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2021-2022 Undergraduate and Graduate Catalog [ARCHIVED CATALOG]
Courses of Instruction
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Criminal Justice |
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CJ 452 - Special Topics Seminar (1-3 credits)
In-depth treatment of a topic. Emphasis on readings and discussion. As needed.
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CJ 501 - Independent Study in Sociology or Criminal Justice (1-8 credits)
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Cyber Security Administration |
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CSA 101 - Cybercrime and Electronic Evidence (3 credits)
Digital Forensics and electronic evidence cannot be divorced from the law, whether civil or criminal. A digital forensic examiner needs knowledge of the law to effectively perform his or her job. Moreover, the generation of electronic evidence in all types of crime continues to increase at an exponential rate. This course balances technology and law as it enters the world of cybercrime by exploring what cybercrime is; how it is investigated; and the regulatory and legal framework surrounding the collection and use of electronic evidence. Students are introduced to the technology involved in the commission and investigation of cybercrimes. Students explore the technical and legal challenges in searching for, extracting, and preserving electronic evidence, while simultaneously looking at the legal implications of crimes that are committed in the realms of cyberspace. In addition to Cyber Security Administration, this course addresses implications that are crucial for a variety of fields and disciplines, including computer science, criminal justice, business, health care, and pre-law. Fall.
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CSA 110 - Blockchain Fundamentals (3 credits)
The blockchain is an undeniably ingenious invention, the brainchild of a person or group of people known by the pseudonym, Satoshi Nakamoto. Since its inception, it has evolved into something greater, and the main question every single person is asking is: What is Blockchain? By allowing digital information in the form of a ledger to be distributed but not copied, blockchain technology has created the backbone of a new type of internet. Originally devised for the digital currency (Bitcoin), a variety of other fields are trying to understand and employ this transformative technology. In this course, students learn the basics of blockchain technology and the properties that make it so unique. Although major elements of the blockchain are based on complex mathematical concepts such as cryptography and algorithms, this course deliberately does NOT use any mathematical notations or formulae, and avoids any unnecessary complexity. It is designed to be non-technical and offers crucial, timely, and relevant information that would appeal to a variety of majors and professions such as business, health care, criminal justice, finance, accounting, management, mathematics, and computer science, or anybody interested in learning more about the crypto-currency craze. As a final project, students will create a sports betting distributed application. Fall (alternate years).
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CSA 111 - Cryptocurrency (3 credits)
“Virtual currencies, perhaps most notably Bitcoin, have captured the imagination of some, struck fear among others, and confused the heck out of the rest of us.” - Thomas Carper, U.S. Senator. Today cryptocurrencies, or “cryptos”, have become a global phenomenon. While still somehow geeky and misunderstood by most people, banks, governments and a number of businesses are aware of its importance. But beyond the noise and press releases, the overwhelming majority of people, even bankers, consultants, scientists, and developers, have a very limited knowledge about cryptocurrencies and often fail to understand even the basic concepts. This introductory course explains the most important facets of cryptocurrencies and walks the student through the beginnings of the very first cryptocurrency - Bitcoin. Other topics include the uses, challenges, and investment opportunities of cryptos, as well as the future cryptocurrency. As a final project, students will create a crypto wallet and purchase cryptocurrency.After taking this course, you will know more about cryptocurrencies than most other humans. Prerequisite(s): CSA 110 . Spring (alternate years).
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CSA 130 - Cybersecurity Foundations (3 credits)
This foundation course provides managers with the essential framework needed to design and develop an effective information security program. Students explore methods used to raise general security awareness, review current industry practices and develop expertise needed to adapt policies to safeguard proprietary information. Instruction focuses on key security principles that are critical to protecting information assets and network infrastructure in open access computing environments. The principles of authentication, data integrity, privacy (encryption), access control, trust and non-repudiation are explored in detail. The concept of open access is discussed along with how effective security initiatives enable eBusiness. Fall.
