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2020-2021 Undergraduate and Graduate Catalog [ARCHIVED CATALOG]
Courses of Instruction
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Education |
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EDUC 506 - Strategies in Reading and Writing (3 credits)
This 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. Prerequisite(s): EDUC 502 , EDUC 503 .
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EDUC 507 - The Affective Domain: Interest and Motivation to Read (3 credits)
This 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. Prerequisite(s): EDUC 502 , EDUC 503 .
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EDUC 508 - Clinic I: Practicum in Diagnosis and Remediation (3 credits)
In this 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. Prerequisite(s): EDUC 506 , EDUC 507 .
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EDUC 509 - Clinic II: Literacy Leadership Internship (3 credits)
In the 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. Prerequisite(s): EDUC 504 , EDUC 505 , EDUC 506 , EDUC 507 , EDUC 508 .
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EDUC 511 - Educational Psychology of Learning (3 credits)
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.
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EDUC 515 - Curriculum Development and Management (3 credits)
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.
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EDUC 521 - Foundations of Education (3 credits)
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.
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EDUC 522 - Comparative Education (3 credits)
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.
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EDUC 523 - School, Society, and the Future (3 credits)
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.
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EDUC 526 - Teaching and Learning Number and Operations (3 credits)
This course provides participants with a deep understanding of the mathematics knowledge needed for teaching Number and Operations across the PK-12 mathematics curriculum. Learners and learning, teaching, curriculum, assessment, and mathematical practices will all be examined in relation to Number and Operations. The course additionally examines diagnostic assessment and interventions in mathematics education and provides a foundation for mathematics education professionalism. Five hours field experience required.
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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.
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EDUC 528 - Teaching and Learning Algebra and Functions (3 credits)
This course provides participants with a deep understanding of the mathematics knowledge needed for teaching Algebra and Functions across the PK-12 mathematics curriculum. Learners and learning, teaching, curriculum, and assessment will all be examined in relation to Algebra and Functions. This course additionally examines formative assessment, professional development delivery, mathematics education stakeholder engagement, and the evaluation of instructional materials. Ten hours field experience required. Prerequisite(s): EDUC 526 .
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EDUC 529 - Teaching and Learning Geometry and Measurement (3 credits)
This course provides participants with a deep understanding of the mathematics knowledge needed for teaching Geometry and Measurement across the PK-12 mathematics curriculum. Learners and learning, teaching, curriculum, and assessment will all be examined in relation to Geometry and Measurement. Participants will continue to develop knowledge and skills related to mathematics education professionalism, professional development delivery, and mathematics education stakeholder engagement. The course additionally provides a foundation in critical mathematics education and in school/district leadership. Tools and technology, as they relate to sense making, reasoning, and communicating in mathematics, receive a close examination. Sixteen (16) hours field experience required. Prerequisite(s): EDUC 526 , EDUC 528 .
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EDUC 530 - Teaching and Learning Data Analysis and Probability (3 credits)
This course provides participants with a deep understanding of the mathematics knowledge needed for teaching Data Analysis and Probability across the PK-12 mathematics curriculum. Learners and learning, teaching, curriculum, and assessment will all be examined in relation to relation to Data Analysis and Probability. Additionally, the intersection of mathematics education and social justice receives a close examination. Participants synthesize their knowledge and skills for mathematics education leadership at the school and district level. Fourteen (14) hours field experience required. Prerequisite(s): EDUC 526 , EDUC 528 , EDUC 529 .
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EDUC 532 - Educational Statistics (3 credits)
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.
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EDUC 533 - Educational Research Procedures (3 credits)
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.
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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. Prerequisite(s): or . Summer.
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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. Prerequisite(s): or . Spring.
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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. Prerequisite(s): or , or , and . Summer.
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EDUC 544 - Assessment Evaluation in Education (3 credits)
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.
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EDUC 553 - School and Community Development (3 credits)
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.
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EDUC 556 - School Law (3 credits)
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.
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EDUC 557a - Models of Effective Teaching (3 credits)
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.
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EDUC 557f - Administration of Special Education (3 credits)
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.
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EDUC 557k - Classroom Discipline and Management (3 credits)
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.
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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.
