May 09, 2024

2017-2018 Undergraduate and Graduate Catalog

2017-2018 Undergraduate and Graduate Catalog [ARCHIVED CATALOG]

Courses of Instruction

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Education
	EDUC 101 - Foundations of Education (3 credits) This course provides a comprehensive overview of the foundations of education in the United States. It is an interdisciplinary approach (incorporating the historical, political, economic, legal, social, philosophical, and curricular foundations) to provide pre service teachers with a clear understanding of the teaching profession and the issues and controversies confronting American education today. The topics covered in this course will provide novice educators with a broad picture of education and schooling in the United States and the basis for informed decision making about the complicated educational environment they are about to enter. The primary focus is to prepare reflective teachers who will be able to make informed decisions to improve and enhance the learning environment for children in grades pre k-4, middle school and in secondary education. As needed. Students will complete four hours of field experience in an area school or educational setting.
	EDUC 150 - Educational Psychology (3 credits) This course addresses education from three perspectives: students, learning and teaching. Topics of study include human development, the psychological basis of learning and behavior, classroom management, assessment, and appropriate instructional strategies for diverse populations. Course projects and experiences incorporate multiculturalism, discipline, motivation, and teaching in the least restrictive environment. Prerequisite PSYC 101 Students will complete four hours of field experience in an area school or educational setting.
	EDUC 205 - Introduction to Special Education (3 credits) This course covers the history of the special education movement, the legal basis for special education and the relationship between special education and general education. The principles of the Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB) are examined, with special focus on their relationship to each other and to the Response to Intervention (RtI) model. Emphasis is on understanding research based teaching practices required for both general and special education settings. Understanding and programming for diversity in the classroom to include students with language and cultural differences as well as cognitive differences is addressed through explicit instruction, assignments and clinical experiences. Students also explore the influence of technology on current teaching practices. This course fulfills all of the PDE Special Education candidate competencies for Professional and Ethical Practices. Prerequisite: EDUC 150 Students will complete four hours of field experience in an area school or educational setting.
	EDUC 206 - Professional Communication and Collaboration (1 credit) This course provides students with theory, general principles, and procedures for fostering collaborative partnerships among families, professionals, students, and other stakeholders. Assignments will allow students to demonstrate culturally responsive strategies that promote effective communication and collaboration with students, families, school and agency personnel and community members. Professional and ethical communication practices will be addressed. The course also presents methods for enhancing parent involvement, due process rights of parents and the mediation process. Conflict resolution strategies and qualities of resilient communities will be explored. This course fulfills all of the PDE Special Education candidate competencies for Collaboration. Students will complete four hours of field experience in an area school or educational setting.
	EDUC 207 - Introduction to Early Childhood (3 credits) This course provides an overview of the field of early childhood, including historical and social foundations, developmental ages and stages, theories, program models, awareness of value, ethical and legal issues, issues of salary and status, staff relations, professional growth, and the importance of being an advocate for upgrading and improving conditions for children. Emphasis is also on the teacher’s role, the preferred learning environment, and appropriate learning content for meeting individual differences and cultural diversities of young children. This course is a prerequisite for all early childhood courses. Prerequisites: EDUC 101 , EDUC 150 , and 231 . Students will complete eight hours of field experience in an area school or educational setting. Required clearances must be completed for field experience.
	EDUC 212 - Introduction to Pedagogy (3 credits) This course focuses upon basic/developmentally appropriate pedagogy skills including planning, delivering and instruction, assessment strategies, accommodations for special needs students, basic classroom management and establishing professional collegial relations and home school partnerships. Students observe in a variety of Pre K through 4th grade school settings, teach to peers, and develop a reflective approach to teaching. Spring. Students will complete eight hours of field experience in an area school or educational setting.
	EDUC 215 - Differentiated Instructional Practices (3 credits) This course is an introduction to the conceptual framework of differentiated instruction. Students will explore learner differences and will identify research based interventions that help diverse learners succeed in the classroom. The use of graphic organizers, learning strategies and other methods of scaffolding instruction will be addressed. Students will demonstrate understanding of key concepts such as flexible grouping, formative assessment and Universal Design for Learning. The Understanding by Design framework will be used to facilitate investigation of the PDE Standard Aligned System, with a special focus on Big Ideas and Essential Questions. Students will complete four hours of field experience in an educational setting. Prerequisite(s): EDUC 150 and EDUC 205 .
	EDUC 220 - Foundations of Middle Childhood Education (3 credits) This course is designed to prepare and support candidates for the teaching profession who, upon graduation, have the knowledge and skills to enable students in grades 4-8 to achieve academic success. It will begin with the study of middle childhood philosophy. Students will consider how the development of all young adolescents occurs in the context of  classrooms, families, peer groups, communities and society. Students will complete eight hours of field experience in an area school or educational setting.
	EDUC 222 - Best Practices in Literacy: Grades 4-8 (3 credits) This course is designed to assist students in understanding the language and literacy process as it applies to teaching in the middle school. Particular attention is paid to reading and writing in the content areas and instructional strategies to support students’ literacy development. The course will focus on ways in which reading, writing, speaking, and listening are developed and used within the learning of discipline-specific curriculum including adaptations for culturally diverse and exceptional learners. The course develops connections between knowledge of the literacy process, using language to support learning, and effective instruction incorporating reading and writing. Students will complete eight hours of field experience in an area school or educational setting.
	EDUC 223 - Emergent Literacy and Language Development (3 credits) This course addresses the emergence of communication and literacy skills including speaking, listening, reading, writing, visualizing and visual representation in Preschool and Kindergarten students. The focus of this course is on the development of language related skills from birth through Kindergarten. Included in this course is consideration of the needs of English Learners and students with disabilities as well as those children who come from diverse backgrounds. The role of parent - school partnerships to support literacy growth is explored. This course partially fulfills the PDE guidelines for Early Childhood Certification candidates. Clinical experiences will be provided in Head Start and preschool programs as well as Kindergarten settings in both private and public approved schools. Prerequisites: EDUC 101 , EDUC 210 and EDUC 212 . Students will complete eight hours of field experience in an area school or educational setting.
	EDUC 225 - Assistive and Instructional Technology (3 credits) This course has a dual focus: the use of technology to facilitate instruction in a diverse classroom, and assistive technology to support students with diverse needs. Assignments will emphasize the use technology as a tool to plan, effectively modify, and supplement instruction. Students will select, design, and use technology, materials and resources required to educate all students, including those with complex instructional and communication needs and those with complex bodies. Students be introduced to the SETT framework for assessment and will participate in a demonstration of a wide range of high, mid and low tech assistive technology, including a variety of augmentative and alternative communication devices (AAC). In addition, students will create low tech assistive technology that will allow a case study student to access the curriculum. All students are required to complete four hours of field work. Students will complete four hours of field experience in an area school or educational setting.
	EDUC 231 - Child Growth and Development (3 credits) This course addresses physical, psychological, cognitive and affective human development from birth through age 8; emphasis is placed on pre-k to age 8. Included in this course is consideration of the development of the young ELL, children with disabilities and those children who come from diverse backgrounds. Health-related issues are discussed. Clinical experiences will be provided in Head Start, pre k classrooms, elementary schools and in high schools. Prerequisite: PSYC 101 . Fall. Students will complete four hours of field experience in an area school or educational setting.
	EDUC 240 - The Diverse Learner in Secondary Settings (3 credits) This course will examine the development of the adolescent and the characteristics of students with special needs: emotional, social, and learning. Students will examine intervention strategies and apply their knowledge through analysis of case studies, observation, and development of artifacts.
	EDUC 250 - Family/Community Relations in Early Childhood Education (3 credits) Approaches the issue of communication with parents and parent involvement as well as the relationship of the early childhood educator (pre k-grade 4) and school program with the community at large. Such topics as parent roles and relationships with educators, social service agencies, clinics and other settings serving physical, mental health and educational needs of families and young children are included. Social and cultural differences and the impact of current parent and family structures will be explored. The course will require observation at sites and/or events where the needs of young children and their families are served. This course partially fulfills the PDE guidelines for Early Childhood Certification candidates. Fall. Students will be assigned four hours of field experience in an area school or educational setting.