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CSA 201 - Digital Forensics I (4 credits)
Digital forensics deals with the analysis of digital artifacts and data recovered from computers, cell phones, gaming systems, IoT devices, and other digital media. This foundational course is crucial for all Cybersecurity students, and for those students contemplating a career in information security, network administration, or law enforcement. It provides a comprehensive overview of the field of Digital Forensics, and is taught with a heavy emphasis of hands-on exercises and exams. Topics include: digital forensic methodology, Windows Registry forensics, digital artifact identification and recovery, password recovery, and the use of a variety of forensics tools. Students must have a strong work ethic and critical thinking and reasoning skills to solve a variety of digital “whodunnit” scenarios. Prerequisite(s): CSA 101 - Cybercrime and Electronic Evidence and either CSA 130 - Cybersecurity Foundations or CPSC 140 - Fundamentals of Information Technology . Fall.
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CSA 202 - Digital Forensics II (3 credits)
Expands on the knowledge base and skill set developed in Digital Forensics I (CSA 201). It provides comprehensive, hands-on experience using Forensic Tool Kit (FTK), as well as an introduction to Magnet Axiom, and Autopsy. This course will also prepare students to sit for the ACE Certification exam, which is an internationally recognized forensic certification awarded by AccessData to those who demonstrate expert ability in the use of FTK. In addition, students will be required to generate various forensic reports, and draft executive summaries and timelines. Cloud forensics, cryptocurrency forensics, password cracking, and steganography will also be addressed. Like Digital Forensics I, this course is taught with a heavy emphasis of hands-on exercises and exams, and the use of critical thinking skills and reasoning skills to solve a variety of digital “whodunit” type scenarios. Prerequisite(s): CSA 201 - Digital Forensics I Spring.
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CSA 210 - Open Source Cyber Intelligence (3 credits)
The sheer amount of online information available about any individual is both impressive and disturbing. With nothing more than a name or email address, it is possible to recover significant amounts of personal information. This course provides the student with the skill-set and advanced knowledge base to employ online search techniques and strategies, and engage in detailed information gathering from the surface web, deep web, and dark web. Students will have extensive hands-on experience with a wide array of web-based informational sources, systems, and tools commonly referred to as OSINT, or Open Source Intelligence Techniques. This course is a necessity for Cyber Security majors (digital forensics and ethical hackers), but has significant and extremely relevant application to a variety of other disciplines and professions, such as private investigators, law enforcement, attorneys, paralegals, sales and marketing, management professionals, financial industry professionals, health care, human resources directors, and others. It blends critical thinking and reasoning skills with cutting-edge OSINT analytic techniques and tools. Prerequisite(s): CSA 101 Spring (alternate years).
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CSA 230 - Digital Privacy and Security (3 credits)
There are many dimensions to our digital worlds. We buy everything online. We entertain ourselves with endless piles of digital content. We communicate and socialize with friends and colleagues. We’re all digital, all the time. But what we do, what we buy, who we visit and what we think is now on sale and freely available to anyone. The amount of information available online about anyone is both interesting and alarming. Everyone should be concerned about their digital privacy and security. Millions of consumers had been affected by the data breaches at the Marriott hotel chain, as well as the breaches that have struck tech giants such as Facebook and Google. This course teaches you how to secure your online identity and communications, protect your cloud data, keep your purchases secret, and secure your Internet of Things. Using an extensive amount of “hands-on” techniques, tools, and exercises, students learn to significantly reduce their digital footprint and use the internet anonymously. Fall (alternate years).
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CSA 301 - Complex Online Investigations (3 credits)
Coverage of online investigations techniques; bitcoins and cryptocurrencies; online undercover work; international considerations; and encryption. Prerequisite(s): CSA 201 . Fall (odd-numbered years).
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CSA 311 - Blockchain Technology and Applications (3 credits)
Blockchain technology has the potential to fundamentally change some aspects of business. In this course we focus on current and potential applications of blockchain technology in various industries with a particular emphasis on smart contracts. We also study other Distributed Applications, the legal issues associated with smart contracts, challenges, and we create our own smart contracts and distributed applications using Solidity. Prerequisite(s): CSA 110 . Spring.