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EDUC 560 - Successful Inclusion for Educational Leaders (3 credits)
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.
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EDUC 563 - Special Education School Law (3 credits)
Students will gain a greater understanding of both federal and state special education laws including Section 504 of the Rehabilitation Act of 1973, No Child Left Behind Act (NCLB), Individuals with Disabilities Education Improvement Act (IDEA 2004), and the Family Education Rights and Privacy Act (FERPA). Emphasis will be placed on turning educational and legal theory into practice through the use of educator seminars. Students will review the most current cases and trends in special education law, analyze cases, and learn how to research both statutory and case law. Spring.
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EDUC 564 - Advanced Instructional Strategies in Special Education (3 credits)
This course is specifically designed to assist special education teachers as well as special education administrators in providing special education to students with high incidence disabilities. Students will learn effective instructional strategies and practices to employ in inclusive and co-taught classrooms; planning, teaching, and monitoring instruction. The course is focused on four strategic components; reading, writing, mathematics, and technology. The course will additionally provide an overview of enrichment strategies that will support the needs of highly able as well as identified special education Gifted and Talented students. Spring.
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EDUC 566 - Students with Brain Injuries (3 credits)
This course focuses on understanding and educating students with complex bodies and complex communication and instructional needs. Specific attention is given to children and adolescents with brain injury, both congenital and acquired. The concepts of Least Dangerous Assumption and Presuming Competence are essential to serving this population and are emphasized. Course content covers creating and measuring both functional and academic goals for students aged 3 to 21. Transition from early intervention to school age programs and transition back to school following a traumatic brain injury are addressed. Spring.
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EDUC 567 - Foundations for Students Who Are Deaf and Hard Hearing (3 credits)
This course provides in-depth exploration in utilizing specialized educational philosophies to instruct students who are deaf or hard of hearing. Coursework will focus on research-based curriculum, early language development, service delivery and programming, educational laws supporting students with a hearing loss, IEP documentation, and communication modalities. Students will engage with professionals in the field and gain hand-on experience through field experience. Fall.
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EDUC 568 - Related Services in the Educational Setting (3 credits)
This course is designed for education professionals working in the field of special education. Related services personnel, outside services providers, and paraprofessionals are vital components to a comprehensive special education program. Students with disabilities receive varying types and amounts of services. This course specifically focuses on collaboration and communication practices with physical therapy, occupational therapy, health services, and speech therapy. This interdisciplinary approach to special education will explore prevention and intervention services in schools, removal of barriers to learning, and providing a continuum of support to students K-12. Fall.
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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.
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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. 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 . Fall.
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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 . Spring.
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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 572 , EDUC 573 . Spring.
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EDUC 575 - IEP Development and Successful Transitions for Students with Disabilities (3 credits)
The focus of this course will be 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. 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 develop an appropriate IEP as well as identify common transitions in the educational experience of a child with a disability. 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. Prerequisite(s): EDUC 571 , EDUC 572 , EDUC 573 , EDUC 574 . Summer.
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EDUC 576 - High and Low Incidence Comprehensive Seminar (3 credits)
This course focuses on observation and demonstration of teaching competencies to students with complex learning needs in special education programs. Students will review the characteristics and education implications of students with a wide variety of disabilities and receive instruction in the use of specific interventions from evidence based practice in the classroom setting. This course also provides an overview of the major trends and issues in educating students with high and low incidence disabilities. This seminar is required for students pursuing a special education certification at the post-baccalaureate level. The Comprehensive Seminar 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 available for instruction (before school activities/after school activities, related programs and services). Upon completion of this course, the student will be able to use knowledge gained through prerequisite coursework and related observations to systematically plan for, deliver, and assess the needs of students with high and low incidence disabilities through projects, case studies, observations, and evaluations. Prerequisite(s): EDUC 571 , EDUC 572 , EDUC 573 , EDUC 574 , EDUC 575 , EDUC 577 , EDUC 527 . Spring.
