May 05, 2024  
2020-2021 Graduate Catalog 
    
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2020-2021 Graduate Catalog [ARCHIVED CATALOG]

Courses of Instruction

 

Education Foundation
  

  • EDU 434 - Teaching of Mathematics in the Secondary Schools I Credits: 3

    Covers theories of learning mathematics, national and state standards, and educational issues related to teaching and learning mathematics. Mathematical content and curricula for secondary school students will be explored and analyzed. Lesson and long-range planning and the classroom environment are included.
  

  • EDU 435 - Teaching of Mathematics in the Secondary Schools II Credits: 3

    Covers instructional and assessment strategies for secondary school mathematics classrooms. Differentiated instruction techniques, the use of student-centered approaches, and reading and writing connections are included. Students will participate in pre-student teaching clinical experiences.

    Prerequisite(s): EDU 434 
  

  • EDU 440 - Teaching of Science in Secondary Schools Credits: 3

    Students develop an instructional philosophy through discussions and reading as well as experience in simulated teaching activities. Use of demonstrations, experiments, visual aids, projects, cooperative learning, and other inquiry and discovery activities are stressed. Additional topics include individual differences among students, handicapped, or reading disabled.

    Corequisite(s): EDU 441 
  

  • EDU 441 - Curriculum and Evaluation in the Secondary Science Classroom Credits: 3

    Understanding of inter-relatedness between the life science, physical science, chemistry, and earth and space science curricula through reading, demonstrations, and visits to schools. Emphasis on relationships among learning objectives, teaching/learning activities, and the attainment of those objectives. Evaluation component includes construction of classroom rubrics, quizzes and tests, and the analysis and improvement of those assessment tools.

    Corequisite(s): EDU 440 
  

  • EDU 490 - Selected Topics in Education Foundation Credits: 3

    Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.

  

  • EDU 491 - Selected Topics in Education Foundation Credits: 3

    Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.

  

  • EDU 492 - Selected Topics in Education Foundation Credits: 3

    Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.

  

  • EDU 493 - Selected Topics in Education Foundation Credits: 3

    Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.

  

  • EDU 494 - Selected Topics in Education Foundation Credits: 3

    Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.

  

  • EDU 495 - Student Teaching and Professional Practicum Credits: 6-15

    Professional site-based experience provides a full semester of guided teaching in the K-12 schools during which the student, under the direction of a qualified cooperating teacher and university supervisor, takes increasing responsibility for planning and directing the learning experience of a specific group(s) of students. Student Teaching is a variable credit course based on your program requirements. Program requirements should be verified for the proper number of student teaching credits required for graduation. CREDIT HOURS: 9 hours graduate student teaching, 12 hours middle level student teaching all options except language arts single concentration, 12 hours early childhood student teaching (pre k-grade 4), and 12 hrs secondary education concentration students.
  

  • EDU 496 - Selected Topics in Education Foundation Credits: 1

    Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.

  

  • EDU 497 - Selected Topics in Education Foundation Credits: 3

    Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.

  

  • EDU 498 - Selected Topics in Education Foundation Credits: 3

    Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.

  

  • EDU 499 - Selected Topics in Education Foundation Credits: 3

    Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.

  

  • EDU 522 - Advanced Methods for the Teaching of World Languages Credits: 3

    This course is intended for K-12 in-service teachers who want to revitalize/upgrade their current classroom practices with research-based approaches in language teaching. The course will combine theory and practice by encouraging participants to use research-based approaches to improve student FL learning. Although the course will not endorse a particular teaching method, the theoretical framework of the program will be based on the ACTFL Standards for the 21st Century. The course will also follow the ACTFL Standards for the Preparation of Foreign Language Teachers.
  

  • EDU 599 - Independent Study in Education Foundation 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.

Special Education
  

  • EEC 423 - Effective Instructional Strategies for Students with Exceptionalities Credits: 3

    Designed to prepare both general and special education teachers to effectively teach students with disabilities in general education settings. Emphasis given to utilizing evidence based instructional practices for students with varying disabilities, creating a positive learning environment, collaborating and communicating with other school personnel and parents, and implementing positive behavioral interventions.

    Prerequisite(s): EEC 273 or HON 411
  

  • EEC 445 - Proactive Approaches for Classroom and Behavior Management Credits: 3

    Provides instruction and experience in individual and group aspects of classroom management. Provides instruction on proactive versus reactive interventions, defining and prioritizing behaviors, collecting and interpreting observational data, and methods for increasing desirable behaviors and decreasing undesirable behaviors. Discusses generalization and maintenance of behaviors, and self-management. Writing effective behavior management plans emphasized while focusing on ethical, legal, and proactive practices.

    Prerequisite(s): (EEC 273 or EEC 411 or HON 411 )
  

  • EEC 447 - Special Education Processes in a Standards Aligned System Credits: 3

    EEC 447 is an advanced study in planning and delivering instructional content to students with disabilities in a standards aligned system. The course will focus on: 1) the major principles of IDEA emphasizing evaluation, identification, and writing legally correct Evaluation Report’s (ER) and Individualized Education Programs (IEP), 2) the principles of Least Restrictive Environment, Due Process, and Parent Involvement, 3) Behavior management of students with disabilities.

    Prerequisite(s): (EEC 273 or EEC 411 or HON 411 )
  

  • EEC 483 - Assessing Children with Exceptionalities for Curricular Decision-Making Credits: 3

    Designed to provide teacher candidates with a comprehensive overview of the skills, processes, and research-based interventions for linking assessment and instructional decision-making in inclusive settings for students with disabilities. The academic core areas of literacy, writing, math, and behavior will focus on preparing candidates to participate in pre-referral data collection, contribution to the identification of students with disabilities, IEP writing, progress monitoring, and curriculum based assessment.