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CSA 332 - Information Networking and Security (3 credits)
This course will explore the building blocks needed to implement a life-cycle cyber security system. Instruction focuses on how to analyze internal applications, computing platforms/network infrastructure and corporate objectives with an eye toward designing flexible security architecture that is best suited for the enterprise, including how to define security architecture and what security architecture describes. Case studies are used to illustrate key security architecture concepts and methods. The latest challenges and the new default expectations of enterprise security will be explained. Prerequisite(s): CSA 130 . Spring.
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CSA 333 - Cyber Crime and Citizenship (3 credits)
The Cyber Crime and Citizenship course derives from the growing effects of cyber security in today’s world and due to the fast technological pace of never-ending technology innovations and improvement in available resources which makes an adversarial threat more frequent to various types of cyber-attacks, cyber espionage, and cyber citizenship in an increasingly cyber world. This course will examine the ever-changing and fast pace of technological change in relation to cyber-crime, and cyber citizenship as it relates to cyber ethics, cyber espionage, and mitigation strategies to combat these thrusts on a global basis. Prerequisite(s): CPSC 101 and MGMT 101 , or CPSC 122 . Summer.
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CSA 334 - Cyber Frameworks and Compliance (3 credits)
Effective security managers must know how to develop a security policy that will be adopted by all employees and supported by executive management. This course examines the steps required in policy development, including risk assessment, identification of internal and external threats, legal and privacy issues, creating reports, and escalation procedures. Related topics such as access controls, security standards and policy implementation are covered. Prerequisite(s): CSA 130 . Spring.
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CSA 335 - Critical Infrastructure and Homeland Security (3 credits)
This course provides both traditional students and current practitioners with a broad, up-to-date, multidisciplinary overview of the framework for cyber assurance in the collaborative homeland security environment at the federal, state, local and tribal levels within our cyber security framework. This course will allow students to evaluate the national cyberspace framework, the role of cyber security and critical infrastructure protection, hazards and the role of science and technology as an asset to help analyze the needed safeguards and integration of cyber talent at all levels of government to include support from industry. This course integrates a variety of sources, themes, methodologies and online learning activities, including presentations, assigned readings, internet research, assessments, informal class opinion polls, threaded discussion forums, and case studies involving natural disasters, like Hurricane Katrina, and ultimately the attacks on the U.S. on Sept. 11, 2001 and the subsequent adoption of a formal U.S. Department of Homeland Security. Appropriate historical foundations will be included along with essential components of a mechanism for homeland security that transcends support from the entire global cyber infrastructure from the federal, state, local and tribal levels in support where we will stress and discuss the importance of coordinating various plans and strategies among local, state and federal government response organizations. Prerequisite(s): CSA 130 . Spring.
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CSA 336 - Incident Response and Forensics (3 credits)
Hackers and disgruntled employees are using sophisticated tools and applications to steal intellectual property and expose sensitive information, and they are adept at covering their tracks in the process. This comprehensive, technically detailed course provides students with the skill-set, knowledge base, and hands-on experience to effectively respond to any type of system intrusion. Students are guided through the entire process and spectrum of tasks associated with incident response, beginning with the establishment of an incident response plan and assembling an incident response team and tools. Students will use a variety of digital forensic tools and techniques to identify, respond to, and recover from both an insider and outsider attack, and reinforce the organization’s security posture. Students will also learn how to analyze malicious code for evidence, and generate well-written reports that can be used internally or in a courtroom. Prerequisite(s): CSA 201 and CPSC 140 . Spring (alternate years).
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CSA 337 - Cyber Risk Management and Digital Resilience (3 credits)
This course explains how to create not only an effective, but an agile, resilient, and collaborative cyber security strategy so managers can understand business risks, collaborate effectively with business partners, navigate the rapidly changing technology environment, influence application and infrastructure environments, and implement active defensive tactics. A comprehensive overview of Information Assurance and Critical Infrastructure Protection is conducted and information assurance of information assets and protection of the information component of critical national infrastructures essential to national security is explored. Focus is at the public policy and strategic management level, providing a foundation for analyzing the information security component of information systems and critical infrastructures. Laws, national strategies and public policies, and strengths and weaknesses of various approaches are examined for assuring the confidentiality, integrity, and availability of critical information assets. Prerequisite(s): CSA 130 . Fall.
