dealing with effective inclusive classroom management and creating classroom climate conducive to student achievement. It provides comprehensive coverage of a variety of discipline models to aid candidates in building systems and conceptual models of total discipline based on their underlying theories; emphasizes activities promoting positive behavioral supports; increases pupil motivation; applies methods for establishing cooperative classroom routines, procedures, and practices; organizes the environment, including school wide, classroom, and individual supports; measures and reports progress. This course of study will focus on the unique needs of students in grades seven through twelfth grades. Course study will include a focus on understanding how adolescent behaviors are influences by pedagogical practices and classroom environments. While general education curriculum is appropriate for the majority of students with disabilities, secondary learners who are at-risk for academic and behavioral failure, including those with disabilities, have specific learning and behavioral characteristics that can undermine progress through general education curriculum. Course content will include a careful analysis of the specific needs of intermediate and secondary aged learners, including: slower rates of acquiring information and skills, deficits in the ability to generalize learned skills to other settings or conditions, and a lack of ability to retain skills, all of which directly influence student behavior. Furthermore, course study will focus on the unique psychosocial problems of adolescents, social and interpersonal skill training priorities of young adults, classroom management and motivational strategies for adolescents, and validated learning strategies for adolescents and young adults.

SPE 615F FE: Tching Inclsve Adol Envirn (0 credits)

SPE 616 Perspect on Gifted/Talented (3 credits)

The purpose of this course is to provide educators and education advocates with the historical and current perspectives in the field of gifted education and talent development. Course topics will include both theoretical foundations - related to theories, models, local and federal policy, and research - and practical considerations - such as identification, differentiation for academically talented students, advocacy, and collaboration with various stakeholders. Additionally, current issues in the field of gifted education and talent development (e.g. identification of traditionally underrepresented populations, service delivery models, etc) will be explored and students will be responsible for identifying relevant and reputable organizations and resources for meeting the needs of academically talented students.

SPE 620 Fund SE Prac for School Ldrs (3 credits)

This course is a critical study of the contemporary and controversial issues within the field of special education emphases will be placed on the role of the supervisor or administrator. Consideration will be given to the philosophical, psychological, and sociological basis of teacher education, including an analytical review of research-based curricula, programmatic innovations, policy issues and their effects, and ethical practices. Discussions will focus on evidence-based core concepts that contribute to effective program planning; investigation of cognitive, academic, behavioral, and psycho-social solutions and implications for those working with exceptional students; and future implications for the advancement of special education diagnostic and instructional services.

Restrictions: Enrollment is limited to Graduate level students.

SPE 621 Law, Pol & Proced for SE Sup (3 credits)

This course is designed to provide an overview of the legal rights of students and their families in the field of special education, with particular focus on the supervisor’s role in implementing and monitoring policy and procedures in districts’ special education programs. Content covered includes an overview of laws and litigation and the current status of legislation dealing with special education. The American legal system, particularly in respect to special education, the constitutional and statutory provisions of federal and state law, and judicial decisions interpreting those laws are reviewed. This course will focus on the supervisor’s role in addressing issues of identification, IEP development and implementation, equal protection, extended school year (and day), functional behavioral analysis, teacher assistants, least restrictive environments, transition, procedural due process, complaint resolution, and substantive due process doctrines to school practices affecting students with disabilities. Additionally, attention will be given to preparation of focus audits, data collection, basic compliance issues, communicating and collaborating with parents and maintaining active parental support groups. Also, case studies will be conducted that deal with issue, rule, analysis and conclusion (IRAC), as a tool to provide a framework for supervisors to rapidly increase their understanding of emerging, complex legal issues

Restrictions: Enrollment is limited to Graduate level students.