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EDUC 577 - Teaching Diverse Learners (3 credits)
This course will examine how cultural and linguistic differences impact the educational experiences for students with and without disabilities. Students will examine intervention strategies to address these differences and apply their knowledge through analysis of case studies, observations, and development of artifacts. It is important that educators are prepared to enter the work force with a genuine sense of pride in their profession and understanding of the diverse learner. From this course, the teacher candidate will be able to identify the characteristics of diverse learners and select specific strategies to address emotional, social, linguistic and cognitive differences at appropriate times. Additionally, candidates will apply their knowledge of students’ individual differences in order to design coherent instruction, communicate effectively with families, appropriately manage and engage students in learning. Ten hours of clinical observation required. Prerequisite(s): EDUC 571 , EDUC 572 , EDUC 573 , EDUC 574 , EDUC 575 . Spring.
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EDUC 581 - Ethics in Education (3 credits)
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.
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EDUC 582 - Teaching and Learning with Technology (3 credits)
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.
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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.
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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.
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EDUC 605 - Instructional Supervision (3 credits)
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.
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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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EDUC 606a - Principal Practicum I (3 credits)
The Principal Practicum is a 360-hour experience that is intended to tie theory to practical application. This experience is the culminating learning experience for principal K-12 certification. The practicum program is designed to develop visionary school leaders that strive to improve student achievement in America’s schools as well as act as the instructional leader for highly qualified teachers. Students must design and implement administrative projects that reflect the Core and Corollary Standards from the Principal Framework and Guidelines from the Pennsylvania State Department of Education. Performance-based assessment tools are used to assess and document the candidate’s successful completion of the practicum experience and attainment of the Core and Corollary Standards. Prerequisite(s): EDUC 515 , EDUC 560 , EDUC 581 , EDUC 556 , EDUC 604 , EDUC 605 . Fall.
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EDUC 606b - Principal Practicum II (3 credits)
The Principal Practicum is a 360-hour experience that is intended to tie theory to practical application. This experience is the culminating learning experience for principal K-12 certification. The practicum program is designed to develop visionary school leaders that strive to improve student achievement in America’s schools as well as act as the instructional leader for highly qualified teachers. Students must design and implement administrative projects that reflect the Core and Corollary Standards from the Principal Framework and Guidelines from the Pennsylvania State Department of Education. Performance-based assessment tools are used to assess and document the candidate’s successful completion of the practicum experience and attainment of the Core and Corollary Standards. Prerequisite(s): EDUC 606a . Spring.
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EDUC 606d - Special Education Practicum I (3 credits)
The Special Education Practicum is designed to develop visionary school leaders who can respond to the changing needs of the special education population they serve. This course is a 360-hour internship and culminating professional experience of the special education supervisor program. The terms “internship” and “practicum” are herein used interchangeably. Prerequisite(s): EDUC 581 , EDUC 582 , EDUC 605 , EDUC 577 . Fall.
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EDUC 606e - Special Education Practicum II (3 credits)
The Special Education Practicum is designed to develop visionary school leaders who can respond to the changing needs of the special education population they serve. This course is a 360-hour internship and culminating professional experience of the special education supervisor program. The terms “internship” and “practicum” are herein used interchangeably. Spring.
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EDUC 607 - School and Community Relations (3 credits + 1 credit clinical)
Current issues such as tax reform and scarce resources accelerate the importance of the school superintendent’s role in fostering the engagement and confidence of the community. Few Pennsylvania school districts can support a public relations professional; consequently, this critical area becomes the superintendent’s responsibility. This course will focus on the role of the superintendent in planning and implementing system-wide and building level communications and involvement networks. Also addressed will be the utilization of community resources and the creation of collaborative efforts to provide for the educational, cultural, and health needs of students and citizens in the community.
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EDUC 608 - School District Operations (3 credits + 1 credit clinical)
A critical component of developing the school district superintendent’s ability to promote the success of all students is to manage the district’s operations and resources for a safe, efficient and effective learning environment. School district operations present a variety of complex issues and problems that school district superintendents must understand, analyze, and communicate. Due to the myriad topics presented, the course will focus on accessing available resources to facilitate problem solving. Competencies will be demonstrated in action research projects and within the internship experience.
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EDUC 609 - Human Resource Management (3 credits + 1 credit clinical)
As the chief executive officer of the school district, the superintendent is responsible for developing and implementing a personnel management program. This course examines the background, current conditions, and future directions of school personnel management in the context of educational philosophy and theories of leadership.