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CSA 340 - Special Topics in CyberSecurity (3 credits)
This course is a vehicle for teaching subject matter in the area of CyberSecurity and Information Assurance that is not regularly offered. Open to qualified students with special areas of interest. Consult with department chair. Prerequisite(s): CSA 130 and permission of instructor. As needed.
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CSA 398 - Cyber Security Internship (1-3 credits)
Cyber Security Administration internship. As needed.
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CSA 399 - Cyber Security Internship (1-12 credits)
Cyber Security Administration internship. As needed.
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CSA 401 - MAC (Apple) Forensics (3 credits)
Apple is increasing its market share in both the private and commercial/corporate marketplace. This course expands the skill-set and knowledge base of students who have taken Digital Forensics I and Digital Forensics II, both of which addressed the Windows operating system, and concentrates on identifying Apple artifacts and the tools and methodologies used to find, extract, decode and interpret the data stored on an Apple device from a forensic practitioner’s perspective. Students will learn best practices and use hands-on exercises to demonstrate and reinforce their understanding and improve their ability to respond effectively to a wider range of forensic incidences. Prerequisite(s): CSA 202 . Spring (alternate years).
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CSA 402 - Mobile Device Forensics (3 credits)
There is perhaps no more ubiquitous symbol of technology today than the cellular telephone or mobile device. They have progressed far beyond their use as a mere communication device, and routinely include GPS, texting, emailing, internet searches, social media, and IoT management. In essence, they have become an indispensable part of our everyday lives. As their use and sophistication increase, so does the amount of information stored on them. This course is designed to provide students with intermediate-to-advanced skills to analyze and interpret data during cell phone investigations. It explores the popular tools currently in use to recover the sources of cell phone data and stored evidence. It will address the various mobile platforms, as well as the use of encryption strategies. At the completion of the course students will be able to gather, analyze, and explain data recovered during digital forensic examinations of various mobile device platforms. Prerequisite(s): CSA 202 . Fall (alternating years).
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CSA 410 - Dark Web Analysis and Threat Detection (3 credits)
As vast as the Internet is, most people would be surprised to learn that the Dark Web is even larger and more extensive. It can’t be searched by Google, and in many ways is the twenty-first century equivalent to the wild west of the 1800’s. This course introduces students to the Dark Web and how it differs from the surface web all of us use every day. In the marketplaces of the Dark Web, virtually everything and anything is for sale. This course is primarily hands-on for students. Students will create online persona, and learn how to use TOR (the Onion Router) to access and navigate the Dark Web safely and anonymously. They will then use a variety of digital tools and techniques to assess online threat scenarios. Students will identify threat actors, retrieve evidence, and prepare reports of their findings. Caveat, the content of the Dark Web can be explicit and disturbing. Prerequisite(s): CSA 130 , CSA 210 . Spring (alternate years).
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CSA 420 - Ethical Hacking I (3 credits)
Unlike their “black-hat” counterparts, ethical hackers employ their skill-sets and knowledge base to identify weaknesses and vulnerabilities in computers and computer systems so risks can be mitigated before a breach occurs. This course serves as an introduction to the world of hacking. Students will learn the legal and ethical considerations and consequences of hacking, as well as the steps and methodologies required to complete a penetration test or perform an ethical hack. Using hands-on exercises and training, students will learn how to conduct reconnaissance of a target system and how to properly utilize and interpret the results of modern-day hacking tools. Tool coverage includes Kali, Metasploit, Nmap, Netcat, and others. Exposure to the Linux operating system, TCP/IP protocols, and cryptography will also be incorporated into the material. Prerequisite(s): CSA 101 , CSA 130 , CPSC 121 or MIS 110 , (CSA 210 Recommended). Fall (alternate years).