SPE 621F FE Law/Policy/Procr SPED Supvr (0 credits)

SPE 622 Admin & Supv:Spec Ed Progs (3 credits)

The purpose of this course is to provide the student an opportunity for in-depth understanding of the supervisory and administrative duties for the role of Supervisor of Special Education. This course provides the Special Education Supervisor candidate with a specified professional knowledge-base included in the following aspects of leadership: decision-making, leadership theory, communication skills, human relations theory, administrative theory, policy analysis/evaluation, supervision/assessment practices.

Restrictions: Enrollment is limited to Graduate level students.

SPE 622F FE SPED Admin & Supervisor (0 credits)

SPE 623 Advanced Fieldwork/Seminar (3 credits)

This is a combined seminar/internship experience. This fieldwork experience will provide the candidate with an opportunity for in-depth varied and continuous administrative experiences. The practicum will attempt to include a blend of all the administrative experiences possible to provide professional growth, maturity and stimulation. These experiences will enable the candidate to (a) apply the knowledge and skills acquired through his/her study and previous experience to actual problem and day-to-day administrative duties faced by a Supervisor of Special Education; (b) integrate the concepts and skills from different prior learning experiences and focus on individual situations; (c) become involved in the routine functions of schools/school districts and Intermediate Units.

SPE 623F FE Advanced FieldWork/ Seminar (0 credits)

SPE 624 Adv Super & Curr Fieldwk/Sem (3 credits)

This is a combined seminar/internship experience. This fieldwork experience will provide the candidate with an opportunity for in-depth varied and continuous administrative experiences. The practicum will attempt to include a blend of all the administrative experiences possible to provide professional growth, maturity and stimulation. These experiences will enable the candidate to (a) apply the knowledge and skills acquired through his/her study and previous experience to actual problem and day-to-day administrative duties faced by a Supervisor of Special Education based on the Educational Leadership course content; (b) integrate the concepts and skills from different prior learning experiences and focus on individual situations; (c) become involved in the routine functions of schools/school districts and Intermediate Units. Course requirements are designed to meet Departmental and Commonwealth standards. The requirements of this course will be a continuation of SPE 623, specifically, an additional 180 hours, for a total of 360 hours of fieldwork activities under the supervision of University faculty.

Restrictions: Enrollment is limited to Graduate level students.

SPE 624F FE Adv Super & Curr Fieldwork/ (0 credits)

SPE 630 Design&Tech Differentiated Ins (3 credits)

This course will provide comprehensive coverage of what is involved in the consideration, assessment and implementation of assistive technology for students with special needs including those with specific learning disabilities found most commonly in regular and special education classrooms today. Additional topics will include current and emerging technologies used to enhance instruction for both regular and special learners; school practices related to technology integration and effective uses of technology in the general and special education classroom.

Restrictions: Enrollment is limited to Graduate level students.

SPE 638 Incl Prac/Stud Teach PK-8 (3 credits)

The focus of this course is on the developing of skills dealing with effective inclusive classroom management and creating classroom climate conducive to student achievement. It provides comprehensive coverage of a variety of discipline models to aid candidates in building systems and conceptual models of total discipline based on their underlying theories; emphasizes activities promoting positive behavioral supports; increases pupil motivation; applies methods for establishing cooperative classroom routines, procedures, and practices; organizes the environment, including school wide, classroom, and individual supports; measures and reports progress. This course of study will focus on the unique needs of students in grades K-8 as well as the development of proactive approaches to classroom and school environments. This will enable teachers to increase the amount of academic learning time in which to address the needs of all students in inclusive classrooms to increase achievement. In addition, the course study will include a focus on understanding how behaviors are influenced by pedagogical practices. Student Teaching. Student teachers are expected to complete 140 hours (equal to four 35-hour weeks) of hands-on teaching/co-teaching. The student teaching experience will occur during the second half of the course (SPE 638 or SPE 639). Time in the classroom may be spread out over more than 4 weeks, but must equal 140 hours. The class may be in a public (urban or suburban), private, charter, segregated special education, or parochial school. The class needs to contain at least 10% of students who have Individual Educational Plans (IEPs). Groups of four or more students, as in a resource room, with IEPs are permitted as long as the same group is provided consistent attention by the student/intern teacher for the duration of the experience. Alternate placements will be accepted on a case-by- case basis. In all placements, student teaching supervisors visit the classrooms and collaborate with the cooperating or mentor teacher(s) in supervising and evaluating the student or intern teacher. Student teaching supervisors conduct two formal observations of the student teacher.