	EDUC 261 - Linguistic Diversity in the Classroom (3 credits) The aim of this course is to prepare the aspiring early childhood teacher for understanding the basic cultural and linguistic backgrounds of English Language Learners in order to meet the challenge of raising their academic success and social integration. Using the language of Pennsylvania Department of Education’s English Language Proficiency Standards (2003) candidates will be able to adapt their instruction and assessment in order to accommodate an ELL at a specific proficiency level (entering through bridging). Such accommodation also requires building a student’s language ability in all four language domains (listening, speaking, reading, and writing) to aid in their competence in both general academic contexts (standard 1) and in one of 4 specific disciplines (standards 2-5: language arts, mathematics, science, and social studies). Students will complete four hours of field experience in an area school or educational setting.
	EDUC 299 - Modified Student Teaching (3-12 credits) This modified practicum experience is for students with baccalaureate degrees who are seeking certification in education.
	EDUC 305 - IEP Content and Secondary Transitions (3 credits) The focus of this course is on the content and development of a legally correct IEP. Students will review IDEA requirements regarding the referral and evaluation process, the IEP, placement decisions and timelines. Special consideration will be given to the transition component of the IEP. Assessment, community and classroom based instruction, and progress monitoring will also be addressed. The importance of collaboration among the student, family, agencies, and the school team will be explored. Students will visit the Pennsylvania Office for Dispute Resolution website and will research and report on a hearing officer decision. This course fulfills all of the PDE Special Education candidate competencies for Secondary Transition. Students are required to complete 8 hours of field work under the supervision of a special education teacher. Prerequisites: EDUC 150 and EDUC 205 . Students will complete eight hours of field experience in an area school or educational setting.
	EDUC 310 - Teaching Social Skills (3 credits) This three credit course prepares teacher candidates to develop students’ social skills in the classroom, in order to enhance their capacity for academic success. Students with developmental disabilities, learning disabilities, blindness and emotional disturbances often have social skills deficits as well, limiting their ability to attain their full potential. There is compelling evidence that addressing social skills in the classroom can lead to increased academic performance, lessen the occurrence of behavior problems, and improve the student’s interpersonal relationships with peers and adults. This is a Stage 2 course, with 8 hours of field experience required. These experiences will include 6 hours of social skills instruction and 2 hours of observation of social skills instruction in an educational or therapeutic setting. Students will create and develop lesson plans for their field experience within the classroom.
	EDUC 315 - Positive Behavior Interventions in the Inclusive Setting (3 credits) This course includes an overview of characteristics of students with Emotional/Behavioral Disorders, and the legal basis for discipline in schools. Focus is on establishing good classroom management and identifying and meeting the needs of all students who exhibit problem behaviors. The general principles of Applied Behavior Analysis and steps to complete Functional Behavioral Assessments, Behavior Intervention Plans and measurable annual IEP goals relating to behavior will be covered. Behavioral interventions at the school, classroom and individual level will be examined within the context of a Response to Intervention model. Eight hours of field experience include observation and data collection of student behavior in a special education setting, a tour of a classroom serving adjudicated youth in a secure setting, and observation of small group instruction in social skills. Prerequisites: EDUC 150 and EDUC 205 . Students will complete eight hours of field experience in an area school or educational setting.
	EDUC 324 - Foundations of Reading (3 credits) This course reviews the guidelines of the PA Department of Education, research reported through the International Literacy Association (ILA) and the findings of the National Reading Panel Report. Following up on the early literacy focus of EDUC 223, a foundation of reading theory will be developed and investigated in relation to the components of reading enumerated in the Panel’s report, including the following: phonemic awareness, phonics, fluency, vocabulary and comprehension. Additionally, critical literacy will be investigated. Emphasis will be on the “learning-to-read” stages of development. Students will study basic developmental reading skills, including language acquisition, readiness skills, vocabulary development, word recognition skills and comprehension from Kindergarten to grade 4. Students will examine various reading approaches, noting effectiveness and associated methods of instruction. Included in the program is attention to recognition of student difficulties and using information acquired through formal and informal means to individualize instruction to students’ needs, including English learners, students with special needs, and students identified as high-risk. This course partially fulfills the PDE guidelines for Early Childhood certification candidates. Also included in this course will be the accommodations and adaptations for children with disabilities in an inclusive setting. Clinical experiences will include 8 hours of observations in the K-4 literacy classroom environment and instruction in elements of reading and writing. Spring. Students will complete eight hours of field experience in an area school or educational setting.
	EDUC 331 - Teaching Foreign Languages (3 credits) Includes the teaching of English as a second language to speakers of other languages. Objectives, content, and organization of language materials to be taught; instructional methods and history of language teaching strategies. Applied linguistics in the teaching of a specific foreign language. TESOL and ESL. Use of audio-aural-visual aids; preprofessional teaching observation and micro-teaching. Prerequisites: Linguistics 101, EDUC 101 and EDUC 210 , and certified acceptable status in the student’s language study area, if teaching certification is sought; otherwise Linguistics 101 and/or approval of the foreign language program director. As needed.
	EDUC 333 - Reading and Writing in the Content Areas in Middle and High School (3 credits) This course focuses on reading, writing, and speaking as a foundation for learning across all academic areas. Emphasis will be placed on instructional strategies and a variety of approaches to support retention, organization, retrieval, and generalization of information. Included in this course is emphasis on the fundamentals found on the ACT, SAT, and the Keystone Exams. Students will complete eight hours of field experience in an area school or educational setting.
	EDUC 335 - Reading Strategies and Assessment (3 credits) This course provides an in-depth look at working with Pre k -4th grade and middle school students, who do not demonstrate expected progress in reading and writing development. Building upon the foundations and processes established in EDUC 223 and 324, the students will investigate, practice, and interpret assessment measures within each area of concern through sound and appropriate selection and application of formal and informal means of assessment. Specific techniques for remediation to address areas of concern will enrich the future teacher’s repertoire of instructional skills and increase confidence in assisting students with reading and related writing delays. Direct work with individual students in Pre k-4th grade and middle school students, who experience reading and writing challenges, will assist the future teacher in applying theoretical knowledge and making sound instructional decisions. The course objectives meet the Pennsylvania Guidelines for Early Childhood Education. Suggested Prerequisite: EDUC 223 and EDUC 324 ; Admission to the Professional Phase. Students will complete fifteen hours of field experience in an area school or educational setting.
	EDUC 345 - Assessment (3 credits) In this course, students will develop an understanding of the assessment process. Various approaches to assessment will be explored, including: norm–referenced standardized tests; curriculum-based assessment and measurement, criterion referenced assessments, performance-based, authentic, and portfolio assessment; observations, interviews, and conferences. Students will be given instruction on how to identify, administer, interpret and plan instruction based on each of the following assessment components in a standards aligned system: Authentic, Screening, Diagnostic, Formative, Benchmark, and Summative. Special attention will be given to the use of formative assessment in progress monitoring, through explicit instruction, clinical assignments and special projects. Prerequisites: EDUC 150 and EDUC 205 . Students will complete four hours of field experience in an area school or educational setting.
	EDUC 375 - An Inclusive Approach to Developmentally Appropriate Practices (3 credits) This course addresses content and methods for planning, facilitating, and assessing developmentally appropriate activities and environments designed to enhance children’s cognitive, social, emotional, physical and creative development in an inclusive environment for young children in grades pre k through grade 4. Included in this course is consideration of the needs of ELL students as well as those children who come from diverse backgrounds This course partially fulfills the PDE guidelines for Early Childhood Certification candidates. Field experiences will be provided in Head Start, pre k classrooms, and in elementary schools. Students will complete fifteen hours of field experience in an area school or educational setting.
	EDUC 405 - Low Incidence Disabilities (2 credits) This course provides an overview of the major trends and issues in educating students with low incidence disabilities. Methods to deliver instruction in a standard aligned system to students with complex instructional needs will be covered. Students will be given instruction in accessing and using Alternate Eligible Content from Pennsylvania’s Standard Aligned System. The importance of language and vocabulary in daily living and academics will be examined, with a special emphasis on the use of Alternative and Augmentative Communication (AAC) methods. Students will demonstrate understanding of the Standard Aligned Unit Planning Process (SAUPP) developed by PDE and of the principles of presuming competence and the making the least dangerous assumption. Valuable knowledge and hands-on experience will be gained in the lab as students learn techniques in seating and mobility, safe transfers, feeding and more. Collaboration with related service providers, paraprofessionals and agency employees will be addressed. The final assessment for both the lab and class will require students to work in groups to defend an IEP for a case study student in a mock IEP conference. Students will demonstrate and describe interventions and assistive technology that addresses the academic and functional areas of need in the student’s school day. This course fulfills all of the PDE Special Education candidate competencies for Professional and Ethical Practices. Prerequisite(s): EDUC 150 , EDUC 205 , EDUC 215 , EDUC 305 , and EDUC 315 . Fall. Students will complete eight hours of field experience in an area school or educational setting.