    Prerequisite(s): (EEC 273 or EEC 411 or HON 411 )
  

  • EEC 526 - Topics in Spec Ed for School Counselors and other School Professionals: Working w/ Stud with Except Credits: 3

    Provides a background in the field of special education and the nature of exceptionality in children and youth. Emphasis on societal attitudes and practices in relation to persons with exceptionalities, current practices in identifying and classifying children and youth with exceptionalities, characteristics of all exceptional population groups, programmatic needs of individuals with exceptionalities, and issues and trends in the various fields that impact on diagnosis, classification, and programming or service delivery. The knowledge base comes out of social, cognitive, and developmental psychology, medical aspects of exceptionality, educational law and policy, and special education.
  

  • EEC 535 - Special Education Processes in a Standards Aligned System Credits: 3

    EEC 535 is an advanced study in the legal requirements for the planning and delivering instructional content to students with disabilities. The course will focus on the six major principles of IDEA,. Specifically, the course will address evaluation, identification, and writing legally correct Evaluation Report’s (ER) and Individualized Education Programs (IEPs), the principles of Least Restrictive Environment, Due Process, Parent Involvement.

    Prerequisite(s): EEC 273 or permission of the instructor.
  

  • EEC 543 - Selected Studies in Special Education Credits: 1-3

    Opportunity for qualified students to pursue selected studies in areas of special interest such as preparation and development of new curriculum materials, investigations leading to a greater knowledge of procedures for teaching, and the survey and analysis of current practices in the organization and the curriculum of the special education program. Prerequisites: Six graduate credits in special education and approval of department chair.
  

  • EEC 545 - Applied Behavior Analysis/Positive Behavior Supports Credits: 3

    This course is an advanced study in using proactive approaches in classroom and behavior management for students with disabilities while emphasizing Applied Behavior Analysis (ABA), Functional Behavior Assessment (FBA), and Behavior Intervention Plans (BIPs). The main focus of the course is on 1) teaching proactive approaches, 2) teaching and implementing Applied Behavior Analysis, 3) Conducting a Functional Behavior Assessment, and 3) Writing and Implementing an effective Behavior Intervention Plan using the principles of Applied Behavior Analysis.

    Prerequisite(s): EEC 273 or permission of the instructor.
  

  • EEC 546 - Transition to Adult Life for Students with Disabilities Credits: 3

    Information about the pre-vocational and vocational training of adolescents and young adults who have mental retardation, learning disabilities, or behavior disorders. Provides an understanding of curriculum developments, methods, materials and teaching techniques utilized in the development of skills and attitudes essential to success in the world of work.
  

  • EEC 548 - Direct Instruction Credits: 3

    Covers carefully sequenced, highly prescriptive teacher directed procedures for teaching decoding, comprehension, content, and study skills. Rather than merely “list” ways to teach skills, direct instruction method discusses when a skill should be taught, what examples to teach, how to correct errors, and the relationship among different reading skills.

    Prerequisite(s): EEC411 or permission of instructor.
  

  • EEC 550 - Instruction for Students with High Incidence Disabilities Credits: 3

    Provides a study of historical, empirical, and research findings, forces, and factors making up the fundamental structure of the field of learning disabilities. Topics include: causes of learning disorders, characteristics of individuals with learning deficits, models of learning dysfunctions, and perceptual-conceptual learning processes and cerebral components. Additionally, the discussion will include the use of dietary, medical and physiological intervention techniques, administrative programming and parental concerns and responsibilities. New topics and new areas will be included as they are noted in the research literature. Methods of presentation will be basically lecture and discussion. Field experiences required.

    Prerequisite(s): EEC273 or EEC411 or permission of instructor.
  

  • EEC 551 - Subject Area Content Access for Students with Learning Disabilities in a Standards Aligned System Credits: 3

    Advanced course in the field of learning disabilities across the life span; from early childhood to adulthood. Designed to familiarize students with how to teach students with learning disabilities in reading, writing, spelling, math, social studies, science, and social skills by developing research based interventions supported by assessment data. Designed to help students become critical thinkers, creative and expert planners, and effective practitioners, and to work in a standards aligned system. Field experiences required.

    Prerequisite(s): EEC 273 or permission of the instructor.
  

  • EEC 561 - Instruction for Students with Low Incidence Disabilities Credits: 3

    EEC 561 is an advanced study of educational strategies and materials used with people who have low incidence disabilities. This course explores instructional strategies and programming for individuals who have significant impairment in intellectual functioning and adaptive behaviors. Adapting instructional strategies and materials to meet the unique needs of people with low incidence disabilities is also stressed. Education for independent functioning in self-care, social, and daily living skills is emphasized.

    Prerequisite(s): EEC 273 or permission of the instructor.
  

  • EEC 565 - Instruction for Students with Autism Spectrum Disorders Credits: 3

    An advanced study of educational strategies and materials used with people who have autism spectrum disorders (ASDs). Introductory material will include learner characteristics and screening techniques. This course explores instructional strategies and programming for individuals who have significant deficits in social communication and interactions; restricted, repetitive patterns of behavior, interests, and activities; and whose symptoms presented in early childhood. Current theories about etiology will be explored and analyzed. Intervention approaches will be described and analyzed. Field experiences are required.
  

  • EEC 571 - Instruction for Students with Social, Emotional, and Behavior Disorders Credits: 3

    EEC 571 is a methods course that focuses on the development of appropriate curriculum and strategies based on individual needs, practical application and methods, and assessment. Students will have a field experience working with students with behavior disorders, their teachers, or their families at the elementary, middle, secondary level or in alternative settings. Specific emphasis is placed on what educators can do to promote learning for students with behavior disorders. These include initial planning and organization, assessment, selection and modification of curriculum, communication with others, and positive behavior management programs. EEC 571 emphasizes teaching social skills and appropriate curriculum as an integrated strategy using current and best practices. Field experiences required.

