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Online Learning Environment |
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ONLE 590 - Capstone: Online Course Design, Development, and Implementation Credits: 3
Participants will apply an instructional design model to analyze, design, develop, assess, and evaluate a six week online learning module. Emphasis will be placed on theories related to instructional design, information processing, and motivation. Participants will gain an understanding of their role as an instructional designer and become knowledgeable of learning management platforms and resources available to the professional online educator.
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Philosophy |
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PHL 490 - Selected Topics in Philosophy Credits: 1-3
Provides the opportunity for the department to offer courses in areas of departmental major interest not covered by the regular courses.
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Political Science |
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PLS 431 - Pennsylvania Local Government Credits: 3
Concerns the structure and administrative functions of local governments in Pennsylvania. Extensive emphasis placed on analyzing local governmental functions and problems emanating from the jurisdictions’ political, social, and economic environments.
Prerequisite(s): 9 hours in political science or permission of instructor.
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PLS 490 - Selected Topics in Political Science Credits: 3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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PLS 491 - Selected Topics in Political Science Credits: 3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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PLS 492 - Selected Topics in Political Science Credits: 3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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PLS 501 - Organizational Theory and Behavior Credits: 3
Examines organization theory relevant to the administration and leadership in complex organizations. Focus is on topics of bureaucracy and development of administrative thought; human behavior in organizations including individual motivation, group and interpersonal dynamics, and leadership modes; organization structure, process, and dynamics; organizational development and change; and emerging perspectives in the field.
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PLS 502 - Human Resources Management Credits: 3
Case study course reviewing personnel administration integratively as an administrative, behavioral, and technical area. Role of the line manager in personnel administration is covered, as well as the technical roles of central personnel agency and the operating personnel office.
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PLS 503 - Public Budgeting and Financial Management Credits: 3
Provides the knowledge base required to understand and interpret public sector budgets and the principles underlying public sector budgeting and decision making. Budget processes, influences, and tensions are explored as well as various budgeting approaches, formats, and historical developments. Emphasis is placed on developing analytical skills to interpret and design budgets and their processes and understanding the expanding role that budgets play in public sector management.
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PLS 504 - Ethics for Public Service Managers Credits: 3
Examines specific contemporary ethical concerns in the public sector and the ethical conduct required by statutes and codes of conduct. Appropriate case studies discussed, emphasizing the constantly changing standards in the public sector.
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PLS 511 - State Government Credits: 3
Studies state governments in the American federal system and analyzes state government institutions and processes with special reference to Pennsylvania.
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PLS 512 - Intergovernmental Relations Credits: 3
Examines the developing area of intergovernment relations among federal, state, and local governments. Special emphasis placed upon the work of the Advisory Commission on Intergovernmental Relations and implementation where feasible by state and local governments.
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PLS 521 - Labor Relations in the Public Sector Credits: 3
Reviews whole area of relations between public employees and public employers and impact on public personnel administration. Some guidelines used for past contractual arrangements are covered.
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PLS 522 - Advocacy in Public Administration Credits: 3
Advocacy and lobbying are two of the core activities in the relationship between citizens and the government. This course demonstrates the strong relationship between these activities and governmental outcomes. Students will examine reasons for doing advocacy and lobbying, advocacy and lobbying techniques and the effect of lobbying and advocacy on policy outcomes.
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PLS 523 - Communication for the Public Manager Credits: 3
This course will improve the ability of the student to effectively communicate in a public sector setting. It will rely on exercises, analysis and evaluation to improve the student?s ability to communicate better in various formats, including written, oral, and graphic methods.
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PLS 553 - Public Policy Implementation Credits: 3
After briefly examining the public policy-making process, the course applies policy implementation theories, models, and frameworks to public policies. This course analyzes and evaluates public problems facing local and state public organizations. The course content focuses on a policy domain; the seminar is research-intensive, requiring students to choose one policy domain for implementation analyses.