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EDUC 610 - Superintendency (4 credits)
The school superintendent in Pennsylvania must have a diverse set of skills, talents, and habits of mind. The new reality of this position requires artful balancing of the divergent interests of students, parents, board, and community, while facilitating the development, articulation, and implementation of a vision of learning that is shared and supported by all constituents. This course will focus on the major political and leadership functions of the Superintendency with an emphasis on supporting student learning.
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EDUC 611 - Internship (4 credits)
The problems, issues, and realities of schools drive the internship experience. Theory is related to practical application. Candidates must design and implement administrative projects that reflect the four major courses that represent the 18 competencies in the areas as follows: School and Community Relations, Organizational Management and Leadership, Human Resource Management, School District Operations.
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ENGR 101 - Introduction to Engineering Concepts I (1 credit)
Introduction to engineering with emphasis on problem-solving and numerical procedures. Fall
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ENGR 102 - Introduction to Engineering Concepts II (1 credit)
Introduction to engineering with emphasis on problem-solving and numerical procedures. Spring
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ENGR 103 - Technical Applications of sUAS AVI 103 (1 credit)
Introduction to sUAS sufficient to enable the student to complete the FAA knowledge test concerning unmanned aircraft. Course will include both a theory component and a flight practicum emphasizing the technical applications of sUAS. Prerequisite(s): ENGR 101 or PHYS 101 or higher. As Needed.
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ENGR 111 - Introduction to Engineering and STEM (3 credits)
Through a series of real-world projects students will experience the engineering design process, solving engineering problems, use of drawing and design software tools, functioning within multidisciplinary teams, consideration of professional and ethical responsibility, project management, technical writing and verbal communication, creating reports and presentations. Projects will be chosen to integrate engineering disciplines and concepts; typical examples include launching pumpkins, building arduino-based environmental sensors, or using 3-D printing to create scale-models of buildings. As needed
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ENGR 192 - Freshman Engineering Seminar (0 credit)
Seminar series featuring talks by engineering professionals working in industry, consulting, research, or government as well as presentations by upperclassman and SFU faculty. Subject matter is primarily technical but with occasional discussion of time management, study habits, and professional development. Fall.
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ENGR 193 - Freshman Engineering Seminar (0 credit)
Seminar series featuring talks by engineering professionals working in industry, consulting, research, or government as well as presentations by upperclassman and SFU faculty. Subject matter is primarily technical but with occasional discussion of time management, study habits, and professional development. Spring.
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ENGR 201 - Engineering Statics (3 credits)
Particle statics, rigid bodies, equivalent systems of forces, equilibrium of rigid bodies, centroids and centers of gravity, forces in beams and cables, and moments of inertia. To include a significant design project. Prerequisite: PHYS 121 . Fall.
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ENGR 202 - Engineering Dynamics (3 credits)
Particle kinematics, Newton’s Second Law, energy and momentum methods, systems of particles, kinematics of rigid bodies, kinetics of rigid bodies in two and three dimensions, and mechanical vibrations. To include a significant engineering design or simulation project. Prerequisite: ENGR 201 . Spring, even-numbered years.
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ENGR 210 - Programming for Engineers (2 credits)
An introduction to computer programming; basic elements of computer programing VBA; logic analysis and common algorithms in computer programming, focusing on solving engineering problems; Introduction to Matlab. Lecture with lab; several design and real projects. To include an open ended design project. Prerequisite(s): MATH 110 Fall.
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ENGR 250 - Solid Modeling and CAD (3 credits)
Prepare hand sketches and engineering drawings using some drafting tools. Visualize 3D objects from 2D drawings, and vice-versa. Use commercial quality CAD software to draw two dimensional figures and drawings including orthographic projections, and working and assembly drawings. Use a commercial quality solid modeler to create solid models, and appropriate working and assembly drawings. Prepare solid models suitable for direct import into commercial quality finite-element, finite-difference, or finite-volume analysis codes. Lecture-recitation and Lab. Prerequisite(s): ENGR 101 Fall
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ENGR 279 - Sophomore Engineering Design for Service (1 credit)
Evaluate a need that is defined by a client. Develop a preliminary design. Refine that design in the subsequent semester. Fabricate a prototype or scale model of the design. Interact with a subject matter expert outside of students’ discipline. Prerequisite(s): Sophomore standing. As Needed.