    Prerequisite(s): EEC 273 or permission of the instructor.
  

  • EEC 590 - Practicum I in Special Education Credits: 3

    Designed to extend student’s professional preparation beyond resources of the college to include resources of the community and region. Practicum is intended to permit graduate student to engage in supervised professional activities in selected cooperating community agencies, local education agencies, or intermediate units.

    Prerequisite(s): EEC 551   and EEC 561   and EEC 571  
  

  • EEC 591 - Practicum II in Special Education Credits: 3

    Supervised intensive field experience designed to provide the candidate for certification in special education with field experiences in assessment techniques, special class operation, participating in child study teams, and curriculum development.

    Prerequisite(s): Requires permission of instructor.
  

  • EEC 594 - Selected Topics in Special Education Credits: 1-3

    Opportunity for the department to offer courses in areas of major interests not covered by regular course offerings.
  

  • EEC 599 - 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.
  

  • EEC 600 - Research in Special Education Credits: 3

    Research in Special Education examines methods used in conducting research with students with disabilities. Emphasis is placed on understanding and interpreting data to improve instructional interventions. Methods examined may include quantitative, qualitative, and single-subject methodology.

    Prerequisite(s): Restricted to Special Education Majors or permission of the instructor.
  

  • EEC 609 - Internship Credits: 3

    Provides opportunity to gain practical experience in chosen career area.
  

  • EEC 610 - Internship II Credits: 3

    Provides opportunity to gain practical experience in chosen career area.

Educational Leadership and Policy
  

  • ELP 490 - Selected Topics in Educational Leadership and Policy Credits: 1-3

    Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.

  

  • ELP 491 - Selected Topics in Educational Leadership and Policy Credits: 3

    Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
  

  • ELP 492 - Selected Topics in Educational Leadership and Policy Credits: 3

    Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
  

  • ELP 493 - Selected Topics in Educational Leadership and Policy Credits: 3

    Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
  

  • ELP 494 - Selected Topics in Educational Leadership and Policy Credits: 3

    Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
  

  • ELP 500 - General School Administration Credits: 3

    Introductory study of the organization and administration of American public education for persons interested in pursuing a professional career in educational administration. A basic understanding of educational leadership is developed through an integration of theory, knowledge, and actual practice. Course is designed for teachers, school board members, and other interested lay citizens who wish to know more about educational administration.
  

  • ELP 510 - Special Education Law Credits: 3

    Provides a comprehensive and current overview of the major federal laws and judicial interpretations of those laws that apply to the education of children with disabilities. Course includes discussions of inclusion, effective accommodations, IEPs, discipline, equal protection, and procedural due process. It also examines the six principles of the Individuals with Disabilities Act and Chapters 14, 15, and 16 of the Pennsylvania School Code. Course helps students understand what the law requires so that they will become effective educational leaders capable of making appropriate decisions that comply with these laws.
  

  • ELP 514 - Practicum I Leadership Field Experiences at the Building Level Credits: 3

    Provides an initial exploration and exposure to leadership roles at the building setting within the school environment and should be taken as part of candidate’s Tier 3 cluster of courses near the end of the program of study. Candidates are expected to log 180 hours of practical field experiences to include, but not limited to, shadowing school leaders, observing other educators, assuming responsibility for basic leadership activities as assigned by mentor, and conducting a case study on leadership concepts. In addition, candidate will participate in leadership seminars which focus on leadership foundations and best practices as articulated by current leaders in the field. Candidates begin to explore the role of the principal/supervisor as an agent of change and/or reform.
  

  • ELP 515 - The Role of Research and Data Informed Decision-Making for School Leaders Credits: 3

    Designed to provide school administrators with the knowledge and skills necessary to be intelligent consumers and practitioners of research. Research designs, methods, and results are important tools for leadership and decision-making: administrators should be able to evaluate research studies and implement the findings. Requirements of federal legislation necessitates leadership that is, in part, derived from data-based decision making. Additionally, there may be situations in which an administrator is responsible for constructing a research proposal to qualify for a grant or to lead change in an educational program.
  

  • ELP 516 - Curriculum Assessment and Instructional PK-12 for Diverse Student Populations Credits: 3

    Focuses on curriculum development, implementation, and assessment (through instructional practice in U.S. public schools). Designed for both future school leaders and central office administrators, students will study curriculum from the foundation of three bases: (1) social forces, (2) theories of human development, and (3) the nature of learning and learning styles. Bases will assist students in defining curriculum by helping them understand key issues from both an historical perspective and current thinking. Useful for individuals aspiring to be (or already serving as) principals, supervisors, counseling personnel, subject area specialists, and superintendents. Emphasis placed on approaches to developing, evaluating, and articulating curricular changes drawn from a wide variety of subject areas. As a result students will be knowledgeable of the fundamentals of curriculum; the connection between curriculum, instruction, and assessment; current curricular issues; innovative approaches to curricula; planning curricular strategies; and analyzing current curricula.
  

  • ELP 517 - Leadership in Technology and Effective Program Delivery Credits: 3

    Designed to provide future school administrators with the requisite skill sets and conceptual knowledge needed for effective 21st century leadership. Understanding technology as a tool for learning, managing, analyzing, communicating, and collaborating is integral to successful school leadership at the classroom, building, and central office levels. Topics explored include technology integration, digital citizenship, use of technology in systemic organizational improvement, professional growth, digital culture, and visionary leadership. In addition to developing personal philosophies regarding use of technology in teaching, learning, and leading, each student will develop a personal portfolio of resources.
  