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PLS 561 - Administrative Law Credits: 3
Study of the law concerning the powers and procedures of administrative agencies. These governmental bodies which affect the rights of private and public parties through either adjudication or rule making are compared to and contrasted with the judicial, legislative and executive processes using the case method.
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PLS 591 - Selected Topics in Political Science Credits: 3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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PLS 592 - Selected Topics in Political Science Credits: 3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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PLS 601 - Research Methods Credits: 3
Survey of the research process including preparation of a research design, use of theoretical framework, and testing of hypothesis by gathering and analyzing data. Recommend the student complete this course as early in the graduate program as possible.
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PLS 603 - Public Policy Analysis and Program Evaluation Credits: 3
Examines the policy making and policy implementation processes as they relate to the analysis of public policies. Major focus is upon results-oriented management techniques, and a number of specific quantitative policy analysis techniques. This includes program evaluation and cost benefit analysis.
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PLS 605 - Capstone Seminar: Applied Public Management Credits: 3
Requires students to demonstrate their ability to successfully resolve workplace situations by utilizing principles and concepts of public management as presented in the core and elective courses of the MPA curriculum. Employing the case study method, and additional reading, the principal focus requires the students as individuals and in teams to work with the development and implementation of public policy. Course takes an application and problem-solving approach designed to develop the practical management skills required in the current public administration workplace.
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PLS 611 - Internship I Credits: 3
Opportunity to practice public administration theory and concepts as participant and an observer in the process. Placement on a limited basis in a government or nonprofit activity enhances the student’s preparation in the field.
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PLS 612 - Internship II Credits: 3
Opportunity to practice public administration theory and concepts as participant and an observer in the process. Placement on a limited basis in a government or nonprofit activity enhances the student’s preparation in the field.
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PLS 623 - Field Research I Credits: 3
An independent supervised research project.
Prerequisite(s): PLS 601 with minimum grade of B
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PLS 624 - Field Reseach II Credits: 3
An independent supervised research project.
Prerequisite(s): PLS 601 with minimum grade of B
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Psychology |
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PSY 500 - Advanced Research Design and Statistics I Credits: 3
Concerned with scientific method to the investigation of behavior. Research methods and experimental design and statistics are reviewed along with a survey of the more recent significant developments in the field of psychology. Use of computer statistical packages to analyze data is emphasized. Students demonstrate competency in descriptive statistics. Prerequisite: Students are required to take and pass a competency exam prior to entry into the course. Contact the professor or departmental secretary for test procedures.
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PSY 501 - Advanced Research Design and Statistics II Credits: 3
Second component of the research design and statistics sequence is concerned with the scientific method in the investigation of behavior. Advanced research methods and experimental design and statistics are reviewed along with a survey of the more recent significant developments in the field of psychology. Use of computer statistical packages to analyze data is emphasized. Students demonstrate competency in multivariate statistics.
Prerequisite(s): PSY 500
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PSY 512 - Theories of Learning Credits: 3
Examines the explanations of human learning processes offered by various behavioral and cognitive theorists. Classical and contemporary theories and applications are presented dealing with topics such as conditioning, motivation, memory, and problem solving.
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PSY 515 - Theories of Personality Credits: 3
Explores theories, issues, and research in personality, and encourages the psychology graduate student to develop his or her own pragmatic orientation.
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PSY 516 - Motivation Credits: 3
Examines and compares different theories of motivation. Basic motives such as hunger, thirst, sex, and aggression in humans and animals examined. In addition, more complex motives discussed in light of decision theory.
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PSY 518 - Introduction to Behavior Analysis Credits: 3
Study of applied techniques of modifying behavior and cognition. Includes stimulus control processes, reinforcement theory, modeling, extinction, desensitization, counter-conditioning, cognitive restructuring, stress inoculation training.
Prerequisite(s): PSY 500
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PSY 527 - Studies in the Psychology of Adolescence Credits: 3
Systematic study of physical, behavioral and psychological development of the individual from puberty to emerging adulthood.