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CSA 421 - Ethical Hacking II (3 credits)
Hackers are innovators who constantly find new ways to attack information systems and exploit system vulnerabilities. Savvy businesses proactively protect their information systems by engaging the services and expertise of IT professionals skilled in beating hackers at their own game (often called “white hat hackers” or “ethical hackers”). Such professionals employ the very skills and techniques hackers themselves use to identify system vulnerabilities and access points for penetration to prevent hackers’ unwanted access to network and information systems. This course will instruct students in the advanced concepts of hacking such as step-by-step methodologies that hackers actually use, writing virus codes, and reverse engineering, so he or she is better prepared to protect corporate infrastructure from data breaches. Students will master advanced network packet analysis and advanced system penetration testing techniques to build their network security skill-set and beat hackers at their own game. It is expected that students will be eligible to sit for the EC-Counsel Certified Ethical Hacker (CEH) certification exam. The Certified Ethical Hacker (CEH) is an intermediate-level credential offered by the International Council of E-Commerce Consultants (EC-Council). CEH credential holders possess skills and knowledge on hacking practices learned in this class: footprinting and reconnaissance, scanning networks, enumeration, system hacking, Trojans, worms and viruses, sniffers, denial-of-service attacks, social engineering, session hijacking, hacking web servers, wireless networks and web applications, SQL injection, cryptography, penetration testing, evading IDS, firewalls, and honeypots. The CEH certification is recognized as one of the top five Information Security Certifications of 2019 (https://www.businessnewsdaily.com/10708-information-security-certifications.html). Prerequisite(s): CSA 420 (with a final grade of C+ or better). Spring (alternate years).
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CSA 431 - Automobile and IoT Forensics (3 credits)
Modern automobiles have become technological marvels that can virtually drive themselves. From infotainment, telematics, and navigation systems, to mobile Wi-Fi hotspots and Bluetooth connectivity, your automobile is equipped with almost 70 computers to make your driving experience safer and more convenient. As these systems evolve and become even more powerful and sophisticated, the value of the historical data and evidence they contain increases as well. Likewise, the Internet of Things (IoT) is quickly evolving and establishing itself as a necessary part of everyday life. It includes personal assistants, doorbells, cameras, refrigerators, and countless other devices connected to the Internet and controlled by your mobile device. This course is an advanced-level course that walks students through the various computer systems on a modern automobile and IoT device, examines the relevant data they contain, and teaches methods and tools to extract, analyze, and interpret relevant data. Prerequisite(s): CSA 202 . Spring (alternate years).
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CSA 435 - Cyber Warfare on the Global Stage (3 credits)
Cyberwarfare refers to the use of digital attacks, serious enough to be on the order of a physical attack, by one country on the vital computer systems of another. The dependence on computers in the modern world enables a cyber assault to have the potential to be as damaging on a nation and its people as a physical one. In this course new vulnerabilities created by such things as the Internet of Things, autonomous vehicles, Artificial Intelligence and Machine Learning, Deep Fakes, Social Media are covered as are such topics such as the weaknesses of a perimeter-based view of security, the role of microsegmentation, the future of cyberwarfare, as well as the Tallinn Manual and the legal status of cyberwarfare. Prerequisite(s): CSA 130 . As needed:
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CSA 455 - Cloud Computing Security and Management (3 credits)
“Cloud computing” (also called simply, “the cloud”) describes the act of storing, managing and processing data online, as opposed to on your own physical computer or network. In this course, students will learn Cloud Computing basics using AWS (Amazon Web Services) as an example. Students will be guided in the creation of an AWS account, planning AWS resources for cloud systems, creating AWS EC2 instances, accessing them. Students are also introduced to the AWS Load balancing feature. By the end of this course, students should be able to create their own web cluster with MySQL databases, setup users with credentials to manage the AWS resources/virtual machines either through their management control interface or using AWS CLI API using scripts. Students will also learn the best practice in cloud security and debugging service interaction issues may arise in the cloud systems. Prerequisite(s): CSA 130 and CPSC 140 . Fall (alternate years).