  • ELP 518 - The Role of Supervision in Promoting Student Achievement Credits: 3

    Designed for educational leaders, whether they are practicing administrators, subject-area supervisors, department chairpersons, cooperating teachers, or mentors. Principal thrust is to facilitate the formulation and implementation of a teacher evaluation and supervision system–based on data-driven and researched-based strategies and practical skills, and supported by law–that promotes enhanced student learning and quality teaching. Treats supervision and evaluation as two separate but complementary functions that should be integrated into a coherent system that provides differentiated opportunities for teacher growth and evidence-based quality assurance. Assists in developing the research-base, practical skills, and necessary dispositions to meet the needs of all teachers, regardless of their current career stage or level of performance. Many class meetings are work sessions that focus on learning and refining the skills necessary to evaluate the instructional act and to support the professional growth of teachers and will include individual and group activities in a supportive environment where participants actively engage in and reflect upon their conceptual understanding and skill development relative to evaluation and supervision.
  

  • ELP 519 - Advanced Leadership and the School Principal PK-12 Credits: 3

    Introduces future educational leaders to school level administration. Focusing on the multi-faceted roles of a school leader, students will study the principal through the lens of the principal as a learner, mentor, instructional leader, supervisor, manager, politician, advocate, and innovator. Combining theory with practice, students will obtain a deeper understanding of the complexity of leadership at the building level.
  

  • ELP 520 - School Finance and Student Learning Credits: 3

    Developed to provide aspiring and practicing elementary and secondary building administrators and supervisors with knowledge necessary to understand and manage department and building-level financial responsibilities by addressing resource management and fiscal issues that affect funding and programming at the building level. Among topics considered are historical perspectives on school finance, current financial issues, trends, and the practical aspects of budget development.
  

  • ELP 521 - Legal and Ethical Issues that Impact on Student Learning Credits: 3

    Focuses on the legal foundations for the establishment and operation of public schools in the United States and Pennsylvania in particular. Assists students in understanding key issues that impact on student learning from both an historical and current perspective. Students should be knowledgeable in all important aspects of school law from basic rights of individuals to the legal requirements for designing and maintaining appropriate school environments for learning. In addition to a review of landmark cases and current issues, students will also study laws and topics specific to building level leadership in Pennsylvania.
  

  • ELP 522 - Practicum II Advanced Leadership Field Experiences at the Building Level Credits: 3

    Designed as a capstone experience, this practicum provides candidates with the opportunity to assess, develop, and refine knowledge, skills and dispositions acquired as a part of their programs of study. Major focus is on instructional leadership, improving student learning, evidence based decision-making, and the role of the building leader as an agent of reform. Candidates expected to log 180 hours of practical field experiences plus complete a major instructional leadership project and a second action research project. Candidate will participate in three leadership seminars that will focus on their platform of beliefs, professional development plans, and future Act 45 requirements.
  

  • ELP 569 - Seminar: Diversity in Education Credits: 3

    Increases the awareness of administrators, educators, and related school personnel to the problems, challenges, and issues faced by various cultural minority students as they strive to become incorporated in their respective schools within the mainstream of American society. Stresses the various strategies, methods, and techniques educators need to know to write and execute administrative policies and practices and to design and implement curriculum and teaching strategies that reflect the ethnic diversity and cultural minorities found within their respective buildings and school districts. Emphasis placed on the Black and Hispanic populations.
  

  • ELP 594 - Selected Topics in Education Leadership & Policy Credits: 1-3

    Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
  

  • ELP 595 - Selected Topics in Education Leadership & Policy Credits: 1-3

    Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
  

  • ELP 596 - Selected Topics in Education Leadership & Policy Credits: 1-3

    Opportunity to offer courses in areas of departmental major interest not covered by the regular courses.
  

  • ELP 599 - Independent Study in Educational Leadership and Policy 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.
  

  • ELP 609 - Internship I Credits: 3

    Provides opportunity to gain practical experience in chosen career area.
  

  • ELP 610 - Internship II Credits: 3

    Opportunity for students to gain practical experience in their chosen career area.
  

  • ELP 617 - Survey Development and Measurement Credits: 3

    This advanced course in survey development prepares students with the skills to be critical users of a variety of types of measurement instruments, as well as gain experience in the intricacies of scale development, including psychometrics. Students will also examine and determine scale reliability and validity. Course Essential Questions: 1. What is the iterative process of survey development and how can a literature review impact that process? 2. What is the appropriate statistical terminology related to measurement generally and survey data specifically? 3. How can scales be developed to implement surveys in professional settings and/or internship/practicum experiences? 4. How can a researcher ensure structural validity of their own or peers? scales prior to utilization?
  

  • ELP 619 - Leadership for Pupil Services Credits: 3

    Designed for students in administrator certification programs who want to develop skills necessary to provide leadership for pupil services programs in school organizations. Areas of focus include: organization and development of pupil services; team approaches for meeting individual student needs in inclusive learning environments; underlying assumptions of pupil services programs; supervision and staffing; financing; and crisis prevention and response management. Attention will be given to roles of building principals and central office staff in pupil services programs. Community support systems will be addressed with regard to the manner in which they provide assistance to and interact with students, parents, and schools (e.g., juvenile justice, public health, mental health, social services, employers).
  

  • ELP 620 - Thesis Credits: 3

    Elective course offered within the master’s program in elementary/middle or middle/secondary administration. Students enrolled in ELP600 Research for School Administrators select a committee, a chair, and complete the proposal (the first three chapters of the thesis), including human subjects review. During ELP620 Thesis, student defends the proposal begun in ELP600, gathers data, completes the writing of the thesis, and defends completed thesis. For students with an interest in research and those who expect to pursue a doctorate.
  