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PSY 529 - Psychology of Successful Aging Credits: 3
Focuses on process of aging during later years of the life span. Developmental approach pro-vides basis for the systematic study of aging. The interaction of the physiological, psychological, emotional, intellectual, and social aspect of aging are emphasized.
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PSY 530 - Studies in the Psychology of the Exceptional Child Credits: 3
Concerned with findings of significant studies on the exceptional child. Emphasis given to the contributions of research dealing with characteristics of the exceptional child, identification, ways of meeting special needs and implications for child and those who work with the child.
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PSY 531 - Advanced Cognitive Psychology Credits: 3
In-depth analysis of new issues within the field of cognitive psychology is focus. Sample content includes models of memory, processes of cognition, implicit versus explicit memory, and problem solving.
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PSY 533 - Advanced Social Psychology Credits: 3
Study of how people make sense of others and of themselves; how ordinary people think about people and how they think they think about people.
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PSY 534 - Survey of Research in Abnormal Behavior Credits: 3
Review research and theoretical contributions to the understanding of abnormal behavior, with primary emphasis on discussion of recent research findings regarding the etiology of various mental disorders.
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PSY 535 - Behavioral Assessment Credits: 3
A study of the conceptual background and practical application of behavioral assessment techniques. The focus will not be on the diagnosis of a particular form of psychopathology, but rather on the function a particular behavior or set of behaviors is serving. Methods ranging from interviews with parents and direct care staff to the experimental analysis of function will be discussed, with emphasis on the idea that once function has been identified, it will be possible to design a behavioral intervention to treat a behavioral excess based on its function(s), and thus, improve the effectiveness and efficiency of behavioral treatment.
Prerequisite(s): PSY 518
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PSY 536 - Behavioral Research & Ethics Credits: 3
A study of two related topics necessary for the development of competency in developing and implementing behavioral interventions. The first is single-case research design, which is the primary research design utilized for applied research in behavior analysis as well as implementation of interventions to treat behavioral deficits and excesses in the practice of applied behavior analysis. The second topic is the code of ethics developed by the field for research in and the practice of applied behavior analysis.
Prerequisite(s): PSY 518
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PSY 540 - History of Psychology Credits: 3
Reviews history of psychology from its roots in philosophy through its transformation into a science. Included is a critical examination of major issues, assumptions, and schools of thought.
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PSY 543 - Behavioral Treatment & Systems Support Credits: 3
A study of the conceptual background and practical application of behavioral treatment techniques. With behavioral excesses, it is essential to determine the function that the behavior or set of behaviors is serving via behavioral assessment. Then, a functional treatment can be created to decrease excesses, which will be more effective and less restrictive than treatment that ignores function. Treatments to increase existing deficits in behavior will also be considered. Finally, considerations with regard to support of behavioral interventions within different settings (home, school, etc.) will be examined, including ethical considerations.
Prerequisite(s): PSY 518
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PSY 545 - Psychological Development of the Child: Theories and Research Credits: 3
This course explores developmental topics from infancy through middle childhood (12 years). This course has the purpose of providing the graduate student with a basis in the methods of research used in developmental psychology and will include a careful analysis of developmental theories, with an emphasis on research findings as reported in the current literature.
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PSY 565 - Human Factors Credits: 3
Focuses on the application of psychological principles of human behavior, perception, and cognition to real-world environments. Topics include improving workplace and transportation safety, improving human-computer interaction, and discussing general ways humans can work more easily and naturally with complex technologies in today?s society.
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PSY 570 - Seminar in Cognitive Science Credits: 3
Cognitive Science is a multi- and inter-disciplinary field that draws primarily from the perspectives of cognitive psychology, artificial intelligence, linguistics, and philosophy that converge on a set of core questions addressing the nature of the human mind. Seminar involving reading primary sources of the various perspectives as well as the overarching cognitive science literature, discussion of methods and findings, and understanding, and developing applications to real-world problems using computational or information processing approaches.