SPE 638F FE Inclusive ClassPrac/ST K-8 (0 credits)

SPE 639 Incl Prac/Stud Teach 7-12 (3 credits)

The focus of this course is on the developing of skills dealing with effective inclusive classroom management and creating classroom climate conducive to student achievement. It provides comprehensive coverage of a variety of discipline models to aid candidates in building systems and conceptual models of total discipline based on their underlying theories; emphasizes activities promoting positive behavioral supports; increases pupil motivation; applies methods for establishing cooperative classroom routines, procedures, and practices; organizes the environment, including school wide, classroom, and individual supports; measures and reports progress. This course of study will focus on the unique needs of students in grades seven through twelfth grades. Course study will include a focus on understanding how adolescent behaviors are influences by pedagogical practices and classroom environments. While general education curriculum is appropriate for the majority of students with disabilities, secondary learners who are at-risk for academic and behavioral failure, including those with disabilities, have specific learning and behavioral characteristics that can undermine progress through general education curriculum. Course content will include a careful analysis of the specific needs of intermediate and secondary aged learners, including: slower rates of acquiring information and skills, deficits in the ability to generalize learned skills to other settings or conditions, and a lack of ability to retain skills, all of which directly influence student behavior. Furthermore, course study will focus on the unique psychosocial problems of adolescents, social and interpersonal skill training priorities of young adults, classroom management and motivational strategies for adolescents, and validated learning strategies for adolescents and young adults. Student Teaching. Student teachers are expected to complete 140 hours (equal to four 35-hour weeks) of hands-on teaching/co-teaching. The student teaching experience will occur during the second half of the course (SPE 638 or SPE 639). Time in the classroom may be spread out over more than 4 weeks, but must equal 140 hours. The class may be in a public (urban or suburban), private, charter, segregated special education, or parochial school. The class needs to contain at least 10% of students who have Individual Educational Plans (IEPs). Groups of four or more students, as in a resource room, with IEPs are permitted as long as the same group is provided consistent attention by the student/intern teacher for the duration of the experience. Alternate placements will be accepted on a case-by-case basis. In all placements, student teaching supervisors visit the classrooms and collaborate with the cooperating or mentor teacher(s) in supervising and evaluating the student or intern teacher. Student teaching supervisors conduct two formal observations of the student teacher.

SPE 639F FE Inclusive Class Prac 7-12 (0 credits)

SPE 670 Special Topics: Special Educa (3 credits)

SPE 700 SpecialEducation Law/Policy (3 credits)

This course is designed to provide an overview of the legal rights of students and their families in the field of special education. Students will explore the source, history, and current status of special education law. Content covered will include an overview of laws and litigation affecting special education. The American legal system, particularly in respect to special education, the constitutional and statutory provisions of federal and state law, and judicial decisions interpreting those laws are reviewed. This course relates equal protection, procedural due process, and substantive due process doctrines to school practices affecting students with disabilities.

SPE 701 Cog Proc: Resrch Brain Studies (3 credits)

This course provides an integrative survey of knowledge and research in the cognitive and neurological development of the young mind. The content is designed to connect cognition, neuroscience and educational practice with the critical periods of child development, including language development, visual systems, and psycho-social growth. Attention will be given to the basic structures of the brain and their corresponding dynamic functions, how neurons communicate with each other, and ways that networks of cells function in the vision, memory, and learning processes. The interaction and effects of learning and thinking and how the brain processes, consolidates and internalizes information will be explored.