	EDUC 405L - Low Incidence Disabilities Lab (1 credit) This seminar will be taught by faculty from the Department of Occupational Therapy. It will focus on training pre-service teachers and occupational therapy majors an interdisciplinary integrated approach in learning the procedures and techniques to support students with moderate and severe disabilities in the educational environment. No field experience hours.
	EDUC 407 - Education Seminar (3 credits) This course is the student teaching seminar and aligns with the requirements for CORE 407 - General Education Keystone Seminar . The seminar is a three-credit course open to all majors. The discussion-based forum will meet once per week for the duration of an entire semester. This course will be accepted as an equivalent for CORE 407 . It is also cross-listed to non-education majors as CORE 407 . Any candidates wishing to enhance their professional practice will benefit from participation within the seminar. Future educators, as well as future professionals in the fields of OT, PT, SW, and Psychology, who wish to work in an educational setting, will benefit from the content of the seminar. All students have the potential to be participants in education as parent or in another role; therefore, an understanding of the complexities of this system is beneficial to all majors. Content will include in-depth discussion of complex issues including: best practice; ethical considerations; community and family collaboration; professional etiquette; technology and the Danielson Framework for Teaching. Prerequisites: PHIL 460 or another Ethics course with the permission of the ED 407 instructor.
	EDUC 408 - Student Teaching of Foreign Language in the Elementary School (6 credits) Analysis and evaluation of methods and techniques of teaching, and thorough analysis of observation and participation by the student teacher at the elementary school level, followed by actual teaching experience, under supervision, in the elementary schools. Prerequisites: All major course requirements through the 300 level completed prior to student teaching, application for student teaching submitted to the Education Department prior to the anticipated student teaching semester and approved by the department chair. Fall, Spring.
	EDUC 414 - Student Teaching of Foreign Language in the Secondary School (6-12 credits) Analysis and evaluation of methods and techniques of teaching, and thorough analysis of observation and participation by the student teacher at the secondary school level, followed by actual teaching experience, under supervision, in the secondary schools. Prerequisites: All major course requirements through the 300 level completed prior to student teaching, application for student teaching submitted to the Education Department prior to the anticipated student teaching semester, must have taken all PRAXIS exams and approved by the department chair. Fall, Spring.
	EDUC 415 - High Incidence Disabilities (3 credits) The focus of this course is on understanding and delivering instruction to students with high incidence disabilities. Students will review the characteristics and educational implications of students with SLD, EBD, ADHD and mild intellectual disabilities. Focus will be on the relationship between a student’s IEP and instruction, to include accommodations, related services and annual goals. Creation of standard aligned goals and the use of formative assessments, progress monitoring techniques and methods of collecting and reporting data on goals will be addressed. Students will receive instruction in the use of specific interventions in reading, math and writing as well as organization, social skills, memory and self-regulation. Prerequisites: EDUC 150 , EDUC 205 , EDUC 215 , EDUC 305 , and EDUC 315 . Students will complete eight hours of field experience in an area school or educational setting.
	EDUC 420 - Autism Spectrum Disorders Cross-listed as EDUC 527 (3 credits) This is an introductory course on Autistic Spectrum Disorders that will focus on the range of behaviors, characteristics and educational implications of students on the Autism Spectrum. Focus will be on ABA based teaching interventions in the classroom and natural environment teaching (NET). Areas of communication, social skills, and stereotypical behaviors will be examined. Recognition of, and intervention for co-morbid conditions such as Obsessive Compulsive Disorder and Anxiety Disorder will be examined. Family relationships and long term educational planning will be addressed. Fifteen hours of required field experience for this course will be completed by working directly with students who have a diagnosis of an Autism Spectrum Disorder (ASD). Students enrolled in EDUC 527 will be required to complete an additional meta-review assignment. They will compare and contrast 4 to 6 peer reviewed articles on an approved topic related to the course content. Fall. This course is part of Saint Francis University’s one year, online Autism Certificate program, consisting of four courses (12 credits) and 80 hours of field experience. Saint Francis University has been authorized by the Pennsylvania Department of Education (PDE) to offer the PDE Autism Endorsement Certificate. Candidates who are Instructional I or II certified through PDE will receive an endorsement on their certificate upon successful completion of the program. This endorsement is not a substitution for a certification in Special Education. Those candidates who do not have a state issued instructional certificate will receive a certificate from SFU upon successful completion of the program. Students interested in obtaining the PDE endorsement will be required to complete an additional 15 hours of field work.
	EDUC 421 - Special Topics (1-3 credits) Study of a given topic, the specific subject to be announced each time the course is offered. Example: Children’s Literature. As needed.
	EDUC 425 - Program and Organizational Management (3 credits) Management and other skills and knowledge needed to develop and/or manage a quality early childhood education program will be presented. The course will provide guidelines for financing, budgeting, board members, community assessment, facility equipment, staffing, scheduling, health and safety management, licensing, regulations and enrollment management.
	EDUC 429 - Middle/ Secondary Methods I (2-3 credits) This course establishes the foundation for developing a teaching repertoire prior to the middle childhood and secondary student teaching experience. The course focuses on the theory, methods, and practices of teaching. Experiences include the development of assessments, objectives, lesson plans, and units; the study of effective schools research; the effective use and integration of technology into the curriculum; and the delivery of lessons. Students will complete thirty hours of field experience in an area school or educational setting.
	EDUC 430 - Methods II (3 credits) Students examine and develop instructional techniques appropriate for middle school and high school classrooms. Emphasis on instructional planning, classroom instruction, engaging students in learning, assessment of student achievement, meeting diverse needs of students, and classroom management. Prerequisites: EDUC 101 and EDUC 150 . Fall Students will complete thirty hours of field experience in an area school or educational setting.
	EDUC 431 - Early Childhood Methods I (6 credits) This course builds upon and refines competencies that relate to the teaching of Science and Mathematics prior to the Pre K through 4th grade student teaching experience. The course focuses upon the theory, methods, and practices of teaching elementary math, science, physical education, and health in inclusive environments. Course work includes observation and teaching in local school districts in pre K through 4th grade. Prerequisites: EDUC 101 , EDUC 210 , and EDUC 212 . Admission to the Professional Phase. Fall. Students will be assigned fifteen hours of clinical experience in an area school or educational setting.
	EDUC 432 - Early Childhood Methods II (6 credits) This course builds upon and refines competencies that relate to the teaching of Social Studies and Fine Arts prior to the Pre K through 4th grade student teaching experience. The course focuses upon the theory, methods, and practices of teaching Early Childhood social studies and the fine arts. Course work includes observation and teaching in local school districts in pre K through 4th grade. Prerequisites: EDUC 101 , 210 , and 212 ; Admission to the Professional Phase. Students will complete fifteen hours of field experience in an area school or educational setting.
	EDUC 434 - Sensory Interventions for Students with Autism Spectrum Disorders Cross-listed as EDUC 534 (3 credits) This course provides students with a basic overview of sensory processing, the theoretical foundations of Sensory Integration, sensory difficulties commonly seen in students diagnosed with Autism Spectrum Disorder. Students will take an in-depth assessment of their own sensory preferences and thresholds to gain a thorough understanding of sensory differences. This course will be developmental in nature, in that each week, students will build on the foundations of sensory processing to gain a good understanding of what happens with children, students specifically, that have inappropriate sensory responses in their environments. Prerequisites: EDUC 420 or EDUC 527 Spring.
	EDUC 450 - Student Teaching in Elementary, Special Education and Early Childhood Education (12 credits) Student teaching is the culminating experience for the senior student enrolled in the professional phase of the teacher preparation program at Saint Francis University. University faculty and cooperating teachers place emphasis on helping student teachers develop as reflective decision makers while applying educational theory to practice. Experiences include: lesson observation, planning and teaching; using a variety of instructional strategies, resources, materials, and technology; adapting instruction for students with special needs; teaching diverse populations; and assessing student achievement. Elementary Education/Early Childhood Education majors complete 15-16 weeks of student teaching. Student teachers are required to attend a 3 credit weekly seminar designed to reinforce and enhance the standards and expectations of the student teaching program. Topics include lesson planning, effective instruction motivation techniques, assessment practices, classroom management, school law issues, curriculum development, portfolio development, licensing and certification, job search strategies, and program standards. In addition to the weekly planned topics, the seminar enables students to share student teaching experiences with fellow students and supervisors. Prerequisites: All major course requirements completed prior to student teaching, application for student teaching submitted by the established deadline, must have met PDE’s requirements for exams (PAPA, Core, Praxis, PECT) and approved by the Education Department Chair. A GPA of 3.0 or higher and successful completion of the Writing Competency Exam are required.