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PSY 590 - Introduction to Group Dynamics Credits: 3
Examines the theory and experiences of group interaction. Observation and participation in face-to-face groups of varying structures and functions are provided. Theories of group development and observational systems and techniques applicable in educational, business, and institutional settings are examined. Selected topics include goal analysis, functional group structures, leadership influence, conforming norm pressures, deviant behaviors, and communication network patterns.
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PSY 594 - Selected Topics in Psychology Credits: 3
Opportunity to study concepts and research in areas of psychology not covered by the regular course of study in a seminar setting. Areas covered are those in which instructors have special expertise and in which there is a special student request.
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PSY 595 - Selected Topics in Psychology Credits: 3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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PSY 596 - Selected Topics in Psychology Credits: 3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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PSY 597 - Independent Study in Psychology Credits: 3
Opportunity for student to pursue in-depth study on a topic or issue of personal interest under the direction and guidance of a department faculty member.
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PSY 598 - Independent Study Credits: 3
Opportunity for student to pursue in-depth study on a topic or issue of personal interest under the direction and guidance of a department faculty member.
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PSY 612 - Thesis I Credits: 3
Designed to provide master’s degree candidates with opportunity to conduct a major research project. A research proposal, literature review, and a pilot study required. First in a two-course sequence.
Prerequisite(s): PSY 500
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PSY 613 - Thesis II Credits: 3
Second of a two-semester sequence of graduate courses designed to provide master’s degree candidates an opportunity to conduct a major research project. Students implement the research proposal designed in Thesis I, collect data, complete a statistical analysis, write a research report, and make an oral presentation. Students experience the procedure and format of conducting a research project that might be prepared for publication in a psychological journal.
Prerequisite(s): PSY 612
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PSY 621 - Field Experience I Credits: 3
Field experience in a governmental, industrial, or institutional setting providing supervised professional experiences. Students must accumulate a minimum of 150 clocked hours at a site during one academic semester.
Prerequisite(s): PSY 500 and PSY 501
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PSY 622 - Field Experience II Credits: 3
Field experience in a governmental, industrial, or institutional setting providing supervised professional experiences. Students must accumulate a minimum of 150 clocked hours at a site during one academic semester. The field experience may take place in the same setting as PSY 621 , although it must involve a different project.
Prerequisite(s): PSY 500 and PSY 501 and PSY 621
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Reading |
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RDG 413 - Teaching Reading to English Language Learners Credits: 3
Designed to address teaching reading and writing to the English language learner in a non-ESL classroom; address the concerns of teachers who encounter students in their classrooms who are learning English; explore theories about first-and second-language acquisition; introduce classroom best practices in literacy as they relate to learners of English; and support teachers in developing an understanding of the basic principles of teaching and assessing English language learners with practical suggestions for assisting students in learning to cope in their new culture. Course is reserved for reading minors and master’s of reading students.
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RDG 422 - Studies in Children’s Literature Credits: 3
Designed to incorporate children’s literature as a method for examining the relationships between authors’ writing processes, curriculum, and pedagogy in the elementary classroom. Emphasizes current literacy research related to writers’ craft in order to demonstrate a wide range of purposes and styles of writing and how various genres can be used to develop literacy skills.
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RDG 443 - Reading Measures and Interventions in PK-4 Credits: 4
Focuses on assessment methods, including observation, informal, and formal assessment measures to diagnosis and describes stages of reading development among readers, specifically prekindergarten through fourth grades. Uses assessment data to identify and implement literacy instruction for small groups and individual learners. Participation in an education field experience will be required.
Prerequisite(s): (RDG 323 and RDG 363 )
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RDG 490 - Selected Topics in Reading Credits: 1-3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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RDG 491 - Selected Topics in Reading Credits: 1
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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RDG 492 - Selected Topics in Reading Credits: 3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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RDG 493 - Selected Topics in Reading Credits: 1
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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RDG 511 - Comprehensive Literacy Model for School Improvement Credits: 3
The course is designed as a summer literacy institute for teachers and school teams interested in implementing a comprehensive literacy model, including a framework for literacy, individual and small group interventions, literacy team meetings, assessment walls and progress monitoring, school plans, and literacy coaching. This course is the first in a sequence of seven courses required for a literacy coach registration.