SPE 702 Culturally Responsive Teaching (3 credits)

This course is designed to align instruction along with the assets and differential needs of diverse student populations through applying and incorporating multicultural perspectives into the teaching-learning process to maximize the academic, cognitive, personal, and social aspects of student learning. It will provide ways to design and deliver culturally responsive strategies to work with culturally and linguistically diverse students and empower their families in the teaching and learning process. The course focuses on addressing challenges to the reading achievement of culturally, linguistically, and economically diverse students with disabilities. Issues covered will include assessment and intervention, curricula development and social/affective skills related to family, community, values and culture of students from different cultural and ethnic groups

SPE 710 WRP: Intro Multisens Lang Inst (1 credit)

This online Wilson introductory course examines the definition of dyslexia and common characteristics, reading research and the five areas of reading in relation to students beyond grade two with persistent phonological coding deficits. Specifically studies the Wilson Reading System® (WRS), including student identification and placement, program implementation, progress monitoring, scheduling, and creating a successful classroom environment; principles of language structure; and how to teach language with direct, multisensory methods. Wilson Reading Certification course.

Restrictions: Enrollment is limited to Graduate level students.

SPE 711 WRP: Int Instr- NonRepsRdr 1-3 (3 credits)

This course presents in detail the multisensory structured language instruction that is required for teaching students beyond grade two with word-level deficits who are unresponsive to previous instruction. This online course provides practical application of reading research, with particular emphasis on phonological awareness, phonics and spelling at the beginning levels of decoding and encoding as well as expands upon these concepts with specific instruction in the closed syllable pattern. Provides specific procedures to teach the concepts presented in Wilson Reading System (WRS) Steps 1-3. Additional topics include accuracy and automaticity of word recognition, fluency with decodable and authentic text, vocabulary and listening/reading comprehension at beginning stages of reading. Wilson Reading Certification course.

Prerequisites: SPE 710

Restrictions: Enrollment is limited to Graduate level students.

SPE 712 WRP: Int Instr- NonRepsRdr 4-6 (3 credits)

This is a continuation of the Wilson Steps 1-3 on-line course. Presents in detail the multisensory structured language instruction that is required for teaching students beyond grade two with word-level deficits who are unresponsive to previous instruction. This online course provides practical application of reading research, with particular emphasis on phonological awareness, phonics and spelling at the beginning levels of decoding and encoding as well as expands upon these concepts with specific instruction in the vowel-consonant-e, open, and consonant-le syllable patterns. Provides specific procedures to teach the concepts presented in Wilson Reading System® (WRS) Steps 4-6. Additional topics include the ten critical points of the Wilson Reading System, dyslexia, non-controlled text, and handwriting. Wilson Reading Certification course.

Prerequisites: SPE 710 and SPE 711

Restrictions: Enrollment is limited to Graduate level students.

SPE 713 WRP: Int Instr- NonRepsRdrPrac (3 credits)

This course, a supervised practicum, requires identifying and securing a practicum student in grades 4 - 12 with significant word level deficits, selected according to WRS practicum student selection criteria. Although not required, a second practicum student is highly recommended. The practicum entails successful delivery of a minimum of 60 Wilson Reading System (WRS) lessons and teaching mastery through WRS Step 4.2. A Wilson trainer observes the participant working with his /her student five times during the practicum via videoconferencing. Must demonstrate that the teaching plan is based on continuous assessment of the student’s needs. *This course is completed over two semesters, generally spanning one academic year. Prerequisite: SPE 710 and completion of/or concurrent enrollment in SPE 711/SPE 712. Please Note: Although completion of SPE 710, SPE 711, SPE 712 and SPE 713 are required for WRS Level I Certification, certification is not guaranteed and is dependent upon successful fulfillment of all Wilson requirements.