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CSA 499 - CyberSecurity Capstone (3 credits)
This capstone course of the CyberSecurity Strategy Post-Baccalaureate Certificate requires participants to work with others in applying what they have learned in previous courses to implement a practical, fully-developed Cyber Strategy for an organization. It involves recognizing and assessing the threats, the risks faced, the management of the risks, the defenses that will be used, the priorities, constraints, and a response plan. Prerequisite(s): CSA 337 . Spring.
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Economics |
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ECON 101 - Principles of Economics I (3 credits)
Introductory course in economics: basic forces underlying the economic organization of society; theory of national income, aggregate demand, level of employment, money and banking and government fiscal policy. Fall, Spring, Summer.
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ECON 102 - Principles of Economics II (3 credits)
Micro-economic principles; theory of price under various market conditions; economic function of government; labor unions; elements of international economics. Spring, Summer.
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ECON 202 - Sports Economics
A study of basic economic principles applied specifically to the arena of sports. Questions to be addressed include: How can an employer best motivate an employee? Should local government give incentives for businesses to come? How does a firm best price and market its product? All of these issues and more will be discussed in a sports context and framework. Prerequisite(s): ECON 101 or permission of instructor. Spring (even-numbered years).
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ECON 203 - Labor and Management Relations (same as MGMT 203) (3 credits)
A study of public policy issues affecting labor and management, the institutions associated most closely with industrial relations, and the process of collective bargaining. Fall, Summer.
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ECON 204 - Labor Economics (same as MGMT 204) (3 credits)
A study of the theories of wage determination, the relationship between wage rates, costs and prices, and the effects of trade union policies on employment and prices. Prerequisite(s): ECON 101 and ECON 102 , or consent of instructor. As needed.
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ECON 250 - Economic and Social History of the World Motor Car Industry (3 credits)
Investigation of economic, political, social, and culture events in world history by focusing upon the creation, development and maturation of the automobile industry. While the American industry will be featured prominently, the course will also explore the European and Asian sectors. Spring (odd numbered years).
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ECON 301 - Intermediate Microeconomics (3 credits)
Value and distribution theory, the theory of household behavior, theory of the firm. Theoretical economic concepts given operational content with main emphasis on tools of economic thinking. Prerequisite(s): ECON 102 . Fall (even-numbered years).
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ECON 302 - Intermediate Macroeconomics (3 credits)
National income accounting; determination of national income and employment as related to the modern theory of effective demand; consumption function; multiplier and acceleration principles; money as it affects output and employment. Spring (odd-numbered years).
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ECON 303 - Money and Banking (same as FIN 303) (3 credits)
Organization, functions, and operation of our monetary, credit and banking systems; relation of commercial banking to the Federal Reserve System and the impact of public policy upon banking and credit. Prerequisite(s): ECON 101 . Fall (odd-numbered years).
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ECON 375 - Comparative Economic and Business History (same as HIST 375) (3 credits)
Examination of the growth and development of the world economy up to the present. Emphasis upon industrialization and economic structural change, technological and organizational innovation, managerial and labor organization, government policies, international trade, business cycles, and the nature of socioeconomic institutions. Case studies of advanced and developing national economies. Spring (odd-numbered years).
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ECON 398 - Economics Internship (3-15 credits)
The integration of classroom theory with practical work experience under which students have special 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, depending upon the internship, but no more than six credits may be counted toward major elective requirements, with additional credits counted as free electives. Open only to Economics majors, with approval of the departmental chair and the chief academic officer. Fall, Spring, Summer.
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ECON 399 - Economics Internship (3-15 credits)
The integration of classroom theory with practical work experience under which students have special 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, depending upon the internship, but no more than six credits may be counted toward major elective requirements, with additional credits counted as free electives. Open only to Economics majors, with approval of the departmental chair and the chief academic officer. Fall, Spring, Summer.