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ENGR 292 - Sophomore Engineering Seminar (0 credit)
Seminar series featuring talks by engineering professionals working in industry, consulting, research, or government as well as presentations by upperclassman and SFU faculty. Subject matter is primarily technical but with occasional discussion of time management, study habits, and professional development. Fall.
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ENGR 293 - Sophomore Engineering Seminar (0 credit)
Seminar series featuring talks by engineering professionals working in industry, consulting, research, or government as well as presentations by upperclassman and SFU faculty. Subject matter is primarily technical but with occasional discussion of time management, study habits, and professional development. Spring.
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ENGR 301 - Fluid Mechanics (4 credits)
Development of the conservation (of mass, energy, and momentum) equations for fluid continua in both integral and differential forms. Application of the conservation equations to engineering hydraulics and geophysical flows. Three lecture-recitation periods and one four-hour laboratory. To include a significant engineering design or analysis project. Prerequisite: MATH 221 ENGR 201 Spring.
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ENGR 315 - Mechanics of Materials 2 credits
Stress, deformation, and failure of solid bodies under the action of forces. Internal force resultants, stress, strain, Mohr’s circle, mechanical properties of materials, generalized Hooke’s Law. Axial, bending, and buckling loads and combinations. Includes one lecture and one two hour lecture-recitation period. Prerequisite: ENGR 201 . Fall.
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ENGR 315L - Mechanics of Materials Laboratory (1 credit)
This lab accompanies the Mechanics of Materials Course, ENGR 315. Testing of physical behaviors of materials under varied conditions and situations. Pre/Co requisite(s): ENGR 315 Spring
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ENGR 321 - Applied Engineering Thermodynamics (3 credits)
Introduction to the basic principles of thermodynamics. Covers energy transformation, work and heat, ideal and real gases, first and second laws of thermodynamics, and applications to engineering systems including, psychrometry, thermal power systems, refrigeration systems, flow processes including duct flow of compressible fluids in pipes and nozzles; turbines; compression processes. Thermodynamic power cycle analyses and determination of cycle efficiency will be taught. Lecture Prerequisite(s): PHYS 122 Fall
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ENGR 325 - Fundamentals of Electrical Engineering (4 credits)
A course on fundamentals of electric circuits; basic elements and laws; techniques of circuit analysis: node voltage, mesh current, Thevenin, Norton, and source transformation; operational amplifier; inductors, capacitors, mutual inductance; transient response of RC, RL, and RLC circuits; steady state AC circuits; and use of computer simulation software to solve circuit problems. Introduction to solid-state and digital electronics. Lecture-recitation and laboratory. Prerequisite(s): PHYS 122 Spring
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ENGR 335 - Engineering Instrumentation Laboratory (1 credit)
A laboratory in measurement and instrumentation methods that emphasizes measurement errors, elementary statistics, uncertainty analysis, sensors, time and frequency response of instrumentation components, signal conditioning circuitry, and digital data acquisition. Applications include the measurement of strain, pressure, temperature, flow, force, torque, and vibration. Laboratory instructs the student in the performance of basic mechanical engineering components and systems. Performance of experiments, and reporting. Introduction to error analysis, and design and planning of experiments. Laboratory. Prerequisite(s): PHYS 122 ENGR 210 Corequisite(s): ENGR 325 Spring
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ENGR 350 - Material Science (3 credits)
Classification of materials, atomic structure, periodic table, molecular structure, bonding in solid materials, structure of crystalline solids, mechanical properties and failure of materials, phase diagrams, properties and use of polymers, ceramics, glasses, composites, steels, cast irons, and aluminum alloys. Material selection and engineering applications. Lecture -recitation. Prerequisite(s): ENGR 201 Fall
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ENGR 360 - Technical Innovation (3 credits)
Study historical and contemporary models of technical and scientific innovation. Application of these methods to areas of current interest. Develop preliminary designs of these applications. Lecture-recitation. Prerequisite(s): ENGR 315 As Needed.