	EDUC 451 - Student Teaching (12 credits) Student teaching is the culminating experience for the senior student enrolled in the professional phase of the teacher preparation program at Saint Francis University. University faculty and cooperating teachers place emphasis on helping student teachers develop as reflective decision makers while applying educational theory to practice. Experiences include: lesson observation, planning and teaching; using a variety of instructional strategies, resources, materials, and technology; adapting instruction for students with special needs; teaching diverse populations; and assessing student achievement. Middle and Secondary majors complete 15-16 weeks of student teaching. Student teachers are required to attend a 3 credit weekly seminar designed to reinforce and enhance the standards and expectations of the student teaching program. Topics include lesson planning, effective instruction motivation techniques, assessment practices, classroom management, school law issues, curriculum development, portfolio development, licensing and certification, job search strategies, and program standards. In addition to the weekly planned topics, the seminar enables students to share student teaching experiences with fellow students and supervisors. Prerequisites: All major course requirements completed prior to student teaching, application for student teaching submitted by the established deadline, must have met PDE’s requirements for exams (PAPA, Core, Praxis, PECT) and approved by the Education Department Chair. A GPA of 3.0 or higher and successful completion of the Writing Competency Exam are required.
	EDUC 452 - Student Teaching of Foreign Language in the Elementary School (6-12 credits) Analysis and evaluation of methods and techniques of teaching, and thorough analysis of observation and participation by the student teacher at the elementary school level, followed by actual teaching experience, under supervision, in the elementary schools. Prerequisites: All major course requirements through the 300 level completed prior to student teaching, application for student teaching submitted to the Education Department prior to the anticipated student teaching semester and approved by the department chair. GPA of 3.0 or higher. Successful completion of the Writing Competency Exam. Must have taken content area PECT examinations.
	EDUC 453 - Student Teaching of Foreign Language in the Secondary School (6-12 credits) Analysis and evaluation of methods and techniques of teaching, and thorough analysis of observation and participation by the student teacher at the secondary school level, followed by actual teaching experience, under supervision, in the secondary schools. Prerequisites: All major course requirements through the 300 level completed prior to student teaching, application for student teaching submitted to the Education Department prior to the anticipated student teaching semester, must have taken all PAPA and PECT exams and approved by the department chair. GPA of 3.0 or higher.
	EDUC 501 - Independent Study in Education (1-8 credits)
	EDUC 502 - Language and Reading Development This 3-credit graduate course investigates the issues at the core of reading/writing development through a study of language acquisition theory and the various influences on language development affecting the young child today, including cultural, ethnic, and sociological factors. In addition, the student will study how reading, writing, oral language, and listening skills interact in the emergent stage of literacy development, including interest and motivation to read. Students will also develop skills in monitoring the progress of emergent readers in foundation skills. All courses are three (3) credits unless otherwise noted.
	EDUC 503 - Reading Foundations This is a 3-credit graduate course. The last decade has witnessed intense debate in the field of reading. In order to understand and appreciate the information that is available to teachers in the area of reading, it is necessary to have a sound foundation in the process and development of reading, both from a historical perspective and through the current literature. This class will provide that foundation so that teachers can develop a critical and analytical stance in evaluating trends and reports in the field to insure that sound, effective instruction is provided for every child. Students will also develop a repertoire of effective methods modeled on research-based best practices.
	EDUC 504 - Assessment and Diagnosis in Reading/Writing This 3-credit graduate course includes a thorough investigation of assessment in the areas of reading and writing, including formal and informal measures and ongoing monitoring processes. Through this investigation, students will acquire skill in diagnosing reading difficulty and designing appropriate intervention, and well as working with colleagues and parents in addressing reading needs. Students will work with an individual child to apply growing skills in assessment and diagnosis. Students will be expected to select and administer appropriate assessment instruments, design appropriate lessons on the basis of assessment results, monitor student progress, and share information with the student, colleagues and parents in a meaningful manner. Prerequisites: EDUC 502 , EDUC 503 .
	EDUC 505 - Reading in the Content Area This 3- credit graduate course will provide opportunity to expand knowledge and techniques related to reading instruction to demands outside the reading classroom. In so doing, the teacher will learn to assist students in determining purpose for reading and the appropriate approaches for various task demands. The teacher will be able to widen his/her repertoire in children’s and adolescent’s literature and incorporate it into content instruction. Reading/writing activities will also support growth in reading for information, writing outside of the creative writing realm, and building vocabulary and fluency. Teachers will use class discussion, technology exploration, strategy instruction, and case study application to develop skills. Prerequisites: EDUC 502 , EDUC 503 .
	EDUC 506 - Strategies in Reading and Writing This 3-credit graduate course examines the issues related to the development of efficient and independent readers. Through a study of cognitive strategies, the teacher will learn how to assist students in monitoring their own performance, utilizing resources/techniques available to them when attempting various kinds of print materials for a variety of purposes. Teachers will also learn to enable students to expand their strategies to a wide range of reading endeavors, especially in content reading and writing. Teachers will evaluate commercial programs to determine how they support growth of independence as well as supplemental materials in print and in the media and determine how to match approaches to the style and need of individual students. This course will also involve the teacher in collegial consultation. Students will be asked to complete critical evaluation of materials, develop a repertoire of strategies in reading and writing, and develop skills in teaching students about strategy use. Prerequisites: EDUC 502 , EDUC 503 .
	EDUC 507 - The Affective Domain: Interest and Motivation to Read This 3-credit graduate course will enable teachers to experience and evaluate a variety of approaches to enhance student interest and motivation to read. It will examine the many factors which come into play and a variety of approaches to meet different interests, needs, and skill levels, all directed at increasing not only reading skills, but desire to read. Popular media issues will be investigated as well. Teachers will develop a repertoire of in class assessment techniques to monitor these factors and enhance their bibliography of print sources to reach atypical readers; they will add substantially to their professional portfolio of instructional methods and techniques. Students will also engage in an action research project in this course. Prerequisites: EDUC 502 , EDUC 503 .
	EDUC 508 - Clinic I: Practicum in Diagnosis and Remediation In the 3-credit graduate Clinic I experience, opportunity is provided for an intensive experience in diagnosis and remediation through a tutorial relationship between child and tutor. In addition, candidate tutors collaborate to promote group approaches which facilitate instruction to address diverse abilities and interests. Candidate tutors are expected to complete an extensive case study which documents diagnosis procedures, methods employed for instruction/remediation, evaluation of instructional effectiveness, and student progress as well as the ability to share clear and concise recommendations appropriate for other professionals, parents and the student him/herself in a setting in which they receive intensive supervision and feedback. Prerequisites: EDUC 506 , EDUC 507 .
	EDUC 509 - Clinic II: Literacy Leadership Internship In the 3-credit graduate class of Clinic II, the candidate is expected to step beyond the more narrow focus of the tutor/child experience of Clinic I to incorporate greater involvement in the school, the school system, and the larger community. In this capacity, the candidate must help foster a culture of literacy through professional growth, collegial interaction within the schools, and liaison with the parents and community. Through this process, the candidate will demonstrate leadership in the implementation of the vision developed and articulated in the Clinic I proposal. The culmination of this experience will be the presentation of the complete Clinical Portfolio and self-evaluation. Prerequisites: EDUC 504 , EDUC 505 , EDUC 506 , EDUC 507 , EDUC 508 .
	EDUC 510 - Reading and Writing in the Content Area The goal for participants in this course is to analyze, critique and implement a variety of practical strategies and research based frameworks for integrating literacy into their courses to encourage student engagement with rich reading/writing/talking best practices across the curriculum. Participants will engage in and create literacy rich learning experiences that involve problem-solving, critical thinking, and logical reasoning including discussions about how to adapt these approaches for all students based on literacy strategies. Participants will employ theoretical frameworks for guiding best practice and decision making using whatever curricula is in place for teachers to incorporate reading, writing, speaking and listening strategies in any content area. The course provides for creating of hands-on literacy learning activities, reflection on use of literacy strategies and the development of a common language about literacy used for teaching and learning across the curriculum. Participants will develop techniques to be active readers, writers, talkers and listeners in this course and utilize these strategies in the classroom. This course enables participants to implement a paradigm for classroom engagement that is best learned through literacy experiences.