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RDG 512 - Theory and Practice in Literacy Credits: 3
This course examines theories of cognitive, linguistic, and cultural learning and their practical implications for teaching students in the elementary and middle grades. A focus is placed on developing inquiry-based classrooms where language becomes a tool for increasing knowledge. Research-based components of reading are examined and applied to the everyday context of teaching and learning. Students begin an action research project in literacy that will be carried over and completed in the spring theory course. The course is a requirement for the literacy coach university registration.
Prerequisite(s): RDG 511
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RDG 513 - Supervision and Organization of Reading Programs Credits: 3
The course is one of seven courses to prepare reading specialist/literacy coaches for supervising and organizing a school?s literacy program. The course focuses on organizational techniques and instructional approaches as applied to the operation of total reading program. An additional focus will be on developing the skills and techniques of a literacy coach in three major areas: coaching teachers, providing professional development to school personnel, and evaluating a school?s literacy program. The course is a requirement for the literacy coach university registration.
Prerequisite(s): RDG 511
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RDG 514 - Processes and Strategies in Reading Comprehension Credits: 3
This course focuses on the processes of reading comprehension, including the influence of perceptions, beliefs, motivation, language, and strategies on the reader?s understanding. An emphasis is placed on effective questioning, text selection, discourse chains, and environment as ways to promote comprehension. The course is a requirement for the literacy coach university registration.
Prerequisite(s): RDG 511
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RDG 515 - Research in Language and Literacy Acquisition Credits: 3
This course explores the contributions and latest research of linguists, sociolinguists, and psycholinguists to language and literacy acquisition; description of methods and techniques employed in literacy research; designing and conducting a research project in literacy. The course is a requirement for the Literacy Coach University Registration.
Prerequisite(s): RDG 511 and RDG 512 and RDG 513 and RDG 514
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RDG 516 - Literacy Coaches as Agents of Change Credits: 3
This course focuses on the roles and responsibilities of a literacy coach, including specialized techniques and language prompts for scaffolding teachers. An emphasis is placed on observing change over time in knowledge levels and types of self-reflection. Other responsibilities include modeling lessons, conducting team meetings, leading study groups, selecting materials, and collecting and analyzing data for school improvement. The course is a requirement for the Literacy Coach University Registration.
Prerequisite(s): RDG 511 and RDG 512 and RDG 513 and RDG 514
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RDG 517 - Curriculum Design and Evaluation of Literacy Programs Credits: 3
This course focuses on designing and assessing literacy curriculum, including evaluating literacy programs and materials and analyzing their evidence-based rationales, aligning curriculum to state and professional standards, creating activities and rubrics to match curriculum, and using school-embedded professional development to achieve literacy goals. The course is a requirement for the Literacy Coach University Registration.
Prerequisite(s): RDG 511 and RDG 512 and RDG 513 and RDG 514
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RDG 520 - Tutoring Secondary Students Credits: 3
Designed to give master’s degree candidates experience working with upper-grade students who are having difficulty becoming effective readers and writers. Candidates in this course will tutor 3-5 freshman students once per week for the course duration. In addition, student’s reading and writing abilities will be assessed at the beginning and end of the course.
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RDG 524 - Diversity’s Impact on Literacy Instruction in a Standards Aligned System Credits: 3
This course is designed to address the impact that linguistic and cultural diversity has on literacy instruction in a Standards Aligned System (SAS). Foundational theory in both first and second language acquisition and instruction is explored. In addition, this course investigates what influences the learning process, how instruction best aids that process, and how to utilize the SAS to enhance student learning for speakers of languages other than English. This course explores the needs, experiences, values, and beliefs of culturally and linguistically diverse learners. Course is reserved for Master’s of Reading students.
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RDG 525 - Curriculum Evaluation and Data Analysis Credits: 3
This course focuses on designing and assessing literacy curriculum, including evaluating literacy programs and materials and analyzing their evidence-based rationales, aligning curriculum to state and professional standards, creating activities and rubrics to match curriculum, and using school-embedded professional development to achieve literacy goals.