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ENGR 366 - Unmanned Vehicles (3 credits)
Study the guiding design concepts for the four major classes of unmanned vehicles (air, ground, sea, and space). These concepts will be applied to the design, fabrication, and testing of a unique unmanned vehicle system. Prerequisite(s): ENGR 202 , ENGR 250 , ENGR 325 . As Needed.
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ENGR 375 - Heat Transfer (3 credits)
Study of conduction, convection, and radiation heat transfer, with applications to engineering problems. Lecture-recitation. Prerequisite(s): ENGR 301 Spring
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ENGR 379 - Junior Engineering Design for Service (1 credit)
Evaluate a need that is defined by a client. Develop a refined design that was developed in a previous semester. Fabricate a prototype model of the design. Interact with a subject matter expert outside of students’ discipline. Prerequisite(s): Junior standing. As Needed.
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ENGR 392 - Junior Engineering Seminar (0 credits)
Seminar series featuring talks by engineering professionals working in industry, consulting, research, or government as well as presentations by upperclassman and SFU faculty. Subject matter is primarily technical but with occasional discussion of time management, study habits, and professional development. Fall.
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ENGR 393 - Junior Engineering Seminar (1 credit)
Seminar series featuring talks by engineering professionals working in industry, consulting, research, or government as well as presentations by upperclassman and SFU faculty. Subject matter is primarily technical but with occasional discussion of time management, study habits, and professional development. Students will be required to assemble an engineering portfolio including a statement of purpose, resume, sample cover letter, and examples of engineering design work completed during their course of study. Students will be required to practice for the FE exam as well as make application to their transfer school. Spring.
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ENGR 398 - Engineering Internship (3-15 credits)
The integration of classroom theory with practical work experience under which students have specific periods of attendance at college and specific periods of employment, either full- or part-time, with or without pay. Credit may vary from three to 15 credits, but no more than four credits may be counted toward major requirements, with additional credits counted as free electives. Available with approval of the department chair and the Provost. Fall, Spring, Summer.
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ENGR 399 - Engineering Internship (3-15 credits)
The integration of classroom theory with practical work experience under which students have specific periods of attendance at college and specific periods of employment, either full- or part-time, with or without pay. Credit may vary from three to 15 credits, but no more than four credits may be counted toward major requirements, with additional credits counted as free electives. Available with approval of the department chair and the Provost. Fall, Spring, Summer.
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ENGR 410 - Applied Finite Element and Volume Modeling (4 credits)
Prepare discretized versions of partial differential equations using different finite-element, finite-difference, and finite-volume strategies for solid mechanics, fluid mechanics, and heat transfer problems. Be able to assess the reliability and numerical accuracy of the approximate solutions generated for the exact differential equation models. Be able to determine optimal or robust solution strategies. Lecture-recitation and laboratory. Prerequisite(s): ENGR 250 , ENGR 301 , ENGR 315 . Corequisite(s): ENGR 375 . As needed.
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ENGR 415 - Senior Lab (3 credits)
Open ended design project focused on scaling up from laboratory results to pilot scale system or analysis of field data. Prerequisite(s): ENGR 375 . Concurrent Requisite(s): ENGR 497 . Fall.
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ENGR 425 - Advanced Heat Transfer and Fluid Mechanics (3 credits)
More detailed study of phenomena in fluid mechanics and heat transfer, covering topics that are not limited to and may include the following: subsonic flow modeling (potential flow over 2D and 3D bodies); linearized supersonic flow (nozzles, shockwaves); conductive heat transfer; convective heat and mass transfer (boundary layer theory); radiative heat transfer (derivation of electromagnetic equations); and multiphase heat transfer (boiling/condensation). Lecture-recitation. Prerequisite(s): ENGR 375 . As needed.
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ENGR 427 - Power and Thermal Systems (1 credit)
This laboratory class explores the practical application of the theory of power and thermal systems. Operation with real power and thermal system hardware is involved. Performance of experiments, and reporting. Laboratory.
Corequisite(s): PHYS 321 or ENGR 321 , ENGR 375 . Spring.