	EDUC 511 - Educational Psychology of Learning This course is a review of historical antecedents of modern learning theories and a review and critical analysis of modern theories. It is also an analysis of learning processes and an examination of empirically derived principles of learning and their applicability of school learning.
	EDUC 512 - The Social Psychology of Learning This course examines the nature of complex modern organizations, public and private, and their effect on the emotions, attitudes and actions of the individuals who make them up. The concepts of power, authority, responsibility, and the coordination and conflict encouraged by the corporate structure are also explored. The course additionally considers the psychological aspects of work relationships, of upper and lower level management outlooks and the problems of divisional loyalties and competitiveness.
	EDUC 515 - Curriculum Development and Management This course explores theories of curriculum development, the process for developing school curricula, the relationships among critical attributes of written, taught, tested curricula, and various guidelines for developing curriculum and planned courses.
	EDUC 516 - Education of the Mentally Gifted in the Regular Classroom This course encompasses the identification and assessment of mentally gifted children, historical perspectives in educating gifted children, curricular and program modifications that can be made to accommodate individual learning needs, identification of the needs of special groups of gifted children, and legal considerations in educating gifted children.
	EDUC 517 - Professional Practices that Support Inclusion (3 credits) This course will study the principles and practices of successful inclusion for students with special educational needs into the regular classroom setting. It will emphasize effective, researched based strategies and interventions to be used with all children. It will examine principles, concepts, and successful learning tools for providing successful learning experiences for diverse learners. The Standards Aligned System (SAS) in Pennsylvania will be the focal point of study as school leaders strive to provide schools and districts with continuous enhancement and improvement. Research supports the six common elements that ensure student achievement: Clear Standards; Fair Assessments; Curriculum Framework; Instruction; Materials and Resources; and Interventions. Candidates will manipulate these six elements in a collaborative fashion for the benefit of the inclusionary process in their schools. The course will also provide a sound knowledge base regarding special education issues and legal mandates so candidates can successfully implement the legal requirements of special education. As needed.
	EDUC 518 - Teaching Students With a Learning Disability in the Regular Classroom (3 credits) This course will address the many needs of the student with a learning disability who is served in the regular education setting. It is imperative for today’s educators to gain knowledge and understanding of the types and the incidence of learning disabilities, and the characteristics of students with a learning disability. Students will gain knowledge and understanding of inclusive settings in order to modify curriculum to accommodate for students with learning disabilities. In this course, the student will examine special education laws and how these laws impact the placement of students in regards to the least restrictive environment. The impact of these special education laws as it relates to instruction in the regular education classroom will be studied. Students will examine a timeline of historical events that shaped how students with learning disabilities have been taught in the past, at the present time, so students can plan and implement best practice methods in the future. Individualized Educational Plan structure will be investigated as it relates to those who participate, the writing of the plan, the parent role, and the teacher’s role in accommodating and modifying the regular education curriculum. Students will be involved in lesson design in order to implement skills gained from the course to instruct and assess students with learning disabilities in the regular education setting. Candidate tutors are expected to complete an extensive case study that documents diagnosis procedures, methods employed for instruction/remediation, evaluation of instructional effectiveness, and student progress. As needed.
	EDUC 519 - Meeting Needs of English Language Learners (ELL) (3 credits) This course will enable the candidate to demonstrate knowledge of the needs of English Language Learners as they are taught in the most inclusive environment possible. The course will emphasize that the students’ development of social, instructional, and academic language, a complex and long-term process, is the foundation for their success in school. The candidate will study the implications of the No Child Left Behind Act of 2001, and the attention it gives to the needs of English Language Learners by requiring each state to develop English Language Proficiency Standards. The candidate will be able to adapt instruction and assessments in order to accommodate ELLs according to the Pennsylvania Standards in Reading, Writing, Speaking, and Listening and the National ESL Standards developed by TESOL (Teachers of English to Students of Other Languages) and WIDA (World Class Instruction and Assessment) Language Proficiency Standards. The candidate will plan ESL instruction that utilizes the grade level indicators developed by the State’s Guidebook, and PDE’s newly developed English Language Proficiency Standards, to target instructional objectives. The candidate will utilize various grade and age appropriate materials to instruct the ELLs, including textbooks, skill specific workbooks, picture dictionaries, computer programs, web-based programs, novels appropriate to the English Language Proficiency Level, and other available materials. Using the student’s first languages and cultures as the foundation for developing academic language proficiency, the candidate will bridge the ESL content standards to the following content areas of English language arts, mathematics, science, and social studies. As needed.
	EDUC 520 - Inclusion for Educators (3 credits) This course will study inclusive practices and programs that impact the student with special educational needs who is served in the regular education setting. The candidate will gain knowledge and understanding of inclusive settings in order to modify curriculum to accommodate for students with various disabilities. Students who have a myriad of special needs including cognitive, behavior, social, physical, emotional and linguistic needs will be the focal point of this course. The impact of aligning a standards-based curriculum with effective evidenced-based instruction that incorporates supplemental aids and services will be emphasized. Furthermore, the candidate will design and implement instructional programs that reflect knowledge, awareness, and responsiveness to diverse learning needs of students with disabilities. Research of universally designed instruction, differentiation of instruction, scaffolding of lesson content, and appropriate use of technology are only some of the strategies to be investigated. In addition, the candidate will become aware of the need to provide academic rigor that utilizes these evidence-based practices. This course will review historical antecedents of educational inclusive practices, and review and analyze present day trends and laws that affect student placement in an inclusive setting. The writing of standards-based individualized educational plans and accommodating and modifying curriculum and assessments will be extensively studied to ensure student success in an inclusive regular education setting. As needed.
	EDUC 521 - Foundations of Education This course examines the historical and philosophical foundations of western education, emphasizing those aspects of education that have been influential in America. It includes the critical investigation of the contributors to educational thought such as Plato, Aristotle, Quintilian, Augustine, Comenius, Rousseau, Herbart, Froebel, Pestalozzi, Locke, Spencer, Mann and Dewey.
	EDUC 522 - Comparative Education This course is a study of the present educational systems in various parts of the world with a comparative analysis of these systems. It examines their aims, methods of support, organizational patterns curricula, classroom practices, teacher-preparation, critical issues, and promising trends.
	EDUC 523 - School, Society, and the Future Through research and discussion, this course investigates several current theories of future developments, and considers the role of schools and other institutions in the future. Both radical and moderate educational alternatives are discussed. Authors whose works are considered include Toffler, Slater, Reimer, Illich, Friere, and John Holt.
	EDUC 524 - Foundations of Instructional Coaching (3 credits) This course is designed to give the student the core content necessary for coaching in schools. This will involve class and field experiences in instructional coaching and instructional practice knowledge and skills. Assessment and data analysis will be addressed. The entire course is based in organizational leadership and school change knowledge and skills.
	EDUC 525 - Instructional Coaching Practicum (3 credits) This one semester (45 hours) is intended to tie theory to practical application. It is the culminating learning experience for the Instructional II teacher that will be completed on-site at the candidate’s school. Students must design and implement projects that reflect the Standards from PDE in Instructional Coaching. Prerequisite: EDUC 524
	EDUC 527 - Autism Spectrum Disorders (3 credits) This is an introductory course on Autistic Spectrum Disorders that will focus on the range of behaviors, characteristics and educational implications of students on the Autism Spectrum. Focus will be on ABA based teaching interventions in the classroom and natural environment teaching (NET). Areas of communication, social skills, and stereotypical behaviors will be examined. Recognition of, and intervention for co-morbid conditions such as Obsessive Compulsive Disorder and Anxiety Disorder will be examined. Family relationships and long term educational planning will be addressed. Thirty hours of clinical observation required.
	EDUC 532 - Educational Statistics This is a basic statistics course for research in education. It emphasizes the collection, analysis, interpretation, and presentation of data. The course includes sampling theory, assessing differences between groups, research design, hypothesis testing, correlation, distributions, measures of central tendency and variation.