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RDG 526 - Leadership and School Change Credits: 3
This course is focused on coaching principles and strategies related to making improvements and innovations in classroom teaching and literacy instruction. Emphasis is on program evaluation and professional development to bring about educational reform and improvements in teaching and literacy instruction. Course content is informed by various research, policy, and practice resources, which contribute in different but complementary ways to the preparation of literacy coaches and instructional leaders. Research and theory addressed in the course will draw from several fields of inquiry, including adult learning, professional development, teacher quality and student achievement, and school improvement.
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RDG 527 - Inquiry Approaches to Literacy Credits: 3
Students will be required to examine foundational knowledge of literacy research, reading theories and principles, and methods for conducting and critically evaluating reading research as applied to the three roles of the literacy specialist. Additionally, students will engage in a professional learning community to broaden and share their literacy understandings regarding research-based literacy practices.
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RDG 528 - Foundations of Literacy Development Credits: 3
Provides a comprehensive overview of factors related to literacy development and explores the implications of knowledge about the reading/writing process for effective instruction. Topics considered include such areas as: research knowledge about literacy processes, early literacy experiences, comprehension, vocabulary/concept development, word identification, literature for reading instruction, microcomputers and literacy, instructional materials, classroom organization for effective literacy instruction, and strategies for instruction/assessment in reading.
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RDG 529 - Reading and Reasoning Beyond the Primary Grades Credits: 3
Examines comprehensively all aspects of literacy instruction for older children and adults. Special attention given to topics having unique relevance to older readers such as: mastery of expository text structures, development of independence in monitoring and controlling one’s own reading, building of vocabulary concepts, and development of positive attitudes toward print.
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RDG 532 - Diagnosis and Assessment in Reading Credits: 3
Explores varied means for obtaining information about children’s abilities in using print as a basis for aiding further development. Critically examines the strengths and weaknesses of assorted reading/writing assessment strategies. Emphasis will be given to those strategies that are process-oriented and have the most direct application to instruction. Students will practice using informal observation techniques and varied measurement instruments as a basis for preparation of a clinical case report.
Prerequisite(s): RDG 528 and RDG 529 or permission of instructor.
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RDG 533 - Advanced Diagnosis and Assessment in Reading Credits: 3
Further examines issues introduced in RDG 532 with emphasis upon refining and expanding expertise in observation of literacy development. Preparation of a clinical case report required. Other topics investigated include: current issues in literacy assessment, new strategies for assessment, organizing classrooms for optimal diagnosis and instruction, recent literature by reading researchers with implications for assessment.
Prerequisite(s): RDG 532
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RDG 534 - Laboratory Practicum in Reading Credits: 3
Provides experience in facilitating children’s literacy development in a clinical setting with guidance and support from university faculty. Assessment/instructional strategies are practiced and discussed as a means of building insights about literacy processes and individual developmental needs.
Prerequisite(s): RDG 532
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RDG 535 - Seminar in Literacy, Language, and Reading Credits: 3
Explores current understandings of literacy processes with opportunities for in-depth study of topics of special interest and relevance. A capstone course, students reflectively examine concepts introduced in earlier courses including possibilities and problems of their application in varied instructional settings. Practice in curriculum leadership roles such as writing for publication and planning/implementation of in-service sessions provided.
Prerequisite(s): RDG 532 and RDG 534 and two other graduate-level courses in reading.
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RDG 537 - Brain Based Strategies for Literacy Learners Experiencing Difficulties Credits: 3
Focuses on differentiating reading and writing instruction within various settings, including supplemental and classroom, for meeting the needs of struggling learners. Includes techniques for using intervention team meetings to select appropriate services, collaborating with teachers across intervention programs, and using assessment to monitor learner’s progress.