  • ELP 621 - Practicum I Strategic Leadership in District Governance Credits: 3

    Provides an initial exploration and exposure to leadership roles at the district setting and should be taken as part of a candidate’s Tier 1 cluster of courses at beginning of program of study. Candidates expected to log 180 hours of practical field experiences to include, but not limited to, shadowing school leaders, observing other educators, assuming responsibility for basic leadership activities as assigned by mentor and conducting a case study on leadership concepts. Candidate will participate in three leadership seminars which focus on leadership foundations and best practices as articulated by current leaders in the field and a basic action research activity. Candidate will also begin to explore the role of the superintendent as an agent of change and/or reform. Projects and activities from Practicum I may carry over into Practicum II.
  

  • ELP 621R - Residency: Strategic Leadership in District Governance Credits: 4

    This practicum is restricted to Extended Studies students enrolled in the Leadership Residency Program and provides an initial exploration and exposure to leadership roles at the district setting which focus on Governance and School Community Relations. Candidates will be expected to log 90-120 hours of practical field experiences to include, but not limited to, shadowing school leaders, observing other educators, assuming responsibility for basic leadership activities as assigned by his/her mentor and conducting a case study on leadership concepts. In addition, the candidate will participate in leadership seminars which will focus on leadership foundations and best practices in the course focus areas as articulated by current leaders in the field and conduct a basic action research activity. The candidate will also begin to explore the role of the superintendent/IU Director as an agent of change and/or reform.
  

  • ELP 622 - The Superintendent as a School and Community Leader Credits: 3

    Viewing the school as a dynamic cultural entity interacting with external supra-systems, the school’s interdependency on the community, and its many publics is assessed. Importance of a sound public relations program for the school, and need to communicate and understand the community is stressed. Student designs a program to enhance effective lines of communication between the school and its publics.
  

  • ELP 623 - Negotiations and Personnel Strategic Decision Making Credits: 3

    Designed to prepare school leaders for leadership in the area of human resources in public schools. Includes a comprehensive review of the personnel function from the perspective of district central office administration and the theories and best practices in staff recruitment, selection, assignment, orientation, evaluation, professional development, reduction in force and other relevant current issues. Explores negotiations concepts, strategies and regulations, and other legal considerations within the commonwealth of Pennsylvania. Core field experiences form the basis of the exploration and development of critical skills necessary to be successful in the areas covered within the course to include the integration of institutional standards as they apply to all topics.
  

  • ELP 623R - Residency: Negotiations and Personnel Strategic Decision Making Credits: 4

    This practicum is restricted to Extended Studies students enrolled in the Leadership Residency Program and provides an initial exploration and exposure to leadership roles at the district setting which focus on negotiating strategies and human resource issues that influence school district effectiveness. Candidates will be expected to log 90-120 hours of practical field experiences to include, but not limited to, shadowing school leaders, observing other educators, assuming responsibility for basic leadership activities as assigned by his/her mentor and conducting a case study on leadership concepts. In addition, the candidate will participate in leadership seminars which will focus on leadership foundations and best practices in the course focus areas as articulated by current leaders in the field and conduct a basic action research activity. The candidate will also begin to explore the role of the superintendent/IU Director as an agent of change and/or reform.
  

  • ELP 624 - Ethical and Legal Decision-making at the District Level Credits: 3

    Designed for preparing for executive leadership positions in public education. Students expected to have background in public school law and some experiences in leading public schools at either the building and/or district levels. Focuses on a review of key areas of school law with advanced study in the legal areas which are currently challenging school leaders. State laws affecting public education will be studied in detail along with issues dealing with student rights, the role of the school board, laws specific to the roles of school leaders, parent and community issues, emerging special education challenges and laws dealing with business and finance.
  

  • ELP 624R - Residency: Ethical and Legal Decision-making at the District Level Credits: 4

    This practicum is restricted to Extended Studies students enrolled in the Leadership Residency Program and provides an initial exploration and exposure to leadership roles at the district setting which focus on Legal and Ethical Issues that face School Leaders. Candidates will be expected to log 90-120 hours of practical field experiences to include, but not limited to, shadowing school leaders, observing other educators, assuming responsibility for basic leadership activities as assigned by his/her mentor and conducting a case study on leadership concepts. In addition, the candidate will participate in leadership seminars which will focus on leadership foundations and best practices in the course focus areas as articulated by current leaders in the field and conduct a basic action research activity. The candidate will also begin to explore the role of the superintendent/IU Director as an agent of change and/or reform.
  

  • ELP 625 - The Impact of Facilities and Plant Management Decisions on School Effectiveness Credits: 3

    Designed for students in the Superintendent’s Letter of Eligibility Program and for practicing educational administrators who want to update skills in educational facilities and plant management. Related educational program to facilities planning and development; provides an opportunity for students to interact with professionals from a variety of disciplines related to planning and development of educational facilities, relates local planning to Pennsylvania Department of Education requirements and regulations; and provides field-based work in contemporary facility planning, development, and maintenance.
  

  • ELP 625R - Residency: The Impact of Facilities and Plant Management Decisions on School Effectiveness Credits: 4

    This practicum is restricted to Extended Studies students enrolled in the Leadership Residency Program and provides an initial exploration and exposure to leadership roles at the district setting which focus on developing, managing and designing school district facilities to provide effective learning environments. Candidates will be expected to log 90-120 hours of practical field experiences to include, but not limited to, shadowing school leaders, observing other educators, assuming responsibility for basic leadership activities as assigned by his/her mentor and conducting a case study on leadership concepts. In addition, the candidate will participate in leadership seminars which will focus on leadership foundations and best practices in the course focus areas as articulated by current leaders in the field and conduct a basic action research activity. The candidate will also begin to explore the role of the superintendent/IU Director as an agent of change and/or reform.
  