	EDUC 533 - Educational Research Procedures This course offers a balanced, inclusive, and integrated overview of the educational research field as it currently stands. The course includes the examination of the general nature of educational research and the specific quantitative and qualitative approaches to it. The objectives of this research course are multiple and are listed under two broad categories: (1)students as consumers of research and (2)students as producers of research.
	EDUC 534 - Sensory Interventions for Students with Autism Spectrum Disorders Cross-listed as EDUC 434 (3 credits) This course provides students with a basic overview of sensory processing, the theoretical foundations of Sensory Integration, sensory difficulties commonly seen in students diagnosed with Autism Spectrum Disorder. Students will take an in-depth assessment of their own sensory preferences and thresholds to gain a thorough understanding of sensory differences. This course will be developmental in nature, in that each week, students will build on the foundations of sensory processing to gain a good understanding of what happens with children, students specifically, that have inappropriate sensory responses in their environments. Prerequisites: EDUC 420 or EDUC 527 Summer
	EDUC 535 - Applied Behavior Analysis/Verbal Behavior (3 credits) This course creates a framework for understanding the principles of behavioral assessment, behavior change procedures and programming strategies for behavior change. Success in changing behaviors is a result of using techniques including but are not limited to positive and negative reinforcement, extinction, punishment, discrimination and stimulus control. An in-depth examination of functional behavior assessment (interview and observation procedures), functional analysis (development of hypotheses based on functional assessment data), and behavioral intervention based on functional equivalence will be taught following Pennsylvania Department of Education guidelines. Students will discuss Skinner’s (1957) theoretical analysis of “language” as described in Verbal Behavior, and demonstrate applications derived from the analysis by Sundberg, Parington, and Michael. Prerequisites: EDUC 420 or EDUC 527 . Spring.
	EDUC 536 - Instructional Methodologies for Students with Autism Spectrum Disorders (3 credits) This course provides participants an in-depth knowledge of concepts and interventions related to planning effective educational programs for students diagnosed with Autism Spectrum Disorder. These issues, challenges, and strategies involved in developing programs for students with ASD will be evaluated and discussed through this course. Quality educational programs and treatment will provide students skills and strategies to ensure success in the regular education and special education classrooms. Delivery of effective instruction in the areas of communication, social skills, academics, daily living, and transition will have a positive impact on student achievement. EDUC 420 or EDUC 527 , EDUC 434 or EDUC 534 , and EDUC 535 Summer.
	EDUC 537 - Understanding Language and Second Language Acquisition (3 credits) This three credit course provides comprehensive insight into the theory and practice of second language acquisition. The course explores factors related to the language learning process, compares and contrasts first and second language acquisition, focuses on grammar, pronunciation, phonology, morphology, syntax, semantics and pragmatics as they relate to English as a Second Language (ESL). Other topics included in the course cover basic interpersonal communication (BICS), cognitive academic language proficiency (CALP), various theoretical teaching models and individual differences in learning. Teaching second language acquisition, candidates will focus on listening, speaking, reading, writing, pronunciation and grammar. Minimum of ten hours of clinical field experience required.
	EDUC 538 - Culturally Diverse Learners: Socio-cultural Aspects of Language (3 credits) In this three credit course, students will develop knowledge and skills in working with culturally and linguistically diverse learners. The students will explore the social aspects of culture/diversity and language and the relationship between language use and the social world. It provides an overview of the main topics of sociolinguistics and an introduction to the most important methods used in sociolinguistic research and analysis. Topics such as the speech community, code-switching, and language variation will be covered. The course will also explore beliefs, values, and attitudes and promote cultural awareness and sensitivity within the educational setting for ELLs. Candidates will understand the transition period between home and school and will recognize bias, prejudice, and stereotypes. Minimum of ten hours of clinical field experience required. Prerequisite(s): EDUC 537
	EDUC 539 - Second Language Teaching: Methods and Materials I (3 credits) The primary purpose of this three credit course is to prepare students to teach English as a second language by creating a discourse for research-based theories of teaching methodologies for second language learners. The course will focus on the teaching skill areas of listening, speaking, reading and writing; classroom management; lesson planning, activities and the development and selection of materials. Candidate will utilize PA Academic Standards, English Language Proficiency Standards and Can-Do descriptors. The course will discuss underlying principles and characteristics of various approaches, methods, techniques, activities, and materials available for teaching English as a second language; as well as, exploration into digital tools and references. Minimum of fifteen hours of clinical field experience required. Prerequisite(s): EDUC 537 , EDUC 538
	EDUC 540 - Assessment and Evaluation in Second Language Teaching (4 credits) This four credit course will focus on effective assessment practices and support for ELL students. The course will guide students in understanding and applying principles of curriculum design and assessment. Candidates will use multiple approaches to informal and formal assessment and make informed decisions about teaching and learning. A linguistic focus will explore a multi-literacy curriculum in which reading, writing, listening and speaking are addressed. This course also critically examines curriculum design and assessment with the goal of enriching content-based language learning. A particular emphasis is placed on reading and writing instruction and assessment. Students will apply progress monitoring in all literacy areas with the goal of English language proficiency. Minimum of fifteen hours of clinical field experience required. Prerequisite(s): EDUC 537 , EDUC 538 , EDUC 539
	EDUC 544 - Assessment Evaluation in Education This course examines current attitudes and practices in the measurement and evaluation of student development in academic and general personality areas. It includes criteria for the development and selection of measuring and evaluating instruments, their administration, analysis and interpretation as related to student progress.
	EDUC 545 - Teaching the Learning Disabled in the Regular Classroom This course is an introduction to various theories and principles of Learning Disabilities. It provides a process for identifying the learning styles of these students, provides strategies and techniques for adapting textbooks, materials and curricula, examines ideas for adapting tests and grading procedures, and explores the impact of Public Law 94142 on programs for Learning Disabled students.
	EDUC 549 - Planning for Change in Education The major objectives of the course are to provide an overview of the theoretical and practical approaches to planned change in education; to provide an opportunity for the development of planning skills and the observation of change agent strategies and skills; and to provide consultative and evaluative assistance for a planned change project.
	EDUC 553 - School and Community Development This course examines the impact that school and community have on each other, the basis of desirable interrelationships between school and community, and desirable goals for school and community. This is an action program that is geared to the interests and needs of participants and their communities.
	EDUC 556 - School Law This course enables teachers to study the legal basis of their chosen profession and develop more adequate understanding of federal, state and local laws applicable to teachers and pupils of public school. Primary emphasis is placed on Pennsylvania statutes and judicial interpretations.
	EDUC 557 - Professional Studies Elective This is an elective course whose content may be determined on the basis of student and/or school district interests. Such a course must have a very clear and direct bearing upon some aspect of classroom teaching. A minimum of twenty-five students must be interested for such a class to be offered.
	EDUC 557a - Models of Effective Teaching This course explores findings from “Effective Schools Research.” It describes teacher decision-making, summarizes the findings of researchers regarding effective instruction, defines motivation and discusses critical motivational factors, and examines strategies for increasing students’ motivation to learn.
	EDUC 557f - Administration of Special Education This course focuses on developing the broad base of special education administrative knowledge and skills required for effective supervision and leadership of special education services and programs. Knowledge and skills areas relating to special education philosophies, models, court cases, legislation, regulations, policies, practices, communication and collaboration will be emphasized.
	EDUC 557k - Classroom Discipline and Management Using current research-based information, this course analyzes specific, practical suggestions for managing a classroom, explores various models, strategies, and techniques designed to focus on the important discipline aspects of prevention, support, and correction, and examines a pro-active approach to preventing disruptive situations.
	EDUC 557m - Special Topics (1 to 3 credits) This course is a study of a given topic, the specific subject to be announced each time the course is offered.
	EDUC 560 - Successful Inclusion for Educational Leaders This course is required of, and designed for students who are pursuing principal certification. The purpose of this course is to develop a sound knowledge base regarding special education legal mandates, and an understanding of currently available research of best practices in providing special education services. For principal candidates, the intended outcome of the course is that they will be better able to act from a position of understanding and strength to successfully implement the legal requirements of special education.
	EDUC 562 - Second Language Teaching: Methods and Materials II (3 credits) The primary purpose of this three credit course is to prepare students to teach English as a second language by creating a discourse for research-based theories of teaching methodologies in a K-12 setting. The course will focus on the curriculum and program management as it applies to English Language Learners. Classroom management; lesson planning, activities and the development and selection of materials will highlight this course. The course will discuss underlying principles of curriculum development, evaluating and ELL program and triangulation of data to monitor curriculum. Minimum of ten hours of clinical field experience required. Prerequisite(s): EDUC 537 , EDUC 538 , EDUC 539 , EDUC 540