Prerequisites: SPE 710 and SPE 711 (may be taken concurrently) and SPE 712 (may be taken concurrently)

SPE 720 Intro ASD: Caus Diag & Advoc (3 credits)

This course will provide candidates with an introduction to Autism Spectrum Disorders (ASD). With the increase in the number of individuals being diagnosed with ASD, this course will examine the challenge ASD presents to families, educators, students, related service providers, advocates, and policy makers. Course content will include an overview of ASD; family issues and challenges; ASD screening, diagnosis and assessment; an overview of intervention and treatment approaches; accessing appropriate supports and services; policy issues; advocacy and the experience of individuals living with ASD. Autism Spectrum Disorder Specialist Endorsement course.

SPE 720F FE Intro to ASD (0 credits)

SPE 721 Aug & Alt Com & Soc Stratg (3 credits)

This course will focus on a wide range of current research and evidence-based practices in the area of Augmentative and Alternative Communication (AAC) as it is implemented to increase, improve, and maintain functional communication skills of students with Autism Spectrum Disorder (ASD). In addition, specific strategies and techniques to address socialization skills for individuals with ASD as well as their communication partners will be addressed. Case studies, discussions, and activities will be utilized to personalize these strategies and techniques. Autism Spectrum Disorder Specialist Endorsement course.

SPE 721F FE Aug & Alt Com & Soc Stratg (0 credits)

SPE 722 Evid Based Prac: AI&I Method (3 credits)

This course will provide comprehensive coverage of the importance of using evidence-based practice in assessment, instruction, and implementation of interventions for individuals with Autism Spectrum Disorder (ASD). Course content will include identifying the legal basis and requirements for evidence-based practice; a review of how to locate and evaluate evidence in the literature base; ( a review of the theoretical basis of, and evaluation of the empirical evidence for screening and assessments; a review of the theoretical basis of, and evaluation of the empirical evidence for screening and assessments; the continuum of interventions from traditional behavior to social-developmental-pragmatic; comprehensive program approaches; and instructional strategies in the classroom. Additional topics will include the use of medical, dietary, and sensory interventions in the schools; pseudoscience and fad interventions; and finding the middle ground between parents and professionals in the decision-making process. Autism Spectrum Disorder Specialist Endorsement course.

SPE 722F FE Evid Based Prac AI&I Method (0 credits)

SPE 723 Autism: Behv Manag Approaches (3 credits)

This course will examine and introduce the major therapies/educational interventions that have been developed to treat autism and related pervasive developmental disorders. Applied behavior analysis (ABA), an empirically- validated treatment for individuals with autism and related disabilities will be discussed in detail. In addition, other emerging treatments including Greenspan, Relationship Development Intervention, and the principles of Positive Behavioral Supports (PBS) in Universal Design for Learning (UDL) will be examined in relation to ABA. In addition, scientific criteria will be compared to pseudoscientific criteria for various interventions. This course is relevant for both novices and experienced practitioners in the field of autism treatment. Autism Spectrum Disorder Specialist Endorsement course.

Restrictions: Enrollment is limited to Graduate level students.

SPE 723F FE Aut: Behv Manag Approaches (0 credits)

SPE 730 Ed Found - Deaf & Hard of Hear (3 credits)

This course introduces basic concepts for the education of students who are deaf and hard of hearing. Topics covered will include the social construction of deafness and hearing loss; language acquisition and literacy development in children who are deaf and hard of hearing; educational philosophies and approaches; sign language systems in education; assistive technology including cochlear implants; placement options; supports for inclusive practices; and specially designed instruction, including adaptations for students who are deaf and hard of hearing and children with additional special needs.

Restrictions: Enrollment is limited to Graduate level students.