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RDG 554 - Practicum in Reading Credits: 3
Addresses a series of practical issues Teacher Leaders face on a daily basis. Topics include teaching adults, how to work with administrators, parents, and trainers of teacher leaders in coming years. Field site visits are included.
Prerequisite(s): Requires a Master’s degree to enroll.
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RDG 555 - Practicum in Assessment Credits: 3
Prepares Reading Recovery teachers to learn to observe and record the reading and writing strengths of individual children. Field site visits are included.
Prerequisite(s): Requires a Master’s degree to enroll.
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RDG 593 - Selected Topics in Reading Credits: 1
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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RDG 594 - Selected Topics in Reading Credits: 1-3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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RDG 595 - Selected Topics in Reading Credits: 2
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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RDG 596 - Selected Topics in Reading Credits: 2
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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RDG 597 - Selected Topics in Reading Credits: 3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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RDG 598 - Selected Topics in Reading Credits: 3
Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
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RDG 599 - Independent Study Credits: 2
Opportunity for student to pursue in-depth study on a topic or issue of personal interest under the direction and guidance of a department faculty member.
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RDG 601 - Language Development Theory Credits: 3
Focuses on theory and current research related to effective Reading Recovery instruction. Examines and applies theoretical principles of learning and literacy learning to their practice. Evaluates and relates theories of literacy learning, thinking, and teaching to the process of becoming literate.
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RDG 602 - Reading Thoughts and Processes Credits: 3
Reading Recovery is a system intervention that changes how educators think about learning and instruction. Teacher Leaders are key to creating systemic change. Examines recent developments and research regarding issues Teacher Leaders are most likely to face when implementing Reading Recovery Programs in their respective sites.
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RDG 607 - Reading Recovery Training for Teachers I Credits: 3
Assists teachers in developing an understanding of the Reading Recovery procedures in order to select from these procedures to meet individual learning needs. Lesson analysis, specific strategies, and charting student progress are important components of course.
Prerequisite(s): Requires permission of instructor to enroll.
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RDG 608 - Reading Recovery Training for Teachers II Credits: 3
Refines and expands the Reading Recovery teacher’s level of awareness and understanding of how to effectively implement the Reading Recovery Program.
Prerequisite(s): Requires permission of instructor to enroll.
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RDG 609 - Internship Credits: 3
Provides opportunity to gain practical experience in chosen career area.
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RDG 610 - Reading Internship II Credits: 3
Provides opportunity to gain practical experience in chosen career area.
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RDG 612 - Thesis I Credits: 3
Students identify, explore, and synthesize current information regarding a topic of special significance in literacy education. Work guided by reading faculty and must be approved by faculty committee. All students expecting to undertake advanced graduate studies in reading are urged to elect the thesis option.
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RDG 613 - Thesis II Credits: 3
Continuation of RDG 612 .
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Science Education |
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SCED 550 - Safety and Welfare in Science Education Credits: 3
This fifth course in the Master of Arts in Science Teaching (MAST) program surveys the primary safety concerns in science instruction with emphasis on chemical safety, safety equipment and procedures, and legal and ethical considerations for using live and preserved organisms in the classroom and field. Principles and legal requirements for classroom design and how classrooms and laboratories must be modified to accommodate students with learning and physical disabilities will also be included. Students will also complete a minimum of 25 hours of observations in a secondary science classroom.
Prerequisite(s): SCED 510 with minimum grade of C and SCED 520 with minimum grade of C and SCED 530 with minimum grade of C and SCED 540 with minimum grade of C
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Supply Chain Management |
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SCM 410 - Distribution Systems in Supply Chains Credits: 3
This course introduces students to the contributions that distribution systems make to value driven supply chains, the impact of distribution systems imperatives on the strategic management of supply chains, and the integration of these systems with manufacturing and service operations. Strategies for effective and efficient decision-making and management of distribution systems that augment and support the supply chain as well as deliver customer value are explored. Models of distribution systems that minimize or reduce system wide costs are investigated. The course also explores advances in information technology and its role in distribution systems.
Prerequisite(s): SCM 330 or permission of instructor.
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