	EDUC 571 - Foundations and Advanced Methods of Special Education (3 credits) This course is designed to re-acquaint the student with the historical evolution of the special education field through human rights advocacy and legal processes. The emphasis, however, will be to bring contemporary knowledge of current special education processes and practices, Amendments to ADAA, IDEA, ESSA/NCLB; and the unique opportunities and barriers individuals with disabilities experience in today’s inclusive classrooms. Significant changes in the field of special education and supportive student services occur at a rapid pace, and students will benefit from knowledge of trends, initiatives, and advocacy efforts that have occurred since their previous coursework. Upon completion of this course, the student will be able to analyze and accurately explain/report on recent research, advocacy efforts, educational initiatives, dispute resolutions and subsequent legislation that continue to make the Special Education field “fluid” and evolving to meet the educational and functional needs of all children in public school settings. Ten hours of clinical observation required.
	EDUC 572 - Assessment and Evaluation in Special Education (3 credits) This course is designed to review research-validated assessment methods (formative, summative, diagnostic) and formats (paper / pencil, oral assessment, utilizing technological platforms) to most effectively identify unique strengths, needs, and potential barriers and strategies for individuals with disabilities. Students will learn advanced methods in ongoing assessment (progress monitoring, Supplementary Aids and Services Toolkit Planning Process) to ensure students with disabilities are learning and making meaningful educational benefit. Federally mandated summative state standardized assessment testing for individuals with disabilities, allowable accommodations and modifications, and the impact on student programming will be addressed. Reflective and Evaluative Methods of Inclusive Instruction and Learning Environments will be explored in this course. Upon completion of this course, the student will be able to demonstrate competency in using effective research-validated methods and tools to accurately assess and identify the strengths, interests, and educational/functional needs of children with special needs. Additionally, the student will be able to demonstrate competency in using methods and tools to evaluate educational programming and settings to appropriately design interventions and accommodations to provide children with special needs increased opportunities to demonstrate learning and interact to the greatest extent with their classmates without disabilities. Ten hours of clinical observation required. Prerequisite(s): EDUC 571
	EDUC 573 - Inclusive and Collaborative Teaching Methods (3 credits) This course is designed to gain understanding of the potential opportunities and barriers students with disabilities face within regular education classrooms and within grade-level general education curriculum. Research-Based Strategies to be taught to and reinforced with students with disabilities to best utilize their learning strengths and overcome present and potential barriers will be emphasized during the course. The use of Universal Design and Focused / Implicit Teaching Methods will also be explored. Additionally, learning to use tools such as the Supplementary Aids and Services Toolkit Process, will help course students to systematically develop a positive learning / functional profile, identify potential barriers to the general education (or supplemental) curriculum, and design a plan of strategy instruction and accommodation to best help support students with disabilities. Upon completion of this course, the student will be able to demonstrate knowledge of and competency in assessing potential environmental, instructional, curricular, social-emotional barriers faced by students with disabilities in public education situations, settings and learning environments. The student will also be able to research and demonstrate knowledge in appropriate planning to remove barriers and implement supportive programming (including direct instruction to children in strategy use) to again provide all children access to educational and social opportunities with peers in inclusive public educational systems. Ten hours of clinical observation required. Prerequisite(s): EDUC 571 , EDUC 572
	EDUC 574 - Positive Behavioral Support for Students with Disabilities (3 credits) This course is designed to present advanced methods of understanding the function of behavior and planning effective means to identify potential problems and prevent the likelihood of negative behaviors in students. Students will learn how to observe, reflect, and evaluate the numerous educational environments and situations in which students are expected to learn (identifying potential triggers and barriers), planning (gaining specific knowledge of student strengths and needs through Functional Behavior Assessment), instruction (teaching strategies and self-monitoring to students), and the importance of consistent plan delivery and evaluation. Unique and effective methods and interventions under ongoing research for students diagnosed with Autism Spectrum Disorder, Social-Emotional Disturbance, Mental Health and complex issues related to Traumatic Brain Injury will be explored in this course. Upon completion of this course, the student will be able to demonstrate competency and understanding of the function of behavior demonstrated by students (attention, desire items/situation, stimulation, avoidance, tension-reduction), the independent completion of a Functional Behavior Assessment, and Development of an Appropriate Positive Behavioral Support Plan for a student (which would include setting program accommodations and direct instruction to the student in strategy use). Ten hours of clinical observation required. Prerequisite(s): EDUC 571
	EDUC 575 - Successful Transitions for Students with Disabilities (3 credits) This course will emphasize the barriers students at-risk or already diagnosed with a disability face at various stages of their educational process. Transitions pose unique issues for students, and comprehensive and age-appropriate planning methods are important to increase opportunities for student success. Transitions and corresponding instructional and behavioral supports will be addressed for individuals transitioning to pre-school programming, to school-age programming, through stages of school-age (elementary - middle/junior high - high school) to the comprehensive planning completed collaboratively to help individuals work toward desired post-school outcomes (postsecondary training/education, employment and independent living). Upon completion of this course, the student will be able to identify common transitions in the educational experience of a child with a disability, as well as developmentally appropriate planning strategies and skill instruction. The student will also be able to demonstrate formal post-secondary transition planning for a child with a disability preparing for life after graduation from public school; focusing on areas of further training/education, employment and independent living. Ten hours of clinical observation required.
	EDUC 576 - Special Education Comprehensive Seminar (3 credits) This seminar is required for students pursuing a special education PreK-8 certification at the postbaccalaureate level. The special education certificate program design offers candidates the option of completing observation or clinical experiences in their place of employment (with district approval) and/or experiences in times when students are not typically scheduled for instruction (holiday breaks, extended school year or summer programming). Upon completion of this course, the student will be able to use knowledge gained through prerequisite coursework and related observations to systematically evaluate the supportive systems currently practiced in familiar educational programs. The student will be able to comprehensively identify strengths, needs and develop a reflective summary and proposal of recommendations for improved procedures and practices to benefit students with disabilities. The student completing this exercise will be able to professionally document the evaluation and recommendations and may choose to share with colleagues if they believe appropriate. Prerequisite(s): EDUC 527 , EDUC 571 , EDUC 572 , EDUC 573 , EDUC 574 , EDUC 575
	EDUC 581 - Ethics in Education A study of the critical ethical questions involved in education, this course focuses on issues which highlight the moral role of administrators and/or educators in society. It explores basic ethical theory as it applies to education, engages students in guided consideration of the multiple ethical dimensions of educational leadership, and examines specific dilemmas experienced in today’s schools.
	EDUC 582 - Teaching and Learning with Technology This course examines current trends and practices in educational technology with a focus on the impact of new technologies at the instructional level and the classroom level. Learners will examine technology tools that facilitate teaching, learning and assessment practices and, also, analyze the challenges faced by students, schools and society as a result of rapidly advancing technologies.
	EDUC 601 - Independent Study This course serves two purposes. It is available to students who may wish to pursue research that is not otherwise provided in the graduate curriculum, and it serves as an alternative for students who may wish to develop a master’s thesis in place of taking a comprehensive exam for M.Ed. status.
	EDUC 604 - School Principalship (4 credits) This course explores the dynamic nature of the Principalship (elementary and secondary) and provides a framework for establishing the leadership necessary for today’s schools. The course focuses on the importance of providing visionary, instructional, and administrative leadership.
	EDUC 605 - Instructional Supervision This course focuses on the clinical model of instructional supervision, and it also explores a variety of other supervisory practices that can be employed by administrators to deal with the diverse needs of teachers and unique school cultures. A major underlying course theme, supporting all programs of instructional supervision, is quality management with its emphasis on ownership, collaboration, and decision-making at the lowest level of responsibility.
	EDUC 606 - Education Practicum (6 credits) This 300 hour minimum practicum is intended to tie theory to practical application. It is the culminating learning experience for principal and special education supervisor certifications, in effect, an internship completed on site at the candidate’s school. Students must design and implement administrative projects that reflect six major goal areas: (1)Curriculum, (2)Supervision, (3)Organizational Management and Leadership, (4)Research and Evaluation, (5)Technology, and (6)Intergroup Relations. Eligible candidates must finalize objectives with their practicum advisor prior to the first day of classes for the semester.