SPE 730F FE Foundations-Deaf Hard of He (0 credits)

SPE 731 Lang, Lit & Comm Dev-Deaf & HH (3 credits)

This course will introduce students to the components of language, normal developmental sequences in children, and the impact of hearing loss upon language acquisition. Auditory and visual strategies for facilitating language acquisition among students who are deaf and hard of hearing will be included, as will protocols for integrating language instruction into academic content area instruction. Students will be introduced to the array of communication options available to families of children who are deaf and hard of hearing, early communication behaviors expressed by young children, and strategies for supporting families making communication decisions. The course will examine the components of literacy in conjunction with characteristics of scientifically-based reading research and principles of effective instruction. Students will examine reading programs created for students who are deaf and hard of hearing, create lesson plans, select websites and technology tools available online to support these lessons, practice using scoring rubrics, and develop personal plans for expanding their own communication skills over the course of the next year.

Restrictions: Enrollment is limited to Graduate level students.

SPE 731F FE Lang/Lit/Comm For DHH (0 credits)

SPE 732 Curr, Inst & Lrn Env-Deaf & HH (3 credits)

This course content will cover what teachers of students who are deaf and hard of hearing need to know in order to choose and effectively implement the most appropriate methodology, evaluation procedures, goal/objective sets and lesson plans. Focus will also be on ongoing assessment measures to monitor student progress and to validate the effectiveness of specific instructional methods and materials through data collection. In addition, attention will be given to how curriculum and instruction are differentiated through the service delivery spectrum: consultation, itinerant, resource room and full time class (supplemental) instruction

Restrictions: Enrollment is limited to Graduate level students.

SPE 732F FE Curric/Instruct/ DHH (0 credits)

SPE 733 List & Spk Skills - Deaf & HH (3 credits)

This course will provide information regarding the etiology and age of onset of hearing loss, anatomy and physiology of the hearing mechanism, degree and type of hearing loss, and interpretation of audiological results. The course will also offer information on auditory skill development, the utilization of various forms of amplification including hearing aids, cochlear implants, and FM systems, and the relationship of classroom acoustics to auditory access. Additionally, information in the area of spoken language development will be provided, including speech sound acquisition, development of vocabulary, syntax and pragmatics, and the relationship of listening and spoken language to literacy.

Restrictions: Enrollment is limited to Graduate level students.

SPE 733F FE Listen/Speak Skills DHH (0 credits)

SPE 734 Sign Comm in Instruct Settings (3 credits)

This course introduces and expands upon the use of a variety of sign languages and sign communication systems in instructional settings. Among the topics covered are the history and structure of American Sign Language (ASL), the nature and characteristics of artificial sign systems developed to represent English and hybrid systems such as those described as "contact signing." The parameters and use of fingerspelling as an educational tool will also be included. Various philosophies and methodologies of incorporating sign communication in educational settings will be covered. Students will be exposed to the appropriate use of sign languages and sign systems in instructional settings and how they may be used to enhance learning by deaf and hard of hearing students.

Restrictions: Enrollment is limited to Graduate level students.

SPE 734F FE Sign Comm in Instr Setting (0 credits)

SPE 739 Student Teach & Prof Seminar (6 credits)

This is an individually designed field experience under approved supervision (including seminar meetings). This experience is designed as the capstone professional course for students seeking the Hearing Impaired (PK-12) certification (PA). It approximates full-time working/teaching experience for one full semester. At the conclusion of this experience, students must have demonstrated proficiencies in instructional management and specially designed instruction, student engagement and motivation, curriculum planning, learning theory, problem solving in an educational setting, using computers in the classroom, integrating reading, language, and literacy skills in all classrooms, the use of audiovisual materials in the classroom, communicating effectively with students and staff members who are deaf or hard of hearing in their preferred languages and modes of communication, the identification of instructional resources, assessment of student achievement, the development of IEP goals and objectives, management of amplification systems, assessment and development of listening and spoken language skills, consultation with regular classroom teachers, modification of the classroom acoustic environment, and development of student compensating strategies. The fieldwork course is typically the final course in a certification sequence. Includes a weekly online seminar session.

Prerequisites: SPE 600 and SPE 608 and SPE 612 and SPE 730 and SPE 731 and SPE 732 and SPE 733 and SPE 734

Restrictions: Enrollment is limited to Graduate level students.