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ENGR 435 - Control Theory (4 credits)
Study of feedback control applied to linear and non-linear dynamic systems with applications to engineering and/or robotics systems. Lecture-recitation and laboratory. Prerequisite(s): MATH 306 ENGR 202 CPSC 121 As needed
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ENGR 445 - Mechanisms, Linkages and Design of Machine Elements (3 credits)
Development of continuum mechanics equations, study mechanical failure modes, solution of boundary value problems in linear elastic and elastic-plastic materials. Development of theory of linkage and mechanism design. Lecture-recitation. Prerequisite(s): ENGR 315 As needed.
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ENGR 455 - Robotics (4 credits)
Study the guiding design concepts for the main classes of non-vehicle robots. These concepts will be applied to the design, fabrication, and testing of a unique robotic system. The principal difference between this class and ENGR 366 Unmanned Vehicles is that in this class the focus will be on robots with functions that are not necessarily associated with transport. Prerequisite(s): ENGR 202 , ENGR 250 , ENGR 325 . Corequisite(s): ENGR 435 , ENGR 445 . As needed.
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ENGR 491 - Seminar: Special Topics (1-3 credits)
Topic of current interest covered. Open to qualified students with special areas of interest. Consult with department chair. As needed.
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ENGR 492 - Senior Engineering Seminar (0 credit)
Seminar series featuring talks by engineering professionals working in industry, consulting, research, or government as well as presentations by upperclassman and SFU faculty. Subject matter is primarily technical but with occasional discussion of time management, study habits, and professional development. Students will be required to assemble an engineering portfolio including a statement of purpose, resume, sample cover letter, and examples of engineering design work completed during their course of study. Students will be required to practice for the FE exam. Fall
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ENGR 493 - Senior Engineering Seminar (0 credit)
Seminar series featuring talks by engineering professionals working in industry, consulting, research, or government as well as presentations by upperclassman and SFU faculty. Subject matter is primarily technical but with occasional discussion of time management, study habits, and professional development. Spring
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ENGR 497 - Capstone Design Proposal (1 credit)
Formal proposal of the capstone design project to be completed in the final semester of the Senior year. Concurrent Requisite(s): ENGR 415 . Fall.
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ENGR 498 - Capstone Design (3 credits)
Complete engineering design addressing a real environmental problem drawn from an environmental design competition or the industrial, governmental, or non-profit sectors. Prerequisite(s): ENGR 415 , ENGR 497 . Spring.
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ENGR 499 - Undergraduate Research (1-4 credits)
Original research in selected problems in engineering. A report is required. Open to qualified students with the consent of the chair of the department. Recommended for those who are planning graduate study. As needed.
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ENGT 201 - Intro Traditional and Renewable Energy Technologies (same as SCI 201) (3 credits)
This course explores both traditional and renewable energy generation technologies. Students will first learn the fundamentals of energy generation (conversion) and then specifically focus on traditional electricity generation technologies such as coal, natural gas, and nuclear as well as renewable resources such as wind, solar, and biogas. Field trips to local electricity generation plants are planned. Prerequisite(s): MATH 101 or higher. Spring.
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ENGT 302 - Building Science and Energy Efficiency (3 credits)
Commercial and Home Energy analyst is one of the most in-demand energy careers. This course explores the basics of home energy efficiency and building science. Along with classroom work and literature reviews, students will use the Institute for Energy’s home energy auditing equipment, such as the blower door, infrared camera, and manometer to learn how to perform a home energy audit. Prerequisite(s): MATH 101 or higher. Fall.
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ENGT 305 - Energy Policy (3 credits)
This course will address the policy implications of energy supply and consumption from an economic, social, and environmental perspective. Global policies will be explored first, with a narrower focus on the United States, Pennsylvania, and Cambria County energy policy throughout the semester. Spring.
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ENGT 310 - Energy Markets and the Electric Grid (3 credits)
The electric grid is one of the most complex systems on the planet, yet we seem to consume electricity with such ease and simplicity. This course introduces students to the basic mechanisms of the electric grid as well as the many markets and policies that govern power flow. Prerequisite(s): MATH 101 or higher, and ENGT 305 . Fall.
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PNGE 110 - Petroleum Statistics Lab (1 credit)
Introduction to statistics with emphasis on problem-solving and numerical procedures. Laboratory. Prerequisite(s): MATH 110 . Fall.
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