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Courses of Instruction

EDUC 101 - Foundations of Education

EDUC 150 - Educational Psychology

EDUC 205 - Introduction to Special Education

EDUC 206 - Professional Communication and Collaboration

EDUC 207 - Introduction to Early Childhood

EDUC 212 - Introduction to Pedagogy

EDUC 215 - Differentiated Instructional Practices

EDUC 220 - Foundations of Middle Childhood Education

EDUC 222 - Best Practices in Literacy: Grades 4-8

EDUC 223 - Emergent Literacy and Language Development

EDUC 225 - Assistive and Instructional Technology

EDUC 231 - Child Growth and Development

EDUC 240 - The Diverse Learner in Secondary Settings

EDUC 250 - Family/Community Relations in Early Childhood Education

EDUC 261 - Linguistic Diversity in the Classroom

EDUC 299 - Modified Student Teaching

EDUC 305 - IEP Content and Secondary Transitions

EDUC 310 - Teaching Social Skills

EDUC 315 - Positive Behavior Interventions in the Inclusive Setting

EDUC 324 - Foundations of Reading

EDUC 331 - Teaching Foreign Languages

EDUC 333 - Reading and Writing in the Content Areas in Middle and High School

EDUC 335 - Reading Strategies and Assessment

EDUC 345 - Assessment

EDUC 375 - An Inclusive Approach to Developmentally Appropriate Practices

EDUC 405 - Low Incidence Disabilities

EDUC 405L - Low Incidence Disabilities Lab

EDUC 407 - Education Seminar

EDUC 408 - Student Teaching of Foreign Language in the Elementary School

EDUC 414 - Student Teaching of Foreign Language in the Secondary School

EDUC 415 - High Incidence Disabilities

EDUC 420 - Autism Spectrum Disorders

EDUC 421 - Special Topics

EDUC 425 - Program and Organizational Management

EDUC 429 - Middle/ Secondary Methods I

EDUC 430 - Methods II

EDUC 431 - Early Childhood Methods I

EDUC 432 - Early Childhood Methods II

EDUC 434 - Sensory Interventions for Students with Autism Spectrum Disorders

EDUC 450 - Student Teaching in Elementary, Special Education and Early Childhood Education

EDUC 451 - Student Teaching

EDUC 452 - Student Teaching of Foreign Language in the Elementary School

EDUC 453 - Student Teaching of Foreign Language in the Secondary School

EDUC 501 - Independent Study in Education

EDUC 502 - Language and Reading Development

EDUC 503 - Reading Foundations

EDUC 504 - Assessment and Diagnosis in Reading/Writing

EDUC 505 - Reading in the Content Area

EDUC 506 - Strategies in Reading and Writing

EDUC 507 - The Affective Domain: Interest and Motivation to Read

EDUC 508 - Clinic I: Practicum in Diagnosis and Remediation

EDUC 509 - Clinic II: Literacy Leadership Internship

EDUC 510 - Reading and Writing in the Content Area

EDUC 511 - Educational Psychology of Learning

EDUC 512 - The Social Psychology of Learning

EDUC 515 - Curriculum Development and Management

EDUC 516 - Education of the Mentally Gifted in the Regular Classroom

EDUC 517 - Professional Practices that Support Inclusion

EDUC 518 - Teaching Students With a Learning Disability in the Regular Classroom

EDUC 519 - Meeting Needs of English Language Learners (ELL)

EDUC 520 - Inclusion for Educators

EDUC 521 - Foundations of Education

EDUC 522 - Comparative Education

EDUC 523 - School, Society, and the Future

EDUC 524 - Foundations of Instructional Coaching

EDUC 525 - Instructional Coaching Practicum

EDUC 527 - Autism Spectrum Disorders

EDUC 532 - Educational Statistics

EDUC 533 - Educational Research Procedures

EDUC 534 - Sensory Interventions for Students with Autism Spectrum Disorders

EDUC 535 - Applied Behavior Analysis/Verbal Behavior

EDUC 536 - Instructional Methodologies for Students with Autism Spectrum Disorders

EDUC 537 - Understanding Language and Second Language Acquisition

EDUC 538 - Culturally Diverse Learners: Socio-cultural Aspects of Language

EDUC 539 - Second Language Teaching: Methods and Materials I

EDUC 540 - Assessment and Evaluation in Second Language Teaching

EDUC 544 - Assessment Evaluation in Education

EDUC 545 - Teaching the Learning Disabled in the Regular Classroom

EDUC 549 - Planning for Change in Education