  • ELP 626 - Optimizing Financial Resources to Support District Level Achievement Credits: 3

    Project-driven course focuses on the changing perception of finance in the American public schools (K-12). Assists in creating a platform of beliefs about school finance, budgeting, and the role of the superintendent by helping them understand key issues from both an historical perspective and current thinking on what it should become. Emphasis on approaches to developing, evaluating, and articulating financial planning strategies to staff, the public, and the school board that inform decisions about student achievement. Also discusses the relationship between school boards and superintendents specific to budget development and strategies for enhancing that relationship.
  

  • ELP 626R - Residency: Optimizing Financial Resources to Support District Level Achievement Credits: 4

    This practicum is restricted to Extended Studies students enrolled in the Leadership Residency Program and provides an initial exploration and exposure to leadership roles at the district setting which focus on financial and budgeting issues that can influence student achievement. Candidates will be expected to log 90-120 hours of practical field experiences to include, but not limited to, shadowing school leaders, observing other educators, assuming responsibility for basic leadership activities as assigned by his/her mentor and conducting a case study on leadership concepts. In addition, the candidate will participate in leadership seminars which will focus on leadership foundations and best practices in the course focus areas as articulated by current leaders in the field and conduct a basic action research activity. The candidate will also begin to explore the role of the superintendent/IU Director as an agent of change and/or reform.
  

  • ELP 627 - Practicum II Strategic Instructional Leadership Credits: 3

    Provides an advanced exploration and exposure to leadership roles at the district setting and should be taken as part of a candidate’s Tier 3 cluster of courses at end of program of study. Candidates expected to log 180 hours of practical field experiences to include, but not limited to, shadowing school leaders, observing other educators, assuming responsibility for instructional leadership activities as assigned by mentor and conducting a case study on instructional leadership concepts. In addition, the candidate will participate in three leadership seminars which will focus on instructional leadership foundations and best practices as articulated by current leaders in the field. Candidate will also begin to explore the role of superintendent as an agent of change and/or reform. Projects and activities from Practicum I may carry over into Practicum II.
  

  • ELP 627R - Residency: Instructional and Technology Leadership at the Executive Level Credits: 4

    This practicum is restricted to Extended Studies students enrolled in the Leadership Residency Program and provides an initial exploration and exposure to leadership roles at the district setting which focus on Instructional and Technology Leadership Issues. Candidates will be expected to log 90-120 hours of practical field experiences to include, but not limited to, shadowing school leaders, observing other educators, assuming responsibility for basic leadership activities as assigned by his/her mentor and conducting a case study on leadership concepts. In addition, the candidate will participate in leadership seminars which will focus on leadership foundations and best practices in the course focus areas as articulated by current leaders in the field and conduct a basic action research activity. The candidate will also begin to explore the role of the superintendent/IU Director as an agent of change and/or reform.
  

  • ELP 634 - Legal and Ethical Issues in Online Instruction Credits: 3

    With the wealth of online learning tools and resources available, teachers need an understanding of the legal issues that impact their use with learners in the k–12 setting. This course addresses current legislation pertaining to the use of copyrighted digital media in the classroom, best practice in the use of online tools and applications with children over and under thirteen years of age, and current controversies and legal challenges related to children?s online behaviors. While the content of the course is updated every semester the course goal remains the same: to investigate the legal issues pertaining to the use of digital media and online tools in the classroom by teachers and students.
  

  • ELP 721R - Residency: Strategic Leadership in District Governance Credits: 4

    This practicum is restricted to Extended Studies students enrolled in the Leadership Residency Program and provides an initial exploration and exposure to leadership roles at the district setting that focus on Governance and School Community Relations. Candidates will be expected to log 90-120 hours of practical field experiences to include, but not limited to, shadowing school leaders, observing other educators, assuming responsibility for basic leadership activities as assigned by his/her mentor and conducting a case study on leadership concepts. In addition, the candidate will participate in leadership seminars which will focus on leadership foundations and best practices in the course focus areas as articulated by current leaders in the field and conduct a basic action research activity. The candidate will also begin to explore the role of the superintendent/IU Director as an agent of change and/or reform.
  

  • ELP 723R - Residency: Negotiations and Personnel Strategic Decision Making Credits: 4

    This practicum is restricted to Extended Studies students enrolled in the Leadership Residency Program and provides an initial exploration and exposure to leadership roles at the district setting that focus on negotiating strategies and human resource issues that influence school district effectiveness. Candidates will be expected to log 90-120 hours of practical field experiences to include, but not limited to, shadowing school leaders, observing other educators, assuming responsibility for basic leadership activities as assigned by his/her mentor and conducting a case study on leadership concepts. In addition, the candidate will participate in leadership seminars that will focus on leadership foundations and best practices in the course focus areas as articulated by current leaders in the field and conduct a basic action research activity. The candidate will also begin to explore the role of the superintendent/IU Director as an agent of change and/or reform.
  

  • ELP 724R - Residency: Ethical and Legal Decision-making at the District Level Credits: 4

    This practicum is restricted to Extended Studies students enrolled in the Leadership Residency Program and provides an initial exploration and exposure to leadership roles at the district setting that focus on Legal and Ethical Issues that face School Leaders. Candidates will be expected to log 90-120 hours of practical field experiences to include, but not limited to, shadowing school leaders, observing other educators, assuming responsibility for basic leadership activities as assigned by his/her mentor and conducting a case study on leadership concepts. In addition, the candidate will participate in leadership seminars that will focus on leadership foundations and best practices in the course focus areas as articulated by current leaders in the field and conduct a basic action research activity. The candidate will also begin to explore the role of the superintendent/IU Director as an agent of change and/or reform.
  