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ECON 402 - International Trade and Finance (same as FIN 402) (3 credits)
Theory of international trade, factor movements, and balance of payments adjustment. Analysis of modern international economic problems including problems of less developed countries. Prerequisite(s): ECON 101 . Fall (even-numbered years).
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ECON 405 - Econometrics Senior Seminar
An integration of all major knowledge from courses in economics. Students will be introduced to the basics of Econometrics. Students will complete an independent research project in Economics. Designed as the capstone course in the economics program. Prerequisite(s): ECON 101 , ECON 102 , ECON 301 , ECON 302 , ECON 303 , MATH 112 or MATH 121 . Spring.
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ECON 406 - Independent Reading and Research (3 credits)
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ECON 409 - Special Topics in Economics and Finance (1-3 credits)
Exploration in depth of selected areas in economics and finance not offered elsewhere in the curriculum.
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ECON 410 - Advanced Monetary Policy (3 credits)
In this course, students will immerse themselves in the conduct of monetary policy and the current state of the US economy. In addition to helping to prepare a presentation on the US economy and a recommendation for monetary policy, students will compete against other schools in the Fed Challenge competition. Finally, students will be required to submit a term paper summarizing their contribution to the team and synthesizing their new found knowledge of monetary policy. , , and senior standing. Fall
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ECON 487 - Independent Studies in Economics (1-8 credits)
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ECON 499 - Undergraduate Research in Economics (no more than 3 credits applicable to minimum requirements for major)
Research in selected economic issues. The primary focus of the course will be the design, implementation, and documentation of a research study in the field of economics. This course is recommended for students who are planning to pursue graduate education in the field of economics and is open to students by consent of the chair of the department. Fall, spring, summer.
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Education |
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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. Required clearances will be needed to participate in field experiences.
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EDUC 125 - PDE Mathematics Preparation (3 credits)
This course prepares pre-service teachers to understand foundational mathematics concepts necessary to perform the duties of a classroom teacher. The course is designed to help students successfully prepare for the Pre-service Academic Performance Assessment (PAPA) required for initial teaching certification in Pennsylvania. Required clearances will be needed to participate in field experiences.
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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(s): . Students will complete four hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
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EDUC 205 - Introduction to Special Education (3 credits)
The course will introduce students to the diversity of children and adolescents in regard to cognitive, behavioral and emotional differences. This introductory course relates strongly to careers in education, psychology, social work, occupational therapy, physical therapy, etc. The legal basis for special education and accommodations will be studied, along with the history of the special education movement. The 13 categories of exceptionality covered by the Individuals with Disabilities Education Act (IDEA) will be closely examined, along with the diagnosis of Developmental Delay. Understanding and programming for the needs of students with disabilities will be addressed through explicit instruction, group activities, and authentic assessments. Students will explore the variety of career opportunities in education and related careers helping students with special needs. Included as part of this course are four hours of field experience working with children on the autism spectrum. Students will be required to complete a background check including state and federal clearances in order to complete the field work. This course fulfills all of the PDE Special Education candidate competencies for Professional and Ethical Practices. Required clearances will be needed to participate in field experiences. Students will complete four hours of field experience in an area school or educational setting.
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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. Required clearances will be needed to participate in field experiences.
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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. Students will complete eight hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
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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. Prerequisite(s): and . Students will complete four hours of field experience in an educational setting. Required clearances will be needed to participate in field experiences.
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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. Required clearances will be needed to participate in field experiences.
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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. Required clearances will be needed to participate in field experiences.
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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. Students will complete eight hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
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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 of 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 will 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. Students will complete four hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
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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(s): PSYC 101 . Students will complete four hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
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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. Required clearances will be needed to participate in field experiences.
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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. Students will be assigned four hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
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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. Required clearances will be needed to participate in field experiences.
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EDUC 299 - Modified Student Teaching (3-12 credits)
This modified practicum experience is for students with baccalaureate degrees who are seeking certification in education. Required clearances will be needed to participate.
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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. Prerequisite(s): and . Students will complete eight hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
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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. Prerequisite(s): and . Students will complete eight hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
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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. Required clearances will be needed to participate in field experiences.
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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. Prerequisite(s): LING 101 , EDUC 101 , and certified acceptable status in the student’s language study area, if teaching certification is sought; otherwise LING 101 and/or approval of the foreign language program director. As needed. Required clearances will be needed to participate.
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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. Required clearances will be needed to participate in field experiences.
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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 EDUC 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(s): and ; Admission to the Professional Phase. Students will complete fifteen hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
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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. Prerequisite(s): and . Students will complete four hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
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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. Required clearances will be needed to participate in field experiences.
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EDUC 401 - Teacher and the Law (3 credits)
Students will gain a greater understanding of both federal and state constitutional rights and protections impacting the teacher’s role in providing safety, education, equity, and required services to all students. The course will focus on federal and state amendments, search and seizure, due process, tort law, as well as Section 504 of the Rehabilitation Act of 1973, Every Student Succeeds Act (ESSA), 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. Required clearances will be needed to participate in field experiences.
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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): , , , , and . Fall. Students will complete eight hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
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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.
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EDUC 407 - Education Seminar: Teacher as Reflective Practitioner (3 credits)
This course is the student teaching seminar that supports pre-service teachers at the conclusion of their professional phase. 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. Student teachers are required to attend weekly class sessions designed to reinforce and enhance the standards and expectations of the program. The seminar is a three-credit course open to only education majors and minors. This course will be accepted as an equivalent for CORE 407 . Any candidates wishing to enhance their professional practice will benefit from participation within the course. Content will include in-depth discussion of complex issues including: instructional best practices, ethical considerations, community collaboration, professional etiquette, school safety, technology and Educator Effectiveness: Danielson Framework for Teaching. Prerequisite(s): Completion of all upper level education courses prior to student teaching. Required clearances will be needed to participate.
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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. Prerequisite(s): 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. Required clearances will be needed to participate.
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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. Prerequisite(s): 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. Required clearances will be needed to participate.
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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. Twenty 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. 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. Required clearances will be needed to participate in field experiences.
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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. Required clearances will be needed to participate in field experiences. As needed.
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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. Required clearances will be needed to participate in field experiences.
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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. Required clearances will be needed to participate in field experiences.
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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. Prerequisite(s): and . Students will complete thirty hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
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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. Prerequisite(s): Admission to the Professional Phase. Fall. Students will be assigned fifteen hours of clinical experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
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EDUC 432 - Early Childhood Methods II (3 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. Prerequisite(s): Admission to the Professional Phase. Students will complete fifteen hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
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EDUC 433 - Special Education Methods (3 credits)
This is an upper level course focusing on explicit instruction, specific interventions, and planning and delivery of instruction to students in a variety of special education environments including large and small groups as well as individual instruction. Data collection and progress monitoring are important elements of the course. Co-teaching roles and relationships will be addressed. Prerequisite(s): EDUC 205 , EDUC 305 , EDUC 315 , EDUC 415 . Required clearances will be needed to participate in field experiences.
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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. Prerequisite(s): or . Required clearances will be needed to participate.
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EDUC 450 - 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. 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. Prerequisite(s): 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. Required clearances will be needed to participate.
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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. Prerequisite(s): 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. Required clearances will be needed to participate.
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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. Prerequisite(s): 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. Fall, Spring. Required clearances will be needed to participate.
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EDUC 501 - Independent Study in Education (12 credits)
Student teaching is the culminating experience in the professional phase of a 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 special needs students; teaching diverse populations; assessing student achievement; and participating in all activities normally expected of a teacher. Student teachers are required to attend the 15 week experience designed to reinforce and enhance the standards and expectations of the program. EDUC 501 is cross-listed with EDUC 450.
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EDUC 502 - Language and Reading Development (3 credits)
This 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.
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EDUC 503 - Reading Foundations (3 credits)
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.
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EDUC 504 - Assessment and Diagnosis in Reading/Writing (3 credits)
This 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. Prerequisite(s): EDUC 502 , EDUC 503 .
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EDUC 505 - Reading in the Content Area (3 credits)
This 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.
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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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