  • ELP 725R - Residency: The Impact of Facilities and Plant Management Decisions on School Effectiveness Credits: 4

    This practicum is restricted to Extended Studies students enrolled in the Leadership Residency Program and provides an initial exploration and exposure to leadership roles at the district setting that focus on developing, managing and designing school district facilities to provide effective learning environments. Candidates will be expected to log 90-120 hours of practical field experiences to include, but not limited to, shadowing school leaders, observing other educators, assuming responsibility for basic leadership activities as assigned by his/her mentor and conducting a case study on leadership concepts. In addition, the candidate will participate in leadership seminars that will focus on leadership foundations and best practices in the course focus areas as articulated by current leaders in the field and conduct a basic action research activity. The candidate will also begin to explore the role of the superintendent/IU Director as an agent of change and/or reform.
  

  • ELP 726R - Residency: Optimizing Financial Resources to Support District Level Achievement Credits: 4

    This practicum is restricted to Extended Studies students enrolled in the Leadership Residency Program and provides an initial exploration and exposure to leadership roles at the district setting that focus on financial and budgeting issues that can influence student achievement. Candidates will be expected to log 90-120 hours of practical field experiences to include, but not limited to, shadowing school leaders, observing other educators, assuming responsibility for basic leadership activities as assigned by his/her mentor and conducting a case study on leadership concepts. In addition, the candidate will participate in leadership seminars that will focus on leadership foundations and best practices in the course focus areas as articulated by current leaders in the field and conduct a basic action research activity. The candidate will also begin to explore the role of the superintendent/IU Director as an agent of change and/or reform.
  

  • ELP 727R - Residency: Instructional and Technology Leadership at the Executive Level Credits: 4

    This practicum is restricted to Extended Studies students enrolled in the Leadership Residency Program and provides an initial exploration and exposure to leadership roles at the district setting that focus on Instructional and Technology Leadership Issues. Candidates will be expected to log 90-120 hours of practical field experiences to include, but not limited to, shadowing school leaders, observing other educators, assuming responsibility for basic leadership activities as assigned by his/her mentor and conducting a case study on leadership concepts. In addition, the candidate will participate in leadership seminars which will focus on leadership foundations and best practices in the course focus areas as articulated by current leaders in the field and conduct a basic action research activity. The candidate will also begin to explore the role of the superintendent/IU Director as an agent of change and/or reform.
  

  • ELP 808 - Qualitative Research in Educational Leadership Credits: 3

    This course is designed to prepare school leaders for leadership positions in public education. It intends to help postgraduate students in defining an appropriate mode of qualitative inquiry related to a chosen topic of study. The course has been constructed to guide students through a range of issues and considerations, which should inform their general approach to qualitative research. It will give students a general understanding of postgraduate and professional qualitative research, its methodologies, its challenges and its organization. Students will be introduced to a range of research tools and will be equipped to plan and organize their research, as well as to communicate their findings with academic, school district and community audiences.
  

  • ELP 820N - Introduction to Research in Educational Leadership Credits: 3

    This course will provide an introduction to educational research - qualitative, quantitative, and mixed method designs.   The primary purpose of this course is to develop the skills and dispositions needed to be a critical consumer of educational research.  Students will learn the key characteristics, strengths, and limitations of various research designs.  Students will learn to critique the research methodologies employed by various studies and to synthesize the findings of multiple studies on a specific educational topic/problem.
  

  • ELP 822 - Communication Theory for School District Administrators Credits: 3

    This course is concerned with communication processes within an organization. It focuses on the sending, the receiving and the interpreting of messages. Principles of downward, upward and lateral systems are investigated. Case studies, specific to traditionally underserved and marginalized populations, including but not limited to those living in poverty, students learning English as another language, and students with disabilities are employed to illustrate typical problems that arise and the methodologies devised for successful resolutions to achieve effective communication. Designed for students to learn how to represent a school district to all internal and external constituents, including the wider community.
  

  • ELP 828 - Emergent Technologies and Instructional Practices Credits: 3

    Designed to provide future school and district administrators with the requisite skill sets and conceptual knowledge needed for effective 21st century leadership. Understanding technology as a tool for learning, managing, analyzing, communicating and collaborating is integral to successful school leadership at the classroom, building and central office levels. Topics explored include technology integration, digital citizenship, use of technology in systematic organizational improvement, professional growth, digital culture and visionary leadership. In addition to developing personal philosophies regarding use of technology in teaching, learning, and leading, each student will develop a personal portfolio of resources.
  

  • ELP 829 - Political/Social Context for Educatonal Leadership Credits: 3

    Examines the theories of leadership and organization and their applications to administrative practices. Sociological, psychological and organizational models will be described and analyzed to gain insight into administrative practices and processes such as decision-making, group motivation, goal setting, delegating, conflict resolution and site-based management. Extensive research of current practices including but not limited to including programming for those living in poverty, students learning English as another language, and students with disabilities is required. Candidates engage in diverse structures and communities that are part of previously unexamined marginalized groups and cultures through critical self-reflection. Course designed to target current issues and problematic situations facing the central office administrator in today?s dynamic system of public education.
  

  • ELP 830N - Quantitative Research in Educational Leadership Credits: 3

    This course is designed to prepare school leaders for leadership positions in public education.  It intends to assist postgraduate students in defining an appropriate mode of quantitative inquiry related to a chosen topic of study.  The course has been constructed to guide students through a range of issues and considerations, which should inform their general approach to qualitative research.  It will give students a general understanding of postgraduate and professional qualitative research, its methodologies, its challenges and its organization.  Students will be introduced to a range of research tools and will be equipped to plan and organize their research, as well as to communicate their findings with academic, school district, and community audiences.
  

  • ELP 831 - Educational Statistics Credits: 3

    Designed to enable the student to interpret the scientific literature in education and psychology and to make the computations involved in the use of tests and original investigations that require statistical technique. Measure of central tendency, variability and correlations are included as are knowledge of and evaluation of effect size research related to instructional practices, leadership practices, and educational policy.
  

  • ELP 832 - Introduction to Executive Leadership Credits: 3

    Introductory study of the organization and administration of American public education for persons interested in pursuing a professional career in educational administration. Students will examine theories of leadership based on cooperation, empowerment and facilitation of change. A basic understanding of educational leadership is developed through integration of theory, knowledge, and actual practice. Focusing on the multi-faceted roles of school/district leaders, students will study the role of an executive leader through the lens of the executive leader as a learner, mentor, instructional leader, supervisor, manager, politician, advocate and innovator. Combining theory with practice, students will obtain a deeper understanding of the complexity of leadership within traditional and non-traditional school and district settings, including but not limited to urban and multilingual schools and/or blended and online learning environments.
  

  • ELP 890 - Research in Educational Leadership Part I Credits: 1

    The purpose of this one credit course is to help students identify potential dissertation topics in the field of educational leadership such that when they pass their comprehensive examinations they are prepared for dissertation seminar activities that support the development of their dissertation proposals. The course will bring together a group of students and faculty members periodically throughout the program to examine possible areas of research in the field of executive leadership in concert with the program themes of poverty and digital learning. The faculty member assigned to the course will serve as facilitator. Students will explore their ideas, provide background information, potential methodologies with a collegial faculty and candidate group, address questions about the viability of possible research ideas and be introduced to a variety of sources that may help them refine their ideas or locate alternative areas of exploration based on their interests. Enrollment is by permission of the department.
  

  • ELP 891 - Research in Educational Leadership Part II Credits: 1

    The purpose of this one credit course is to provide a continuation of the work completed in ELP 890  Part 1 to help students identify and refine potential dissertation topics in the field of educational leadership. The course will reinforce the collaboration between a group of students and faculty members established in ELP 890  Part 1 as they continue to examine possible areas of research in the field of executive leadership in concert with the program themes of poverty and digital learning. Students will continue to explore their ideas, provide background information, potential methodologies with a collegial faculty and candidate group, address questions about the viability of possible research ideas and be introduced to a variety of sources that may help them refine their ideas or locate alternative areas of exploration based on their interests. Enrollment is by permission of the department.
  

  • ELP 897 - Dissertation Seminar Educational Leadership Credits: 3

    ELP 897 Dissertation Seminar Educational Leadership (3 credits) *requires prior approval of the candidate’s program advisor. This course is designed to provide Ed.D. candidates with the necessary background and tools to develop their final drafts of the dissertation proposals and assemble their dissertation committees. Key elements of the dissertation proposal will be reviewed and candidates will begin to have more intense conversations with faculty and others regarding the nature and relevance of their research focus. The IRB process will be outlined (It is anticipated that candidates will consult with potential dissertation advisors and the IRB process will be explained when completing this course.)
  

  • ELP 898 - Dissertation I- Educational Leadership Credits: 3

    ELP 898: Dissertation I- Educational Leadership (3 credits) Prerequisite- ELP 897 - Dissertation Seminar Educational Leadership Credits: 3  Dissertation Seminar Educational Leadership Working with an assigned dissertation advisor each candidate formally begins the dissertation process. This includes a) finalizing a dissertation proposal describing the theoretical framework and antecedent literature, b) defending the written proposal in an oral examination before his/her Dissertation Committee, c) beginning dissertation activities as described in the proposal.

    Prerequisite(s): ELP 897  with minimum grade of B
  

  • ELP 899 - Dissertation II- Educational Leadership Credits: 3

    ELP 899: Dissertation II- Educational Leadership (3 credits) *prerequisite- ELP 898 - Dissertation I- Educational Leadership Credits: 3  This course is a continuation of ELP 898 - Dissertation I- Educational Leadership Credits: 3 . Working with the assigned dissertation advisor from ELP 898  each candidate moves fully into the execution stage of the research as set forth in the dissertation proposal. Following the conclusion of the data collection stage the candidate refines the initial chapters of the dissertation and develops the presentation of the data to include the summaries, discussions implications and recommendations for future research. Finally, the candidate presents the findings in a defense of the dissertation before the Dissertation Committee.

    Prerequisite(s): ELP 898  with minimum grade of B

Exercise Science
  

  • ESC 420 - Clinical Exercise Physiology Credits: 4

    Provides students with understanding of pathophysiology of different chronic conditions, acute response to exercise as well as chronic training effects in these populations. Case specific exercise principles and techniques applied to the prevention, management, and treatment of chronic conditions will be explored.

    Prerequisite(s): ESC 321 with a C or better and ESC 343 with a C or better
  

  • ESC 421 - Exercise Physiology II Credits: 4

    Provides an understanding of the physiology of exercise with an emphasis on the physiological responses and adaptations to exercise, the relationship between health and fitness, and the physiology of athletic performance. Three hours lecture and one hour lab per week. Restricted to exercise science majors

    Prerequisite(s): ESC 321
  

  • ESC 422 - Exercise Testing and Prescription Credits: 3

    Designed to aid in gaining the knowledge and practical application of testing, programming, and techniques associated with fitness training based on cardiorespiratory, flexibility, and resistance training guidelines from the American College of Sports Medicine (ACSM) and the National Strength and Conditioning Association (NSCA). Restricted to exercise science majors.

    Prerequisite(s): (ESC 250 (may be taken concurrently) and ESC 421   (may be taken concurrently) )
 

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